牛津英語五年級上冊全冊教案-已識別

《南樓小學》2013年度

OxfordEnglish

五年級第一學期

Teacher：荊菁

Module1Gettingtoknowyou

課題

Unit1Can1dothis?

知識與技能：Usingtheintroductory'there'toexpressfacts.

e.g.There'stheredman.

Usingimperativestogiveinstructions.

Usingimperativestoexpressprohibitions.

e.g.Don'tcrosstheroad.

Usingnounstoidentifyobjects.

教學目標

e.g.Thetrafficlight'sred.

過程與方法：Useappropriateintonationinquestionsand

statements.

Predictthemeaningofunfamiliarwordsbyusing

context

orpicturecues.

情感、態(tài)度與價值觀：讓學生了解交通法規(guī)。

Usingimperativestogiveinstructions.

Usingimperativestoexpress

教學重點

和難點

prohibitions.

教學媒體Cassette5Aandacassetteplayer

課前學生

Collectmaterialsoftrafficrules

準備

備注

教學過程

Pre-taskpreparation

1.Showapictureofthetraffic

lights.Invitestudentstocolourthe

lights.Introduce:trafficlight

2.Discuss:Howtocrosstheroad

safelyandwhatthetree'scolourson

trafficlightsmean.

While-taskprocedure

1.Addroadsontheboard.Pointto

thetrafficlights.Say:There'sthered

man/greenman.Canyoucrossthe

road?

2.Pointtothetrafficlightsfor

driversontheboard.Inviteindividual

studentstowrite:stop/wait/go

3.Playtherecording:Lookand

learn.Studentslistenandrepeat.

4.Playthecassette:Sayandact.

5.HavesomepairsactKittyandBen

andsomepairsactthedrivingtutorand

thedriver.

6.Distributeacopyofphotocopiable

page1toeachpairofstudents.

Studentsputthepicturesintheright

orderandfillintheblanks.

7.Saysomethingaboutthetrafficrules

ofHongkongandotherwestern

countries.

8.Learnthephrase:trafficjamtraffic

accident

9.Asksomepupilstoactthetraffic

policemen.

Post-taskactivity

Workbookpage1

1.Dividethestudentsintopairs.

Askthemtocompletethedialoguein

Readandwriteorally.

2.Studentswritethemissingwords.

6.Invitepairsofstudentstoread

andactthecompleteddialogue.

Consolidation

GrammarpracticeBook5Apage1

Module1Gettingtoknowyou

Unit1Can1dothis?

streetinthestreet

roadontheroad

板書設(shè)計

trafficlighttrafficjamtrafficaccident

crossDon'tcross!

theredmanthegreenman

1.Writedownthewords.

作業(yè)布置2.Recitethetext.

3.Listentothetape.

這堂課學生學得很開心，氣氛也很活躍，讓學生來當警察來指揮交

通，在這個情景中學生知道了遵守交通規(guī)則要從自身做起，學生對

教學效果一些國家的左行交通規(guī)則很感興趣，音標發(fā)/i:/和/Eu/的單詞

反饋

學生還是能說出很多，拓展的詞匯有點難度。

Module1Gettingtoknowyou

課題

Athome

知識與技能：Usingmodalstoaskforpermission.

教學目標e.g.Can1goout,Mum?

Usingformulaicexpressionstoreplytorequests.

e.g.Hereyouare.

過程與方法：Recognizedifferencesintheuseofintonation

todifferentiatebetweenquestionsandstatements.

Predictstoryusingpicturecues.

Developwrittentextsbyaddinginformationto

writingwhenamodelorframeworkisprovided.

情感、態(tài)度與價值觀：對文明禮貌的教育。

Usingmodalstoaskforpermission.

Usingformulaicexpressionstoreplyto

教學重點

和難點

requests

教學媒體Cassette5Aandacassetteplayer

課前學生

Workbook

準備

備注

教學過程

Pre-taskpreparation

1.Askandanswer

2.RecitethetextP2.

3.Stickatrafficlightontheboard.Point

totheredmanandask:Canyoucross

theroad?Pointtothegreenmanand

ask:Canyoucrosstheroad?

7.Write:Can1?Canwe?

Yes,l/wecan.No,l/wecan't.

While-taskprocedure

1.Playthecassette:Lookandsay.

Studentsfollowintheirbooks.

2.thenewpattern:goout

can1goout?

3.Takeoutasweet.

Ask:What'sthis?

Doyoulikesweets?

Pleasehavesomesweets.

Thenewpattern:havesome

4.Say:1havemydinneratsix

o'clock.What'syourdinnertime?

Introduce:dinnertime

5.Playthecassetteagain.Students

listenandrepeat.

6.Studentspracticethedialoguein

groupsofthree.

7.Selectgroupstoreadandactthe

dialogue.

8.Asksomequestions:CanBengo

out?Why?

CanKittyandBenwatchtelevision?

CanBenhavesomesweets?Why?

9.Givethestudentstimetoprepare:

Askandanswer.Askthemtothinkwhat

elseMrsLiwouldsay.

10.Invitegroupsofstudentstoactin

frontoftheclass.

11.Showsomepicturesthenask

pupilstosaythreekindsof

sentences,.eg.Youcan'tplayonthe

grass,Don'tplayonthegrass,

please.Canhe/she/they?Yes/

No.

Post-taskactivity

Workbookpage1

Athomegooutwatchtelevisionhavesome...

Canl/we...?Yes,youcan.

板書設(shè)計

No,youcan't.

作業(yè)布置1.Recitethetext.

2.Listentothetape.

3.Dosomeexercises.

學生表演對話積極性很高，回答為什么時，because的發(fā)音不是

很準，個別學生對have后面跟不可數(shù)名詞時不能加s還是會遺

教學效果

反饋

忘，television的發(fā)音不是很準。

Module1Gettingtoknowyou

課題

Ontheunderground

知識與技能：Gatherandshareinformation,ideasand

languagebyusingstrategiessuchasobserving.

過程與方法：Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

教學目標

Locatespecificinformationinashorttextin

responsetoquestions.

Identifymainideasfromatextwithteachersupport.

情感、態(tài)度與價值觀：要文明乘坐地鐵。

Catherandshareinformation,ideas

andlanguagebyusingstrategiessuch

教學重點

和難點

asobserving.

教學媒體Tapemultimedia

Collectdifferentkindsof

課前學生

準備

vehiclesworkbook

備注

教學過程

Pre-taskpreparation

1.Dailytalk.

T:Whatareyoudoing?

T:Can1gooutnow?

T:Doyoulikecats?...

2.Recitethewordsofpage3

3.Stickthesignoftheunderground

inShanghaiontheboard.Introduce:

underground/undergroundstation.

While-taskprocedure

1.Review:Invitestudentstodraw

thesignstheyusuallyfindintheparkor

street.

2.Showthesignoftheunderground

andintroduceit.

3.T:Whichsignwecanseeinan

undergroundstation.Pleasedrawit.

4.Introduceitsmeaning.

5.Teachthenewwords:smoke,

way.

6.Match.

7.Askandanswer:Whichsign

means?Thisone.

8.Playthecassette:Lookandread.

9.Thestudentsread.

10.Lookatthepictureandask:

a.WhereareMrsWangandAlice

going?

b.Whichsignmeans

(ZhongshanParkundergroundstation?

c.Whataretheydoing?

d.Wherearethey?

e.Aretheyeatingordrinking?

f.Whichsignmeans'Gooutthis

way?

g.Whichsignmeans'Don'teator

drink?

11.Distributeacopyofphotocopiable

p3toeachstudent.Completethetaskin

pairs.

12.Learnthephrase:thebusstop

13.Pleasesaydifferentkindsof

vehicles

Post-taskactivity

Workbookpage2

Matchthesigns.Consolidation

Ontheundergroundundergroundwhichsignmean

——Whichsignmeans

——Thisone.

板書設(shè)計

stationwaitforsmoke(smoking)

oreatordrink

1.Writethetext.

作業(yè)布置2.Recitethesewords.

3.Recitethetext.

學生對meanstation的發(fā)音不是很準，大部分學生能說出含

/ai/、/i:/、/ei/的單詞,whichsignmeans中的means的

教學效果s,很多學生漏讀，否定句中and要變成or,學生會忘記。

反饋

學生通過課外搜集知道現(xiàn)代的先進科學技術(shù)使我們有了地鐵、隧

道、磁懸浮、輕軌等，上海的交通已經(jīng)發(fā)生了日新月異的變化，學

生知道文明乘坐要從自身做起。

Module1Gettingtoknowyou

課題

Atschool

知識與技能：Usingimperativestoexpressprohibitions.

e.g.Don'tmakeanoise.

