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Unit 1 Electricity today

Using the simple present tense to express simple truths.

e.g. Electricity is very important to us.

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

e.g. I’m going to show a video.

Using the future tense to talk about future events, actions and processes.

e.g. It will tell you a lot about electricity.

Using formulaic expressions to express approval.

e.g. Great./Hurray!

Language skills:

Listening

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

Identify 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

Reading

Read write 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 format and language features in narrative and non-narrative texts.

Understand intention, attitude and feelings stated in a text by recognizing feathers such as the choice and use of language.

Materials:

Student’s Book 7B page 66

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 questions such as: What do you see when lighting flashes? What do you see when thunder crashes? To elicit: Electricity. You can ask students to think of other objects/places/situations where electricity is used.

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

3. Play the recording again and encourage students to join in the reading.

4.Get students to go to the library to find out some information about Benjamin Franklin. Invite students to bring the information and share it with the class.

5.Explain to students the meaning of any new vocabulary which appears in the video, e.g. lightning, fright.

2

Language focus:

Using the simple present tense to express simple truths.

e.g. Electricity gives power for lights.

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

e.g. What else does it give power for?

Using modals to make requests.

e.g. Can you write a list of five electrical appliances at home?

Using nouns to identify objects.

e.g. electrical appliances, a washing machine, an air conditioner, a vacuum cleaner.

Language skills:

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 respongse.

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

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, listing, questioning, and interviewing.

Materials:

Student’s Book 7B page 66

Cassette 7B and a cassette player

Photocopiable page 61

Pictures/photos of electrical appliances.

Preparation:

Cue the cassette. Make a copy of Photocopiable page 61 for each student.

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. Collect different pictures/photos of electrical appliances. Ask students: What else does electricity give power for? To elicit different types of electrical appliances. Write the names of the different electrical appliances on the board. Introduce any vocabulary items that are new to students, e.g. washing machine, vacuum cleaner. If it is necessary, play the recording: Read, learn and think again. Students listen and follow in their books.

2. Students work in pairs. Distribute a copy of Photocopiable page 61 to each student. They have to write some list of electrical appliances that are in different places in their homes.

3. When the students have completed their lists, do a survey on board to see which electrical appliances are the most common in students’ homes.

3

Language focus:

Asking ‘Wh-’ questions to find out the reason.

e.g. Why has electricity become so important in our lives?

Using connectives to give reason.

e.g. It’s because people want to use many different electrical appliances.

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

e.g. What electrical appliances do people usually use at home/ at school /in offices?

Using adverbs/adverbials to express time/frequency

e.g. People usually use …

Using adjectives to describe conditions.

e.g. comfortable, enjoyable, convenient.

Language skills:

Listening

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

Open an interaction by eliciting a response

Main 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.

Maintain an interaction by asking and responding to others’ opinions

Reading

Read written language in meaningful chunks.

Recognize recurrent patterns in language structure.

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

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 page 67

Workbook 7B pages 33 and 34

Photocopiable page 62

Pictures/photos of electrical appliances

Preparation:

Make a copy of Photocopiable page 62 for each group.

Post-task activity

Workbook pages 33-34

Consolidation

Grammar Practice Book 7B pages 58 to 59

4

Language focus:

Using adverbs to express time/frequency

e.g. Not yet.

Using adjectives to describe objects

e.g. Electricity makes traveling on the Airport Railway fast, sage and comfortable.

Using the simple present tense to express simple truths

e.g. The Airport Railway runs through tunnels for eight kilometers.

Using prepositions/prepositional phrases to indicate position/place/direction

e.g. It runs over bridges for three kilometers.

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

Maintain an interaction by acknowledge, 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 format and language features in narrative and non-narrative texts.

Materials:

Student’s Book 7B page 68

Cassette 7B and a cassette player

Workbook 7B page 35

Pictures of public transport

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. Show photos or pictures of different types of public transport with students.

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

3. Ask students to guess various information about the Airport Rail way such as: How many kilometers long is the Airport Railway? Write students’ guesses on the board.

4. Play the second part of the recording: Look and read. Students listen and follow in their books.

5. Remind students of the use of the present tense. You may also review the use of prepositions with students. You may get students to list all the verbs with which are in the present tense or list all the prepositions.

6. Students work in pairs or groups. Ask them to pick a mode of public transport they would to find some information about. Ask students to bring some information about their choose mode of transport to class. Suggest to students that they go to the library to look for information. Invite each group to share their information with the rest of the class.

Consolidation

Grammar Practice Book 7B page 60

Workbook page 35

5

Language focus:

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

e.g. What is the Airport Railway called? How many kilometers long is the Airport Railway?

Using the impersonal ‘it’ to express facts

e.g. It’s powered by …

Language skills:

Listening

Recognize differences in the use of intonation in question, statements (including approval and disapproval), 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

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 question, adding or giving example, 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

Materials:

Student’s Book 7B page 69

Workbook 7B page 36

Post-task activity

Workbook page 36

Consolidation

Grammar Practice Book 7B page 65

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