Module3ChangeUnit2Weloveallfourseasons1Languagefocus:Usingthesimplepresenttensetoexpressthoughtse.g.Springmakesmethinkofrain.Usingadjectivestodescribeevents.e.g.Itisawfultowalkintensetoexpressionsimpletruths.Usingthesimplepresenttensetoexpresssimpletruthse.g.Theweatherstartsgettingwarm.Usingpropernounstorefertoeventse.g.Easterisspring.Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriatelyIdentifydetailsthatsupportamainideaListenforspecificinformationSpeakingUseappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelingsReadingReadwrittenlanguageinmeaningfulchunks.Materials:Student’sBook7Bpage53Cassette7BandacassetteplayerPreparation:Cuethecassette.Pre-taskpreparationLanguagelearningactivity(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.1.Playtherecording:Lookandread.StopafterPicture2.Studentslistenandfollowintheirbooks.2.Playtherecordingagain.Studentslistenandrepeat.3.Ask:Whatdoesspringmakeyouthinkof?toelicit:Springmakesmethinkof…Encouragestudentstovolunteeranythingthatcomestomind.Helpthemwritealistontheboard.ThendrawaspidergramliketheoneintheStudent’sBookandinviteamoreablestudenttocomeforwardandcompletethespidergramwiththeinformationgivenonthelist.ConsolidationGrammarPracticeBook7Bpage41.2Languagefocus:Usingthesimplepresenttensetoexpresssimpletruthse.g.Inwriter,theweatherstartsgettingcoldanddry.Usingadjectivestoshowquantitiese.g.Someleavesbecomebrown,redoryellow.Usingadjectivestodescribeeventse.g.Itisfuntogotothebeachinsummer.Languageskills:ListeningIdentifythemainideasofanewtopicIdentifydetailsthatsupportamainideaListenforspecificinformationSpeakingUseappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelingsReadingReadwrittenlanguageinmeaningfulchunksRecognizerecurrentpatternsinlanguagestructureSkimatexttoobtainageneralimpressionandthemainideas.WritingDevelopwrittentextsbyexpressingownideasandfeelingsWriteoutpieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessaryMaterials:Student’sBook7Bpages53and54Cassette7BandacassetteplayerWorkbook7Bpage27Photocopiablepages47and48Preparation:Cuethecassette.MakeacopyofPhotocopiablepages47and48foreachstudent.Pre-taskpreparation1.PlaytherestoftherecordingforLookandread.Studentslistenandfollowintheirbooks.2.Playtherecordingagain.Studentslistenandrepeat.3.Writethefollowingadjectives:awful,interesting,nice,fun,important,hadanddangerousontheboard.Askforstudents’opinions:Isitawful/interesting/nice/fun/important/bad/dangerousto…?4.Writethreeverbs:start,likeandloveontheboard.Say:Istartworkingat8a.m.Ilikewalkingtoschool.Ihavedoingexercise.Ask:Whatformofverbshouldweuseafter‘start’,‘like’and‘love’?toelicit:Weshouldusethe-ingformofverb.Inviteafewofthemoreablestudentstothinkofsomemoresamplesentencesusingthethreeverbs.Post-taskactivityWorkbookpage27ConsolidationGrammarPracticeBook7Bpages42and43.3Languagefocus:Asking‘Wh-’questionstofindoutaboutaspecificobjecte.g.Whichonecouldbethefirstslide?Usingadjectivestoshoworder.e.g.Picture2couldbethefirstslide.Usingthesimplepresenttensetoexpresspreferencese.g.IpreferPicture11toPicture4.Languageskills:SpeakingOpenaninteractionbyelicitingaresponsebyaskingquestionsMaintainaninteractionbyagreeingordisagreeing,replying.Maintainaninteractionbyaskingandrespondingtoothers’opinionsWritingGatherandshareinformation,ideaandlanguagebyusingstrategiessuchasbrainstorming,listing.PlanandorganizeinformationandideasbydecidingonthesequenceofcontentDevelopwrittentextsbyexpressingownideasandfeelingsReviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.Materials:Student’sBook7Bpage55Cassette7BandacassetteplayerWorkbook7Bpage28Photocopiablepage49Preparation:Cuethecassette.MakeacopyofPhotocopiablepage49foreachstudent.Pre-taskpreparation1.Introducethetwonewlanguagestructurestostudents:‘either…or…’and‘prefer…to…’Tointroducethefirststructure,say:I’velostmypen.Itcouldeitherbeinthestaffroomorinthelaboratory.Tointroducethesecondstructure,say:Iprefercoffeetotea.Giveafewmoreexamplesyoucanthinkof.2.Alsoreviewtheordinalandcardinalnumberswithstudentsifnecessary.Post-taskactivityWorkbookpage28ConsolidationGrammarPracticeBook7Bpage44,46and47.
