1、Language skillsListening Recognize differences in the use of intonation in questions and statements, and respond appropriately. Identify main ideas of a new topicSpeaking Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelingsReadingRe
2、ad written language in meaningful chunksScan a text to lacate specific informationMaterialsStudents Book 7B page 14Cassette 7B and a cassette playerPreparationCue the cassette.Pre-task preparationLanguage learning activity（This section aims at providing students with opportunities to practise the la
3、nguage/vocabulary needed or bee familiar with the background for the task that follows.1. Explain to students the idea of raising money and its purpose. Ask students some ways if they know of raising money. Ask students if they have ever participated in any fund-raise activities. Invite some student
4、s to talk about their experiences by asking them when, where and how the activity was carried out.2. Tell students to plan an international food festival to raise money for the SPCA. Ask students to explain the term SPCA, which was introduced in Students Book 7A. Bring in photos or pictures of diffe
5、rent kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students the photos or pictures. Ask students to match the flags to the food. Ask them what kind of food they can make.3. Give students some time to
6、 read the passage on page 14.4. Play the recording Read. Students listen and follow in the books.5. Ask several of the more able students to role-play the characters and parctise the dialogue.6. Review the use of interrogatives in questions with students. Students read the passage again, and then in
7、 pairs ask and answer questions about what Kitty and her friends are going to do.ConsolidationGrammar Practice Book 7B page 11.2Asking Wh- and How questions to find out various kinds of specific information.Using going to describe events that will occur quite soon.e.g. Who is going to help us?Recogn
8、ize differences in the use of intonation in questions and statements, and respond appropriately. Listen for specific information.Speaking Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feeling.Recognize recurrent patterns in language s
9、tructure, such as word structure, word order, sentence structure, organization pf text-types.Recognize the presentation of ideas through headings, paragraphing, spacing, italic, italics, bold print and punctuationWriting Develop written texts by using appropriate format, conventions and language fea
10、tures when writing non-narrative texts.Revise and edit short written texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacherStudents Book 7B page 15Workbook 7B page 9Photocopiable page 9 and 10Make a copy of
11、Photocopiable page 9 and 10 for each student.Workbook page 93Using the future tense to talk about future eventse.g. The food will be different kinds of sushi.Using prepositions to indicate addition.e.g. scones with butter/tea with milkUsing connectives to add information.e.g. The food will be scones
12、 and the drink will be tea.Using adjectives to describe different kinds of ethnic food.e.g. Japanese food/English food and drink/ American food/ Indian food.Listen for specific informationRead written language in meaningful chunks.Scan a text to locate specific informationRecognize recurrent pattern
13、s in language structure, such as word structure, word order, sentence structure, organization of text-types.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a plete expressionStudents Book 7B page 16Workbook 7B page 10Photocopiable page 11A world ma
14、pSticker of national flagsPictures or photos of different ethnic foodAn English dictionaryCue the cassette. Make a copy of Photocopiable page 11 for each student.（This section aims at providing students with opportunities to practise the language/vocabulary needed or bee familiar with the background
15、 for the task that follows.1. Use photos or pictures of different kinds of ethnic food, such as sushi, hamburgers, sandwiches and so forth, together with pictures of national flags of the relevant countries. Show students a world map. Ask students to point out country from where the food being refer
16、red to originates. Help students to distinguish the name of a country and adjective used to describe things about that country and the adjective used to describe things about that country, as in England and English; Japan and Japanese. List several countries and have students find out their correspo
17、nding adjectives with the help of an English dictionary.2. Ask students what kind of ethnic food they can make. Introduce new vocabulary, e.g. tuna, cucumber, scones, samosas, naan bread. Ask them if they know nay other ethnic food and the country and the country from which it originates.3. Play the
18、 recording Look and read. Students listen and follow in their books.4. Play a matching game Distribute a copy of Photocopiable page 11 to each student. Students may draw ethnic food of other countries, such as Thai food, Vietnamese food and Italian food. With the picture cards, students get into gro
19、ups of four. Each student chooses a country and put them face down on the desk. Students in turns draw a card. If the food on the card matches the chosen country, the student shows the card and says Ill sell food. The food will be _. The student keeps the card until he/she has obtained the whole col
20、lection. If a wrong card is picked, the student puts the card back on the desk and the next student takes a turn. The student who has the most cards wins the game.Grammar Practice Book 7B page 12Workbook page 104Using going to to describe events that will occur quite soon.e.g. Were going to have an
21、international food festival at our school.Using the future tense to make a request.e.g. Will you teach me how to make scones, please?Using imperatives to give instructions.e.g. sift, mix, add, pour, sprinkle, cookUsing adverbs to indicate time sequence and procedures.e.g. First,/ Then /Next,/Finally
22、,Language skillsUse appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meaning and feelingsPredict the likely development of a topic by recognizing key words and making use of context and knowledge of the worldUnderstand the connection between ideas by ide
23、ntifying linking words or phrases.Plan and organize information and ideas by deciding on the sequence of content.Students Book 7B page 17Workbook 7B page 11Photocopiable page 12Cue the cassette. Make a copy of Photocopiable page 12 for each student.1. Ask students if they have ever made biscuits, co
24、okies or bread and if they know the major ingredients for making such things. Ask What will I need to make biscuits? To elicit suggestions from students. Write students suggestions on the board. Introduce vocabulary, e.g. raising flour, butter, salt, sugar, milk. Explain to students the use of each
25、ingredient.2. Give students some time to read the procedures for making scones in Look and read. Students pair up to discuss and decide on the correct order of the procedures. Play the recording for the part of making scones.ConsolidationGrammar Practice Book 7B page 135Using modals to make an offer
26、e.g. Would you like to buy some food?Asking Wh- questions to find out specific information about someone.e.g. What kind of food are you selling?Asking How questions to find out pricese.g. How much do they coat?Using modals to make a polite request.e.g. May I have a hot dog, please?Recognize differen
27、ces in the use of intonation in questions and statements, and respont appropriately. Understand the speakers intention, attitude and feelings through his/her choice and use of language, gesture and facial expression. Listen for specific information.Use appropriate registers when speaking to familiar interlocutors such as teachers and peers.Maintain an interaction by asking and responding to others
