Unit 8 How do you make a banana milk shake?
Section A 1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词： shake, milk shake, blender, turn on, peel, pour, yogurt, honey, watermelon, spoon, pot, add, finally, salt
能掌握以下句型：
① ─How do you make a banana milk shake?
─First, peel the bananas…
② ─How many bananas do we need?
─We need three bananas.
③ ─How much yogurt do we need?
─We need one cup of yogurt.
2) 能了解以下语法：
掌握用how much 和how many对事物的数量提问。
3) 学会描述做一些常见食物的过程，并能正确地运用表示顺序的词汇。
2. 情感态度价值观目标：
1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅历, 培养实践操作能力和动手能力。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
二、教学重难点
1. 教学重点：
1) 用how much与how many来对数量提问。
2) 动词词组；描述过程的顺序词。
2. 教学难点：
能恰当地使用祈使句表达食物的制作过程。
三、教学过程
I. Warming up
1. T: What’s your favorite fruit?
S: apple, orange, strawberry, banana, pear, watermelon.
2. T：What’s your favorite drink?
S: Cola/ milk/ juice/ tea/milk shake…
II. Lead-in
T: Great, those taste nice. Today we are going to learn how to make a banana milk shake. How many bananas do we need? How much milk do we need?
S: ….
Teacher shows the pictures to students, and makes students know the process of making milk shake. Then write down the key words on the blackboard.



2. Do 1a. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Then check the answers.
3. Teach the names of all items. Point to the pictures of the items and ask students to repeat.
Focus on the pictures. Ask the students to tell what they see in the picture. Describe each action and ask students to repeat the following:
peel the bananas, cut up the bananas, put the bananas and the , milk in the blender, pour the milk in the blender, Turn on the blender; drink the milk shake.
4. Point out the actions in the picture and the list of actions in activity 1b .
Play the recording and check the answers. Ask students to recite the conversation at once.
Ⅲ. Listening
1b Listen and put the instructions in order.
Ⅳ. Game
1. Show some pictures in the big screen.
2. Let Ss tell what they can see.
3. Let Ss try their best to say how to make a banana milk shake.
Ⅴ. Pair work
Work on 1c:
1. Let Ss read the model with a partner.
2. Use the information in 1b. Ask and answer with a partner.
3. Let some pairs ask and answer about the chart.
Ⅵ. Listening
Work on 2a:
1. Let Ss look at the pictures below. Let one student read the words in the pictures if necessary.
2. Play the recording for the Ss to listen and complete the chart.
3. Play the recording again to check the answers.
Work on 2b:
1. Let Ss read the chart below. Tell Ss that they should write the ingredient under the correct amount in the chart.
2. Play the recording for the Ss to write the correct answers in the chart.
3. Play the recording again to check the answers.
Ⅶ. Pair work
1. Tell Ss to ask and answer questions about how to make fruit salad.
2. Give a model to the Ss.
3. Ss work in pairs. Try to ask and answer about how to make fruit salad.
4. Ask some pairs to act out their conversations.
Ⅷ. Role-play
1. Read the conversations and fill in the chart below.

one
cabbage

one


three


four


five


some


2. Explain some new words and main points in the conversation.
① one more thing 另外一件事情
another ten minutes 再多十分钟
“数字+ more + 物品” 指“另外的……”
“another + 数字 + 物品” 指“另外的……”
当数字为one时，常与more连用或只用another
Give me two more hamburgers, please. 请再给我两个汉堡。
The boys rode another two hours.
那些男孩子们又骑了两个小时。
Do you want one more cup of tea?
Do you want another cup of tea?
你想再来杯茶吗？
② forget to do sth. 忘记（去）做某事
Don’t forget to close the windows.
不要忘记关上窗户。
3. Let Ss read the conversation after the teacher.
4. Practice the conversation with their partner. Then let some pairs to act out the conversation.
Homework:
做自己喜欢的水果奶昔，并简要说明过程。
可以用下列表示过程的词汇来让你描述更加清晰明了。
first, next, then, … finally…
板书设计：




