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1、unit 2 we love all four seasons2module3changeunit2weloveallfourseasonslanguagefocus:usingthesimplepresenttensetoexpressthoughtse.g.springmakesmethinkofrain.usingadjectivestodescribeevents.e.g.itisawfultowalkintensetoexpressionsimpletruths.usingthesimplepresenttensetoexpresssimpletruthse.g.theweather

2、startsgettingwarm.usingpropernounstorefertoeventse.g.easterisspring.languageskills:listeningrecognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriatelyidentifydetailsthatsupportamainidealistenforspecificinformationspeakinguseappropriateintonationandstress,andvaryv

3、olume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelingsreadingreadwrittenlanguageinmeaningfulchunks.materials:studentsbook7bpage53cassette7bandacassetteplayerpreparation:cuethecassette.pre-taskpreparationlanguagelearningactivity(thissectionaimsatprovidingstudentswithopportunitiestopractisethel

4、anguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.playtherecording:lookandread.stopafterpicture2.studentslistenandfollowintheirbooks.2.playtherecordingagain.studentslistenandrepeat.3.ask:whatdoesspringmakeyouthinkof?toelicit:springmakesmethinkofencouragestudentstovolunte

5、eranythingthatcomestomind.helpthemwritealistontheboard.thendrawaspidergramliketheoneinthestudentsbookandinviteamoreablestudenttocomeforwardandcompletethespidergramwiththeinformationgivenonthelist.consolidationgrammarpracticebook7bpage41.2languagefocus:usingthesimplepresenttensetoexpresssimpletruthse

6、.g.inwriter,theweatherstartsgettingcoldanddry.usingadjectivestoshowquantitiese.g.someleavesbecomebrown,redoryellow.usingadjectivestodescribeeventse.g.itisfuntogotothebeachinsummer.languageskills:listeningidentifythemainideasofanewtopicidentifydetailsthatsupportamainidealistenforspecificinformationsp

7、eakinguseappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelingsreadingreadwrittenlanguageinmeaningfulchunksrecognizerecurrentpatternsinlanguagestructureskimatexttoobtainageneralimpressionandthemainideas.writingdevelopwrittentextsbyexpressingownideasandfe

8、elingswriteoutpieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessarymaterials:studentsbook7bpages53and54cassette7bandacassetteplayerworkbook7bpage27photocopiablepages47and48preparation:cuethecassette.makeacopyofphotocopiablepages47and48

9、foreachstudent.pre-taskpreparation.playtherestoftherecordingforlookandread.studentslistenandfollowintheirbooks.2.playtherecordingagain.studentslistenandrepeat.3.writethefollowingadjectives:awful,interesting,nice,fun,important,hadanddangerousontheboard.askforstudentsopinions:isitawful/interesting/nic

10、e/fun/important/bad/dangerousto?4.writethreeverbs:start,likeandloveontheboard.say:istartworkingat8a.m.ilikewalkingtoschool.ihavedoingexercise.ask:whatformofverbshouldweuseafterstart,likeandlove?toelicit:weshouldusethe-ingformofverb.inviteafewofthemoreablestudentstothinkofsomemoresamplesentencesusing

11、thethreeverbs.post-taskactivityworkbookpage27consolidationgrammarpracticebook7bpages42and43.3languagefocus:askingwh-questionstofindoutaboutaspecificobjecte.g.whichonecouldbethefirstslide?usingadjectivestoshoworder.e.g.picture2couldbethefirstslide.usingthesimplepresenttensetoexpresspreferencese.g.ipr

12、eferpicture11topicture4.languageskills:speakingopenaninteractionbyelicitingaresponsebyaskingquestionsmaintainaninteractionbyagreeingordisagreeing,replying.maintainaninteractionbyaskingandrespondingtoothersopinionswritinggatherandshareinformation,ideaandlanguagebyusingstrategiessuchasbrainstorming,li

13、sting.planandorganizeinformationandideasbydecidingonthesequenceofcontentdevelopwrittentextsbyexpressingownideasandfeelingsreviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.materials:studentsbook7bpage55cassette7bandacassetteplayerworkbook7bpage28photocopiablepage49preparation:cuethecassette.makeacopyofphotocopiablepage49foreachstudent.pre-taskpreparation.introducethetwonewlanguagestructurestostudents:eitherorandprefertotointroducethefirststructure,say:ivelostmypen.itcouldeitherbeinthestaffroomorinthelaboratory.tointroduce

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