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1、Unit 7 How do you make a banana milk shake? I． Teaching objectives 單元教學目標 Skill Focus 聽 Listen to the process and the ingredients of making something 說 Describe the process of making something Talk about the culture of eating home and abroad 讀 Read a passage about recip

2、e 寫 Write about the process and ingredients of making something Write instructions about how to eat Beijing Duck 功 能 句 式 Describe a process and follow instructions How do you make a banana milk shake? First, peel the bananas and cut them up. Then pour the milk into the blender ...

3、Next ... Finally ... Language Focus 詞 匯 1. 重點詞匯 cut, up, peel, pour, into, instruction, top, check, ice cream, salt, sandwich, bread, butter, duck 2. 認讀詞匯 shake, milk shake, yogurt, watermelon, popcorn, popper, relish, lettuce, turkey, slice, green onion, s

4、auce, pancake, blender, ingredient, amount, teaspoon, super, recipe, mix, boil, add, roll 3. 短語 turn on, cut up, put/pour ... into ..., mix up, add ... to ... 語 法 1. Imperatives (祈使句) Peel the bananas and cut them up. Pour the milk into the blender. 2. Countable/Uncountable nouns How m

5、any bananas do we need? There. How much yogurt do we need? Two cups. Strategy Focus Guessing Sequencing Task based learning II. Teaching materials analyzing and rearranging 教材分析和教材重組 1. 教材分析 本單元的中心話題是Cooking at home，主要圍繞How do you make a banana milk shake?這一主題展開各種教學活動。并以這一主題引出可數(shù)名詞和

6、不可數(shù)名詞，how many/how much 問句及祈使句等語言功能。本單元旨在讓學生學會描述制作某個東西的過程和步驟，進而分析中西方在飲食文化方面的不同，通過聽、說、讀、寫來培養(yǎng)學生綜合運用這些知識的能力。最終讓學生能在“做中學”（learning by doing），通過有限的課堂實踐活動，能準確地用英語來表達。 Section A 1a介紹本單元的重點詞匯：一些用以描述香蕉飲料的制作過程的動詞，并讓學生根據(jù)圖片選擇正確的動詞完成圖中句子，由此引入本單元的主題；1b讓學生聽一段對話錄音，根據(jù)聽到的順序給句子排序，幫助學生從聽力材料中了解、獲取目標語言；1c是一個口頭會話練習（結對子活

7、動），指導學生如何用目標語言進行對話（描述香蕉飲料的制作過程）；2a和2b是兩個聽力活動，通過聽力訓練幫助學生進一步了解目標語言的用法，落實聽與寫的技能目標；2c是結對子口語會話活動，從描述如何制作香蕉飲料擴展到如何制作水果色拉，以鞏固目標語言，是對學生的一種語言輸出練習；3a要求學生閱讀對話，并用所給的詞完成對話，掌握幾個表順序的副詞的用法；3b要求學生根據(jù)3a中的對話示范，看圖向同伴描述爆米花的制作過程，幫助學生進一步用目標語言進行口頭表達；4 是一個寫食譜、拼食譜的游戲活動，給學生提供了一個學以致用的機會，是學生運用目標語言進行聽、說、讀、寫的綜合訓練。 Section B 1a讓

8、學生寫出自己喜歡的三明治配料并與其他學生比較，學習一些表食品的詞匯，為后面的課堂活動作鋪墊；1b是在1a基礎上的口頭訓練，仿照對話與同伴談論喜歡的三明治配料；2a和2b是兩個聽力練習，其中2b也有寫的訓練；2c又是一個結對子口頭會話練習，要求學生描述自己最喜歡的三明治的制作過程，是對目標語言的鞏固與擴展； 3a、3b和3c為讀、寫訓練，通過一系列活動了解中西方飲食文化的差異，其中3a是一篇關于Recipe的閱讀材料，要求學生根據(jù)材料內容寫出“Super Chicken Sandwich”的配料并進行分類完成表格,是一項鞏固詞匯的讀寫訓練；3b是在3a的基礎上的讀與寫的訓練，完成 A recip

