1. The reading passage about tea.

3. Moral Objects

China is among the leading countries in tea production in the world. Let’s learn some history about the invention of tea.

2. Ability Objects

(1) Train the students’ reading skill on how to answer the questions.

(2) Train the students’ writing skill by writing an article.

(3) Train the students’ speaking skill.

1. Knowledge Objects

(1) Key Vocabulary

by accident, beverage, thousand, according, according to, ancient, legend, emperor, boil, fire, leaf, nearly, fall into, remain. notice, produce, pleasant, smell, taste, in this way, metal, pie, flying disk, bakery. Bridgeport, Connecticut, throw, special

(2) The reading passage about tea.

(3) The writing passage about the flying disk.

2. Write out the conversation that you made by yourselves in Activity 2c.

StepⅨ Blackboard Design

The Fifth Period

1. Try to remember the new words learned today.

3. 1853　　　　 4. were crispy 5. really salty

StepⅥ 2c

This activity provides guided oral practice using the target language.

Play the recording of the history of chips again. Pause for the students to repeat after it. Get the students to read after the tape at least twice. Tell them to try their best to copy the pronunciation of the recording.

Read the instructions to the class. Tell them that they will role-play the conversation, using the information from the activities in Activity 2a and Activity 2b.

Ask a pair of the students to read the model conversation in the box.

S_A: Did you know potato chips were invented by mistake?

S_B: Wow, I didn’t know that. Who invented them

S_A: They were invented by a chef called George Crum.

Write the conversation on the black board.

Then ask another pair to make a conversation or continue the model conversation.

They may say like this:

A: Did you know potato chips were invented by mistake?

B: Wow, I didn’t know that. Who invented them?

A: They were invented by a chef called George Crum.

B: Why was it an accident? Can you tell me the story?

A: Well , one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.

B: What happened next?

A: So George was unhappy, he cut the potatoes really thin, and he cooked them for a long time until they were crispy.

He sprinkled lots of salt on them so they were really salty. He thought the customers would hate them.

B: Go ahead, please.

A: And the customer loved them and asked for more.

B: What a cool story!

Step Ⅶ Summary

In this class, we’ve learned to describe how food tastes with some new adjectives. And we’ve done much listening practice on the target language. At last, we did some oral practice by making our own conversations.

Step Ⅷ Homework

1. Did you know 2. were invented

1. T 2. F 3. T 4. F 5. F 6. T

Tapescript

Boy 1: Hey, did you know that potato chips were invented by mistake?

Boy 2: Really? What do you mean?

Boy 1: Well, here on the bag it says that they were invented by a chef called George Crum.

Boy 2: When was that?

Boy 1: Oh, it was way back in 1853.

Boy 2: So, why was it an accident?

Boy 1: Well, one day a customer in the restaurant where George worked sent back his plate of fried potatoes because he said they were cut too thick.

Boy 2: So what happened?

Boy 1: Well, George was in a bad mood, so he cut the potatoes really, really thin, and he cooked them for a long time until they were crispy.

And he sprinkled lots of salt on them so they were really salty.

He thought the customer would hate them.

Boy 2: And?

Boy 1: And the customer loved them and asked for more. He told the other customers about them, and soon everyone was ordering thinly-sliced, crispy, salty potato chips.

Boy 2:And we’re still eating them today.

What a cool story!

Boy 1: Yeah.

StepⅤ 2b

This activity gives students practice in understanding and writing the target language.

Get the students to read the instructions together.

Point to the blanks in the sentences in the story and tell them to complete the sentences while they are listening.

You’ll listen to the same recording again.

Before I play the recording, please try to give the answers by memory, or just by guessing.

It doesn’t matter whether your answers are right or wrong.

After a while, have the students get ready to listen.

Play the recording again. Ask the students to fill in the blanks with the words they hear.

Get several students to share their answers with the class. Correct the answers with the whole class.

Answers

3. Dictate the words below:

bulb light, microwave oven, island.

Step Ⅱ 1a

This activity introduces new vocabulary.

First, show the new vocabulary on the screen by a projector.

Point to each word on the screen and teach the students to read one by one. Do it several times until the children can read the new words fluently.

Read the instructions to the class.

Point out the four adjectives on the left.

Have them read the four words together.

Then ask some different students to read them. Then ask the students to try to tell the meaning of each word in English in their own words, or give some examples of foods that show what each word means.

For example, help the students explain it like this:

Sweet is used for describing something that tastes like sugar or honey. It’s the opposite word of sour.

After that, ask the Students to tell the names of the foods in the pictures potato chips, lemon, ice cream, tea.

Please choose the words in the box to describe how the food in the pictures tastes.

Write them under the correct pictures.

Note that some pictures have more than one word.

Tell them to see the example answer before writing.

After a while, check the answers by asking several students to read their answers to the class.

Answers:

　potato chips: crispy, salty

　lemon: sour

　ice cream: sweet

　tea: sweet

　Optional activity

Bring some foods that taste sweet, crispy, salty and sour to the class. Have some students, one at a time, taste little pieces of each food. Then report how the foods taste to the class with the new adjectives, sweet, crispy, salty and sour. Students may one more than one word to describe some foods.

Step Ⅲ 1b

This activity provides practice using the new vocabulary and writing familiar words.

Ask the students to read the instructions together.

Point out the four taste words. Then point to the sample answer given.

Please write the name of a different food after each word.

You can write the name of any food you know in the blank. Can you think of other sweet food now? (apple, orange, etc.)

Ask the students to complete the activity on their own.

After they all finish writing, ask some students to read their answers to the class.

Check the answers with the whole class.

Answers:

Answers will vary but may include:

sweet: apple, orange juice, soda, cake, honey

crispy: french fries, salad, lettuce

salty: french fries, olives, pepperoni, pizza, popcorn

sour: pickle, grapefruit

Step Ⅳ 2a

This activity gives students practice understanding the target language in spoken conversation.

Let the students read the instructions together. Be sure that they all know what to do.

Call the students’ attention to the six sentences in the box. Ask six different students to read them and do some explanation in their own words on each sentence.

After that, get the students to guess what they will hear about.

Maybe someone can answer like this, may listen to something about the potato chips. Show some bags of potato chips them or even let some children taste the chips.

Yes. You’ll hear a story about the invention of the potato chips. Please look at the first sentence now. It is a sample answer given. The statement is true so the letter T is circled.

Then play the recording first. Students only listen.

Play the recording again. Ask the children to listen and circle T for true or F for false.

Check the answers with the whole class.

Answers