I. Teaching aims and teaching demands:
In this unit students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
A. Vocabulary
turn on, cut up, peel, pour, put, mix up how much, how many , amount blender, smoothie, yogurt ,watermelon ,ingredient ,cinnamon, sauce , teaspoon ,cup, tablespoon, popcorn , oven sandwich, mayonnaise, lettuce, relish ,turkey ,bread ,
first, then ,next, finally ,recipe
et language
How do you make a banana smoothie ?
First, peel the milk into the blender…
Then put the milk into the blender….
How many bananas do we need ?
We need three bananas .
C. Structures
Imperatives
Countable /Uncountable nouns
How many /how much questions
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
V. This unit is divided into five periods.
Period One
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
A. Vocabulary
turn on, cut up, drink ,peel, pour, put, drink
blender, smoothie, yogurt,
B. Target language
How do you make a banana smoothie ? Peel the bananas,
Cut up the bananas, Put the bananas and the yogurt in the blender,
Pour the milk in the blender, Turn on the blender; Drink the smoothie.
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
hing procedure
Step 1. Revision
Revise the names of some fruits:
Apples bananas pears oranges watermelon
Step 2. The key vocabulary
Introduce the new vocabulary and give the students a clear picture of the process that is described in this by using the pictures in the unit.
Task 1. Teach the names of all t to the pictures of the items and ask students to repeat .
Task 2. Focus on the pictures. Ask the students to tell what they see in the ribe each action and ask students to repeat the following :
Peel the bananas, Cut up the bananas, Put the bananas and the yogurt in the blender, Pour the milk in the blender, Turn on the blender; Drink the smoothie.
Task 3. Ask the students to write the names of the actions on the blank lines. Then check the answers
Step 3. Listening
Task 1. Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening others to read the list of actions in activity 1b.
Task 2. Play the recording for the first time students only listen. Then listen to the conversation. Number the instructions.
Ask students to complete the activity on their own. Then correct the answers.
Step 4. Practice using the target language.
Task 1. Read the instructions in the correct order.
Task 2. How do you make a banana smoothie ?
Task 3. Pairwork. Ask the students to start their conversations like the sample they talk, move around the room monitoring their work .
Task 4. Ask one or two students to say the list of instructions to the class without looking at the book.
Homework
1. review the words .
2. describe a process .
Period Two
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by guided listening and writing practice .
II. Teaching key and difficult points:
A. Vocabulary
cinnamon ,yogurt ,teaspoon , ingredient, turn on, cut up, drink ,peel, pour, put, drink
blender, smoothie, yogurt, how much ,how many one teaspoon of cinnamon
B. Target language
How do you make a banana smoothie ? Peel the bananas, Cut up the bananas,
Put the bananas and the yogurt in the blender,
Pour the milk in the blender, Turn on the blender; Drink the smoothie.
How much yogurt do you need ? How many apples do we need ?
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
hing procedure
Step 1. Revision
Revise how to describe a process .
Step 2. Vocabulary
Introduce the new vocabulary using the picture in 2a the students to read and repeat the words .
Step 3. Listening and writing
Task 1 Point out the two columns in the chart and read the headings, How much and how many the recording for the first time ents only listen. Listen again and fill in the chart. Check the answers.
Task 2 Point to the chart and ask a student to read the amounts in the first column t to the measuring cup and a teaspoon in the picture s on the headings at the top of each the students to say what these words mean using their own words.
Task 3 Listen to the recording again and write words in the correct spaces in the ingredient column. Then check the answers.
How many bananas do we need ?Three.( Countable nouns )
How much yogurt do we need ? One cup .( Uncountable )
Step work
Task 1 Ask two students to read the conversation to the class.
Task 2 Have the students work in pairs.
Task 3. Check the answers by asking different pairs to do one question and answer each .
Step 5. Grammar Focus
Review the grammar box students to say the questions and attention to Uncountable nouns and Countable nouns. How many , How much .
