備課教案

Content

Theme

Unit6CommunicationWorkshop

Innovation

Teachingobjectives

(1)Topractiseusinglinkingwords(sothat)expressingreason.

(2)Todesignandwriteadescriptionofyourperfecthouseorflat.

(3)Tolistentoandunderstandasong.

(4)Todescribeanddiscusspaintings,usingstrategiestoexpressyourselffluently.

DifficultyandImportance

Somestudentsmayhavefewercreativeideasthanothers.Carefulgroupingofstudentswillhelphere.

Teachingaids

Dictionary、computerandcassette

Teachingprocedures

Writing:DescribingYourDreamHouse

Beforeyoustart

Exercise1

■Studentsreadthesentencesandchoosewhatsothatexpresses.

■Pointoutthatsothatisfollowedbyaclausewiththemodalcan.

■Elicitlinkingwordsforshowingthesequenceoftwoevents,.then,afterthat,next,andcontrastingtwoideas,.but,although,ontheonehand…ontheotherhand.

Exercise2

■Studentswritesentences,thenpractisereadingthemaloudinpairsbeforecheckinganswersasaclass.Encouragethepairstothinkoftwomorefeaturesthatthehousehasgotandtomakeanothertwosimilarsentences(.study/listentomusic/playthepiano,barbecue/haveoutdoorpartiesinsummer,agarden/plantflowers).

Answers

1Inmyhouse,therearesomesparebedroomssothatmygrandmaandfriendscancometostay.

2Inmyhousethereisanairconditionersothatwecankeepwarminwinterandcoolinsummer.

3Inmyhouse,thereisagardensothatwecanhaveteapartieswithourfamilyandfriends.

4Inmyhouse,thereisastudysothatIcanstudyquietly,surftheInternetoncomputerordosomequietreading.

5Inmyhouse,thereisasmallbutcomfortablebedroomsothatIcanstudyquietlyandsleepcomfortably.

Stage1

■Reviseusefulvocabularybyelicitingideasforeachoftheitemsfromthewholeclass.Studentsthenworkindividuallymakingnotesabouttheirperfecthouseorflat.

Stage2

■ReadthroughtheparagraphnoteswiththestudentsandreferthemtoWritingHelp3foradviceonlayout.

■Studentsthenmakeplansforthefourparagraphs.Goroundandhelpwherenecessary.

Stage3

■Readtheexampledialoguewiththeclass.Pointoutthepolitewaysofmakingsuggestions(Thisisagreatideabutwhatabout/whydon’tyou…).

■Studentsthenworkinpairs,showingeachothertheirplansanddiscussingthem.

■Ifstudentswishtomakechangestotheirplansafterthediscussion,theycandoso.

Stage4

■Studentsthenwritetheirdescriptionsandcheckthroughformistakes.

■ReferthemagaintoWritingHelp3.

Talkback

■Ingroups,studentsreadthedescriptions.Ifnecessary,theycanhelpcorrectanyremainingmistakesbypeercorrection.

■Eachgroupthenchoosesthehousewiththebestdesign.

■Thegroupscanreportbacktotheclassshowinganddescribingtheirchosenhouse.

Listening

■Readthroughthewordswiththeclass.

■Studentsthenlistentothesongtohearwhichwordsarementioned.

Answers

fireflowersvasetwocatswindows

■Studentslistentothesongagainanddiscusswhatisthemostimportantthingaboutthehouseandwhythesingerissohappyinthehouse.Iftherearedifferentopinions,askstudentstogivereasonsfortheiropinions.

Answers

b)

Heishappybecausesheiswithhiminthehouse.

■Studentslookatthewordsfortwominutes,thenclosetheirbooks.Workingasaclass,studentswriteontheboardasmanywordsastheycanfromthe:DiscussingaPainting

Exercise1

■Studentslistentothedialogueanddecidewhatsortofpaintingtheyaretalkingabout.Playthetapetwiceifnecessary.

Answers

amodernpaintingofawoman

Transcript

Female:Hey,Eamon.

Male:What?

Female:Comeandlookatthis.

Male:Mmmmm,yeah.Whatisit?

Female:It'scalled'SittingWoman',byJuanGris.

Male:Itlookslikealotofsquarestome.

Female:Well,look,youcanseethefaceofthewoman,hereatthetopofthepicture.Andthesesquaresshowherdress.Andhere,atthebottom,youcanseethechair.It'samodernpainting.It'sveryinteresting.

Male:Ipreferthingsthatyoucansee.Youknow,realisticpicturesofpeopleandplaces.Notalltheseabstractthings.

Female:Idon'tagreewithyou.Thepainterusesdifferentshapesandlines.There'smovementinthepainting.

Male:Ireallydon'tlikeit.Ipreferrealisticpaintingsmyself.Idon'tlikealltheseabstractpaintings.Inmyopinion,anybodycoulddoit.EvenIcouldpaintapicturelikethat.

Female:No,youcouldn’t.Ilikeabstractpaintings.Theymakeyouthinkaboutthings.

Male:Well,I’mthinkingaboutacupofcoffeemyself.Areyoucoming?

Female:No.Iwanttoseetheotherpaintings.I’llseeyouinawhile.

Male:OK.Seeyoulater.

■Playthecassetteagain.Askwhatsortofpaintingstheman(Eamon)likes(realisticpaintings)andwhatheisgoingtodonow(haveacupofcoffee).

■Studentsdiscusswhethertheyagreewiththewomanortheman,orhavedifferentviews.

Exercise2

■ReadthroughtheFunctionFilewiththeclass.Studentsguesswhatthemissingexpressionsare.

■PlaythecassetteagainforstudentstochecktheirguessesandcompletetheFunctionFile.

Answers

1top2bottom3movement4really5prefer

6myopinion

Stage1

■Readthroughthequestionsandaskstudentstolookatthepainting.

■Studentsworkindividually,makingnotestoanswerthequestions.

Stage2

■ReadtheSpeakingStrategieswiththeclass.

■StudentsdiscusswhichoftheStrategiestheyfindmostuseful.AskthemwhichoftheseStrategiestheyuseintheirownlanguageiftheyarediscussingatopictheyarenotfamiliarwith.

Stage3

■Studentsworkinpairs,discussingthepaintingandusingtheFunctionFilestrategiestohelpthemsaywhattheywanttosay.

Talkback

■Asaclass,studentsdiscusswh