student book pages 76–83 unit 8: pancake tuesday
TRANSCRIPT
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The Big PictureThis unit uses familiar texts to study procedures. Encourage students to talk about when and where they may have seen texts like these. Remind students that recipes are a form of procedure. If your school has a canteen, ask students to compare and contrast their canteen’s menu with p77.
Pancake Recipe—is a simple recipe with a title, introduction, list of ingredients and tools, method and photographs of each step. Discuss the recipe. Who likes pancakes? What do you like putting on top of your pancakes? What can go wrong when you are cooking pancakes? To cook safely, what do you need to remember?
This week in your canteen!—is a typical menu from a school canteen. Point out the list of food items and the list of prices. What drinks can you buy? What drink would you buy? What food would you order? How much would your lunch order cost? On what day can you order pancakes? On a scale of 1 to 10, how healthy do you think this menu is? Which food or drink in the pictures on pp76–77 is not on the canteen menu? (onion)
In the texts—pages 78–79• Discuss the difference between dry and wet ingredients
(q1). Treat q1 as a spelling activity, as well as a cloze. Since students can copy the words from the original text, make sure they spell them correctly.
• Refer students to photographs of the tools (q2) on p76 or bring samples to the classroom. Point out that the ingredients and tools are in the same list; some recipes put them in separate lists.
• The text of the steps in q3 is slightly different to that on p76. Encourage students to draft their responses on the right-hand side of the page.
In this unit• Source texts—Contemporary literature
(illustrated nonfiction) and an everyday text (canteen menu)
• Text features—Procedure, price list
• Writing—Procedure to order lunch
• On the DVD—Audio recording of a school canteen announcement and sample lunch order to change; Simple recipes
• Other resources—Items needed to order lunch, eg your school’s canteen menu, lunch bags, coins (plastic or real), pens; Items for a class canteen area, eg plastic fruit and empty boxes, cash register and plastic money
See Teaching Guide pvii for this unit’s syllabus outcomes.
• Students cook one or more recipes on the DVD and bring the results to class to share. They will need supervision to use knives and the oven.
• Students listen to the fictional announcement of changes to the school’s canteen list on the DVD. They change the lunch order (also on the DVD) based on the changes they hear. The exercise requires students to follow directions, recognise how the changes affect their lunch orders, and write the total of the revised order (the correct final cost is $5). Explain the instructions and play the audio at least twice to aid comprehension.
• Students role play ordering lunch from each other, using example lunch orders from Work Sheet 3. Set up a classroom canteen using a toy cash register and play money,
along with items for sale, such as plastic fruit and empty boxes with pictures of items for sale. Model polite asking and answering.
• Students bring to school a favourite family recipe to create a class recipe book.
• Ask the school’s canteen manager/organiser (if there is one) to speak to the class about how the canteen operates. Ask students to prepare a list of questions before the talk.
• In pairs or groups, students discuss the “ideal school canteen menu”. They present menus to the rest of the class and must explain the reasons for their choices.
• Students include some or all of these words in their weekly spelling lists: flour, food, fruit, frying, ingredients, pancake, procedure, sandwich, teaspoon, Tuesday, week, whisk.
Listening, speaking and extension
TARGETING ENGLISH LOWer PrImary TEACHING GUIDE
Student Book pages 76–83
Unit 8: Pancake Tuesday
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• Video students’ presentations in q4. Play these for the class and ask for constructive comments.
• Explain how to complete and add up the costs (q10), and discuss why it is kind to write “thank you” on the lunch order bag. Who works in your school canteen? Do they always get to see the children they are serving?
• Give students paper bags and ask them to write their own lunch order using the menu on p77 or your own school menu.
your turn—page 81• Remind students that their procedures should enable
someone who has never written, or seen, a lunch order before to be able to write one. Consider constructing one procedure as a class exercise before students complete their own. The materials for the procedure are money, paper bag and pen. Students could draw images for their procedures on separate sheets of paper.
Sentences—pages 82–83• Draw an umbrella shape on the board. Write “Sentence”
across the canopy of the umbrella. Underneath the canopy, write “question”, “command”, “statement” and “exclamation”. Use this to show students that these are all different types of sentences—all “under the same umbrella”.
• Have students read all the sentences in q1 and q5 aloud. Discuss how the sound of the sentence (words stressed and volume used) helps to work out what type it is.
