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Unit 4 How is food made?

Using ‘going to’ to describe events that will occur quite soon

e.g. Kitty and her classmates are going to do project.

Using the simple present tense to express thoughts

e.g. I think I’m going to investigate bread.

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

e.g. Which food are you going to investigate in your project?

Language skills:

Listening

Recognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic.

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

Speaking

Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.

Reading

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, such as word structure, word order, sentence structure, organization of text-types.

Materials:

Student’s Book 7B page 20

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. Ask students if they know where the food sold at supermarkets is made. Some students may give the correct answer: ‘factories’. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students have visited. List the types of food factories students have visited. List the type of food on the board.

2. Ask any students who have visited food factories to talk about their visited. If most of the students have never visited a food factory, a class trip to a factory could be arranged to give them background knowledge in food production. Encourage students to talk about what food production they would like to know more about

3. Tell student they are going to do a project on investigating how a certain kind of food is made. Explain to students the meaning of the world ‘investigate’. Ask individuals the subject of their investigation, like this: Which food are you going to investigate in your project? to elicit: I am going to investigate (name of food). /My project is going to be about (name of food).

4. Play the recording: Read. Students listen and follow in their books.

5. Ask students to say what food the children in Read have chosen to study.

6. Review the food vocabulary in Look, ask and answer. Ask students to suggest some more food items they would like to investigate.

7. Students work in pairs to ask and answer questions about a food project in Look, ask and answer using the target language.

2

Language focus:

Using connectives to show a result

e.g. I’m investigating how food is put cans, so I need to talk to someone at a canning factory.

Using ‘going to’ to describe events that will occur quite soon.

e.g. My project’s going to be about orange juice.

Asking ‘Wh-’ questions to find out specific information about a thing and a person.

e.g. What’s your project going to be about?/ Who do you need to interview for your project?

Language skills:

Listening

Recognize differences in the use of intonation in questions and statements, and respond appropriately. Understand the connection between ideas by recognizing linking words and phrases.

Speaking

Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others’ opinions.

Reading

Recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.

Understand the connection between ideas by identifying linking words or phrases.

Scan a text to locate specific information

Materials:

Student’s Book 7B page 21

Cassette 7B and a cassette player

Workbook 7B page 13

Photocopiable page 15

Preparation:

Cue the cassette. Make a copy of Photocopiable page 15 for each group.

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. Write on the board a list of food items and a list of food factories in two separate columns. Tell students to match the food items to the factories, e.g. yoghurt to dairy; frozen fish to frozen fish factory; noodles to noodle factory, etc. Ask individuals to suggest some more food items they want to investigate and the kind of factory they will visit. Add their suggestion to the columns.

2. Ask individuals questions, like this: What is your project going to be about? To elicit: My project’s going to be about (name of food). Then ask: Who do you need to interview for your project? To elicit: I need to interview someone at a (place).

3. Invite students to come forward and talk about the food item they are going to investigate, like this: I’m investigating how yoghurt is made, so I need to interview someone at a dairy. Explain to students that they should use the connective ‘so’ to explain what action they are going to take to do the investigation. Remember there is no need for students to learn the passive voice at this stage.

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.

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

Language skills:

Writing

Gather and share information, ideas and language by brainstorming, listing and observing.

Plan and organize information and ideas by indentifying purpose and audience for a writing task.

Develop written texts by expressing ideas and feelings and by writing paragraphs which present ideas logically. Revise and edit short texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher.

Materials:

Student’s Book 7B page 24

Cassette 7B and a cassette player

Workbook 7B page 14

Consolidation

Grammar Practice Book 7B page 14

6

Language focus:

Using the simple present tense to express needs

e.g. You also need a saucepan and a flask.

Using imperatives to give instructions

e.g. Mix, Take, Add, Pour, Open

Asking ‘WH-’ question to find out specific information about something

e.g. What do you need to make you yoghurt?

Using adverbs to express time sequence

e.g. First, …/ Secondly, …/ Next, …/ Then /

After that, … / Finally, …

Language skills:

Listening

Recognize differences in the use of intonation in questions and statements, and respond appropriately.

Identify main ideas of a new topic

Listen for specific information

Reading

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

Recognize format and language features in narrative and non-narrative texts.

Predict the likely development of a topic by recognizing key words and making use of contexts and knowledge of the world.

Scan a text to locate specific information

Materials:

Student’s Book 7B page 25

Cassette 7B and a cassette player

Workbook 7B page 16

Photocopiable page 18 and 82

Preparation:

Cue the cassette. Make a copy of Photocopiable page 18 and 82 for each student.

Pre-task preparation

1. Introduce to students the ingredients and cooking utensils needed to make yoghurt in Look and read. Ask students: What do you need to make yoghurt? To elicit: You need …

2. Give students some time to look at the photos and read the captions to understand the procedures for making yoghurt. Ask individual students: What do you do first? To elicit: First, you mix the milk and the powdered milk in the saucepan. Heat …, What do you do secondly/next/then/after that/ finally? To elicit corresponding answers to the questions

3. Play the recording: Look and read. Students listen and follow in their books. Pause the tape at the beginning of each procedure, ask students to read out an appropriate adverb of time, and continue playing the tape.

Consolidation

Grammar Practice Book 7B page 18 and 21.

Photocopiable page 19 and 24

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