Unit7TheSea-CommunicationWorkshop教案。
俗话说，居安思危，思则有备，有备无患。作为教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助教师缓解教学的压力，提高教学质量。优秀有创意的教案要怎样写呢？下面的内容是小编为大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能对大家有所帮助。
Unit7TheSea-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:AReport
Beforeyoustart
Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.
Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion
■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.
Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.
Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.
Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.
Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.
Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate
Beforeyoustart
Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).
Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.
Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.
■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.
Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.
Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.
Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■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’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?
Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.
扩展阅读
Unit7TheSea-culturalcorner教案
一名优秀的教师就要对每一课堂负责，作为教师准备好教案是必不可少的一步。教案可以让学生能够在教学期间跟着互动起来，帮助教师提高自己的教学质量。所以你在写教案时要注意些什么呢？急您所急，小编为朋友们了收集和编辑了“Unit7TheSea-culturalcorner教案”，仅供参考，欢迎大家阅读。
Unit7TheSea-culturalcorner教案
ZhengHeandHisSevenVoyages
Exercise1
KeyWords
inadditionto,fleet,voyage,supply,sink,exploration
■AskstudentswhattheyknowaboutZhengHe.Encouragethemtosayasmuchaspossible.
■Lookatthekeywordswiththestudentsandseeifstudentsalreadyknowsomeofthem.Donotpre-teachanynewwordsbutencouragethemtoguessthemeaningswhilereadingthetext.
■Askstudentstorefertothenoteswhilereadingsothattheycanunderstandthepassagebetter.
■MatchtheKeyWordswiththedefinitions.
Answers
1inadditionto2supply3voyage4fleet5exploration
6sink
Exercise2
■Studentsworkinpairsreadingthetextandansweringthequestions.
Answers
1ZhengHewasoneofChinasmostfamoussailors.HewasorderedbyZhuDitosailtofarawaycountriesforexploration.
2ZhengHesfirstmissionasadmiralwasthevoyageacrosstheIndianOcean.
3ZhengHesshipscarriedgold,silver,silk,porcelainandothertreasurestogiveasgiftstotherulersoftheneighboringcountries.
4ZhengHehadbroughtbackthingslikemedicines,spices,ivory,pearlsandstrangeanimals.Themostfamousofthesegiftswereagiraffeandazebra.
5Afterhisdeath,thestoriesofhistravelsmadehimoneofChinasmostfamoussailors.
Options
Extension
■Ifyouhavetime,askstudentstoworkinpairsandaskandanswerthequestions.EncouragethemtoaskmorequestionsifpossibleandtellthestoryofZhengHetotheclass.
■Insmallgroups,askstudentsthinkofanotherfamoustraveler.Askthemtotalkaboutwhathe/shedidandmakenotes.HavethemwritedowntheirownstoryinEnglish.
■Thenaskthemtoappointoneortwospeakerstotelltheclassaboutthispersonintheirownwords.
BulletinBoard
Objectives
■Todiscussaproblem
■Towritedescriptionsofseaanimals
■Toexchangeideasaboutdifferentwaystodescribethings
■Tofurtherexplorethethemeoftheunit
Steps
■Studentsreadthenotes.
■AskstudentswhateventscouldbeorganizedforaSeaAnimalShow.
■Studentsdiscusswaystodescribeseaanimals.
■Studentsdiscusswhatinformationisgivenintheseaanimaldescriptions.
■Studentschooseoneseaanimalthattheyareinterestedinandwriteadescriptionofit.
■Displaythedescriptionsontheclassbulletinboard.Encouragestudentstoreadotherstudents’descriptionsafterclass.
UnitDiary
Objectives
■Toencouragestudentstoreflectonwhattheyhavelearnedinthisunit
■Toencouragestudentstothinkabouttheirownlearningstyle
■Toidentifyeffectivelearningmethods
■Todevelopstudents’confidence
■Toencouragestudentstotakeactivecontroloftheirstudies
■Tohelpteachersgetaclearerinsightintothestudents’learningstrengthsandweaknesses
Part1(1)
Thisasksstudentstothinkofthetopicsoftheunitanddecidewhichlessonwastheirfavourite.
