Unit How do you make banana milk shake Teaching

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					           Unit 7 How do you make a banana milk shake?
I.      Teaching objectives 单元教学目标

Skill      听    Listen to the process and the ingredients of making something
Focus      说    Describe the process of making something
                Talk about the culture of eating home and abroad

           读    Read a passage about recipe

           写    Write about the process and ingredients of making something
                Write instructions about how to eat Beijing Duck

           功    Describe a process and follow instructions
                How do you make a banana milk shake?
           能    First, peel the bananas and cut them up.
                Then pour the milk into the blender ...
           句    Next ...
                Finally ...
           式
                1. 重点词汇
           词    cut, up, peel, pour, into, instruction, top, check,        ice cream, salt,
                sandwich, bread, butter, duck
           汇    2. 认读词汇
                shake, milk shake, yogurt, watermelon, popcorn, popper, relish,
                lettuce, turkey, slice, green onion, sauce, pancake, blender,
Language        ingredient, amount, teaspoon, super, recipe, mix, boil, add, roll
Focus           3. 短语
                turn on, cut up, put/pour ... into ..., mix up, add ... to ...



           语    1. Imperatives (祈使句)
                Peel the bananas and cut them up.
           法    Pour the milk into the blender.
                2. Countable/Uncountable nouns
                 How many bananas do we need?   There.
                 How much yogurt do we need?    Two cups.

Strategy   Guessing
Focus      Sequencing
           Task based learning

II. Teaching materials analyzing and rearranging 教材分析和教材重组


   1. 教材分析
   本单元的中心话题是 Cooking at home,主要围绕 How do you make a banana
milk shake?这一主题展开各种教学活动。并以这一主题引出可数名词和不可数名
词,how many/how much 问句及祈使句等语言功能。本单元旨在让学生学会描
述制作某个东西的过程和步骤,进而分析中西方在饮食文化方面的不同,通过听、
说、读、写来培养学生综合运用这些知识的能力。最终让学生能在“做中学”
(learning by doing),通过有限的课堂实践活动,能准确地用英语来表达。
   Section A 1a 介绍本单元的重点词汇:一些用以描述香蕉饮料的制作过程的动
词,并让学生根据图片选择正确的动词完成图中句子,由此引入本单元的主题;
1b 让学生听一段对话录音,根据听到的顺序给句子排序,帮助学生从听力材料
中了解、获取目标语言;1c 是一个口头会话练习(结对子活动),指导学生如何
用目标语言进行对话(描述香蕉饮料的制作过程);2a 和 2b 是两个听力活动,
通过听力训练帮助学生进一步了解目标语言的用法,落实听与写的技能目标;2c
是结对子口语会话活动,从描述如何制作香蕉饮料扩展到如何制作水果色拉,以
巩固目标语言,是对学生的一种语言输出练习;3a 要求学生阅读对话,并用所
给的词完成对话,掌握几个表顺序的副词的用法;3b 要求学生根据 3a 中的对话
示范,看图向同伴描述爆米花的制作过程,帮助学生进一步用目标语言进行口头
表达; 是一个写食谱、
   4       拼食谱的游戏活动,给学生提供了一个学以致用的机会,
是学生运用目标语言进行听、说、读、写的综合训练。
   Section B 1a 让学生写出自己喜欢的三明治配料并与其他学生比较,学习一
些表食品的词汇,为后面的课堂活动作铺垫;1b 是在 1a 基础上的口头训练,仿
照对话与同伴谈论喜欢的三明治配料;2a 和 2b 是两个听力练习,其中 2b 也有
写的训练;2c 又是一个结对子口头会话练习,要求学生描述自己最喜欢的三明
治的制作过程,是对目标语言的巩固与扩展; 3a、3b 和 3c 为读、写训练,通
过一系列活动了解中西方饮食文化的差异,其中 3a 是一篇关于 Recipe 的阅读材
料,要求学生根据材料内容写出“Super Chicken Sandwich”的配料并进行分类
完成表格,是一项巩固词汇的读写训练;3b 是在 3a 的基础上的读与写的训练,完
成 A recipe for Sandwich 的阅读语言材料;3c 用目标语言进行写作的训练,落实
与巩固写的技能;4 是一项口语训练活动,体现了英语语言“在做中学,在学中
用”的特点,本单元的综合语言知识能力的运用在此体现出来。
    Self check 1 检验学生对几个重要动词和动词短语的掌握情况,形式为填空
和造句; 要求学生根据所给图片和提示语写一段吃北京烤鸭的步骤和过程,是
    2
对学生语言应用能力的综合检验。