• Model how sentence fragments may not make sense (q6). This is the key difference between sentences/independent clauses and phrases.
• Questions 4–6 are about singular and plural pronouns, and the importance of verbs agreeing with their subjects in number. Explain the questions using an OHP transparency/IWB to highlight features.
• Revise the concept of gender. Ask students to find examples of nouns and classify them according to gender.
Work Sheets• Work Sheet 1 asks questions about the pancake
procedure (p76). Students also describe the taste and smell of cooked pancakes, so the work sheet is only suitable if students have eaten pancakes in the classroom or at home.
• Work Sheet 2 asks students to write a procedure. If you have cooked an easy recipe for something not listed, give students the option of writing this procedure.
• Work Sheet 3 requires students to complete several lunch orders, using the same format as q10, p80 and the menu from p77. Depending on the mathematical ability of students, give them calculators or another means of adding the totals, eg plastic coins, tens and ones blocks.
Assessment
• Work Sheet 4 assesses knowledge of sentences.
• To assess Student Book writing and Work Sheet 2, use the procedure rubric (Teaching Guide p90).
TARGETING ENGLISH LOWer PrImary TEACHING GUIDE
Unit 8: Pancake Tuesday
1 command, statement, question, exclamation
2 b, d, e, f
3 a statement
b exclamation
c command
d statement
e question
f exclamation
Assessment Answers (see Teaching Guide page 49)
Making Pancakes1 What dry ingredients do you need?
_____________________________________________________________________________________________________________________
2 What wet ingredients do you need?
_____________________________________________________________________________________________________________________
3 What tools or equipment do you need?
_____________________________________________________________________________________________________________________
4 What can you put on top of pancakes after they are cooked?
_____________________________________________________________________________________________________________________
5 How do you know when a pancake is ready to flip over?
_____________________________________________________________________________________________________________________
6 How do you know when a pancake is cooked on both sides?
_____________________________________________________________________________________________________________________
7 How would you describe the look of a pancake to someone who has never seen one before?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
8 How would you describe the taste of a pancake to someone who has never tasted one before?
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
_____________________________________________________________________________________________________________________
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Work Sheet 1
Copyright © Blake Publishing 2009 TARGETING ENGLISH LOWer PrImary TEACHING GUIDE
Unit 8: Pancake Tuesday
TARGETING ENGLISH LOWer PrImary TEACHING GUIDE Copyright © Blake Publishing 2009
Work Sheet 2Unit 8: Pancake Tuesday
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Kitchen Time!Choose one of these drinks or foods and write a procedure about how to make it: chocolate milkshake, fruit salad, pizza or toasted cheese sandwich.
Title _______________________________________________________________________________________________________________
What you need
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
What you do
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________
Write a title that includes the word “How”.
Write the ingredients and tools in the order you need them.
Write what to do in the order you do it. Number each step.
Work Sheet 3Unit 8: Pancake Tuesday
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In Your Lunch BagComplete these lunch orders.
Iwouldlike:
achocolatemilk _______________
achickensandwich _______________
amandarin _______________
Total: ___________________________
RosyRyan
Year1,MrTempleton’sclass
Thankyou!
Iwouldlike:
___________________________________ $1.00___________________________________ $2.40Total: $3.40
EmilyGodboldYear2,Pythons______________________________________________
Iwouldlike:
______________________________ ______________
______________________________ ______________
______________________________ ______________
______________________________________________
______________________________________________
______________________________________________
Iwouldlikeonetoastedchickensandwich,please.
Cost: ____________________________
PatrickHarrisonK/1/2______________________________________________
Copyright © Blake Publishing 2009 TARGETING ENGLISH LOWer PrImary TEACHING GUIDE
AssessmentWork Sheet 4
Pancake Tuesday1 Fill in the missing words.
A sentence can be a ___________________________________________ , a ___________________________________________ ,
a ___________________________________________ or a ___________________________________________ .
2 a sentence needs to make sense. Tick the sentences.
a pancakes
b We like pancakes.
c Put that
d Make some pancakes.
e Can I have one?
f Don’t touch that!
3 Tick to show what type of sentence each one is.
question command statement exclamation
a She made a pancake.
b It’s burning!
c I want pancakes now!
d Next, put butter in the pan.
e Will we flip the pancake?
f Yum, they are the best pancakes ever!
(First name) (Family name)
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