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Module1Foodanddrinks
Unit4Howisfoodmade?
1
Languagefocus:
Using‘goingto’todescribeeventsthatwilloccurquitesoon
e.g.Kittyandherclassmatesaregoingtodoproject.
Usingthesimplepresenttensetoexpressthoughts
e.g.IthinkI’mgoingtoinvestigatebread.
Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem.
e.g.Whichfoodareyougoingtoinvestigateinyourproject?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymain,ideasofanewtopic.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Materials:
Student’sBook7Bpage20
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentsiftheyknowwherethefoodsoldatsupermarketsismade.Somestudentsmaygivethecorrectanswer:‘factories’.Askstudentswhethertheyhaveevervisitedcertainfoodfactoriesandwhethertheyknowhowfoodisproducedinfactories.Conductasurveytofindoutthetypesoffoodfactoriesstudentshavevisited.Listthetypesoffoodfactoriesstudentshavevisited.Listthetypeoffoodontheboard.
2.Askanystudentswhohavevisitedfoodfactoriestotalkabouttheirvisited.Ifmostofthestudentshavenevervisitedafoodfactory,aclasstriptoafactorycouldbearrangedtogivethembackgroundknowledgeinfoodproduction.Encouragestudentstotalkaboutwhatfoodproductiontheywouldliketoknowmoreabout
3.Tellstudenttheyaregoingtodoaprojectoninvestigatinghowacertainkindoffoodismade.Explaintostudentsthemeaningoftheworld‘investigate’.Askindividualsthesubjectoftheirinvestigation,likethis:Whichfoodareyougoingtoinvestigateinyourproject?toelicit:Iamgoingtoinvestigate(nameoffood)./Myprojectisgoingtobeabout(nameoffood).
4.Playtherecording:Read.Studentslistenandfollowintheirbooks.
5.AskstudentstosaywhatfoodthechildreninReadhavechosentostudy.
6.ReviewthefoodvocabularyinLook,askandanswer.Askstudentstosuggestsomemorefooditemstheywouldliketoinvestigate.
7.StudentsworkinpairstoaskandanswerquestionsaboutafoodprojectinLook,askandanswerusingthetargetlanguage.
2
Languagefocus:
Usingconnectivestoshowaresult
e.g.I’minvestigatinghowfoodisputcans,soIneedtotalktosomeoneatacanningfactory.
Using‘goingto’todescribeeventsthatwilloccurquitesoon.
e.g.Myproject’sgoingtobeaboutorangejuice.
Asking‘Wh-’questionstofindoutspecificinformationaboutathingandaperson.
e.g.What’syourprojectgoingtobeabout?/Whodoyouneedtointerviewforyourproject?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinion
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Scanatexttolocatespecificinformation
Materials:
Student’sBook7Bpage21
Cassette7Bandacassetteplayer
Workbook7Bpage13
Photocopiablepage15
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage15foreachgroup.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Writeontheboardalistoffooditemsandalistoffoodfactoriesintwoseparatecolumns.Tellstudentstomatchthefooditemstothefactories,e.g.yoghurttodairy;frozenfishtofrozenfishfactory;noodlestonoodlefactory,etc.Askindividualstosuggestsomemorefooditemstheywanttoinvestigateandthekindoffactorytheywillvisit.Addtheirsuggestiontothecolumns.
2.Askindividualsquestions,likethis:Whatisyourprojectgoingtobeabout?Toelicit:Myproject’sgoingtobeabout(nameoffood).Thenask:Whodoyouneedtointerviewforyourproject?Toelicit:Ineedtointerviewsomeoneata(place).
3.Invitestudentstocomeforwardandtalkaboutthefooditemtheyaregoingtoinvestigate,likethis:I’minvestigatinghowyoghurtismade,soIneedtointerviewsomeoneatadairy.Explaintostudentsthattheyshouldusetheconnective‘so’toexplainwhatactiontheyaregoingtotaketodotheinvestigation.Rememberthereisnoneedforstudentstolearnthepassivevoiceatthisstage.
4.HavestudentsreadLookandreadforsometime.Thenplaytherecording.Studentslistenandfollowintheirbooks.
5.Inviteseveralstudentstorole-playMissGuo,KittyandherclassmatestoaskandanswerquestionsusingthetargetlanguageinAskandanswer,basedonthecontentsofLookandread.
