Module 1 Garden City and its neighbours.docx
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Module 1 Garden City and its neighbours.docx
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Module1GardenCityanditsneighbours
Module1GardenCityanditsneighbours
module1Gardencityanditsneighbours
Unit3:
TheDragonBoatFestival
Languagefocus:
Usingadjectivestodescribeobjects.
e.g.asaltyricedumpling/asweetricedumpling
Usingprepositionstoindicatetime.
e.g....insummer.It'sonthefifthdayofthefifthlunarmonth...
Asking“wh-”questionstofindoutvariouskindsofspecificinformationaboutaperson.
e.g.whatdopeopleeat?
whatdopeopledotocelebratethisfestival?
Usingconnectivestolinkcontrastingideas.
e.g.kittylovesthesweetricedumplings,butshehatesthesaltyones.
Usingthesimplepresenttensetoexpresspreferences.
e.g.loves/hates/likes
Usingprepositionalphrasestodescribeobjects.
e.g.saltyoneswithmeatandgreenbeans/sweetoneswithoutredbeans
Languageskills:
Listening:
Identifythemainideasofanewtopic.Listenforspecificinformation.
Speaking:
maintainaninteractionbyexplaining.
Reading:
Readwrittenlanguageinmeaningfulchunks.Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.Recognizerecurrentpatternsinlanguagestructure.
writing:
Developwrittentextsbyusingappropriatelinkingwordsorphrases.
materials:
.Student'sBook7Apage10.
2.cassette7Aandacassetteplayer.
3.workbook7Apage5.
Preparation:
cuethecassette.
I.warming-up:
II.Pre-taskpreparation:
.AskstudentswhattheyliketodoandeattocelebratetheDragonBoatFestival.Encouragestudentstotalkaboutthisfestival.
2.ReviewandintroducenewvocabularyitemsinLookandlearn.
3.Playtherecording:
LookandlearnandLookandread.Studentslistenandfollowintheirbooks.
4.Playtherecordingagain.Studentslistenandrepeat.
III.while-taskprocedure:
.Studentspairuptotalkaboutthericedumplingstheylike.Havethemcompletethesurveyfromincircleandwritebycirclingandwritingdownwhattheyhavediscussedwiththeirpartners.Theyarerequiredtousethetargetlanguageintheirreport,likethis:
Ilove...,butIhate.../myclassmateloves...,/but.../webothlove...,but...
2.Askindividualstoreadtheirreportstotheclass.
3.collectallreportsandbindthemintoabookforcirculationinclass.
4.conductasimplesurveytofindoutthemostpopularkindofricedumplingamongstudentsbycountinghowmanystudentslikeaparticularkindofricedumpling.Asksomestudentswhytheylikeordislikeaparticularkindofricedumpling.
IV.Post-taskactivity:
workbookpage5.
V.consolidation:
GrammarPracticeBook7Apages9and10.
Unit3:
TheDragonBoatFestival
Languagefocus:
Asking“wh-”questionstofindoutthereason.
e.g.whydowecelebratetheDragonBoatFestival?
Usingthesimplepasttensetotalkaboutpastactivitiesandstates.
e.g.Qu-yuanwasbornaroundtwothousandyearsagoinchina.
Usingthesimplepresenttensetotalkaboutpresentstates.
e.g.Nowadays,peopleeatricedumplingsandhaveDragonBoatracesto...
Languageskills:
Listening:
Identifythemeanideasofanewtopic.Listenforspecificinformation.
Speaking:
openaninteractionbyelicitingaresponsebyaskingquestionsonatopic.
Reading:
Readwrittenlanguageinmeaningfulchunks.Recognizethepresentationofideasthroughparagraphing.Re-readtoestablishandconfirmmeaning.
writing:
Gatherandshareinformation,ideasandlanguagebyusingstrategiessuchasquestion.Developwrittentextsbypresentingmainandsupportingideas.
materials:
.Student'sBook7Apage11.
2.cassette7Aandacassetteplayer.
3.Photocopiablepage8.
Preparation:
makeacopyofPhotocopiablepage8foreachstudent.cuethecassette.
warming-up:
II.Pre-taskpreparation:
Languagelearningactivity:
Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
.Givestudentssometimetoreadthestorysilently.Thenaskstudents:
wasQu-yuansad?
why?
Encouragevolunteerstoanswerthequestions.
2.Playtherecording:
Lookandread.Studentslistenandfollowintheirbooks.
3.Playtherecordingagain.Studentslistenandrepeat.Askstudentstopayattentiontothepronunciationandintonationofthewords.
4.Remindstudentsoftheuseofthepasttenseinthestory.Goovertheverbsinthepasttensewithstudents.Invitethemoreablestudentstospeakoutandspell,ifpossible,thecorrespondingverbsintheirpresenttenseform.
5.Remindstudentstopayattentiontotheuseofdifferenttenseswhentalkingaboutthepastandthepresentinthestory.
6.DistributeacopyofPhotocopiablepage8toeachstudent.Studentsreadthetextonpage11oftheStudent'sBookagainindividually.Havethemcompletethelistandwritedowntheanswerstothequestions.
7.Tochecktheanswerswithstudents,invitesomestudentstowritethelistontheboard.Theninvitethemoreablestudentstoanswerthequestionsorally.
Unit3:
TheDragonBoatFestival
Languagefocus:
Usingmodalstomakeanoffer.
e.g.wouldyoulikeapieceofricedumpling?
Usingformulaicexpressionstoacceptoffers.
e.g.yes,please.Ireallylikericedumplings.
Usingformulaicexpressionstodeclineoffers.
e.g.No,thanks.Idon'tlikericedumplingsverymuch.
Usingmodalstoindicatepreferences.
e.g.I'dratherhaveapieceofpizza.
Languageskills:
Listening:
Recognizedifferencesintheuseofintonationinquestions,statements,andrespondappropriately.Identifythemainideasofanewtopic.Understandthespeaker'sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking:
maintainaninteractionbyreplying,askingquestionsandusingformulaicexpressionswhereappropriate.
Reading:
Readwrittenlanguageinmeaningfulchunks.Recognizerecurrentpatternsinlanguagestructure.Understandintention,attitudeandfeelingsstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.
materials:
.Student'sBook7Apage12.
2.cassette7Aandacassetteplayer.
3.workbook7Apage6.
Preparation:
cuethecassette.
I.warming-up:
II.Pre-taskpreparation:
Languagelearningactivity:
Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
.Reviewthenamesofthefoodanddrunkitemsthatstudentshavelearnedpreviously,e.g.pizza,pancake,cookies,hamburger,lemonade,7-up,coffee,etc.Introducenewfooditems,e.g.chinesepudding,christmaspuddingwiththehelpofpictureorphotos.
2.Playtherecording:
Lookandsay.Studentslistenandfollowintheirbooks.
3.StudentsworkingroupsofthreeandusethemodelledconversationinAboutyoutodotherole-play.Havesomegroupscomeoutandacttheconversation.
III.consolidation:
workbookpage6
GrammarPracticeBook7Apage11.
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