Unit 1 A surprise birthday party

unit 1 a surprise birthday party
1
language focus:
using ‘going to’ to describe events that will occur quite soon.
e.g. we’re going to have a lot of delicious fond.
using formulaic expressions to exchange greetings
e.g. how are you? i’m fine, thanks.
using formulaic expressions to express exclamations
e.g. what a wonderful party!
using modals to make a polite request.
e.g. may i speak to ____, please?

language skills:
listening
recognize differences in the use of intonation in questions and statements, and respond appropriately
identify main ideas of a new topic
listen for specific information
understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gesture and facial expression
speaking
open an interaction by greeting someone in an appropriate manner
maintain an interaction by asking and responding to others’ opinions
close an interaction by using appropriate formulaic expressions
reading
read written language in meaningful chunks
scan a text to locate specific information
recognize recurrent patterns, in language structure, such as word structure, word order, sentence structure, organization of text-types

materials:
student’s book 7b page 2
cassette 7b and a cassette player
workbook 7b page 1

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. explain to students what a surprise party means and compare it with an ordinary party, telling them that there are unexpected events or arrangements as surprises. ask students whether they have ever experienced a surprise party. invite some students to talk about the events or activities in the party that were a surprise. list the events or activities on the board.
2. review and introduce new vocabulary item, e.g. cartoons, videos, karaoke.
3. play the recording: read. students listen and follow in their books.
4. play the recoding again. students listen and repeat.
5. invite some pairs of students to role-play kitty and mark and act out their conversation.
6. have students work in pairs. tell them to imagine that they are going to hold a surprise party for a special friend and are planning to invite some other friends to the party. they have to decide the date, the day of the week, the time, the place and the things they will do at the party.
7. students practise in pairs the target language in look and speak by asking and answering each other’s questions. one student acts as the caller and the other as the recipient. first, role-play the conversation of accepting the invitation to the party, and the party, and then swap the roles and act the scene of declining the invitation.
8. invite pairs of students to come the front of the classroom and act out the two scenarios.

consolidation
workbook page 1
grammar practice book 7b page 1

2
language focus:
using modals to ask for suggestions
e.g. what shall we have at the party?
using formulaic expressions to make suggestions
e.g. let’s have some coke.
using formulaic expressions to show agreement
e.g, yes, that’s a good idea.
using formulaic expressions to show preferences.
e.g. i’d rather have some/more ______ .

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
maintain an interaction by asking and responding to others’ opinions
maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, and using formulaic expressions.
reading
recognize recurrent patterns in language structure, such as word structure, word order, sentence structure, organization of text-types
understand intention, attitudes and feelings stated in a text by recognizing features such as the choice and use of language
writing
develop written texts by expressing ideas and feelings develop written texts by using appropriate format, conventions and language features when writing non-narrative texts

materials:
student’s book 7b page 3
cassette 7b and a cassette player
workbook 7b page 2
photocopiable page 1

preparation:
cue the cassette. make a copy of photocopiable page 1 for each student.

pre-task preparation
1. introduce or review food vocabulary with students in look and read, e.g. spring rolls, fish fingers, fruit salad. show students photos of food and drinks. ask students to suggest some food and drinks that they would like to have a party, like this: let’s have some (name of food). list the food items on the board and do a simple survey in class to find out which food items are popular among the students.
2. play the recording: look and read. students listen and follow in their books.
3. invite several of the more able students to role-play the characters in look and read.

post-task activity
workbook page 2

consolidation
grammar practice book 7b page 2

3
language focus:
asking ‘wh-’ questions to find out specific information about a thing
e.g. what does kitty need to buy?
using quantifiers to indicate countable and uncountable nouns
e.g. we need some eggs/some sugar/some butter, etc.
using ‘need to’ to describle a person’s needs
e.g. she needs to buy some …

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
apply syntactic rules such as subject-verb agreements correctly
maintain an interaction by asking and responding to other’s opinions
reading
understand the connection between ideas by indentifying linking words or phrases
recognize recurrent patterns in language structure, e.g.. word structure, word order, sentence structure and organization of text-types.
recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
writing
plan and organize information and ideas by deciding on the sequence of content
develop written texts by using appropriate format, conventions and language features

materials:
student’s book 7b page 4
cassette 7b and a cassette player
workbook 7b page 3
photocopiable page 2

preparation:
cue the cassette. make a copy of photocopiable page 2 for each student.

pre-task preparation
1. ask students if they have ever made food or drinks for a party. invite some students who have had the experience to talk about the food and drinks they made and the ingredients they used. write the food or drink items on the board, together with the ingredients.
2. play the recording: look and read on page 4. students follow in the their books.

post-task activity
1. workbook page 3
2. collect students’ work and bind them into a recipe book.
3. distribute a copy of photocopiable page 2 to each student. tell them to draw a food item they would like to make for their friend at a party and write about the ingredients they may need.

