Module 3 Change
Unit 2 We love all four seasons
1
Language focus:
Using the simple present tense to express thoughts
e.g. Spring makes me think of rain.
Using adjectives to describe events.
e.g. It is awful to walk in tense to expression simple truths.
Using the simple present tense to express simple truths
e.g. The weather starts getting warm.
Using proper nouns to refer to events
e.g. Easter is spring.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Identify details that support a main idea
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Reading
Read written language in meaningful chunks.
Materials:
Student’s Book 7B page 53
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. Play the recording: Look and read. Stop after Picture 2. Students listen and follow in their books.
2. Play the recording again. Students listen and repeat.
3. Ask: What does spring make you think of ? to elicit: Spring makes me think of … Encourage students to volunteer anything that comes to mind. Help them write a list on the board. Then draw a spidergram like the one in the Student’s Book and invite a more able student to come forward and complete the spidergram with the information given on the list.
Consolidation
Grammar Practice Book 7B page 41.
2
Language focus:
Using the simple present tense to express simple truths
e.g. In writer, the weather starts getting cold and dry.
Using adjectives to show quantities
e.g. Some leaves become brown, red or yellow.
Using adjectives to describe events
e.g. It is fun to go to the beach in summer
Language skills:
Listening
Identify the main ideas of a new topic
Identify details that support a main idea
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Reading
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Skim a text to obtain a general impression and the main ideas.
Writing
Develop written texts by expressing own ideas and feelings
Write out piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary
Materials:
Student’s Book 7B pages 53 and 54
Cassette 7B and a cassette player
Workbook 7B page 27
Photocopiable pages 47 and 48
Preparation:
Cue the cassette. Make a copy of Photocopiable pages 47 and 48 for each student.
Pre-task preparation
1. Play the rest of the recording for Look and read. Students listen and follow in their books.
2. Play the recording again. Students listen and repeat.
3. Write the following adjectives: awful, interesting, nice, fun, important, had and dangerous on the board. Ask for students’ opinions: Is it awful/interesting/nice/fun/important/bad/dangerous to … ?
4. Write three verbs: start, like and love on the board. Say: I start working at 8 a.m. I like walking to school. I have doing exercise. Ask: What form of verb should we use after ‘start’, ‘like’ and ‘love’? to elicit: We should use the-ing form of verb. Invite a few of the more able students to think of some more sample sentences using the three verbs.
Post-task activity
Workbook page 27
Consolidation
Grammar Practice Book 7B pages 42 and 43.
3
Language focus:
Asking ‘Wh-’ questions to find out about a specific object
e.g. Which one could be the first slide?
Using adjectives to show order.
e.g. Picture 2 could be the first slide.
Using the simple present tense to express preferences
e.g. I prefer Picture 11 to Picture 4.
Language skills:
Speaking
Open an interaction by eliciting a response by asking questions
Maintain an interaction by agreeing or disagreeing, replying.
Maintain an interaction by asking and responding to others’ opinions
Writing
Gather and share information, idea and language by using strategies such as brainstorming, listing]
Plan and organize information and ideas by deciding on the sequence of content
Develop written texts by expressing own ideas and feelings
Revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of language.
Materials:
Student’s Book 7B page 55
Cassette 7B and a cassette player
Workbook 7B page 28
Photocopiable page 49
Preparation:
Cue the cassette. Make a copy of Photocopiable page 49 for each student.
Pre-task preparation
1. Introduce the two new language structures to students: ‘either… or…’ and ‘prefer … to …’ To introduce the first structure, say: I’ve lost my pen. It could either be in the staff room or in the laboratory. To introduce the second structure, say: I prefer coffee to tea. Give a few more examples you can think of.
2. Also review the ordinal and cardinal numbers with students if necessary.
Post-task activity
Workbook page 28
Consolidation
Grammar Practice Book 7B page 44,46 and 47.