Asking ‘Wh-’ questions to find out specific information about a day.
e.g. Which day will be convenient for me to visit the dairy?
Language skills:
Reading
Scan a text a locate specific information
Recognize the presentation of ideas through heading, Paragraphing, spacing, italic, bold print and punctuation
Understand intention, attitude and feeling stated in a text by recognizing features such as the choice and use of language.
Materials:
Student’s Book 7B page 23
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. Review the format of a letter with students, telling them that there are formal and informal letters. Draw students’ attention to the salutation and the complimentary closing which usually indicate whether a letter is in a formal or informal style, as in Dear Sir/Madam and Dear Danny: Yours sincerely and Love. Bring in the two types of letters and show them to students.
2. Have students read Danny’s letter to the dairy. Ask students whether it is a formal or informal letter and the reason for Danny to have written a formal letter. Explain to students under what circumstances and conditions a formal letter is more appropriate. Play the recording: Read. Students listen and follow in their books.
Consolidation
Grammar Practice Book 7B page 17
5
Language focus:
Using formulaic expression to begin a formal letter
e.g. Dear Sir/Madam
Using formulaic expressions to end a formal letter.
e.g I look forward to heading from you,/Yours sincerely.
Using modals to indicate preferences
e.g. I would like to visit your _________.
Asking ‘Wh-’ questions to find out specific information about a day.
e.g. Which day will be convenient for me to visit ______ ?
Language skills:
Writing
Gather and share information, ideas and language by brainstorming, listing and observing.
Plan and organize information and ideas by indentifying purpose and audience for a writing task.
Develop written texts by expressing ideas and feelings and by writing paragraphs which present ideas logically. Revise and edit short texts by making changes to incorrect spelling, punctuation and grammar, and adding details if necessary in response to suggestions from the teacher.
Materials:
Student’s Book 7B page 24
Cassette 7B and a cassette player
Workbook 7B page 14
Consolidation
Grammar Practice Book 7B page 14
6
Language focus:
Using the simple present tense to express needs
e.g. You also need a saucepan and a flask.
Using imperatives to give instructions
e.g. Mix, Take, Add, Pour, Open
Asking ‘WH-’ question to find out specific information about something
e.g. What do you need to make you yoghurt?
Using adverbs to express time sequence
e.g. First, …/ Secondly, …/ Next, …/ Then /
After that, … / Finally, …
Language skills:
Listening
Recognize differences in the use of intonation in questions and statements, and respond appropriately.
Identify main ideas of a new topic
Listen for specific information
Reading
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Recognize format and language features in narrative and non-narrative texts.
Predict the likely development of a topic by recognizing key words and making use of contexts and knowledge of the world.
Scan a text to locate specific information
Materials:
Student’s Book 7B page 25
Cassette 7B and a cassette player
Workbook 7B page 16
Photocopiable page 18 and 82
Preparation:
Cue the cassette. Make a copy of Photocopiable page 18 and 82 for each student.
Pre-task preparation
1. Introduce to students the ingredients and cooking utensils needed to make yoghurt in Look and read. Ask students: What do you need to make yoghurt? To elicit: You need …
2. Give students some time to look at the photos and read the captions to understand the procedures for making yoghurt. Ask individual students: What do you do first? To elicit: First, you mix the milk and the powdered milk in the saucepan. Heat …, What do you do secondly/next/then/after that/ finally? To elicit corresponding answers to the questions
3. Play the recording: Look and read. Students listen and follow in their books. Pause the tape at the beginning of each procedure, ask students to read out an appropriate adverb of time, and continue playing the tape.
- Unit 4 How is food made?
- › 初二英语暑假作业：Unit1课外作业
- › 初二英语家庭作业Unit1课外作业
- › 初二英语家庭作业Unit1阅读作业
- › 英语家庭作业：Unit3读写作业
- › 八年级英语同步练习—词汇练习题Unit11
- › 初二英语同步练习：Unit9词汇练习题
- › 初中八年级Unit1英语词汇练习题
- › 初二英语同步测试之Unit1英语词汇练习题
- › 初二英语词汇练习题：Unit3
- › 初二英语同步测试练习题—Unit2
- › 人教版八年级Unit1英语词汇练习题
- › 英语同步练习Unit3
- 在百度中搜索相关文章：Unit 4 How is food made?
- 在谷歌中搜索相关文章：Unit 4 How is food made?
- 在soso中搜索相关文章：Unit 4 How is food made?
- 在搜狗中搜索相关文章：Unit 4 How is food made?