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Water Festival

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Listen for specific information

Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression

Speaking

Open an interaction by eliciting a response

Maintain an interaction by acknowledging, agreeing or disagreeing, replaying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.

Maintain an interaction by asking and responding to others’ opinions.

Reading

Read written language in meaningful chunks

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

Writing

Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.

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

Materials:

Student’s Book 7B pages 76 and 77

Cassette 7B and a cassette player

Photocopiable page 72.

Recipes for different hot and cold drinks.

Preparation:

Cue the cassette. Make a copy of Photocopiable page 72 for each pair.

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. Introduce recipes of different hot and cold drinks to students. Ask students about the different types of hot and cold drinks can make. Write students’ suggestions on the board.

2. Play the recording: Look and read. Students listen and follow in their books.

3. Distribute a copy of Photocopiable page 72 to each pair. Students are required to write a recipe for making Apple and Peach Tea. Get students to discuss in pairs how they would make it, given the pictures and words. Then they write their recipes.

4. Invite a few paires to share their recipes with the rest of the class. Get each pair to check their answers with another pair. Accept all reasonable answers and give explanations when necessary.

5. Ask students to write recipes for their suggestions previously discussed. You may ask students to think of other drinks they can make. Students can work individually, in pairs or in groups.

6. When students have finished their recipes, collect them and bind them together to make a recipe book.

2

Language focus:

Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event.

e.g. What happens when we boil water?

Using connectives to show the time relationship between two actions.

e.g. When we freeze water, it turns into ice.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Speaking

Open an interaction by eliciting a response by asking questions or providing information on a topic.

Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.

Maintain an interaction by asking and responding to others’ opinions.

Close an interaction by giving reasons.

Reading

Read written language in meaningful chunks.

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.

Writing

Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing

Plan and organize information and ideas by deciding on the sequence of content.

Develop written texts by presenting main and supporting ideas.

Develop written texts by expressing own ideas and feelings.

Materials:

Student’s Book 7B page 77

Workbook 7B page 41

Photocopiable page 73

Preparation:

Make a copy of Photocopiable page 73 for each pair.

Pre-task preparation

1. Demonstrate boiling water turning into steam in class. Have students watch the demonstration and give brief explanation about each step of the demonstration.

2. Ask students: What happens when we boil water/freeze water/ice melts? To elicit: When we boil water …/ When we freeze water … / When ice melts … You may ask more able students: What are the three forms of water?

Consolidation

Grammar Practice Book 7B page 67

3

Language focus:

Using connectives to show the time relationship between two actions.

e.g. When the jug full, it contains 100 millilitres of water.

Using nouns/noun phrases to refer to quantity/units.

e.g. 100 millilitres of water.

Using modals to express obligation and prohibition.

e.g. You must pour all the water into another object.

Using the introductory ‘there’ to express facts.

e.g. There were 100 millitres of water in the jug.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Indentify the main ideas of a new topic. Listen for specific information.

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate

Reading

Read written language in meaningful chunks.

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.

Materials:

Student’s Book 7B page 78

Cassette 7B and a cassette player

A jug, a bowl, a cup and water.

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 any water games. Get students to explain the game, including the procedures and rules, to the rest of the class.

2. Play the recording: Think and do. Students listen and follow in their books. If it is necessary, clarify the procedures and rules with the class.

3. Invite two students to come to the front of the class and demonstrate the game.

4. Ask students: How can you get 90 millilitres of water in the jug? Give students time to answer this question. Then demonstrate it to the rest of the class.

5. You may invite students to play some water games previously suggested. Get students to bring the materials to class. Have students explain the procedures and rules to the rest of the class while they demonstrate it. Offer help and guidance to the less able students.

4

Language focus:

Using the introductory ‘there’ to express facts.

e.g. There were 50 millilitres of water in the bowl.

Using the simple past tense to talk about past activities and states.

e.g. There were 50 millilitres of water in the jug.

Using the simple present tense to express simple truths

e.g. Now there are only 20 millilitres of water in it.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

Open an interaction by eliciting a response.

Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.

Maintain an interaction by asking and responding to others’ opinions

Reading

Read written language in meaningful chunks.

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.

Writing

Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.

Develop written texts by expressing own ideas and feelings.

Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.

Materials:

Student’s Book 7B page 79

Workbook 7B page 42

Photocopiable page 74

A jug, a bowl, a cup and water

Preparation:

Make a copy of Photocopiable page 74 for each student.

5

Language focus:

Asking ‘Wh-’ questions to find out place, position or direction.

e.g. Where do we usually find this sign?

Use adverbs/adverbials to express time/frequency.

e.g. We usually find this sign near reservoirs and piers.

Use formulaic expressions to express opinions.

e.g. What a shame!

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.

Identify the main ideas of a new topic.

Listen for specific information

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.

Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.

Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak.

Reading.

Read written language in meaningful chunks.

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

Materials:

Student’s Book 7B page 80

Cassette 7B and a cassette player

Workbook 7B page 43

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 different places, such as: swimming pools, reservoirs, construction sites, beaches, etc. Ask students: What signs do we see at these places? To elicit different signs which students know. Get students to come up to the front and draw the sign on the board. Offer help to students if they are not sure what the sign says.

2. Play the recording: Read, think and match. Students listen and follow in their books.

3. Invite some students to role-play the characters and say the conversation in Read, think and match.

4. Ask students to come up with the procedures and rules for the matching game in Read, think and match. Write students’ ideas on the board.

6

Language focus:

Asking ‘Wh-’ questions to find out place, position and direction.

e.g. Where do we find this sign?

Using adverbs/adverbials to express time/frequency

e.g. We usually find this sign in …

using imperatives to express prohibitions.

e.g. Diving is not allowed.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements, commands, and respond appropriately. Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. Open an interaction by eliciting a response by asking questions or providing information on a topic.

Maintain interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.

Reading

Read written language in meaningful chunks.

Use visual clues, context and knowledge of the world to work out the meaning of an unknown work and a complete expression. Recognize recurrent patterns in language structure.

Materials:

Student’s Book 7B page 81

Workbook 7B page 44

Photocopiable pages 75 and 76

A few boxes

Preparation:

Make a copy of Photocopiable pages 75 and 76 for each group.

Pre-task preparation

1. Introduce the different signs page 81 of the Student’s Book to students. Ask students to read out each sign. Ask them: Where do we find this sign? To elicit: We usually find this sign in/at/near …

2. Ask students to think of other signs that they know of, besides the ones on page 81 of the Student’s Book. Get students to draw and write the signs on paper. Tell students to include their signs when they play the matching game.

Post-task activity

Workbook page 44

Consolidation

Grammar Practice Book 7B pages 70 and 75

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