Introduction （8 minutes） |
1. The whole class work. 2. The whole class work. 3. The whole class work. 4. The whole class work. 5. Group work. 6. Group work. 7. The whole class work. 8. The whole class work. |
1. Focus their attention on the teacher. 2. Students read the invitation which they invite their friends to their class party. 3. Students share the proverbs about food they collected to the whole class. 4. Students know about more proverbs. 5. Students play the game: Brainstorming. 6. Students discuss the steps of making fried rice in groups. 7. Students report their result of discussing. 8. Students evaluate the report with the teacher. |
1. Greet students ready for learning. 2. Teacher asks the students to report the homework. Let the students read the invitation which they invite their friends to their class party. 3. Teacher asks the students to share the proverbs about food they collected to the whole class. 4. Teacher shows more proverbs to the students: (1) An apple a day keeps the doctor away. (2) The first one to eat crab. (3) A piece of cake. 5. Teacher organizes the students to play the game: Brainstorming. Let students speak out words about food, and the group which speaks the most is the winner. 6. Teacher lets the students discuss the steps of making fried rice in groups. 7. Teacher lets two students report their result of discussing. 8. Teacher evaluates the report and leads to the learning of 1a. |
Presentation (10minutes) |
1. The whole class work. 2. Individual work. 3. Individual work. 4. The whole class work. |
1. Students talk about the cooker and the materials of food in the picture. Learn and master the new words. 2. Students listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them. 3. Students listen and find out the adverbs of sequence. 4. Students check the answers and grasp the usages of adverbs of sequence. |
1. Teacher shows the picture of 1a. Let the students talk about the kitchen utensils and the materials of food in the picture. Then teach the new words in groups using pictures or actions. (1) Words about kitchen utensils: pan, pot, cooker, bow. (2) Words about materials of food: oil, pork, ham, onion, noodle. (3) Words and phrases about actions: add, fry, cut up. (4) Adverbs of manner: finely, lightly. 2. Teacher asks the students to listen to 1a and compare the steps of cooking fried rice discussed by students with those mentioned in 1a, and find out the differences between them. 3. Teacher plays the recording of 1a again and lets the students listen and find out the adverbs of sequence. 4. Teacher asks the students to tell the answers. Stress the usage of the adverbs of sequence. First… Next… Then… Finally… |
Consolidation (10 minutes) |
1. Individual work. 2. The whole class work. 3. Individual work. 4. The whole class work. 5. The whole class work. 6. The whole class work. 7. The whole class work. 8. Pair work. |
1. Students listen to 1a and complete the table of 1b. 2. Students check the answers. 3. Students read 1a and underline the adverbs of manner. 4. The students grasp the usage of adverbs of manner. 5. Students read the conversation after the recording sentence by sentence. 6. Students try to follow the speed, paying attention to the pronunciation and intonation. 7. Students find out the difficult points. And underline the key points with the help of the teacher. 8. Students act out the conversation of 1a. |
1. Teacher teaches the new word ingredient. Play the recording of 1a, and ask the students to listen to 1a and complete the table of 1b. 2. Teacher lets two or three students tell the answers. 3. Teacher lets the students read 1a and underline the adverbs of manner, paying attention to their formation and usages. 4. Teacher lets the students tell the adverbs of manner and writes down them on the blackboard. (1) careful + ly→ carefully fine + ly → finely light + ly → lightly slow + ly → slowly (2) cook… carefully cut… finely fry… lightly add … slowly 5. Teacher plays the recording sentence by sentence. 6. Teacher plays the recording without stopping. 7. Teacher asks students to find out the difficult points, and explains the key points and the difficult points to the students. (1) I’m not sure whether … (2) Well done! 8. Teacher asks students to act out the conversation in pairs. |
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. Pair work. 8. The whole class work. 9. Individual work. 10. The whole class work. |
1. Students read through 3a. 2. Students listen to the passage and complete the Task 1. 3. Students check the answers with the teacher. 4. Students listen to the passage and complete the Task 2. 5. Students check the answers. 6. Students listen to the recording of 3a and choose the right answers. 7. Students work in pairs and talk with their partner about the fast food in China based on the information of 3a. 8. Students read the passage of the instructions for cooking noodles of 2a and catch the general ideas of the passage. 9. Students read again and fill in the blanks with the correct forms of the given words. 10. Students check the answers. |
1. Teacher asks the students to read through 3a. 2. Teacher plays the recording of 3a for the first time, and lets students listen to the passage and complete the Task 1. 3. Teacher lets two students tell the answers. Teach the word and phrase hurry and in a hurry with the action. 4. Teacher plays the recording of 3a again and lets students listen to the passage and complete the Task 2. 5. Teacher lets two students tell the answers. 6. Teacher asks students to listen to the recording of 3a and choose the right answers. Teach junk food by giving some examples. Then let the students check the answers. Finish 3a. 7. Teacher asks students to work in pairs and talk with their partner about the fast food in China based on the information of 3a. Finish 3b. 8. Teacher lets students read the passage of the instructions for cooking noodles of 2a. 9. Teacher lets students read again and fill in the blanks with the correct forms of the given words. 10. Teacher lets students tell the answers. |
Production (7 minutes) |
1. The whole class work. 2. Individual work. 3. Individual work. 4. Group work. 5. Pair work. 6. The whole class work. 7. The whole class work. 8. Individual work. |
1. Students read the whole passage of 2a and underline the new words 2. Students read 2a again and circle the step words in 2a. 3. Students put the pictures in 2b in the right order by filling in the correct step words. 4. Students make a conversation to talk about how to cook noodles, using adverbs of sequence and manner. 5. Students act out the conversations. 6. Students evaluate the productions. 7. Students summarize Section A with the teacher. 8. Students finish the homework after class. |
1. Teacher lets students read the whole passage of 2a and underline the new words. 2. Teacher asks students to read 2a again and circle the step words in 2a. Check the answers. 3. Teacher lets students put the pictures in 2b in right order by filling in the correct step words. 4. Teacher lets students work in groups. Ask them to make a conversation to talk about how to cook noodles, using adverbs of sequence and manner. 5. Teacher lets several pairs act out the conversations. 6. Teacher asks two or three students to evaluate the productions. Then make a summary. 7. Teacher shows the summary of this section to the students. 8. Teacher assigns homework: (1) Review the summary after class. (2) Write a passage about how to cook their favorite food, using adverbs of sequence and manner. |
