Unit 9 Picnics are fun
Tasks in this unit
Learning about different foods; making suggestions for a picnic; compiling a shopping list; reading a poem about suggestions for a picnic; compiling shopping lists with quantities and prices; giving reasons for choices; writing reasons for likes and dislikes; reading about prices.
Period One
Language focus:
Using modal verbs to make suggestions
e.g., Shall we buy some meat?
Using modal verbs to indicate preferences
e.g., I’d like to have some chicken wings.
Using formulaic expressions to make suggestions
e.g. Let’s buy some bread and a bottle of jam.
Language skills:
Listening
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Open and maintain an interaction by asking and answering questions
Reading
Re-read to establish and confirm meaning
Writing
Gather and share information and ideas through processes such as brainstorming
Materials:
1. Student’s Book 6A page 62
2. Workbook 6A pages 55
3. Cassette 6A
4. Cassette player
Pre-task preparation
Ask: What do you like to have at a picnic? With the help of the students， compile a list of favourite food and drink for a picnic.
While-task procedure
1 Give the look at Look and learn.
2 Play the casette for Look and learn. The students repeat. Ask: What’s your favourite mean/fruit/snacks/drink?
3 Give the students time to read the dialogue silently.
Select groups of six to read the dialogue.
4 Ask questions about the dialogue: e.g. What would Peter like? What would Joe like? What would Alice like? Why? What would Jill like? What would Kitty like?
5 The students write the list of items mentioned in the dialogue. Ask individual students to read their lists.
Consolidation:
Workbook 6a page 55
Period Two
Language focus:
Using formulaic expressions to make suggestions
e.g., Let’s go to the supermarket to buy some food and drink for the picnic.
Using modal verbs to make suggestions
e.g., Shall we buy some apple juice?
Using adjectives to describe taste
e.g., sweet, salty, spicy, sour, bitter
Asking Wh-questions to find out the reason
e.g., Why do you like apple juice?
Using connectives to give a reason
e.g., I like it because it’s sweet.
Language skills:
Listening
Understand the connection between ideas by recognizing linking words
Speaking
Open and maintain an interaction by asking and answering questions
Reading
Understand the connection between ideas by identifying linking words
Materials:
1. Student’s Book 6A page 63
2. Workbook 6A pages 57
3. Cassette 6A
4. Cassette player
Pre-task preparation
Ask: What's your favourite food/drink? Why do you like it/them?
While-task procedure
1 Play the cassette for Look and learn. The students repeat. Write the adjectives on the board: sweet/salty/ spicy/sour/bitter. Ask: Which food is sweet/salty/spicy/ sour/bitter? List the food items on the board as the students mention them.
2 Give the students time to read the dialogues silently. 3 Play the cassette for Look and read. The students listen and repeat.
4 Select pairs to read the first dialogue. Ask: What does Peter want to buy? Why?
5 Select pairs to read the second dialogue. Ask: What does Jill like? Why?
6 Select pairs to read the third dialogue. What does Peter want to buy? Why doesn't Joe Consolidation
Workbook 6A page 57
Period Three
Language focus:
Using modal verbs to make suggestions
e.g., Shall we buy some..?
Using adjectives to describe taste
e.g., sweet, salty, spicy, sour, bitter, delicious, tasty
like spicy sausages? What would Joe like to buy? Why?
Asking Wh-questions to find out specific information
e.g., What would you like?
Language skills:
Listening
Listen for specific information
Speaking
Open and maintain an interaction by asking and answering questions
Reading
Recognize recurrent patterns in language structure
Writing
Gather and share information and ideas through activities such as listing
Materials:
1. Student’s Book 6A page
2. Workbook 6A pages 56
3. Photocopiable page 5
4. Cassette 6A
5. Cassette player
Pre-task preparation
Say: Tell me which food is sweet/sour/spicy/salty/tasty/ delicious/bitter.
While-task procedure
1 In groups of three, students practise the dialogues and complete the shopping list in Look, speak and write. You can use Photocopiable page S for the students to conduct group discussion and write the shopping list.
2 Ask groups to say a dialogue. Ask individual students to read their shopping lists.
3 Give the students time to read the poem silently.
4 Play the cassette of the poem. The students listen. Select individual students to read a verse each.
S Ask questions about the poem: e.g., What do you spread on bread to make it tasty? Where do you put drinks to make them cold?
6 Ask other individual students to read a verse of the poem.
Consolidation
Workbook 6A pages 56
Period Four
Language focus:
Asking how-questions to find out quantities
e.g., How much money have you got?
Language skills:
Listening
Listening for specific information
Speaking
Maintain an interaction by asking and answering questions
Reading
Recognize format and language features in narrative an non-narrative texts
Writing
Gather and share information and ideas by using strategies such as listing
Materials:
1. Student’s Book 6A page 65
2. Workbook 6A page 60 and 61
3. Cassette 6A
4. Cassette player
Pre-task preparation
Ask: What snacks and drink do you buy? How much do they cost?
While-task procedure
1 Give the students time to look at the pictures and read the dialogue silently.
2 Play the cassette. The students listen. Select groups of six to read the dialogue.
3 Ask questions about the price of the foods illustrated: e.g., How much are the chicken wings? Then ask: How much money has Alice got? etc.
4 The students add up the cost of the food. Ask: How much is the food? How much money have the children got? How much money do they need from Mr Li?
S In groups, students choose five items and complete the list. Select individual students to read their lists, the prices and the total cost.
6 You can use Photocopiable page 6 to give the students further practice.
Post-task activities
Workbook 6A page 61
a In groups, students talk about what they are going to buy for the picnic.
b Let the students write the shopping list.
c The students talk about and write out their picnic plan according to the questions.
Consolidation
Workbook 6A pages 60
Period Five
Language focus:
Using modal verbs to ask permission
e.g., May I have some cola, please?
Asking wh-questions to find out specific information
e.g., Why do you like chicken wings
Using formulaic expressions to decline an offer
e.g., No, thanks.
Language skills:
Listening
Listening for specific information
Speaking
Open and Maintain an interaction by asking and answering questions
Reading
Recognize format and language features in narrative an non-narrative texts
Materials:
1. Student’s Book 6A page 66
2. Workbook 6A page 58 and 59
3. Cassette 6A
4. Cassette player
Pre-task preparation
Review: May I…? Ask the students for items: e.g., May I borrow your pencil? to elicit: Yes, here you are. Then say:
Thank you. Select individual students to ask for items.
While-task procedure
1 Give the students time to look at the pictures in Listen and say.
2 Play the cassette. The students listen with their books closed.
3 Select groups of five to read the dialogue.
4 In pairs, students practise Act out the story. Select pairs to say a dialogue.
5 Workbook 6A page 59
a Give the students time to read the page.
b Play the cassette. The students listen and tick.
Consolidation
Workbook 6A pages 58