Step work
1. Revise the directions for making a banana smoothie in activity 1b.
2. Make a conversation on how to make a fruit salad.
Period Three
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by reading and writing .
II. Teaching key and difficult points:
A bulary
first , next , then , finally mix up , cut up , put…in/ into ,turn on pepper , popcorn popper ,sauce , oven
B et language
How do you make fruit salad ?
First cut up…. Next put …in …. Then…. Finally mix it all up .
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
hing procedure
Step 1. Revision
1. Dictation.
2. Check the homework. Act out the conversations.
Step 2. Speaking and reading
Task t to the picture and ask students what they are doing se to describe the process.
Task the short passage and fill in the blanks with the words .
First ,…next……lly ….
Task 3. Tead the description.
Step work
Task 1 . Look at the instructions in 3a again.
Task 2. Look at the pictures and tell your partner how to make popcorn.
First, put the popcorn into the popper. Next , turn on the popper.
Next, pour the popcorn into the bowl. Then, put salt on the popcorn.
Finally, eat the popcorn.
Show the instructions to the students and read them loudly.
Step 4. Game Recipe game
Make two teams . Write a recipe. Then cut it up. The other team has to put the recipe in attention to these words: sauce crust pepper cheese
Pizza in the oven
Homework
1. review the words .
2. describe a process .
3. copy and recite the instruction in 3a.
Period Four
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
A bulary
Add, bread , slice , mayonnaise , turkey , relish , meat , mushroom, other, sandwich , tomato sauce , mustard
B. Target language
How many tomatoes? How much mayonnaise?
First, next, then, finally .
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
hing procedure
Step 1. Revision
ation.
k the homework.
Step 2. Reading and writing practice using the target language.
Task vocabulary : mayonnaise, relish , lettuce , turkey slices, sandwich, onion, tomato, say each word and ask students to repeat it.
Task , What things do you like in a sandwich ? Elicit a few examples from students and write them on the blackboard the instructions and point to the lines where students write the things they like in a sandwich. Have students do the activity individually tell the students what ingredients they ask students to repeat the name of each ingredient.
Step 3. Pairwork
Stusents take turns asking your partner what he or she likes in sandwiches.
Step 4. Listening
Task en and circle the words you hear.
Task 2. Listen again and write the ingredients in the order you hear them check the answers.
Step 5. Pairwork
This activity provides guided oral practice using the target language.
Task students to take a few minutes to write down the things they use to make their favourite sandwiches.
Task 2. Work in pairs .
Task 3. Ask several pairs to say their conversations to the class.
Homework
1 review the words .
2 describe a process of making a favorite sandwich .
Period Five
I. Teaching aims and demands :
Students learn to describe a process and follow instructions by reading and writing a recipe .
II. Teaching key and difficult points:
bulary mayonnaise , a slice of , add , lettuce , relish , top, mustard
B et language Describe a process.
III. Teaching methods: Audio-lingual methods and control-reading and writing.
IV. Teaching aids: a tape recorder
hing procedure
Step 1. Revision
1. Dictation .
2. Check the homework .
Step 2. Read the recipe and write the ingredients in the chart below.
Task 1. Read the recipe .
Task 2. Fill in the chart .
Step 3. Reading and fill in the recipe with the words from the box .
Step 4. Write a recipe for your favorite sandwich or another favorite food.
Step 5. Selfcheck
Task the blanks with the words given .
Task 2. Write instructions for the correct way to eat Beijing Duck .
Homework
Review the words . finish off the recipe.
. Period Six
I. Teaching aims and demands :
Students learn to describe a process and follow instructions.
II. Teaching key and difficult points:
Vocabulary Target language
III. Teaching methods: Audio-lingual methods and PPP
IV. Teaching aids: a tape recorder
hing procedure
Revision
Homework
4. review the words .
5. describe a process .
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