Usingformulaicexpressionstoexpressapologies.

教學目標

e.g.I'msorry,MissFang.

過程與方法：Useappropriateintonationinstatements

情感、態(tài)度與價值觀：學校要做到的各項行規(guī)。

Usingimperativestoexpress

prohibitions.Usingformulaic

教學重點

和難點

expressionstoexpressapologies.

教學媒體Tapesomepictures

Collecttherulesinour

課前學生

準備

schoolGrammarPracticeBook

備注

教學過程

Pre-taskpreparation

1.Askandanswer.

2.Translatesomephrases.

3.Askthestudentswhatthey

shouldnotdoinschools.

4.Thinkofthesignsonwecanfind

inourschoollibraryorhall.

(Stickthesignsontheboard.)

While-taskprocedure

1.Lookatthesignsandsayits

meanings.

2.Teachthenews:Don'tmakea

noise.

3.Playthecassette:Sayandact.

4.Playthecassetteagain.

5.Readandwrite:matchthesigns

withthepictures.

6.Actoutthedialogue.

7.Askeachgrouptochooseaplace.

Discussanddrawthesigns.

8.Showthesigns.

9.Recitethetext.

10.Saytherulesinourschool:eg.Inthe

libraryInthehall

11.Saytherulesathome

12.Accordingtothepicturessay

somethingaboutitbyusingdifferent

sentences,eg.He'sclimbingthetrees,

Pleasedon'tclimbthetrees,Youcan't

climbthetrees.

Consolidation

GrammarPracticeBookpage3

Atschool

makeanoiseclimbthetree

leaverubbishopenthewindow

板書設(shè)計

—Don't

——I'msorry./Wearesorry.

1.Writethetext.

作業(yè)布置2.Thinkaboutsomesignsinthelibrary,thenmake

somedialogues.

這節(jié)課通過讓學生討論在校的一些規(guī)則，得出在校應(yīng)該遵守的規(guī)

則，還讓他們討論在家的規(guī)則，由此教育他們在校要做遵守行規(guī)的

好少年，在家要做好孩子，討論的氣氛很活躍；學生根據(jù)圖片用不

同句型來講時，個別人語法出現(xiàn)混亂。

教學效果

反饋

Module1Gettingtoknowyou

課題Unit2Thisiswhat1want

(Theartclass)

知識與技能：Asking*wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant,Alice?

Usingthesimplepresenttensetomakerequests.

e.g.1wantsomepaper,please.

Usingformulaicexpressionstoexpressthanks.

教學目標

e.g.Thankyouverymuch.

過程與方'法：Developwrittentextsbyputtingwordsina

logicalordertomakemeaningfulphrasesorsentences.

Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

情感、態(tài)度與價值觀：學會要有禮貌。

Asking*wh-'questionstofindout

specificinformation.

教學重點

Usingthesimplepresenttensetomake

和難點

requests.

教學媒體Tape

課前學生

GrammarPracticeBook

準備

備注

教學過程

Pre-taskpreparation

1.Dailytalk.

2.Recitethetext.

3.userealiatoreviewstationery

items.

While-taskprocedure

1.Newwords:tape,apairof

scissors,knife

2.Thenewpattern:Whatdoyou

want?

a.Understanditsmeaningwiththe

stationeryitems.

b.Trytoanswerthequestion.

c.Trytoaskthequestion.

d.Workinpairs.

3.Playthecassette:Sayandact.

4.Ask:WhatdoesAlicewant?

WhatdoEddieandDannywant?

5.Practiseactingthedialoguein

groups.Trytoreplaytheitemsinthe

dialoguewithotherstationeryitems.

6.Actoutthedialogue.

7.Putavarietyofstationeryitems

onthedesk.Invitestudentstocomeout

andaskforanitem.

8.Learntheword:knife--knives

9.Askandanswer.

10.Playaguessinggame：(Putavariety

ofstationeryitemsonthedesk.Then

closepupils'eyes.Teacherwilltakeone

thing,)Whatismissing?

11.Practiseingroupslikethat:What

doyouwant?Whatdoeshe/shewant?

Whatdotheywant?Whatdoa&bwant?

