知识学习Unit7 The SeaCommunication Workshop教案.docx

1、知识学习Unit7 The SeaCommunication Workshop教案Unit7 The Sea-Communication Workshop教案Unit7TheSea-communicationworkshop教案objectivesTowriteareportaboutatouristattraction.Topractiseusinglinkingwordsofcontrast.Toprepareforandtakepartinapublicdebate.Topractisegivingopinions.Tolistentoasongandunderstandit.Topra

2、ctiseusingvocabularyconcerningtheenvironment.Resourcesusedcassette,writingHelp1,leafletsoftouristattractionsinthearea.PossibleproblemsSomestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.BackgroundThemodelreportshowst

3、hestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.GavinSutherlandwrotethesongIamsailinganditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBay

4、isaninventedplace.Routesthroughthematerial.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.Ifyouhavetime,studentscandotheoptionsactivities.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.LanguagePower:pages62-63.writing:AReportBeforeyoustartExercise1Goth

5、roughthefirstexamplewiththestudents.Studentsthenworkinpairs,makingcommentsabouttheaquarium.Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.Exercise2Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.Studentsreadthe

6、reportandmatchtheparagraphswiththeheadings.checkstudentsanswers.Answersgeneraldescription2listofgoodpoints3listofbadpoints4conclusionPointouttheheadingofthereport:whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?makestudentsawareofhowclearlytheinformationisrecorded.Agoodrep

7、ortshouldhaveaveryclearstructureanduseveryclearlanguage.Stage1Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.writethemontheboard.Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattr

8、action,thebesttimeofyeartovisittheattraction,etc.Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.Stage2Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.T

9、ellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.Stage3ReferstudentstowritingHelp1foradviceonlayout,vocabularyandlinking.Studentsplanthefourparagraphsofthereport.Studentsthenwritetheheadingandthefirstdraftofthereport.Stage4Studentscheckthe

10、irdrafts.ReferthemtowritingHelp1.Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.TalkbackIngroups,studentsreadeachothersreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.Readtheexampleofhowtoreporttheconclusiontotherestoftheclass

11、.onememberofeachgroupreportssomeofthegroupsconclusions.Speaking:PublicDebateBeforeyoustartExercise1Usefulvocabulary:coastal,wildlifepark,oilrefinery.Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.StudentsreadthetextaboutDolwynBay.checkstudentsunderstandingoftheusefulvocabular

12、yandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?Aretherealotofyoungpeoplethere?whatnewindustrywilltherebeinDolwynBayinthefuture?.Exercise2Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.Inpairs,studentsdiscussand

13、listtheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.Exercise3Studentsreadthroughthelistofpeopleandthenlistentothecassette.AnswertheownerofafishingboatTapescriptSpeaker:Imtotallyagainsttheplan.Ithinkitwillbeadi

14、sasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.Playthecassetteaga

15、in,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.Stage1keywordsbusiness,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,employment,wildlifeGothroughthekeywordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.Lookatt

16、henotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.Stage2ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropin

17、ion,e.g.Iamtotallyagainsttheplan.Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.Stage3Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.Remindstudentsthatthisisapublicdebate,notaninformalc

18、onversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.Ingroups,studentstaketurnstogivetheiropinions.wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansfo

19、rDolwynBay.TalkbackEachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.ListeningStudentsreadthroughthetextandguessthemissingwords.Thentheylistentothesongandcompletethetext.AnswersandTapescriptIamsailing,Iamsailing,homeagain,acrossthesea.Iamsailing,stormywaters,tobenearyou,tobefree.Iamflying,I

20、amflying,likeabird,acrossthesky.Iamflying,passinghighclouds,tobewithyou,tobefree.canyouhearme?canyouhearme?Throughthedarknight,faraway.Iamdying,forevercrying,tobewithyou,whocansay?wearesailing,wearesailing,homeagain,acrossthesea.wearesailing,stormywaters,tobenearyou,tobefree.Playthesongagainandaskfu

21、rtherquestions:whatisthesituationinthesong?whereisthepersongoing?whoishegoingtosee?Isthepersonreallysailing?Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaofreturning,feelingunhappy,havingdifficulties.Studentsthendiscussanyothersongstheyknowaboutthesea?carethesesongsusuallysloworfast?sadorhappy?optionsPracticeIngroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.ExtensionIfthereareanydevelopmentplanscurrentlyaffectingthestudentsownregionorcountry,