Unit 1 A surprise birthday party

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Unit 1 A surprise birthday party

Using ‘going to’ to describe events that will occur quite soon.

e.g. We’re going to have a lot of delicious fond.

Using formulaic expressions to exchange greetings

e.g. How are you? I’m fine, thanks.

Using formulaic expressions to express exclamations

e.g. What a wonderful party!

Using modals to make a polite request.

e.g. May I speak to ____, please?

Language skills:

Listening

Recognize differences in the use of intonation in questions and statements, and respond appropriately

Identify main ideas of a new topic

Listen for specific information

Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expression

Speaking

Open an interaction by greeting someone in an appropriate manner

Maintain an interaction by asking and responding to others’ opinions

Close an interaction by using appropriate formulaic expressions

Reading

Read written language in meaningful chunks

Scan a text to locate specific information

Recognize recurrent patterns, in language structure, such as word structure, word order, sentence structure, organization of text-types

Materials:

Student’s Book 7B page 2

Cassette 7B and a cassette player

Workbook 7B page 1

Preparation:

Cue the cassette

Pre-task preparation

Language learning activity

(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.

1. Explain to students what a surprise party means and compare it with an ordinary party, telling them that there are unexpected events or arrangements as surprises. Ask students whether they have ever experienced a surprise party. Invite some students to talk about the events or activities in the party that were a surprise. List the events or activities on the board.

2. Review and introduce new vocabulary item, e.g. cartoons, videos, karaoke.

3. Play the recording: Read. Students listen and follow in their books.

4. Play the recoding again. Students listen and repeat.

5. Invite some pairs of students to role-play Kitty and Mark and act out their conversation.

6. Have students work in pairs. Tell them to imagine that they are going to hold a surprise party for a special friend and are planning to invite some other friends to the party. They have to decide the date, the day of the week, the time, the place and the things they will do at the party.

7. Students practise in pairs the target language in Look and speak by asking and answering each other’s questions. One student acts as the caller and the other as the recipient. First, role-play the conversation of accepting the invitation to the party, and the party, and then swap the roles and act the scene of declining the invitation.

8. Invite pairs of students to come the front of the classroom and act out the two scenarios.

Consolidation

Workbook page 1

Grammar Practice Book 7B page 1

2

Language focus:

Using modals to ask for suggestions

e.g. What shall we have at the party?

Using formulaic expressions to make suggestions

e.g. Let’s have some coke.

Using formulaic expressions to show agreement

e.g, Yes, that’s a good idea.

Using formulaic expressions to show preferences.

e.g. I’d rather have some/more ______ .

Language skills:

Listening

Recognize differences in the use of intonation in questions and statements, and respond appropriately

Listen for specific information

Speaking

Open an interaction by eliciting a response

Maintain an interaction by asking and responding to others’ opinions

Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, and using formulaic expressions.

Reading

Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types

Understand intention, attitudes and feelings stated in a text by recognizing features such as the choice and use of language

Writing

Develop written texts by expressing ideas and feelings develop written texts by using appropriate format, conventions and language features when writing non-narrative texts

Materials:

Student’s Book 7B page 3

Cassette 7B and a cassette player

Workbook 7B page 2

Photocopiable page 1

Preparation:

Cue the cassette. Make a copy of Photocopiable page 1 for each student.

Pre-task preparation

1. Introduce or review food vocabulary with students in Look and read, e.g. spring rolls, fish fingers, fruit salad. Show students photos of food and drinks. Ask students to suggest some food and drinks that they would like to have a party, like this: Let’s have some (name of food). List the food items on the board and do a simple survey in class to find out which food items are popular among the students.

2. Play the recording: Look and read. Students listen and follow in their books.

3. Invite several of the more able students to role-play the characters in Look and read.

Post-task activity

Workbook page 2

Consolidation

Grammar Practice Book 7B page 2

3

Language focus:

Asking ‘Wh-’ questions to find out specific information about a thing

e.g. What does Kitty need to buy?

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