Develop written texts by using basic narrative structure that comprises setting, characters, events and dialogue when writing about real and imaginary experience.
Materials:
Student’s Book 7B page 74
Cassette 7B and a cassette player
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. Ask students: What do you see when the wind blows? To elicit different ideas from students. Write students’ answers on the board.
2. Play the recording: Read a poem. Students listen and follow in their books.
3. Play the recording again. Students listen and repeat.
4. Invite three students to act out the poem in class. Encourage them to use facial expressions or gestures while acting out the poem.
5. Invite the whole class to participate in writing a poem about the wind. Use the ideas on the board. You may encourage students to think of more ideas by asking: What else can you see when the wind blows? Ask students to work in groups. Each group has to write a verse using the ideas on the board.
6. When students have finished, compile all the verses together to form the poem. You may get the whole class to read and act out the poem.
6
Language focus:
Using prepositions/prepositional phrases to indicate position/place/direction
e.g. Flowers how among the grass.
Using connectives to show the time relationship between two actions
e.g. When the wind blows, flowers …
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Speaking
Open an interaction by eliciting a response
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 asking and responding to others’ opinions
Reading
Read written language in meaningful chunks.
Use visual clues, context and knowledge of the world to work out the meanings of an unknown work and a complete expression
Recognize recurrent patterns in language structure.
Understand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.
Writing
Gather and share information, ideas and languages by using strategies such as brainstorming, listing, questioning and interviewing.
Plan and organize information and idea by deciding on the sequence of content.
Revise and edit drafts by using a range of revision techniques to improve the content of a piece of writing such as combining ideas, rearranging the order of ideas, adding/deleting details, substituting words or phrases with more appropriate ones.
Revise and edit drafts by re-reading the draft and correcting spelling punctuation and grammar.
Write out a place of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.
Materials:
Student’s Book 7B page 75
Workbook 7B page 40
Photocopiable page 71
Preparation:
Make a copy of Photocopiable page 71 for each student.
Post-task activity
Workbook page 40
Consolidation
Grammar Practice Book 7B page 66
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