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Growing smart教案

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

e.g. What are we going to do this Sunday?

Asking ‘Wh-’ questions to make suggestions

e.g. Why don’t we go to see a film instead?

Using formulaic expressions to make suggestions

e.g. Let’s not go to a concert.

Using formulaic expressions to indicate agreement and disagreement.

e.g. So do I./Neither do I.

Language skills:

Listening

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

Speaking

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

Use appropriate intonation, 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

Close an interaction by using appropriate formulaic expressions.

Reading

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

Recognize format and language features in narrative and non-narrative page 5

Materials:

Student’s Book 7B page 8

Cassette 7B and a cassette player

Workbook 7B page 5

Photocopiable page 5

Preparation:

Cue the cassette. Make a copy of Photocopiable page 5 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. Ask students to talk about the activities they usually do in their leisure time with their families. List them on the board. Conduct a simple survey to find out which activities are the most popular among the students. Ask some students why they like or dislike a particular activity. Help them distinguish outdoor activities, such as cycling or having a barbecue, from indoor activities, as cycling or having a barbecue, from indoor activities, such as visiting or museum or seeing a film.

2. Introduce more activities on page 8 in Look and say, e.g. concert, circus. Ask students whether they have ever enjoyed any of these activities. Invite them to talk about their experience.

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

4. Invite some students to role-play the characters and say the conversations in Look and say.

5. Students work in groups of four. Distribute a copy of Photocopiable page 5 to each group. Students discuss and agree on the activities they would like to do together with the help of the picture cards. They may make their own picture cards if necessary. They are required to use the target language in Look and say during their discussion.

Post-task activity

Workbook page 1

Grammar Practice Book 7B page 7

2

Language focus:

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

e.g. What are we going to do this Sunday?

Asking ‘Wh-’ questions to make suggestions

e.g. Why don’t we _______ instead?

Using formulaic expressions to make suggestions

e.g. Let’s go to ________.

Using modals to make suggests

e.g. Shall we have some ______ for lunch/ dinner?

Using formulaic expressions to indicate agreement and disagreement.

e.g. So do I./ Neither do I.

Language skills:

Listening

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

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

Close an interaction by using appropriate formulaic expressions

Writing

Use appropriate format, conventions and language features when written non-narrative texts such as a description and a simple report

Revise and edit short written 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 9

Cassette 7B and a cassette player

Preparation:

Cue the cassette.

Pre-task preparation

1. Ask students to think about the places they have visited and the activities they have enjoyed most on a Sunday or public holiday and to write them down on a piece of paper. Invite several students to talk about the places and the activities.

2. Show students some pictures of interesting places that can be considered for an outing. Ask students to suggest possible activities to be done in these place. List on the board the suggestions about the places to visit and activities to do.

3. Tell students to plan for a class outing on a Sunday. Encourage them to think of places they want to visit and activities they want to do. The plan should include the date and place for the outing. Tell them they can also think of the food and drinks for lunch or dinner.

Consolidation

Grammar Practice Book 7B page 8

3

Language focus:

Using adverbs to express degree

e.g. You watched too much television last week.

Using adjectives to describe amouts

e.g. You didn’t do enough exercise.

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

e.g. What did you do last week?

Language skills:

Listening

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

Reading

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

Read written language in meaningful chunks

Materials:

Student’s Book 7B page 10

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.Draw a timetable with the days of the week on the board. Invite some students to talk about several things they did in the previous week. Ask questions: What did you do last Sunday/Monday/Tuesday?etc. to elict: I ate pizzas last Sunday/Monday/Tuesday, etc. Write the things they did in the corresponding time slots on the board.Remind students of the use of the past tense to describe happenings in the past.

2. Introduce and review vocabulary on the page 10 in Read, think and write. Give students some time to read Danny’s timetable to understand what Danny did in the previous week. List Danny’s problem on the board. Invite some students to identify the reasons for Danny’s sickness.

3. Play the recording: Reading, think and write. Students listen and follow in their books.

Consolidation

Grammar Practice Book 7B page 9

4

Language focus:

Using adverbs to express degree

e.g. You watched television for too long.

