7B M4 U3 Water festival 1st P76
上海牛津英语七年级 7A M4Unit 3 Water Festival
by Rachel
Question:
How many other festivals do you know in China or in western countries?
Mid-Autumn Festival
Dragon Boat Festival
What happens when we freeze water?
When
we freeze water, it turns into ice.
What happens when ice melts?
When
ice melts, it turns into water.
What happens when we boil water?
Step 1: Peeling some apples. Step 2: Cutting some peaches. Step 3: Adding some sugar . Step 4: Boiling them for 15min.
Iced Fruit Punch
Step 1: Preparing some different drinks ice-cubes Step 2: Making Step 3: Pouring out the sprite Step 4: Putting ice-cubes into sprite.
When
we boil water, it turns into steam.
What happens when steam cools?
When
steam cools, it turns into water.
七下Module 4《Unit3 Water Festival》word教学设计教案
Module 4 The natural elementsUnit 3 Water Festival1Language focus:Using connectives to express alternatives. They have either a hot drink or a cold drink.Using adverbs/adverbials to express addition. Class, you’ve not only learnt how make delicious drinks, you’ve also learnt about the three forms of water.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.Listen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expressionSpeakingOpen an interaction by eliciting a responseMaintain an interaction by acknowledging, agreeing or disagreeing, replaying, asking questions, adding or giving examples, explaining and using formu laic expressions where appropriate.Maintain an interaction by asking and responding to others’ opinions.ReadingRead written language in meaningful chunksUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionRecognize recurrent patterns in language structureWritingGather and share information, ideas and language by using strategies such 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 pages 76 and 77Cassette 7B and a cassette playerPhotocopiable page 72.Recipes for different hot and cold drinks.Preparation:Cue the cassette. Make a copy of Photocopiable page 72 for each pair.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Introduce recipes of different hot and cold drinks to students. Ask students about the different types of hot and cold drinks can make. Write stu dents’ suggestions on the board.2. Play the recording: Look and read. Students listen and follow in their bo oks.3. Distribute a copy of Photocopiable page 72 to each pair. Students are required to write a recipe for making Apple and Peach Tea. Get students to discuss in pairshow they would make it, given the pictures and words. Then they write their recipes.4. Invite a few paires to share their recipes with the rest of the class. Get each pair to check their answers with another pair. Accept all reasonable answers and give explanations when necessary.5. Ask students to write recipes for their suggestions previously discussed. You may ask students to think of other drinks they can make. Students can work individually, in pairs or in groups.6. When students have finished their recipes, collect them and bind them together to make a recipe book.2Language focus:Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event.. What happens when we boil waterUsing connectives to show the time relationship between two actions.. When we freeze water, it turns into ice.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.SpeakingOpen 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 expressionswhere appropriate.Maintain an interaction by asking and responding to others’ opinions.Close an interaction by giving reasons.ReadingRead 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.Recognize recurrent patterns in language structure.WritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewingPlan and organize information and ideas by deciding on the sequence of content. Develop written texts by presenting main and supporting ideas.Develop written texts by expressing own ideas and feelings.Materials:Stu dent’s Book 7B page 77Workbook 7B page 41Photocopiable page 73Preparation:Make a copy of Photocopiable page 73 for each pair.Pre-task preparation1. Demonstrate boiling water turning into steam in class. Have students watch the demonstration and give brief explanation about each step of the demonstration.2. Ask students: What happens when we boil water/freeze water/ice melts To elicit: When we boil water …/ When we freeze water … / When ice melts … You may ask moreable students: What are the three forms of waterConsolidationGrammar Practice Book 7B page 673Language focus:Using connectives to show the time relationship between two actions.. When the jug full, it contains 100 millilitres of water.Using nouns/noun phrases to refer to quantity/units.. 100 millilitres of water.Using modals to express obligation and prohibition.. You must pour all the water into another object.Using the introductory ‘there’ to express facts.. There were 100 millitres of water in the jug.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.Indentify the main ideas of a new topic. Listen for specific information. SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to 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 appropriateReadingRead 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.Recognize recurrent patterns in language structure.Materials:Student’s Book 7B page 78Cassette 7B and a cassette playerA jug, a bowl, a cup and water.Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Ask students if they know any water games. Get students to explain the game, including the procedures and rules, to th e rest of the class.2. Play the recording: Think and do. Students listen and follow in their books. If it is necessary, clarify the procedures and rules with the class.3. Invite two students to come to the front of the class and demonstrate the game.4. Ask students: How can you get 90 millilitres of water in the jug Give students time to answer this question. Then demonstrate it to the rest of the class.5. You may invite students to play some water games previously suggested. Get students to bring the materials to class. Have students explain the procedures andrules to the rest of the class while they demonstrate it. Offer help and guidance to the less able students.4Language focus:Using the introductory ‘there’ to express facts.. There were 50 millilitres of water in the bowl.Using the simple past tense to talk about past activities and states.. There were 50 millilitres of water in the jug.Using the simple present tense to express simple truths. Now there are only 20 millilitres of water in it.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately.SpeakingUse 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 acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.M aintain an interaction by asking and responding to others’ opinionsReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of anunknown word and a complete expressionRecognize recurrent patterns in language structure.WritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.Develop written texts by expressing own ideas and feelings.Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.Materials:Student’s Book 7B page 79Workbook 7B page 42Photocopiable page 74A jug, a bowl, a cup and waterPreparation:Make a copy of Photocopiable page 74 for each student.5Language focus:Asking ‘Wh-’ questions to find out place, position or direction.. Where do we usually find this signUse adverbs/adverbials to express time/frequency.. We usually find this sign near reservoirs and piers.Use formulaic expressions to express opinions.. What a shame!Language skills:ListeningRecognize 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 informationSpeakingUse appropriate intonation and stress, a nd vary volume, tone of voice, and speed to 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.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.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 structureMaterials:Studen t’s Book 7B page 80Cassette 7B and a cassette playerWorkbook 7B page 43Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Review the different places, such as: swimming pools, reservoirs, construction sites, beaches, etc. Ask students: What signs do we see at these places To elicit different signs which students know. Get students to come up to the front and draw the sign on the board. Offer help to students if they are not sure what the sign says.2. Play the recording: Read, think and match. Students listen and follow in their books.3. Invite some students to role-play the characters and say the conversation in Read, think and match.4. Ask students to come up with the procedures and rules for the matching game in Read, think and match. Write student s’ ideas on the board.6Language focus:Asking ‘Wh-’ questions to find out place, position and direction.. Where do we find this signUsing adverbs/adverbials to express time/frequency. We usually find this sign in …using imperatives to express prohibitions.. Diving is not allowed.Language skills:ListeningRecognize 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 expression SpeakingUse 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 questions or providing information on a topic.Maintain interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate.ReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of an unknown work and a complete expression. Recognize recurrent patterns in language structure.Materials:Student’s Book 7B page 81Workbook 7B page 44Photocopiable pages 75 and 76A few boxesPreparation:Make a copy of Photocopiable pages 75 and 76 for each group.Pre-task preparation1. Introduce the different signs page 81 of the Student’s Book to students. Askstudents to read out each sign. Ask them: Where do we fi nd this sign To elicit: We usually find this sign in/at/near …2. Ask students to think of other signs that they know of, besides the ones on page 81 of the Student’s Book. Get students to dr aw and write the signs on paper. Tell students to include their signs when they play the matching game.Post-task activityWorkbook page 44ConsolidationGrammar Practice Book 7B pages 70 and 75。
7B M4 U3 Water festival 5th P80-81
U3 Water Festival
Fifth Period P80-81
nguage learning objectives:
1. Asking“Wh-”questions to find out place, position or direction
2. Use adverbs / adverbials to express time / frequency
3. Using imperatives to express prohibitions
V.Difficult points:
e adverbs / adverbials to express time / frequency
Review the different places such as: swimming pools, reservoirs, construction sites, beaches etc. Ask Ss：What signs do we see at these places？
To review the old signs, information or attention which they have learned
To help Ss be familiar with the signs
5. Thinking of other signs
Ss are required to think of other signs. Get Ss to draw and write them on the paper. Tell them to include theirs when playing the matching game.