9、e for Sandwich的閱讀語言材料；3c用目標語言進行寫作的訓練，落實與鞏固寫的技能；4是一項口語訓練活動，體現(xiàn)了英語語言“在做中學，在學中用”的特點，本單元的綜合語言知識能力的運用在此體現(xiàn)出來。 Self check 1 檢驗學生對幾個重要動詞和動詞短語的掌握情況，形式為填空和造句；2 要求學生根據(jù)所給圖片和提示語寫一段吃北京烤鴨的步驟和過程，是對學生語言應用能力的綜合檢驗。 2. 教材重組和課時分配 Period 1（Section A: 2a, 2b, Section B: 1a,1b） Function, Listening and Speaking Period

10、 2（Section A: 1a, 1b, 1c, 2c, 3a, 3b, 4） Function and Integrating skills Period 3（Section B: 2a, 2b, 2c, 3a, 3b, 3c） Integrating skills and Culture Period 4（Self check and some exercises） Grammar and Practice III. Teaching plans for each period 分課時教案 Period 1 Function, Listening and Sp

11、eaking Target language 目標語言 1. Words and phrases生詞和短語 shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter, relish, sauce, turkey, slice, green onion, duck, pancake, ingredient, instruction, amount 2. Key sentences重點句子 How many bananas do we need? How much mil

12、k do we need? Ability goals 能力目標 Get students to know the names of food and drink, the plural forms of countable nouns, and uncountable nouns. Learning ability goals 學能目標 Help students learn how to eat healthy. Teaching important and difficult points 教學重難點 The use of countable nouns and uncoun

13、table nouns. Teaching aids 教具準備 CAI or lantern slides, pictures, tape recording. Teaching procedures and ways 教學過程與方式 Step I Warming up T: Good morning, boys and girls! Do you like English songs? Let’s relax ourselves and enjoy an English song: “One hamburger, two hamburgers ...” T: What’s

14、 the song about? Ss: Food and drink. T: Yeah, great! In this unit we’ll talk about how to make delicious food and drink. (Write “How to make things” on the blackboard.) Today we will learn the names of food and drink first. Step II Guessing game and Presentation T: Now please tell me what kin

15、d of food/drink/fruit you like. S1: I like noodle. S2: I like bananas. S3: ... In this way, help students to review the words about food they have learned. Then teach the following new words by using pictures or slides. shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwi

16、ch, butter, relish, sauce, turkey, slice, green onion, duck, pancake Sample pictures: Step III Make chants T: I have a good way to remember the words well. Now look at the slide and chant after me. Show the following on the slide. What do you like? What do you like? I like onions. I lik

17、e . What does she like? What does she like? She likes yogurt. She likes . T: OK. Now make your own chants by changing the words underlined with the new words that we have learned. Students make chants with each other, then ask individual students to present their chants to the class

18、and see who does it best. Then choose the best chant maker and the best chanter. Step IV Countable nouns and uncountable nouns Show the following words on the screen. shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter, relish, sauce, turkey, slice, green o

19、nion, duck, pancake, apple, ice cream, noodle, broccoli 1. Put the words into the correct places Countable nouns Uncountable nouns T: Now please look at the words carefully. Then tell us which words can be counted and which words can not be counted. Put them in the right places in groups

20、 of four. After that have the students make a conclusion on the rules of plural forms of countable nouns and uncountable nouns. Finally sum up about the rules that: Countable items are things you can count like one apple, two apples, three bananas; Uncountable items are things you can’t count like

21、 milk or yogurt. So you should say some milk/yogurt or two cups of milk/yogurt. 2. Pairwork Ask a student to act as partner, and present the following dialogue as a model. Then let students make more similar dialogues with the words above. Model: T: How many bananas do we need? S: Three ban