6.Inviteastudenttocomeforwardandaskhis/herclassmatesquestionsabouttheprojectstheyhavechosentoinvestigate.
7.Studentsworkingroups.DistributeacopyofPhotocopiablepage15toeachgroup.Studenttelloneanotherwhatfoodtheyaregoingtoinvestigateandwhotheyintendtointerview.Studentsfillinthetableandorganizetheinformationintoashortreport.
Consolidation
GrammarPracticeBook7Bpage15
Workbookpage13
3
Languagefocus:
Asking‘Wh-’questionstofindoutspecificinformationaboutaplace.
e.g.Wheredoyougetthefishfrom?
Asking‘Wh-’questionstofindoutspecificinformationaboutsomething.
e.g.Whatdoyoudotothefishbeforeyoufreezeit?
Asking‘Wh-’questionstofindoutspecificinformationaboutareason.
e.g.Whydoyoufreezethefish?
Asking‘How’questionstofindoutspecificinformationaboutamethod.
e.g.Howdoyougetthefrozenfishtotheshops?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Reading
Recognizeformatandlanguagefeaturesinnon-narrativetexts.
Writing
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeaturefeatureswhenwritingnon-narrativetexts.
Materials:
Student’sBook7Bpage22
Cassette7Bandacassetteplayer
Workbook7Bpage15
Photocopiablepages16and17
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage16and17foreachstudent.
Pre-taskpreparation
1.Reviewwithstudentstheuseofinterrogativesbyaskingstudentsquestionsabouttheirfoodprojects,likethis:Whatisyourprojectabout?Whydidyouchoosetoinvestigate(nameoffood/drink)?Whereareyougoingtovisit?Whodoyouneedtointerview?Howareyougoingtovisittheperson?Writestudents’answerstothequestionsontheboard.
2.TellstudentstoreadEddie’squestionsforthefrozenfishfactory.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.StudentspairuptopractisethedialoguebetweenDannyandthemanatthefrozenfishfactory.Invitesomepairstocomeforwardtoactouttheinterviewandreadthedialogue.
4.Askquestions:Wheredothepeopleatthefrozenfishfactorygetthefishfrom?Whatdotheydotothefishbeforetheyfrozenit?Whydotheyfreezethefish?Howdotheygetthefrozenfishtotheshops?Studentsarerequiredtogiveshortanswerstoshowtheirunderstandingofthekeypoints.
5.DistributeacopyofPhotocopiablepage16eachstudent.TellstudentstocompleteEddie’snotesabouthisvisittothefrozenfishfactory.Studentsinpairsreadeachother’snotesandmakecorrectionsifnecessary.
Consolidation
Workbookpage15
GrammarPracticeBook7Bpage16
4
Languagefocus:
Usingformulaicexpressionstobeginaformalletter.
e.g.DearSir/Madam.
Usingformulaicexpressionstoendaformalletter
e.g.Ilookforwardtohearingfromyou./Yourssincerely.
Usingmodalstoindicatepreferences
e.g.Iwouldliketovisityourdairy.
Asking‘Wh-’questionstofindoutspecificinformationaboutaday.
e.g.Whichdaywillbeconvenientformetovisitthedairy?
Languageskills:
Reading
Scanatextalocatespecificinformation
Recognizethepresentationofideasthroughheading,Paragraphing,spacing,italic,boldprintandpunctuation
Understandintention,attitudeandfeelingstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.
Materials:
Student’sBook7Bpage23
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewtheformatofaletterwithstudents,tellingthemthatthereareformalandinformalletters.Drawstudents’attentiontothesalutationandthecomplimentaryclosingwhichusuallyindicatewhetheraletterisinaformalorinformalstyle,asinDearSir/MadamandDearDanny:YourssincerelyandLove.Bringinthetwotypesoflettersandshowthemtostudents.
2.HavestudentsreadDanny’slettertothedairy.AskstudentswhetheritisaformalorinformalletterandthereasonforDannytohavewrittenaformalletter.Explaintostudentsunderwhatcircumstancesandconditionsaformalletterismoreappropriate.Playtherecording:Read.Studentslistenandfollowintheirbooks.
