Unit 4 How is food made?

4. Have students read Look and read for some time. Then play the recording. Students listen and follow in their books.

5. Invite several students to role-play Miss Guo, Kitty and her classmates to ask and answer questions using the target language in Ask and answer, based on the contents of Look and read.

6. Invite a student to come forward and ask his/her classmates questions about the projects they have chosen to investigate.

7. Students work in groups. Distribute a copy of Photocopiable page 15 to each group. Student tell one another what food they are going to investigate and who they intend to interview. Students fill in the table and organize the information into a short report.

Consolidation

Grammar Practice Book 7B page 15

Workbook page 13

3

Language focus:

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

e.g. Where do you get the fish from?

Asking ‘Wh-’ questions to find out specific information about something.

e.g. What do you do to the fish before you freeze it?

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

e.g. Why do you freeze the fish?

Asking ‘How’ questions to find out specific information about a method.

e.g. How do you get the frozen fish to the shops?

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 by asking questions or providing information on a topic

Reading

Recognize format and language features in non-narrative texts.

Writing

Develop written texts by using appropriate format, conventions and language feature features when writing non-narrative texts.

Materials:

Student’s Book 7B page 22

Cassette 7B and a cassette player

Workbook 7B page 15

Photocopiable pages 16 and 17

Preparation:

Cue the cassette. Make a copy of Photocopiable page 16 and 17 for each student.

Pre-task preparation

1. Review with students the use of interrogatives by asking students questions about their food projects, like this: What is your project about? Why did you choose to investigate (name of food/drink)? Where are you going to visit? Who do you need to interview? How are you going to visit the person? Write students’ answers to the questions on the board.

2. Tell students to read Eddie’s questions for the frozen fish factory. Play the recording: Look and read. Students listen and follow in their books.

3. Students pair up to practise the dialogue between Danny and the man at the frozen fish factory. Invite some pairs to come forward to act out the interview and read the dialogue.

4. Ask questions: Where do the people at the frozen fish factory get the fish from? What do they do to the fish before they frozen it? Why do they freeze the fish? How do they get the frozen fish to the shops? Students are required to give short answers to show their understanding of the key points.

5. Distribute a copy of Photocopiable page 16 each student. Tell students to complete Eddie’s notes about his visit to the frozen fish factory. Students in pairs read each other’s notes and make corrections if necessary.

Consolidation

Workbook page 15

Grammar Practice Book 7B page 16

4

Language focus:

Using formulaic expressions to begin a formal letter.

e.g. Dear Sir/Madam.

Using formulaic expressions to end a formal letter

e.g. I look forward to hearing from you./ Yours sincerely.

Using modals to indicate preferences

e.g. I would like to visit your dairy.

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

e.g. Which day will be convenient for me to visit the dairy?

Language skills:

Reading

Scan a text a locate specific information

Recognize the presentation of ideas through heading, Paragraphing, spacing, italic, bold print and punctuation

Understand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.

Materials:

Student’s Book 7B page 23

Cassette 7B and a cassette player

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 format of a letter with students, telling them that there are formal and informal letters. Draw students’ attention to the salutation and the complimentary closing which usually indicate whether a letter is in a formal or informal style, as in Dear Sir/Madam and Dear Danny: Yours sincerely and Love. Bring in the two types of letters and show them to students.

2. Have students read Danny’s letter to the dairy. Ask students whether it is a formal or informal letter and the reason for Danny to have written a formal letter. Explain to students under what circumstances and conditions a formal letter is more appropriate. Play the recording: Read. Students listen and follow in their books.

Consolidation

Grammar Practice Book 7B page 17

5

Language focus:

Using formulaic expression to begin a formal letter

e.g. Dear Sir/Madam

Using formulaic expressions to end a formal letter.

e.g I look forward to heading from you,/Yours sincerely.

Using modals to indicate preferences

e.g. I would like to visit your _________.

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

上一页  [1] [2] [3]  下一页