Section A
You can introduce new vocabulary and give students a clear picture of the process that is described in this unit by using the pictures in the unit.
Teach (or review) the names of all items. Point to the picture of the item and ask students to repeat. [T: = Teacher, Ss: = Students]
T: Banana. Repeat.
Ss: Banana.
T: Blonder. Repeat.
Ss: Blonder.
1 a This activity introduces the key vocabulary.
Focus attention on the pictures. Ask students to tell what they see in the picture. Say, The picture shows some actions. Describe each action and ask students to repeat: peel a banana; cut up a banana; put bananas and ice cream in a blender; pour milk into a blender; turn on the blender; drink a banana milk shake.
Point out the blank lines in the picture. Ask students to write the names of the actions on the blank lines.
Give one sample answer. Then ask students to fill in the blanks on their own. Ask a student who finishes first to write the answers on the board.
Check the answers on the board and ask students to correct their own answers.
Answers
peel the bananas,
cut up the bananas,
put the bananas and the ice cream in the blonder,
pour the milk in the blonder,
turn on the blonder,
drink the milk shake
1 b This activity gives students practice in understanding the target language in spoken
Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening. Ask others to the list of actions in activity 1b.
Play the recording for the first time. Students only listen. Point to the correct part of the picture in activity la when you hear that part on the recording.
Play the recording a second time. This time say, Now listen to the conversation. Number the instructions.
Ask students to complete the activity on their own.
Correct the answers.
1 c This activity provides guided oral practice the target language.
Point out the instructions in activity 1b. Ask a student to read the instructions in the correct order.
Say, Now work with a partner. Cover the instructions in lb and tell your partner how to make a banana milk shake.
Point out the example in the box and say. You can start like this, if you want to.
As they talk, move around the room monitoring their -work. Offer language support as needed.
Ask one or two students to say the list of instructions
to the class without looking at the book.
生词表:
Section A
You can introduce new vocabulary and give students a clear picture of the process that is described in this unit by using the pictures in the unit.
Teach (or review) the names of all items. Point to the picture of the item and ask students to repeat. [T: = Teacher, Ss: = Students]
T: Banana. Repeat.
Ss: Banana.
T: Blonder. Repeat.
Ss: Blonder.
1 a This activity introduces the key vocabulary.
Focus attention on the pictures. Ask students to tell what they see in the picture. Say, The picture shows some actions. Describe each action and ask students to repeat: peel a banana; cut up a banana; put bananas and ice cream in a blender; pour milk into a blender; turn on the blender; drink a banana milk shake.
Point out the blank lines in the picture. Ask students to write the names of the actions on the blank lines.
Give one sample answer. Then ask students to fill in the blanks on their own. Ask a student who finishes first to write the answers on the board.
Check the answers on the board and ask students to correct their own answers.
Answers
peel the bananas,
cut up the bananas,
put the bananas and the ice cream in the blonder,
pour the milk in the blonder,
turn on the blonder,
drink the milk shake
1 b This activity gives students practice in understanding the target language in spoken
Point to the actions in the picture and the list of actions in activity 1b. Ask different students to look at the picture and tell what is happening. Ask others to the list of actions in activity 1b.
Play the recording for the first time. Students only listen. Point to the correct part of the picture in activity la when you hear that part on the recording.
Play the recording a second time. This time say, Now listen to the conversation. Number the instructions.
Ask students to complete the activity on their own.
Correct the answers.
1 c This activity provides guided oral practice the target language.
Point out the instructions in activity 1b. Ask a student to read the instructions in the correct order.
Say, Now work with a partner. Cover the instructions in lb and tell your partner how to make a banana milk shake.
Point out the example in the box and say. You can start like this, if you want to.
As they talk, move around the room monitoring their -work. Offer language support as needed.
Ask one or two students to say the list of instructions
to the class without looking at the book.
生词表:
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