Water Festival

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

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

Reading

Read written language in meaningful chunks.

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.

Recognize recurrent patterns in language structure.

Materials:

Student’s Book 7B page 78

Cassette 7B and a cassette player

A jug, a bowl, a cup and water.

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. Ask students if they know any water games. Get students to explain the game, including the procedures and rules, to the rest of the class.

2. Play the recording: Think and do. Students listen and follow in their books. If it is necessary, clarify the procedures and rules with the class.

3. Invite two students to come to the front of the class and demonstrate the game.

4. Ask students: How can you get 90 millilitres of water in the jug? Give students time to answer this question. Then demonstrate it to the rest of the class.

5. You may invite students to play some water games previously suggested. Get students to bring the materials to class. Have students explain the procedures and rules to the rest of the class while they demonstrate it. Offer help and guidance to the less able students.

4

Language focus:

Using the introductory ‘there’ to express facts.

e.g. There were 50 millilitres of water in the bowl.

Using the simple past tense to talk about past activities and states.

e.g. There were 50 millilitres of water in the jug.

Using the simple present tense to express simple truths

e.g. Now there are only 20 millilitres of water in it.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

Open an interaction by eliciting a response.

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

Maintain an interaction by asking and responding to others’ opinions

Reading

Read written language in meaningful chunks.

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression

Recognize recurrent patterns in language structure.

Writing

Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.

Develop written texts by expressing own ideas and feelings.

Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.

Materials:

Student’s Book 7B page 79

Workbook 7B page 42

Photocopiable page 74

A jug, a bowl, a cup and water

Preparation:

Make a copy of Photocopiable page 74 for each student.

5

Language focus:

Asking ‘Wh-’ questions to find out place, position or direction.

e.g. Where do we usually find this sign?

Use adverbs/adverbials to express time/frequency.

e.g. We usually find this sign near reservoirs and piers.

Use formulaic expressions to express opinions.

e.g. What a shame!

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Identify the main ideas of a new topic.

Listen for specific information

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

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

Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak.

Reading.

Read written language in meaningful chunks.

Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.

Recognize recurrent patterns in language structure

Materials:

Student’s Book 7B page 80

Cassette 7B and a cassette player

Workbook 7B page 43

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. Review the different places, such as: swimming pools, reservoirs, construction sites, beaches, etc. Ask students: What signs do we see at these places? To elicit different signs which students know. Get students to come up to the front and draw the sign on the board. Offer help to students if they are not sure what the sign says.

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