北师大版必修三unit7 communication workshop教案
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| 名称 | 北师大版必修三unit7 communication workshop教案 |  | |
| 格式 | rar | ||
| 文件大小 | 14.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2011-01-12 12:40:00 | ||
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Unit 7 The Sea
Communication Workshop教案
Objectives
■ To write a report about a tourist attraction.
■ To practise using linking words of contrast.
■ To prepare for and take part in a public debate.
■ To practise giving opinions.
■ To listen to a song and understand it.
■ To practise using vocabulary concerning the environment.
Resources used
Cassette, Writing Help 1, leaflets of tourist attractions in the area.
Possible problems
Some students will be more comfortable with the public debate activity than others. Try to ensure that all students have a role that they can manage successfully.
Background
The model report shows the style of reports in British English: use of formal language, use of numbers and letters to outline the main and subsidiary points, clear structure with a statement of things in favour, a statement of things against and a conclusion.
Gavin Sutherland wrote the song ‘I am sailing’ and it became popular when the Scottish singer, Rod Stewart, sang it. Dolwyn Bay is an invented place.
Routes through the material
. If you are short of time, omit the Talkback stage of the writing and speaking workshops.
. If you have time, students can do the Options activities.
. If you have two lessons for a unit, the natural break is after the writing activity.
Language Power: pages 62-63.
Writing: A Report
Before you start
Exercise 1
■ Go through the first example with the students.
■ Students then work in pairs, making comments about the aquarium.
■ Students can then make similar comments about their town or their school.
Exercise 2
■ Read the instructions and make sure students understand the task. Explain that students do not have to understand every word to carry out the task.
■ Students read the report and match the paragraphs with the headings.
■ Check students’ answers.
Answers
1 general description 2 list of good points 3 list of bad points 4 conclusion
■ Point out the heading of the report: What information does it give How is this heading different from that of a formal letter Make students aware of how clearly the information is recorded. A good report should have a very clear structure and use very clear language.
Stage 1
■ If you have any leaflets about tourist attractions in the area, bring them to class and use them to elicit a list of tourist attractions. Write them on the board.
■ In groups, students discuss which of the attractions they like best. Tell them to consider the sort of people who like the attraction (adults children families ), the best time of year to visit the attraction, etc.
■ Each member of the group chooses one attraction to write about. Tell students that they can invent an attraction if they wish.
Stage 2
■ Read the list of good and bad points about the aquarium with the class.
■ Students work individually, listing the good and bad points of the attraction they have chosen. Tell students they need not have an equal number of good and bad points. Go round and assist with ideas or new vocabulary if necessary.
Stage 3
■ Refer students to Writing Help 1 for advice on layout, vocabulary and linking.
■ Students plan the four paragraphs of the report.
■ Students then write the heading and the first draft of the report.
Stage 4
■ Students check their drafts. Refer them to Writing Help 1 (checking). They should also use their own writing checklist based on the mistakes they have made in previous writing tasks.
Talkback
■ In groups, students read each other’s reports and discuss whether they agree with the opinions and conclusions in the reports.
■ Read the example of how to report the conclusion to the rest of the class.
■ One member of each group reports some of the group’s conclusions.
Speaking: Public Debate
Before you start
Exercise 1
Useful vocabulary: coastal, wildlife park, oil refinery.
Students should be able to guess the general meaning of these words from the context.
■ Students read the text about Dolwyn Bay.
■ Check students' understanding of the useful vocabulary and ask some comprehension questions, e.g. How many people live there (8,000) Are there a lot of young people there (no) What new industry will there be in Dolwyn Bay in the future (oil industry).
Exercise 2
■ To start students thinking, you may wish to elicit one or two pros and cons of building a big oil refinery in Dolwyn Bay before students work in pairs.
■ In pairs, students discuss and list the pros and cons of the plans to build a big oil refinery in Dolwyn Bay.
■ The pairs then report back to the class and see whether, overall, there are more pros or more cons.
Exercise 3
■ Students read through the list of people and then listen to the cassette.
Answer
the owner of a fishing boat
Tapescript
Speaker: I'm totally against the plan. I think it will be a disaster for the local area. For one thing, it will be terrible for fishing in the area. The oil refinery will pollute the sea and we won't be able to fish. It's difficult now, but this will be the end of the fishing industry. It would be much better if we put more money into the fishing industry. For example, we need money to build new fishing boats.
■ Play the cassette again, pausing it to check students' understanding of disaster, pollute the sea.
