# 新目标Go for it 8A Unit7的教案学英语报

Go for it J8A Unit 7

Unit 7 How do you make a milk shake?
Part 1: Teaching design (第一部分：教学设计) Structures: Imperatives countable/uncountable noun How much/how many do you/ we…? Target language: How do you make a banana milk shake? First, peel the banana and cut it up… Then put the milk into the blender… How many bananas do we need? We need three bananas. Vocabulary: turn on, cut up, peel, pour, put, mix up, how many, how much, amount, blender, shake, yogurt, watermelon, ingredient, cinnamon sauce, teaspoon, cup, tablespoon, popcorn, oven, sandwich, lettuce, relish, turkey, bread first, then, next, finally, recipe Learning strategies: Guessing, Sequencing SECTION A Goals ● To describe a process ● To follow instructions ● To learn about imperatives countable/uncountable noun ● To learn to use how much/how many do you/ we…? Procedures Warming up by introducing drinks T: Hello, everyone! Today we are going to talk about drinks. What is your favorite drink? Ss: Sprite, Coco cola, green tea, water and orange juice. T: Today we are going to learn a new kind of drink, banana milk shake. What is it? A beverage made of milk, flavoring, and ice cream, shaken or whipped until foamy. Blender means a kind of machine that blends, with whirling blades for chopping, mixing, or liquefying foods. Here are two pictures about them.

Go for it J8A Unit 7

Let’s see how to make a banana milk shake. Warming up learning grammar Grammar Focus Countable items are things we can count, one, two, three… for example: one pen, two computers. Uncountable items are things we can’t count. They are not separate items. When we talk about them we should use a noun that can express amount, for example, a cup of milk, one teaspoon of cinnamon. 1a Filling in the picture with these words Look at the picture in 1a on the page 41. There are some actions. What are they doing? Let’s see how to fill them into the picture. _____the blender. _____the bananas._____the milk shake. _____the milk into the blender. ____the bananas and ice cream into the blender. ______three bananas. When you do this exercise you should pay attention to the order of these actions. Turn on the blender. Cut up the bananas. Drink the milk shake. Pour the milk into the blender. Put the bananas and ice cream into the blender. Peel three bananas. 1b Listening and putting in the right order. If we want to make something, we should follow the instructions. Instruction means a guide to make something that you can follow. Let’s listen to the tape and put the instructions in the right order and we will know how to make a banana milk shake. A: I'm hungry! Let's make a banana milk shake. B: How do you make a banana milk shake? A: Well, first peel three bananas. B: Three bananas? A: Yes. Then cut up the bananas. B: OK, I'm finished. A: Now put the bananas and ice cream into the blender. Then pour the milk into the blender. A: Is this enough milk? A: I guess so. Next, turn on the blender. Finally, pour the milk shake in a glass and drink it. Yes, the right way should be like this:

Go for it J8A Unit 7

1.Peel three bananas. 2.Cut up the bananas. 3.Put the bananas and ice cream into the blender. 4.Pour the milk into the blender. 5.Turn on the blender. 6.Drink the milk shake. Read the tapescript to underline all expressions and copy them into the expression book. 1c Doing pairwork First, we should read the instructions several times. Then please don’t look at your books and tell your partners how to make a banana milk shake. You can use these words: “ first, next, then and finally”. Sometimes English speakers pause after these words and this helps the listener notice that the speaker is saying a set of steps. You can pay attention to it when you talk with your partner. A: How do you make a banana milk shake? B: First peel the bananas. Next cut up the bananas. Next put the bananas and ice cream into the blender. Then pour the milk into the blender. Then turn on the blender. Finally drink the milk shake. 2a Listening and finding out “how many or how much” How many+ countable noun……? How much+ uncountable noun ….? Maria and Katie are making a fruit salad. Listen carefully to what they’re saying. Tapescript A: Let's make fruit salad. B: OK. Do you have bananas? A: Yes, I do. How many bananas do we need? B: We need three bananas. A: That sounds about right. What else? B: Watermelon. A: How many watermelons? B: Oh, only one watermelon. And we need some cinnamon.

Go for it J8A Unit 7

A: How much cinnamon do we need? B: Let's see. One teaspoon A: Right. What else? B: Apples. A: How many apples do we need? B: Two should be enough. And yogurt. A: How much yogurt do we need? B: A cup. Now what else do we need? Do you have any oranges? A: I think so. How many oranges do we need? B: Only one. A: Good. And we need honey. B: How much honey do we need? A: Two teaspoons. B: This is going to taste great! When we ask the amount of something, we use how many with countable nouns and use how much with uncountable nouns. Now let’s fill in this form with what you hear. How much yogurt cinnnamon honey How many bananas apples watermelons oranges 2b Listening and writing The “amount” is how much of something you use. The “ingredient” is what you put into the bowl. Listen again and fill in the chart try to find out how much ingredient they need in your salad. Now you can read the A tape script and blacken the how many with countable nouns and how much with uncountable nouns. Amount One cup Ingredient Yogurt

Go for it J8A Unit 7

Two One Two teaspoons three 2c Doing pairwork

Apples Watermelon and orange Honey bananas

Two students want to make fruit salad. Let’s read the dialogue in pairs. Then I will ask some pairs to do one question and answer each. 3a Filling the blanks As we know the meanings of these words we use then to describe a process in a certain order finally then next first Let’s fill in banks with these words, and blacken the expressions. A: How do you make fruit salad? B: First cut up three bananas, three apples and a watermelon. Next put the fruit in a bowl. Then put in two teaspoons of cinnamon and a cup of yogurt. Finally mix it all up. 3b Doing pairwork Look at these pictures they are making popcorn. Now please discuss what is happening in each picture with your partners. You can work together with your partners for a few minutes and then tell the class how to make popcorn First put the popcorn into the popcorn popper. Next turn on the popper. Next pour the popcorn into a bowl. Then put some salt on the popcorn. Finally you can try it. 4 Playing a game Let’s work in groups of four. Each team will write a different recipe, for example, recipes for sandwiches or omelets. Use the words first, next, then, and finally write each instruction on a separate line. Then cut up the recipe into separate lines. Another team puts the instructions in the omelets.

Go for it J8A Unit 7

correct order. How to make dumplings Next mix up the flour and the water. First cup up the meat and vegetables to make stuffing. Finally put them into the pot to boil them. Then put the stuffing into the flour cover. Closing down by playing a guessing game Now let’s play a game. One student does a cooking action, then others guess what he is doing, such as making dumplings, making noodles, making pancakes and so on. SECTION B Goals ● To ask and describe how to make something ● To learn the difference between countable nouns and uncountable nouns. Procedures Warm up by discussing If we want to make a sandwich, what do you think we need? And we can buy them in the supermarket. Let’s make a shopping list. Please use the structure We should buy some… 1a.Reading and writing

lettuce

sandwich

Suppose you want to make a sandwich. What things do you like in a sandwich? Make a list and write them in the box. In my sandwich, I like butter, onion, tomato, turkey slices, beef slices, relish and lettuce. 1b Doing pairwork According to the activity above. Take turns asking your partner what he/she likes in sandwiches. A: Do you like lettuce in sandwiches?

Go for it J8A Unit 7

B: Yes, I do. A: Do you like tomatoes? B: No, I don’t. A: Do you like tomato in sandwiches? B: Yes, I do. A: Do you like lettuce? B: No, I don’t. 2a Listening and circling the words you hear. Look at this picture. What is it? It’s like a chicken, but it is bigger than a chicken. It’s a turkey. Turkey is a large North American bird that has brownish plumage and a bare, wattled head and neck and is widely domesticated for food. Now two students are making a turkey sandwich. Let’s listen to the tape and find out what kind of things they use. Tapescript A: How do you make a turkey sandwich? B: Well, first put some butter on a slice of bread. A: How much butter? B: Oh, about a teaspoon. A: OK. What else? B: Next cut up some tomatoes. A: How many tomatoes? B: Well, one is probably enough. Put the tomato on the sandwich. Next cut up an onion. A: Sounds good. What about the turkey? B: Next, put some turkey slices on the sandwich. A: How many turkey slices? B: About three. A: OK. Is that all? B: Not quite. Then put some relish on the turkey. A: How much? B: Two teaspoons should do it. And don’t forget the lettuce. butter

Go for it J8A Unit 7

A: Sounds delicious! B: Finally, put another slice of bread on top. A: Great!

Answers butter lettuce relish onion tomato turkey slices

2b Listening and writing the ingredients As we know the ingredients they need, let’s listen again and write them in the right order. First butter Next turkey Then tomatoes, onion Finally slice of bread

Go for it J8A Unit 7

First, put the butter on a slice of bread. Then cut up an onion and a tomato. Add these to the sandwich. Next, put some lettuce and the chicken. Finally, put another slice of bread on the top.

● ● ● ● ● ● ●

2 slices of bread 1 teaspoon of butter 1 onion(cut up) 1tomato(cut up) lettuce 3 slices of chicken 2 teaspoons of relish

vegetables onions tomatoes lettuce 3b Filling the blanks

meat chicken slices

Go for it J8A Unit 7

A: First, put 1 teaspoon of butter on the sandwich. Then cut up three bananas and six mushrooms. Closing down by acting If you are a teacher of cooking, can you teach your students how to make sandwiches. Please come to the front of the class to show us with explanation words. SELF CHECK Goals ●To revise the words about food ●To practice writing a process Procedures 1.Filling in the blanks and making sentences Fill in the blanks with the words given. You should change the form of the word if necessary. put turn on cut up pour mix up

1. I need some help. Can you cut up the tomatoes, please? 2. Next you need to put the ingredients into a blender. 3. Then pour hot water into the blender. 4. Add some honey and mix up the ingredients. 5. Turn on the blender for about two minutes. Can you make up sentences with these words above? Now please make sentences with these words. I’ll ask some students to write their answers on board, and then let’s check the answers together. 1.You should put the rubbish into the dustbin. 2.Please turn on the TV. The news is beginning soon. 3.When you make dumplings, you should cut up the vegetables first. 4.We shouldn’t pour dirty water into the rivers or lakes. 5.When you make a cake, you should mix the flour and water up. 2.Writing Look at the picture. It is our famous Chinese food, Beijing duck. Do you know how to eat it? First, check you have all the ingredients. You need green onion and sauce. Next take a pancake. Next put slices of duck, sauce and onion into the pancake. Then roll the pancake. And finally you

Go for it J8A Unit 7

can eat it. Just for fun! Let’s sing an English song. Silent Night (Christmas Song) Silent night Holy night All is calm all is bright 'Round yon virgin Mother and Child Holy infant so tender and mild Sleep in heavenly peace Sleep in heavenly peace

Silent night, holy night, Shepherds quake at the sight. Glories stream from heaven afar, Heav'nly hosts sing Alleluia; Christ the Savior is born; Christ the Savior is born.

Silent night, holy night, Son of God, love's pure light. Radiant beams from Thy holy face, With the dawn of redeeming grace, Jesus, Lord, at Thy birth; Jesus, Lord, at Thy birth.

Part 2: Teaching resources(第二部分:教学资源) I. Background readings (背景阅读) American Cooking Everywhere in the world, you'll find all people love to eat. Every country has cooking. American people have their ways of cooking, don't they? Most people in the United States like fast food, such

