Introduction （8 minutes） |
1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. Pair work. 8. The whole class work. 9. The whole class work. 10. The whole class work. 11. The whole class work. |
1. Focus their attention on the teacher. 2. Students read the passage about how to cook their favorite food. 3. Students retell the steps of cooking fried rice, using First… Second… Then… Finally… 4. Students read the sentences of 4b by themselves, paying attention to the intonation and pause. 5. Students listen and check their reading. 6. Students listen and try to imitate. 7. Students practice the conversation of 4b with their partners. 8. Students try reading the phonetics and words on the screen. 9. Students listen to the recording of 4a. 10. Students listen and try to imitate. 11. Students read the words correctly. |
1. Greet students ready for learning. 2. Teacher lets the students read the passage about how to cook their favorite food, using adverbs of sequence and manner. 3. Teacher asks the students to retell the steps of cooking fried rice, using First… Second… Then… Finally… 4. Teacher asks the students to read the sentences of 4b by themselves, paying attention to the intonation and pause. 5. Teacher plays the recording of 4b. Let students listen and check their reading. 6. Teacher plays the recording of 4b again, and let the students listen and try to imitate. 7. Teacher lets students practice the conversation of 4b with their partners. 8. Teacher shows the phonetics / tʃ/ and / dʒ/ and the words on the screen. Let the students try reading them. 9. Teacher plays the recording of 4a. Let students just listen. 10. Teacher plays the recording of 4a again, and lets the students listen and try to imitate. 11. Teacher shows more words on the screen. Ask the students to read them correctly. |
Presentation (10 minutes) |
1. The whole class work. 2. Individual
work. 3. Individual work. 4. The whole class work. 5. Individual work. 6. Individual work. 7. The whole class work. 8. The whole class work. |
1. Students look at the picture of 1a and have a guess. 2. Students read 1a and check the guess. 3. Students underline the new words. 4. Students learn and grasp the new words with the help of the teacher. 5. Students fill in the blanks of 1b. 6. Students listen and check their answers. 7. Students check the answers. 8. Students read 1a and find out the difficult points. Then underline them with the teacher’s help. |
1. The teacher lets students look at the picture of 1a and have a guess: What’s Michael’s favorite food? 2. Teacher lets students read 1a and check the guess. 3. Teacher plays the recording for students and lets them underline the new words. 4. Teacher teaches the new words to the students. 5. Teacher plays the recording sentence by sentence and lets the students fill in the blanks of 1b. 6. Teacher plays the recording without stopping. Let students listen and check their answers. 7. Teacher asks two students to tell their answers. 8. Teacher asks students to read 1a and find out the difficult points, and then explain the key points and the difficult points to the students. (1) Would you mind if we learn to make it from you? (2) well→ better → best (3) Practice makes perfect. |
Consolidation (10 minutes) |
1. The whole class work. 2. The whole class work. 3. The whole class work. 4. Pair work. 5. The whole class work. |
1. Students read the conversation after the recording sentence by sentence. 2. Students try to follow the speed, paying attention to the pronunciation and intonation. 3. Students read 1a again and prepare to make the sandwich by themselves. 4. Students preform how to make the sandwich. 5. Students find out the same structures in 1a. |
1. Teacher plays the recording sentence by sentence. 2. Teacher plays the recording without stopping. 3. Teacher asks the students to read 1a again and prepare to make the sandwich by themselves, using the things the teacher prepared. 4. Teacher lets two or three pairs of students preform how to make the sandwich. One student tells the process of making it, using First… Second… Then… Finally… And the other student makes it as what his or her partner describes. 5. Teacher evaluates the sandwiches which the students did by themselves and encourages them with the following structures: Well down! A did quite well, but B did better than A. C did the best of all. Then let students find out the same structures in 1a. Stress the usage of comparative and superlative degrees of monosyllabic adverbs. |
Practice (10 minutes) |
1. The whole class work. 2. Individual work. 3. The whole class work. 4. Individual work. 5. The whole class work. 6. The whole class work. 7. Individual work. 8. The whole class work. 9. Pair work. |
1. Students look at the pictures of 2 carefully, and read the parts of the sentences. 2. Students match the parts of the sentences. 3. Students read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs. 4. Students make up sentences. 5. Students evaluate the work on the blackboard. 6. Students read the sentences of 3. Learn the new words. 7. Students listen and number the sentences to form a conversation. 8. Students check the answers. 9. Students practice the conversation in pairs. |
1. Teacher asks the students to look at the pictures of 2 carefully and read the parts of the sentences. 2. Teacher lets students match the parts of the sentences. 3. Teacher lets two students tell the answer, and then ask them to read the sentences and grasp the usage of comparative and superlative degrees of monosyllabic adverbs. 4. Teacher shows the pictures of a bike, a bus, and a train. Ask students to make up sentences. Ask two students to write them down on the blackboard. 5. Teacher lets two students evaluate the work on the blackboard. 6. Teacher asks students to read the sentences of 3. Teach the new words slurp by imitating the sound of drinking soup. Teach noisily by comparing with noisy. Teach polite and impolite by perform actions of throwing out paper and picking up the paper. 7. Teacher plays the recording of 3 for the students. Let them listen and number the sentences to form a conversation. 8. Teacher lets two students tell the answers. 9. Teacher lets students practice the conversation in pairs. |
Production (7 minutes) |
1. The whole class work. 2. Group work. 3. The whole class work. 4. Group work. 5. The whole class work. 6. The whole class work. 7. The whole class work. 8. The whole class work. 9. Individual work |
1. Students grasp the usage of object clauses. 2. Students discuss different table manners between Japan and Cuba. 3. Students check the answers. 4. Students discuss the table manners of China. 5. Students finish the table. 6. Students report their work. 7. Students grasp the manners. 8. Students summarize Section B with the teacher. 9. Students finish the homework after class. |
1. Teacher asks the students to find out the sentences containing object clauses from 3. Then ask them to grasp the usage of object clauses. 2. Teacher lets students discuss different table manners between Japan and Cuba. 3. Teacher lets two students tell the differences. 4. Teacher lets students discuss the table manners of China. 5. Teacher lets students finish the table.
6. Teacher lets students report their work. 7. Teacher evaluates students’ reports. 8. Teacher shows the summary of this section to the students. 9. Teacher assigns homework: (1) Review the summary after class. (2) Make a sandwich for their parents by themselves. (3) Collect more table manners in different countries. |