Part2(2-5)
Thisdealswiththeunitobjectivesandevaluatesthedifficultyandpracticalityoftheunit’slanguageandtasks.
Part3(6)
Thisasksstudentstoreflectonlearningstrategiesandtoidentifyanddiscusswaystoimprovetheirlanguagelearning.
Part4(7-8)
Thisevaluatesstudents’preferencesinregardtolanguageskillsandtopics.
Part5(9)
Thisallowsstudentstoevaluatetheirprogressoverthecourseoftheunit.
Unit7TheSea单元复习学案
Unit7TheSea单元复习学案
Lesson1-2词汇
复习目标:
通过复习,帮助学生积累一定有用的短语,并通过基础句型的训练,帮助学生先学会写句子,并培养保持良好的学习习惯和兴趣
Procedures:
TaskOneReadandcheck
Readthewordsinlesson1-2andtrytocheckwithyourpartners
TaskTwowordforms
participate____________(n.)evaluate__________(n.)arrange____________(n.)
collection________(v.)frightening________(v.)explorer______________(n.)__________(v.)
further________(adj.)present___________(n.)persuade_____________(n.)__________(adj.)apologise_________(n.)pollute________(n.)Industrial_________(n.)sollution_______(v.)
agricultural__________(n.)chemical_______(n.)intelligence_________(adj.)
TaskThreeWriteoutthefollowing
积极参与填表搜寻,寻找收集收藏起航根据
陷入麻烦,陷入困境说服某人做某事成功到达做好事做讲座去旅行因..向某人道歉谋生
______anarrangement______alecture______anapology
asolution_______aproblemsearch________sth./sb.______aliving
_______ajourneytheban______doingsthbefrightened_______sth.(害怕,担心)
1.Theyoung________(探险家)_______(启航)fromhisSpain___________(寻找)newland.He______________(陷入麻烦)onhisway,buthemanagedto_________(到达)an_______(know)island_________(最终)andnamedtheislandbyhisownname.
2.Tom_________(apology)tomebecauseheforgottoinformmeto_______(参加)thelecture_______byProfessorChenyesterday.
3.Those_________(参与)inthediscussioncometotheofficeafterclassplease.
2.Atthe_________sightofthesnakehewasso________which_________everyonepresenthere(害怕)
3.Ihavewalked200mileshowmuch_______(远)shouldIwalk?
4.Withalltherivers_______(污染),wefindnowheretoswimanymore
TaskFourLanguageinuse
1.在他起航去美洲之前,他的队友早已成功到达了那里.
2.根据那些古老的传说,他犯了谋杀罪,因此有了麻烦.
3.他说服了一些人跟他一起去寻找金矿
4.在那次大会上,他向我们展示了解决那次争端(dispute)的办法.
Lesson1-2课文复习
复习目标：通过课文复习，掌握课文中重点词汇及句型，并能灵活运用写一篇保护环境的环保文章
复习重点：Lesson1-2中重点词汇，句型
复习难点：结合话题的书面写作
PartOneSummary
回忆并归纳课文要点
Lesson1showsushowVikingsarrivedatAmericaInthearticlethewriterinformedusstorieshowthreepeoplefoundGreenlandandNewfoundland
Lessontwomainlydealswiththeimportanceofprotectingtheseabyanalyzingtheproblemsandcausesaswellasthesolutions
PartTwo重点词汇
如果。。怎么办独立，独自
不止一个去航海
之前老早就多达
被迫去做被称作为
成功做到再一次朝。。方向
撒谎覆盖着大雪
处理靠打鱼为生
轮流做浪费时间做。。。
做。。。是浪费时间选择做…
Partthree重点词汇
1longbefore很久以前
e.g.我很久以前就认识他。Iknewhimlongbefore.
---在你认识他之前很久我就认识他。Iknewhimlongbeforeyoudo.
他们到了很久你才来。Theyarrivedherelongbeforeyoucame.
很久以后你才最终意识到这个问题。Itwaslongbeforeyoufinallyrealizedthis.
---beforelong不久
我们不久就会知道这件事。We’llknowthisbeforelong.
Itwas/willbelong/时间段before从句
2.search
区别判断下列短语
Insearchof为了寻找searchfor寻找searchsb./sp.搜查某人/某地
警察正在那所学校搜查那个杀人犯.
