Theme
Genre
Leisure
&
Entertain
ment –
Food
Procedure
Expected Achievements
Classroom Activities
Homework
Assignments
Topic Intro & Vocabulary Building
Warming-up
T introduces the theme of the unit by showing the Topic Intro CD.
T then asks Ss to name some local foods. (TB pp. 46-47).
Ss practise pronouncing
names of food items
(LVB pp. 28-32)
T could show Ss photos of them or their families eating local foods.
WB pp.29-30
One-minute pizza
-
Ss watch the video and fill in the blanks (answers given in word box) in
the recipe. [WS 1]
-
Ss identify ingredients and seasonings as objects in the recipe.
-
T guides Ss to do a transitivity analysis of the recipe (action
process/verb > participant/object > circumstance/how long/where/how
frequent/…). [WS 2]
-
Ss identify quantity words, e.g. cups of, piece of, pinch of…. in the
recipe and complete a worksheet on quantity words. [WS 3]
Listening for specific information
Cooking verbs
-
Ss watch PowerPoint slides about action verbs related to cooking, e.g.
mix, fry, grill, etc. and complete a worksheet [PPT 1] [WS 4]
-
Ss are tested instantly how much they can recall the verbs.
-
Ss complete a worksheet on cooking verbs.
Cooking utensils
-
Ss complete a worksheet on cooking utensils by matching pictures and
names. [WS 5]
Reading Comprehension
Reading to verify information
Ss read the articles and recipes on TB pp.48-49 and complete exercises on
pp.50-51.
Reading for sequence of events
(Weaker Ss only read the recipes and complete TB Ex. A2, A3 &C.)
Scanning for words according to their
meaning
Transitivity analysis of the recipe Jelly
Scanning for specific information
Transitivity analysis of the recipes in TB
WB pp.26-28
[PPT 2]
Expressing personal comments
Writing
Joint-construction
-
-
Ss are asked to list the action verbs, ingredients, seasonings, quantity
words and circumstances to be used in the recipe of fried rice with ham
and egg.
GB pp.96-101; 106-109
T shows Ss the slides and jointly constructs the recipe with Ss. [PPT 3]
WB pp.31-32
- Ss have a transitivity analysis of the recipe [SW 1]
-
T highlights some grammar features, e.g. quantity words, countable &
uncountable nouns.
Extended task: Ss are asked to list the action verbs, ingredients, seasonings,
quantity words and circumstances to be used in the recipe of chicken wings
in oyster sauce. Ss write the recipe by themselves.
[PPT 4]
[SW 2]
[SW 3]
Independent Construction
Listening for specific information
-
Ss listens to a radio interview with a famous chef, take notes, read the
data file and complete a page on the recipe book (LS Bk. pp. 22-23).
Organising information
-
T introduces Ss to a cooking competition and Ss find out how to
prepare for entering it (pp. 58-59).
Writing procedures in the form of a
recipe
-
Ss learn how to give a good presentation by reading an article (pp. 61).
-
Ss present their recipes in class orally and others evaluate the
presentations (pair work or group work) (use the evaluation form on
p.61).
-
Ss proofread each other’s writing before handing it in to T.
Reading for specific information
Conveying ideas clearly and coherently
in an oral presentation
Evaluating oral presentations and
written texts
Composition 1
Writing a recipe (pp.
58-60)
Extension
-
Ss learn how to write procedures/instructions in other contexts.
-
T jointly constructs with Ss the procedure of checking homework
online. T projects the browser onto the screen. [WS 6]
Procedure
Recount
1
Go to the school website’s home page.
GB pp.112-115
2
Click on the “Student Management System (Parent)” icon on the
right.
WB pp. 33-37
3
Type in your Login ID and password carefully.
4
………
Writing procedures in the form of
directions
-
Ss complete a dialogue to give instructions on how to get around (pp.
56).
Composition 2
Evaluating written texts
-
Ss are given more examples of giving directions (LVB pp, 38-39).
-
Ss proofread each other’s writing before handing it in to T.
Giving directions (LVB
p.39)
Speaking
-
Ss give directions to help the NET teacher, Mr. Hopkins. [WS7] [MAP]
Writing
Joint-construction
-
T jointly constructs a diary entry with Ss recounting how they checked
homework online at home. [WS 8]
“
1/10/2009
Sunny
My teacher asked me to check my homework online today. I couldn’t
believe it’s so easy. Here’s how I did it. First, I went to the school
website’s home page. Then, I clicked on the ‘student management
System (Parent)’icon on the right. Next, I typed in my Login ID and
password carefully, ……………..I must remember to check
homework every day because I don’t want to go to the detention
class.”
Writing procedural recount in the form
of a diary entry
-
T highlights the clause structure to Ss: participant/subject > action
process/ verb> participant/object> circumstance and compare it to that
of a procedure.
-
Ss watch a clip and write a recount of cooking scrambled eggs
[PPT 5]
[WS 9]
Evaluating written texts
Worksheets on simple
past tense and personal
pronouns
Independent Construction
-
Ss revise simple past tense (including regular and irregular verbs of
cooking) and personal pronouns with worksheets.
-
Ss record what they cooked and how they cooked it as a diary entry
based on the recipe they wrote for composition 1.
-
Ss tell each other about their dairy entry in pair/group and proofread
each other’s writing.
Composition 3
Procedure recount
Speaking
(1) Ss revise phonics in worksheet lesson 1-12 in first two cycles.
(2) Ss learn phonics in worksheet lessons 13-23 from cycle 3 to cycle 8.
Assessment
(1) Dictation 1 - vocabulary on consolidation worksheet p.1-2 (places in school and subjects)
(2) Dictation 2 & 3 – words on LVB pp. 25-36
(3) Dictation 4 – unseen passage on TB p.66
(4) grammar quiz on quantity words, countable & uncountable nouns, some, any, one & none
(5) vocabulary quiz
Co-curricular activities
(1) Exchange student introduces the food of her country. Ss listen and score marks on the Activity Passport by asking and answering questions.
(2) Show cooking programmes, e.g. Jamie Oliver & Gary Rhodes on Campus TV, Ss list ingredients, seasonings, ways of cooking, quantity words, etc
and give comments on a worksheet.
Self-learning tasks
Ss collect more words and write them down on SVB.
Cross-curricular
components
Ss write instructions for science experiments. OR
Ss prepare entries for a healthy diet competition.