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Unit 8 How do you make a banana milk shake?
Section B（1a-1e）
Teaching Aims
| Learn to describe a process and follow instructions.
- sandwich; butter; turkey; lettuce; piece; a piece of; pieces of.
- 1. How do you make a cheese sandwich?
- 2. First, put some butter on a piece of bread.
- Next, cut up some tomatoes...
- 3. Do you like lettuce in a sandwich?
| Teaching Difficulties
| - How to personalize the target language to make the language more meaningful and keep students motivated.
| Teaching Aids
| A tape recorder; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can play a video about how to make a sandwich and guide Ss to talk about the process and anything they know about sandwiches. The T can use the following prompts:
- 1. Do you like sandwiches?
- 2. What kind of sandwiches do you know about?
- 3. What can we put in a sandwich?
- 4. Do you know who invented this kind of food?
- Then the T can introduce the origin of sandwiches to Ss to broaden
- Then the T can pre-teach some words and expressions and have Ss
- make conversations in pairs using the target language.
| | Step 2Presentation & Practice
| | - This activity is to help Ss use the target language in a different context. Ss do the task in 1a individually and the T can check answers in class. Then the T may want to expand with Ss as a class the things that can be put into a sandwich.
- pickles, black olives, mustard, ketchup, vinegar and oil, mayonnaise, turkey, chicken, tuna fish, egg, peanut, butter, etc.
- The activity is to give Ss practice using the target language in conversations. The T may want to encourage Ss to comment on the preferences of their partners. For example:
- T: Do you like lettuce in sandwiches?
- T:I do, too. Do you like tomatoes?
- T:Really? I love tomatoes. Why don’t you like tomatoes?
- T:How much onions? Do you like onions?
- T:Neither do I. Do you like...? etc.
- This activity is to give Ss practice listening to the target language in conversations. Have Ss do the activity with books closed and try to remember the words that they hear. Then Have Ss open their books and circle the the words. As a way to check answers, the T may want to play the recording after telling Ss to raise their hands whenever they hear a word in section 1a spoken.
- circled :butter; bread; tomato; onion; lettuce
- This activity is to give Ss practice in listening for specific information. The T may want to have Ss count the number of words in each category before they write down the specific words:
- How many ingredients should be listed under each of the words (first, next, then, finally )?
- Which ingredients should be listed under each of the words(first, next, then, finally )?
- The activity is to provide Ss with speaking practice using the target language. The T may want to have S2 take notes on the instructions for making a sandwich given by S1. Then the T can have S2 use his or her notes to give the instruction to S3, who should also take notes and tell the instructions to S1, who can comment on whether or not the instructions were the same as the original instructions.
| | Step 3 Language points
| | - ①a piece of 用来表示不可数名词的数量。如果数量超过一，则用pieces of。
- Paper-cutting turns a simple thing like a piece of paper into a beautiful piece of art.
- ②a piece of… 作主语，谓语动词用单数形式；pieces of…作主语，谓语动词用复数形式。
- There is a piece of cake in the refrigerator.
- There are pieces of paper on the table.
| | Step 4 Summary & Homework
| The homework can vary with the specific conditions.
| - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Preview the passage in Section B 2b.
- Do the exercises in students’ book.
| | Teaching Reflection
| After listening, teachers can help students to simply retell the listening materials, which is not only a phased summary of the learning content, but also can deepen students' understanding of the listening materials and help them digest and use the listening materials.
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