Thepolicearesearchingthatschoolforthemurderer.
PartFourKeysentences
1.TheVikingswerethefirstEuropeanstoreach…
---他总是最后一个想到问题的解决办法.
Heisalwaysthelasttoworkoutthesolutiontotheproblem.
2.Therewereasmanyas10,000Vikingsliving…
---湖边有一个很高的树.Thereisatalltreestandingbythelake.
3….thistimewithonly25shipsofwhichonly14madeittoGreenland.
此次比赛我班获得了18枚金牌,其中12枚是男生获得。
Ourclasswon18goldmedalsofwhich12werewonbyboystudents.
4.…andsailedtowhatisbelievedtobethe…
--我们的学校建在过去被认为是废墟的地方.Ourschoolisbuiltinwhatwasbelievedtobewasteland.
5.HefoundhimselfinanunknownlandfromWhereheeventuallyreaching…
---他醒过来的时候发现自己竟躺在屋顶上,从那里他可以看到整个乐从镇。
Whenhewokeup,hefoundhimselflyingontherooffromwherehecouldenjoytheviewofthewholeLecongTown.
PartFive课文语法填空
TheVikingswereagroupofpeople______ancestorscamefromScandinavia.Theycontrolledtheseas________the8thand10thcenturiesAD.Byaround900AD,thereweremanyplacesinNorthernEurope________theVikingschosetolive.In982AD,whenaman________(叫)ErictheReddecidedtosetsailfurtherwest,therewereas________as10,000Vikings_______(live)inIceland.Eric___________(force)toleaveIcelandbecausehehadcommittedamurder,_____whichhegotintotrouble.
HepersuadedsomepeopletogowithhimtoGreenland,thistimewith25ships,__________only14madeit.Intheyear1002,whenErictheRed’ssonLeifwasplanningatripfurtherwest,Biarniwastheman_______whomLeifdiscussedhisplans.Leif__________Biarn’sdirectionsandsailedto_______isbelievedtobethecoastofpresent-dayCanada.Hethensailedfurthersouthtoanisland____________henamedVinlandbutisnow_________(know)asNewfoundland.
PartSixTopicWriting
假设你是LiXia上次有幸参加了学校组织的一次去匝坡的旅游,对匝坡海边的污染感触颇深.现你写信给佛山日报反映这一问题.内容要点如下:
1）问题:水质每况愈下,游客丢的垃圾到处可见,如矿泉水瓶子,垃圾袋等,甚至水面上也漂着这些垃圾.还有一些游客傍晚在海边烧烤;有些居民捕杀海里的鱼,导致鱼大量减少
2）你的建议:Lesson3-4重点词汇
复习目标:帮助学生掌握该课中重点单词的用法及在语境中的熟练运用
复习重点:词汇复习
复习难点:重点词汇在句中的运用
PartoneRevision
polluten.___________industrialn.___________agriculturaln.____________chemical化学__________banv-ed.______________intelligenceadj.______________________(过渡捕捞)____________(谋生)solution___thequestionv._______
Practice
1.Withtherapiddevelopmentofsociety,ourcityisseriously________(pollution)bythe__________(industry)and_____________(agriculture)waste.Itistimeforthegovernmenttocarryoutsome_________to_________theproblem(solve).Forexample,______________(过渡捕捞)shouldbe_______(ban).
2.TheGreens_____________bysellingfurniture.
3.The__________dolphinishuman’sgoodfriend.
4Thebeautyofthecityisvery__________(迷人)tome.
5WatchingTVcanbevery__________(教育).
6Hisonlychanceof________(生存)wasahearttransplant.
7Thisruleris2metresin_________(长)
8这个池塘宽约2米.Thispondmeasuresabout2metresacross.
9他是一个公认的大好人.Heisrecognizedasaverygoodman.
10Athiswordshisheart_______tothebottom.听了他的话，他的心一下子沉了下去。
ParttwpKeywords
1attract吸引,引起..注意力/兴趣attractone’sattention吸引某人的注意力
e.g.Brightlightsattractmoths
---touristattraction
2.measure尺寸措施,测量,尺寸是
---makesthtoone’smeasure根据某人的尺寸做
takemeasurestodosth采取措施做……
Itmeasures3metresinheight
3.trick--playatrickonsb.戏弄某人
tricksb.intodoingsth.骗某人做某事
Grammar“比较”的用法
1.It’sthreetimesasbigunderwater.