Consolidation
GrammarPracticeBook7Bpage17
5
Languagefocus:
Usingformulaicexpressiontobeginaformalletter
e.g.DearSir/Madam
Usingformulaicexpressionstoendaformalletter.
e.gIlookforwardtoheadingfromyou,/Yourssincerely.
Usingmodalstoindicatepreferences
e.g.Iwouldliketovisityour_________.
Asking‘Wh-’questionstofindoutspecificinformationaboutaday.
e.g.Whichdaywillbeconvenientformetovisit______?
Languageskills:
Writing
Gatherandshareinformation,ideasandlanguagebybrainstorming,listingandobserving.
Planandorganizeinformationandideasbyindentifyingpurposeandaudienceforawritingtask.
Developwrittentextsbyexpressingideasandfeelingsandbywritingparagraphswhichpresentideaslogically.Reviseandeditshorttextsbymakingchangestoincorrectspelling,punctuationandgrammar,andaddingdetailsifnecessaryinresponsetosuggestionsfromtheteacher.
Materials:
Student’sBook7Bpage24
Cassette7Bandacassetteplayer[
Workbook7Bpage14
Consolidation
GrammarPracticeBook7Bpage14
6[來
Languagefocus:
Usingthesimplepresenttensetoexpressneeds
e.g.Youalsoneedasaucepanandaflask.
Usingimperativestogiveinstructions
e.g.Mix,Take,Add,Pour,Open
Asking‘WH-’questiontofindoutspecificinformationaboutsomething
e.g.Whatdoyouneedtomakeyouyoghurt?
Usingadverbstoexpresstimesequence
e.g.First,…/Secondly,…/Next,…/Then/
Afterthat,…/Finally,…
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.
Identifymainideasofanewtopic
Listenforspecificinformation
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizeformatandlanguagefeaturesinnarrativeandnon-narrativetexts.
Predictthelikelydevelopmentofatopicbyrecognizingkeywordsandmakinguseofcontextsandknowledgeoftheworld.
Scanatexttolocatespecificinformation
Materials:
Student’sBook7Bpage25
Cassette7Bandacassetteplayer
Workbook7Bpage16
Photocopiablepage18and82
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage18and82foreachstudent.
Pre-taskpreparation
1.IntroducetostudentstheingredientsandcookingutensilsneededtomakeyoghurtinLookandread.Askstudents:Whatdoyouneedtomakeyoghurt?Toelicit:Youneed…
2.Givestudentssometimetolookatthephotosandreadthecaptionstounderstandtheproceduresformakingyoghurt.Askindividualstudents:Whatdoyoudofirst?Toelicit:First,youmixthemilkandthepowderedmilkinthesaucepan.Heat…,Whatdoyoudosecondly/next/then/afterthat/finally?Toelicitcorrespondinganswerstothequestions
3.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.Pausethetapeatthebeginningofeachprocedure,askstudentstoreadoutanappropriateadverboftime,andcontinueplayingthetape.
Consolidation
GrammarPracticeBook7Bpage18and21.
Photocopiablepage19and24
Module1Foodanddrinks
Unit4Howisfoodmade?
1
Languagefocus:
Using‘goingto’todescribeeventsthatwilloccurquitesoon
e.g.Kittyandherclassmatesaregoingtodoproject.
Usingthesimplepresenttensetoexpressthoughts
e.g.IthinkI’mgoingtoinvestigatebread.
Asking‘Wh-’questionstofindoutspecificinformationaboutafooditem.
e.g.Whichfoodareyougoingtoinvestigateinyourproject?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Identifymain,ideasofanewtopic.
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Usevisualclues,contextandknowledgeoftheworldtoworkoutthemeaningofanunknownwordandacompleteexpression
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Materials:
Student’sBook7Bpage20
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Askstudentsiftheyknowwherethefoodsoldatsupermarketsismade.Somestudentsmaygivethecorrectanswer:‘factories’.Askstudentswhethertheyhaveevervisitedcertainfoodfactoriesandwhethertheyknowhowfoodisproducedinfactories.Conductasurveytofindoutthetypesoffoodfactoriesstudentshavevisited.Listthetypesoffoodfactoriesstudentshavevisited.Listthetypeoffoodontheboard.