4
language focus:
using modals to express preferences
e.g. i’d like to take some photos at ben’s birthday party.
using modals indicate possibility
e.g. she may need to buy some …
asking ‘wh-’ questions to find out specific information about something
e.g.  what else may kitty need to buy?

language skills:
listening
recognize differences in the use of intonation in questions and statements, and respond appropriately
listen for specific information
speaking
maintain an interaction by asking and responding to other’s opinions
maintain an interaction by taking one’s turn at the right moment and recognizing others’ desire to speak
reading
recognize recurrent patterns in language structure, such as word structure, word order, sentence, organization of text-types
use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
writing
use appropriate format, conventions and language features when writing non-narrative texts such as a shopping list

materials:
student’s book 7b page 5
cassette 7b and a cassette player
photocopiable page 3

preparation:
cue the cassette. make a copy of photocopiable page 3 for each student.

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. review with students the things kitty needs to buy or prepare for ben’s birthday party on pages 3 and 4 of the student’s book. show students some photos in which people are having birthday parties. ask students what decorations can usually be found at birthday parties. list all possibilities on the board. prompt students by asking questions, like this: what do we blow out on a birthday cake? to elicit: candles.
2. students work in pairs. distribute a copy of photocopiable page 3 to each student. students read the passage and complete the shopping list inpidually. each pair of students checks each other’s answers by asking: what else may kitty need to buy? to elict: she may need to buy some …
3. the pair then discusses and makes suggestions as to where kitty can buy the things.

consolidation
grammar practice book 7b page 3

5
language focus:
using adverbs to indicate time sequence and procedures
e.g. first,/secondly,/thirdly,/fourthly
using imperatives to give instructionsek
e.g. bake, add, mix, put, beat, wait, sift

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
understand the connection between ideas by recognizing linking words or phrases
predict the likely development of a topic by recognizing key words, and making use of context and knowledge of the world
reading
use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
understand the connection between ideas by identifying linking words or phrases
predict the likely development of a topic by recognizing key words, and by making use of context and knowledge of the world
writing
plan and organize information and ideas by deciding on the sequence of content
materials:
student’s book 7b page 6
cassette 7b and a cassette player
cook books with photos and recipes
photos or realia of cooking utensils.

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. bring in some recipes in cookery books and circulate them among students. ask students who have cooking experience to talk about the food they can make and provide a recipe. write the name of the food on the board. draw a spidergram to help the students organize the different steps in making the food item. once all the steps have been listed, write the adverbs of sequence, e.g. first, second, thirday … on the board and ask the class to arrange the steps in logical sequence using the adverbs.
2. review with students the ingredients needed for making the chocolate cake on page 4 of the student’s book. explain the meanings of some vocabulary items, e.g. baking tin, sift with the help of real objects if possible. ask students to look at the picture in look and read and match them with the sentences.

3. students work in pairs to discuss the answers with each other. offer assistance and guidance to less able pairs if they have doubts.
4. play the recording: look and read. students listen and follow in their books to check their answers.
5. invite pairs of students to come to the front to demonstrate the procedure for making a chocolate cake, with one student reading out the recipe step by step and the other demonstrating the procedure.

consolidation
grammar practice book 7b page 4

6
language focus:
using the past tense to talk about events and activities to the past
e.g. last saturday afternoon, we had a surprise birthday party.

language skills:
listening
identify main ideas of a new topic
listen for specific information
reading
read written language in meaningful chunks
recognize format and language features in narrative and non-narrative texts
skim a text to obtain a general impression and the main ideas
writing
plan and organize information and ideas by identifying purpose and audience for a writing task
develop written texts by writing paragraphs which present ideas logically
revise and edit short written texts by making changes to incorrent spelling, punctation and grammar, and adding details if necessary in response to suggestions from the teacher

materials:
student’s book 7b page 7
cassette 7b and a cassette player
english newspapers and magazine with photos
photocopiable page 4

preparation:
cue the cassette. make a copy of photocopiable page 4 for each student.

pre-task preparation
1. review with students the format of a letter. give students some time to read the letter in look and read on page 7. explain the meaning of the word caption to students. show students an english newspaper or magazine in which the photos go with captions. tell students that some people write a short description on the backs of photos to help them remember. have students look at the pictures in look and read. tell them to match the sentences in point and match with the pictures.
2. ask students to choose some photos from their photo albums and write captions on the back. encourage them to bring in the photos to show to their classmates and say what is happening in the photos.

post-task activity
workbook page 4