Module1FoodanddrinksUnit4Howisfoodmade?1Languagefocus:Using‘goingto’todescribeeventsthatwilloccurquitesoone.g.Kittyandherclassmatesaregoingtodoproject.Usingthesimplepresenttensetoexpressthoughtse.g.IthinkI’mgoingtoinvestigatebread.Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem.e.g.Whichfoodareyougoingtoinvestigateinyourproject?Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymain,ideasofanewtopic.Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.SpeakingOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.ReadingUsevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpressionRecognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.Materials:Student’sBook7Bpage20Cassette7BandacassetteplayerPreparation:Cuethecassette.Pre-taskpreparationLanguagelearningactivity(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.1.Askstudentsiftheyknowwherethefoodsoldatsupermarketsismade.Somestudentsmaygivethecorrectanswer:‘factories’.Askstudentswhethertheyhaveevervisitedcertainfoodfactoriesandwhethertheyknowhowfoodisproducedinfactories.Conductasurveytofindoutthetypesoffoodfactoriesstudentshavevisited.Listthetypesoffoodfactoriesstudentshavevisited.Listthetypeoffoodontheboard.2.Askanystudentswhohavevisitedfoodfactoriestotalkabouttheirvisited.Ifmostofthestudentshavenevervisitedafoodfactory,aclasstriptoafactorycouldbearrangedtogivethembackgroundknowledgeinfoodproduction.Encouragestudentstotalkaboutwhatfoodproductiontheywouldliketoknowmoreabout3.Tellstudenttheyaregoingtodoaprojectoninvestigatinghowacertainkindoffoodismade.Explaintostudentsthemeaningoftheworld‘investigate’.Askindividualsthesubjectoftheirinvestigation,likethis:Whichfoodareyougoingtoinvestigateinyourproject?toelicit:Iamgoingtoinvestigate(nameoffood)./Myprojectisgoingtobeabout(nameoffood).4.Playtherecording:Read.Studentslistenandfollowintheirbooks.5.AskstudentstosaywhatfoodthechildreninReadhavechosentostudy.6.ReviewthefoodvocabularyinLook,askandanswer.Askstudentstosuggestsomemorefooditemstheywouldliketoinvestigate.7.StudentsworkinpairstoaskandanswerquestionsaboutafoodprojectinLook,askandanswerusingthetargetlanguage.2Languagefocus:Usingconnectivestoshowaresulte.g.I’minvestigatinghowfoodisputcans,soIneedtotalktosomeoneatacanningfactory.Using‘goingto’todescribeeventsthatwilloccurquitesoon.e.g.Myproject’sgoingtobeaboutorangejuice.Asking‘Wh-’questionstofindoutspecificinformationaboutathingandaperson.e.g.What’syourprojectgoingtobeabout?/Whodoyouneedtointerviewforyourproject?Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.SpeakingOpenaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.ReadingRecognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,o...
