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1、ModuleModule 4 4 TheThe naturalnatural elementselementsUnitUnit 1 1 ElectricityElectricity todaytoday1Language focus:Using the simple present tense to express simple truthse.g. Electricity is very important to us.Using going to to describe events that will occur quite soon.e.g. Im going to show a vi
2、deo.Using the future tense to talk about future events, actions and processes.e.g. It will tell you a lot about electricity.Using formulaic expressions to express approval.e.g. Great./Hurray!Language skills:Listening Recognize differences in the use of intonation in questions, statements (including
3、approval and disapproval), commands, and respond appropriately.Identify for specific informationUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expressionReadingRead write language in meaningful chunks.Use visual clues, context and knowl
4、edge of the world to work out the meaning of an unknown work and a complete expressionRecognize format and language features in narrative and non-narrative texts.Understand intention, attitude and feelings stated in a text by recognizing feathers such as the choice and use of language.Materials:Stud
5、ents Book 7B page 66Cassette 7B and a cassette player.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.
6、Ask students questions such as: What do you see when lighting flashes? What do you see when thunder crashes? To elicit: Electricity. You can ask students to think of other objects/places/situations where electricity is used.2. Play the recording: Read, learn and think. Students listen and follow in
7、their books.3. Play the recording again and encourage students to join in the reading. 4.Get students to go to the library to find out some information about Benjamin Franklin. Invite students to bring the information and share it with the class.5.Explain to students the meaning of any new vocabular
8、y which appears in the video, e.g. lightning, fright.2Language focus:Using the simple present tense to express simple truths.e.g. Electricity gives power for lights.Asking Wh- questions to find out various kinds of specific information about something.e.g. What else does it give power for?Using moda
9、ls to make requests.e.g. Can you write a list of five electrical appliances at home?Using nouns to identify objects.e.g. electrical appliances, a washing machine, an air conditioner, a vacuum cleaner.Language skills:Listening Recognize differences in the use of intonation in questions, statements (i
10、ncluding approval and disapproval), commands, and respond appropriately.Listen for specific informationUnderstand the speakers intention, attitude and feelings through his/her choice and use of language, gestures and facial expressionSpeaking Open an interaction by eliciting a respongse.Maintain an
11、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 ones turn at the right
12、moment and recognizing others desire to speak.ReadingUse visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression.Writing Gather and share information, ideas and language by using strategies such as brainstorming, listing, questioning, and
13、 interviewing.Materials:Students Book 7B page 66Cassette 7B and a cassette playerPhotocopiable page 61Pictures/photos of electrical appliances.Preparation:Cue the cassette. Make a copy of Photocopiable page 61 for each student.Pre-task preparationLanguage learning activity(This section aims at provi
14、ding students with opportunities to practise the language/vocabulary needed or become familiar with the background for the task that follows.1. Collect different pictures/photos of electrical appliances. Ask students: What else does electricity give power for? To elicit different types of electrical
15、 appliances. Write the names of the different electrical appliances on the board. Introduce any vocabulary items that are new to students, e.g. washing machine, vacuum cleaner. If it is necessary, play the recording: Read, learn and think again. Students listen and follow in their books.2. Students
16、work in pairs. Distribute a copy of Photocopiable page 61 to each student. They have to write some list of electrical appliances that are in different places in their homes.3. When the students have completed their lists, do a survey on board to see which electrical appliances are the most common in students homes.3Language focus:Asking Wh- questions to find out the reason.e.g. Why has electricity become so important in our lives?Using connectives to give reason.e.g. It
