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1、Module 1 Food and drinksUnit 4 How is food made?1Language focus:Using going to to describe events that will occur quite soone.g. Kitty and her classmates are going to do project.Using the simple present tense to express thoughtse.g. I think Im going to investigate bread.Asking Wh- questions to find
2、out specific information about a food item.e.g. Which food are you going to investigate in your project?Language skills:Listening Recognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main, ideas of a new topic.Use visual clues, context and k
3、nowledge of the world to work out the meaning of an unknown word and a complete expression.Speaking Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others opinions.ReadingUse visual clues, contex
4、t and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types.Materials:Students Book 7B page 20Cassette 7B and a cassette playerP
5、reparation:Cue the cassette.Pre-task preparationLanguage 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. Ask students if they know where the food sold at superm
6、arkets is made. Some students may give the correct answer: factories. Ask students whether they have ever visited certain food factories and whether they know how food is produced in factories. Conduct a survey to find out the types of food factories students have visited. List the types of food fac
7、tories students have visited. List the type of food on the board.2. Ask any students who have visited food factories to talk about their visited. If most of the students have never visited a food factory, a class trip to a factory could be arranged to give them background knowledge in food productio
8、n. Encourage students to talk about what food production they would like to know more about3. Tell student they are going to do a project on investigating how a certain kind of food is made. Explain to students the meaning of the world investigate. Ask individuals the subject of their investigation,
9、 like this: Which food are you going to investigate in your project? to elicit: I am going to investigate (name of food). /My project is going to be about (name of food).4. Play the recording: Read. Students listen and follow in their books.5. Ask students to say what food the children in Read have
10、chosen to study.6. Review the food vocabulary in Look, ask and answer. Ask students to suggest some more food items they would like to investigate.7. Students work in pairs to ask and answer questions about a food project in Look, ask and answer using the target language.2Language focus:Using connec
11、tives to show a resulte.g. Im investigating how food is put cans, so I need to talk to someone at a canning factory.Using going to to describe events that will occur quite soon.e.g. My projects going to be about orange juice.Asking Wh- questions to find out specific information about a thing and a p
12、erson.e.g. Whats your project going to be about?/ Who do you need to interview for your project?Language skills:Listening Recognize differences in the use of intonation in questions and statements, and respond appropriately. Understand the connection between ideas by recognizing linking words and ph
13、rases.Speaking Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by asking and responding to others opinions.ReadingRecognize recurrent patterns in language structure, such as word structure, word order, sentence structure, o
14、rganization of text-types.Understand the connection between ideas by identifying linking words or phrases.Scan a text to locate specific informationMaterials:Students Book 7B page 21Cassette 7B and a cassette playerWorkbook 7B page 13Photocopiable page 15Preparation:Cue the cassette. Make a copy of
15、Photocopiable page 15 for each group.Pre-task preparationLanguage 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. Write on the board a list of food items and a
16、list of food factories in two separate columns. Tell students to match the food items to the factories, e.g. yoghurt to dairy; frozen fish to frozen fish factory; noodles to noodle factory, etc. Ask individuals to suggest some more food items they want to investigate and the kind of factory they will visit. Add their suggestion to the col
