Unit 3 Water Festival

module 4 the natural elements
unit 3 water festival
1
language focus:
using connectives to express alternatives
e.g. they have either a hot drink or a cold drink.
using adverbs/adverbials to express addition
e.g. class, you’ve not only learnt how make delicious drinks, you’ve also learnt about the three forms of water.

language skills:
listening
recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.
listen for specific information
understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression
speaking
open an interaction by eliciting a response
maintain an interaction by acknowledging, agreeing or disagreeing, replaying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.
maintain an interaction by asking and responding to others’ opinions.
reading
read written language in meaningful chunks
use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
recognize recurrent patterns in language structure
writing
gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.
develop written texts by using appropriate format, conventions and language features when writing non-narrative texts.

materials:
student’s book 7b pages 76 and 77
cassette 7b and a cassette player
photocopiable page 72.
recipes for different hot and cold drinks.

preparation:
cue the cassette. make a copy of photocopiable page 72 for each pair.

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. introduce recipes of different hot and cold drinks to students. ask students about the different types of hot and cold drinks can make. write students’ suggestions on the board.
2. play the recording: look and read. students listen and follow in their books.
3. distribute a copy of photocopiable page 72 to each pair. students are required to write a recipe for making apple and peach tea. get students to discuss in pairs how they would make it, given the pictures and words. then they write their recipes.
4. invite a few paires to share their recipes with the rest of the class. get each pair to check their answers with another pair. accept all reasonable answers and give explanations when necessary.