7B M4 U3 Water festival 4th P79
7 B M4 The natural elementsU3 Water FestivalFourth Period P79Y uren Middle school （育人中学）Huang Li Hua (黄丽华)I. Language learning objectives:1. Using the introductory “there” to express factse.g. There were 50 millilitres of water in the bowl.2. Using the simple past tense to talk about past activities and statese.g. There were 50 millilitres of water in the jug.3. Using the simple present tense to express simple truthse.g. Now there are only 20 millilitres of water in it.II. Ability aims:1. To train students’ ab ility of reading and writing.2. To make the students be able to write about the topic given.3. Students learn to cooperate with their classmates and accomplish theirtasks together.III. Emotion aims:1.To arouse students’ interests in learning English.2.To cultivate students’ cooperative spirit.3.To tell Ss the importance of how to use and save water.IV. Main points:1. Using the simple past tense to talk about past activities and states2. Using the simple present tense to express simple truthsV. Difficult points:1. Using the simple past tense to talk about past activities and states2. Using the simple present tense to express simple truthsMaterials:1. The multi-media system.2. Cassette 7B and a cassette player3. WB: P424. Photocopiable P 74。
七下英语作文water festival
七下英语作文water festivalThe Water Festival: A Celebration of Life and RenewalThe water festival, a vibrant and joyous celebration, is a cherished tradition that has its roots deeply embedded in the cultural tapestry of many regions around the world. This annual event, often marked by a display of color, music, and community spirit, is a testament to the profound significance of water in our lives. As we gather to honor this precious resource, we are reminded of its essential role in sustaining life and fostering a sense of unity among people from all walks of life.At the heart of the water festival lies a profound reverence for the life-giving properties of water. Water, the very essence of our existence, is celebrated in all its forms – from the cascading waterfalls that inspire awe, to the gentle streams that nourish the land, to the vast oceans that connect us to the world beyond our shores. The festival is a time to reflect on the intricate balance of our ecosystems and the delicate interplay between water and the natural world.One of the most captivating aspects of the water festival is the vibrant array of cultural traditions and customs that are woven intothe celebrations. In some regions, the festival is marked by the release of floating lanterns, each one carrying a personal wish or prayer for the coming year. The sight of these luminous orbs drifting across the water is a truly mesmerizing experience, symbolizing the collective aspirations of the community.In other parts of the world, the water festival is celebrated through the ritual of water splashing. This playful and joyous activity, where people engage in a friendly exchange of water, is a testament to the unifying power of this precious resource. As the laughter and shrieks of delight fill the air, barriers are broken down, and strangers become friends, united in the shared experience of the moment.Beyond the festive revelry, the water festival also serves as a poignant reminder of the importance of water conservation and environmental stewardship. As we come together to celebrate the bounty of water, we are also called to reflect on our role in safeguarding this finite resource for future generations. The festival provides a platform for raising awareness about the pressing issues of water scarcity, pollution, and the need for sustainable water management practices.Through the water festival, communities are empowered to take action and become stewards of their local water resources. Educational initiatives, community clean-up projects, and theplanting of trees along riverbanks are just a few examples of the ways in which the festival can inspire meaningful change and promote environmental responsibility.As the water festival unfolds, it becomes a powerful symbol of the interconnectedness of all living beings. The celebration transcends cultural boundaries, uniting people from diverse backgrounds in a shared appreciation for the life-sustaining properties of water. In this moment of collective joy and reverence, we are reminded of our profound responsibility to protect and preserve this vital resource for generations to come.In conclusion, the water festival is a testament to the enduring spirit of human resilience and the innate desire to celebrate the natural world. As we gather to honor the transformative power of water, we are reminded of our role as caretakers of this precious resource. Through the shared experiences of the festival, we cultivate a deeper understanding of our interdependence with the natural world and renew our commitment to creating a more sustainable and harmonious future for all.。
上海牛津7Bwater-festival公开课省公开课获奖课件市赛课比赛一等奖课件
2) How much of your body is made up of water? A. 75% B. 25% C. 6%
3) How much water should you drink daily for good health? A. 1-2 glasses B. 3-4 glasses C. 6-8 glasses
6) Water that is safe to drink is called____. A. clean B. polluted C. drinkable
7) How many forms does water have?
形态；形式
turn into 转变成
water
ice
steam
fr_e e_ze
②
③
④
①
Group Competition:
What happens when water boils?
• When water boils ,it turns into steam.
What happens when ice melts?
• When ice melts, it turns into water.
