3a This activity provides reading and writing practice using the target language.
Point out the picture and ask students -what the boy and girl are doing. Ask the students to say any ingredients they can see in the picture.
Point to the four words at the beginning of the activity. Ask students which one always comes first. (The word first.) Ask the students to put a number I next to it. Then ask the students to number the other three words to show the order they come in.
Ask pairs of students to read the conversation to the class, filling in the missing words. Ask students not to write in the answers yet. If a student isn't sure what word to use, ask other students to suggest which one to use.
Repeat the activity. This time, ask students to write in
the answers.
Check the answers.
Answers
First = 1 Then = 3 Finally = 4
3b This activity provides guided oral practice using the target language.
Point out the pictures. Ask students to tell what is happening in each picture. Then point to the words and pictures in activity la and review the meaning of popcorn, popcorn popper, salt, and bowl.
Ask a student to read the directions in the box.
Read the instructions for the activity to the class. Then say, Now you will work with a partner. You will tell your partner how to make popcorn.
Help students find partners. Have the students work together for a few minutes.
Then ask one or two students to tell the class how to make popcorn.
Answers
First, put the popcorn into the popper.
Next, turn on the popper.
Next, pour the popcorn into the bowl.
Then, put salt on the popcorn.
Finally, eat the popcorn.
4 This activity provides listening, speaking, reading, and writing practice using the target language.
Ask students to work in teams of three or four. Help students form teams.
Read the instructions to the class. Say, Each team will write a different recipe. Use the words first, next, then, and finally in your recipes.
Ask for suggestions for recipes. List the ideas on the board. Students might suggest recipes for sandwiches or other kinds of noodles, for example.
Point to the examples in the pictures. Ask a student to read the examples to the class. Say, Each team writes a different recipe. Write each instruction on a separate line. Then cut up the recipe into separate lines. Another team puts the instructions in the correct order.
As the teams work on their recipes, move around the room checking their work. Help with names and amounts of ingredients as well as names of kitchen items. Also help students keep the vocabulary as simple as possible, using words that the class already knows.
Remind the teams to write each instruction on a separate line. When each team finishes, help them cut the recipe into separate lines and then find a team to give the recipe to.
Ask the teams to check each other's work.
At the end, ask some teams to read their recipes to the class.

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