北师大版高一英语必修二教案设计：Unit 6 Design Communication Worksh

《Unit 6 Design》Communication Workshop

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 paintings, 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 Y our 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 sequenc e 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 useful 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 throug h for 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 groups 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

■ S tudents 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.