Module 2 Garden City and its neighboursUnit 4 Shops and markets1Language focus:Asking ‘Wh-’ questions to find out various kinds of specific information about an evente.g. What do you need to buy at the shops?Using quantifiers to refer to quantitye.g. Yes, I need a new pair of jeans.Using the simple present tense to express needse.g. I need to buy a new watch for your brother.Language skills:ListeningRecognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriatelyListen for specific informationSpeakingMaintain an interaction by replyingReadingRead written language in meaningful chunksUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRe-read to establish and confirm meaning kindsMaterials:Student’s Book 7B page 43Cassette 7B and a cassette playerPhotographs of different kinds of shopsPreparation:Cue the cassette. Bring some photographs of different kinds of shops to class.Pre-task preparation1. Ask a few students: Did your family go shopping last weekend? What did you buy? To elicit: Yes, we went shopping last weekend. We bought … Write a list of things students have mentioned on the board.2. Bring some photographs of different kinds of shops to class. Write: bookshop, video shop, furniture shop, toy shop, watch shop / seller, supermarket, shoe shop and clothes shop on the board. Invite a few of the more able students to tell class what we can buy in each of the shops.3. Point at the list which you have written down on the board. Ask: Where can we buy a/an/some …? To elicit: We can buy a/an/some … in a ____ shop?4. Play the recording: Read. Students listen and follow in their books.5. Play the recording again. Students listen and repeat.2Language focus:Asking ‘Wh-’ questions to find out placee.g. Where will we go to buy the jeans?Using the simple present tense to express needse.g. I need to buy a pair of shoes.Using connectives to link similar idease.g. We’ll go to ______ , _____ and _______.Language skills:ListeningRecognize differences in the use of intonation in questions, statements ( including approval and disapproval), commands, and respond appropriatelyListen for specific informationSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelingsOpen an interaction by eliciting a response by asking questionsMaintain an interaction by replyingReadingPredict the likely development of a topic by recognizing key words and making use of context and knowledge of the worldRe-read to establish and confirm meaningWritingDevelop written texts by presenting main and supporting ideasMaterials:Student’s Book 7B page 44Cassette 7B and a cassette playerWorkbook 7B page 23Photocopiable pages 34 and 35Preparation:Cue the cassette. Make a copy of Photocopiable pages 34 and 35 for each student. Remind students to bring back their shopping lists for Mrs Wang.Pre-task preparation1. Draw a large information board like the one in Look and read on the board. Give students some time to look at it and ask: You need to buy (a thing). Which shop will you go to? To elicit: I will go to (a shop) to buy (a thing). You may ask about a few different kinds of things so that students can talk about different kinds of shops2. Play the recording: Look and read. Students listen and follow in their books.3. Invite a pair to come out and role-play Mrs Wang and Alice and read their dialoguealoud.Post-task activityWorkbook page 23ConsolidationGrammar Practice Book 7B page 333Language focus:Using connectives to express alternativese.g. Mum, do you prefer the jeans with the yellow belt or the ones with the blue belt?Using the simple presents tense to express preferencese.g. I prefer the ones with the belt.Using prepositional phrases to describe objectse.g. I prefer the one with the white collar.Using adjectives to describe objectse.g. sweater/short sleeves, T-shirt/v-neckLanguage skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriatelyUnderstand the speaker’s intention, attitude and feelin gs through his/her choice and use of language, gestures and facial expressionSpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speedto convey intended meanings and feelings.Use gestures and facial expression to convey meaning and intentionOpen an interaction by eliciting a reponseMaintain an interaction by agreeing or disagreeingReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionMaterials:Student’s Book 7B page 45Cassette 7B and a cassette playerWorkbook 7B page 24Different kinds of clothesSome toy RMB notesPreparation:Bring some clothes to class. Also remind students to bring different kinds of clothes to class. Prepare some toy bank notes. Cue the cassette.Pre-task preparation1. Bring the following clothes to class: a pair of jeans with black belt, a shirt with a white collar, a sweater with short sleeves, a T-shirt with a round neck, etc. Hold the clothes in your hands and talk about them one by one, e.g. This is a pair of jeans with a black belt/a shirt with a white collar/ a sweater with short sleeves/a T- shirt with a round neck, etc.2. When students are familiar with the language structure ‘a ____ with _____’, invite a few of the more able students to talk about their ideal school uniforms, e.g. I prefer a shirt with a blue collar/a dress with a pink belt/a pair of trousers with checks, etc.3. Play the recording: Look and read. Students listen and follow in their books.4. Play the recording again. Students listen and repeat.Post-task activityWorkbook page 24ConsolidationGrammar Practice Book 7B page 344Language focus:Using the simple present tense to express feelingse.g. I like the jeans with the blue belt.Using prepositional phrases to describe objectse.g. I also like the blue T-shirt with the round neck.Using adjectives to describe objectse.g. It’s size small.medium/large.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriatelyListen for specific informationSpeakingUse 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 intentionOpen an interaction by greeting someone in an appropriate mannerMaintain an interaction by replyingWritingGather and share information, ideas and language by using strategies such as listingDevelop written texts by expressing own ideas and feelingsWrite out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessaryMaterials:Student’s Book 7B page 46Cassette 7B and a cassette playerPhotocopiable pages 36 and 83.Three T-shirts of different sizes.Some pieces of paperPreparation:Cue the cassette. Make a copy of Photocopiable pages 36 and 83 for each student. Bring three T-shirts of different sizes to class.Pre-task preparation1. Show the class the T-shirts of different size. Say: This is size small/medium. Hold any one T-shirt in your hands and say: This T-shirt suits me. It’s size ______ .2. Ask the class: Which size of clothes do you usually wear? To elicit: Size small/medium/large.3. Play the recording: Look and read. Students listen and follow in their books.4. Students work in pairs and read the dialogue in Look, ask and answer. Tell them to look at the clothes on page 45 of the Student’s Book again. Then pairs take turns to be the customer and the shop assistant. Walk around, offering help and guidance to the less able students.5. Invite a few pairs to role-play the customer and the shop assistant in front of the class.ConsolidationGrammar Practice Book 7B pages 35 and 37 Photocopiable pages 37 to 43。