=It’sthreetimesasbigunderwater(asitisabovethewater).
=It’stwicebiggerunderwater(thanitisabovethewater).
两者相比（甲＝乙），用“as+原级+as”表示。
汤姆和杰克一样高。TomisastallasJack.
她能够做得和她哥哥一样好。Shecoulddoaswellashisbrother.
2.两者相比（甲乙），用“not(so)+原级+as”。
她没有你细心。Sheisnotsocarefulasyou.
她没有她姐姐聪明。Sheisnotsocleverashersister.
3.两者相比（甲乙），用“比较级+than”表示。
这个房间比那个大。Thisroomisbiggerthanthatone.
她的书比我的书贵。Herbookismoreexpensivethanmine.
4.表示“几倍于……时”，用“倍数＋as…as”来表示，也可以用“倍数＋比较级+than…”表示。
这种飞机飞得比那种快两倍。
Thiskindofplanefliestwicefasterthanthatkind.
Thiskindofplanefliesthreetimesasfastasthatkind.
5.表示一方随另一方程度变化时，用“the+比较级,the+比较级”结构。
你吃得越多，就会变得越胖。Themoreyoueat,thefatteryouwillbe.
你学得越多，懂的就越多。Themoreyoustudy,themoreyouknow.
6表示三个或三个以上进行比较，其中某一方超过其他几方面的用“__________________”
如：她是我们班最好的学生。Sheisthebeststudentinourclass.
比较级用法总结
二者间的比较：“as+原级+as”
“not(so)+原级+as”
“比较级+than”
“倍数＋as…as”或“倍数＋比较级+than…”
the+比较级(of+the+two…)
三者之间的比较：the+最高级+比较范围
Practice
我们的教室比你们的大三倍。
Ourclassroomisthreetimeslargerthanyours.
Ourclassroomisfourtimesaslargeasyours.
1)Lucy的连衣裙与Lily的一样漂亮。Lucy’sdressis________________Lily’s
2)这个会议没上次的重要。Thismeetingis__________________lastone.
1)过去她家是村里最穷的。Herfamily_______________inhervillageinthepast.
2）他是家里兄弟中最年轻的。Heis_____________ofthebrothersinthefamily.
3）Mary比Jenny重两公斤。Maryis________________thanJenny.
1）在“比较级+than”这一句型中，作为比较对象的成分不能省略：
判断正误：在冬天北京比广州更冷。
Inwinterit’scolderinBeijingthaninGuangzhou.
Inwinterit’scolderinBeijingthanGuangzhou.
2）形容词比较等级前一般可用much,even,alot,alittle,abit,等状语修饰，如：
月亮比太阳小得多。Themoonis_____________________thesun.
这本书比那本书厚一点。Thebookis________________thanthatone.
TaskFourTopicWriting
为了推动人们的环保意识,广州海洋馆将于儿童节那天免费对外开放,时间从上午9点到下午7点.参观的地方有海底世界,海洋剧院,北极世界等.参观券有限,先到先得,而且先到者还有礼物派,越早越好哦.
Lesson4
教学目标：
◆掌握本课重点词汇、短语、句型及其用法。
◆描述自己的海上经历或难忘经历。
◆运用复习的短语、句型进行写作。
PartOneWords
horriblev._________n.________adj._______________________
terrifyn._________adj.________adj._______________________
surviven.____________________忽然，突然___________痊愈___________
尖叫__________sink____________接某人，捡起_________
able(op)._____(_____________)recogniseadj.________
ParttwoPhrases
有一天
突然，忽然
被…覆盖
靠近，在…附近
朝着…的方向
在那一刻
在…的边缘
越来越近
以极大的速度
潜入海底
使结束，得出结论
沉入…底部
不久之后
最后，最终
捡起，接载某人
PartthreeLanguagePointsinthetext
1.…happentosb.某人发生…
昨天他发生车祸了．Acaraccidenthappenedtohimyesterday.
happentodosth碰巧做某事
Ithappenedthat…碰巧……
她昨天逛街时碰巧遇到了以前的同学。
Shehappenedtomeetherformerclassmatewhileshoppingyesterday.
