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上海版牛津英语教案7B
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牛津英语教案7B
Module One Food and drinks
Unit 1 A surprise birthday party 1/5
Language focus:
Using ‘going to’ to describe events that will occur quite soon
Using modals to make a polite request
Using formulaic expressions to express exclamations
Using formulaic expressions to exchange greetings
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Identify main ideas of a new topic
Listen for specific information
Reading
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Identify details that support a main idea
Scan a text to locate specific information
Speaking
Open an interaction by greeting someone in a appropriate manner
Maintain an interaction by asking and responding to others’ opinions
Close an interaction by using appropriate formulaic expressions
Materials:
SB P2
Cassette 7B
WB P1
Procedure
Warming-up 1. Free talk:
Did you have a good time during the winter holidays?
What about the Spring Festival?
Did you get lucky envelops? How much money have you got?
When is your birthday? Is it in January or February?
Pre-task preparation
1. a surprise party: there are unexpected events or arrangements as surprises
talk about: the events or activities in the party that were a surprise
2. Review: cartoons, videos, karaoke
3. Read: 1) Listen and follow
2) Listen and repeat
3) Role-play Kitty and Mark
4) Pair work: act out the dialogue
4. Look and speak: 1) Practise the target language
2) Role-play the dialog:
accepting/declining
3) Act out
Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
2. written: 1) Copy work: phrases
2) WB P1
Notes
Unit 1 A surprise birthday party 2/5
I. Language focus:
Using formulaic expressions to show preferences
2. Using modals to ask for suggestions
3. Using formulaic expressions to make suggestions
4. Using formulaic expressions to show agreement
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Listen for specific information
Reading
Understand intention, attitudes and feelings stated in text by recognizing features such as the choice and use of language.
Recognize recurrent patterns in language structure.
Speaking
Open an interaction by greeting someone in a appropriate manner
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, explaining and using formulaic expressions.
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:
SB P3
Cassette 7B
WB P2
PP P1
Procedure
Warming-up 1. Free talk:
Make a telephone dialogue: inviting to a party both accepting and declining
Pre-task preparation
1. Review food items: spring rolls, fish fingers, fruit salad
Name more food items: dumplings, rice dumplings cakes, ice cream etc.
2. Look and read: 1) listen and follow
3. Read: 1) Listen and follow
2) Listen and repeat
3) Role-play Kitty and Mark
4) Pair work: act out the dialogue
4. Look and speak: 1) Practise the target language
2) Role-play the dialog:
accepting/declining
3) Act out
While-task procedure
PP P1: 1) Pair work: discuss with each other
2) Plan a surprise party
Post-task activity
Workbook: P2
Consolidation
1. Oral: 1) Listen and read 5 times
2) Act out the dialogues
2. Written: 1) Copy work: phrases
2) GB P2
VI. Notes
Unit 1 A surprise birthday party 3/5
I. Language focus:
1. Asking ‘Wh’ questions to find out specific information about a thing
2. Using quantifiers to indicate countable and uncountable nouns
3. Using ‘need to’ to describe a person’s needs
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Listen for specific information
Reading
Understand the connection between ideas by identifying linking words or phrases
Recognize recurrent patterns in language structure.
Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Maintain an interaction by asking and responding to others’ opinions
Apply syntactic rules such as subject-verb agreement correctly.
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 when writing non-narrative texts.
Materials:
SB P4
Cassette 7B
WB P3
PP P2
Procedure
Warming-up 1. Free talk:
Have you ever made a cake by yourselves?
Come and talk about your experiences.
Write the food or drink items on the board, together with the ingredients.
Pre-task preparation
1. Look and read: 1) listen and follow
While-task procedure
1. Talk and write: 1) refer to P3,4 of SB
2) find out the ingredients for the chocolate cake
3) Pair work: talk about your shopping list by asking and answering
Post-task activity
PP: P2 Draw and write
WB: P3
Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work
2. Written: 1) Copy work: phrases
2) WB P3
VI. Notes
Unit 1 A surprise birthday party 4/5
I. Language focus:
1. Asking ‘Wh’ questions to find out specific information about something
2. Using modals to indicate possibility
3. Using modals to express preferences
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Listen for specific information
Reading
Recognize recurrent patterns in language structure
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Maintain an interaction by asking and responding to others’ opinions
Maintain an interaction by taking one’s turn at the right moment and recognizing other’s desire to speak
Writing
Develop written texts by using appropriate format, conventions and language features when writing non-narrative texts
III. Materials:
SB P5,6
Cassette 7B
PP P3
Procedure
I. Warming-up 1. Free talk:
A chant: Because
Pre-task preparation
Name the things you need to buy or prepare for
Ben’s birthday party
2. What decorations can you usually find at birthday
parties?
3. What do we blow out on a birthday cake? Candles
While-task procedure
Pair work: What else may Kitty need to buy?
She may need to buy some
balloons/candles/matches/camera/film
2. PP P3
Post-task activity
1. Review the adverbs of time: first, second, then, next, finally etc.
2. Arrange the steps in logical sequence using the adverbs
Consolidation
1. Oral: 1) Listen and read 5 times
2) Recite the steps of making a chocolate cake
2. Written: 1) Copy work: phrases
2) GB P3,4
VI. Notes
Unit 1 A surprise birthday party 5/5
I. Language focus:
1. Using the past tense to talk about events and activities in the past
II. Language skills:
Listening
Identify main ideas of a new topic
Listen for specific information
Reading
Recognize recurrent patterns in language structure
Recognize format and language features in narrative and non-narrative texts
Read written language in meaningful chunks
Writing
Develop written texts by writing paragraphs which present ideas logically
Plan and organize information and ideas by identifying purpose and audience for a writing task
III. Materials:
SB P7
Cassette 7B
PP P4
WB P4
English newspapers and magazines with photos
Procedure
I. Warming-up 1. Free talk:
A chant: Who was the first?
Pre-task preparation
Review the format of a letter
2. Read the letter in Look and read
3. Review: caption(文字说明) look at the newspapers and magazines
4. Match the sentences in Point and match with the pictures
While-task procedure
Group work: discuss things that can be done at a surprise party
Draw pictures to describe the activities
Talk about your pictures
Complete PP P4
Post-task activity
1. WB P4
Consolidation
1. Oral: 1) Listen and read 5 times
2. Written: 1) Copy work: phrases
2) GB P5,6
3) Select some of your photos and write captions
VI. Notes
Unit 2 Growing smart, growing strong 1/5
I. Language focus:
1. Using formulaic expressions to make suggestions
2. Asking ‘Wh’ questions to find out specific information about something
3. Asking ‘Wh’ questions to make suggestions
4. Using adverbs to express degree
5. Using formulaic expressions to indicate agreement and disagreement
II. Language skills:
Listening
Identify main ideas of a new topic
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Reading
Recognize recurrent patterns in language structure
Recognize format and language features in narrative and non-narrative texts
Speaking
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, explaining and using formulaic expressions.
Close an interaction by using appropriate formulaic expressions
III. Materials:
SB P8
Cassette 7B
PP P5
WB P5
Procedure
I. Warming-up 1. Free talk:
A chant: Because
Pre-task preparation
1. Name the activities you usually do with your family in your leisure time
List
2. Review indoor activities and outdoor activities
3. More activities: going to a concert, watching a circus
4. Look and say: 1) listen and follow
2) role-play the characters and
say the conversations
5. Group work: 1) discuss and decide the activity you like to have using the target language
Consolidation
1. Oral: 1) Listen and read 5 times
2) Act out the dialogue
2. Written: 1) Copy work: phrases
2) GB P7
IV. Notes
Unit 2 Growing smart, growing strong 2/5
I. Language focus:
1. Asking ‘Wh’ questions to find out specific information about something
2. Using adjectives to describe amounts
3. Using adverbs to express degree
II. Language skills:
Listening
Identify main ideas of a new topic
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Reading
Recognize recurrent patterns in language structure
Read written language in meaningful chunks
III. Materials:
SB P10
Cassette 7B
Procedure
I. Warming-up 1. Free talk:
A chant: Who was the first?
Group work: Practise the dialogue on P9
Pre-task preparation
1. Write down the things you do on these days:
Sunday Monday Tuesday Wednesday
Thursday Friday Saturday
2. Practise: What did you do last Sunday/Monday?
I ate pizzas last Sunday.
NB. The use of the past tense!
3. Review the vocabulary items on P10
4. Read, think and write: 1) read Danny’s timetable
2) list Danny’s activities
3) identify the reasons for
Danny’s sickness
4) listen and follow
III. While-task procedure
Write: write an outing plan on P9
IV. Consolidation
1. Oral: 1) Listen and read 5 times
2) Say the reasons for Danny’s sickness
2. Written: 1) Copy work: phrases
2) GB P8,9
V. Notes
Unit 2 Growing smart, growing strong 3/5
I. Language focus:
1. Using connectives to show a cause and effect relationship
2. Using quantifiers to describe amounts
3. Using adverbs to express degree
II. Language skills:
Listening
Listen for specific information
Understand the connection between ideas by recognizing linking words and phrases
Reading
Recognize recurrent patterns in language structure
Read written language in meaningful chunks
Speaking
Maintain an interaction by asking and responding to others’ opinions
Writing
Develop written texts by using appropriate linking words or phrases
III. Materials:
SB P11
Cassette 7B
WB P6
PP P6,7,8
Procedure
I. Warming-up 1. Free talk:
A chant: Who was the first?
Group work: Discuss what Danny did wrong last week
II. While-task procedure
Read and write: read Danny’s timetable on Page 10 of your book and complete the report on the things Danny did wrong last week.
Design, ask and write: design your own timetable, and then ask and answer in pairs:
What did you do last Sunday?
I played computer for two hours.
Finally, write your partner’s timetable.
Compare and decide: Compare your timetables
and decide who did healthier things in the previous week.
Pair work: talk about your timetables
Group work: discuss and write about what Danny is going to do in the future PP P7
Individual work: PP P8 write about what you are going to do in the future to correct your unhealthy habits.
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Help Danny to change his unhealthy habits
2. Written: 1) Copy work: phrases
2) WB P6
V. Notes
Unit 2 Growing smart, growing strong 4/5
I. Language focus:
1. Using ‘used to’ to describe habitual actions in the past
2. Using the present tense to describe present situations
II. Language skills:
Reading
Recognize recurrent patterns in language structure
Read written language in meaningful chunks
Identify details that support a main idea
Re-read to establish and confirm meaning
III. Materials:
SB P12
Cassette 7B
WB P7
Procedure
I. Warming-up 1. Free talk:
What did you do last weekend?
