第一篇：Unit11 Lets make a pizza
Unit 11
Let’s make a pizza Tasks in this unit Talking about quantities;flowing a recipe and camping a list of ingredients;reading steps in a recipe and a set of instructions;making an illustrated recipe
Period One Language focus: Using nouns to identify different kinds of food e.g., tomato sauce, saugages Using modal verbs to make suggestions e.g., Shall we make one more? Using noun phrases to refer to the unit amount of something e.g., a few slices of ham
Language skills: Listening Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Speaking Open and maintain an interaction by asking and answering questions Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Materials: 1.Student’s Book 6A page 77 2.Workbook 6A pages 67 and 68 3.Cassette 6A 4.Cassette player Pre-task preparation Ask: Do you like pizza? What kind of pizza have you eaten? While-task procedure 1 Give the students time to read Look and learn and look at the pictures.2 Play the cassette.The students listen.3 Select pairs to read the dialogue.Ask the students to read the ingredients and quantities.5 In pairs, students practise the vocabulary.They take turns to point to a picture and ask: What's that?/ What are those?
Consolidation: Workbook 6a page 67 and 68
Period Two Language focus: Using adverbs of time sequence e.g., Firstly, secondly Using imperatives to give instructions e.g., Put some tomato sauce on it.Using noun phrases to refer to the unit amount of a thing e.g., on, in the middle, above, below, on the left, on the right, on both sides of Language skills: Listening Listen for specific information Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Writing Write our a piece of work when a framework is provided Materials: 1.Student’s Book 6A page 78 2.Workbook 6A pages 69 and 70 3.Cassette 6A 4.Cassette player
While-task procedure Give the students time to read the recipe silently.Play the cassette.The students follow in their books.3 Select individual students to read a paragraph each.4 Workbook 6A page 69 a Give the students time to look at the page.b Play the cassette.The students listen and write.Consolidation Workbook 6A page 70
Period Three Language focus: Using nouns to identify different kinds of food e.g., chicken, sausage Using nouns phrases to refer to the unit amount of a thing e.g., a thick piece of bread Language skills: Speaking Maintain an interaction by asking and answering questions Reading Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression Writing Gather and share information and ideas through processes such as sequencing and listing
Materials: 1.Student’s Book 6A page 79 2.Cassette 6A 3.Cassette player
Pre-task preparation
Ask: Have you made any pizza before? What do you like on your pizza? While-task procedure Give the students time to read Listen and tick.Play the cassette.The students listen and tick the items Jill wants on her pizza.3 Play the cassette again to let the students check their answers.4 In pairs, students practise the dialogue in Ask and answer.Consolidation Workbook 6A pages 71
Period Four Language focus: Using adverbs of time sequence e.g., firstly, secondly Using noun phrases to refer to the unit amount of a thing e.g., a piece of, a slice of Language skills: Listening Listening for specific information Reading Scan a text for specific information Writing Develop written texts by expressing own ideas.Materials: 1.Student’s Book 6A page 80 2.Workbook 6A page 71 3.Cassette 6A 4.Cassette player
While-task procedure Using page 79 for reference, the students draw their pizza and write the recipe.2 Select individual students to read their recipes.Post-task activities Workbook 6A page 71
a The students write their list of ingredients and then write out the steps in making their sandwich.b Select individual students to read their recipe.Consolidation Copy the new words Recite the passage.Period Five Now listen 1 Give the students time to read the answer sheet.2 Play the cassette.The students listen.Play the cassette again, pausing for the students to circle and tick.4 Play the cassette again to let the students check their answers.Period Six Using English Using a spidergram 1 The word spider gram comes from spider and the suffix-gram, which means something written or drawn, such as a diagram.It is a simple and informal way of arranging ideas.A spidergram usually starts with bigger, more general ideas, and moves out to smaller, more specific details.Some students may find that it is easier to use a spidergram than a traditional plan.Your aim is to encourage the students to make an overall plan and list some key words before they start writing.It helps them have a clear outline in mind and organize their ideas logically.Ask the students to read the example on page 83 of the Student's Book.Ask the students: What is the spidergram about? Draw the exercise on the board.Ask questions like:
What does 'Meat section' make you think of? Encourage the students to volunteer anything that comes to mind.Complete the spidergram on the board with the information given by the students.Prepare some topics before class.Ask the students to work in groups and each group draws a spidergram about one of the topics.
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