How do you make a milk shake教案设计

2024-07-26

How do you make a milk shake教案设计

　　Unit 7 How do you make a milk shake教案

　　Section A

　　Teaching 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:

　　Step 1. Warming up by i ntroducing 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 pictu res about them.

　　Let’s see how to make a banana milk shake.

　　Step2. Warming up learning grammar

　　Grammar Focus

　　Countable items are things we can count, one, two, three… for example: one pen, two computers. Uncountable it ems 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:

　　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 a fter 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.

　　Step3. Listening Practice

　　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.

　　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 d o 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 t aste 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 muchHow many

　　yogurtbananas

　　cinnnamonapples

　　honeywatermelons

　　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.

　　AmountIngredient

　　One cupYogurt

　　Two Apples

　　OneWatermelon and orange

　　Two teaspoonsHoney

　　threebananas

　　2c. Doing pairwork

　　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.

　　Step3. Doing pairwork

　　3b . 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 tel l 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 instructio ns in the correct order.

　　Step4. Summary

　　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.

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