Post-taskactivity

Workbookpage3

1.Workinpairstocompletethe

dialogueinReadandwriteorally.

2.Readandactthedialogue.

3.Writethemissingwords.

4.Askstudentstoactoutthe

dialoguesusingdifferentstationery

items.

Consolidation

GrammarPracticeBookpage4

Theartclass

want1want...

Hewants...

板書設(shè)計

anartclass:feltpenspapercrayonsgluetape

apairofscissorswaterpaintsknife--knives

1.Writedownthewords.

作業(yè)布置

2.Listentothetape.3.Dosomeexercises.

學生做猜謎游戲很開心，叫人小組練習時有點人稱搞混，比如說成

教學效果

HewantShewant；scissors的發(fā)音有點不準，一般現(xiàn)在時的

反饋

第三人稱單數(shù)要加強訓練。

Module1Gettingtoknowyou

課題

AtMcDonald's

知識與技能:Asking*wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant?

Usingthesimplepresenttensetomakerequests.

Usingattributiveadjectivestodescribeobjects.

e.g.alargeCoke

教學目標

過程與方法：Locatespecificinformationinresponseto

simpleinstructionsorquestions.

Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationto

questions.

情感、態(tài)度與價值觀：在公共場合也要講禮貌。

Usingthesimplepresenttensetomake

requests.

教學重點

Usingattributiveadjectivestodescribe

和難點

objects.

教學媒體Tape

課前學生

ManykindsoffoodWorkbook

準備

備注

教學過程

Pre-taskpreparation

1.Dailytalk.

2.Translations.

3.DrawMcDonald'strademarkonthe

board.

Ask:DoyouliketogotoMcDonald's?

Whatdoyouliketoeat?

Doyoulike——?

While-taskprocedure

1.Askandanswer

Whatdoyouwant?

2.newwords:Frenchfries,BigMac,

McChicken

3.Playthecassette.

4.Dividetheclassintogroups.Ask

thestudentstopractiseactingthe

dialogue.

5.Actoutthedialogueinfrontof

theclass.

Asktheotherstudents:Whatdoes——

want?

6.ListMcDonald'sfooditems.Ask

studentstoaddpricesaswell.

7.Photocopiablepage4

8.Workinpairs.Askthestudentsto

findouttheamountofeachfooditem

theywantintheirgroup.

9.Drawatableontheblackboard.

Askthegroupleaderstotellyouwhat

theirgroupswant.Inviteastudenttodo

therecording.

10.Theclassworktogethertofindout

theamountofeachfooditemthatthey

aregoingtoorderfortheschoolpicnic.

11.Askthepupilstosaythedifference

betweenChinesefoodandthewestern

food,

12.Makeashortdialogue:inKFCin

restaurant

Post-taskactivity

WorkbookP4

Consolidation

GrammarPracticeBookP5

AtMcDonald's

hamburgerBigMacMcChicken

applepieFrenchfries

ice-creamCokemilkorangejuice

Areyouhungry?

Whatdoyouwant?

1want...

板書設(shè)計

WhatdoesDannywant?

Hewants...

作業(yè)布置1.Listentothetape.

2.Writethetext.

BigMac,McChicken這兩個單詞抄寫出錯很多，讓學生一起通過

討論得出東西方人的飲食習慣與文化，讓學生在學英語的同時能了

解西方的文化，學生在討論中非常興奮；讓他們編在飯店或快餐店

教學效果

的對話，盡管有語法錯誤可他們很享受。AlargeCoke/asmall

反饋

Coke關(guān)于Coke是可數(shù)名詞的用法學生有點混淆。

Module1Gettingtoknowyou

課題

Apicnic

知識與技能：Usingthesimplepresenttensetoexpress

simpletruths.

e.g.I'mhungry./l'vegotsome——

Asking*wh-'questionstofindoutspecificinformation.

e.g.Whathavewegot?

教學目標

過程與方法：Openaninteractionbyelicitingaresponse.

Maintainaninteractionbyprovidinginformationin

responsetoquestions.Reading

Recognizefamiliarwordsinunfamiliarcontexts.

情感、態(tài)度與價值觀：/

Usingthesimplepresenttenseto

expresssimpletruths.Asking'wh-'

教學重點

questionstofindoutspecific

和難點

information.

