Module 1 Food and drinks Unit 3 The international food festival1Language focus:Asking wh- and How questions to find out various kinds of specific informatione.g. What/Why/Where/When/Who/How?Using modals to expression an obligatione.g. Lets have it at our school Using modals to express an obligatione.g. What should have an international food festival.Using formulaic expressions to show agreemente.g. This is a good idea. Language skills:Listening 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 feelingsReadingRead written language in meaningful chunksScan a text to lacate specific informationMaterials:Students Book 7B page 14Cassette 7B and a cassette playerPreparation: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. 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 students 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 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 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 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 pairs ask and answer questions about what Kitty and her friends are going to do.ConsolidationGrammar Practice Book 7B page 11.2Language focus:Asking Wh- and How questions to find out various kinds of specific information.e.g. What/Why/Where/When/Who/How?Using going to describe events that will occur quite soon.e.g. Who is going to help us?Language skills:Listening Recognize 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.ReadingRecognize recurrent patterns in language structure, 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 features 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 teacherMaterials:Students Book 7B page 15Workbook 7B page 9Photocopiable page 9 and 10Preparation:Make a copy of Photocopiable page 9 and 10 for each student.ConsolidationWorkbook page 93Language focus:Using 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 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.Language skills:Listening Listen for specific informationReadingRead written language in meaningful chunks.Scan a text to locate specific informationRecognize recurrent patterns 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 complete expressionMaterials:Students Book 7B page 16Cassette 7B and a cassette playerWorkbook 7B page 10Photocopiable page 11A world mapSticker of national flagsPictures or photos of different ethnic foodAn English dictionaryPreparation:Cue the cassette. Make a copy of Photocopiable page 11 for each student.Pre-task preparationLanguage learning activity(This sect