【導(dǎo)讀】Unit4Howisfoodmade?opinions.order,sentencestructure,anizationoftext-types.Cuethecassette.follows.foodontheboard.factory.project?

　　

【正文】 . 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 plete 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. . Dear Sir/Madam. Using formulaic expressions to end a formal letter . I look forward to hearing from you./ Yours sincerely. Using modals to indicate preferences . I would like to visit your dairy. Asking ‘Wh’ questions to find out specific information about a day. . 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. Pretask preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or bee 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 plimentary 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 . Dear Sir/Madam Using formulaic expressions to end a formal letter. I look forward to heading from you,/Yours sincerely. Using modals to indicate preferences . I would like to visit your _________. Asking ‘Wh’ questions to find out specific information about a day. . 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 anize 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 resp onse 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 . You also need a saucepan and a flask. Using imperatives to give instructions . Mix, Take, Add, Pour, Open Asking ‘WH’ question to find out specific information about something . What do you need to make you yoghurt? Using adverbs to express time sequence . First, …/ Secondly, …/ Ne xt, …/ 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 plete expression Recognize format and language features in narrative and nonnarrative 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 inform ation 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. Pretask 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 re ad. 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