Unit 7 The Sea Communication Workshop

Section ⅣLesson 4，Communication Workshop & Culture Corner[基础词汇]1．horrible adj．可怕的；令人厌恶的2．float vi．漂，浮3．escape__vi．逃脱，逃跑4．recover vi．恢复正常；康复5．sink vi．下沉；沉没6．leak vi．渗漏；泄漏[拓展词汇]7．terrify vt．令人感到恐惧→terrified adj．恐惧的→terrifying adj．令人恐惧的8．survive vi．幸存，生存下来→survival n．幸存9．unable adj．不能的，不会的→able adj．有能力的10．recognise vt．辨认出→recognition n．辨认11．opposite n．对立的人(物)；反义词→oppose v．反对12．disagree vi．不同意，意见不合→disagreement n．分歧，不同意1．make__sense 讲得通；有意义2．all__at__once 突然，忽然3．pick__up 取，接载4．be__located__in 位于……；定位于……5．on__the__edge__of 位于……的边缘6．rather__than 而不是1．独立主格结构One day，my two brothers and I were coming back from the islands, our__boat__full__of__fish(我们的船载满了鱼)．2．was/were doing．．．whe n．．．正在做……，这时……Our boat survived, and I was__trying__to__recover__when(我正努力恢复这时) my elder brother put his mouth close to my ear, and screamed out the terrifying word “Whirlpool！”3．助动词用来强调谓语As you can see, I did__escape(确实逃脱了)．4．wherever 引导让步状语从句From then on, they were happy to follow Zheng He wherever__he__led__them(不管他领他们去哪里)．5．make＋宾语＋宾补When he died in 1435，the stories of his travels made__him__one__of__China’s__most__famous__sailors(使他成为了中国最著名的海员之一)．Read the text carefully and choose the best answer according to the text．1．What were the writer and his two brothers doing when they were caught in the storm? A．They were fishing．B．They were playing on the islands．C．They were returning home．D．They were swimming in the sea．2．What made the brothers go in the direction of the whirlpool?A．The wind and waves．B．The brothers themselves．C．Nothing．D．The God．3．“It” at the beginning of Part A refers to ________．A．that the brothers were on the edge of the whirlpoolB．that the brothers were in a terrible storm on their way homeC．that the brothers were going in the direction of the whirlpoolD．that the writer felt calmer at that moment4．How can we describe the story?A．Sad．B．Interesting．C．Moving．D．Surprising．答案：1－4．CADAAIt may seem strange, but at that moment, when we were on the edge of① thewhirlpool, I felt calmer than when we were moving towards it． We went round and round, nearer and nearer to the horrible②edge of the whirlpool． Suddenly, we went over the edge． I thought my life was over． But moment after moment③passed, and I was still safe． The boat was on the inside of the huge whirlpool and we were going round in circles at great speed④． I saw clearly that there were other objects in the whirlpool—trees and barrels⑤．I noticed that the heavier objects went down more quickly than the smaller, lighter ones． So I tied myself to a barrel to help me float⑥．I tried to make my brother understand, but he was terrified⑦and stayed in the heavy boat． Without waiting, I dived into⑧ the sea to try and escape⑨．①on the edge of在……边缘②horrible ['hɒrib l] adj．可怕的；令人厌恶的③moment after moment(时间)一点点地④at great speed 以高速；at a speed of．．．以……速度⑤barrel ['bærəl] n．圆桶⑥float [fləʊt] vi．漂；浮；float off 浮起⑦terrify ['terifai] adj．恐惧的vt．令人感到恐惧；terrifying adj．可怕的⑧dive into跳入；投入⑨escape [I'skeIp] vi．逃脱，逃跑A那看起来可能很奇怪，但我们在漩涡边上的瞬间，我感觉比我们朝它移动的时候镇定。

Unit7 The Sea-CommunicationWorkshop教案www.5ykj.comUnit7TheSea-communicationworkshop教案objectives■Towriteareportaboutatouristattraction.■Topractiseusinglinkingwordsofcontrast.■Toprepareforandtakepartinapublicdebate.■Topractisegivingopinions.■Tolistentoasongandunderstandit.■Topractiseusingvocabularyconcerningtheenvironment.R esourcesusedcassette,writingHelp1,leafletsoftouristattractionsi nthearea.PossibleproblemsSomestudentswillbemorecomfortablewiththepublicdebat eactivitythanothers.Trytoensurethatallstudentshavea rolethattheycanmanagesuccessfully.BackgroundThemodelreportshowsthestyleofreportsinBritishEnglis h:useofformallanguage,useofnumbersandletterstooutli nethemainandsubsidiarypoints,clearstructurewithasta tementofthingsinfavour,astatementofthingsagainstand aconclusion.GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart, sangit.DolwynBayisaninventedplace.Routesthroughthem aterial.Ifyouareshortoftime,omittheTalkbackstageofthew ritingandspeakingworkshops..Ifyouhavetime,studentscandotheoptionsactivitie s..Ifyouhavetwolessonsforaunit,thenaturalbreakisa nguagePower:pages62-63.wri ting:AReportBeforeyoustartExercise1■Gothroughthefirstexamplewiththestudents.■Studentsthenworkinpairs,makingcommentsabouttheaquar ium.■Studentscanthenmakesimilarcommentsabouttheirtownort heirschool.Exercise2■Readtheinstructionsandmakesurestudentsunderstandthe task.Explainthatstudentsdonothavetounderstandeveryw ordtocarryoutthetask.■Studentsreadthereportandmatchtheparagraphswiththehe adings.■checkstudents’answers.Answersgeneraldescription2listofgoodpoints3listofbadpoints 4conclusion■Pointouttheheadingofthereport:whatinformationdoesit give?Howisthisheadingdifferentfromthatofaformallett er?makestudentsawareofhowclearlytheinformationisrec orded.Agoodreportshouldhaveaveryclearstructureandus everyclearlanguage.Stage1■Ifyouhaveanyleafletsabouttouristattractionsintheare a,bringthemtoclassandusethemtoelicitalistoftouristattractions.writethemontheboard.■Ingroups,studentsdiscusswhichoftheattractionstheyli kebest.Tellthemtoconsiderthesortofpeoplewholikethea ttraction,thebesttimeofyeartovisittheattraction,etc.■Eachmemberofthegroupchoosesoneattractiontowriteabou t.Tellstudentsthattheycaninventanattractioniftheywi sh.Stage2■Readthelistofgoodandbadpointsabouttheaquariumwithth eclass.■Studentsworkindividually,listingthegoodandbadpoints oftheattractiontheyhavechosen.Tellstudentstheyneedn othaveanequalnumberofgoodandbadpoints.Goroundandass istwithideasornewvocabularyifnecessary.Stage3■ReferstudentstowritingHelp1foradviceonlayout,vocabu laryandlinking.■Studentsplanthefourparagraphsofthereport.■Studentsthenwritetheheadingandthefirstdraftoftherep ort.Stage4■Studentschecktheirdrafts.ReferthemtowritingHelp1.Th eyshouldalsousetheirownwritingchecklistbasedonthemi stakestheyhavemadeinpreviouswritingtasks.Talkback ■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsan dconclusionsinthereports.■Readtheexampleofhowtoreporttheconclusiontotherestof theclass.■onememberofeachgroupreportssomeofthegroup’sconclusions.Speaking:PublicDebateBeforeyoustartExercise1Usefulvocabulary:coastal,wildlifepark,oilrefinery.Studentsshouldbeabletoguessthegeneralmeaningofthese wordsfromthecontext.■StudentsreadthetextaboutDolwynBay.■checkstudents'understandingoftheusefulvocabularyand asksomecomprehensionquestions,e.g.Howmanypeoplelive there?Aretherealotofyoungpeoplethere?whatnewindustr ywilltherebeinDolwynBayinthefuture?.Exercise2■Tostartstudentsthinking,youmaywishtoelicitoneortwop rosandconsofbuildingabigoilrefineryinDolwynBaybefor estudentsworkinpairs.■Inpairs,studentsdiscussandlisttheprosandconsofthepl anstobuildabigoilrefineryinDolwynBay.