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.
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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.
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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.
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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
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Countable nouns |
Uncountable nouns |
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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.
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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.
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Shopping list |
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Ingredient（配料） |
Amount（数量） |
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