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2019-2020年高中英語 Unit9 munication Workshop教案 北師大版必修3(1) Objectives ■ To practise making notes of the important information from a reading text. ■ To practise using collocations. ■ To prepare for a speaking activity and to participate in discussion. ■ To discuss suggestions. ■ To write a report. ■ To use addition and contrast linking words. ■ To listen to and understand a song. Resources used Cassette, Writing Help 3. Background John Denver (1943-1997) was a popular country and folk singer. He wrote and sang many worldwide hits (including Leaving on a Jet Plane) and his albums sold millions. He also did a lot of charity work for underprivileged children and campaigned for ecological causes. He died in a plane crash. Routes through the material . If you are short of time, set some of the written exercises for homework. . If you have time, do the Option Activity. . If you have two lessons for this unit, a suitable natural break is after the Speaking activity. Language Power: pages 86-87. Speaking: A Discussion Before you start Exercise 1 ■ Advise students to read through the text quickly to get a general idea of the content before filling in as many gaps as they can. ■ Students pare their answers in pairs before listening to the cassette to check their answers. Answers 1 main 2 through 3 accidents 4 lorry 5 pollution 6 dirty 7 damaged 8 traffic jam 9 park 10 shoppers Tapescript Presenter: And here is this weeks County Report. At a council meeting yesterday, Ludfords traffic problems were discussed. The main problem is the A49 road, which goes right through the town. There have been several serious accidents recently―last week two children were killed by a lorry near the school. A report last year also showed that air pollution from traffic is increasing and the old buildings in the town are getting dirty and damaged. There is a terrible traffic jam every morning at Ludford Bridge and there’s nowhere to park in the centre. Because of the traffic, shoppers are going to other towns and local shops are closing down. Exercise 2 ■ Students work in pairs, studying the map and matching the words to the numbers on the map. Answers a) 3/4 b) 7/8 c) 5/6 d) 1/2 Exercise 3 ■ Give students time to read through the expressions and the Function File and guess where the expressions fit into the sentences. ■ Students listen to the cassette and plete the Function File, checking their guesses. Answers 1 should 2 sure 3 would 4 Why don’t 5 good idea 6 how about 7 don’t think 8 What about Tapescript Girl: So, what do you think about all these new plans for the town? Personally, I think they should build the bypass. It would get the traffic out of the town. Boy: I’m not so sure. It would be very expensive and it would take a long time. It’s also not very ecological. Think about the wildlife. Why don’t they improve the bus service? It’s not very good at the moment. More people would use the buses if they were cheap and came regularly, and there would be less traffic. Girl: That’s a good idea. The buses are terrible at the moment. You have to wait ages. Boy: Mm, I know. Girl: And how about building a shopping centre? The nearest one’s miles away. Boy: I don’t think that’s a very good idea. What about the local shops? What would happen to them? And anyway I hate those big shopping centres … Stages 1-4 ■ Students follow the four stages to decide on the best plan for Ludford. ■ In pairs, students read the Strategies. ■ Students then work in pairs listing the advantages and disadvantages of the four plans (a?Cd) in Exercise 2. ■ The pairs then decide on their plan. Tell students that their plan can include their own ideas as well as the ones given in Exercise 2. ■ In groups of four, the pairs tell each other about their plans and try to agree on a solution. Remind students to use the expressions from the Function File. Talkback ■ The groups report back to the class. Encourage students to use the board to illustrate their plans for the town if they wish. ■ The class then discusses which of the solutions are the most ecological. ■ Ask students if they had any language difficulties when they were working out their solutions. Was there anything they wanted to say but didn’t know how to say? Writing: A Report Before you start Exercise 1 ■ Ask students if they have seen or written any reports, e.g. school reports, club/society reports, town council reports, government reports. ■ Elicit how reports are usually structured, e.g. stating the topic of the report, giving positive points, giving negative points and offering advice, then concluding. ■ Tell students they have to order the main sections (A-E), not the sub-sections within the main sections. ■ Students work individually, reading the extracts and ordering them. ■ They can pare their answers in pairs before checking answers in Writing Help 3. Answers B D A E C Linking Exercise 2 ■ Students find the linking words in the report and then, working in pairs, write the words in two groups: 1 listing ideas, 2 contrasting ideas. Answers Listing ideas: and in addition plus also as well as too Contrasting ideas: but although however on the one hand on the other hand Stages 1-3 ■ Students follow the three stages to write a report for a school magazine. ■ As a whole class, elicit ideas for the advantages and disadvantages of the present local transport system. ■ Students then work in pairs, listing the advantages and disadvantages. ■ Refer students to Writing Help 3 as they write their reports. ■ Students refer to Writing Help 3 as they check their reports. ■ If you wish, have students work in pairs, checking their reports and helping each other correct any mistakes. Listening: A Song ■ Give students time to read through the questions before they listen to the song. ■ Play the song twice for students to check their answers. Answers 1 He’s standing outside her door. 2 It’s early morning. 3 He feels lonesome/lonely/sad. 4 He doesn’t know when he’ll e back. 5 He wants to marry her. Tapescript All my bags are packed, I’m ready to go, I’m standing here outside your door, I hate to wake you up to say goodbye. But the dawn is breaking, it’s early morn, The taxi’s waiting, he’s blowing his horn, Already I’m so lonesome I could cry. So kiss me and smile for me, tell me that you’ll wait for me, Hold me like you’ll never let me go. I’m leaving on a jet plane, don’t know when I’ll be back again. Oh, babe, I hate to go. There’s so many times I’ve let you down, So many times, I’ve played around, I’ll tell you now they don’t mean a thing. Every place I go, I’ll think of you, Every song I sing, I’ll sing for you; When I e back, I’ll wear your wedding ring. So kiss me and smile for me, tell me that you’ll wait for me, Hold me like you’ll never let me go. I’m leaving on a jet plane, don’t know when I’ll be back again. Oh, babe, I hate to go. Now the time has e to leave you, one more time let me kiss you, Then close your eyes, I’ll be on my way. Dream about the days to e when I won’t have to leave alone, About the time I won’t have to say: Leaving on a jet plane, don’t know when I’ll be back again. Leaving on a jet plane, don’t know when I’ll be back again. Option Extension Write this gapped text of the first part of the song on the board: All my (1) … are packed, I’m ready to (2) … , I’m (3) … here outside your (4) … , I (5) … to wake you up to say (6) … , But the dawn is breaking, it’s (7) … morn, The (8) … waiting, he’s blowing his (9) … , Already I’m so lonesome I could (10) … . Students work in pairs, filling in the gaps. Check students’ answers by playing the song again.