UNIT 10: RECYCLING

LESSON 4: WRITE
A. OBJECTIVES
At the end of the lesson, Ss will have
- learnt new words related to making tea
- used “first/ next…” and Imperatives to write instructions
- practiced writing an instruction on how to prepare the dry tea leavse to keep mosquitoes away

B. TIME: 45 minutes

C. TECHNIQUES: Communicative Approach

D. LEXICAL ITEMS
- soak (v)
- wrap (v)
- scatter (v)
- mash (v)
- mesh (n)
- mixture (n)

E. TEACHING AIDS
- posters

F. PROCEDURES
I. WARM UP - Game: Lucky numbers
- T introduces the game and divides the class into 4 groups.
- T instructs Ss on how to play the game: “There are 9 numbers. Each group chooses a number.
Behind a number can be a question. Answer the question. If it’s correct, you get 1 point. If you get a
lucky number, you will get some points but there is no question. The group with the highest point is
the winner.”
Answer key:
1. Lucky number
2. Say this sentence in he passive “ people speak English everywhere “
3. Say this sentence in the active “ cartoons are liked by most children “
4. Lucky number
5. Lucky number
6. Say this sentence in the passive “ We do not use things carefully.”
7. Say this sentence in the active “Are candies liked by the children?”
8. Say this sentence in the passive “Mr Han teaches Maths.”
9. Say this sentence in the passive “Vegetables do not eat meat.”

II. LEAD-IN
- T shows pictures of the process of making paper from old newspapers and asks Ss what the
pictures tell us to do.
T: “Do you know how to make paper? When you don’t know how to do something, what do you
need? You may need some instructions. Today we will learn how to write instructions in English.”

III. PRESENTATION
1. Vocabulary (T: “First, we will learn some words that will help you to write instructions.”)
- soak (v): put sth in water
- wrap (v): cover sth in paper or cloth
- scatter (v): “What is he doing?”

- mash (v): to make food become soft

- mesh (n)

- mixture (n) - mix (v): to put two things together so that they become one

Checking understanding
- T gets Ss to do exercise 1/93: “Work in pairs. Use the words in the box to complete the sentences”
- T invites some Ss to give the answers.
- T gives feedback.

2. Structure to write instructions

- First,
- Next,
- Then…
- Finally,
* Use imperatives to write instructions:
Ex: Open the door.
Put the book on the table.

IV. PRACTICE
Activity 1 (Sequencing): How to make fruit salad.
Look at the pictures and put the instructions in the correct order and add “first, next, then,
finally”.
Answer key:
1. First, wash the fruit in cold water.
2. Next, peel the fruit.
3. Then, chop up the fruit and mix them up.
4. Finally, pour some orange juice on top.

Activity 2: Less controlled practice - Exercise 2/94

- T askes Ss to work in groups of four.
- T: “Do you know how to keep mosquitoes away? Do you drink tea? Do you know that dry tea
leaves can keep mosquitoes away? Have you tried this before? Let’s do exercise 2 to find out. Use
the words in the box and the given cues to write full instructions.”
- T invites the fastest group to write the answers on the board and gives feedback.
- T asks some Ss to memorise the instructions and present them without looking at the book.

V. PRODUCTION
Freer practice: Write their own instructions
- T divides the class into 4 or 6 groups.
- T helps Ss to brainstorm some situations when they need instructions: cooking, drawing, writing,
playing a game
- T asks Ss to write instructions to teach others how to do something and draw illustrations for each
step.
- T invites some groups to give a presentation.
- T gives feedback.

VI. MORAL LESSON

- T asks Ss to discuss the following questions in groups of four:
+ Is it important to follow instructions? Why?
+ If we don’t follow instructions, what will happen?
- T gives feedback: “Follwing instructions save us time, effort and money. It avoids risks and
danger.”