5.　　　 mix up　 混合

4.　　　 put…into/on 把…放进…里或放在…上

3.　　　 turn on 打开 turn off关上

2.　　　 cut up　 切碎

1.　　　 pour…in/into　 把…倒进…里

2. Revise what we learnt in this unit.

Period 3

Teaching contents: Section B 1a, 1b, 2a, 2b, 2c.

Teaching procedures:

Step 1 Leading in

Review how to make fruit salad. Ask Ss to answer.

Step 2 Pre-task

Say Let’s make a sandwich. Ask Ss what ingredients they need. Ask two students to say and write the ingredients on the Bb. Then ask How do you make your favorite sandwich? Ask one student to answer. Say Let’s make it together.

Step 3 While-task

SB Page 44, 1a, 1b. Point to the sandwich ingredients in the picture. Say each word and ask Ss to repeat it. Read the instructions and point to the lines where Ss write the things they like in a sandwich. Students work. After that, say Now ask and answer. Point out the conversation in the box. Ask Ss to work with a partner. As Ss work, move around the room monitoring. Ask some pairs to say their conversations to the class.

SB Page 44, 2a. Read the instructions to the class. Point to the foods in activity 1a. Play the tape the first time. Ss only listen. Play the tape again. Ss circle the words in activity 1a. Check the answers.

SB Page 44, 2b. Listen carefully and write the ingredients on the correct lines in the chart. Check the answers.

Step 4 Post-task

SB Page 44, 2c. Ss work in pairs. Ask several pairs to act out.

Step 5 Homework

Make a sandwich.　

Period 4

Teaching contents: Section B 3a, 3b, 3c, 4, selfcheck.

Teaching procedures:

Step 1 Leading in

Ask some students to show the sandwiches they made and let’s see who made the best sandwich.

Step 2 Pre-task

SB Page 45, 3a. Read the instructions to the class. Have a student to read the recipe to the class. Point to the words vegetables, meat and others in the chart. Point to the example answer. Say Now read the recipe and write the ingredients under the correct words in the chart. Check the answers.

Step 3 While-task

SB Page 45, 3b. Read the instructions to the class. Read the recipe to the class. Say “blank” each time when coming to a blank line. Say Now write a word in each blank. Check the answers.

SB Page 45, 3c. Read the instructions to the class. Then ask students to write their recipes. As students work, move around the room offering assistance as needed. Ask students to read their recipes to a partner. Ask some students to read their recipes to the class.

Step 4 Post-task

Selfcheck. Ask students to finish the work. Ask some students to present their answers to the class. Check the answers.

Step 5 Homework

SB Page 45, Part 4. Ask students to work with a partner. Tell your partner how to make a sandwich with the ingredients in your list.　　　

1. Write your own recipe about a sandwich.

2.　　 Learn the new words by heart.

Period 2

Teaching procedures:

Step 1 Leading in

Greeting. Ask two students to present their conversation about how to make a banana smoothie or fruit salad.

Step 2 Pre-task

Grammar focus. Review the grammar box. Ask Ss to say the questions and answers. Write the words countable and uncountable on the Bb. Ask one or two students to explain what these words mean.

Call attention to the verb. Say There are imperative sentences. Ask some students to say sentences like these.

Step 3 While-task

SB Page 43, 3a. Point out the picture and ask Ss What the boy and girl are doing. Point to the four words at the beginning of the activity. Ask Ss to number the words to show the order. Read the conversation. Ask Ss to complete it. Check the answers. Ask Ss to read the conversation with their partner.

SB Page 43, 3b. Point out the picture. Ask Ss to tell what is happening in each picture. Review the words: popcorn, popcorn popper, salt, bowl. Ask a student to read the directions in the box. Ask Ss to work with partner, then ask one or two students to tell the class how to make popcorn.

Step 4 Post-task

SB Page 43, Part 4. Ask Ss to work in teams of three. Read the instructions. Ask Ss to work in pairs. Then ask some pairs to present their questions and answers to the rest of the class.

Step 5 Homework

1.　　 Make a banana smoothie or fruit salad with your friends.　　

4.　　 情感目标: 培养学生热爱劳动的习惯.

Teaching aids: tape, tape-recorder, cards.

Teaching procedures:

Step 1 Leading in

Greeting.

Step 2 Pre-task

SB Page 41, 1a. Look at the picture. What can you see? Point out the blank likes in the picture. Ask Ss to write the names of the actions. Choose the correct words. Ask Ss to fill in the blanks on their own. Check the answers.

SB Page 41, 1b. Point out the actions in the picture and the list of actions in activity 1b. Play the recording and check the answers.

Step 3 While-task

SB Page 41, 1c. Point out the instructions in activity 1b. Ask Ss to talk with a partner.

SB Page 42, 2a. Point out the two columns in the chart and read the headings. Say Maria and Katie are talking about making fruit salad. Listen carefully. What do they need? Write the names of the ingredients. Play the recording and check the answers.

SB Page 42, 2b. Say Now listen again. This time listen to the amount of each ingredient the girls talk about. Write the name of each ingredient next to the correct amount. Ask a student to read the amounts in the first column. Play the recording. Ss work. Check the answers.

Step 4 Post-task

SB Page 42, 2c. Read the instruction for the activity. Point to the sample conversation. Ask two students to read the questions and answers to the class. Have Ss work in pairs. Ask some pairs to present their conversations.

Step 5 Homework