Unit 4 How is food made?

3. invite students to come forward and talk about the food item they are going to investigate, like this: i’m investigating how yoghurt is made, so i need to interview someone at a dairy. explain to students that they should use the connective ‘so’ to explain what action they are going to take to do the investigation. remember there is no need for students to learn the passive voice at this stage.
4. have students read look and read for some time. then play the recording. students listen and follow in their books.
5. invite several students to role-play miss guo, kitty and her classmates to ask and answer questions using the target language in ask and answer, based on the contents of look and read.
6. invite a student to come forward and ask his/her classmates questions about the projects they have chosen to investigate.
7. students work in groups. distribute a copy of photocopiable page 15 to each group. student tell one another what food they are going to investigate and who they intend to interview. students fill in the table and organize the information into a short report.

consolidation
grammar practice book 7b page 15
workbook page 13

3
language focus:
asking ‘wh-’ questions to find out specific information about a place.
e.g. where do you get the fish from?
asking ‘wh-’ questions to find out specific information about something.
e.g. what do you do to the fish before you freeze it?
asking ‘wh-’ questions to find out specific information about a reason.
e.g. why do you freeze the fish?
asking ‘how’ questions to find out specific information about a method.
e.g. how do you get the frozen fish to the shops?

language skills:
listening
recognize differences in the use of intonation in questions and statements, and respond appropriately. listen for specific information

speaking
open an interaction by eliciting a response by asking questions or providing information on a topic
reading
recognize format and language features in non-narrative texts.
writing
develop written texts by using appropriate format, conventions and language feature features when writing non-narrative texts.

materials:
student’s book 7b page 22
cassette 7b and a cassette player
workbook 7b page 15
photocopiable pages 16 and 17

preparation:
cue the cassette. make a copy of photocopiable page 16 and 17 for each student.

pre-task preparation
1. review with students the use of interrogatives by asking students questions about their food projects, like this: what is your project about? why did you choose to investigate (name of food/drink)? where are you going to visit? who do you need to interview? how are you going to visit the person? write students’ answers to the questions on the board.