1. Write on the board a list of food items and a list of food factories in two separate columns. Tell students to match the food items to the factories, e.g. yoghurt to dairy; frozen fish to frozen fish factory; noodles to noodle factory, etc. Ask individuals to suggest some more food items they want to investigate and the kind of factory they will visit. Add their suggestion to the columns.
2. Ask individuals questions, like this: What is your project going to be about? To elicit: My project’s going to be about (name of food). Then ask: Who do you need to interview for your project? To elicit: I need to interview someone at a (place).
3. Invite students to come forward and talk about the food item they are going to investigate, like this: I’m investigating how yoghurt is made, so I need to interview someone at a dairy. Explain to students that they should use the connective ‘so’ to explain what action they are going to take to do the investigation. Remember there is no need for students to learn the passive voice at this stage.
4. Have students read Look and read for some time. Then play the recording. Students listen and follow in their books.
5. Invite several students to role-play Miss Guo, Kitty and her classmates to ask and answer questions using the target language in Ask and answer, based on the contents of Look and read.
6. Invite a student to come forward and ask his/her classmates questions about the projects they have chosen to investigate.
7. Students work in groups. Distribute a copy of Photocopiable page 15 to each group. Student tell one another what food they are going to investigate and who they intend to interview. Students fill in the table and organize the information into a short report.
Consolidation
Grammar Practice Book 7B page 15
Workbook page 13
3
Language focus:
Asking ‘Wh-’ questions to find out specific information about a place.
e.g. Where do you get the fish from?
Asking ‘Wh-’ questions to find out specific information about something.
e.g. What do you do to the fish before you freeze it?
Asking ‘Wh-’ questions to find out specific information about a reason.
e.g. Why do you freeze the fish?
Asking ‘How’ questions to find out specific information about a method.
e.g. How do you get the frozen fish to the shops?
Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific information
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Reading
Recognize format and language features in non-narrative texts.
Writing
Develop written texts by using appropriate format, conventions and language feature features when writing non-narrative texts.
Materials:
Student’s Book 7B page 22
Cassette 7B and a cassette player
Workbook 7B page 15
Photocopiable pages 16 and 17
Preparation:
Cue the cassette. Make a copy of Photocopiable page 16 and 17 for each student.
Pre-task preparation
1. Review with students the use of interrogatives by asking students questions about their food projects, like this: What is your project about? Why did you choose to investigate (name of food/drink)? Where are you going to visit? Who do you need to interview? How are you going to visit the person? Write students’ answers to the questions on the board.
2. Tell students to read Eddie’s questions for the frozen fish factory. Play the recording: Look and read. Students listen and follow in their books.
3. Students pair up to practise the dialogue between Danny and the man at the frozen fish factory. Invite some pairs to come forward to act out the interview and read the dialogue.
4. 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 complete 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.
e.g. Dear Sir/Madam.
Using formulaic expressions to end a formal letter
e.g. I look forward to hearing from you./ Yours sincerely.
Using modals to indicate preferences
e.g. I would like to visit your dairy.
- Unit 4 How is food made?
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