22、anas. T: How much relish do we need? S: Two teaspoons. Step V Listening (Section A: 2a, 2b) In this step students will do some listening, speaking and writing practice using the target language. T: Maria and Katie are making a fruit salad. Listen carefully to what they’re talking about. Play

23、 the recording for the first time. Students only listen. T: They mentioned some names of foods, right? We call them ingredients. Look at the chart in 2a on page 42. (Call attention to the headings “How much” and “How many”) Write the ingredients you can count under the heading “how many” and writ

24、e those you can’t count under the heading “how much”. Play the recording again, students listen and write the names of the ingredients in the correct column. Check the answers. Then point at the chart in 2b and ask a student to read the amounts in the first column. Point out the measuring cup

25、and teaspoon in the picture above. T: Listen to the recording again. This time listen to the amount of each ingredient the girls talk about. Write the name of each ingredient after the amount in the chart. Play the recording again. Students write words in the correct places in the Ingredient colum

26、n. Then check the answers. T: Now look at the sample conversation in the picture. Which pair would like to read the conversation for us? Ask two students to read it to the class. Enable them to read in proper tone and intonation. Then let students make similar dialogues with the ingredients a

27、nd the amounts in the chart in pairs. Finally, have some pairs present their dialogues. Step VI My favorite (Section B: 1a, 1b) Show the followings on slide. Discussion: What kind of salad/sandwich/popcorn/smoothie/ ... would you like to have? Write down the ingredients of your salad/sandw

28、ich/popcorn/smoothie/ ... Model: A: Do you like lettuce in sandwiches? B: Yes, I do. A: Do you like tomatoes? C: No, I don’t. A: Do you like relish? D: Yes, I do. Report: In my sandwich, I like lettuce, relish ... In his/her smoothie, he/she likes apples, oranges ... T: Now discuss i

29、n groups of four. Take turns to ask your partners what he or she likes in sandwiches/popcorn/smoothie/ ... Each group can choose one food and talk about it, then report to the class. Finally make a comment and choose: ※the best reporter ※the best salad ※the best smoothie ※the best sandwich

30、Step VII Summary and Homework T: Today we have learned some names of food, what ingredients we need to make things and how many/how much of them we need. Most of you talked about your favorite food as well. But I don’t think you can eat everything that you like. We should have healthy eating habit

31、. Homework: Your class is having a party. You want to make some fruit salad and sandwiches. So your classmates and you are shopping. Yon are talking about what you need and the amount. Please make a shopping list. Shopping list Ingredient（配料） Amount（數(shù)量） Period 2 Function and Integrating

32、skills Target language 目標語言 1. Words and phrases生詞和短語 peel, cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up, finally 2. Key sentences重點句子 (1) How do you make a banana milk shake? First, peel the bananas and cut them up. Then put the milk into the blender... F

33、irst ... next ... then ... finally... (2) How do you make fruit salad? (3) How do you make popcorn? Ability goals 能力目標 Learn the adverbs of procedure: first, next, after that, then, finally etc. Talk about making food. Learning ability goals 學能目標 Help the students learn how to describe a pro

34、cess with the target language. Teaching important and difficult points 教學重難點 Describe the process of making something. Teaching aids 教具準備 CAI or lantern slides, stick figures, tape recording. Teaching procedures and ways 教學過程與方式 Step I Verbs and instructions (Section A: 1a, 1b) Talk about

35、the picture on page 41. T: Look at the picture carefully. What can you see? What are the boys doing? First have some individuals answer the question. Clue: The picture shows some actions. Then help students to learn the meanings of the following verbs and verb phrases: peel, cut, pour, cut

36、 up, turn on, pour ... into, boil, add, add ... up, mix ... up Then let students do activity 1a. Check the answers and let them remember the actions: A. Drink the milk shake B. Pour the milk into the blender C. Peel the bananas D. Cut up the bananas E. Turn on the blender F. Put the banana