Section A 2 (Grammar focus-3c)
一、教学目标：
1. 语言知识目标：
1) 学习掌握下列词汇：sugar, cheese, popcorn , corn, machine, dig, hole
2）进行一步复习巩固学习Section A 部分所学的生词和词组。
3）掌握正确用how much和how many对事物的数量进行提问。
4) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
2.情感态度价值观目标：
1. 通过制作食物的介绍, 培养学生的实际生活能力, 了解生活知识, 增长生活阅
历, 培养实践操作能力和动手能力。
2. 通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能
浪费食物, 珍惜他人的劳动成果。
二、教学重难点
1. 教学重点：
1) 复习巩固Section A 部分所学的生词和词组，达到熟练运用的目标。
2) 掌握正确用how much和how many对事物的数量进行提问。
2. 教学难点：
1) 能够熟练运用所学的知识，来正确描述做简单食物的过程，正确运用表示顺序的词。
2) 能够分清可数名词与不可数名词，会用数量词来计量一些不可数名词。
三、教学过程
Ⅰ. Warming- up and revision
1. Game: How do you make a banana milk shake?
Let some Ss describe how to make a banana milk shake.
Attention to use “first, next, then, finally” correctly.
2. How do you make a Russian soup?
Attention to use “first, next, then, finally” correctly.
Ⅱ. Grammar Focus.
1. 学生阅读Grammar Focus中的句子，然后做填空练习。
① 你怎样做香蕉奶昔？
_____ do you _____ banana milk shake?
② 首先，将香蕉剥皮。
______，_____ the bananas.
③ 接下来，将香蕉放入果汁机中。
____, _____ the bananas in the blender.
④ 然后，将牛奶倒进果汁机中。
_____, _____ the milk ____ the blender
⑤ 最后，打开果汁机。
______, _______ ___ the blender.
⑥ 我们需要多少香蕉？
______ _______ bananas do we need?
⑦ 我们需要三只香蕉。
We ______ three _________.
⑧ 我们需要多少酸奶？
_____ _______ yogurt do we need?
⑨ 我们需要一茶杯。
We need ___ _____ ____ yogurt.
2. 学生们根据记忆，看大屏幕来完成填空练习。
3. 学生们完成填空试题后，可以打开课本检查答案，对错误的句子，单独进行强化记忆。
Ⅲ. Try to Find
一、如何问答名词的数量：
1. 询问不可数名词的数量：
_________ +不可数名词…… ？
2. 回答不可数名词的数量：
___________ + 不可数名词
一杯________; 一碗 ________
3. 询问可数名词的数量：
__________ + 可数名词…… ？
练一练：句型转换：
① We need three cups of sugar. (提问)
_________ _______ sugar do we need?
② They need ten tomatoes for the soup. (提问)
_____ ______ tomatoes do they need?
③ The T-shirt is twenty dollars. (提问)
______ ______ is the T-shirt?
④ We have five six bottles of juice. (提问)
_____ ______ bottles of juice do you have?
Ⅳ. Practice
Work on 3a:
1. Circle the correct word in each question:
① 1. How (much/many) bananas do we need? 
② How (much/many) sugar do we need?
③ How (much/many) bread do we need? 
④ How (much/many) tomatoes do we need?
⑤ How (much/many) cheese do we need?
2. 方法指导：指导：应根据括号后面的名词是可数名词还是不可数名词来确定。
比如，第一句中bananas是可数名词的复数形式，故用how many。其他类似。
3. 最后，教师与同学们一起校对答案，并对学生们有疑问的地方进行解释。
V. Work on 3b:
1. 让学生们阅读对话，整体把握对话的意思。
2. 然后仔细读制作爆米花的过程，根据图片及上下文意及时态来确定空格处所应填的词。
第一句话中句子的主语、谓语、宾语都有，故应用副词how来构成疑问句。
在第二句话中，空格后有名词corn，故前面应用how much来对其数量提问。
第三句中的主语、谓语有，但没有宾语，故应用what 来对接下来做“什么事情”进行询问。
在第四句中，空格后有名词salt，故前面应用how much来提问数量。
3. 和学生们一起校对答案。
4. 让学生们朗读并表演这个对话。
ⅤI. Group work
1. 让学生们看表格中的四个活动项目，让学生们根据自己的生活阅历来选择一个较为熟悉的话题，并与自己的小组成员进行讨论如何做此事。
2. 将做这个事情的过程例一个较为清晰的单子，并用英语描述一下。
3. 与一位同学一起用英语讨论一下，如何做这个活动。
4. 听一听其他同学们擅长的项目，并表达自己的想法或问题。
(最后，可以经学生们评议来推举谁是最会做事情的同学）
VII. Exercises
If time is enough, do some more exercises on big screen.
重排下列句子，成为一段完整的对话。
A. First, put the water into the pot
B. Next, put the noodles into the pot and cook for ten minutes.
C. How many noodles do we need?
D. How much water do we need?
E. How do we make egg noodles?
F. What do we do next?
G. Five bowls.
H. Half a kilo.
I. Finally, put the egg into the pot and cook for another five minutes.
___, ___, ____, ____, ___, ___, ___, ____
Homework
1. 复习Grammar Focus 中的内容。
2. 从3c中选择一个活动项目，用英语将其过程描写出来。注意正确运用表示顺序
的词汇：
fist, next, then, after that, finally。

