资源描述
Module 4 The natural elements
Unit 2 The wind is blowing
1
Language focus:
Using adjectives to make comparisons.
e.g. They’d like to know who’s stronger..
Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event
e.g. What kind of person was Mr Wind?
Asking simple questions to obtain ‘yes/no’ responses
e.g. Were Mr. Wind and Mr. Sun good friends?
Using imperatives to give instructions and directions.t
e.g. Think about the questions on the blackboard.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.
Listen for specific information.
Speaking
Open an interaction by eliciting a response by asking questions or providing information on a topic.
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 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 responding to others’ opinions.
Close an interaction by giving reasongs.
Reading
Read written language in meaningful chunks.
Writing
Gather and share information, idea and language by using strategies such as brainstorming, listing, questioning, and interviewing.
Materials:
Student’s Book 7B page 70
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 the task that follows.
1. Write the questions about the fable. The wind and the sun’ in Think, discuss and match on the blackboard.
2. Play the recoding: Think ,discuss and match.
3. Ask students if they remember the fable: The wind and the sun’. If it is necessary, refresh students’ memories by telling them the fablde again. Invite students to mime the actions of the characters as you telling the class the fable.
4. Students work in groups of four to discuss the questions on the blackboard. When each group has answered the questions on the blackboard, get them to report their answers to the class.
2
Language focus:
Using the simple past tense to talk about activities and states.
e.g. Mr Wind blew and blew.
Using adjectives to describe people, animals, objects and conditions.
e.g. Mr Wind became very angry.
Using adverbs/adverbials to describe manner.
e.g. The man held his coat more tightly in the wind because he was cold.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expreeion
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 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 responding to others’ opinions.
Close an interaction by giving reasons.
Reading
Read written language in meaningful chunks
Predict likely development of a topic by recognizing key words and making use of context and knowledge of the world.
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing questioning, and interviewing.
Materials:
Student’s Book 7B page 71
Workbook 7B page 37
Photocopiable pages 63 to 67
Preparation:
Make a copy of Photocopiable pages 63 to 67 for each group.
Consolidation
Workbook page 37
3
Language focus:
Using adjectives to make comparison
e.g. Mine is bigger than yours.
Using connectives to link contrasting ideas.
e.g. However, I quite like windy weather.
Using adverbs/adverbials to express time
e.g. First … Next, … Then … Finally ….
Using pronouns to identify people, animals and objects.
e.g. Ours are not as beautiful as hers.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, an respond appropriately
Identify the main ideas of a new topic
Listen for specific information.
Speaking
Maintain an interaction by acknowledge, agreeing or disagreeing, replying, asking questions, adding or 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 responding to others’ opinions.
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.
Materials:
Student’s Book 7B page 72
Cassette 7B and a cassette player
Workbook 7B page 38
Preparation:
Cue the cassette.
Pre-task preparation
Language learning activity
(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.
1. Ask students if they like wind, what type of wind they like and why they like it. Conduct a survey of the most popular type of wind and why it is the most popular.
2. Play the recording: Look, read and make. Students listen and follow in their books.
3. Have an art craft lesson. Get students to make their own kite. Put up all the kites on a display board and have the whole class vote for the most beautiful kite.
Consolidation
Grammar Practice Book 7B pages 61 to 62
Workbook page 38
4
Language focus:
Using adjectives to make comparisons
e.g. Mine is not as big as yours.
Using pronouns to identify people, animals and objects.
e.g. Ours are not as beautiful as theirs.
Using modals to express obligation and prohibition.
e.g. We should not … It may cause …
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
Speaking
Apply syntactic rules such as subject-verb agreement correctly.
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 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 responding to others’ opinions.
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
Materials:
Student’s Book 7B page 73
Workbook 7B page 39
Photocopiable pages 68 to 70
Preparation:
Make a copy of Photocopiable page 68 for each student and make copies of Photocopiable page 69 and 70 for each group.
Post-task activity
Workbook page 39
Consolidation
Grammar Practice Book 7B pages 63 to 64
5
Language focus:
Using prepositions/prepositional phrases to indicate position/place.direction
e.g. Leave fly from the trees across the sky.
Using connectives to show the time relationship between two actions.
e.g. When the wind blows, leaves fly from the trees across the sky.
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.
Identify the man ideas of a new topic.
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.
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 responding to others’ opinions
Reading
Read written language in meaningful chunks
Recognize format and language features in narrative and non-narrative-texts.
Writing
Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.
Plan and organize information and ideas by deciding on the sequence of content.
Develop written texts by using basic narrative structure that comprises setting, characters, events and dialogue when writing about real and imaginary experience.
Materials:
Student’s Book 7B page 74
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 the task that follows.
1. Ask students: What do you see when the wind blows? To elicit different ideas from students. Write students’ answers on the board.
2. Play the recording: Read a poem. Students listen and follow in their books.
3. Play the recording again. Students listen and repeat.
4. Invite three students to act out the poem in class. Encourage them to use facial expressions or gestures while acting out the poem.
5. Invite the whole class to participate in writing a poem about the wind. Use the ideas on the board. You may encourage students to think of more ideas by asking: What else can you see when the wind blows? Ask students to work in groups. Each group has to write a verse using the ideas on the board.
6. When students have finished, compile all the verses together to form the poem. You may get the whole class to read and act out the poem.
6
Language focus:
Using prepositions/prepositional phrases to indicate position/place/direction
e.g. Flowers how among the grass.
Using connectives to show the time relationship between two actions
e.g. When the wind blows, flowers …
Language skills:
Listening
Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately
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 appropriate
Maintain an interaction by asking and responding to others’ opinions
Reading
Read written language in meaningful chunks.
Use visual clues, context and knowledge of the world to work out the meanings of an unknown work and a complete expression
Recognize recurrent patterns in language structure.
Understand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.
Writing
Gather and share information, ideas and languages by using strategies such as brainstorming, listing, questioning and interviewing.
Plan and organize information and idea by deciding on the sequence of content.
Revise and edit drafts by using a range of revision techniques to improve the content of a piece of writing such as combining ideas, rearranging the order of ideas, adding/deleting details, substituting words or phrases with more appropriate ones.
Revise and edit drafts by re-reading the draft and correcting spelling punctuation and grammar.
Write out a place of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.
Materials:
Student’s Book 7B page 75
Workbook 7B page 40
Photocopiable page 71
Preparation:
Make a copy of Photocopiable page 71 for each student.
Post-task activity
Workbook page 40
Consolidation
Grammar Practice Book 7B page 66
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