4) A hundred years ago, earth had_______. A. much more water than there is now B. a lot less water than there is now C. the same amount there is now
七年级英语Water Festival教案
七年级英语Water Festival教案dule 4 The natural eleentsUnit 3 ater Festival1Language fus:Using nnetives t express alternativeseg The have either a ht drin r a ld drinUsing adverbs/adverbials t express additineg lass, u’ve nt nl learnt h ae deliius drins, u’ve als learnt abut the three frs f aterLanguage sills:ListeningRegnize differenes in the use f intnatin in questins, stateents (inluding apprval and disapprval), ands, and respnd apprpriatelListen fr speifi infratinUnderstand the speaer’s intentin, attitude and feelings thrugh his/her hie and use f language, gestures and faial expressinSpeaingpen an interatin b eliiting a respnseaintain an interatin b anledging, agreeing r disagreeing, replaing, asing questins, adding r giving exaples, explaining and using frulai expressinsaintain an interatin b asing and respnding t thers’pininsReadingRead ritten language in eaningful hunsUse visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinRegnize reurrent patterns in language strutureritingGather and share infratin, ideas and language b using strategies suh as brainstring, listing, questining, and intervieingDevelp ritten texts b using apprpriate frat, nventins and language features hen riting nn-narrative textsaterials:Student’s B 7B pages 76 and 77assette 7B and a assette plaerPhtpiable page 72Reipes fr different ht and ld drinsPreparatin:ue the assette ae a p f Phtpiable page 72 fr eah pairLanguage learning ativit(This setin ais at prviding students ith pprtunities t pratise the language/vabular needed r bee failiar ith the bagrund fr the tas that flls1 Intrdue reipes f different ht and ld drins t students As students abut the different tpes f ht and ld drins an ae rite students’suggestins n the bard2 Pla the rerding: L and read Students listen and fll in their bs3 Distribute a p f Phtpiable page 72 t eah pair Students are required t ritea reipe fr aing Apple and Peah Tea Get students t disuss in pairs h the uld ae it, given the pitures and rds Then the rite their reipes4 Invite a fe paires t share their reipes ith the rest f the lass Get eah pair t he their ansers ith anther pair Aept all reasnable ansers and give explanatins hen neessarAs students t rite reipes fr their suggestins previusl disussed u a as students t thin f ther drins the an ae Students an r individuall, in pairs r in grups6 hen students have finished their reipes, llet the and bind the tgether t aea reipe b2Language fus:Asing ‘h-’questins t find ut varius inds f speifi infratin abut a persn, bet r an eventeg hat happens hen e bil ater?Using nnetives t sh the tie relatinship beteen t atinseg hen e freeze ater, it turns int ieLanguage sills:ListeningRegnize differenes in the use f intnatin in questins, stateents (inluding apprval and disapprval), ands, and respnd apprpriatelSpeaingpen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpiaintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding r giving exaples, explaining and using frulai expressins here apprpriateaintain an interatin b asing and respnding t thers’pininslse an interatin b giving reasnsReadingRead ritten language in eaningful hunsUse visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinRegnize reurrent patterns in language strutureritingGather and share infratin, ideas and language b using strategies suh as brainstring, listing, questining, and intervieingPlan and rganize infratin and ideas b deiding n the sequene f ntentDevelp ritten texts b presenting ain and supprting ideasDevelp ritten texts b expressing n ideas and feelingsaterials:Student’s B 7B page 77rb 7B page 41Phtpiable page 73Preparatin:ae a p f Phtpiable page 73 fr eah pairPre-tas preparatin1 Denstrate biling ater turning int stea in lass Have students ath the denstratin and give brief explanatin abut eah step f the denstratin2 As students: hat happens hen e bil ater/freeze ater/ie elts? T eliit: hen e bil ater …/ hen e freeze ater … / hen ie elts … u a as re able students: hatare the three frs f ater?nslidatinGraar Pratie B 7B page 673Language fus:Using nnetives t sh the tie relatinship beteen t atinseg hen the ug full, it ntains 100 illilitres f aterUsing nuns/nun phrases t refer t quantit/unitseg 100 illilitres f aterUsing dals t express bligatin and prhibitineg u ust pur all the ater int anther betUsing the intrdutr ‘there’t express fatseg There ere 100 illitres f ater in the ugLanguage sills:ListeningRegnize differenes in the use f intnatin in questins, stateents (inluding apprval and disapprval), ands, and respnd apprpriatelIndentif the ain ideas f a ne tpi Listen fr speifi infratinSpeaingUse apprpriate intnatin and stress, and var vlue, tne f vie, and speed t nve intended eanings and feelingsaintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding r giving exaples, explaining and using frulai expressins here apprpriateReadingRead ritten language in eaningful hunsUse visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinRegnize reurrent patterns in language strutureaterials:Student’s B 7B page 78assette 7B and a assette plaerA ug, a bl, a up and aterPreparatin:ue the assettePre-tas preparatinLanguage learning ativit(This setin ais at prviding students ith pprtunities t pratise the language/vabular needed r bee failiar ith the bagrund fr the tas that flls1 As students if the n an ater gaes Get students t explain the gae, inluding the predures and rules, t the rest f the lass2 Pla the rerding: Thin and d Students listen and fll in their bs If it is neessar, larif the predures and rules ith the lass3 Invite t students t e t the frnt f the lass and denstrate the gae4 As students: H an u get 90 illilitres f ater in the ug? Give students tie t anser this questin Then denstrate it t the rest f the lassu a invite students t pla se ater gaes previusl suggested Get students t bring the aterials t lass Have students explain the predures and rules t the rest f the lass hile the denstrate it ffer help and guidane t the less able students4Language fus:Using the intrdutr ‘there’t express fatseg There ere 0 illilitres f ater in the blUsing the siple past tense t tal abut past ativities and stateseg There ere 0 illilitres f ater in the ugUsing the siple present tense t express siple truthseg N there are nl 20 illilitres f ater in itLanguage sills:ListeningRegnize differenes in the use f intnatin in questins, stateents (inluding apprval and disapprval), ands, and respnd apprpriatelSpeaingUse apprpriate intnatin and stress, and var vlue, tne f vie, and speed t nve intended eanings and feelingspen an interatin b eliiting a respnseaintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding r giving exaples, explaining and using frulai expressins here apprpriateaintain an interatin b asing and respnding t thers’pininsReadingRead ritten language in eaningful hunsUse visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinRegnize reurrent patterns in language strutureritingGather and share infratin, ideas and language b using strategies suh as brainstring, listing, questining, and intervieingDevelp ritten texts b expressing n ideas and feelingsrite ut a piee f r b presenting riting using apprpriate laut and visual supprt inluding illustratins, tables, harts here neessaraterials:Student’s B 7B page 79rb 7B page 42Phtpiable page 74A ug, a bl, a up and aterPreparatin:ae a p f Phtpiable page 74 fr eah studentLanguage fus:Asing ‘h-’questins t find ut plae, psitin r diretineg