2.Allatonce,theskywascoveredwithdarkcloudsandinlessthanaminutewewereinaterriblestorm.
allatonce 突然间，刹那
刹那，他的名字跃入我的脑海．Allatonce,hisnamecameintomymind.
becoveredwith 被…覆盖
峨眉山顶终年积雪．ThetopoftheMountEmeiiscoveredwithsnowalltheyearround.
6.ontheedgeof在…的边缘
不要把杯子放在桌边，可能掉下来．
Don’tputtheglassontheedgeofthetable;itmayfalloff.
7.atgreatspeed 以很高速度
8.Inoticedthat….我注意到…
我注意到他离开得很早．Inoticedthatheleftearly.
9.tie…to把…系到…
把狗栓在柱子上．Tiethedogtothatpost.
tieyourshoe-laces系上你的鞋带
10.Itriedtomakemybrotherunderstand,….
那使我的眼睛很痛．Thatmakesmyeyesache.
11.Asyoucansee,Ididescape.
did在这里起强调作用,对谓语进行强调。如：
Ididcomehereyesterday.
在祈使句中,也借用助动词do强调说话人的祈使语气。如：
一定记得代我向你妈妈问好。Doremembermetoyourmother.
请来参加我的舞会。Docometomyparty,please.
12.bring…toaconclusion结束
她以一个有趣的故事结束谈话.Shebroughthertalktoaconclusionwithafunnystory.
13.…carriedmetoanareawheretheotherfishermenwere.
关系副词where引导的定语从句
这是我住的地方。ThisistheplacewhereIlive.
Practice:Translatethefollowingsentences:
1他朝着学校方向跑去了。
2.世界上很少国家承认台湾是独立的国家。
3在黑暗中，那个黑影吓了她一跳。她很恐惧以致于尖叫起来。
4.布朗夫妇很幸运能从海啸（tsunami)中生存下来
六、基础写作
[写作内容]
结合本单元句型，并运用部分重要词组，表达以下我的经历：
1．去年十一月部分教师去三亚三日游，我第二次见到大海。(a3-dayholiday,forthesecondtime)
2．我们在海滩上沐浴阳关，游泳，拾贝壳，照相；（onthebeach,pickup）
3．次日起航去一个海岛潜水，风大，船颠簸得厉害，发出尖叫声；（setsailfor,scream）
4．旅游途中，不少同事被说服买了糖、茶和项链；(ontheway,persuadesbtodosth)
5．旅途辛苦但很兴奋。（Although…,…）
[写作要求]
1．只能使用5个句子表达全部的内容；
2．尽量使用本单元的句型，词组和单词。
Unit6Design-communicationworkshop教案
Unit6Design-communicationworkshop教案
Teachingaims:
Topractiseusinglinkingwords(sothat)expressingreason
Todesignandwriteadescriptionofyourperfecthouseorflat
Tolistentoandunderstandasong
Todescribeanddiscusspaintingandhouse.
Teachingdifficulties:
Todesignandwriteadescriptionofyourperfecthouseorflat
Todescribeanddiscusspaintingandhouse.
Ⅰbeforeyoustart
Firstaskthestudentstoreadthesentencetogether
Infrontofmyhouse,thereisasmallpondsothatIcanswiminitinthesummer.
Whatdoes“sothat”express?
Showreasonsfordoingsomething.
Dotheexercisetofurtherpractiseusingsothat
Usethenotestowritesentenceswithsothat
ⅡWriting
Stage1vocabularyabouthouses
Designyourhouseorflat.Thinkaboutthesethings:
Encouragestudentstothinkofwordsaboutthehouseasmanyaspossible.
Kindofhouse/flat:traditionalhouses,modernflat,
Materials:brick,stone,concrete,wood,steel,glass.
Rooms:study,dinningroom,kitchen,livingroom,basement,garage,bathroom,balcony.
Location:inthemiddleofforest.,belocatedatthefootofmountain,buildontheriver.