    2. 教材重组和课时分配
Period 1(Section A: 2a, 2b, Section B: 1a,1b)
Function, Listening and Speaking
Period 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
      分课时教案


Period 1 Function, Listening and Speaking


Target language 目标语言
1. Words and phrases 生词和短语
shake, watermelon, yogurt, teaspoon, blender, salt, popcorn, popper, sandwich, butter,
relish, sauce, turkey, slice, green onion, duck, pancake, ingredient, instruction, amount
2. Key sentences 重点句子
How many bananas do we need?
How much milk do we need?
Ability goals 能力目标
Get students to know the names of food and drink, the plural forms of countable
nouns, and uncountable nouns.
Learning ability goals 学能目标
Help students learn how to eat healthy.
Teaching important and difficult points 教学重难点
The use of countable nouns and uncountable nouns.
Teaching aids 教具准备
CAI or lantern slides, pictures, tape recording.
Teaching procedures and ways 教学过程与方式


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 ...” (CAI 呈现)
T: What’s 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 kind 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, sandwich, 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 like      .
      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 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 onion, 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 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 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 bananas.
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 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 write 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 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
column.
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 and 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/sandwich/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 in 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


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.
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(数量)


Period 2 Function and
Integrating skills


Target language 目标语言
1. Words and phrases 生词和短语
peel, cut, pour, cut up, turn on, pour ... into, boil, add, add ... up, mix ... up, finally
2. Key sentences 重点句子
(1) How do you make a banana milk shake?
First, peel the bananas and cut them up.
Then put the milk into the blender ...
First ... next ... then ... finally ...
(2) How do you make fruit salad?
(3) How do you make popcorn?
Ability goals 能力目标
Learn the adverbs of procedure: first, next, after that, then, finally etc.
Talk about making food.
Learning ability goals 学能目标
Help the students learn how to describe a process with the target language.
Teaching important and difficult points 教学重难点
Describe the process of making something.
Teaching aids 教具准备
CAI or lantern slides, stick figures, tape recording.
Teaching procedures and ways 教学过程与方式


Step I Verbs and instructions (Section A: 1a, 1b)
Talk about 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 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 bananas 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 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 milk 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: 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, put the bananas and ice cream into the
blender ...
Then let students practice 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 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 instructions. 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.
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 popcorn.
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;钵
         mix n. 混合物
         mix up 混合在一起
         popcorn n. 玉米花
         popper n. 爆米花机
         sauce n. 调味汁;酱油
         salt n. 盐
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 on 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 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.
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 work 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.
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 Summary 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:
Search for information about the eating habits and culture in western countries.


Period 3 Integrating skills and
 Culture


Target language 目标语言
1. Words and phrases 生词和短语
butter, turkey, slice, relish, lettuce, onion, sandwich, add, add ... up, mix ... up, finally
2. Key sentences 重点句子
How do you make a sandwich?
First, put some relish on a slice of bread.
Then cut up some tomatoes ...
Finally, ...
Ability goals 能力目标
Learn to write the process of making something.
Learning ability goals 学能目标
Help students learn how to describe the steps of making something in English
correctly.
Teaching important and difficult points 教学重难点
How to write a recipe.
Teaching aids 教具准备
CAI, tape recording.
Teaching procedures and ways 教学过程与方式


Step I Revision and Presentation
T: Last class we learned how to make smoothie, fruit salad and popcorn. Do you
remember the instructions of making 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 read 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 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: put 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 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 attention 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: 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. 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 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.
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 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 turkey sandwich. Read the recipe
and fill in the blanks with the words from the box on the left.
Point out the words in the box and ask a student to read the words to the class.
Check the answers.
2. Pairwork
Read the instructions to the class. Then ask:
T: What should we do before we make some food?
Ss: Write out the ingredients.
T: Very good! Now write down the ingredients you need to make your favorite food,
and then write your recipes. You can use the recipe in activity 3b as an example.
After students have finished, ask them to read their recipes to their partners and check
each other.
Finally, ask some students to read their recipes to the class.


