1、范文Unit7 The SeaCommunication Workshop教案Unit7 The Sea-Communication Workshop教案Unit7TheSea-communicationworkshop教案objectivesTowriteareportaboutatouristattraction.Topractiseusinglinkingwordsofcontrast.Toprepareforandtakepartinapublicdebate.Topractisegivingopinions.Tolistentoasongandunderstandit.Topract
2、iseusingvocabularyconcerningtheenvironment.Resourcesusedcassette,writingHelp1,leafletsoftouristattractionsinthearea.PossibleproblemsSomestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.BackgroundThemodelreportshowsthe
3、styleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.GavinSutherlandwrotethesongIamsailinganditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayis
4、aninventedplace.Routesthroughthematerial.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.Ifyouhavetime,studentscandotheoptionsactivities.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.LanguagePower:pages62-63.writing:AReportBeforeyoustartExercise1Gothro
5、ughthefirstexamplewiththestudents.Studentsthenworkinpairs,makingcommentsabouttheaquarium.Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.Exercise2Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.Studentsreadthere
6、portandmatchtheparagraphswiththeheadings.checkstudentsanswers.Answersgeneraldescription2listofgoodpoints3listofbadpoints4conclusionPointouttheheadingofthereport:whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?makestudentsawareofhowclearlytheinformationisrecorded.Agoodrepor
7、tshouldhaveaveryclearstructureanduseveryclearlanguage.Stage1Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.writethemontheboard.Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattrac
8、tion,thebesttimeofyeartovisittheattraction,etc.Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.Stage2Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tel
9、lstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.Stage3ReferstudentstowritingHelp1foradviceonlayout,vocabularyandlinking.Studentsplanthefourparagraphsofthereport.Studentsthenwritetheheadingandthefirstdraftofthereport.Stage4Studentschecktheir
10、drafts.ReferthemtowritingHelp1.Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.TalkbackIngroups,studentsreadeachothersreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.o
11、nememberofeachgroupreportssomeofthegroupsconclusions.Speaking:PublicDebateBeforeyoustartExercise1Usefulvocabulary:coastal,wildlifepark,oilrefinery.Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.StudentsreadthetextaboutDolwynBay.checkstudentsunderstandingoftheusefulvocabularya
12、ndasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?Aretherealotofyoungpeoplethere?whatnewindustrywilltherebeinDolwynBayinthefuture?.Exercise2Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.Inpairs,studentsdiscussandli
13、sttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.Exercise3Studentsreadthroughthelistofpeopleandthenlistentothecassette.AnswertheownerofafishingboatTapescriptSpeaker:Imtotallyagainsttheplan.Ithinkitwillbeadisa
14、sterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.Playthecassetteagain
15、,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.Stage1keywordsbusiness,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,employment,wildlifeGothroughthekeywordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.Lookatthe
16、notesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.Stage2ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinio
17、n,e.g.Iamtotallyagainsttheplan.Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.Stage3Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.Remindstudentsthatthisisapublicdebate,notaninformalcon
18、versationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.Ingroups,studentstaketurnstogivetheiropinions.wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforD
19、olwynBay.TalkbackEachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.ListeningStudentsreadthroughthetextandguessthemissingwords.Thentheylistentothesongandcompletethetext.AnswersandTapescriptIamsailing,Iamsailing,homeagain,acrossthesea.Iamsailing,stormywaters,tobenearyou,tobefree.Iamflying,Iam
20、flying,likeabird,acrossthesky.Iamflying,passinghighclouds,tobewithyou,tobefree.canyouhearme?canyouhearme?Throughthedarknight,faraway.Iamdying,forevercrying,tobewithyou,whocansay?wearesailing,wearesailing,homeagain,acrossthesea.wearesailing,stormywaters,tobenearyou,tobefree.Playthesongagainandaskfurt
21、herquestions:whatisthesituationinthesong?whereisthepersongoing?whoishegoingtosee?Isthepersonreallysailing?Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaofreturning,feelingunhappy,havingdifficulties.Studentsthendiscussanyothersongstheyknowaboutthesea?carethesesongsusuallysloworfast?sadorhappy?optionsPracticeIngroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.ExtensionIfthereareanydevelopmentplanscurrentlyaffectingthestudentsownregionorcountry,
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