Unit 3 Water Festival

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. review the different places, such as: swimming pools, reservoirs, construction sites, beaches, etc. ask students: what signs do we see at these places? to elicit different signs which students know. get students to come up to the front and draw the sign on the board. offer help to students if they are not sure what the sign says.
2. play the recording: read, think and match. students listen and follow in their books.
3. invite some students to role-play the characters and say the conversation in read, think and match.
4. ask students to come up with the procedures and rules for the matching game in read, think and match. write students’ ideas on the board.

6
language focus:
asking ‘wh-’ questions to find out place, position and direction.
e.g. where do we find this sign?
using adverbs/adverbials to express time/frequency
e.g.  we usually find this sign in …
using imperatives to express prohibitions.
e.g. diving is not allowed.

language skills:
listening

recognize differences in the use of intonation in questions, statements, commands, and respond appropriately. understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression
speaking
use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings. open an interaction by eliciting a response by asking questions or providing information on a topic.
maintain interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.
reading
read written language in meaningful chunks.
use visual clues, context and knowledge of the world to work out the meaning of an unknown work and a complete expression. recognize recurrent patterns in language structure.
materials:
student’s book 7b page 81
workbook 7b page 44
photocopiable pages 75 and 76
a few boxes
preparation:
make a copy of photocopiable pages 75 and 76 for each group.

pre-task preparation
1. introduce the different signs page 81 of the student’s book to students. ask students to read out each sign. ask them: where do we find this sign? to elicit: we usually find this sign in/at/near …
2. ask students to think of other signs that they know of, besides the ones on page 81 of the student’s book. get students to draw and write the signs on paper. tell students to include their signs when they play the matching game.

post-task activity
workbook page 44
consolidation
grammar practice book 7b pages 70 and 75