Stage 1
Key Words
business, development, environment, fishing industry, jobs, marine life, noise, oil refinery, pollution, traffic, (un)employment, wildlife
■ Go through the Key Words with the class, asking students to translate them or put them into a sentence in English.
■ Look at the notes for the local shopkeeper with the class and see if students can add any more points to support his point of view.
■ In groups, each student chooses a role from the list in Exercise 3 and writes notes about his/her opinions of the plans.
Stage 2
■ Read the Function File with the class, drawing students' attention to the use of stress to give emphasis to your opinion, e.g. I am totally against the plan.
Students practise on their own, giving their opinions and stating their case.
Stage 3
■ Read through the example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case.
■ Remind students that this is a ‘public debate’, not an informal conversation among friends. Each person is allowed to finish what they want to say before the next person speaks. If you wish, each group can appoint a chairperson to control the debate. (The chairperson then gives his/her opinions as a member of the community at the very beginning of the debate).
■ In groups, students take turns to give their opinions. When everyone in the group has spoken, the group has a general discussion and tries to reach agreement about the plans for Dolwyn Bay.
Talkback
■ Each group reports back to the class, saying what plans they agreed on.
Listening
■ Students read through the text and guess the missing words.
■ Then they listen to the song and complete the text.
Answers and Tapescript
I am sailing, I am sailing, home again, across the sea.
I am sailing, stormy waters, to be near you, to be free.
I am flying, I am flying, like a bird, across the sky.
I am flying, passing high clouds, to be with you, to be free.
Can you hear me Can you hear me Through the dark night, far away.
I am dying, forever crying, to be with you, who can say
We are sailing, we are sailing, home again, across the sea.
We are sailing, stormy waters, to be near you, to be free.
■ Play the song again and ask further questions: ‘What is the situation in the song Where is the person going Who is he going to see Is the person really sailing ’
■ In pairs, students discuss what images are used to express the idea of ‘returning’ (sailing/flying like a bird), ‘feeling unhappy’ (crying/dying), ‘having difficulties’ (stormy waters).
■ Students then discuss any other songs they know about the sea C are these songs usually slow or fast sad or happy
Options
Practice
In groups, students prepare a report about the plans to build a big oil refinery in Dolwyn Bay. Tell the students the report is for the local government authority and is written after the public debate they have just had.
Extension
If there are any development plans currently affecting the students’ own region or country, the pros and cons of these plans can be discussed in class.
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Unit 7 The Sea
Communication Workshop教案
Objectives
■ To write a report about a tourist attraction.
■ To practise using linking words of contrast.
■ To prepare for and take part in a public debate.
■ To practise giving opinions.
■ To listen to a song and understand it.
■ To practise using vocabulary concerning the environment.
Resources used
Cassette, Writing Help 1, leaflets of tourist attractions in the area.
Possible problems
Some students will be more comfortable with the public debate activity than others. Try to ensure that all students have a role that they can manage successfully.
Background
The model report shows the style of reports in British English: use of formal language, use of numbers and letters to outline the main and subsidiary points, clear structure with a statement of things in favour, a statement of things against and a conclusion.
Gavin Sutherland wrote the song ‘I am sailing’ and it became popular when the Scottish singer, Rod Stewart, sang it. Dolwyn Bay is an invented place.
Routes through the material
. If you are short of time, omit the Talkback stage of the writing and speaking workshops.
. If you have time, students can do the Options activities.
. If you have two lessons for a unit, the natural break is after the writing activity.
Language Power: pages 62-63.
Writing: A Report
Before you start
Exercise 1
■ Go through the first example with the students.
■ Students then work in pairs, making comments about the aquarium.
■ Students can then make similar comments about their town or their school.
Exercise 2
■ Read the instructions and make sure students understand the task. Explain that students do not have to understand every word to carry out the task.
■ Students read the report and match the paragraphs with the headings.
■ Check students’ answers.
Answers
1 general description 2 list of good points 3 list of bad points 4 conclusion
■ Point out the heading of the report: What information does it give How is this heading different from that of a formal letter Make students aware of how clearly the information is recorded. A good report should have a very clear structure and use very clear language.
Stage 1
■ If you have any leaflets about tourist attractions in the area, bring them to class and use them to elicit a list of tourist attractions. Write them on the board.
■ In groups, students discuss which of the attractions they like best. Tell them to consider the sort of people who like the attraction (adults children families ), the best time of year to visit the attraction, etc.
■ Each member of the group chooses one attraction to write about. Tell students that they can invent an attraction if they wish.
