范文Unit7 The SeaCommunication Workshop教案.docx
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范文Unit7TheSeaCommunicationWorkshop教案
Unit7TheSea-CommunicationWorkshop教案
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mUnit7TheSea-communicationworkshop教案objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.Resourcesused
cassette,writingHelp1,leafletsoftouristattractionsinthearea.Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:
useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheoptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.LanguagePower:
pages62-63.writing:
AReportBeforeyoustartExercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■checkstudents’answers.
Answers
generaldescription2listofgoodpoints3listofbadpoints4conclusion■Pointouttheheadingofthereport:
whatinformationdoesitgive?
Howisthisheadingdifferentfromthatofaformalletter?
makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction,thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.Stage3
■ReferstudentstowritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.Stage4
■Studentschecktheirdrafts.ReferthemtowritingHelp1.Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:
PublicDebateBeforeyoustartExercise1
Usefulvocabulary:
coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■checkstudents'understandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?
Aretherealotofyoungpeoplethere?
whatnewindustrywilltherebeinDolwynBayinthefuture?
.Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:
I'mtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewon'tbeabletofish.It'sdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.■Playthecassetteagain,pausingittocheckstudents'understandingofdisaster,pollutethesea.Stage1
keywords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,employment,wildlife
■Gothroughthekeywordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.Stage2
■ReadtheFunctionFilewiththeclass,drawingstudents'attentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate..
■Ingroups,studentstaketurnstogivetheiropinions.wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
canyouhearme?
canyouhearme?
Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
wearesailing,wearesailing,homeagain,acrossthesea.
wearesailing,stormywaters,tobenearyou,tobefree.■Playthesongagainandaskfurtherquestions:
‘whatisthesituationinthesong?
whereisthepersongoing?
whoishegoingtosee?
Isthepersonreallysailing?
’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’,‘feelingunhappy’,‘havingdifficulties’.
■Studentsthendiscussanyothersongstheyknowaboutthesea?
carethesesongsusuallysloworfast?
sadorhappy?
options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.
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