七年级英语Electricity today教案

Module 4 The natural elements
Unit 1 Electricity today
1
Language focus:
Using the simple present tense to express simple truths.
e.g. Electricity is very important to us.
Using ‘going to’ to describe events that will occur quite soon.
e.g. I’m going to show a video.
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 approval and disapproval), commands, and respond appropriately.
Identify for specific information
Use visual clues, context and knowledge of the world to work out the meaning of an unknown word and a complete expression
Reading
Read write language in meaningful chunks.
Use visual clues, context and knowledge of the world to work out the meaning of an unknown work and a complete expression
Recognize 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:
Student’s Book 7B page 66
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. 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 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 vocabulary which appears in the video, e.g. lightning, fright.

2
Language 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 modals 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 (including approval and disapproval), commands, and respond appropriately.
Listen for specific information
Understand the speaker’s intention, attitude and feelings through his/her choice and use of language, gestures and facial expression
Speaking
Open an interaction by eliciting a respongse.
Maintain an 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 one’s turn at the right moment and recognizing others’ desire to speak.
Reading
Use 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 interviewing.

Materials:
Student’s Book 7B page 66
Cassette 7B and a cassette player
Photocopiable page 61
Pictures/photos of electrical appliances.

Preparation:
Cue the cassette. Make a copy of Photocopiable page 61 for each student.

 
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. Collect different pictures/photos of electrical appliances. Ask students: What else does electricity give power for? To elicit different types of electrical 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 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.

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