Step VI Eating culture
In this step, students will learn something about the eating culture in the west.
Show the followings on slide.
Differences between the western and Chinese eating culture
1. Cooking ways
In China:
Pay attention to color, smell, taste; Cook with cooking pot, has much smoke;
Different ways of cooking: stew, braise, fry, instant boil, smoke; deep fry, simmer;
In western countries:
Pay attention to nutrition; Cook with oven, doesn’t have too much smoke;
Simple cooking ways: roast, bake, toast, boil;
2. Eating habits
In China:
1) Eat with chopsticks.
2) Take vegetables from the same plate with own chopsticks.
In western countries:
1) Eat with forks and knives.
2) Take food from own plate.
3. Eating manners
In China:
1) People can talk loudly when they are eating.
2) People throw up the draffy after eating.
3) A guest in a Chinese house never finish the food, he leaves a little to show that he
has had enough.
In western countries:
1) People speak softly when they are eating.
2) People never throw up the draffy.
3) In England, a guest always finishes a drink to show that he has enjoyed it.
4. Order of servings
In China:
1) cold dishes and drinks
2) main courses—fish; crabs; shrimps; pork; chicken; vegetables
3) fruits
In western:
1) starters—soup/cocktail
2) main courses—chicken; steak; lamb; fish; pork; hamburgers;
3) drinks—mineral water; coffee; juice;
Show some pictures of western food on the slide, let students know some dishes
abroad.
Step VII Homework
Suppose one of your foreign friends is visiting China. He asks you for some recipes of
typical Chinese food such as dumpling, Yangzhou fried rice, noodles, Zongzi and so
on. Please choose one and write a recipe for him.


Period 4 Grammar and Exercises


Target language 目标语言
1. Words and phrases 生词和短语
Review all the words and phrases in this unit.
2. Key sentences 重点句子
How much yogurt do we need?
How many tomatoes do we need?
How do you make a sandwich?
First, put some relish on a slice of bread.
Next, cut up some tomatoes ...
Then ...
Finally ...
Ability goals 能力目标
Review the vocabulary and target language and put them into use.
Learning ability goals 学能目标
Help students to review what they have learned in this unit through self check.
Teaching important and difficult points 教学重难点
How to make sentences with some key words in this unit.
Describe the process of making something fluently.
Teaching aids 教具准备
CAI, lantern slides.
Teaching procedures and ways 教学过程与方式


Step I Memory challenge
1. Use the pictures in Period 1 to review all the words of nouns in this unit. (CAI 呈
现)
2. Show the exercise on the slide:


         Put the words into the right circles:
         tomato, watermelon, beef, teaspoon, strawberry, yogurt, cinnamon,
         fish, honey, tea, milk, chicken, ingredient, salad, potato, cabbage,
         onion, mutton


                 A Countable Nouns               C Uncountable Nouns




                                        B
Step II Self check
1. Activity 1 (This activity focuses on some verbs and verb phrases introduced in this
unit.)
T: Look at activity 1 on page 46. Here are five blanks. Fill in the blank with the words
given.
Students work alone to fill in the blanks. When they’ve finished, ask some students to
read their completed sentences. Correct any mistakes they may have. Then let
students make their own sentences with the words given.
2. Activity 2 (This activity provides writing practice using the target language of the
unit.)
Read the instructions to the class. Ask students to write instructions based on the
pictures.
Sample instructions:
First, check you have all the ingredients. You need sauce, green onion and slices of
duck. Next, put slices of duck, sauce, green onion into the pancake.
Then, roll the pancake.
Finally, eat it!


Step III Exercises
1. Fill in the blanks with the words in the box.
      minute, first, finally, join, after, then, next, sauce,
      beef, add
Thank you for ______Anna’s Cookery show. Today let’s make a pizza.________, mix
2 cups of flour, 2 spoons of butter and 1 cup of milk up to make a curst. ________,
put tomato _______ on the curst._________, put green pepper, sausage and _______
on top of it. _____ that,           some cheese on them. _________, bake the pizza in
a hot oven for 20 ________ .
2. Complete the conversation according to the passage above.
A: Can you tell me how to make a pizza?
B: Sure.
A: _______ can I make a crust?
B: You need some _________ , _________ and some milk.
A: _______ milk shall I pour into it?
B: _______ is enough.
A: Can I ________ them up all like this?
B: Yes. You do a good job. Now pour some _________on the crust. And then put the
small pieces of _________, ________,_________, and _________ on top of it.
A: ________, ________do I bake them in the oven?
B: 20 minutes. But don’t forget to add cheese on it
    __________ you bake it.
3. Exploring world
This is a broken recipe for duck stew. Could you number them from 1 to 8?
(    )salt in it when it boils the second time.
(    )add four large bowls of water to cook it.
(    )milk. Then put some tomato sauce and a little    (    )First cut three potatoes into
thin slices and put them
(    )into the saucepan with a little duck.
(    )Finally cook for 40 minutes.
(    )After it boils, pour a cup of
(    )Next
Key: 7-4-6-1-2-8-5-3


Step IV Homework
Collect the recipes you have learned in this unit and make a recipe booklet. Show it to
your mother and help her cooking your favorite food.


Teaching resources 教学资源库


I. 背景知识
      饮食文化是人类饮食方面的思想,意识和观念。世界上有许多民族,每个民
族往往都形成自己独特的饮食文化。我们中国人一向热情好客,大家围在一起吃
大锅饭,似乎更能增进彼此的感情,好客的主人会一再地给客人夹菜,热情之意
溢于言表。而西方人和我们有所不同,把自己喜欢吃的食物放在一个小盘里,而
不喜欢给别人夹菜,周到的服务是他们显示好客的方式。中国人的主食为米饭类,
因此习惯用筷子、碗和汤勺;而外国人爱吃牛肉、鸡、鸭肉等,通常用盘子、叉
子和刀。在结合教学内容时,就可以适当为学生增加这些背景知识。从营养方面
来看,中国的饮食比较健康合理,高纤维,低脂肪糖,而西方高脂肪,高热量,
而他们尽量注意保持食物的原汁和突然营养。


II. 知识点归纳
1. First, ... then, ... next, ... finally, ...
首先,……然后,……接着,……最后,……
这是英语中表达做某事的步骤的一种说法。如果步骤较多,还可以说:
first-next-after that-later on-finally/at last 通常你会听到说英语国家的人在说 first,
next, then, finally 和后面的内容时,他们会做一些停顿。这样就能提前告诉听者
接下来讲的是一系列的步骤。这一点在朗读和听力中应特别注意。
2. how many, how much 均为疑问词,同是“多少”,但用法不同。请看:
how many 修饰可数名词复数,how much 修饰不可数名词。但在用法上,同学们
常犯如下错误:
1) [误] How many are there bananas on the table?
[正] How many bananas are there on the table?
[析] how many, how much 中的 many,much 是形容词,常修饰名词作定语,故
后面跟名词。
2) [误]How much tea are there on the table?
[正]How much tea is there on the table?
[析] how much 修饰不可数名词时,谓语动词用单数。
how many 与 how much 的区别可简记为:
前 how many:问“多少”,复数名词后面跑;how much 问“多少”,不可数名词
单数好。前者答语用基数词,后者答语用数量关系。
How many apples do you want?
Only one.
How much milk does he drink?
Half a bottle.
另外,how much 还可以问“价格”。
此时可用于可数名词或不可数名词。
How much is the meat? 这肉多少钱?
How much are the apples?
这些苹果多少钱?
How much a kilo are the pears?
这些梨多少钱一千克?
其实,此时的 how much=how much money
3) 祈使句的特点:
祈使句表示请求、命令、叮嘱、邀请、劝告、号召等,以动词原形开头,一般读
降调,句末“!”或“.”
祈使句的否定句以 don’t 或 never 开头。
如:Don’t peel the banana! 不要剥开香蕉!
Never do that again.     再也不要那样做了。
一首有关祈使句的儿歌:
祈使句,祈使句,请求命令或建议;
主语是 you 常省去,动词原形开头住;
否定形式要注意,句首要把 Don’t 加;
要讲客气用 please,句首句末没关系。
注:一些表示禁止的标语口号中,常用祈使句的省略形式。如:No Smoking!
III. 单元练习
一、按要求转变词形。
1. blend(名词)           _______________
2. make(过去式)__________________
3. a slice of bread(复数)______________________
4. at last(同义词)__________________
5. cut(现在分词)___________________
6. one(序数词)____________________
二、单项选择。
1. His parents let him __________ to school by himself.
A. goes                           B. go
C. going                          D. to go
2. Would you like ___________ cup of tea?
A. other                        B. the other
C. another                      D. the one
3. How ____________ people _________ there in your family?
A. many, are                    B. many, is
C. much, is                     D. much, are
4. Did you put a lot of ______________ and _____________ into your wonderful
apple pie?
A. cinnamon, tomato
B. cinnamons, tomatoes
C. cinnamons, tomatoes
D. cinnamon, tomatoes
5. Do you like onion _____________ sandwiches?
A. in          B. on     C. with              D. for
6. On the evening party, the actors and actress _____ giving us wonderful
performance (精彩的表演).
A. taked turns                  B. maked turns
C. took turns                   D. made turns
7.____________ three ____________four, you will get seven.
A. Plus, to                     B. Add, to
C. Adding, and                  D. Plusing, and
8. Before eating the fruit salad, you’d better______________   first.
A. put it in                       B. mix it up
C. put it up                       D. mix up it
9. “Jim, ___________________late again,” the teacher said angrily.
A. don’t                           B. not be
C. isn’t                           D. don’t be
10. Let’s play basketball together, ______?
A. aren’t we                       B. shall we
C. will we                         D. won’t we
11. “______________do you live?”“At the No.2 Beijing Road.”
A. When                            B. Where
C. How                             D. Why
12. “__________is your telephone number?”“It’s 2016531.”
A. How much                     B. How many
C. Which                        D. What
13. “__________ is your age?”“Twenty.”
A. What                         B. How old
C. How many                    D. When
14. “ ____________ is it today?”      “It’s Tuesday.”
A. When                           B. What day
C. What date                      D. What time
15. “ ______________ is it by your watch now?”        “It’s 3:05.”
A. What day                    B. When
C. How                         D. What time
16. “_____________ was your father like when he was young?” “He was tall and
strong.”
A. What                        B. How
C. What about                  D. How about
17. “_____________ is it from here to your house?” “About two miles.”
A. how long                    B. How far
C. How soon                    D. Where
18. “__________is the bridge of the river?” “100 meters.”
A. How far                            B. How tall
C. How old                            D. How long
19. “__________ do you go to see your grandparents?” “Twice a month.”
A. How long                    B. How soon
C. How often                   D. How much
20. “ _________ football is this?” “It’s theirs.”
A. Who                            B. Whom
C. Which                          D. Whose
21. “_________ did you take to the zoo?” “Bus No.10.”
A. Which bus                   B. How
C. What                        D. Where
22. “_________ book do you want?” “The second one.”
A. What                           B. Which
C. Whose                          D. Who
三、汉译英。
1. 我不喜欢在调料里面放芥末。
I don’t like ________________________ the relish.
2. 去火车站,你需要搭乘 23 路巴士。
You need _____________________ the No.23 bus to the railway station.
3. 把这些原料放进不同的瓶子里,不然你会把它们弄混的。
Put the _________________ into different bottles, or you’ll
                                               .
4. 打开电视机,今天晚上有一场精彩的中日足球赛。