2.Askanystudentswhohavevisitedfoodfactoriestotalkabouttheirvisited.Ifmostofthestudentshavenevervisitedafoodfactory,aclasstriptoafactorycouldbearrangedtogivethembackgroundknowledgeinfoodproduction.Encouragestudentstotalkaboutwhatfoodproductiontheywouldliketoknowmoreabout
3.Tellstudenttheyaregoingtodoaprojectoninvestigatinghowacertainkindoffoodismade.Explaintostudentsthemeaningoftheworld‘investigate’.Askindividualsthesubjectoftheirinvestigation,likethis:Whichfoodareyougoingtoinvestigateinyourproject?toelicit:Iamgoingtoinvestigate(nameoffood)./Myprojectisgoingtobeabout(nameoffood).
4.Playtherecording:Read.Studentslistenandfollowintheirbooks.
5.AskstudentstosaywhatfoodthechildreninReadhavechosentostudy.
6.ReviewthefoodvocabularyinLook,askandanswer.Askstudentstosuggestsomemorefooditemstheywouldliketoinvestigate.
7.StudentsworkinpairstoaskandanswerquestionsaboutafoodprojectinLook,askandanswerusingthetargetlanguage.
2
Languagefocus:
Usingconnectivestoshowaresult
e.g.I’minvestigatinghowfoodisputcans,soIneedtotalktosomeoneatacanningfactory.
Using‘goingto’todescribeeventsthatwilloccurquitesoon.
e.g.Myproject’sgoingtobeaboutorangejuice.
Asking‘Wh-’questionstofindoutspecificinformationaboutathingandaperson.
e.g.What’syourprojectgoingtobeabout?/Whodoyouneedtointerviewforyourproject?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Understandtheconnectionbetweenideasbyrecognizinglinkingwordsandphrases.
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Recognizerecurrentpatternsinlanguagestructure,suchaswordstructure,wordorder,sentencestructure,organizationoftext-types.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Scanatexttolocatespecificinformation
Materials:
Student’sBook7Bpage21
Cassette7Bandacassetteplayer
Workbook7Bpage13
Photocopiablepage15
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage15foreachgroup.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Writeontheboardalistoffooditemsandalistoffoodfactoriesintwoseparatecolumns.Tellstudentstomatchthefooditemstothefactories,e.g.yoghurttodairy;frozenfishtofrozenfishfactory;noodlestonoodlefactory,etc.Askindividualstosuggestsomemorefooditemstheywanttoinvestigateandthekindoffactorytheywillvisit.Addtheirsuggestiontothecolumns.
2.Askindividualsquestions,likethis:Whatisyourprojectgoingtobeabout?Toelicit:Myproject’sgoingtobeabout(nameoffood).Thenask:Whodoyouneedtointerviewforyourproject?Toelicit:Ineedtointerviewsomeoneata(place).
3.Invitestudentstocomeforwardandtalkaboutthefooditemtheyaregoingtoinvestigate,likethis:I’minvestigatinghowyoghurtismade,soIneedtointerviewsomeoneatadairy.Explaintostudentsthattheyshouldusetheconnective‘so’toexplainwhatactiontheyaregoingtotaketodotheinvestigation.Rememberthereisnoneedforstudentstolearnthepassivevoiceatthisstage.
4.HavestudentsreadLookandreadforsometime.Thenplaytherecording.Studentslistenandfollowintheirbooks.
5.Inviteseveralstudentstorole-playMissGuo,KittyandherclassmatestoaskandanswerquestionsusingthetargetlanguageinAskandanswer,basedonthecontentsofLookandread.
6.Inviteastudenttocomeforwardandaskhis/herclassmatesquestionsabouttheprojectstheyhavechosentoinvestigate.
7.Studentsworkingroups.DistributeacopyofPhotocopiablepage15toeachgroup.Studenttelloneanotherwhatfoodtheyaregoingtoinvestigateandwhotheyintendtointerview.Studentsfillinthetableandorganizetheinformationintoashortreport.
Consolidation
GrammarPracticeBook7Bpage15
Workbookpage13
3
Languagefocus:
Asking‘Wh-’questionstofindoutspecificinformationaboutaplace.
e.g.Wheredoyougetthefishfrom?
Asking‘Wh-’questionstofindoutspecificinformationaboutsomething.
e.g.Whatdoyoudotothefishbeforeyoufreezeit?