Did you do enough exercise?
Do you have a good habit?
What are you going to do to change your unhealthy habits?
Why are you going to change your unhealthy habits?
II. Pre-task preparation:
Practise: take out your photos and answer:
What bad habits did you have when you were a little boy/girl?
I used to ……
Play a confession game: I will confess what I did wrong in the past, you do the same, like this:
I used to eat too many sweets. I don’t eat too many sweets any longer.
Now I don’t eat too many sweets
In groups compete: anyone in the group repeats other’s,
leaves the group. The group with the most
members wins.
Look and read: listen and follow
Pair work: act out the conversations of the characters
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Role-play the conversation and recite
2. Written: 1) Copy work: phrases
2) WB P7
3) GB P10
IV. Notes
Unit 2 Growing smart, growing strong 5/5
I. Language focus:
1. Using inverted word order to ask questions
2. Using ‘used to’ to describe habitual actions in the past
3. Asking ‘Wh-’ questions to find out specific information
4. Using ‘going to’ to describe events that will occur quite soon
II. Language skills:
Listening
Listen for specific information
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Speaking
Maintain an interaction by asking and responding to others’ opinions
Writing
Develop written texts by expressing own ideas and feelings
Gather and share information, ideas and language by brainstorming, listing and observing
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 teacher
III. Materials:
SB P13
Cassette 7B
WB P8
Procedure
I. Warming-up 1. Free talk:
A chant: Who was the first?
II. While-task procedure:
Pair work: talk about your bad habits in the past and the bad habits you still have and the reasons why you find it difficult to overcome them. Give each other suggestions.
About you: complete the checklist on P13 by writing down what you have discussed.
III. Consolidation
1. Oral: 1) Listen and read Tommy Target 5 times
2) Pair work: ask and answer using the target
language
2. Written: 1) Copy work: phrases and sentences
2) WB P8
3) GB P19
IV. Notes
Unit 3 The international food festival 1/5
I. Language focus:
1. Using formulaic expressions to make suggestions
2. Using modals to express an obligation
3. Asking ‘Wh-’ questions to find out various kinds of specific information
4. Using formulaic expressions to show agreement
II. Language skills:
Listening
Identify main ideas of a new topic
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Writing
Scan a text to locate specific information
Read written language in meaningful chunks
III. Materials:
SB P14
Cassette 7B
Procedure
I. Warming-up 1. Free talk:
A chant: Because
II. Pre-task preparation:
Introduce: raising money
Name the ways you know about raising money
Have you ever participated in any fund-raising activities?
Tell us your experiences:
When and where did it happen?
How was it carried out?
Plan an international food festival to raise money for the SPCA
Do you still remember the full name of SPCA?
Match work: match the food to the national flags of the countries
Read: 1) listen and follow
2) role-play the characters and practise the
dialogue
3) read the passage in chorus
4) pair work: ask and answer about the passage
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work: ask and answer about the text
2. Written: 1) Copy work: phrases
2) Comprehension questions on P14
3) GB P11
IV. Notes
Unit 3 The international food festival 2/5
I. Language focus:
1. Using ‘going to’ to describe events that will occur quite soon
2. Asking ‘Wh-’ questions to find out various kinds of specific information
II. Language skills:
Listening
Listen for specific information
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Reading
Recognize recurrent patterns in language structure
Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
Writing
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 teacher
Develop written texts by using appropriate format, conventions and language features when writing non-narrative texts
III. Materials:
SB P15
Cassette 7B
WB P9
PP P9,10
Procedure
I. Warming-up 1. Free talk:
Questions about the passage on P14
What are they going to do?
Why are they going to do it?
Where are they going to do it?
When are they going to do it?
How are they going to do it?
Who is going to help them?
II. While-task procedure:
discuss the reason for having the international food festival
decide on the date, time, venue and format
ask and answer using the target language on P15 in Think, speak and wite
write out your plan:
Design a poster:
1) look at the poster on P15 first
Have you ever participated in any fund-raising activities?
Tell us your experiences:
When and where did it happen?
How was it carried out?
Plan an international food festival to raise money for the SPCA
Do you still remember the full name of SPCA?
Match work: match the food to the national flags of the countries
Read: 1) listen and follow
2) role-play the characters and practise the
dialogue
3) read the passage in chorus
4) pair work: ask and answer about the passage
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work: ask and answer about the text
2. Written: 1) Copy work: phrases
2) Comprehension questions on P14
3) GB P11
IV. Notes
Unit 3 The international food festival 3/5
I. Language focus:
1. Using the future tense to talk about future events
2. Using prepositions to indicate addition
3. Using connectives to add information
4. Using adjectives to describe different kinds of ethnic food
II. Language skills:
Listening
Listen for specific information
Reading
Recognize recurrent patterns in language structure
Read written language in meaningful chunks
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
III. Materials:
SB P16
Cassette 7B
WB P10
PP P11
A world map
Stickers of national flags
An English dictionary
Pictures or photos of different ethnic food
Procedure
I. Warming-up 1. Free talk:
A chant: Because
II. Pre-task preparation:
Review the names of countries:
Japan
Japanese
China
Chinese
Italy
Italian
America
American
England
English
India
Indian
New vocabulary items:
tuna, cucumber, scones, samosas, naan bread
name any other ethnic food you know or you can make.
Look and read: listen and follow
Play a matching game: PP P11
match the countries to the food and practice the target language:
eg: I’ll sell Japanese food. It’ll be sushi.
III. Consolidation
1. Oral: 1) Listen and read 5 times
2. Written: 1) Copy work: new words and phrases
2) WB P10
3) GB P12
IV. Notes
Unit 3 The international food festival 4/5
I. Language focus:
1. Using the ‘going to’ to describe events that will occur quite soon
2. Using the future tense to make a request
3. Using imperatives to give instructions
4. Using adverbs to indicate time sequence and procedures
II. Language skills:
Listening
Listen for specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Reading
Recognize recurrent patterns in language structure
Scan a text to locate specific information
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
Writing
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 teacher
Plan and organize information and ideas by deciding on the sequence of content
III. Materials:
SB P17
Cassette 7B
WB P11
PP P12
Procedure
I. Warming-up 1. Free talk:
A chant: Because
II. Pre-task preparation:
Review food items using the target language :
What will I need to make biscuits?
You will need sugar, flour, salt, milk and butter
New vocabulary items: self-raising flour
Look and read: 1) read by yourselves
2) pair work: discuss and decide
on the right order of the procedures
3) listen and follow
III. While-task procedure:
Individual work: PP P12 write the recipe for the scones
Demonstrate the procedures of making scones
Pair work: one writes out the ingredients and the steps, other one follows the instructions
IV. Post-task activities
Make scones at home
WB P 11
V. Consolidation
1. Oral: 1) Listen and read 5 times
2. Written: 1) Copy work: new words and phrases
2) WB P11
3) GB P13
IV. Notes
Unit 3 The international food festival 5/5
I. Language focus:
1. Using modals to make an offer
2. Using modals to make a polite request
3. Asking ‘Wh-’ questions to find out specific information about someone
4. Asking ‘How’ questions to make a polite request
II. Language skills:
Listening
Listen for specific information
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Understand the speaker’s intention, attitudes and feelings through his or her choice and use of language, gesture and facial expression.
Speaking
Use appropriate registers when speaking to familiar interlocutors such as teachers and peers
Maintain an interaction by asking and responding to other’s opinions
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Scan a text to locate specific information
III. Materials:
SB P18,19
Cassette 7B
WB P12
PP P13,14
Procedure
I. Warming-up 1. Free talk:
A chant: Because
II. Pre-task preparation:
Review names of ethnic food items :
Japan
China
America
England
Italy
India
sushi
dumplings
hamburger
scones
pizza
samosas
Look and read: 1) read by yourselves first
2) listen and follow
3) pair work: practise the conversation
III. While-task procedure:
Play a selling game: PP P13 and 14
decide on the price for each item
Demonstrate the procedures of making scones
Pair work: one writes out the ingredients and the steps, other one follows the instructions
IV. Post-task activities
Make scones at home
WB P 11
V. Consolidation
1. Oral: 1) Listen and read 5 times
2. Written: 1) Copy work: new words and phrases
2) WB P11
3) GB P13
IV. Notes
Unit 4 How is food made? 1/5
I. Language focus:
1. Using ‘going to’ to describe events that will occur quite soon
2. Using the simple present tense to express thoughts
3. Asking ‘Wh-’ questions to find out specific information about a food item
II. Language skills:
Listening
Identify main ideas of a new topic
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Maintain an interaction by asking and responding to other’s opinions
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Recognize recurrent patterns in language structure
Recognize format and language features in narrative and non-narrative texts
III. Materials:
SB P20
Cassette 7B
Procedure
I. Warming-up 1. Free talk:
A chant: A perfect score
II. Pre-task preparation:
Where is food made? factories
Have you ever been to a food factory?
Do a project on how a certain kind of food is made:
Which food are you going to investigate in your project?
I am going to investigate bread.
My project is going to be about food in cans.
Read: 1) listen and follow
Look, ask and answer: review the food vocabulalry: frozen vegetables, orange juice, cheese, biscuits and crisps
Pair work: ask and answer about a food project
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work: ask and answer about the project
2. Written: 1) Copy work: new words and phrases
2) Supplementary exercises
IV. Notes
Unit 4 How is food made? 2/5
I. Language focus:
1. Using ‘going to’ to describe events that will occur quite soon
2. Using connectives to show a result.
3. Asking ‘Wh-’ questions to find out specific information about a food item
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Understand the connection between ideas by recognizing linking words and phrases
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Maintain an interaction by asking and responding to other’s opinions
Reading
Scan a text to locate specific information
Recognize recurrent patterns in language structure
Understand the connection between ideas by identifying linking words and phrases
III. Materials:
SB P21
Cassette 7B
WB P13
PP P15
Procedure
I. Warming-up 1. Free talk:
A chant: A perfect score
II. Pre-task preparation:
Food production:
food food factory
yoghurt dairy
frozen fish frozen fish factory
noodles noodles factory
add more to the columns
Individual work:
What is your project going to be about?
My project is going to be about canned food.
Who do you need to interview for your project?
I need to interview someone at a canning factory.
More oral practice:
I’m investigating how food is put into cans, so I need to talk to (interview) someone at a canning factory
Look and read:
1) read by yourselves
2)listen and follow
3)role-play using the target language
Group work: PP P15: fill in the table and organize the information into a short report
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work: ask and answer about the project
2. Written: 1) Copy work: new words and phrases
2) WB P13
3) GB P15
IV. Notes
Unit 4 How is food made? 3/5
I. Language focus:
1. Asking ‘Wh-’ questions to find out specific information about a place
2. Asking ‘Wh-’ questions to find out specific information about something
3. Asking ‘Wh-’ questions to find out specific information about a reason
4. Asking ‘How’ questions to find out specific information about a method
II. 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
Reading
Recognize format and language features in narrative and non-narrative texts
III. Materials:
SB P22
Cassette 7B
WB P15
PP P16,17
Procedure
I. Warming-up 1. Free talk:
A chant: A perfect score
II. Pre-task preparation:
Review the use of interrogatives:
What is your project about?
Why did you choose to investigate yoghurt?
Where are you going to visit?
Who do you need to interview?
How are you going to visit the person?
Look and read:
read by yourselves
listen and follow
pair work: practice the dialogue between Danny and the man at the frozen factory.
act out
Comprehension questions:
Where do the people at the frozen fish factory get the fish from?
What do they do to the fish before the freeze it?
Why do they freeze the fish?
How do they get the frozen fish to the shops?
Individual work: PP P16: complete Eddie’s notes about his visit to the frozen fish factory
1) do it by yourselves first
2) read and correct
III. While-task procedure:
Pair work: PP P17: make an interview
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work: ask questions about your project
2. Written: 1) Copy work: new words and phrases
2) WB P15
3) GB P16
IV. Notes
Unit 4 How is food made? 4/5
I. Language focus:
1. Asking ‘Wh-’ questions to find out specific information about a day
2. Using formulaic expressions to begin a formal letter
3. Using formulaic expressions to end a formal letter
4. Using modals to indicate preferences
II. Language skills:
Reading
Scan a text to locate specific information
Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
Understand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of language
III. Materials:
SB P23, 24
Cassette 7B
Procedure
I. Warming-up 1. Free talk:
A chant: A perfect score
II. Pre-task preparation:
Review the format the a letter:
formal letters: Dear Sir/Madam… Yours sincerely
informal letters: Dear Danny… Love
Read:
Read Danny’s letter by yourselves
Is it a formal letter or an informal one?
When is it appropriate to use a formal letter?
Listen and follow
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work: ask questions about your project
2. Written: 1) Copy work: new words and phrases
2) WB P14
3) GB P17
4) Complete the letter on P24 of your SB
IV. Notes
Unit 4 How is food made? 5/5
I. Language focus:
1. Using the simple present tense to express needs
2. Asking ‘Wh-’ questions to find out specific information about something
3. Using adverbs to express time sequence
4. Using imperatives to give instructions
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Listen for specific information
Identify main ideas of a new topic
Reading
Recognize format and language features in narrative and non-narrative texts
Scan a text to locate specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
III. Materials:
SB P25
Cassette 7B
WB P16
PP P18,82
Procedure
I. Warming-up 1. Free talk:
A chant: A perfect score
II. Pre-task preparation:
Name the ingredients and cooking utensils needed to make yoghurt:
milk, powdered milk, yoghurt,
a saucepan, a stove, a spoon, a flask, a bowl or a plate
What do you need to make yoghurt?
You need four cups of milk, two spoons of powdered milk and two spoons of yoghurt.
You also need a saucepan, a spoon and a flask.
Look and read:
Look and the pictures and the captions
Try to answer:
What do you do first?
What do you do secondly?
What do you do next?
What do you do then?
What do you do after that?
What do you do finally?
→
First, you mix the milk and the powdered milk in the saucepan. Heat the milk on the stove.
Secondly, take the saucepan off the stove. Let the milk cool.
Next, add the yoghurt. Stir the mixture with a spoon.
Then pout the mixture into the flask. Close the lid. Leave for six hours. Do not move the flask.
After that, open the flask after six hours. The mixture is now yoghurt. Pour into a bowl. Put the bowl in the fridge to make the yoghurt cold.
Finally, when the yoghurt is cold, add some fruit. Then eat it! It’s delicious!
3) Listen and follow
III. While-task procedure:
Pair work: PP P18: ask and answer questions about how to make more yoghurt with a little yoghurt using the target language
Now listen: PP P82:
Listen to the conversation between Mr Li and Kitty, and do the quiz.
IV. Post-task activities:
Make yoghurt at home: you may follow the recipe in your textbook, or make your own yoghurt
WB P16
V. Consolidation
1. Oral: 1) Listen and read 5 times
2) Individual work: describe how to make yoghurt
2. Written: 1) Copy work: new words and phrases
2) PP P19 to 24
3) GB P18,21
4) PA Part Module 1
IV. Notes
Module Two Garden city and its neighbours
Unit 1 Writing a tourist guide 1/5
Language focus:
Asking ‘Wh-’ questions to find out various information about an event.
Using modals to make suggestions
Using proper nouns to refer to places.
Using ad to indicate position.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Identify details that support a main idea
Reading
Recognize recurrent patterns in language structure
Re-read to establish and confirm meaning.
Speaking
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Maintain an interaction by replying, adding or giving examples.
Writing
Develop written texts by presenting main and supporting ideas
Materials:
SB P28
Cassette 7A
Some pictures of interesting places in Shanghai.
Procedure
Warming-up 1. Free talk: Introduce some places in Shanghai
Pre-task preparation
1. Show some pictures of Shanghai. Circulate them in
class. Invite Ss to write names on the board.
2. Go over, correct any mistakes. Read the list.
3. Listen and follow: Read and write
4. Listen and repeat: Read and write
5. Role-play the conversation.
While-task procedure
1. Tell SS to help Kitty make a note of her classmates’ suggested places for tourists in Shanghai.
2. Have a more able student to read his or her list of suggested places aloud. Check the answers.
Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
2. written: 1) Copy work: phrases
2) GB P22
Notes
Unit1: Writing a tourist guide 2/5
I. Language focus:
( Asking ‘Wh-’ questions to find out various information about an event.
( Using proper nouns to refer to places.
( Using “there” to express.
II. Language skills:
Reading
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Recognize recurrent patterns in language structure..
Speaking
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Maintain an interaction by replying.
Writing
Develop written texts by presenting main and supporting ideas and feelings
Gather and share information by using listing, questioning…
Plan and organize information and ideas by identifying purpose and audience for a writing task.
Materials:
SB P29
Cassette 7A
WB P17
Enlarge copy of the map on P29
Procedure
I. Warming-up 1. Free talk: Intro some places in Shanghai
II. Pre-task preparation
1. Make an enlarge copy of the map on P29. Hang it on the board. Go over the places with the whole class.
2. Point to the map and ask SS : Which places have you been to before? What can you see there?
While-task procedure
1. Distribute a copy of pp p25 to each group. Ss work in group of five and discuss which place they would suggest the
tourists go to in Shanghai.
2. After collecting some information, each group then completes its list of suggested places on the pp.
3. Invite a representative from each group to come out and share their suggestions with the class:
T: What would your group suggest the tourists do?
S: We’d suggest they go to ____ . They can …there.
T: Where else?
S: We’d suggest they go to ____ . There is /are…
IV Post-task activity: WB P17
V. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
2. written: 1) Copy work: phrases
2) GB P23
VI. Notes:
Unit1: Writing a tourist guide 3/5
Language focus:
(Using prep to indicate place
(Using connectives to express condition
(Using the introductory “there” to express facts.
(Using proper nouns to refer to places
II. Language skills
Listening
(Identify details that support a main idea
(Use visual clues, context and knowledge of the world to complete expression
Speaking
(Maintain an interaction by acknowledging, agreeing or disagreeing…
Reading
(Work out the meaning of an unknown word and complete expression
(Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
(Skim a text to obtain a general impression and the main ideas
III. Materials:
SB P30
Cassette7B
Procedure
I. Warming-up
Introduce a building in Shanghai
II Aims: Providing Ss with opportunities to practice the language and vocabulary needed or become familiar with the background for the task that follows.
Intro: “Shopping Paradise ”. Ask Ss to tell teacher why Shanghai is know as much.
Listen and follow: Look and Read
Listen and repeat: Look and Read.
Get the Ss familiar with the forthcoming task---Telling them that page in Section2 is the first part of children’s tourist guide . Help them with some questions: Where’s Shanghai? What’s Shanghai famous for? What’s Shanghai Known as? Why?...
III. Consolidation
1． Oral: 1) listen and read 5 times
2) recite the passage on P30
2． Written: 1) copy word
2) WB P18
Notes:
Unit1: Writing a tourist guide 4/5
I. Language focus:
(Using prep to indicate place
(Using connectives to express condition
(Using proper nouns to refer to places
II. Language skills:
Listening
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
( Understand the connection between ideas by recognizing linking words and phrases
Speaking
( Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
( Connect ideas by using linking words and phrases.
Reading
( Read written language in meaningful chunks.
( Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
( Understand the connection between ideas by recognizing linking words and phrases
Writing
( Gather and share information by using listing, questioning…
( Develop written texts by expressing own ideas and feelings
III. Materials:
SB P31
Cassette7B
PP P26
WB P18
Procedure
I. Warming-up
Free talk: Talk about sth special in Shanghai.
II. Preparation
Make a copy of PP P26for each group of students.
III. Pre-task preparation
Ask: How many of Ss Have been to Pudong New Area/ the Nanpu Bridge/ Times Square? Where is it?
Listen and follow: Look and read.
Listen and repeat: Look and read.
Show the Ss the contents Page of a book---a contents page outlines what a book is about.
IV. While-task procedure
Help Kitty complete her tourist guide. (Refer to SB P30,31).
Invite some more able SS to read it.
Distribute PP P26 to SS. Ask them to finish a quiz about Shanghai.
Check the quiz orally. Put up those with high marks on the display board.
IV. Post-task activity: WB P18
V. Consolidation
1. Oral: 1) Talk about the poster.
2) Listen and read 5 times
2. written: 1) GB P23,24
Notes
Unit1: Writing a tourist guide 5/5
I. Language focus:
Using connectives to express condition
Using the introductory “there” to express facts.
Using proper nouns to refer to places
II. Language skills:
Speaking
Use gestures, and facial expressions to convey meaning and intention
Use appropriate registers when speaking to familiar interlocutors such as peers and teacher.
Reading
( Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
( Understand intention, attitude and feelings stated in a text by recognize features such as the choice and use of language
( Gather and share information by using listing, questioning…
(Develop written texts by expressing own ideas and feelings
Writing
Develop written texts by presenting main and supporting ideas and feelings
Gather and share information by using listing, questioning…
Plan and organize information and ideas by identifying purpose and audience for a writing task.
( Revise and edit drafts by sharing work with teachers and classmates.
III. Materials:
SB P32
PP P27-29
Procedure
I. Warming-up
Free talk: Talk about sth special in Shanghai.
II. Preparation
Make a copy of PP P27-29 for each group of students.
III. Pre-task preparation
Review the language structure:
Ask: If you go to Huaihai Road/ Huanghe Road/ Pudond New Area, what will you find/see?
Elicit: If I go to (a place), I’ll find/see…
Review: contents page.
Ask: What’s a contents page?
Elicit: A contents page outlines what a book is about.
IV. While-task procedure
1. Distribute PP P27-29. SS work in a group of five.
2. SS make their own tourist guides of PP P25. SS design a cover then. They need to add one more activity.
3. Cut the page out and bind them into their unique tourist guides
4. Invite a representative to communicate it.
5. guides can be kept in class library.
V. Consolidation
1. Oral 1) Listen and read 5 times
2) Pair work
2. written 1) Copy work
2) Grammar exercises
VI. Notes:
Unit2: Going to see a film 1/5
I. Language focus:
(Using formulaic expression to a telephone conversations
(Using adjectives to describe objects
(Using imperatives to give instructions
(Using the simple present tense to express feelings.
II. Language skills:
Listening
( Recognize differences in the use of intonation in questions, statements, and respond appropriately
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
( Understand the speaker’s intention, attitude, and feelings through his/her choice and use of language, gestures, and facial expressions
Speaking
( Use gestures, and facial expressions to convey meaning and intention
Maintain an interaction by replying
Reading
( Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
( Understand intention, attitude and feelings stated in a text by recognize features such as the choice and use of language
III. Materials:
SB P33
Cassette7B
WB P19
Procedure
I. Warming-up
Free talk: Talk about sth special in Shanghai.
II Language learning activities
Aims: Providing SS opportunities to practise the language/ vocabulary needed or become familiar with the background for the task that follows.
Say: I went to the cinema yesterday and saw (name of the film). It’s a/an ____ film. It’s about…
Ask: Have you been to the cinema recently? Which film did you see? What’s it about?
Elicit: I saw (name of the film). It’s a/an _____. It’s about...
2. Listen and follow: Look and read
3. Listen and repeat: Look and read
4. Write on the board:
So do I. Neither do I. So would I.
Make a dialogue:
T: What kind of film would you like?
S: I like/love____ film(s) about ____.
T: So do I. What kind of film don’t you like?
S: I don’t like film(s) about _____.
T: Neither do I. What would you rather to see: ____ films/___ films?
S: I’d rather see ______ films.
T: So would I.
5. SS work in pairs like this
III. Consolidation
1. Oral 1) Listen and read 5 times
2) Pair work
2. written 1) GB P25
2) WB P19
IV. Notes
Unit 2 Going to see a film 2/5
I. Language focus:
( Asking “wh-” questions to find out about a specific object
( Using adv to express degree
( Using the simple present tense to express feelings
II. Language skills:
Listening
( Listen for specific information
( Understand the speaker’s intention, attitude, and feelings through his/her choice and use of language, gestures, and facial expressions
Speaking
Use gestures, and facial expressions to convey meaning and intention
Maintain an interaction by replying
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Open an interaction by eliciting a response.
Reading
( Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
III. Materials:
SB P34
English poster/magazines, newspapers
Procedure
I. Warming-up
Free talk: the film we’ve seen
II. Language learning activities
Aims: Providing SS opportunities to pratise the language/ vocabulary needed or become familiar with the background for the task that follows.
1. Show some English posters:
Ask: Which film would you like to see?
Elicit: I’d like to see…
2. Intro/review different kinds of film: cartoon, exciting story, adventure, cowboy story, police story
3. Show the posters:
Ask: What kind of film is it?
Elicit: It’s a police story…
4. Group work: make a dialogue as the modeled conversation of Read and discuss.
5. Act out the conversation
III. Consolidation
1. Oral 1) Pair work
2. written 1) Copy work: phrases
2) GB P26
IV. Notes:
Unit 2 Going to see a film3/5
I. Language focus:
( Using modals to make questions
( Using prep to indicate time
( Using the formulaic expressions to response to suggestions
II. Language skills:
Listening
( Recognize differences in the use of intonation in questions, statements, and respond appropriately
( Listen for specific infor
Speaking
Use gestures, and facial expressions to convey meaning and intention
Maintain an interaction by replying
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Open an interaction by eliciting a response.
Writing
Gather and share infor, ideas, and language by using strategies
III. Materials:
SB P35
PP P30
Tapes
Procedure
I. Warming-up
Free talk: the film we’ve seen
II. Pre-task preparation
1. Look at P34 and read the show time aloud: 10:20a.m., 2:45p.m., 7:30p.m.
2. Listen and follow: Read and think
3. Read the text:
Ask: Which show can Kitty , Mrs Li and Peter see? Why?
Elicit: They can see the five forty show in the evening.
4.Complete: Ask and answer.
III. While-task procedure
1. Distribute PP P30 to SS. SS work in a group of 3: Which film they would like to see and which show time is the suitable
2. Complete the task: first---complete the diary for the coming Saturday. Then---choose a film and show time, finally---write down their choice.
3. Invite the Ss to report their choice.
We’d like to see _____ . _S1can’t see the show. S2 can’t see the show. We can see the ____ show.
Consolidation
Oral 1) Pair work
2. written 1) Copy work
2) PA P21, 22
Unit 2 Going to see a film 4/5
I. Language focus:
( Using imperatives to give instructions
( Using adv to express degree
( Using conj to link similar ideas
( Using prep to indicate position
II. Language skills:
Listening
( Listen for specific infor
( Understand the speaker’s intention, attitude, and feelings through his/her choice and use of language, gestures, and facial expressions
Speaking
(Connect ideas by using linking words or phrases
(Maintain an interaction by replying
Reading
( Understand the connection between ideas by identifying linking words or phrases
Writing
Develop written texts by presenting main and supporting ideas and feelings
Plan and organize infor and ideas by indentifying purpose and audience for a writing task.
III. Materials:
SB P36
PP P31
WB P20
Procedure
I. Warming-up
Free talk: the film we’ve seen
II. Pre-task preparation
1. Review: first, next, then and finally.
2. Draw a map: Give SS a few minutes to read Kitty’s instructions in P2.
3. Listen and follow: Read and say
4. Draw a route according to it. Check it.
III. While-task procedure
Group work: look at Think and say. ---- How can Kitty and her mother get to Garden Cinema from their home.
Distribute PP P31 to SS. Write down the instructions.
Read the instructions aloud.
IV. Post-task activity: WB P20
V. Consolidation
1. Oral 1) Listen and follow 5 times
2. written 1) Copy work
2) GB P27
Notes:
Unit 2 Going to see a film 5/5
I. Language focus:
( Using imperatives to give instructions
( Using adv to express degree
( Using prep to indicate position and direction
II. Language skills:
Listening
( Listen for specific infor
Speaking
(Connect ideas by using linking words or phrases
(Maintain an interaction by replying
Reading
( Understand the connection between ideas by identifying linking words or phrases
Writing
Develop written texts by presenting main and supporting ideas and feelings
Plan and organize information and ideas by identifying purpose and audience for a writing task.
III. Materials:
SB P37
Procedure
I. Warming-up
Free talk: the film we’ve seen
II. Pre-task preparation
Review: first, next, then and finally.
III. While-task procedure
Write an instruction sheet for Danny and tell him how to get to the City Cinema.
Read the instructions aloud.
Work out: How to McDonald’s and bookshop from City Cinema.
Read and compare the answers and find out the quickest way.
IV. Consolidation
1. Oral 1) Pair work
2. written 1) Copy work
2) GB P28,29
Notes:
Unit 3 Santa Claus is coming to town 1/5
I. Language focus:
( Using relative clauses to describe people
( Using pronouns to refer to people
( Using modals to talk about ability
II. Language skills:
Listening
( Identify details that support a main idea.
Speaking
Use gestures, and facial expressions to convey meaning and intention
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Reading
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Recognize recurrent patterns in language structure
Skim a text to obtain a general impression and the main ideas
III. Materials:
SB P38
PP P32
WB P21
A picture of Santa Claus
Procedure
I. Warming-up
A song: Jingle Bells
II. Pre-task preparation
Ask with a picture: Have you seen this man before? When did you see him? Do you know who he is?
Listen and follow: Look, read and write
Study the infor and ask SS: What kind of Ss I Santa Claus looking for? ---Santa Claus is looking for SS who love children hardworking…
III. While-task procedure
Pair work: Role-play Betty and Santa Claus
Perform the role-play.
IV. Post-task activities:
WB P21
My family:
A: Distribute PP P32 to SS. SS complete the table and write about what kind of people their family members are.
B: Pair work: tell each other about their family.
C: SS tell it : My father/mother is someone who is …
IV. Consolidation
1. Oral 1) Listen and read 5 times
2) Pair work
2. written 1) Copy work
2) GB P30
Unit 3 Santa Claus is coming to town 2/5
I. Language focus:
( Using the perfect present tense to relate past events to the present
( Using prepositions phrases to indicate a period of time
( Using prep to indicate time
( Using nouns to refer the events
(Using ad to express frequency
II. Language skills:
Listening
( Identify the main ideas of a new topic
( Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Speaking
(Maintain an interaction by replying
Reading
( Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
(Recognize recurrent patterns in language structure
(Read written language in meaningful chunks.
Writing
Develop written texts by presenting main and supporting ideas and feelings
(Develop written texts by using appropriate format, convention and language features when writing non-narrative texts.
III. Materials:
SB P39
PP P33
Paper card
Procedure
I. Warming-up
A song: Jingle Bells
II. Pre-task preparation
Review: the present perfect tense.
Say: I started teaching in this school in 19**. I have been in this school since 19**. I have taught here for (*) years.
Intro: Christmas cards/carols/pudding/turkey
Listen, follow, repeat: Look and read.
Ask SS: What do you usually do on Christmas Eve/ Christmas Day/ Boxing Day?
Elicit: I usually…
III. While-task procedure
1. Distribute PP P33 to SS. Write a Christmas Card to Santa .Claus
2. Pair group: Tell each other what Christmas presents they’ve asked Santa Claus for.
3. Collect cards from SS. Put them on the display board.
IV. Post-task activities:
Make a Christmas cards
VI. Consolidation
1. Oral 1) Listen and follow 5 times
2) Recite
2. written 1) Copy work
2) GB P30
VII. Notes:
Unit 3 Santa Claus is coming town 3/5
I. Language focus:
( Using the present perfect tense to relate past events and the present
( Asking “How” question to find out the length of a period of time
( Using connectives to indicate a period of time
(Asking “Wh-” question to find out various kinds infor about person
(Using adv to express frequency
II. Language skills:
Listening
( Listen for specific infor
Speaking
(Open an interaction by greeting someone in an appropriate manner
( Maintain an interaction by replying and asking questions
Reading
(Re-read to establish and confirm meaning
III. Materials:
SB P40
WB P22
Procedure
I. Warming-up
A song: Jingle Bells
II. Language learning activities
Aims: Providing SS opportunities to pratise the language/ vocabulary needed or become familiar with the background for the task that follows.
1. Pair work: read—Read and say. Act out the dialogue.
2. Set the scene as a little office. Perform the role-play.
3.Read the question: Think and act.—How kitty will answer them?
4. Act it out.
III. Consolidation:
Oral: 1) Pair work
Written: 1) WB P22
2) GB P31
IV Notes:
Unit 3 Santa Claus is coming town 4/5
I. Language focus:
( Using relative clauses to describe objects
( Using nouns phrases to refer to one/more than one objects/uncountable nouns
II. Language skills:
Listening
Recognize the stress in words
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Speaking
Open an interaction by greeting someone in an appropriate manner
Maintain an interaction by replying and asking questions
Reading
Using knowledge of what words and letters look and sound like to work out the meaning of unknown words
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
III. Materials:
SB P41,42
Procedure
I. Warming-up
A song: Jingle Bells
II. Pre-task preparation
Listen, follow, repeat: Read and match
Let Ss study the picture cards. Teach the pronunciation.
III While-task procedure
pair work: Match the cards with the correct pictures
Read the dialogue aloud. Check the answers.
IV. Consolidation:
1. Oral: 1) Listen and read 5 times
2) Individual work
2. Written: 1) Copy work
2) Grammar exercises
V Notes:
Unit 3 Santa Claus is coming town 5/5
I. Language focus:
( Using relative clauses to describe objects
( Using nouns phrases to refer to one/more than one objects/uncountable nouns
II. Language skills:
Reading
(Using knowledge of what words and letters look and sound like to work out the meaning of unknown words
(Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Writing
Develop written texts by presenting main and supporting ideas and feelings
Gather and share infor by using listing, questioning…
Plan and organize infor and ideas by indentifying purpose and audience for a writing task.
( Revise and edit drafts by sharing work with teachers and classmates.
III. Materials:
SB P41,42
Procedure
I. Warming-up
A song: Jingle Bells
II. While-task procedure
Group work: Make a Christmas picture dictionary and their favorite festival.
Put them on the display board.
III. Consolidation:
1. GB P32
IV. Notes:
Unit 4 Shops and markets 1/4
I. Language focus:
(Asking “Wh-” question to find out various kinds infor about person
( Using quantifiers to refer to quantity.
( Using the Simple present tense to express needs
II. Language skills:
Listening
Listen for specific infor
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Maintain an interaction by replying
Reading
Read written language in meaningful in chunks
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Re-read to establish and confirm meaning
III. Materials:
SB P43
Photos of different kinds of shops
Procedure
I. Warming-up
Talk abut all kinds of supermarkets and their functions
II. Pre-task preparation
Ask SS: Did your family go shopping last weekend? What did you buy?
Show some shops’ photos, write: bookshop, video shop, furniture shop, toy/watch/shoe/clothes shop, supermarket. Say: What can we buy in different shops? Where can buy a/an/some…
listen, follow, repeat: Read
III. While-task procedure
Look the photos in Look, speak and write & read Read, find out which shops Mrs Wang needs to go to.
Write a list for Mrs Wang
Ask and answer:
T: Which shop does Mrs Wang need to go to? What will she buy there?
S1: Mrs Wang needs to go to _____ shop. She’ll buy a/an/some… there.
III Consolidation:
1. Oral: 1) Listen and read 5 times
2) Role-play the dialogue
2. Written: 1) Copy work
2) PA P 29
V Notes:
Unit 4 Shops and markets 2/4
I. Language focus:
(Asking “Wh-” question to find out place
( Using conj to link similar ideas
( Using the Simple present tense to express needs
II. Language skills:
Listening
Listen for specific information
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
Re-read to establish and confirm meaning
Writing
Develop written texts by presenting main and supporting ideas
III. Materials:
SB P44
PP P34,35
WB P23
Procedure
I. Warming-up
Talk abut all kinds of supermarkets and their functions
II. Pre-task preparation
Draw a large infor board like the one in Look and read on the board. Ask: You need to buy ____ . Which shop will you go to?
Listen and follow: Look and read.
Role-play: Mrs Wang and Alice
III. While-task procedure
1. Ask SS to put their shopping list for Mrs Wang on the desks. Distribute PP P34 to SS. Work out --- Which shops Mrs Wang will go to in Cityside.
2. Pair work: check the answers. Use Ask and answer.
3. Perform the dialogue.
4. Distribute PP P35 to SS. Decide: Which shops they will go to in Cityside Shopping Centre to buy the things they need.
5. Pair work: check answers.
6.Perform the dialogue.
IV. Post-task activity
WB P23
V Consolidation:
1. Oral: 1) Listen and read 5 times
2) Pair work
2. Written: 1) Copy work
2) WB P 23
VI Notes:
Unit 4 Shops and markets 3/4
I. Language focus:
Using connectives to express alternatives
Using Prep to describe objects
Using formulaic expressions to show agreements
Using adj to describe objects
Using the Simple present tense to express needs
II. Language skills:
Listening
Understand the speaker’s intonation and stress…
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Open an interaction by eliciting a response by asking question
Use gestures, and facial expressions to convey meaning and intention
Maintain an interaction by replying
Reading
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
III. Materials:
SB P45
WB P24
Different kinds of clothes
Some toy RMB notes
Procedure
I. Warming-up
Talk abut all kinds of supermarkets and their functions
II. Pre-task preparation
Bring clothes to SS: a pair of jeans with a blue belt, a shirt with a white collar…--- This is a pair of jeans with a blue belt…
Talk about school uniforms with’ a___ with _____’. eg: I prefer a shirt with a blue collar…
Listen follow, repeat: Look and read
III. While-task procedure
Group work of seven: a buying and selling game.
Refer to Look, ask and answer.
Give 15 minutes for them, and then report how much they’ve spent.
IV Consolidation:
1. Oral: 1) Listen and follow 5 times
2) Pair work
2. Written: 1) WB P24
2) GB P34
V Notes:
Unit 4 Shops and markets 4/4
I. Language focus:
( Using Prep to describe objects
(Using adj to describe objects
( Using the Simple present tense to express needs
II. Language skills:
Listening
Understand the speaker’s intonation and stress…
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.
Open an interaction by eliciting a response by asking question
Use gestures, and facial expressions to convey meaning and intention
Maintain an interaction by replying
Writing
Gather and share infor by using listing, questioning…
Write out a piece of work by presenting writing using layout and support.
III. Materials:
SB P46
PP P36,83
3 T-shirt of different sizes
some pieces of paper
Procedure
I. Warming-up
Talk abut all kinds of supermarkets and their functions
II. Pre-task preparation
Show the T-shirt to SS: This is size small/medium/large. It’s size____.
Ask SS: Which size of clothes do you usually wear? Size ___.
Listen and follow: Look and read.
Pair work: Look at clothes of SB P45. Ro-play customer and shop assistant.
Act it out.
III. While-task procedure
Distribute PP P36 to SS. Make a clothes dictionary.
Show SS’ clothes dictionary.
Select nice ones on the display board
IV. Now Listen! PP P83
V Consolidation:
1. Oral: 1) Listen and read 5 times
2) Pair work
2. Written: 1) PP P37-43
2) GB P35-37
V Notes:
Module 3 Change
Unit 1 Changing our lives 1/4
Language focus:
Using connectives to link contrasting ideas
Using the simple past tense to talk about past activities
Using connectives to express transition of meaning
Language skills:
Listening
Understand the connection between ideas
Recognizing linking words and phrases
Predict the likely development of a topic
Reading
Understand the connection between ideas
Recognize recurrent patterns in language structure
Predict the likely development of a topic
Skim a text to obtain a general impression and the main ideas
Speaking
Maintaining an interaction by replying
Materials:
SB P49
Cassette 7B
WB P1
Procedure
Warming-up 1. Free talk:
Pre-task preparation
1. Introduce:
Although ：
Although we are old, we still work in the fields every day.
We’re old, but we still work in the fields every day.
2. Invite students to make up sentences beginning
with “although”
3. Look and read:
1) Listen and follow
2) Listen and repeat
3) Ask questions to check their understanding of the story.
While-task procedure
1. Look at Think and write
2. Help Luck Fairy finish the report to the king
3. Individual work: read aloud the four reasons for giving Fred and Doris a wish.
4. Check the answers together.
Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P38
Note
Unit 1 Changing our lives 2/4
I. Language focus:
Using connectives to express transition of meaning
II. Language skills:
Listening
Understand the connection between ideas
Reading
Understand the connection between ideas
Recognize recurrent patterns in language structure.
Recognize the presentation of ideas
Re-read to establish and confirm meaning
Speaking
Connect ideas by using linking words or phrases
Writing
Develop written texts by presenting main and supporting ideas
Develop written texts by using appropriate linking words or phrases
Materials:
SB P50
Cassette 7B
Procedure
Warming-up
Free talk: retell the story
Pre-task preparation
Continue to play the recording: Look and read
Listen and follow
Act out the dialogue
While-task procedure
Individual work: read the story again, complete the blankets.
Check together.
IV. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P39
Unit 1 Changing our lives 3/4
I. Language focus:
Using connectives to express transition of meaning
Using the future tense to talk about future actions
II. Language skills:
Listening
Understand the connection between ideas by recognizing linking words and phrases
Speaking
Connect ideas by using linking words or phrases
Reading
Read written language in meaningful chunks
Understand the connection between ideas by identifying linking words or phrases
Recognize recurrent patterns in language structure
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing
Develop written texts by using appropriate linking words or phrases
Develop written texts by expressing own ideas and feelings
Ⅲ. Materials:
SB P51
Cassette 7B
WB P25
PP P44
Procedure
Ⅰ. Warming-up 1. Free talk:
Ⅱ. Pre-task preparation
1. Ask a student:
Which subject are you good at?
Which subject are you poor at?
2. Practice in pairs: Although …is good at (a subject), he/she is poor at (another subject).
3. Think and say: listen and follow, listen and repeat
Ⅲ. While-task procedure
1. Look at the pictures again in Think and say, and write
about what the children can learn from others
2. Have one or two students read their answers aloud.
3. PP P44, write a report about what they can learn from their parents, teachers or friends
4. Invite a few students to share their reports with class
Post-task activity
WB: P25
Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P40
VI. Notes:
Unit 1 Changing our lives 4/4
I. Language focus:
1. Using connectives to express transition of meaning
II. Language skills:
Reading
Scan a text to locate specific information by using strategies such as looking at headings and repeated words
Speaking
Maintain an interaction by asking and responding to others’ opinions
Maintain an interaction by taking one’s turn at the right moment and recognizing other’s desire to speak
Writing
Plan and organize information and ideas by deciding on the sequence of context
Develop written texts by using appropriate linking words or phrases
Develop written texts by using basic narrative structure
Revise and edit drafts by sharing work with teachers and classmates
III. Materials:
SB P52
Cassette 7B
WB 26
Procedure
I. Warming-up 1. Free talk:
Ⅱ. Pre-task preparation
Have students read the story of the poor farmer and his wife on SB P49, 50
Ⅲ. While-task procedure
1. PP45, 46: write the script for the story about the poor farmer and his wife
2. Role play: Playing the roles of presenter, the Luck Fairy, Fred
and Doris respectively.
3. Perform plays
Ⅳ. Post-task activity
WB P26
Ⅴ. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P45
3) PA M3U1
VI. Notes
☆Unit 2 We love all four seasons 1/3
I. Language focus:
1. Using the simple present tense to express thoughts
2. Using adjectives to describe events
3. Using the simple present tense to express simple truths
4. Using the proper nouns to refer to events
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Identify details that support a main idea
Listen for specific information
Reading
Read written language in meaningful chunks
Speaking
Using appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
III. Materials:
SB P53
Cassette 7B
Procedure
I. Warming-up 1. Brainstorming: Seasons
Pre-task preparation
1. Look and Read: 1) Listen and follow
2) Listen and repeat
2. Language practice: 1) What does spring make you think of?
2) It is interesting to see them wake up in spring.
Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P41
IV. Notes
Unit 2 We love all four seasons 2/3
I. Language focus:
1. Using the simple present tense to express simple truths
2. Using adjectives to show quantities
3. Using adjectives to describe events
II. Language skills:
Listening
Identify main ideas of a new topic
Identify details that support a main idea
Listen for specific information
Reading
Recognize recurrent patterns in language structure
Skim a text to obtain a general impression and the main ideas
Read written language in meaningful chunks
Writing
Develop written texts by expressing own ideas and feelings
Write out a piece of work by presenting writing using appropriate layout and visual support
III. Materials:
SB P53,54
Cassette 7B
PP P47,48
WB P27
Procedure
I. Warming-up 1. Free talk: Spring and summer
Pre-task preparation
1. Look and Read: 1) Listen and follow
2) Listen and Repeat
2. Retell the four seasons:
3. Language practice:
1) Awful, interesting, nice, fun, important, bad , dangerous
Ask : Is it + adj. to…?
2) Write three verbs:
start, like and love
Say: I start working at 8 a.m.
I love doing exercise.
Ask: What form of verb should we use after these three verbs?
III. While-task procedure
1. PP47: Write about what your favourite season makes them think of and make a board display
2.PP48: Write about your feelings about the four seasons and come out to share the feelings with the whole class
IV. Consolidation
oral: 1) Listen and read 5 times
2) Retell the paragraphs
written: 1) Copy work: phrases
2) GB P42, 43
3) WB 27
V. Notes
Unit 2 We love all four seasons 3/3
I. Language focus:
1. Asking ‘Wh-‘ questions to find out about a specific object
2. Using adjectives to show order
3. Using the simple present tense to express preferences
II. Language skills:
Speaking
Open an interaction by eliciting a response by asking questions
Maintain an interaction by agreeing or disagreeing, replying
Maintain an interaction by asking and responding to others’ opinions
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing
Plan and organize information and ideas by deciding on the sequence of content
Develop written texts by expressing own ideas and feelings
Revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of languages
III. Materials:
SB P55
Cassette 7B
WB P28
PP P49
Procedure
I. Warming-up 1. Free talk: Four seasons
II. Pre-task procedure
Introduce the two new language structures: ‘either…or…’ and ‘prefer…to…’.
Review the ordinal and cardinal numbers with students
III. While-task procedure
1. Individual work: Have students look at the slides and match them with the words by writing an order list for the slide show.
2. Pair-work: Using the modeled dialogue at the bottom of Think, say and match to tell each other their answer
IV. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P44, 46, 47
3) PA M3U2
Unit 3 In the future 1/3
I. Language focus:
1. Using the simple present tense to express thoughts
2. Using the future tense to talk about future events
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements
Identify details that support a main idea
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Use gestures and facial expression to convey meaning and intention
Maintain an interaction by agreeing or disagreeing
Reading
Use visual clues, context and knowledge to the world to work out the meaning of an unknown work and a complete expression
Recognize recurrent patterns in language structure
III. Materials:
SB P56
Cassette 7B
WB P29
Procedure
I. Warming-up 1. Free talk: Say something about the future you can think of.
II. Language learning activities:
Write the following expressions on the board:
I think so. / I don’t think so. / I hope so. / I don’t hope so.
Play the record: Look and Read.
Follow and Read
Listen and repeat
Group-work: Read the conversation aloud
Role-play
III. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P48
3) WB 29
Unit 2 In the future 2/3
I. Language focus:
1. Using the future tense to talk about future events
2. Using formulaic expressions to show agreement/disagreement
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Use gestures and facial expression to convey meaning and intention
Open an interaction by eliciting a response
Maintain an interaction by agreeing or disagreeing
Reading
Re-read to establish and confirm meaning
Writing
Gather and share information, ideas and language by brainstorming, listing and observing
Develop written texts by expressing ideas and feelings
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 teacher
III. Materials:
SB P57
PP P50,51
WB P30
Procedure
I. Warming-up 1. Free talk: Imagine a future life you can think of.
II. Pre-task preparation
1. Review: 1) perhaps: Say something about future using ‘perhaps’.
2) Do you think it will rain tomorrow?
I think so. /I don’t think so. /I hope so. /I hope
not.
While-task procedure:
Look at Read and Write on P57 and complete a big book on ‘Life in the future’.
Check the answer
Post-task activity
1. PP P50, 51: make a big book about ‘What may happen in the
future?’
2. Grammar Book P49, 50
V. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P49, 50
3) WB 30
VI. Notes
Unit 3 In the future 3/3
I. Language focus:
1. Using prepositional phrases to indicate future time reference
2. Using the simple present tense to express thoughts
II. Language skills:
Listening
Listen for specific information
Predict the likely development of a topic
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Use gestures and facial expression to convey meaning and intention
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Writing
Develop written texts by expressing ideas and feelings
III. Materials:
SB P58
Cassette 7B
PP P52,53
Cardboard box
Procedure
Warming-up 1. Free talk: My future
II. Pre-task preparation:
Review the prepositional phrase: ‘in__ years’ time’ with students.
Write: think, hope on the board.
We can use these two verbs to express personal opinions, e.g. I think/hope…
Play the recording: Read, write and make. Students listen and follow
III. While-task procedure
1. PP P52: Ask students to help the three children complete their pieces of paper to be put into the time box.
2. PP P53: Make the time box for the class.
3. Share their opinions
III. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P51
3) PA M3U3
IV. Notes
Unit 4 more enjoyable school life 1/4
I. Language focus:
1. Asking ‘Wh-‘questions to find out various kinds of specific information about an event
2. Using modals to make suggestions
II. Language skills:
Listening
Listen for specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Use gestures and facial expression to convey meaning and intention
Reading
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
III. Materials:
SB P59
Cassette 7B
Procedure
Warming-up 1. A chant: A perfect score
II. Language learning activities:
Introduce: enjoyable
Say: I like swimming in summer. It’s enjoyable.
Review the language structure:
I’d like to…
3) Play the recording:Look and read. Listen and follow
4) Listen and repeat
5) Role-play the conversation
III. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P52
Unit 4 A more enjoyable school life 2/4
I. Language focus:
1. Using modals to make suggestions
2. Using adjectives to describe events
3. Asking ‘Wh-‘ questions to find out various kinds of specific information about an event
II. Language skills:
Listening
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Open an interaction by eliciting a response
Maintain an interaction by controlling participation in an interaction or group activities
Maintain an interaction by asking and responding to others’ opinions
Reading
Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation
Writing
Gather and share information, ideas and language by using strategies
III. Materials:
SB P60
Cassette 7B
WB P31
PP P54
Procedure
Warming-up 1. A chant : A perfect score
II. Pre-task preparation:
Introduce the following adjectives: fun, nice, possible, impossible, interesting, necessary, unnecessary, important, comfortable and difficult
Play the recording: Think and discuss
Listen and follow
Use these adjectives to talk about the list of suggestions
III. While-task procedure
Group work: PP P54: conduct a survey to find out what changes your classmates would like to see in your school.
Talk about them using the modeled dialogue provided at the bottom of Think and discuss.
IV. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P53
3) WB P31
V. Notes
Unit 4 A more enjoyable school life 3/4
I. Language focus:
1. Using modals to talk about ability
2. Using pronouns to identify people
3. Using formulaic expressions to respond to suggestions
II. Language skills:
Listening
Identify details that support a main idea
Listen for specific information
Speaking
Open an interaction by eliciting a response
Maintain an interaction by replying
Maintain an interaction by asking and responding to others’ opinions
Reading
Read written language in meaningful chunks
Writing
Gather and share information, ideas and language
III. Materials:
SB P61
Cassette 7B
WB P32
PP P55
Procedure
I. Warming-up 1. A chant: A perfect score
II. Pre-task preparation:
Introduce the reflexive pronouns:
Yourself, yourselves, ourselves, themselves, myself, himself and herself
Look and read: listen and follow
Refer to the modeled conversation in Discuss for reference, discuss the changes you can make enjoyable school life.
III. While-task procedure:
PP P55: Discuss what changes you can make yourselves and write reports
Read your reports
IV. Post-task activities
WB P32
V. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P54, 55
3) WB P32
IV. Notes
Unit 4 A more enjoyable school life 4/4
I. Language focus:
1. Asking ‘Wh-’ questions to find out various kinds of specific information about a person
4. Using modals to make suggestions
II. Language skills:
Listening
Listen for specific information
Speaking
Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings
Using gestures and facial expression to convey meaning
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Writing
Gather and share information ,ideas and language by using strategies
Revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of language
Write out a piece of work by presenting writing using appropriate layout and visual support
III. Materials:
SB P62
Cassette 7B
PP P56, 84
Procedure
I. Warming-up 1. A chant: A perfect score
II. Pre-task preparation:
Look and say: Pair work: about what each picture means
Group work: PP P56: make a similar board display
III. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P56, 57
3) PP P57-60
4) PA M3
IV. Notes
Module 4 The natural elements
Unit 1 Electricity today 1/4
I. Language focus:
Using ‘going to’ to describe events that will occur quite soon
Using the simple present tense to express simple truths
Using the future tense to talk about future events
Using formulaic expressions to express approval
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Identify main ideas of a new topic
Listen for specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Reading
Read written language in meaningful in chunks
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Recognize format and language features in narrative and non-narrative texts
Understand intention, attitude and feelings stated in a text by recognizing features such as the choice and use of language
III. Materials:
SB P65,66
Cassette 7B
Procedure
I. Warming-up 1. Free talk:
II. Pre-task preparation
1. New vocabulary items: electricity, lightning, thunder, fright
What do you see when lightening flashes?
What do you see when thunder crashes?
→ Electricity!
2. Read, learn and think
1) Listen and follow
2) Listen and join in the reading
3. Pair work: PP P61
write some lists of electrical appliances in your home
4. Do a survey: Which electrical appliance is the most common one?
III. Consolidation:
1. Oral: 1) Listen and read 5 times
2) Role-play the conversation and recite
2. Written: 1) Copy work: phrases
2) Find out some information about Benjamin Franklin.
3) Collect different pictures of electrical appliances
IV. Notes
Unit 1 Electricity today 2/4
I. Language focus:
Using connectives to give reason
Using adverbs/adverbials to express time/frequency
Using adjectives to describe conditions
Asking ‘Wh-’ questions to find out the reason
Asking ‘Wh-’ questions to find out various kinds of specific information about something
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, commands, and respond appropriately
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expressions
Reading
Read written language in meaningful in chunks
Recognize format and language features in narrative and non-narrative texts
Recognize recurrent patterns in language structure
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 necessary
Maintain an interaction by asking and responding to other’s opinions
III. Materials:
SB P67
Cassette 7B
WB P33,34
PP P62
Pictures/photos of electrical appliances
Procedure
I. Warming-up 1. Free talk:
II. Pre-task preparation
1. Review: names of different electrical appliances
Pronounce correctly
III. While-task procedure:
1. Group work: PP P62 discuss the importance of electricity and complete a report
2. Presentation: the report
IV. Post-task activity
1. WB P 33,34
V. Consolidation:
1. Oral: 1) Listen and read 5 times
2) Pair work
2. Written: 1) Copy work: phrases
2) GB P58,59
VI. Notes
Unit 1 Electricity today 3/4
I. Language focus:
Using the simple present tense to express simple truths
Using adverbs to express time/frequency
Using adjectives to describe objects
Using prepositions/prepositional phrases to indicate position/place/direction
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, commands, and respond appropriately
Identify main ideas of a new topic
Listen for specific information
Reading
Read written language in meaningful in chunks
Recognize format and language features in narrative and non-narrative texts
Read written language in meaningful in chunks
Speaking
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate
III. Materials:
SB P68
Cassette 7B
Picture of public transport
WB P 35
Procedure
I. Warming-up
A chant: Lightning and thunder
II. Pre-task preparation
1. Review: different types public transport
2. Look and read:
1) Listen and follow
Brainstorming: guess about Airport Railway
2) Listen and repeat
List all the verbs in present tense
List all the prepositions
3. Pair work:
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Pair work
2. Written: 1) Copy work: phrases
2) GB P60
3) WB P35
IV. Notes:
Unit 1 Electricity today 4/4
I. Language focus:
Using the impersonal ‘it’ to express facts
Asking ‘Wh-’ questions to find out various kinds of information about a person, object or an event.
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, commands, and respond appropriately
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expressions
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 necessary
Maintain an interaction by asking and responding to other’s opinions
Reading
Read written language in meaningful chunks
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing
Ⅲ. Materials:
SB P69
Cassette 7B
WB P36
Procedure
Ⅰ. Warming-up 1. A chant: Lightning and thunder
II. While-task procedure
1. Read, think and answer:
1) Group work: discuss and answer
2) Think of more questions
2. Act out the dialogue
III. Post-task activity
WB: P36
IV. Consolidation
1. Oral: 1) Listen and read 5 times
2) Practise the dialogue orally
2. Written: 1) Copy work: phrases
2) GB P65
3) PA M4 U1
V. Notes:
Unit 2 The wind is blowing 1/5
I. Language focus:
1. Using imperatives to give instructions and directions
2. Asking ‘Wh-’ questions to find out various kinds of information about a person, object or an event.
3. Asking simple questions to obtain ‘yes/no’responses
4. Using adjectives to make comparisons
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, commands, and respond appropriately
Listen for specific information
Reading
Read written language in meaningful chunks
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic
Maintain an interaction by asking and responding to others’ opinions
Maintain an interaction by taking one’s turn at the right moment and recognizing other’s desire to speak
Close an interaction by giving reasons
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing
III. Materials:
SB P70
Cassette 7B
Procedure
I. Warming-up 1. A chant: Lightning and thunder
Ⅱ. Pre-task preparation
1. Knowledge about a fable:
What is a fable?
It’s a story. We learn a lesson from it.
2. Think, discuss and match
1) listen and follow
2) Do you still remember the fable: The wind and the sun?
3）Questions:
What kind of person was Mr Wind?
What did he sometimes do to the people?
Were Mr Wind and Mr Sun good friends?
What did Mr Wind and Mr Sun do to find out who was stronger?
What happened next?
Who was stronger?
What have you learnt from this fable?
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Practise the dialogue orally
2. Written: 1) Copy work: phrases
2) More grammar exercises
IV. Notes:
Unit 2 The wind is blowing 2/5
I. Language focus:
1. Using the simple past tense to talk about past activities and states
2. Using adjectives to describe manner
3. Using adjectives to describe people, animals, objects and conditions
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expressions
Reading
Read written language in meaningful chunks
Predict the likely development of a topic by recognizing key words and making use of context and knowledge of the world
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 necessary
Maintain an interaction by asking and responding to other’s opinions
Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak
Close an interaction by giving reasons
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing
III. Materials:
SB P71
Cassette 7B
WB P37
PP P63-67
Procedure
I. Warming-up 1. Free talk:
II. Pre-task preparation
Read the paragraphs in consecutive order
III. While-task procedure
1.Group work: PP P63-67
1) Put the paragraphs in correct order and number them
2) Make your story books
3) Share your books with your classmates
IV. Post-task activity:
1. WB P37
V. Consolidation
1. Oral: 1) Listen and read 5 times
2) Act out the fable
2. Written: 1) Copy work: phrases
2) WB P37
Unit 2 The wind is blowing 3/5
I. Language focus:
1. Using pronouns to identify people, animals and objects
2. Using adjectives to make comparisons
3. Using modals to express obligation and prohibition
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Reading
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Read written language in meaningful chunks
Speaking
Apply syntactic rules such as subject-verb agreement
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where necessary
Maintain an interaction by asking and responding to other’s opinions
Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak
III. Materials:
SB P72,
Cassette 7B
WB P38
Procedure
I. Warming-up 1. Free talk: Role-play the fable
II. Pre-task preparation
1. Say something about wind:
Do you like wind?
What type of wind do you like?
Why is gentle wind the most popular?
2. Look, read and make
Listen and follow
Make a kite of your own
3. Decide who has made the most beautiful kite
III. Consolidation
1. Oral: 1) Listen and read 5 times
2) Act out the dialogue
2. Written: 1) Copy work: phrases
2) WB P38
3) GB P 61-62
Unit 2 The wind is blowing 4/5
I. Language focus:
1. Using pronouns to identify people, animals and objects
2. Using adjectives to make comparisons
3. Using modals to express obligation and prohibition
II. Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately
Reading
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Read written language in meaningful chunks
Speaking
Apply syntactic rules such as subject-verb agreement
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where necessary
Maintain an interaction by asking and responding to other’s opinions
Maintain an interaction by controlling participation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak
III. Materials:
SB P73
Cassette 7B
WB P39
PP P6-70
Procedure
I. Warming-up 1. Story telling: The wind and the sun
II. Pre-task preparation
1. Language practise:
His/Hers is (not) as big/small/heavy/light as his/hers.
His schoolbag is (not) as long/short/light as
hers.
His is bigger/heavier/lighter than hers.
III. While-task procedure
1. Group work 1: PP P68
1) Draw and colour
2) Talk in the group using the target language
3) Fill in the survey
2. Group work 2: PP P69,70
1) Make a poster
2) Write captions
IV. Post-task activity
WB P39
V. Consolidation
1. Oral: 1) Listen and read 5 times
2) Act out the dialogue
2. Written: 1) Copy work: phrases
2) WB P39
3) GB P 63-64
Unit 2 The wind is blowing 5/5
I. Language focus:
1. Using prepositions to indicate position/place/direction
2. Using connectives to show the time relationship
II. Language skills:
Speaking
Open an interaction by eliciting a response by asking questions
Maintain an interaction by agreeing or disagreeing, replying
Maintain an interaction by asking and responding to others’ opinions
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing
Plan and organize information and ideas by deciding on the sequence of content
Develop written texts by expressing own ideas and feelings
Revise and edit drafts by sharing work with teachers and classmates and responding positively to their suggestions on ideas and use of languges
Reading
Read written language in meaningful chunks
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete expression
III. Materials:
SB P75
Cassette 7B
WB P40
PP P71
Procedure
I. Warming-up 1. Read a poem: When the wind blows
II. Pre-task procedure
What else do you see when the wind blows?
III. While-task procedure
1. Pair work: PP P71:
1) Complete the poem and write an extra paragraph
2) Discuss, plan and write
3) Act out your own poem
4) Vote for your favourite poem based on the content and
creativity of the poem and acting skills of the students
IV. Post-task activity
WB P 40
V. Consolidation
1. Oral: 1) Listen and read 5 times
2) Say your own poem
2. Written: 1) Copy work: phrases
2) WB P40
3) GB P 66
Unit 3 Water Festival 1/6
I. Language focus:
Using connectives to express alternatives
Using adv to describe addition
II. Language skills:
Listening
Understand the speaker’s intonation and stress…
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Listen for specific information
Speaking
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Use visual clues ,context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Writing
Gather and share information by using listing, questioning…
Develop written texts by presenting main and supporting ideas
III. Materials:
SB P76,77
PP P72
Recipes for different hot and cold drinks
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
Language Learning activity:
This section aims at providing SS with opportunities to pratise the language /vocabulary needed or become familiar with the background for the task that follows
1. Intro recipes to SS of hot and cold drinks.
2. Listen and follow: Look and read.
3. Distribute PP P72 to SS. SS should write a recipe for making Apple and Peach Tea.
4. Share the recipes with the rest of the class.
5. Collect the recipes written by SS, blind them to make a recipe book.
III. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) WB P41
IV. Notes:
Unit 3 Water Festival 2/6
I. Language focus:
Asking “Wh-” questions to find out various kinds of specific information about a person, object or an event.
Using conj to show the time relationship between two actions
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Close an interaction by giving reasons
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Writing
Gather and share information by using listing, questioning…
Develop written texts by presenting main and supporting ideas
Develop written text by expressing own ideas and feelings
Plan and organize information and ideas by deciding on the sequence of content
III. Materials:
SB P77
WB P41
PP P73
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
Demonstrate boiling water turning into steam in class. Give brief explanations to each step.
Ask: What happens when we boil water/freeze water/ice melts? What are the three forms of water?
III. While-task procedure
Pair work: Distribute PP P73 to SS. Complete the quiz card.
A class competition. Communicate with the whole class.
IV. Post-task activities
1. Demonstrate turning ice into water in class. Put some ice-cubes into a glass of warm water. Explain to SS that when ice melts it turns into water
2. Suggest SS do it at home.
3. WB P41
V Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P67
VI. Notes:
Unit 3 Water Festival 3/6
I. Language focus:
Using conj to show the time relationship between two actions.
Using nouns phrases to refer to quantity /units.
Using modals to express obligation and prohibition
Using the introductory “there” to express facts
II. Language skills
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Listen for specific information
Identify the main ideas of a new topic
Speaking
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Close an interaction by giving reasons
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
III. Materials:
SB P78
A jug, a bowl, a cup and water
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
Language Learning activity:
This section aims at providing SS with opportunities to pratise the language /vocabulary needed or become familiar with the background for the task that follows
Ask SS if they know any water games. Let SS to explain the game.
Listen and follow: Think and do.
invite SS to demonstrate the game.
Ask: How can you get 90 millilitres of water in the jug?
You may invite SS to play some water games previously suggested
III. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) WB P42
IV Notes:
Unit 3 Water Festival 4/6
I. Language focus:
Using introductory “there” to express facts
Using the simple present tense to express simple truths
Using the simple past tense to talk about past activities and states
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Use appropriate intonation and stress, and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Writing
Gather and share information by using listing, questioning…
Develop written texts by presenting main and supporting ideas
Write out a piece of work
III. Materials:
SB P79
WB P42
PP P74
A jug, a bowl, a cup and water
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
Review the game “Pouring water” with SS. Show SS how to get 90 millilitres of water in the jug.
III. While-task procedure
Pair work: Make notes and write a report.
Invite SS to read their answers aloud & correct them.
Post-task activities
Group work: make a book of water.
WB P42
IV. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P68-70
IV. Notes:
Unit 3 Water Festival 5/6
I. Language focus:
Asking “Wh-” questions to find out places, position or direction.
Use Ad/adverbial to express time/frequency
Use formulaic expressions to express opinions
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Listen for specific information
Identify the main ideas of a new topic
Speaking
Use appropriate intonation and stress, and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
III. Materials:
SB P80
WB P43
Cassette 7B
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
Language Learning activity:
This section aims at providing SS with opportunities to pratise the language /vocabulary needed or become familiar with the background for the task that follows
1. Review the different places, such as: swimming pool, reservoirs, construction sites, beaches,
ask: What sign do we see at these places?
2. Listen and follow: Read, think and match
3. Role-play: Read, think and read
4. Act it out. Write Ss’ ideas on the board.
III. Consolidation
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) WB P43, 44
IV. Notes:
Unit 3 Water Festival 6/6
I. Language focus:
Asking “Wh-” questions to find out places, position or direction.
Use Ad/adverbial to express time/frequency
Use formulaic expressions to express opinions
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Understand speaker’s intonation, attitude and feelings
Speaking
Use appropriate intonation and stress, and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
III. Materials:
SB P81
WB P44
PP P75,76
A few boxes
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
1.Intro the signs on P81. Let Ss read them.
Ask: Where do we find signs?
2. Get SS to draw and write others signs
III. While-task procedure
1. Matching game. PP P75, 76.
2. Each has a sign. Ask a question, if the answer is correct, get one point.
IV. Post-task activity: WB P44
V. Consolidation: GB P70, 75
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) PA P54-57
IV. Notes:
Unit 4 A visit to the Space Museum 1/5
I. Language focus:
Using nouns/noun phrases to identify people, animals, events, objects and activities.
Using definite articles to refer to a cosmic object
Using present continuous tense to describe an action taking place at the time of speaking
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Understand speaker’s intonation, attitude and feelings
Speaking
Use appropriate intonation and stress, and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
III. Materials:
SB P81
WB P44
PP P75,76
A few boxes
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
1. Introduce the signs on P81. Let Ss read them.
Ask: Where do we find signs?
2. Get SS to draw and write others signs
III. While-task procedure
1. Matching game. PP P75, 76.
2. Each has a sign. Ask a question, if the answer is correct, get one point.
IV. Post-task activity: WB P44
V. Consolidation: GB P70, 75
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) WB P45, 46
IV. Notes:
Unit 4 A visit to the Space Museum 2/5
I. Language focus:
Using adjectives to make comparison.
Using prep to indicate position/place/direction
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Understand speaker’s intonation, attitude and feelings
Speaking
Use appropriate intonation and stress , and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
III. Materials:
SB P83
WB P46
Procedure
I. Warming-up
Free talk: outer space
II. Pre-task preparation
1.Review the comparative adjectives: largest, longest, smallest, closest, farthest, hottest, coldest, shortest
2.Listen and follow: Read, think and write
III. While-task procedure
Pair work: Ask and answer.
Check the answers.
IV. Post-task activities:
Play a quiz game. Use the quiz cards in Ask and answer.
WB P46
V. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P71
VI. Notes:
Unit 4 A visit to the Space Museum 3/5
I. Language focus:
Using relative clause to describe people
Using nouns/noun phrases to identify people, animals, events, objects and activities.
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Understand speaker’s intonation, attitude and feelings
Speaking
Use appropriate intonation and stress, and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Reading
Scan a text to locate specific information
Recognize recurrent patterns in language structure
Materials:
SB P84,85
WB P47
Procedure
I. Warming-up
Free talk: outer space
II. Pre-task preparation
Language Learning activity:
This section aims at providing SS with opportunities to pratise the language /vocabulary needed or become familiar with the background for the task that follows
Review the different occupations on P84 of SB.
Look at Read and think. Ss are to work individually.
Ask Ss to briefly explain their selection to the class.
III. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P72
VI. Notes:
Unit 4 A visit to the Space Museum 4/5
I. Language focus:
Using adjectives to describe people, animals, objects and conditions
Asking “Wh-” “how” questions to find out various kinds of specific information
Using connectives to give reason
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Understand speaker’s intonation, attitude and feelings
Speaking
Use appropriate intonation and stress, and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
III. Materials:
SB P85
WB P48
Pictures of different nationalities
Procedure
I. Warming-up
Free talk: outer space
II. Pre-task preparation
Use the picture of different nationalities
Ask: What’s his/her nationality?
While-task procedure
Pair work: choose crew numbers they’ve chosen on P84.
When Ss talk about their selections ask: Would you like to make changes to your plans?
Invite Ss to report their changes to the class
IV. Post-task activities: WB P48
V. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P73, 74
VI. Notes:
Unit 4 A visit to the Space Museum 5/5
I. Language focus:
Using imperatives to give instructions and directions
Using modals to make an offer or invitation
II. Language skills:
Listening
Recognize differences in the use of intonation in questions, statements, and respond appropriately
Speaking
Use appropriate intonation and stress , and vary volume, tone of vice, and speed of convey intended meanings and feelings.
Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding, or giving examples, explaining and using formulaic expressions where appropriate.
Open an interaction by eliciting a response by asking question
Maintain an interaction by replying
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete meaning.
Read written language in meaningful chunks
Recognize recurrent patterns in language structure
Writing
Gather and share information by using listing, questioning…
Develop written texts by presenting main and supporting ideas
Write out a piece of work
III. Materials:
SB P86
PP P85
Cassette7B
Procedure
I. Warming-up
Free talk: Save water
II. Pre-task preparation
Ask SS: Have you been to the Space Museum? Where is it? What did you see? Which part did you enjoy mast? Would you recommend this visit to your schoolmates?
III. While-task procedure
Ss work individually. Help Peter to finish a report.
Invite Ss to read it.
Post-task activities
Invite Ss to write their own report about their visit to the Space Museum.
collect the reports to make a book.
V. Consolidation:
oral: 1) Listen and read 5 times
2) Act out the dialogues
written: 1) Copy work: phrases
2) GB P76
IV. Notes:
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