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A more enjoyable school life

Asking ‘Wh-’ questions to find out various kinds of specific information about an event.

e.g. What change would you like to see in our school?

Using modals to make suggestions.

e.g. I’d like to have computer lessons.

Language skills:

Listening

Listen for specific information

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

Speaking

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

Using gestures and facial expression to convey meaning and intention.

Reading

Read written language in meaning chunks

Recognize recurrent patterns in language structure

Materials:

Student’s Book 7B page 2

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. Introduce: enjoyable. Say: I like swimming in summer. It’s enjoyable. Encourage students to guess the meaning of this new adjective.

2. Review the language structure: I’d like to … Ask: What would you like to have for dinner tonight? To elicit: I’d like to have … Provide some prompt words for students if necessary.

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

4. Play the recording again. Students listen and repeat.

5. Invite eight students to come out and role-play the conversation in class. Other students act as the judges and select the best performer.

Consolidation

Grammar Practice Book 7B page 52

2

Language focus:

Using modals to make suggestions

e.g. We’d like to …

Using adjectives to describe events

e.g. It would be impossible to have a swimming pool in our school.

Asking ‘Wh-’ questions to find out various kinds of specific information about an event.

e.g. What changes would you like to see in our school?

Language skills:

Listening

Listen for specific information.

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

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

Reading

Recognize the presentation of ideas through by using strategies such as brainstorming, listing

Materials:

Student’s Book 7B page 60

Cassette 7B and a cassette player

Workbook 7B page 54

Photocopiable page 31

Preparation:

Cue the cassette. Make a copy of Photocopiable page 54 for each student.

Pre-task preparation

1. Introduce/Review the following adjectives to/with students: fun, nice, possible, impossible, interesting, necessary, unnecessary, important, comfortable and difficult.

2. Play the recording: Think and discuss. Student listen and follow in their books.

3. Students work in groups of five and talk about the list of suggestions. Tell them to use the adjectives they have just learnt. Alternatively, you can encourage students to use any other adjectives they have learnt before.

4. Invite a representative from each group to report to the class what their group thinks of each suggestion, e.g. It would be ( an adjective) to …

Post-task activity

Workbook page 1

Consolidation

Grammar Practice Book 7B page 1

3

Language focus:

Using modals to talk about ability

e.g. We could move the desks into groups ourselves

Using pronouns to identify people.

e.g. I’ll do it my self.

Using formulaic expressions to respond to suggestions.

e.g. That’s a good idea.

Language skills:

Listening

Identify details that support a main idea.

Listen for specific information

Speaking

Open an interaction by eliciting a response

Maintain an interaction by replying.

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

Reading

Read written language in meaningful chunks

Writing

Gather and share information, ideas and language by using strategies such as brainstorming, question.

Develop written texts by expressing ideas and feelings.

Materials:

Student’s Book 7B page 61

Cassette 7B and a cassette player

Workbook 7B page 32

Photocopiable page 55

Preparation:

Cue the cassette. Make a copy of Photocopiable page 55 for each group. Remind students to bring back Photocopiable page 54 to class.

Pre-task preparation

1. Introduce the reflexive pronouns: yourself, yourselves, ourselves, themselves, myself, himself and herself. Say: I don’t have a maid at home. I do all the housework myself. Do you do the housework yourself or does your mother do all the housework herself?

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

3. Play the recording again. Students listen and repeat

4. Divide students into groups of five. Tell them to imagine themselves to be kitty and her friends and discuss the changes they can make for a more enjoyable school life. Remind them to refer to the modeled conversation in Discuss for reference.

5. Invite a few groups to come forward and carry out their discussions. Encourage other groups to point out any other change they can make themselves.

Post-task activity

Workbook page 32

Consolidation

Grammar Practice Book 7B pages 54 to 55.

4

Language focus:

Asking ‘Wh-’ questions to find out various kinds of specific information about a person.

e.g What would you do to make school life more enjoyable?

Using modals to make suggestions.

e.g. He/She’d let/give …

Language skills:

Listening

Listen for specific information

Speaking

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

Use gestures and facial expression to convey meaning and intention.

Reading

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

Writing

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

Revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of language

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 62

Cassette 7B and a cassette player

Photocopiable pages 56 and 84

Preparation:

Cue the cassette. Make a copy of Photocopiable page 84 for each student. Make a copy of Photocopiable page 56 for each group.

Post-task activity

1. Students look at the pictures on the display board in Look and say. The they work in pair and talk about what each picture means. Remind them to use the modeled dialogue provided in the Students’ Book.

2. Distribute a copy of Photocopiable page 56 to each group. Students work in groups of five and make a similar board display. Invite a representative from each group to come forward and talk about their pictures. You may also encourage other students to give some suggestions or ideas for improvement.

Consolidation

Grammar Practice Book 7B pages 56 and 57

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