Stage 2
■ Read the list of good and bad points about the aquarium with the class.
■ Students work individually, listing the good and bad points of the attraction they have chosen. Tell students they need not have an equal number of good and bad points. Go round and assist with ideas or new vocabulary if necessary.
Stage 3
■ Refer students to Writing Help 1 for advice on layout, vocabulary and linking.
■ Students plan the four paragraphs of the report.
■ Students then write the heading and the first draft of the report.
Stage 4
■ Students check their drafts. Refer them to Writing Help 1 (checking). They should also use their own writing checklist based on the mistakes they have made in previous writing tasks.
Talkback
■ In groups, students read each other’s reports and discuss whether they agree with the opinions and conclusions in the reports.
■ Read the example of how to report the conclusion to the rest of the class.
■ One member of each group reports some of the group’s conclusions.
Speaking: Public Debate
Before you start
Exercise 1
Useful vocabulary: coastal, wildlife park, oil refinery.
Students should be able to guess the general meaning of these words from the context.
■ Students read the text about Dolwyn Bay.
■ Check students' understanding of the useful vocabulary and ask some comprehension questions, e.g. How many people live there (8,000) Are there a lot of young people there (no) What new industry will there be in Dolwyn Bay in the future (oil industry).
Exercise 2
■ To start students thinking, you may wish to elicit one or two pros and cons of building a big oil refinery in Dolwyn Bay before students work in pairs.
■ In pairs, students discuss and list the pros and cons of the plans to build a big oil refinery in Dolwyn Bay.
■ The pairs then report back to the class and see whether, overall, there are more pros or more cons.
Exercise 3
■ Students read through the list of people and then listen to the cassette.
Answer
the owner of a fishing boat
Tapescript
Speaker: I'm totally against the plan. I think it will be a disaster for the local area. For one thing, it will be terrible for fishing in the area. The oil refinery will pollute the sea and we won't be able to fish. It's difficult now, but this will be the end of the fishing industry. It would be much better if we put more money into the fishing industry. For example, we need money to build new fishing boats.
■ Play the cassette again, pausing it to check students' understanding of disaster, pollute the sea.
Stage 1
Key Words
business, development, environment, fishing industry, jobs, marine life, noise, oil refinery, pollution, traffic, (un)employment, wildlife
■ Go through the Key Words with the class, asking students to translate them or put them into a sentence in English.
■ Look at the notes for the local shopkeeper with the class and see if students can add any more points to support his point of view.
■ In groups, each student chooses a role from the list in Exercise 3 and writes notes about his/her opinions of the plans.
Stage 2
■ Read the Function File with the class, drawing students' attention to the use of stress to give emphasis to your opinion, e.g. I am totally against the plan.
Students practise on their own, giving their opinions and stating their case.
Stage 3
■ Read through the example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case.
■ Remind students that this is a ‘public debate’, not an informal conversation among friends. Each person is allowed to finish what they want to say before the next person speaks. If you wish, each group can appoint a chairperson to control the debate. (The chairperson then gives his/her opinions as a member of the community at the very beginning of the debate).
■ In groups, students take turns to give their opinions. When everyone in the group has spoken, the group has a general discussion and tries to reach agreement about the plans for Dolwyn Bay.
Talkback
■ Each group reports back to the class, saying what plans they agreed on.
Listening
■ Students read through the text and guess the missing words.
■ Then they listen to the song and complete the text.
Answers and Tapescript
I am sailing, I am sailing, home again, across the sea.
I am sailing, stormy waters, to be near you, to be free.
I am flying, I am flying, like a bird, across the sky.
I am flying, passing high clouds, to be with you, to be free.
Can you hear me Can you hear me Through the dark night, far away.
I am dying, forever crying, to be with you, who can say
We are sailing, we are sailing, home again, across the sea.
We are sailing, stormy waters, to be near you, to be free.
■ Play the song again and ask further questions: ‘What is the situation in the song Where is the person going Who is he going to see Is the person really sailing ’
■ In pairs, students discuss what images are used to express the idea of ‘returning’ (sailing/flying like a bird), ‘feeling unhappy’ (crying/dying), ‘having difficulties’ (stormy waters).
■ Students then discuss any other songs they know about the sea C are these songs usually slow or fast sad or happy
Options
Practice
In groups, students prepare a report about the plans to build a big oil refinery in Dolwyn Bay. Tell the students the report is for the local government authority and is written after the public debate they have just had.
Extension
If there are any development plans currently affecting the students’ own region or country, the pros and cons of these plans can be discussed in class.
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网