Asking‘Wh-’questionstofindoutspecificinformationaboutareason.
e.g.Whydoyoufreezethefish?
Asking‘How’questionstofindoutspecificinformationaboutamethod.
e.g.Howdoyougetthefrozenfishtotheshops?
Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestionsandstatements,andrespondappropriately.Listenforspecificinformation
Speaking
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic
Reading
Recognizeformatandlanguagefeaturesinnon-narrativetexts.
Writing
Developwrittentextsbyusingappropriateformat,conventionsandlanguagefeaturefeatureswhenwritingnon-narrativetexts.
Materials:
Student’sBook7Bpage22
Cassette7Bandacassetteplayer
Workbook7Bpage15
Photocopiablepages16and17
Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage16and17foreachstudent.
Pre-taskpreparation
1.Reviewwithstudentstheuseofinterrogativesbyaskingstudentsquestionsabouttheirfoodprojects,likethis:Whatisyourprojectabout?Whydidyouchoosetoinvestigate(nameoffood/drink)?Whereareyougoingtovisit?Whodoyouneedtointerview?Howareyougoingtovisittheperson?Writestudents’answerstothequestionsontheboard.
2.TellstudentstoreadEddie’squestionsforthefrozenfishfactory.Playtherecording:Lookandread.Studentslistenandfollowintheirbooks.
3.StudentspairuptopractisethedialoguebetweenDannyandthemanatthefrozenfishfactory.Invitesomepairstocomeforwardtoactouttheinterviewandreadthedialogue.
4.Askquestions:Wheredothepeopleatthefrozenfishfactorygetthefishfrom?Whatdotheydotothefishbeforetheyfrozenit?Whydotheyfreezethefish?Howdotheygetthefrozenfishtotheshops?Studentsarerequiredtogiveshortanswerstoshowtheirunderstandingofthekeypoints.
5.DistributeacopyofPhotocopiablepage16eachstudent.TellstudentstocompleteEddie’snotesabouthisvisittothefrozenfishfactory.Studentsinpairsreadeachother’snotesandmakecorrectionsifnecessary.
Consolidation
Workbookpage15
GrammarPracticeBook7Bpage16
4
Languagefocus:
Usingformulaicexpressionstobeginaformalletter.
e.g.DearSir/Madam.
Usingformulaicexpressionstoendaformalletter
e.g.Ilookforwardtohearingfromyou./Yourssincerely.
Usingmodalstoindicatepreferences
e.g.Iwouldliketovisityourdairy.
Asking‘Wh-’questionstofindoutspecificinformationaboutaday.
e.g.Whichdaywillbeconvenientformetovisitthedairy?
Languageskills:
Reading
Scanatextalocatespecificinformation
Recognizethepresentationofideasthroughheading,Paragraphing,spacing,italic,boldprintandpunctuation]
Understandintention,attitudeandfeelingstatedinatextbyrecognizingfeaturessuchasthechoiceanduseoflanguage.
Materials:
Student’sBook7Bpage23
Cassette7Bandacassetteplayer
Preparation:
Cuethecassette.
Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewtheformatofaletterwithstudents,tellingthemthatthereareformalandinformalletters.Drawstudents’attentiontothesalutationandthecomplimentaryclosingwhichusuallyindicatewhetheraletterisinaformalorinformalstyle,asinDearSir/MadamandDearDanny:YourssincerelyandLove.Bringinthetwotypesoflettersandshowthemtostudents.
2.HavestudentsreadDanny’slettertothedairy.AskstudentswhetheritisaformalorinformalletterandthereasonforDannytohavewrittenaformalletter.Explaintostudentsunderwhatcircumstancesandconditionsaformalletterismoreappropriate.Playtherecording:Read.Studentslistenandfollowintheirbooks.
Consolidation
GrammarPracticeBook7Bpage17
5
Languagefocus:
Usingformulaicexpressiontobeginaformalletter
e.g.DearSir/Madam
Usingformulaicexpressionstoendaformalletter.
e.gIlookforwardtoheadingfromyou,/Yourssincerely.
Usingmodalstoindicatepreferences
e.g.Iwouldliketovisityour_________.
Asking‘Wh-’questionstofindoutspecificinformationaboutaday.
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