37、s and ice cream in the blender T: From the picture, can you guess what they are doing? Ss: They’re making a banana milk shake. T: Yeah, you are clever. They are making smoothie. Then deal with the listening activity 1b. This activity gives students practice in understanding the target language

38、 in spoken conversation, especially students’ ability of solving and analyzing information. T: Now let’s do some listening. It’s about some instructions of making a banana milk shake. First read the list of actions in activity 1b before listening. Ss: (Read) T: Do you know how to make banana mil

39、k shake? Can you put these instructions in correct order? ... Now listen to the conversation, number the instructions in the correct order. Play the recording. Students listen and number the instructions. Play the tape again. Students listen and check the answers. Step II Pairwork (Section A

40、: 1c) T: Do you know how to make a banana milk shake now? Ss: Yes. Present the conversation with an individual as a model. T: How do you make a banana milk shake, Xiao Li? L: Peel the bananas, cut up the bananas, and put the bananas and ice cream into the blender... Then let students practice

41、 the conversation in pairs without looking at the instructions. Step III Writing (Section A: 3a) This activity provides reading and writing practice using the target language. T: Now let’s move on to 3a on page 43. First look at the picture carefully and answer my question: What are the girl

42、and the woman doing? Ss: They are making fruit salad. T: What ingredients can you see in the picture? Ss: Apples, bananas, watermelon, honey and yogurt. T: In the box, there are four words. Now read together. (...) We can use these words to describe a process. They tell the order of instructi

43、ons. Which word always comes first? Ss: First. Ask students to put number 1 next to the word “first”. Then ask them to number the other three words to show the order they appear in a process. Clue: first → next → then → finally T: Now please write these words in the blanks. Check the answers

44、. Ask a pair to read the conversation to the class. Step IV Consolidation (Section A: 3b) This activity provides guided oral practice using the target language. T: Next we will make another kind of food. Kids in America like that very much. I think you like it, too. Show a picture of popcor

45、n. T: Look at my picture please. Do you like it? (...) I like it, too. It tastes delicious. Now let’s go over some new words about the delicious food first. Show the following on the screen and let students repeat. bowl n. 碗；缽 mix n. 混合物 mix up混合在一起 popcorn

46、 n. 玉米花 popper n. 爆米花機 sauce n. 調味汁；醬油 salt n. 鹽 T: Now look at the pictures in activity 3b on page 43. Can you tell me what is happening in Picture 1? S: One of the boys puts the popcorn into the popper. T: How about Picture 2? What do they do? S: They turn o

47、n the popper. Deal with Pictures 3, 4, 5 in the same way. T: Now you can work with a partner. Tell your partner how to make popcorn. Then ask one or two students to tell the class how to make popcorn. Sample process of making popcorn: First, put the popcorn into the popper. Next, turn on the

48、popper. Then, pour the popcorn into the bowl. After that, put some salt on the popcorn. Finally, enjoy it! Step V Game (Section A: 4) This activity provides listening, speaking, reading, and writing practice using the target language. T: Now let’s play a game. Get into group of four or six.

49、 Help students form teams and read the instructions to the class. T: Now listen to me carefully and clearly. First decide on a dish or food your group members all like. Then work out a recipe for it and write it down. Use the words first, next, then, and finally in your recipe. As the groups wor

50、k on their recipes, move around the room checking their work. Help with names and amounts of ingredients as well as names of kitchen items. Also help students keep the vocabulary as simple as possible, using words that the class already know. Remind them to write each instruction on a separate line

51、. T: Now cut your recipe up. And exchange it with another group. Then put the recipe you get in order. Are you clear? A few minutes later, ask the groups to check each other’s work. In the end, ask some groups to read their recipes to the class. Vote for the most creative food. Step VI Summar

52、y and Homework T: This class we have learned how to make a banana milk shake, how to make fruit salad and how to make popcorn. We also learned how to describe a process by using “first, next, then and finally”. I hope you can make these foods at home by yourselves. It will be fun. Homework: Se

53、arch for information about the eating habits and culture in western countries. Period 3 Integrating skills and Culture Target language 目標語言 1. Words and phrases生詞和短語 butter, turkey, slice, relish, lettuce, onion, sandwich, add, add ... up, mix ... up, finally 2. Key sentences重點句子 How do

54、you make a sandwich? First, put some relish on a slice of bread. Then cut up some tomatoes... Finally,... Ability goals 能力目標 Learn to write the process of making something. Learning ability goals 學能目標 Help students learn how to describe the steps of making something in English correctly.