Go for it J8A Unit 7

Seasonal Soups

Desserts

III. Word studies （词语学习） 1. cut

Go for it J8A Unit 7

v. 1.切；剪；削；砍 break something with a knife, scissors, etc.: Please cut this piece of string. 请 剪 断 这 根 绳 子 。 Charlie cut the stick short with his knife. 查 利 用 刀 把 棍 子 截 短 。 2 . 割；刺破 open your skin: I cut my finger. 我 把 手 指 割 破 了 。I've cut myself! 我 把 自 己 割 伤 了 ！ I cut my face while shaving. 我 在 刮 胡 子 的 时 候 把 脸 割 破 了 。 3 . 截；修 make something shorter: I am going to the barber to have my hair cut. 我 要 到 理 发 馆 去 理 发 。 Cut the lawn close! 把 草 坪 贴 地 修 齐 ！ This article is too long and has to be cut. 这 篇 文 章 太 长 ， 要 缩 短 。 4 . 切下；割下 take one piece from something bigger: Cut me a slice of bread. 给 我 切 一 片 面 包 吧 。 It is time to cut the rice. 该 是 割 稻 子 的 时 候 了 。 5 . 开凿，挖 掘 make by cutting, breaking, chiseling: How did they cut, carry and lift the huge stones? 他 们 怎 样 采 凿 、 运 送 和 吊 起 这 些 巨 石 的 ？ Tunnels are being cut through mountains. 正 在 穿 山 开 凿 隧 道 。 6 . 鞭打 strike sharply: The whip cuts like a knife. 鞭 子 抽 打 像 刀 割 般 。 7. 指线、路等）穿过；交叉 cross; intersect (=cut across) The path cuts the meadow diagonally. 通 道 斜 斜 地 穿 越 草 原 。 A line cuts another at right angles. 一 条 线 与 另 一 条 线 相 交 成 直 角 。 cut away (1) 切去，剪去；切成，剪成 (2) 走开 cut down (1) 砍倒 (2) 杀死，伤害；夺去?生命；损害?的健康 物 (4) 改小或缩短（衣服等）砍倒 cut into (1) 切入，刺入 (2) 从?中占去宝贵的时间 (3) 突然加入（谈话、牌戏等）(4) 减轻， 减少 切入，刺入 cut up (1)切碎；切成小块(2) 使痛苦 a short cut 近路；捷径 2. mix vt. 混合, 搅和: 混合，搀和 put different things together, bring different people together: I've mixed my French books and my English books. 我 把 我 的 法 文 书 和 英 文 书 混 在 一 起 了 。 Don't mix business with pleasure. 不 要 把 工 作 和 娱 乐 搀 和 在 一 起 。 3. boil vi. 1. 沸腾； 汽化 to become hot and change from liquid to gas: When water boils, it changes into steam. 水 沸 腾 时 就 变 成 蒸 汽 。 2 . 情绪激昂，汹涌 be excited by strong feelings; be agitated: He boiled with rage. 他 勃 然 大 怒 。 vt. 煮；烧煮 cook something in very hot water： She boiled rice in the kitchen. 她 在 厨 房 里 (3) 减少，缩减；减少某事

Go for it J8A Unit 7

Go for it J8A Unit 7

n. 1. [U] 摇晃；翻滚 moving from side to side; turning over: The roll of the ship put us to sleep. 船 的 摇 摆 使 我 们 睡 着 了 。 2 . [C] 一卷；卷状物 something that you have folded over and over: Give me that roll of string for my kite. 把 我 的 那 卷 风 筝 线 递 给 我 。 a roll of film 一 卷 胶 卷 a roll of paper 一 卷 纸 V. Grammar studies (语法学习) 1.可数名词和不可数名词 名词是表示人、事物、地点或抽象概念的名称的词；名词可分为专有名词和普通名词，普通 名词可分为可数名词和不可数名词。可数名词有表示个体的词，如 girl，cup 等，有表示集体 的名词，如 class，family 等；不可数名词有表示物体的词，如 glass, family 等，有表示抽象概 念的词，如 love，hate 等。见下表： 名 专有名词 Green, China, the great wall

Pen, book, table, banana…

People, family, class, police…

Air, milk, water, sand, meat…

Happiness, work, friendship…

glass box

glasses, boxes

Go for it J8A Unit 7

2. 祈使句 表示请求、命令、劝告、建议等的句子叫祈使句。祈使句的结构与陈述句一样 主语常省略， 没有时态的变化，也不能与情态动词连用，句末可以用感叹号，也可以用句号。 1.肯定祈使句开头用动词原形表示。如： Show me your ticket, please. Wait a moment. 2.祈使句的：否定式是在句首加上 Don't，有时加 Never 如： Don't talk in class. Never do that again! Please 常用于祈使句中，可在句首，也可在句末,在句末 时常用逗号隔开，有时也可在句中。如： Please be quiet! Be quiet, please!

8A Unit7 Seasons教案 (全)
T: Now, it’s time for all of you to show...新授课年 月日 学科 主备人 教材任教班级 英语 ...英语 8Aunit7 主备教师教学设计 教学目标 To learn...

go for it unit7-unit8教案以及单元试题
Go for it 七年级下册英... 6页 1下载券 新目标英语八年级(上)Un... 3...第1 课时 Unit 7 Section A 1a—1c (总第 32 课时) 【学习目标】 :1....