Special:ayardwithabeautifulgarden,thehouseisn’tfarawayfromthesea.
Stage2Useyourideastomakeparagraphplans
Para1:introduction–location/kindofhouse/flat.
Para2:rooms–whatrooms,wheretheyare
Para3:specialfeaturesofthehouse/flat
Para4:conclusion–whyyouwanttolivethere.
Itisnecessarytohavestudentsfirstreadthearticleonpage91
Stage3workinpairs.
Giveyourplanstoyourpartneranddiscussyourideas
Stage4Writethecompositionabouthouseaccordingtotheaboveparagraphs
Talkback
Ingroups,readeachother’sdescriptions.Choosethehouse/flatwiththebestdesign.
ⅢListening
Readthroughthewordswiththeclass
Studentsthenlistentothesongtohearwhichwordsarementioned.
ⅣListeningandspeaking
Listentothedialogue.Whatkindofpaintingaretheytalkingabout?
Listenagain.CompletetheexpressionsintheFunctionFile
ReadtheStrategies
Lookatthepaintingabove.writenotesaboutthesequestions:
ⅤHomework:writing
Writeacompositionaboutyourschool
CommunicationWorkshop
英语：Unit1CommunicationWorkshop教案1（北师大版必修1）
Objectives
■Toreadapersonalletterandmatchparagraphsandtopics.
■Towriteapersonalletter,usinginformalexpressions.
■Tolistenforinformationtocompleteatable.
■Torecogniseandproducecorrectintonationofquestions.
■Tospeakaboutleisureandfreetime.
Resourcesused
Cassette,WritingHelp1.
Possibleproblems
■Somestudentsmaybelessimaginativeandsohavefeweroriginalideasforthewritingtask.
■Inthespeakingtasks,somestudentsmaynaturallybemorereticentandsospeaklessthanothersinthegroup.
Background
Theinformalfeaturesfoundintheletterherearecommonlyusedinpersonalletters.Evenmoreformalbusinesscorrespondenceisbecomingmoreinformalised.
Routesthroughthematerial
■Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
■Ifyouhavetime,chooseoneoftheOptionsactivitiestodo.
LanguagePower:pages62?C63.
Writing:APersonalLetter
Beforeyoustart
Exercise1
■Askstudentshowoftentheywritelettersandwhoto.Dotheyfinditeasytothinkofthingstowriteabout?Whendidtheylastreceivealetterandwhatwasitabout?DotheywritetopenfriendsinEnglish?
■Studentslookatthephotographanddiscusshowoldthechildrenareandwheretheyare.
■Remindstudentsoftheexercisetheydidinthepreviouslessonwheretheymatchedparagraphstotopics.Heretheydothesamethingwiththeletter.
■Studentsworkinpairs,readingtheletterandmatchingtheparagraph.
Answers
a)4b)2c)3d)1
■Studentsclosetheirbooks.HaveaclassbrainstormingtoseehowmuchinformationtheycanrememberaboutWangYingandFangLan.Studentswillprobablybesurprisedatwhattheyhaveretainedevenwhentheywerenotfocusedonthetaskofremembering.
Exercise2
Elicitwhatsortof“style”studentsusewhenwritinginformalletterstofriendsinChinese.ExplainthatthethreefeatureshereareusedininformallettersinEnglish.
■Revisethenamesofpunctuationmarkswiththeclassbywritingthemarksontheboardandelicitingtheirnames:
.fullstop,comma?questionmark
!exclamationmark?Cdash
■Studentsworkinpairsreadingthroughthelettertofind
examplesofcontractions,punctuationandinformalwords.
■Checkanswersbyreadingthroughtheletterwiththeclass,
pausingtoidentifyeachfeature.Theinformalwordsare:
Rememberme?Right?Anyway,guesswhat?Well.
Stages1?C3
■Readthroughthethreestageswiththeclasssothatstudentsunderstandexactlywhattodo.
■ReferstudentstoWritingHelp1,page90,andlookatthepagewiththeclassifyoufeelitwillbehelpful.