教學媒體Tape

SomefoodforpicnicGrammar

課前學生

準備

PracticeBook

備注

教學過程

Pre-taskpreparation

1.Dailytalk.

2.Recitethewordsofpage7

3.Dividestudentsintogroups.Ask

themtoputtheirfoodonthegroup's

desk.Ask:Whathaveyougot?

While-taskprocedure

1.Putsomefoodonthetableand

workinpairs.

2.Askandanswer:

A:Whathavewegot?

B:I've/We'vegot

3.Playthecassette.Studentslisten

andfollowintheirbooks.

4.Studentslistenandrepeat.

5.Givethestudentstwominutesto

rememberwhateachcharacterhasgot.

6.Askthestudentstoclosetheir

books.Ask:Whathas——got?

7.Encouragethemoreablestudents

totrytorecallwhatallthecharacters

havegot.Ask:Whathavetheygot?

8.Playagame:Apicnic.

Whathaveyougot?

9.Askandansweronpage8

Whathavetheygot?

10.Disscusswhatwilltheypreparefor

Liuheon25thofSeptember.

Post-taskactivity

Makesomedialogues.

Consolidation

GrammarPracticeBookpage6

Apicnic

food（復數(shù)）/haveapicnic

Whathaveyougot?I'vegot...

板書設(shè)計

We'vegot...

Whathashegot?He'sgot...

1.Readthetext.

作業(yè)布置

2.Dosomeexercises.3.Listentothetape.

教學效果

Whathaveyougot?I'vegot...We'vegot...

反饋

Whathashe/shegot?He's/She'sgot...這兩種句型學生操練

的很熟練，讓他們討論去瀏河營地帶一些什么食物也是很興奮。

Myfather'scar'sred,Myfather'sgotacar.這里的's的意思

個別學生會混淆。

Module1Gettingtoknowyou

課題

Sayandact

知識與技能:Using'wh-'questionstofindoutspecific

information.

e.g.Whatdoyouwant?

Usingmodalstomakerequests.

e.g.Can1havesomefish,please?

教學目標

Usingformulaicexpressionstoreplytorequests.

e.g.Thereyouare.

Usingnounstoidentifyobjects.

e.g.noodles,vegetables

過程與方法：Identifymainideas.

Producesimplephrasesandsentencesinvolving

repetition.

Predictstory,charactersusingpicturecues.

情感、態(tài)度與價值觀：學會買東西時的禮貌用語。

Usingmodalstomakerequests.Using

formulaicexpressionstoreplyto

教學重點

和難點

requests.

教學媒體Tapemultimedia

ShoppinglistWorkbookGrammar

課前學生

準備

PracticeBook

備注

教學過程

Pre-taskpreparation

1.Askandanswer.

2.Makesomedialogues.

3.Askthestudentstothinkwhat

theywouldliketohavefordinnertoday.

4.Introduce:rice,noodles,

vegetables.

5.Askstudentstomaketheirown

shoppinglist.

While-taskprocedure

1.Playthecassette.Listenand

follow.

2.Closethebooksandask:What

doesEricwantforhisdinner?

3.Practicethedialogueinpairs.

4.Actoutthedialogues.Encourage

themoreablestudentstoreplacethe

fooditemswiththethingstheywant.

5.Playshopswiththefoodpackets.

6.Invitepairsofstudentstoactout

thedialogueinfrontoftheclass.

7.Makeashortdialogueinthe

supermarketorinthedepartment

store.:eg,Whatcan1doforyou?Can

1helpyou?Can1havesome...,

please?

Nowlisten.

Post-taskactivity

Workbookpage5

Consolidation

GrammarPracticeBookpage7andpage

9

rice,（復數(shù)）_/_

noodles,vegetables

板書設(shè)計

.Can1havesome____,please?Thereyouare.Whatcan1

doforyou?Can1helpyou?

作業(yè)布置1.Makesomeshortdialogues.

2.Listentothetape.3.Recitethetext.

學生編在超市或百貨商店里的對話，會用Whatcan1doforyou?

Can1helpyou?來問，Can1havesomeplease?對在這里

用some學生有點模糊，會和其他的一-般問句搞混，在變成一般問

教學效果

反饋

句時會不把some變any。

Module1Gettingtoknowyou

課題

Unit3Thisiswhat1need.

知識與技能:Usingnounstoidentifyobjects.

e.g.socks

Asking'wh-'questionstofindoutvariouskindsofspecific

informationaboutaperson.

