3a This activity provides reading and writing practice using the target language.
Read the instructions to the class. Point out the recipe and the chart under it.
Point to the words Vegetables, Meat) and Others in the chart. Ask students to give examples of each type of food.
Point to the word onion in the recipe and then point to the sample answer in the chart. Say, Write each ingredient under the correct word in the chart. An onion is a vegetable so it goes under the word Vegetables.
Say, Now read the recipe and write the ingredients under the correct words in the chart.
Ask students who finish first to write the headings (Vegetables, Meat, Others) on the board and list their answers under these headings.
Correct the answers by reading the lists to the class. Ask students to suggest corrections, if necessary.
Answers
Vegetables: onion, tomato, lettuce
Meat: chicken slices
Others: butter, relish, bread
3b This activity provides reading and writing practice using the target language.
Read the instructions. Point out the word sin the box and ask a student to read the words to the class.
Read the recipe to the class. Say "blank" each time you come to a blank line.
Say, Now write a word in each blank. Use the words in the box,
Correct the answers.
Answers
1. put 4. turkey
2. Then 5. Finally
3. tomato 6. relish
3c This activity provides practice writing and reading using the target language.
Read the instructions to the class. Ask students to take a few minutes to write down the things they use to make their favorite food.
Then ask students to write their recipes. Ask the students to use the recipe in activity 3b as an example.
As students work, move around the room offeringassistance as needed.
Ask students to read their recipes to a partner.
Ask some students to read their recipes to the class.
[See Follow-up activity 2.]
4 This activity provides guided oral practice using the target language.
Ask students to work in pairs. Student A looks at page
83 and student B looks at page 84.
Say, You both have a picture of two slices of bread and a different list of sandwich ingredients. Take turns, Tell your partner how to make a sandwich with the ingredients in your list. Your partner will draw the ingredients on his or her slices of bread. Then switch roles.
Have the pairs continue on their own. As they work, move around the room monitoring their progress and offering help if needed.


生词表: