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1、 Module 4 The natural elements Unit 1 Electricity today 1 Language focus: Using the simple present tense to express simple truths. e.g. Electricity is very important to us. Using ‘going to’ to describe events that will occur quite soon. e.g. I’m going to show a video. Using the future tense

2、 to talk about future events, actions and processes. e.g. It will tell you a lot about electricity. Using formulaic expressions to express approval. e.g. Great./Hurray! Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and

3、 disapproval), commands, and respond appropriately. Identify 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 write language in meaningful chunks. Use visual clues, context and knowled

4、ge of the world to work out the meaning of an unknown work 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 feathers such as the choice and use of language. Material

5、s: Student’s Book 7B page 66 Cassette 7B and a cassette player. Preparation: Cue the cassette. Pre-task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for th

6、e task that follows. 1. Ask students questions such as: What do you see when lighting flashes? What do you see when thunder crashes? To elicit: Electricity. You can ask students to think of other objects/places/situations where electricity is used. 2. Play the recording: Read, learn and think. Stu

7、dents listen and follow in their books. 3. Play the recording again and encourage students to join in the reading. 4.Get students to go to the library to find out some information about Benjamin Franklin. Invite students to bring the information and share it with the class. 5.Explain to stud

8、ents the meaning of any new vocabulary which appears in the video, e.g. lightning, fright. 2 Language focus: Using the simple present tense to express simple truths. e.g. Electricity gives power for lights. Asking ‘Wh-’ questions to find out various kinds of specific information about somethi

9、ng. e.g. What else does it give power for? Using modals to make requests. e.g. Can you write a list of five electrical appliances at home? Using nouns to identify objects. e.g. electrical appliances, a washing machine, an air conditioner, a vacuum cleaner. Language skills: Listening Recog

10、nize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately. Listen for specific information Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial ex

11、pression Speaking Open an interaction by eliciting a respongse. Maintain an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate. Maintain an interaction by controlling particip

12、ation in an interaction or group activities such as taking one’s turn at the right moment and recognizing others’ desire to speak. 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 informat

13、ion, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing. Materials: Student’s Book 7B page 66 Cassette 7B and a cassette player Photocopiable page 61 Pictures/photos of electrical appliances. Preparation: Cue the cassette. Make a copy of P

14、hotocopiable page 61 for each student. Pre-task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows. 1. Collect different pictures/photo

15、s of electrical appliances. Ask students: What else does electricity give power for? To elicit different types of electrical appliances. Write the names of the different electrical appliances on the board. Introduce any vocabulary items that are new to students, e.g. washing machine, vacuum cleaner.

16、 If it is necessary, play the recording: Read, learn and think again. Students listen and follow in their books. 2. Students work in pairs. Distribute a copy of Photocopiable page 61 to each student. They have to write some list of electrical appliances that are in different places in their homes.

17、 3. When the students have completed their lists, do a survey on board to see which electrical appliances are the most common in students’ homes. 3 Language focus: Asking ‘Wh-’ questions to find out the reason. e.g. Why has electricity become so important in our lives? Using connectives to gi

18、ve reason. e.g. It’s because people want to use many different electrical appliances. Asking ‘Wh-’ questions to find out various kinds of specific information about something. e.g. What electrical appliances do people usually use at home/ at school /in offices? Using adverbs/adverbials to expres

19、s time/frequency e.g. People usually use … Using adjectives to describe conditions. e.g. comfortable, enjoyable, convenient. Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropr

20、iately. Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression Speaking Open an interaction by eliciting a response Main an interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or

21、giving examples, explaining and using formulaic expressions where appropriate. 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. Maintain an interaction by asking and res

22、ponding to others’ opinions Reading Read written language in meaningful chunks. Recognize recurrent patterns in language structure. Recognize format and language features in narrative and non-narrative texts. Writing Gather and share information, ideas and language by using strategies such

23、as brainstorming, listing, questioning, and interviewing Develop written texts by using appropriate format, conventions and language features when writing non-narrative texts. Materials: Student’s Book 7B page 67 Workbook 7B pages 33 and 34 Photocopiable page 62 Pictures/photos of electrical

24、 appliances Preparation: Make a copy of Photocopiable page 62 for each group. Post-task activity Workbook pages 33-34 Consolidation Grammar Practice Book 7B pages 58 to 59 4 Language focus: Using adverbs to express time/frequency e.g. Not yet. Using adjectives to describe objects e.

25、g. Electricity makes traveling on the Airport Railway fast, sage and comfortable. Using the simple present tense to express simple truths e.g. The Airport Railway runs through tunnels for eight kilometers. Using prepositions/prepositional phrases to indicate position/place/direction e.g. It runs

26、 over bridges for three kilometers. Language skills: Listening Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately. Identify the main ideas of a new topic. Listen for specific information Speaking

27、Maintain an interaction by acknowledge, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate Reading Read written language in meaningful chunks Use visual clues, context and knowledge of the world to work out

28、the meaning of an unknown word and a complete expression Recognize format and language features in narrative and non-narrative texts. Materials: Student’s Book 7B page 68 Cassette 7B and a cassette player Workbook 7B page 35 Pictures of public transport Preparation: Cue the cassette. Pre-

29、task preparation Language learning activity (This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows. 1. Show photos or pictures of different types of public transport with students. 2.

30、 Play the first half of the recording: Look and read. Students listen and follow in their books. 3. Ask students to guess various information about the Airport Rail way such as: How many kilometers long is the Airport Railway? Write students’ guesses on the board. 4. Play the second part of the re

31、cording: Look and read. Students listen and follow in their books. 5. Remind students of the use of the present tense. You may also review the use of prepositions with students. You may get students to list all the verbs with which are in the present tense or list all the prepositions. 6. Students

32、 work in pairs or groups. Ask them to pick a mode of public transport they would to find some information about. Ask students to bring some information about their choose mode of transport to class. Suggest to students that they go to the library to look for information. Invite each group to share t

33、heir information with the rest of the class. Consolidation Grammar Practice Book 7B page 60 Workbook page 35 5 Language focus: Asking ‘Wh-’ and ‘How’ questions to find out various kinds of specific information about a person, object or an event. e.g. What is the Airport Railway called? Ho

34、w many kilometers long is the Airport Railway? Using the impersonal ‘it’ to express facts e.g. It’s powered by … Language skills: Listening Recognize differences in the use of intonation in question, statements (including approval and disapproval), commands, and respond appropriately. Under

35、stand the speaker’s intention, attitude and feelings through his/her choice and use of language gestures and facial expression Speaking Open an interaction by eliciting a response by asking questions or providing information on a topic. Maintain an interaction by acknowledging, agreeing or dis

36、agreeing, replying, asking question, adding or giving example, explaining and using formulaic expressions where appropriate. 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. Reading Read written language in meaningful chunks Materials: Student’s Book 7B page 69 Workbook 7B page 36 Post-task activity Workbook page 36 Consolidation Grammar Practice Book 7B page 65 用心 愛心 專心