■Youmaydecidethatitwillbebetterforsomeoftheweakerstudentstodothetaskinpairsratherthanindividually.Iftheclasshasnothadmuchpracticeinletterwriting,itmaybehelpfultobuildupaletterontheboardwiththeclasssothatstudentshaveanothermodeltofollow.
■StudentsgothroughStages1and2makingnotes,beforetheywritetheirletterinStage3.
■Studentscanwritetheletterinclassorashomework.
■Whenmarkingtheirletters,payparticularattentiontotheuseofcontractions,punctuationandinformalphrases.
Talkback
■Studentsworkinpairs,readingeachother’sletterstofindouttwothingsthathavechanged.
■Thepairsthenreportbacktotheclass.
Speaking:AClassSurvey
Beforeyoustart
Exercise1
■StudentsreadtheStrategiesanddiscussinsmallgroups
whichtwotheythinkaremostimportantandwhy.
■Studentsthenfeedbacktotheclassandseeifthereisanygeneralagreement.
■AskstudentshowtheycaninterruptpolitelyinEnglish
(“Excuseme/Doyoumindif/I’msorrytointerruptbut...”).
Exercise2
■Studentscopythetableintotheirnotebooks.
■Studentslistentothecassetteandcompletethetable.
■Playthecassetteagain,pausingforstudentstochecktheiranswers.
Answers
FavouriteTVprogramme?Cnatureprogramme
Favouritemusic?Cdance,pop
Favouriteclothes?CT-shirtsandjeans
Tapescript
Girl1:Hey,Debbie,canyouanswersomequestionsforthissurvey,please?
Girl2:OK.
Girl1:DoyouwatchmuchTV?
Girl2:Er,notreally.
Girl1:Howmanyhoursaweekdoyouwatch?
Girl2:Well,aboutthreeorfour,Isuppose.
Girl1:Whatareyourfavouritekindsofprogrammes?
Girl2:Ireallylikenatureprogrammes.
Girl1:Doyoulikeclassicalmusic?
Girl2:No,ofcoursenot!Ican’tstandit.
Girl1:Whatsortofmusicdoyoulike?
Girl2:Er,Ilovedancemusic,popmusic…
Girl1:Whatareyourfavouriteclothes?
Girl2:Er,T-shirtsandjeans.Idon’tlikeformalclothes.
Girl1:Doyoueverwearmini-skirts?
Girl2:Mm,sometimes,butnotalot.
Girl1:Thanksalot.
Exercise3
■Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown.
■Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
Answers
TheintonationgoesupwithYes/NoquestionsanddownwithWh-questions
■Playthecassetteagain,pausingaftereachquestionforstudentstorepeatthequestionwiththecorrectintonationpattern.
Stage1
■LookattheKeyWordswiththeclassandthenreadthroughtheinstructionsforStage1
KeyWords
hobbies:collect(stamps/coins),paint/draw,make(models/clothes),play(chess/computergames),takephotos
sport:play(tennis/football),go(cycling/swimming),do(gym/kungfu)
music:play(thepiano/theguitar),favouritesingers/groups,favouritestyles(pop/classical)
television:favouriteprogrammes(sports/natureprogrammes),TVstars/actors/actresses
goingout:fastfoodrestaurants,cinema,theatre,concerts
clothes:favouriteclothes,favouritecolours,buyingclothes,shopping
■Ingroupsofthreeorfour,studentschooseoneoftheareasfromtheKeyWordsandworkoutthreequestions.Eachstudentwritesdownthethreequestions.
Stage2
■Studentsformnewgroups.
■Eachstudentaskshis/herquestionstoeverymemberofthegroupandrecordstheanswersinatable.
Stage3
■Whenallthegroupshavefinishedaskingtheirquestionsandrecordingtheanswers,thestudentsgobacktotheiroriginalgroups.
■Studentscomparetheirresultsintheiroriginalgroupsandproduceagraph.
Talkback
■Studentsshowtheirgraphstotheclassanddescribetheresults.
■Theclassdiscusseswhetheranyoftheresultsweresurprisingandvotesforthemostinterestingsurvey.
Options
Practice
StudentslookbackatSpeaking,Exercise3?Cthequestionstheywrotedownfromthecassette.Inpairs,studentsaskandanswerthequestions,givingtheirowninformationaboutTV,musicandclothes.
