Unit;1;Electricity;today.docx

Unit;l;日ectricity;todayunit1electricitytoday1languagefocus:usingthesimplepresenttensetoexpresssimpletruths.e.g.electricityisveryimportanttous.using'goingto,todescribeeventsthatwilloccurquitesoon.e.g.i'mgoingtoshowavideo.usingthefuturetensetotalkaboutfutureevents,actionsandprocesses.e.g.itwilltellyoualotaboutelectricity.usingformulaicexpressionstoexpressapproval.e.g.great./hurray!languageskills:listeningrecognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.identifyforspecificinformationusevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpressionreadingreadwritelanguageinmeaningfulchunks.usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownworkandacompleteexpressionrecognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts.understandintention,attitudeandfeelingsstatedinatextbyrecognizingfeatherssuchasthechoiceanduseoflanguage.materials:Studenfsbook7bpage66cassette7bandacassetteplayer.preparation:cuethecassette.pre-taskpreparationlanguagelearningactivity(thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.1. askstudentsquestionssuchas:whatdoyouseewhenlightingflashes?whatdoyouseewhenthundercrashes?toelicit:electricity,youcanaskstudentstothinkofotherobjects/places/situationswhereelectricityisused.2. playtherecording:read,learnandthink,studentslistenandfollowintheirbooks.3. playtherecordingagainandencouragestudentstojoininthereading.4. getstudentstogotothelibrarytofindoutsomeinformationaboutbenjaminfranklin,invitestudentstobringtheinformationandshareitwiththeclass.5. explaintostudentsthemeaningofanynewvocabularywhichappearsinthevideo,e.g.lightning,fright.2languagefocus:usingthesimplepresenttensetoexpresssimpletruths.e.g.electricitygivespowerforlights.asking'wh-'questionstofindoutvariouskindsofspecificinformationaboutsomething.e.g.whatelsedoesitgivepowerfor?usingmodalstomakerequests.e.g.canyouwritealistoffiveelectricalappliancesathome?usingnounstoidentifyobjects.e.g.electricalappliances,awashingmachine,anairconditioner,avacuumcleaner.languageskills:listeningrecognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately.listenforspecificinformationunderstandthespeaker'sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpressionspeakingopenaninteractionbyelicitingarespongse.maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.maintainaninteractionbycontrollingparticipationinaninteractionorgroupactivitiessuchastakingone,sturnattherightmomentandrecognizingothers/desiretospeak.readingusevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.writinggatherandshareinformation,ideasandlanguagebyusingstrategiessuchasbrainstorming,listing,questioning,andinterviewing.materials:studentsbook7bpage66cassette7bandacassetteplayerphotocopiablepage61pictures/photosofelectricalappliances.preparation:cuethecassette,makeacopyofphotocopiablepage61foreachstudent.pre-taskpreparationlanguagelearningactivity(thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.1. collectdifferentpictures/photosofelectricalappliances,askstudents:whatelsedoeselectricitygivepowerfor?toelicitdifferenttypesofelectricalappliances,writethenamesofthedifferentelectricalappliancesontheboard,introduceanyvocabularyitemsthatarenewtostudents,e.g.washingmachine,vacuumcleaner,ifitisnecessary,playtherecording:read,learnandthinkagain,studentslistenandfollowintheirbooks.2. studentsworkinpairs,distributeacopyofPhotocopiablepage61toeachstudent,theyhavetowritesomelistofelectricalappliancesthatareindifferentplacesintheirhomes.3. whenthestudentshavecompletedtheirlists,doasurveyonboardtoseewhichelectricalappliancesarethemostcommoninstudents*homes.3languagefocus:asking'wh-'questionstofindoutthereason.e.g.whyhaselectricitybecomesoimportantinourlives?usingconnectivestogivereason.e.g.it'sbecausepeoplewanttousemanydifferentelectricalappliances.asking'wh-'questionstofindoutvariouskindsofspecificinformationaboutsomething.e.g.whatelectricalappliancesdopeopleusuallyuseathome/atschool/inoffices?usingadverbs/adverbialstoexpresstime/frequencye.g.peopleusuallyuse.usingadjectivestodescribeconditions.fortable,enjoyable,ConvenientJanguageskills:listeningrecognizedifferencesintheuseofintonationinquestions,statements(includingapprovalanddisapproval),commands,andrespondappropriately,understandthespeaker'sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfa