高中英语U6 Design--Communication Workshop 教学指导[ty]北师大版必修二

U6 Design教学指导
Communication Workshop 教学指导
Objectives
■ To practise using linking words (so that) expressing reason.
■ To design and write a description of your perfect house or flat.
■ To listen to and understand a song.
■ To describe and discuss paint ings, using strategies to express yourself fluently. Resources used
Cassette, Writing Help 3.
Possible problems
Some students may have fewer creative ideas than others.
Careful grouping of students will help here.
Routes through the material
■ If you are short of time, omit the Talkback stage of the writing and speaking workshops.
■ If you have time, do the Options Activities.
■ If you have two periods for the lesson, the natural break is after the writing activity.
Language Power: pages 84?C85.
Writing: Describing Your Dream House
Before you start
Exercise 1
■ Students read the sentences and choose what so that expresses.
■ Point out that so that is followed by a clause with the modal can.
■ Elicit linking words for showing the sequence of two events, e.g. then, after that, next, and contrasting two ideas, e.g. but, although, on the one hand … on the other hand.
Exercise 2
■ Students write sentences, then practise reading them aloud in pairs before checking answers as a class. Encourage the pairs to think of two more features that the house has got and to make another two similar sentences ( e.g. study/ listen to music/ play the piano, barbecue/ have outdoor parties in summer, a garden/ plant flowers). Answers
1 In my house, there are some spare bedrooms so that my grandma and friends can come to stay.
2 In my house there is an air conditioner so that we can keep warm in winter and cool in summer.
3 In my house, there is a garden so that we can have tea parties with our family and friends.
4 In my house, there is a study so that I can study quietly, surf the Internet on computer or do some quiet reading.
5 In my house, there is a small but comfortable bedroom so that I can study quietly and sleep comfortably.
Stage 1
■ Revise use ful vocabulary by eliciting ideas for each of the items from the whole class. Students then work individually making notes about their perfect house or flat.
Stage 2
■ Read through the paragraph notes with the students and refer them to Writing Help 3 for advice on layout.
■ Students then make plans for the four paragraphs. Go round and help where necessary.
Stage 3
■ Read the example dialogue with the class. Point out the polite ways of making suggestions (This is a great idea but what about/why don’t you …).
■ Students then work in pairs, showing each other their plans and discussing them. ■ If students wish to make changes to their plans after the discussion, they can do so.
Stage 4
■ Students then write their descriptions and check through fo r mistakes.
■ Refer them again to Writing Help 3.
Talkback
■ In groups, students read the descriptions. If necessary, they can help correct any remaining mistakes by peer correction.
■ Each group then chooses the house with the best design.
■ The gro ups can report back to the class showing and describing their chosen house.
Listening
■ Read through the words with the class.
■ Students then listen to the song to hear which words are mentioned.
Answers
fire flowers vase two cats windows
■ Studen ts listen to the song again and discuss what is the most important thing about the house and why the singer is so happy in the house. If there are different opinions, ask students to give reasons for their opinions.
Answers
b)
He is happy because she is with him in the house.
■ Students look at the words for two minutes, then close their books. Working as a class, students write on the board as many words as they can from the song.
Tapescript
I’ll light the fire, while you place the flowers
In the vase that you bought today.
Staring at the fire for hours and hours,
While I listen to you play your love songs
All night long for me, only for me
Chorus
Our house, is a very, very, very fine house.
With two cats in the yard,
Life used to be so hard,
Now everything is easy ’c ause of you.
Come to me now, and rest your head for just five minutes
Everything is done.
Such a cozy room, the windows are illuminated
By the evening sunshine through them,
Fiery gems for you, only for you.
Chorus
Speaking: Discussing a Painting
Exercise 1
■ Students listen to the dialogue and decide what sort of painting they are talking about. Play the tape twice if necessary.
Answers
a modern painting of a woman
Tapescript
Female: Hey, Eamon.
Male: What?
Female: Come and look at this.
Male: Mmmmm, yeah. What is it?
Female: It's called 'Sitting Woman', by Juan Gris.
Male: It looks like a lot of squares to me.
Female: Well, look, you can see the face of the woman, here at the top of the picture. And these squares show her dress. And here, at the bottom, you can see the chair. It's a modern painting. It's very interesting.
Male: I prefer things that you can see. You know, realistic pictures of people and places. Not all these abstract things.
Female: I don't agree with you. The painter uses different shapes and lines. There's
movement in the painting.
Male: I really don't like it. I prefer realistic paintings myself. I don't like all these abstract paintings. In my opinion, anybody could do it. Even I could paint a picture like that.
Female: No, you couldn’t. I like abstract paintings. They make you think about things.
Male: Well, I’m thinking about a cup of coffee myself. Are you coming? Female: No. I want to see the other paintings. I’ll see you in a while.
Male: OK. See you later.
■ Play the cassette again. Ask what sort of paintings the man (Eamon) likes (realistic paintings) and what he is going to do now (have a cup of coffee).
■ Students discuss whether they agree with the woman or the man, or have different views.
Exercise 2
■ Read through the Function File with the class. Students guess what the missing expressions are.
■ Play the cassette again for students to check their guesses and complete the Function File.
Answers
1 top
2 bottom
3 movement
4 really
5 prefer
6 my opinion
Stage 1
■ Read through the questions and ask students to look at the painting.
■ Students work individually, making notes to answer the questions.
Stage 2
■ Read the Speaking Strategies with the class.
■ Students discuss which of th e Strategies they find most useful. Ask them which of these Strategies they use in their own language if they are discussing a topic they are not familiar with.
Stage 3
■ Students work in pairs, discussing the painting and using the Function File strategies to help them say what they want to say.
Talkback
■ As a class, students discuss which of the Speaking Strategies they used in their pair discussion and how helpful they found
them.
Options
Practice
Students look back at their perfect house or flat design and, in pairs, discuss what sort of paintings they would have in the different rooms.
Some of the pairs can then report back to the class. Students can see which types of paintings most of the class likes.
Extension
In groups, students discuss how houses/flats have changed in their country over the last fifty years ?C tell them to think about size, furniture, decoration, how the house is used by different members of the family.。