Unit 1 Electricity today

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 respongse.
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.
reading
use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.
writing
gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.

materials:
student’s book 7b page 66
cassette 7b and a cassette player
photocopiable page 61
pictures/photos of electrical appliances.

preparation:
cue the cassette. make a copy of photocopiable page 61 for each student.

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. collect different pictures/photos of electrical appliances. ask students: what else does electricity give power for? to elicit different types of electrical appliances. write the names of the different electrical appliances on the board. introduce any vocabulary items that are new to students, e.g. washing machine, vacuum cleaner. if it is necessary, play the recording: read, learn and think again. students listen and follow in their books.
2. students work in pairs. distribute a copy of photocopiable page 61 to each student. they have to write some list of electrical appliances that are in different places in their homes.
3. when the students have completed their lists, do a survey on board to see which electrical appliances are the most common in students’ homes.

3
language focus:
asking ‘wh-’ questions to find out the reason.
e.g. why has electricity become so important in our lives?
using connectives to give reason.
e.g. it’s because people want to use many different electrical appliances.
asking ‘wh-’ questions to find out various kinds of specific information about something.