Unit 2 The wind is blowing

using connectives to show the time relationship between two actions.
e.g. when the wind blows, leaves fly from the trees across the sky.

language skills:
listening
recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.
identify the man ideas of a new topic.
listen for specific information.
speaking
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
maintain an interaction by asking and responding to others’ opinions
reading
read written language in meaningful chunks
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.
plan and organize information and ideas by deciding on the sequence of content.
develop written texts by using basic narrative structure that comprises setting, characters, events and dialogue when writing about real and imaginary experience.

materials:
student’s book 7b page 74
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: what do you see when the wind blows? to elicit different ideas from students. write students’ answers on the board.
2. play the recording: read a poem. students listen and follow in their books.
3. play the recording again. students listen and repeat.
4. invite three students to act out the poem in class. encourage them to use facial expressions or gestures while acting out the poem.
5. invite the whole class to participate in writing a poem about the wind. use the ideas on the board. you may encourage students to think of more ideas by asking: what else can you see when the wind blows? ask students to work in groups. each group has to write a verse using the ideas on the board.
6. when students have finished, compile all the verses together to form the poem. you may get the whole class to read and act out the poem.

6
language focus:
using prepositions/prepositional phrases to indicate position/place/direction