AE2 SOCIETY

7.3 Coffee Production

Skills focus:

Speaking, Reading

Lesson objectives:

 read for main and specific ideas

 describe a process

Lesson map

This lesson revises the use of passive and active forms to describe a process and focuses
on linking words of sequence. Ss will need this language to complete the portfolio task.

1 Ss read Coffee: Part 1 and answer the Qs.

2 Ss then read Coffee: Part 2 and complete a flow diagram and vocabulary work.
3 They then study linking words of sequence and do practice exercises.
4 Ss use the new language in speaking and writing activities.

Materials preparation

 None

Lead-in

A Ss discuss the Qs and answer the T/F Qs. Café culture suggests that people visit cafés
for more than the coffee, as a social experience or from habit. People may go alone
and spend hours sitting reading, surfing the internet or chatting.

B As in the CB

Answers: All answers are true.

Reading 1

A As in the CB

Answers: 1 b 2 b 3 a student/learner doing research on coffee

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B As in the CB

Answers: 1 US, Brazil, France, UK, Italy, Japan

2 Ethiopia
3 a shrub with glossy evergreen leaves; common coffee plant
4 white
5 ripe coffee berries
6 at 6-8 years

Reading 2

As in the CB

Answers: 1 soaked 4 hulled

2 washed 5 sorted
3 dried 6 roasted

Vocabulary

As in the CB

Answers: 1 to soak 6 to ferment

2 to grind 7 to roast
3 pulp 8 prior to
4 to float 9 to prevent
5 constantly 10 to squeeze

Language study

Ask Ss to complete the text using linking words.

Answers: 1 When 2 before 3 Afterwards 4 Finally

Language focus

Here, the use of when indicates the second action occurs just after the first. Point out that In
the next stage is not as flexible as the other linking words of sequence since it cannot link
two steps of the same stage. Other linking words include After this and Later.

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Practice

A As in the CB

Answers: 1 Circled words: After; In the next stage; Then; and; Afterwards;
Subsequently; When; Finally; After arriving in the
destination country; prior to;
2 The focus is on the process (i.e. what happens to the coffee beans)
not on the different people who do the actions. Therefore, coffee
remains in subject position in the sentences.
3 Present simple tense. To describe facts (in the process).

B As in the CB

Answers: 1 Silk is produced in Thailand.

2 Millions of cars are manufactured in China and India.
3 Wheat is ground to make flour.
4 Chips are made from potatoes.
5 Jeans are worn all over the world.
6 In Australia in the 1970’s, the bionic ear was developed.

C Refer Ss to the Language focus box examples using before and after.

Possible answers: 1 After the beans are roasted, they are ground.
2 After being roasted, the beans are ground.
3 Before being ground, the beans are roasted.
4 Before they are ground, the beans are roasted.

Speaking 2

As in the CB

Writing

A suggested topic sentence is: There are six key steps in the production of coffee.

Workbook

Another process, The production of potato chips with a gap fill for transition signals, and a
review of Coffee Part 2 with verbs to be put in passive voice.

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7.4 Preparing your speaking examination

Skills focus:

None

Lesson objectives:

 analyse how to do the task

 understand how your work will be graded against success criteria
 practise answering examination questions

Lesson map

This lesson acts as preparation for the speaking examination which will be done next week.
It informs Ss on formative assessment for learning principles (AfL).

1 Ss read the assessment task and then work through the activities/exercises designed
to assist Ss in their thinking and approach to the Q.
2 They then unpack the Q in terms of approach, and style; and then move on to consider
the context and style of a speaking assessment.
3 This is followed by an analysis of the speaking success criteria with reference to a
video clip.
4 Ss practise doing a speaking assessment.

Materials preparation

 Photocopy the AE 2b Speaking examination task sheet for each S.

 Photocopy the AE 2b Speaking examination: Part 3 tasks for each pair of Ss.
 Familiarise yourself with the task requirements. Review the success criteria and their
functions in order to adequately share learning intentions.
 Refer to your weekly program; decide upon dates for practice (if any) and the day(s)
when the speaking examination will take place.
 Familiarise yourself with the video exemplar of Ss doing the examination.
 Organise students into pairs and devise a timetable for the assessment day(s).

Lead-in

Begin by asking Ss if they have ever done a speaking assessment in pairs and invite them
to share their experiences. Encourage Ss to talk about their experiences taking speaking
assessment examinations.

66 7.4 Preparing your speaking examination SOCIETY AE2 TEACHER’S BOOK