Using quantifiers to describe amounts.

e.g. I’m going to watch less television.

Using connectives to show a cause and effect relationship

e.g. Danny always feels tired, so he has decided to watch less television.

Language skills:

Listening

Understand the connection between ideas by recognize linking words and phrases

Listen for specific information

Speaking

Maintain an interaction by asking and responding to other’ opinions

Reading

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

Writing

Develop written texts by using appropriate linking words or phrases.

Materials:

Student’s Book 7B page 11

Cassette 7B and a cassette player

Workbook 7B page 6

Photocopiable page 6,7 and 8.

Preparation:

Cue the cassette. Make a copy of Photocopiable page 7 for each group and page 6 and 8 for each student.

Pre-task preparation

1. Ask students to read Danny’s timetable again on page 10 of the Student’s Book. Give some time to students to complete a report on the things Danny did wrong last week. Ask individual students to read out the sentences to check the answers.

2. Distribute a copy of Photocopiable page 6 to each student. Have them design their own timetable and write down the things they did in the previous week. After that, students in pairs ask each other questions, like this: What did you do last Sunday/Monday/Tuesday? Etc. to elict: I played computer games for 2 hours last Monday. Students then written down in the timetable the things their partners did in the previous week.

3. The pair compares their timetables and decides who did healthier things in the previous week.

4. Pairs of students come up and talk about their timetables and what they did in the previous week, telling the class who did healthier things in the previous week.

5. Students work in groups of three. Distribute a copy of Photocopiable page 7 to each group. Ask students to discuss and write about what Danny is going to do in the future bu referring to the report they wrote.

6. Still in the same group, students talk about the reasons for Danny’s decision to change his unhealthy habits and write a report.

7. Distribute a copy of Photocopiable page 8 to each student. Have what they are going to do in the future to correct their unhealthy habits.

8. Invite some students to come to the front to talk about what they are going to do to change their unhealthy habits and the reasons.

Consolidation

Workbook page 1

5

Language focus:

Using ‘used to’ to describe habitual actions in the past

e.g. I used to spend all my pocket money.

Using the present tense to describe present situations

e.g. Now I eat some meat and plenty of vegetables./I don’t smoke any longer.

Language skills:

Reading

Read written language in meaningful chunks

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

Identify details that support a main idea

Re-read to establish and confirm meaning

Materials:

Student’s Book 7B page 12

Cassette 7B and a cassette player

Workbook 7B page 7

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 to bring to the class a photo of themselves taken a long time ago and a photo taken recently. Ask some students what bad habits they had in the past and have when you were a little boy/girl? Write the bad habits in the board and help students to produce the target language, like this: I used to ______ . Write the sentence on the board.

2. Play a confessing game. Teacher starts the game by talking about his/her bad habits that he/she has stopped doing, like this: I used to eat too many sweets. I don’t eat too many sweets any longer./Now I don’t eat sweets. Write the sentences on the board to get students familiar with the target language. Students form a bug circle and call out a number from 1 to 5 by turns to get into groups. One at a time, students say two sentences about a bad habit they used to have and have now overcome. A student who repeats another classmate’s bad habit loses the game and leave the circle. The game then continues with the next person in the circle. After ten minutes, the group with most members remaining in the circle wins the game.

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

4. Ask for volunteers to act out the conversations of the characters.

Consolidation

Grammar Practice Book 7B page 10

Workbook page 7

6

Language focus:

Using inverted word order to ask questions

e.g. Do you have any bad habits?

Asking ‘WH-’ questions to find out specific information about someone.

e.g. What are you going to do?

Using ‘used to’ to describe habitual actions in the past.

e.g. I used to spend all my pocked money.

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

e.g. I am going to _____.

Language skills:

Listening

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

Listen for specific information

Speaking

Maintain an interaction by asking and responding to other’s opinions

Writing

Gather and share information, ideas and language by brainstorming, listening and observing

Develop written texts by expressing own ideas and feelings.

Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher

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