______________ the TV please, tonight there _______________ an exiting football
match between China and _____________ .
四、选用所给的词语补全句子。
turn       cut          peel    drink   eat
pour             have          add      take
put
1. How long does it ______________ to get to school?
2. I can’t come. I ____________ a really busy day.
3. Mr Green likes to _____________ sandwiches with lettuce.
4. Let’s _______________ some banana smoothie.
5. ________________ some more salt to the popcorn, please.
6. You have to __________ the banana before eating it.
7. Can you help me _____________ these tomatoes?
8. Don’t _____________ waste water into the river.
9. Next you need to ____________ all these things into the blender.
10. Finally, ____________ on the blender and you’ll get some fruit salad.
五、阅读理解
                                          (A)
      Phillip is fourteen this year. He studies in a middle school. He doesn’t do any
housework at home. He usually watches football matches on TV or goes out to play
football with his friends                 after school. His mother and sister do all
housework.
   His father went to New York on business last Friday. And the next day his sister
Tina was ill. His mother took her to see a doctor. The doctor told her to be in hospital.
His mother had to look after her there. At first the boy could find some food in the
fridge and cupboard. But on the third day there was only some uncooked(未烹饪
的)vegetable and meat left. He had to buy a cook book and did all what it said. But
sometimes he put the pepper in the milk or sugar in the soup. Of course, they were
terrible and he was often hungry.
   A week later Tina came out of hospital. When his mother came back, it was a
fearful mess(凌乱不堪)in the rooms. Phillip told her all about it. His mother and
sister had a good laugh over that. Now the boy stands in the kitchen and watches what
his mother does. He thinks it’s necessary(必要的)for him to learn to do the housework.
Read and answer the following questions.
   1) What’s Phillip ?
   2) What’s Phillip’s favorite sport ?
   3) When was Tina in hospital ?
   4) Why did Phillip buy a cook book ?
   5) Why did Phillip begin to learn to cook ?
                                           (B)
   Many years ago, children who had good manners kept quiet if their parents were
talking with other persons.
   Sometimes good manners in one place are bad manners in other place.
   Suppose you are a visitor in the land of Mongolia. Some friends ask you to eat
with them. What kind of manners do they want you to have? They want you to give a
loud “burp” after you finish eating. Burping will show that you like your food. In
some countries, if you give a loud burp you are told to say, “Excuse me, please.”
   In many places people like to eat together. But in some parts of Polynesia, it is bad
manners to be seen eating at all. People show their good manners by turning their
back on others while they eat.
   What are good manners like in an East African town? The people try not to see
you. They are being polite. You may see a friend. He may not see you at all. If you’re
polite, you will sit down beside him. You will wait until he finishes what he is doing.
Then he will talk to you.
   Suppose you visit a friend in Arabia. You should walk behind the tents until you
come to his tent. If you pass in front of the other tents, you will be asked into them.
The people will ask you to eat with them. And it is bad manners if you say no.
   1. In Mongolia, burping is a way of showing that___.
   A. you are not full
   B. you enjoyed your meal
   C. your meal is not good
   D. you want to eat more
   2. In Polynesia, to be polite while eating you should ___.
   A. turn your back on others
   B. sit still
   C. talk much with others
   D. eat quickly
   3. In Arabia it is bad manners___.
   A. to walk behind the tents
   B. to say no if you’re asked to eat
   C. to refuse to sit down
   D. to visit a friend
   4. In East Africa, people ___ a visitor ___ he finishes what he is doing.
   A. like to walk with ... while
   B. to say no if you’re asked to eat
   C. won’t talk to ... until
   D. talk to ... before
   5. Which of the following is true according to the text?
   A. Well-mannered children should always keep quiet.
   B. Eating with others is bad manners.
C. People always want others to bother (打扰) them.
D. Good manners are different from one place to another.
Key:
一、 1. blender 2. made 3. two (...) slices of bread
4. finally    5. cutting        6. first
二、 1-5 BCADA 6-10 CDBDB 11-15 BDABD
16-20 AADCD             21-22 AB
三、 1. mustard in                2. to take
3. ingredients; mix them up
4. Turn on; will be; Japan
四、 1. take            2. have        3. eat         4. drink       5. Add
6. peel      7. cut       8. pour          9. put       10. turn
五、 (A) 1) He is a middle school student.
2) His favorite sport is football.
3) Last Saturday.
4) Because he doesn’t know how to cook.
5) Because he thinks it’s necessary for him to learn to do the housework.
(B) BABCD

				
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