Usingindefinitedeterminerstorefertoanunspecified

numberofthings.

教學目標

usingattributiveadjectivestodescribeobjects.

e.g.anewbag

過程與方法：Locatespecificinformationinresponseto

question.

Usemodeledphrasesandsentencesto

communicatewithteachersandotherlearners.

情感、態(tài)度與價值觀：/

Asking'wh-'questionstofindout

variouskindsofspecificinformation

aboutaperson.

教學重點

和難點

Usingindefinitedeterminerstoreferto

anunspecifiednumberofthings.

教學媒體Tapemultimedia

Alist--thingsforschoolGrammar

課前學生

準備

PracticeBook

備注

教學過程

Pre-taskpreparation

1.Askandanswer.

2.Recitesomewords.

3.Ask:Whatdoyouwantforschool?

4.Introduce:uniforms,shoesand

socksusingwordandpicturecards.

5.Makesomephrases:anorangea

uniformanolduniformanorange

uniformapairofsocksapairof

shoesapairofglasses

While-taskprocedure

1.Makethestudentstounderstand:

Whatdoyouneedforschool?Sayafter

theteacherandtrytoanswer.

2.Askthestudentstofindoutwhat

Kittyneedsforschool.

3.Playthecassette.Listenand

follow.

4.Playthecassetteagain.Listenand

repeat.

5.Closethebooks.Ask:Whatdoes

Kittyneedforschool?

6.Practisethedialogueinpairs.

7.WhatdoyouneedforP.E.lesson?

8.Read:Thinkandwrite.Students

writetheirlists.

9.Askandanswer.

Post-taskactivity

Workinpairs.Practisethepatterns:

WhatdoesAneedfor...?WhatdoA&B

needfor...?Whatdotheyneedfor...?

Consolidation

GrammarPracticeBookP10

Unit3Thisiswhat1need.

need1need...

1don'tneed...

板書設(shè)計——Whatdoyouneedforschool?

——1need...(shoessocksuniform)

作業(yè)布置1.Readthetext.

2.Dosomeexercises.3.Listentothetape.

學生對need的第三人稱單數(shù)的用法不熟練，必須要多加練習；a

uniform這個詞組個別學生一下子不能接受，還是喜歡用an;發(fā)

教學效果

/i:/和/u:/的單詞學生還是能說出一些，發(fā)/C/的單詞學生容

反饋

易和發(fā)/C:/的單詞混淆。

Module1Gettingtoknowyou

課題

Let'smakeacake.

知識與技能:Asking*wh-'questionstofindoutvariouskinds

ofspecificinformationaboutanevent.

e.g.Whatdoweneed?

Usingindefinitedeterminertorefertoanunspecified

amount/numberofthing.

e.g.Weneedsome-

usingthesimplepresenttensetoexpressopinions.

教學目標

Usingmodalstomakerequests.

e.g.Can1haveabowl,please?

Usingimperativestogiveinstructions.

過程與方法：Identifykeywordsinanutteranceby

recognizingthestress.

Usemodeledphrasesandsentencestocommunicatewith

teachersandotherlearners.

情感、態(tài)度與價值觀：做媽媽的小幫手

Asking,wh-'questionstofindout

variouskindsofspecificinformation

aboutanevent.

教學重點

Usingindefinitedeterminertoreferto

和難點

anunspecifiedamount/numberof

thing.

教學媒體Tapemultimedia

Thingsweneedformakinga

課前學生

準備

cakeWorkbook

備注

教學過程

Pre-taskpreparation

1.Dailytalk.

2.Playthegame.

3.Takeoutacake.

Ask:Doesyourmummakecakes?

Whatdoweneedtomakeacake?

4.Newwords

a)sugar,salt

b)Makephrases:howmuchsalt,

muchsugar,somebutter,howmany

bottlesofjuice,aspoonofsalt,two

bowlsofmilk

c)Saythecharacteristicof

uncountablenouns

d)Flour(IRJ#)flower

T:Thecakeissweet.Soweneedsome

sugar.Doyouknowsalt?Isthecake

salty?

e)fridge,oven

T:Nowlet'smakeacake.whatelsedo

weneed?

f)delicious

T:Look,thecakeisfished.Thatsmells

good.It'sdeliciou