Teaching Procedures
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Step 1 Lead in
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- The T can warm up the class by asking Ss two questions:
- How do you put an elephant into a fridge ?
- How do you put a giraffe into a fridge?
- The T can elicit Ss to use the adverbs of sequence so that they can know one of the functions of the unit is to learn how to describe a process using the adverbs of sequence.
- The T can present some pictures about different kinds of foods and drinks. Then prompt Ss to talk about their preferences so that Ss can be more engaged in the class. At last the T can lead in the topic milk shake by asking Ss What will we have if we mix milk with some fruit? The T can ask Ss to think about what we need to make a banana milk shake and how to make a banana milk shake. Ss can also have a discussion in pairs to do the task. Then the T can present the process and pre-teach some target words and expressions.
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Step 2Presentation & Practice
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- The activity is to introduce Ss to the unit goal and set the scene. The T may want to use gestures to elicit the words in the blanks from Ss before having Ss do activity 1a.
- Have Ss close their textbooks.
- Use gestures to elicit the words (turn on, cut up,etc) from Ss and write the words on the board.
- Have Ss open their textbooks and do activity 1a.
- After Ss have done activity 1a, the T may want to ask Ss to put them in order.
- drink the milk shake; pour the milk into the blender; cut up the bananas; peel the bananas; turn on the blender; put the bananas and ice-cream in the blender.
- The activity is to help Ss to recognize the target language in natural speech. Before listening , Ss can be asked to read these expressions and translate them. The T can play the recording and make Ss do the task individually. Then the T can check answers with Ss as a class.
- 4 Pour the milk into the blender.
- 3 Put the bananas and ice-cream in the blender.
- The T may want to make the activity more exciting by dividing Ss into groups of six.
- Have Ss close their textbooks.
- Give each S a slip of paper with one of the instructions.
- Have Ss read the instructions aloud to each other (but not show each other the slips of paper).
- Have Ss stand and arrange themselves in a line in order so that the S with the first instruction is first,etc.
- The first group of Ss standing in line in the correct order is the winner.
- The T may want to play the recording more than one time and to pause the recording at the appropriate times in the conversation to give Ss time to fill in the blanks.
- After listening, the T can play the recording again and ask Ss to try to imitate the intonation and pronunciation. Provide the tape script to Ss in need.
- This activity is to help Ss use the target language in natural speech. The T may want to encourage Ss to be strict in their roles as speaker A. For example:
- A: How do you make a banana milk shake? B:Peel banana.
- A: Peel the bananas. B:Peel the bananas.
- A:Right. B:Cut the bananas.
- A:Cut up the bananas. B:Cut up the bananas.
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- Step 3 Language points learning
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turn on
| 多指接通水、电流、煤气，打开电视等，其反义短语是turn off。
| open
| 多指打开门、窗、柜子、盒子、抽屉、书本等，其反义词是close。
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- turn on/off/up/down为“动词 + 副词”型短语，当其后的宾语为名词时，放在副词前后均可，当其后的宾语为代词时，必须放在动词和副词之间。
- cut up相当于cut … into pieces，意为“将……切成碎片”。cut up为“动词 + 副词”型短语，后接代词时，代词必须放在cut和up中间。
| The language points are for reference only.
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Step 4 Summary & Homework
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homework can vary with the specific conditions.
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- Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the conversation in 2d.
- Do the exercises in students’ book.
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| - In the first period，we can tell the students the topic of this unit is “cooking”．The teacher should also introduce the unit goal—describing a process and following instructions.The teacher can bring some ingredients and a blender to the class.It can arouse the students' interest in making banana milk shake.And they can accurately use the imperative sentences in the target language to express action instructions when making milk shake in class.And they can learn to describe the process of making a certain food in order，and then have a free dialogue with partners on how to make a kind of food.Since it's the first period，listening and speaking are the most important.We can get the students to make their own conversations by using what they have learned.
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