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Unit 2 We love all four seasons2

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概要： 以下是www.kmf8.com为您推荐的 Unit 2 We love all four seasons2 ，希望本篇文章对您学习有所帮助。Unit 2 We love all four seasons2Using the simple present tense to express thoughtse.g. Spring makes me think of rain.Using adjectives to describe events.e.g. It is awful to walk in tense to expression simple truths.Using the simple present tense to express simple truthse.g. The weather starts getting warm.Using proper nouns to refer to eventse.g. Easter is spring.Language skills:ListeningRecognize differences in the
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 以下是www.kmf8.com为您推荐的 Unit 2 We love all four seasons2 ，希望本篇文章对您学习有所帮助。

Unit 2 We love all four seasons2

Using the simple present tense to express thoughts

e.g. Spring makes me think of rain.

Using adjectives to describe events.

e.g. It is awful to walk in tense to expression simple truths.

Using the simple present tense to express simple truths

e.g. The weather starts getting warm.

Using proper nouns to refer to events

e.g. Easter is spring.

Language skills:

Listening

Recognize differences in the use of intonation in questions, statements (including approval and disapproval), commands, and respond appropriately

Identify details that support a main idea

Listen for specific information

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings

Reading

Read written language in meaningful chunks.

Materials:

Student’s Book 7B page 53

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

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

3. Ask: What does spring make you think of ? to elicit: Spring makes me think of … Encourage students to volunteer anything that comes to mind. Help them write a list on the board. Then draw a spidergram like the one in the Student’s Book and invite a more able student to come forward and complete the spidergram with the information given on the list.

Consolidation

Grammar Practice Book 7B page 41.

2

Language focus:

Using the simple present tense to express simple truths

e.g. In writer, the weather starts getting cold and dry.

Using adjectives to show quantities

e.g. Some leaves become brown, red or yellow.

Using adjectives to describe events

e.g. It is fun to go to the beach in summer.

Language skills:

Listening

Identify the main ideas of a new topic

Identify details that support a main idea

Listen for specific information

Speaking

Use appropriate intonation and stress, and vary volume, tone of voice, and speed to convey intended meanings and feelings

Reading

Read written language in meaningful chunks

Recognize recurrent patterns in language structure

Skim a text to obtain a general impression and the main ideas.

Writing

Develop written texts by expressing own ideas and feelings

Write out piece of work by presenting writing using appropriate layout and visual support including illustrations, tables, charts where necessary

Materials:

Student’s Book 7B pages 53 and 54

Cassette 7B and a cassette player

Workbook 7B page 27

Photocopiable pages 47 and 48

Preparation:

Cue the cassette. Make a copy of Photocopiable pages 47 and 48 for each student.

Pre-task preparation

1. Play the rest of the recording for Look and read. Students listen and follow in their books.

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

3. Write the following adjectives: awful, interesting, nice, fun, important, had and dangerous on the board. Ask for students’ opinions: Is it awful/interesting/nice/fun/important/bad/dangerous to … ?

4. Write three verbs: start, like and love on the board. Say: I start working at 8 a.m. I like walking to school. I have doing exercise. Ask: What form of verb should we use after ‘start’, ‘like’ and ‘love’? to elicit: We should use the-ing form of verb. Invite a few of the more able students to think of some more sample sentences using the three verbs.

Post-task activity

Workbook page 27

Consolidation

Grammar Practice Book 7B pages 42 and 43.

3

Language focus:

Asking ‘Wh-’ questions to find out about a specific object

e.g. Which one could be the first slide?

Using adjectives to show order.

e.g. Picture 2 could be the first slide.

Using the simple present tense to express preferences

e.g. I prefer Picture 11 to Picture 4.

Language skills:

Speaking

Open an interaction by eliciting a response by asking questions

Maintain an interaction by agreeing or disagreeing, replying.

Maintain an interaction by asking and responding to others’ opinions

Writing

Gather and share information, idea and language by using strategies such as brainstorming, listing.

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