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Module 1 Garden City and its neighbours

[10-20 00:28:53]   来源：http://www.kmf8.com  初一英语教案   阅读：8308次
概要： 以下是www.kmf8.com为您推荐的Module 1 Garden City and its neighbours，希望本篇文章对您学习有所帮助。Module 1 Garden City and its neighboursUsing adjectives to describe objects.e.g. a salty rice dumpling / a sweet rice dumplingUsing prepositions to indicate time.e.g. ... in summer. It's on the fifth day of the fifth lunar month ...Asking “Wh-” questions to find out various kinds of specific information about a person.e.g. What do people eat?What do people do to celebrate this festival?Using co
Module 1 Garden City and its neighbours,标签：初一英语教案模板,http://www.kmf8.com

 以下是www.kmf8.com为您推荐的Module 1 Garden City and its neighbours，希望本篇文章对您学习有所帮助。

Module 1 Garden City and its neighbours

Using adjectives to describe objects.

e.g. a salty rice dumpling / a sweet rice dumpling

Using prepositions to indicate time.

e.g. ... in summer. It's on the fifth day of the fifth lunar month ...

Asking “Wh-” questions to find out various kinds of specific information about a person.

e.g. What do people eat?

What do people do to celebrate this festival?

Using connectives to link contrasting ideas.

e.g. Kitty loves the sweet rice dumplings, but she hates the salty ones.

Using the simple present tense to express preferences.

e.g. loves / hates / likes

Using prepositional phrases to describe objects.

e.g. salty ones with meat and green beans / sweet ones without red beans

Language skills:

Listening:

Identify the main ideas of a new topic. Listen for specific information.

Speaking:

Maintain an interaction by explaining.

Reading:

Read written language in meaningful chunks. Understand the connection between ideas by identifying linking words or phrases. Recognize recurrent patterns in language structure.

Writing:

Develop written texts by using appropriate linking words or phrases.

Materials:

1. Student's Book 7A page 10.

2. Cassette 7A and a cassette player.

3. Workbook 7A page 5.

Preparation:

Cue the cassette.

I. Warming-up:

II. Pre-task preparation:

1. Ask students what they like to do and eat to celebrate the Dragon Boat Festival. Encourage students to talk about this festival.

2. Review and introduce new vocabulary items in Look and learn.

3. Play the recording: Look and learn and Look and read. Students listen and follow in their books.

4. Play the recording again. Students listen and repeat.

III. While-task procedure:

1. Students pair up to talk about the rice dumplings they like. Have them complete the survey from in Circle and write by circling and writing down what they have discussed with their partners. They are required to use the target language in their report, like this: I love ..., but I hate ... / My classmate loves ..., / but ... / We both love ..., but ...

2. Ask individuals to read their reports to the class.

3. Collect all reports and bind them into a book for circulation in class.

4. Conduct a simple survey to find out the most popular kind of rice dumpling among students by counting how many students like a particular kind of rice dumpling. Ask some students why they like or dislike a particular kind of rice dumpling.

IV. Post-task activity:

Workbook page 5.

V. Consolidation:

Grammar Practice Book 7A pages 9 and 10.

Unit 3: The Dragon Boat Festival (II)

Language focus:

Asking “Wh-” questions to find out the reason.

e.g. Why do we celebrate the Dragon Boat Festival?

Using the simple past tense to talk about past activities and states.

e.g. Qu-yuan was born around two thousand years ago in China.

Using the simple present tense to talk about present states.

e.g. Nowadays, people eat rice dumplings and have Dragon Boat races to ...

Language skills:

Listening:

Identify the mean ideas of a new topic. Listen for specific information.

Speaking:

Open an interaction by eliciting a response by asking questions on a topic.

Reading:

Read written language in meaningful chunks. Recognize the presentation of ideas through paragraphing. Re-read to establish and confirm meaning.

Writing:

Gather and share information, ideas and language by using strategies such as question. Develop written texts by presenting main and supporting ideas.

Materials:

1. Student's Book 7A page 11.

2. Cassette 7A and a cassette player.

3. Photocopiable page 8.

Preparation:

Make a copy of Photocopiable page 8 for each student. Cue the cassette.

Warming-up:

II. 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. Give students some time to read the story silently. Then ask students: Was Qu-yuan sad? Why? Encourage volunteers to answer the questions.

2. Play the recording: Look and read. Students listen and follow in their books.

3. Play the recording again. Students listen and repeat. Ask students to pay attention to the pronunciation and intonation of the words.

4. Remind students of the use of the past tense in the story. Go over the verbs in the past tense with students. Invite the more able students to speak out and spell, if possible, the corresponding verbs in their present tense form.

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