55、 Teaching important and difficult points 教學重難點 How to write a recipe. Teaching aids 教具準備 CAI, tape recording. Teaching procedures and ways 教學過程與方式 Step I Revision and Presentation T: Last class we learned how to make smoothie, fruit salad and popcorn. Do you remember the instructions of maki

56、ng them? Ask students to bring materials for making milk shake, salad or sandwich. Then have the students talk about their favorite food. Finally, three individuals describe the steps of making smoothie, fruit salad and popcorn. Show the steps of making popcorn on the slide and have students rea

57、d together. How to make popcorn: First, put the popcorn into the popper. Next, turn on the popper. Then, pour the popcorn into the bowl. After that, put salt on the popcorn. Finally, eat the popcorn! T: Well done! This class we will make another different food. It is more delicious

58、and tasty, but more difficult to do. Now let’s learn some new words we will use to make a more delicious sandwich. Please look at the screen and read after me. Show on the screen: Words and meanings: butter, turkey, slice, relish, lettuce, onion, sandwich，add, add ... up, recipe, mustard add: p

59、ut something on (doing action to show) recipe: ways to cook food, with this we could cook food as easily as a real chef mustard: something we put into salad or food to make more flavor Step II Listening (Section B: 2a, 2b) Show a picture of a sandwich. T: Do you like it? What ingredients do

60、we need to make it? Ss: ... T: Now let’s look at activity 1a on page 44. Point to the food in activity 1a and read the words to the class. T: You will hear some of these words on the tape. Now listen and circle the words that you hear. Play the tape twice. Then check the answers. Call attent

61、ion to the chart in activity 2b. T: Listen again carefully and write down the ingredients in the order you hear them. Play the tape twice and then check the answers. Step III Pairwork (Section B: 2c) T: Have you got some ideas about how to make a turkey sandwich after listening? Ss: ... T:

62、 Well, I will tell you more about it. First please take out a piece of paper. Then write down the things you use to make your favorite sandwiches. And don’t forget the amount. Clear? Then students write down the ingredients and amount they need for their favorite sandwich. T: OK. Now work in pairs

63、. Use your list of ingredients and amounts to tell your partner how to make your favorite sandwich. Remember to use the words “First, Next, Then, and Finally.” Point out the sample conversation on page 44 and have the students read it together. Then students make their own conversations. Ask some

64、 pairs to present their conversations to the class in front. Step IV Reading (Section B: 3a) T: Now let’s read a recipe of making a super chicken sandwich. Point to the recipe and the chart below it. T: We know onion is a kind of vegetable. What about tomato? S: It’s a kind of vegetable, too

65、. T: Is chicken slice vegetable or meat? S: Meat. Point to the words “Vegetables”, “Meat”, and “Others” in the chart. Ask students to give some examples for each type of food. T: You are very clever. Now read the recipe and write the ingredients under “Vegetables”, “Meat”, and “others” in the

66、 chart below. Then check the answers. Then call attention to the ingredients list. Let students underline the names of ingredients and circle the amounts. This will help them to review uncountable nouns and countable nouns. bread → two slices butter → 1 teaspoon onion → 1 tomato → 1 chicken → 3 slices relish → 2 teaspoons Step V Writing (Section B: 3b, 3c) 1. Read the recipe and fill in the blanks with the words from the box. T: There is another sandwich recipe. It’s for a great