知识学习Unit7 The SeaCommunication Workshop教案.docx

知识学习Unit7 The SeaCommunication Workshop教案.docx

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知识学习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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