Unit 8 Shopping for food

Unit 8 Shopping for food
The 1st Period
Main points of teaching: a. Asking Wh-quesionts
b. Using the indefinite pronouns ‘some’ and ‘any’
c. Using the conjunctions ‘and’ and ‘but’
d. Using countable and uncountable nouns
Difficult points of teaching: Using the conjunctions ‘and’ and ‘but’
Teaching aids: Cassette player, word cards and picture cards
Teaching steps:
I. Revision
Use real objects to revise the countable and uncountable nouns.
Ask the pupils Do you have any English books? Get the pupils to answer it.
II. Teach PB A
Bring in plastic food items or flashcards made from the pictures of the food items.
(Books closed.) Ask the pupils Where does your family buy food?
Teach the names of the food items. Display them and then stand away from them. Ask a pupil to help. Say I want some… Tell the pupil to bring the teacher the food item. Repeat with other food items and different pupils.
Replace all the food items and ask another pupil to help again. This time ask for two items at a time. Say I want some … and … Tell the pupils we do not need to repeat the word some after and. Write the sentence on the board. Repeat with other food items and different pupils.
Repeat the food items once more. Ask a pupils What do you want? Write the question on the board above the sentence I want some … and … Get the pupils to answer with food items. Give them the food items and ask Do you want any…? Write the question on the board. Point to other food items and ask again.
Play the Pupil’s Book Cassette and point to the speech bubbles. Ask the pupils to repeat after the cassette.
III. Ex.
(Books open.) Remind the pupils that the adult is Pat’s mother and tell them Pat is helping her mother. Ask who helps their own mother with the shopping. Revise the words pear, apple and banana by asking what’s in Pat’s trolley.
Read the conversation between Pat and her mother. Ask the pupils to repeat the conversation after the teacher.
Tell the pupils to work in pairs and to rope-play Pat and her mother, asking and answering about the other food items they can see.
IV. Summing-up and for homework
Revise the lesson.
Copy the new words of this unit.
Words on the board: (Omitted.)
Unit 8 Shopping for food
The 2nd Period
I. Revision
Pupils revise PB A.
Get pupils to act out the dialogue of PB A.
II. Teach PB B1, B2 and B3
Bring in a picture of a fridge or draw a simple picture of one on the board. Prepare some simple shopping lists for the pupils to use for practice in step 5.
(Books closed.) Point to the fridge and ask the pupils Is it hot or cold inside a fridge? Revise the word cupboard. Draw some of the food items in the fridge, e.g. milk, orange juice, tofu, meat, chicken. Draw some things that can be stored in a cupboard e.g. rice, coffee and tea. Ask the pupils to tell the names of the foods. Label the drawings as they revise them. Then rub off the labels.
Tell the pupils that the teacher is going shopping. Ask the pupils to come out and point at the appropriate foods as the teacher asks Do we have any …? As the pupils say Yes, reformulate their answer as Yes, we have some… Write the question and answer on the board.
Then ask for something the teacher has not drawn in the fridge of cupboard. When a pupils answers No, reformulate this as No, we don’t have any … Write this alternative answer on the board and point out the use of some in the answer with yes and any in the answer with no.
Get the pupils to come out. Give them the prepared shopping lists. Tell them to ask about food items on the shopping lists.
Draw or stick pictures of food items on individual cards.
(Books closed.) Show the pupils the food cards and put them on the desk/board. Write a list of food items on the board. Write them in pairs. Tell the pupils we need this food to cook something. Choose two of the items of food on the board and ask the pupils Are there any…or …? Write the sentence on the board and underline or. Explain that when we ask about two things in the way, it is a short way of asking about each item separately. For example, Are there any vegetables? Are there any eggs? can be shortened to Are there any vegetables eggs?
Get individual pupils to ask about two items using or. Show the pupils the food items the teacher has. Model three possible answers. If the teacher has both items of food, reply Yes, there is/are some…and … If the teacher has only one of the items, reply There’s some …but there’s no… If the teacher doesn’t have either item, reply We don’t have any…or…/There’s no… or…
Give out the food cards to the pupils and ask questions about the other pairs of food items listed.
After finishing B2, ask the pupils what food items Ann and Tim need in order to cook a meal. Then tell the pupils to write them down on the shopping list.
III. Ex.
a. Get the pupils to act out the dialogues.
Do WB. Ex. (P. 46)
IV. Summing-up and for homework
Revise the lesson.
Prepare for the dialogue of PB B1and B2.
Words on the board:
Unit 8 Shopping for food
Unit 8 Shopping for food
The 3rd Period
I. Revision
Pupils revise PB B1, B2 and B3.
Get pupils to make dialogues according to PB B1 and B2.
II. Teach PB C and D
Point to the characters in the pictures and read the words on the page aloud.
Play the Pupil’s Book Cassette for the pupils and ask them to say the sentences after the cassette.
Ask the pupils to tell what food Cindy did not buy. How could Cindy make sure she remembers the right things next time?
Ask the pupils to read the story again. Remind them to check in the story.
Check the answers with the pupils.
III. Ex.
Get the pupils to act out the story.
Do WB. Ex. (p. 47)
IV. Summing-up and for homework
Revise the lesson.
Prepare for the new lesson.
Words on the board:
Unit 8 Shopping for food
Unit 8 Shopping for food
The 4th Period
I. Revision
Revise PB C.
Get some pupils to act out the story.
II. Teach PB E and F
Play the Pupil’s Book Cassette and ask the pupils to listen to the sound and the words. Make sure that the pupils are producing the correct sound.
Say the words slowly and clearly. Check that the pupils are making the slide between the o sound which requires an open mouth to the closed sound at the end of the vowel when the pupils say w.
Point to the pictures and check that the pupils can say the words without the teacher’s model.
Play the Pupil’s Book Cassette again. Ask the pupils to listen to the poem. Get the pupils to repeat the poem.
Play the cassette again and tell them to circle the same letters with the same sound.
Tell the pupils to work in pairs. Show them the sample conversation. Together they choose one of the recipes to make. Then they read the lists of food and choose foods they want to add to the recipe.
Tell the pupils that pupil A should ask questions and write the shopping list. Pupil B should look at the pictures of the fridge and the cupboard and the food they are going to make.
III. Ex.
Do WB. Ex. (P. 48)
Do WB. Ex. (P. 49)
IV. Summing-up and for homework
Revise the lesson.
Prepare for the lesson.
Words on the board:
Unit 8 Shopping for food
Unit 8 Shopping for food
The 5th Period
I. Revision
Get pupils to make dialogues according to PB F.
Give comments to the pupils who acted out the dialogues.
II. Teach PB G and H
Play the Pupil’s Book Cassette for the pupils to listen to the chant.
Play the cassette again and encourage the pupils to join in with the words.
Tell the pupils to listen and write the food that they hear in the blanks. Each group chants their verse.
Ask the pupils to look in the boy’s thought bubble and count how many plates of food the boy has eaten. Ask Is the boy very hungry? How much does he think he can eat? Help the pupils work out the meaning of the expression I’m so hungry. I could eat a horse. This is an expression we use when we are very hungry. People in some western countries do eat horse meat.
III. Ex.
Pupils revise the whole lesson.
Do WB. Ex. (P. 50)
IV. Summing-up and for homework
Revise the whole lesson.
Prepare for the new lesson.
Words on the board:
Unit 8 Shopping for food