here d e usuall find this sign?Use adverbs/adverbials t express tie/frequeneg e usuall find this sign near reservirs and piersUse frulai expressins t express pininseg hat a shae!Language sills:ListeningRegnize differenes in the use f intnatin in questins, stateents (inluding apprval and disapprval), ands, and respnd apprpriatelIdentif the ain ideas f a ne tpiListen fr speifi infratinSpeaingUse apprpriate intnatin and stress, and var vlue, tne f vie, and speed t nve intended eanings and feelingsaintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding r giving exaples, explaining and using frulai expressins here apprpriateaintain an interatin b ntrlling partiipatin in an interatin r grup ativities suh as taing ne’s turn at the right ent and regnizing thers’desire t spea ReadingRead ritten language in eaningful hunsUse visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete expressinRegnize reurrent patterns in language strutureaterials:Student’s B 7B page 80assette 7B and a assette plaerrb 7B page 43Preparatin:ue the assettePre-tas preparatinLanguage learning ativit(This setin ais at prviding students ith pprtunities t pratise the language/vabular needed r bee failiar ith the bagrund fr the tas that flls1 Revie the different plaes, suh as: siing pls, reservirs, nstrutin sites, beahes, et As students: hat signs d e see at these plaes? T eliit different signs hih students n Get students t e up t the frnt and dra the sign n the bard ffer help t students if the are nt sure hat the sign sas2 Pla the rerding: Read, thin and ath Students listen and fll in their bs3 Invite se students t rle-pla the haraters and sa the nversatin in Read, thin and ath4 As students t e up ith the predures and rules fr the athing gae in Read, thin and ath rite students’ideas n the bard6Language fus:Asing ‘h-’questins t find ut plae, psitin and diretineg here d e find this sign?Using adverbs/adverbials t express tie/frequeneg e usuall find this sign in …using iperatives t express prhibitinseg Diving is nt alledLanguage sills:ListeningRegnize differenes in the use f intnatin in questins, stateents, ands, and respnd apprpriatel Understand the speaer’s intentin, attitude and feelings thrugh his/her hie and use f language, gestures and faial expressin SpeaingUse apprpriate intnatin and stress, and var vlue, tne f vie, and speed t nve intended eanings and feelings pen an interatin b eliiting a respnse b asing questins r prviding infratin n a tpiaintain interatin b anledging, agreeing r disagreeing, repling, asing questins, adding r giving exaples, explaining and using frulai expressins here apprpriateReadingRead ritten language in eaningful hunsUse visual lues, ntext and nledge f the rld t r ut the eaning f an unnn r and a plete expressin Regnize reurrent patterns in language strutureaterials:Student’s B 7B page 81rb 7B page 44Phtpiable pages 7 and 76A fe bxesPreparatin:ae a p f Phtpiable pages 7 and 76 fr eah grupPre-tas preparatin1 Intrdue the different signs page 81 f the Student’s B t students As students t read ut eah sign As the: here d e find this sign? T eliit: e usuall find this sign in/at/near …2 As students t thin f ther signs that the n f, besides the nes n page 81 f the Student’s B Get students t dra and rite the signs n paper Tell students t inlude their signs hen the pla the athing gaePst-tas ativitrb page 44nslidatinGraar Pratie B 7B pages 70 and 7。
[精品K12]Module 4 Unit 3 Water Festival上课学习上课学习教案
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Module 4 Unit 3 Water Festival教案module4ThenaturalelementsUnit3waterFestivalLanguagefocus:Usingconnectivestoexpressalternativese.g.Theyhaveeitherahotdrinkoracolddrink.Usingadverbs/adverbialstoexpressadditione.g.class,you’venotonlylearnthowmakedeliciousdrinks,you’vealsolearntaboutthethreeformsofwater.Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions ,statements,commands,andrespondappropriately.ListenforspecificinformationUnderstandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoicea nduseoflanguage,gesturesandfacialexpression Speakingopenaninteractionbyelicitingaresponsemaintainaninteractionbyacknowledging,agreeingordisa greeing,replaying,askingquestions,addingorgivingexa mples,explainingandusingformulaicexpressionswhereap propriate.maintainaninteractionbyaskingandrespondingtoothers’opinions.ReadingReadwrittenlanguageinmeaningfulchunksUsevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression RecognizerecurrentpatternsinlanguagestructurewritingGatherandshareinformation,ideasandlanguagebyusingst rategiessuchasbrainstorming,listing,questioning,and interviewing.Developwrittentextsbyusingappropriateformat,convent ionsandlanguagefeatureswhenwritingnon-narrativetext s.materials:Student’sBook7Bpages76and77cassette7BandacassetteplayerPhotocopiablepage72.Recipesfordifferenthotandcolddrinks.Preparation:cuethecassette.makeacopyofPhotocopiablepage72foreac hpair.Pre-taskpreparationLanguagelearningactivity,commands,andrespondappropriately.Speakingopenaninteractionbyelicitingaresponsebyaskingquesti onsorprovidinginformationonatopic.maintainaninteractionbyacknowledging,agreeingordisa greeing,replying,askingquestions,addingorgivingexam ples,explainingandusingformulaicexpressionswhereapp ropriate.maintainaninteractionbyaskingandrespondingtoothers’opinions.closeaninteractionbygivingreasons.ReadingReadwrittenlanguageinmeaningfulchunks.Usevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression.Recognizerecurrentpatternsinlanguagestructure.writingGatherandshareinformation,ideasandlanguagebyusingst rategiessuchasbrainstorming,listing,questioning,and interviewingPlanandorganizeinformationandideasbydecidingonthese quenceofcontent.[:]Developwrittentextsbypresentingmainandsupportingide as.Developwrittentextsbyexpressingownideasandfeelings.materials:Student’sBook7Bpage77workbook7Bpage41Photocopiablepage73Preparation:makeacopyofPhotocopiablepage73foreachpair.Pre-taskpreparation.Demonstrateboilingwaterturningintosteaminclass .Havestudentswatchthedemonstrationandgivebriefexpla nationabouteachstepofthedemonstration.2.Askstudents:whathappenswhenweboilwater/freezewater/icemelts?Toelicit:whenweboilwater …/whenwefreezewater…/whenicemelts…youmayaskmoreablestudents:whatarethethreeformsofwat er?consolidationGrammarPracticeBook7Bpage673Languagefocus:Usingconnectivestoshowthetimerelationshipbetweentwo actions.e.g.whenthejugfull,itcontains100millilitresofwater.Usingnouns/nounphrasestorefertoquantity/units.e.g.100millilitresofwater.Usingmodalstoexpressobligationandprohibition.e.g.youmustpourallthewaterintoanotherobject.Usingtheintroductory‘there’toexpressfacts.e.g.Therewere100millitresofwaterinthejug.Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions ,statements,commands,andrespondappropriately.Indentifythemainideasofanewtopic.Listenforspecifici nformation.SpeakingUseappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeeling s.maintainaninteractionbyacknowledging,agreeingordisa greeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaice xpressionswhereappropriateReadingReadwrittenlanguageinmeaningfulchunks.Usevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression.Recognizerecurrentpatternsinlanguagestructure.materials:Student’sBook7Bpage78cassette7BandacassetteplayerAjug,abowl,acupandwater.Preparation:cuethecassette.Pre-taskpreparationLanguagelearningactivity,commands,andrespondappropriately.SpeakingUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling s.openaninteractionbyelicitingaresponse.maintainaninteractionbyacknowledging,agreeingordisa greeing,replying,askingquestions,addingorgivingexam ples,explainingandusingformulaicexpressionswhereapp ropriate.maintainaninteractionbyaskingandrespondingtoothers’opinionsReadingReadwrittenlanguageinmeaningfulchunks.Usevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression Recognizerecurrentpatternsinlanguagestructure.writingGatherandshareinformation,ideasandlanguagebyusingst rategiessuchasbrainstorming,listing,questioning,and interviewing.Developwrittentextsbyexpressingownideasandfeelings.writeoutapieceofworkbypresentingwritingusingappropr iatelayoutandvisualsupportincludingillustrations,ta bles,chartswherenecessary.materials:Student’sBook7Bpage79workbook7Bpage42Photocopiablepage74Ajug,abowl,acupandwaterPreparation:makeacopyofPhotocopiablepage74foreachstudent.5Languagefocus:Asking‘wh-’questionstofindoutplace,positionordirection.e.g.wheredoweusuallyfindthissign?Useadverbs/adverbialstoexpresstime/frequency.e.g.weusuallyfindthissignnearreservoirsandpiers.Useformulaicexpressionstoexpressopinions.e.g.whatashame!Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Identifythemainideasofanewtopic.ListenforspecificinformationSpeakingUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling s.maintainaninteractionbyacknowledging,agreeingordisa greeing,replying,askingquestions,addingorgivingexam ples,explainingandusingformulaicexpressionswhereapp ropriate.maintainaninteractionbycontrollingparticipationinan interactionorgroupactivitiessuchastakingone’sturnattherightmomentandrecognizingothers’desiretospeak.Reading.Readwrittenlanguageinmeaningfulchunks.Usevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownwordandacompleteexpression.Recognizerecurrentpatternsinlanguagestructurematerials:Student’sBook7Bpage80cassette7Bandacassetteplayerworkbook7Bpage43Preparation:cuethecassette.Pre-taskpreparationLanguagelearningactivity(Thissectionaimsatprovidingstudentswithopportunitie stopractisethelanguage/vocabularyneededorbecomefami liarwiththebackgroundforthetaskthatfollows..Reviewthedifferentplaces,suchas:swimmingpools, reservoirs,constructionsites,beaches,etc.Askstudent s:whatsignsdoweseeattheseplaces?Toelicitdifferentsi gnswhichstudentsknow.Getstudentstocomeuptothefronta nddrawthesignontheboard.offerhelptostudentsiftheyar enotsurewhatthesignsays.2.Playtherecording:Read,thinkandmatch.Studentsliste nandfollowintheirbooks.3.Invitesomestudentstorole-playthecharactersandsayt heconversationinRead,thinkandmatch.4.Askstudentstocomeupwiththeproceduresandrulesforth ematchinggameinRead,thinkandmatch.writestudents’ideasontheboard.6Languagefocus:Asking‘wh-’questionstofindoutplace,positionanddirection.e.g.wheredowefindthissign?Usingadverbs/adverbialstoexpresstime/frequencye.g.weusuallyfindthissignin…usingimperativestoexpressprohibitions.e.g.Divingisnotallowed.Languageskills:ListeningRecognizedifferencesintheuseofintonationinquestions ,statements,commands,andrespondappropriately.Unders tandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoicea nduseoflanguage,gesturesandfacialexpression SpeakingUseappropriateintonationandstress,andvaryvolume,ton eofvoice,andspeedtoconveyintendedmeaningsandfeeling s.openaninteractionbyelicitingaresponsebyaskingques tionsorprovidinginformationonatopic.maintaininteractionbyacknowledging,agreeingordisagr eeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappro priate.ReadingReadwrittenlanguageinmeaningfulchunks.Usevisualclues,contextandknowledgeoftheworldtoworko utthemeaningofanunknownworkandacompleteexpression.R ecognizerecurrentpatternsinlanguagestructure.materials:Student’sBook7Bpage81workbook7Bpage44Photocopiablepages75and76AfewboxesPreparation:makeacopyofPhotocopiablepages75and76foreachgroup.Pre-taskpreparation.Introducethedifferentsignspage81oftheStudent’sBooktostudents.Askstudentstoreadouteachsign.Askthe m:wheredowefindthissign?Toelicit:weusuallyfindthiss ignin/at/near…2.Askstudentstothinkofothersignsthattheyknowof,besi destheonesonpage81oftheStudent’sBook.Getstudentstodrawandwritethesignsonpaper.Tell studentstoincludetheirsignswhentheyplaythematchingg ame.Post-taskactivityworkbookpage44consolidationGrammarPracticeBook7Bpages70and75。
Unit 3 Water Festival (牛津7B)
Unit 3 Water Festival (牛津7B)Unit 3 ater FestivalI Language fus:l Using nnetives t express alternativesl Using adv t desribe additinII Language sills:Listeningl Understand the speaer’s intnatin and stress…l Regnize differenes in the use f intnatin in questins, stateents, and respnd apprpriatell Listen fr speifi infratinSpeaingl aintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding, r giving exaples, explaining and using frulai expressins here apprpriatel pen an interatin b eliiting a respnse b asing questinl aintain an interatin b replingReadingl Use visual lues ,ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete eaningl Read ritten language in eaningful hunsl Regnize reurrent patterns in language strutureritingl Gather and share infratin b using listing, questining…l Develp ritten texts b presenting ain and supprting ideas III aterials:l SB P76,77l PP P72l Reipes fr different ht and ld drinsPredureI aring-upFree tal: Save aterII Pre-tas preparatinLanguage Learning ativit:This setin ais at prviding SS ith pprtunities t pratise the language /vabular needed r bee failiar ith the bagrund fr the tas that flls1 Intr reipes t SS f ht and ld drins2 Listen and fll: L and read3 Distribute PP P72 t SS SS shuld rite a reipe fr aing Apple and Peah Tea4 Share the reipes ith the rest f the lassllet the reipes ritten b SS, blind the t ae a reipe bIII nslidatin:ral: 1) Listen and read ties2) At ut the dialguesritten: 1) p r: phrases2) B P41IV Ntes:Unit 3 ater Festival 2/6I Language fus:l Asing “h-” questin s t find ut varius inds f speifi infratin abut a persn, bet r an eventl Using n t sh the tie relatinship beteen t atinsII Language sills:Listeningl Regnize differenes in the use f intnatin in questins, stateents, and respnd apprpriatelSpeaingl aintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding, r giving exaples, explaining and using frulai expressins here apprpriatel pen an interatin b eliiting a respnse b asing questinl aintain an interatin b replingl lse an interatin b giving reasnsReadingl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete eaningl Read ritten language in eaningful hunsl Regnize reurrent patterns in language strutureritingl Gather and share infratin b using listing, questining…l Develp ritten texts b presenting ain and supprting ideasl Develp ritten text b expressing n ideas and feelingsl Plan and rganize infratin and ideas b deiding n the sequene f ntentIII aterials:l SB P77l B P41l PP P73PredureI aring-upFree tal: Save aterII Pre-tas preparatinI Denstrate biling ater turning int stea in lass Give brief explanatins t eah stepII As: hat happens hen e bil ater/freeze ater/ie elts? hat are the three frs f ater?III hile-tas predurel Pair r: Distribute PP P73 t SS plete the quiz ardl A lass petitin uniate ith the hle lassIV Pst-tas ativities1 Denstrate turning ie int ater in lass Put se ie-ubes int a glass f ar ater Explain t SS that hen ie elts it turns int ater2 Suggest SS d it at he3 B P41V nslidatin:ral: 1) Listen and read ties2) At ut the dialguesritten: 1) p r: phrases2) GB P67VI Ntes:Unit 3 ater Festival 3/6I Language fus:l Using n t sh the tie relatinship beteen t atins l Using nuns phrases t refer t quantit /units l Using dals t express bligatin and prhibitin l Using the intrdutr “there” t express fatsII Language sillsListeningl Regnize differenes in the use f intnatin in questins, stateents, and respnd apprpriatell Listen fr speifi infratinl Identif the ain ideas f a ne tpiSpeaingl aintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding, r giving exaples, explaining and using frulai expressins here apprpriatel pen an interatin b eliiting a respnse b asing questinl aintain an interatin b replingl lse an interatin b giving reasnsReadingl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete eaningl Read ritten language in eaningful hunsl Regnize reurrent patterns in language strutureIII aterials:l SB P78l A ug, a bl, a up and aterPredureI aring-upFree tal: Save aterII Pre-tas preparatinLanguage Learning ativit:This setin ais at prviding SS ith pprtunities t pratise the language /vabular needed r bee failiar ith the bagrund fr the tas that fllsl As SS if the n an ater gaes Let SS t explain the gael Listen and fll: Thin and dl invite SS t denstrate the gael As: H an u get 90 illilitres f ater in the ug?l u a invite SS t pla se ater gaes previusl suggestedIII nslidatin:ral: 1) Listen and read ties2) At ut the dialguesritten: 1) p r: phrases2) B P42IV Ntes:Unit 3 ater Festival 4/6I Language fus:l Using intrdutr “there” t express fatsl Using the siple present tense t express siple truthsl Using the siple past tense t tal abut past ativities and statesII Language sills:Listeningl Regnize differenes in the use f intnatin in questins, stateents, and respnd apprpriatelSpeaingl Use apprpriate intnatin and stress, and var vlue, tne f vie, and speed f nve intended eanings and feelingsl aintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding, r giving exaples, explaining and using frulai expressins here apprpriatel pen an interatin b eliiting a respnse b asing questinl aintain an interatin b replingReadingl Use visual lues, ntext and nledge f the rld t r ut the eaning f an unnn rd and a plete eaningl Read ritten language in eaningful hunsl Regnize reurrent patterns in language strutureritingl Gather and share infratin b using listing, questining…l Develp ritten texts b presenting ain and supprting ideasl rite ut a piee f rIII aterials:l SB P79l B P42l PP P74l A ug, a bl, a up and aterPredureI aring-upFree tal: Save aterII Pre-tas preparatinRevie the gae “Puring ater” ith SS Sh SS h t get 90 illilitres f ater in the ugIII hile-tas predurel Pair r: ae ntes and rite a reprtl Invite SS t read their ansers alud ≈ rret the III Pst-tas ativitiesl Grup r: ae a b f aterl B P42IV nslidatin:ral: 1) Listen and read ties2) At ut the dialguesritten: 1) p r: phrases2) GB P68-70IV Ntes:Unit 3 ater Festival /6I Language fus:l Asing “h-” questins t find ut plaes, psitin r diretin l Use Ad/adverbial t express tie/frequenl Use frulai expressins t express pininsII Language sills:Listeningl Regnize differenes in the use f intnatin in questins, stateents, and respnd apprpriatell Listen fr speifi infratinl Identif the ain ideas f a ne tpiSpeaingl Use apprpriate intnatin and stress, and var vlue, tne f vie, and speed f nve intended eanings and feelingsl aintain an interatin b anledging, agreeing r disagreeing, repling, asing questins, adding, r giving exaples, explaining and using frulai expressins here apprpriatel pen an interatin b eliiting a respnse b asing questinl aintain an interatin b repling。
【K12学习】七下Module 4《Unit3 Water Festival》word教学设计
七下Module 4《Unit3 Water Festival》word教学设计Module 4 The natural elementsUnit 3 Water Festival1Language focus:Using connectives to express alternatives They have either a hot drink or a cold drink. Using adverbs/adverbials to express additionClass, you’ve not only learnt how make delicious drinks, you’ve also learnt about the three forms of water.Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately.Listen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression SpeakingOpen an interaction by eliciting a responseMaintain an interaction by acknowledging, agreeing or disagreeing, replaying, 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 chunksUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a xxplete expressionRecognize recurrent patterns in language structure WritingGather and share information, ideas and language by using strategies such 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 pages 76 and 77 Cassette 7B and a cassette player Photocopiable page 72.Recipes for different hot and cold drinks.Preparation:Cue the cassette. Make a copy of Photocopiable page 72 for each pair.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bexxe familiar with the background for the task that follows.1. Introduce recipes of different hot and cold drinks to students. Ask students about the different types of hot and cold drinks can make. Write students’suggestions on the board.2. Play the recording: Look and read. Students listen and follow in their books.3. Distribute a copy of Photocopiable page 72 to each pair. Students are required to write a recipe for making Apple and Peach Tea. Get students to discuss in pairs how they would make it, given the pictures and words. Then they write their recipes.4. Invite a few paires to share their recipes with the rest of the class. Get each pair to check their answers with another pair. Accept all reasonableanswers and give explanations when necessary. 5. Ask students to write recipes for their suggestions previously discussed. You may ask students to think of other drinks they can make. Students can work individually, in pairs or in groups.6. When students have finished their recipes, collect them and bind them together to make a recipe book. 2Language focus:Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event.What happens when we boil waterUsing connectives to show the time relationship between two actions. When we freeze water, it turns into ice.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately.SpeakingOpen 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 asking and responding to others’ opinions. Close an interaction by giving reasons. ReadingRead 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 xxplete expression.Recognize recurrent patterns in language structure. WritingGather and share information, ideas and language by using strategies such as brainstorming,listing, questioning, and interviewingPlan and organize information and ideas by deciding on the sequence of content. Develop written texts by presenting main and supporting ideas. Develop written texts by expressing own ideas and feelings.Materials:Student’s Book 7B page 77 Workbook 7B page 41 Photocopiable page 73Preparation:Make a copy of Photocopiable page 73 for each pair.Pre-task preparation1. Demonstrate boiling water turning into steam in class. Have students watch the demonstration and give brief explanation about each step of the demonstration.2. Ask students: What happens when we boil water/freeze water/ice melts To elicit: When we boil water …/ When we freeze water … / When ice melts …You may ask more able students: What are the three forms of waterConsolidationGrammar Practice Book 7B page 67 3Language focus:Using connectives to show the time relationship between two actions. When the jug full, it contains 100 millilitres of water. Using nouns/noun phrases to refer to quantity/units. 100 millilitres of water.Using modals to express obligation and prohibition. You must pour all the water into another object. Usingthe introductory ‘there’ to express facts. There were 100 millitres of water in the jug.Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately.Indentify the main ideas of a new topic. Listen for specific information. SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to 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 appropriateReadingRead 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 xxplete expression.Recognize recurrent patterns in language structure.Materials:Student’s Book 7B page 78 Cassette 7B and a cassette player A jug, a bowl, a cup and water.Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bexxe familiar with the background for the task that follows.1. Ask students if they know any water games. Get students to explain the game, including the procedures and rules, to the rest of the class.2. Play the recording: Think and do. Students listen and follow in their books. If it is necessary, clarify the procedures and rules with the class.3. Invite two students to xxe to the front of the class and demonstrate the game.4. Ask students: How can you get 90 millilitres of water in the jug Give students time to answer this question. Then demonstrate it to the rest of the class.5. You may invite students to play some water gamespreviously suggested. Get students to bring the materials to class. Have students explain the procedures and rules to the rest of the class while they demonstrate it. Offer help and guidance to the less able students.4Language focus:Using the introductory ‘there’ to express facts. There were 50 millilitres of water in the bowl.Using the simple past tense to talk about past activities and states. There were 50 millilitres of water in the jug. Using the simple present tense to express simple truths Now there are only 20 millilitres of water in it.Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately. SpeakingUse 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 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 meaning of an unknown word and a xxplete expressionRecognize recurrent patterns in language structure. WritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.Develop written texts by expressing own ideas and feelings.Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.Materials:Student’s Book 7B page 79 Workbook 7B page 42Photocopiable page 74A jug, a bowl, a cup and waterPreparation:Make a copy of Photocopiable page 74 for each student.5Language focus:Asking ‘Wh-’ questions to find out place, position or direction. Where do we usually find this sign Use adverbs/adverbials to express time/frequency. We usually find this sign near reservoirs and piers. Use formulaic expressions to express opinions. What a shame!Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately. Identify the main ideas of a new topic. Listen for specific information SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to 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.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.Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a xxplete expression.Recognize recurrent patterns in language structure Materials:Student’s Book 7B page 80 Cassette 7B and a cassette player Workbook 7B page 43 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 bexxe familiar with the background for the task that follows.1. Review the different places, such as: swimming pools, reservoirs, construction sites, beaches, etc. Ask students: What signs do we see at these places To elicit different signs which students know. Get students to xxe up to the front and draw the sign on the board. Offer help to students if they are not sure what the sign says.2. Play the recording: Read, think and match. Students listen and follow in their books.3. Invite some students to role-play the characters and say the conversation in Read, think and match.4. Ask students to xxe up with the procedures and rules for the matching game in Read, think and match. Write students’ ideas on the board. 6Language focus:Asking ‘Wh-’ questions to find out place, position and direction. Where do we find this signUsing adverbs/adverbials to express time/frequency We usually find this sign in … using imperatives to express prohibitions. Diving is not allowed.Language skills: ListeningRecognize differences in the use of intonation in questions, statements, xxmands, and respond appropriately. Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression 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 by asking questions or providing information on a topic.Maintain interaction by acknowledging, agreeing or disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriate. ReadingRead written language in meaningful chunks.Use visual clues, context and knowledge of the world to work out the meaning of an unknown work and a xxplete expression. Recognize recurrent patterns in language structure. Materials:Student’s Book 7B page 81 Workbook 7B page 44Photocopiable pages 75 and 76 A few boxes Preparation:Make a copy of Photocopiable pages 75 and 76 for each group.Pre-task preparation1. Introduce the different signs page 81 of the Student’s Book to students. Ask students to read out each sign. Ask them: Where do we find this sign To elicit: We usually find this sign in/at/near …2. Ask students to think of other signs that they know of, besides the ones on page 81 of the Student’s Book. Get students to draw and write the signs on paper. Tell students to include their signs when they play the matching game.Post-task activity Workbook page 44 Consolidation Grammar Practice Book 7B pages 70 and 75Module 4 The natural elementsUnit 3 Water Festival1Language focus:Using connectives to express alternatives They have either a hot drink or a cold drink. Using adverbs/adverbials to express additionClass, you’ve not only learnt how make delicious drinks, you’ve also learnt about the three forms ofwater.Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately.Listen for specific informationUnderstand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression SpeakingOpen an interaction by eliciting a responseMaintain an interaction by acknowledging, agreeing or disagreeing, replaying, 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 chunksUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a xxplete expressionRecognize recurrent patterns in language structure WritingGather and share information, ideas and languageby using strategies such 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 pages 76 and 77 Cassette 7B and a cassette player Photocopiable page 72.Recipes for different hot and cold drinks.Preparation:Cue the cassette. Make a copy of Photocopiable page 72 for each pair.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bexxe familiar with the background for the task that follows.1. Introduce recipes of different hot and cold drinks to students. Ask students about the different types of hot and cold drinks can make. Write students’suggestions on the board.2. Play the recording: Look and read. Students listen and follow in their books.3. Distribute a copy of Photocopiable page 72 to each pair. Students are required to write a recipe for making Apple and Peach Tea. Get students to discuss in pairs how they would make it, given the pictures and words. Then they write their recipes.4. Invite a few paires to share their recipes with the rest of the class. Get each pair to check their answers with another pair. Accept all reasonable answers and give explanations when necessary.5. Ask students to write recipes for their suggestions previously discussed. You may ask students to think of other drinks they can make. Students can work individually, in pairs or in groups.6. When students have finished their recipes, collect them and bind them together to make a recipe book. 2Language focus:Asking ‘Wh-’ questions to find out various kinds of specific information about a person, object or an event.What happens when we boil waterUsing connectives to show the time relationship between two actions. When we freeze water, it turns into ice.Language skills:ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately.SpeakingOpen 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 asking and responding to others’ opinions. Close an interaction by giving reasons. ReadingRead 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 xxplete expression.Recognize recurrent patterns in language structure. WritingGather and share information, ideas and language by using strategies such as brainstorming,listing, questioning, and interviewingPlan and organize information and ideas by deciding on the sequence of content. Develop written texts by presenting main and supporting ideas. Develop written texts by expressing own ideas and feelings.Materials:Student’s Book 7B page 77 Workbook 7B page 41 Photocopiable page 73Preparation:Make a copy of Photocopiable page 73 for each pair.Pre-task preparation1. Demonstrate boiling water turning into steam in class. Have students watch the demonstration and give brief explanation about each step of the demonstration.2. Ask students: What happens when we boil water/freeze water/ice melts To elicit: When we boil water …/ When we freeze water … / When ice melts …You may ask more able students: What are the three formsof waterConsolidationGrammar Practice Book 7B page 67 3Language focus:Using connectives to show the time relationship between two actions. When the jug full, it contains 100 millilitres of water. Using nouns/noun phrases to refer to quantity/units. 100 millilitres of water.Using modals to express obligation and prohibition. You must pour all the water into another object. Using the introductory ‘there’ to express facts. There were 100 millitres of water in the jug.Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately.Indentify the main ideas of a new topic. Listen for specific information. SpeakingUse appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings.Maintain an interaction by acknowledging, agreeingor disagreeing, replying, asking questions, adding or giving examples, explaining and using formulaic expressions where appropriateReadingRead 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 xxplete expression.Recognize recurrent patterns in language structure.Materials:Student’s Book 7B page 78 Cassette 7B and a cassette player A jug, a bowl, a cup and water.Preparation:Cue the cassette.Pre-task preparationLanguage learning activity(This section aims at providing students with opportunities to practise the language/vocabulary needed or bexxe familiar with the background for the task that follows.1. Ask students if they know any water games. Get students to explain the game, including the proceduresand rules, to the rest of the class.2. Play the recording: Think and do. Students listen and follow in their books. If it is necessary, clarify the procedures and rules with the class.3. Invite two students to xxe to the front of the class and demonstrate the game.4. Ask students: How can you get 90 millilitres of water in the jug Give students time to answer this question. Then demonstrate it to the rest of the class.5. You may invite students to play some water games previously suggested. Get students to bring the materials to class. Have students explain the procedures and rules to the rest of the class while they demonstrate it. Offer help and guidance to the less able students.4Language focus:Using the introductory ‘there’ to express facts. There were 50 millilitres of water in the bowl.Using the simple past tense to talk about past activities and states. There were 50 millilitres of water in the jug. Using the simple present tense toexpress simple truths Now there are only 20 millilitres of water in it.Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately. SpeakingUse 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 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 meaning of an unknown word and a xxplete expressionRecognize recurrent patterns in language structure. WritingGather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and interviewing.Develop written texts by expressing own ideas and feelings.Write out a piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary.Materials:Student’s Book 7B page 79 Workbook 7B page 42 Photocopiable page 74A jug, a bowl, a cup and waterPreparation:Make a copy of Photocopiable page 74 for each student.5Language focus:Asking ‘Wh-’ questions to find out place, position or direction. Where do we usually find this sign Use adverbs/adverbials to express time/frequency. We usually find this sign near reservoirs and piers. Use formulaic expressions to express opinions. Whata shame!Language skills: ListeningRecognize differences in the use of intonation in questions, statements (including approval and disapproval), xxmands, and respond appropriately. Identify the main ideas of a new topic. Listen for specific information Speaking。
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II. Ability aims:
1. To trainstudents’ ability of reading and writing.
2.To make the students be able to write about the topic given.
3.Students learn to cooperate with their classmates and accomplish their tasks together.
2. Using adverbs / adverbials to express addition
e.g. Class, you’ve not only learnt how to make delicious drinks, you’ve also learnt about the three forms of water.
3. Retell the text
T invites Ss to retell Kitty’s hot drink and cold drink
To learn patterns “either...or…” and “ not only…but also”
4. Think and write
T ask Ss to answer the questions and write some acceptable answers for Q3
7B M4 The natural elements
U3 Water Festival
First Period P76
nguage learning objectives:
1. Usingconnectives to express alternatives
e.g.They can have either a hot drink or a cold drink.
V.Difficult points:
ingconnectives toexpressalternatives.
2. Using adverbs / adverbials to express addition
Materials:
1.The multi-media system.
2. Cassette 7B and a cassette player
To improve Ss’ writing
ability
6. Share each other’s recipe in class.
T invite some pairs to share the recipes with the other Ss, get each pair to check the answers and give explanations
To learn and review the main points about drinks.
2. Play the recording:“Look and read”
Ss listen to some sentences and repeat them in their books.
Topractise listening and reading the text
To improve Ss’ writing skills.
IV. Assignments
1. Read the new words and the text after class.
2. Copy the phrases and the text on P76.
To check Ss’ understanding of the text learned.
III. Post-task activities
Write recipes for Ss’ suggestions
Ask Ss to think of other drinks they can make. Ss can work individually, in pairs or in groups
To help Ss to grasp the whole meaning of the text.
5. Practice on Photocopiable P72
Distribute PB P72. Ss are required to write a recipe for making Apple and Peach Tea. Get Ss to discuss in pairs how to make it.
III. Emotion aims:
1.To arousestudents’ interests in learning English.
2.To cultivate students’ cooperative spirit.
IV.Main points:
ing connectives to expressalternatives
T introduce some new words of this unit and teach Ss how to pronounce them and spell them
To learn new vocabulary
II. While-task procedure
1. Topic on different hot and cold drinks
3. photocoiable page 72
4. Recipes for different hot and cold drinks
II. Teaching procedure:
Steps
Contents
Actie-task preparation
Vocabulary learning