北师版英语必修2U4 Cyberspace--Lesson 2 Websites

U4 Cyberspace
Lesson2 Websites
Objectives
■ To practise extensive and intensive listening skills.
■ To find information from a website.
■ To focus on prominently stressed words as an aid to understanding ?C the key content words in every sentence that are stressed.
■ To practise making plans and suggestions over the telephone.
Resources used
Cassette, information about local events during the next
week and weekend e.g. from local newspapers.
Possible problems
Students may panic when faced with the listening task (Exercise 3). If it is helpful, play the cassette several times and pause the tape after each question to give students time to answer.
Background
This lesson gives some of the history of the Internet and shows some of the possible uses. merce on the Internet has grown dramatically in the last few years, but the USA is way ahead of Europe with important e-merce businesses like Amazon., the most successful virtual bookstore.
The quote is from Pablo Picasso (1881?C1973), Spanish painter and sculptor. He was the most influential of twentieth century artists and also one of the most prolific. Routes through the material
■ If you are short of time, set some of the exercises for homework.
■ If you have time, have some of the students give a short talk about “What I know about the Internet〞.
■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.
Language Power: pages 56?C57.
Listening
Before you start
Exercise 1
■ Students work in pairs, asking and answeri ng the questions.
■ Have some of the pairs then report back to the class.
Exercise 2
■ Students read through the questions and note down what they think are the answers. Listen to learn
Exercise 3
Useful vocabulary: military, nuclear war, network.
Do not pre-teach these words. Students will probably be able to guess the meanings from the context. After students have checked their answers to the exercise, you can play the tape again for more intensive prehension and check the meaning of these words at that stage.
■ Play the tape two or three times if necessary, pausing for students to mark their answers.
Answers
a 3
b 1
c 6
d 2
e 5
f 4
Tapescript
Presenter: Wele to “Future Now〞. Today we are going to discuss the Internet with Dr Jennifer May from Manchester
University. Dr May, how did the Internet begin?
Dr May: Well, it’s strange but the Internet was started by the military. In the 1960s the Pentagon were worried about munications after a nuclear war. And in 1969 they thought of linking puters into a network so that if one part of the network was destroyed, other parts could continue working.
Presenter: And then scientists started to use the network, right?
Dr May: Yes, people in universities all over the world began to use the network to share ideas. They used it for work and for fun. In the 1980s, people started calling it the Internet.
Presenter: Then it was in the mid-1990s that the Internet really began to grow fast. Dr May: Yes, now the Internet is important for entertainment, email, playing games and getting information.
■ After checking the answers, play the tape again, pausing to check new vocabulary and to ask more detailed prehension questions, e.g. What worried the Pentagon in the 1960s? What did people in universities use the network for?
Exercise 4
The new words on the website pages, e. g. archaeological sites, boutique, mindblowing, etc. are not meant to be taught. When students have pleted the exercise, see if they can guess the meaning of these words.
■ Students work in pairs, matching the uses in the list with the website texts. Answers
1 a
2 b
3 a
4 b
Exercise 5
■ Read the rubric with the class. Elicit which text the people are probably looking at (number 3, the one about Brighton).
■ Students then look at the Inter net page and listen for the one item of information (which thing the two people decide to do).Answers
Go to the cinema on Friday evening to see Richard Bailey's new film, Virtual Planet. Tapescript
Mother: Hello. 973273.
Mandy: Hello, Mrs Turner. This is Mandy.
Mother: Ah, hello Mandy. How are you?
Mandy: Fine thanks. Can I speak to Lucy, please?
Mother: Yes, just hang on a second, I'll get her.
Mandy: Thanks.
Mother: (shouts away from the telephone) Luuucy!
Lucy: Hello.
Mandy: Hi, Lucy. This is Mandy. What are you up to this weekend?
Lucy: Me, nothing. I'm not doing anything this weekend. Why?
Mandy: Let's do something. I've printed out the Internet page.
Lucy: What's on?
Mandy: Just hang on a second …
Mandy: On Friday there's a fashion sho w …
Lucy: Sorry?
Mandy: There's a fashion show this weekend.
Lucy: Oh, good. Why don't we go on Saturday morning?
Mandy: Well, I can’t … mm … I've got a music lesson on Saturday morning. Do you fancy doing something on Friday night?
Lucy: Mmmm. Maybe.
Mandy: Well, there's that new Richard Bailey film on at the … er the Colosseum. Would you like to go?
Lucy: Yeah, great. I'd love to. Richard's my hero you know.
Mandy: Yeah, and mine.
Lucy: Mmm. Well, I'd better go now. I've got homework to do.
Mandy: OK. Let's meet at 6:30, outside the cinema.
Lucy: Right. See you tomorrow.
Mandy: See you.
Exercise 6
■ Students read the phrases and look at the telephone conversation in the Function File. Ask them to guess some of the missing phrases in the dialogue.
■ Students then listen to the tape and plete the dialogue.
Answers
1 973273
2 This is
3 please
4 hang on
5 are you up to
6 Sorry
7 Why don't we
8 Do you fancy
9 Would you like 10 I can't
11 I'd love to 12 I'd better 13 Let's 14 See you
■ When stu dents have checked their answers, have them read the sentences aloud.
Pronunciation
Exercise 7
■ Read the Strategies box with the class. Ask students if the same strategies apply in their own language (e.g. when listening to announcements at stations or airports, when listening to TV or radio, when listening to someone telling them about their holiday).
■ Students listen to the seven sentences on the cassette. Pause after each sentence for students to identify the stressed words.
■ Then play the casse tte for students to repeat the sentences.
Answers and tapescript
The stressed words are underlined.
1 Hello, Mrs Turner. This is Mandy.
2 What are you up to this weekend?
3 Oh good. Why don’t we go on Saturday morning?
4 Well, I can’t … mm … I’ve got a music lesson on Saturday morning.
5 Do you fancy doing something on Friday night?
6 Well, I’d better go now.
7 Let’s meet at 6:30, outside the cinema.
Speaking
Exercise 8
■ If you have information about what is happening in your area the followin g week or weekend, bring it so that students can include it in the things they would like to do.
■ Read through the examples with the class and elicit more things to do.
■ Each student makes notes of what he/she would like to do from Friday afternoon to Sunday afternoon.
Exercise 9
■ Before students do the pairwork, revise telephone language by looking back at the Function File and having students say the expressions aloud.
■ Students then work in pairs phoning each other, making suggestions of what to do at the weekend, accepting or rejecting the suggestions and finally agreeing what to do and making arrangements.
■ The pairs tell the rest of the class what they decided to do.
■ Some of the pairs can say their conversations again for the rest of the c lass to hear.
QUOTE ... UNQUOTE
■ Ask students what they know of Pablo Picasso. Do they like his paintings? (Why/Why not?) Which of his paintings have they seen?
■ Read the quote and ask students what Picasso meant ?C Why did he think giving answers was useless? What is more important?
Ask students if they agree that puters can only give answers.
Options
Practice
Students look back at the What’s on in Brighton text and make further telephone conversations about what to do at the weekend.
Extension
Those students who have access to the Internet may like to bring in a copy of a page giving information about Brighton or about one of the latest English language films.。