板书设计

Section B 1 1a-2e
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：sandwich, butter, turkey, lettuce, piece, Thanksgiving, traditional, autumn, traveler, England, celebrate, mix, pepper, fill, oven, plate, cover, gravy, serve, temperature
2) 能掌握以下句式结构：
① ─Do you like lettuce in a sandwich?
─Yes, I do./ No, I don’t.
② It’s a time to give thanks for food in the autumn.
③ Cut the turkey into thin pieces.
2. 情感态度价值观目标：
1）在活动中渗透中西方餐饮文化，了解西餐的制作方法在语言的运用中感受中西方饮食文化的不同。
2）通过食物制作过程的介绍, 让学生认识到劳动成果的来之不易, 使之懂得不能浪费食物, 珍惜他人的劳动成果。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3）阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1). 听力训练
2). 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting. Check the homework.
2. 头脑风暴： 将下列名词分为可数名词与不可数名词。
1） milk 2） tomato 3）teaspoon
4） popcorn 5） yogurt 6）salt
7） apple 8） onion 9）dumpling
10） shake 11） juice 12）meat
13） cup 14）porridge 15）watermelon 16）mutton
学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）
3. 让学们复述如何做爆米花。
S1：First, put half a cup of corn into the popcorn machine.　
S2：Next, turn on the machine．　
S3: Then, pour the popcorn into a bowl.
S4: Finally, put some salt. You can eat it. 　
４. 让部分学生复述如何植树或其他项目。
Ss try to retell how to plant a tree or other things they can do.
Ⅱ. Presentation
1. Ask Ss that what ingredients they need. Ask two students to say and write the ingredients on the Bb.
Ⅲ. Talking
1. Talk about the ingredients they like in the sandwich.
2. S1: Do you like lettuce in a sandwich?
S2: Yes, I do.
S1: Do you like tomatoes?
S2: No, I don’t. What about you?
S1: …
3. Let Ss ask and answer in pairs.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to listen and circle the words they hear in 1a.
3. Play the recording for the Ss to listen and circle.
4. Check the answers:
Work on 1d:
1. T: Now please look at the chart in 1d. Tell Ss to listen again and write the ingredients in the order they hear them.
听力指导：本题要求同学们听清在做三明治时，每个步骤中所需要的原料；因此，同学们在听的时候应将注意力放在“每个步骤中的原料”上；第一遍仅听，努力记住这些原料；第二遍的时候再写出来。
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
Ⅴ. Group work
1. Work in groups. Discuss the traditional food people eat on special holidays in China. Then make a list.
2. Ask some Ss to read their lists to the class.
3. Ask some other Ss add more.
Ⅵ. Reading
1. T: Look at the article and the pictures. Can you guess what the passage is mainly about?
Let some Ss try to guess the meaning of the passage.
(It’s about the turkey dishes in Thanksgiving in the United States.)
2. Let Ss read the passage quickly and number the pictures [1-5].
3. Ss read the