■Thepairsthenreportbacktotheclassandseewhether,overa ll,therearemoreprosormorecons.Exercise3■Studentsreadthroughthelistofpeopleandthenlistentoth ecassette.AnswertheownerofafishingboatTapescriptSpeaker:I'mtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterriblefo rfishinginthearea.Theoilrefinerywillpollutetheseaan dwewon'tbeabletofish.It'sdifficultnow,butthiswillbe theendofthefishingindustry.Itwouldbemuchbetterifwep utmoremoneyintothefishingindustry.Forexample,weneed moneytobuildnewfishingboats.■Playthecassetteagain,pausingittocheckstudents'under standingofdisaster,pollutethesea.Stage1keywordsbusiness,development,environment,fishingindustry,jo bs,marinelife,noise,oilrefinery,pollution,traffic,e mployment,wildlife■Gothroughthekeywordswiththeclass,askingstudentstotr anslatethemorputthemintoasentenceinEnglish.■Lookatthenotesforthelocalshopkeeperwiththeclassands eeifstudentscanaddanymorepointstosupporthispointofv iew.■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.Sta ge2■ReadtheFunctionFilewiththeclass,drawingstudents'att entiontotheuseofstresstogiveemphasistoyouropinion,e .g.Iamtotallyagainsttheplan.Studentspractiseontheirown,givingtheiropinionsandst atingtheircase.Stage3■Readthroughtheexamplewiththeclassandpointouthowones peakerstateshis/hercasebeforethenextspeakeragreesor disagreesandthengoesontostatehis/hercase.■Remindstudentsthatthisisa ‘publicdebate’,notaninformalconversationamongfrie nds.Eachpersonisallowedtofinishwhattheywanttosaybef orethenextpersonspeaks.Ifyouwish,eachgroupcanappoin tachairpersontocontrolthedebate..■Ingroups,studentstaketurnstogivetheiropinions.whene veryoneinthegrouphasspoken,thegrouphasageneraldiscu ssionandtriestoreachagreementabouttheplansforDolwynBay.Talkback■Eachgroupreportsbacktotheclass,sayingwhatplanstheya greedon.Listening■Studentsreadthroughthetextandguessthemissingwords.■Thentheylistentothesongandcompletethetext.AnswersandTapescriptIamsailing,Iamsailing,homeagain,acrossthesea.Iamsailing,stormywaters,tobenearyou,tobefree.Iamflying,Iamflying,likeabird,acrossthesky.Iamflying,passinghighclouds,tobewithyou,tobefree.canyouhearme?canyouhearme?Throughthedarknight,faraw ay.Iamdying,forevercrying,tobewithyou,whocansay?wearesailing,wearesailing,homeagain,acrossthesea.wearesailing,stormywaters,tobenearyou,tobefree.■Playthesongagainandaskfurtherquestions:‘whatisthesituationinthesong?whereisthepersongoing?whoishegoingtosee?Isthepersonreallysailing?’■Inpairs,studentsdiscusswhatimagesareusedtoexpressth eideaof‘returning’,‘feelingunhappy’,‘havingdifficulties’.■Studentsthendiscussanyothersongstheyknowaboutthesea ?carethesesongsusuallysloworfast?sadorhappy?options PracticeIngroups,studentsprepareareportabouttheplanstobuild abigoilrefineryinDolwynBay.Tellthestudentsthereport isforthelocalgovernmentauthorityandiswrittenafterth epublicdebatetheyhavejusthad.ExtensionIfthereareanydevelopmentplanscurrentlyaffectingthes tudents’ownregionorcountry,theprosandconsoftheseplanscanbed iscussedinclass.www.5ykj.co学习永无止境m 专业的学习。

Unit 7 The Sea CW＆Culture Corner教学目标：1. To learn to use the new words and new phrases2. To practice listening and finish the exercises3. To read and understand the article4. To listen to a song and understand it教学重点与难点：需要掌握的词语：debate, local, disagree, latest, population, make comments on/aboutbe for/against, no longer, in addition to, up to, rather than需要掌握的句型：1. Most people work in the fishing industry which is unfortunately no longer successful.2. The stories of his travels made him one of China’s most famous sailors.3. Rather than using muscles to move its hundreds of legs.Part I New words and expressions:1. debate(1) n. 辩论，争论After a long debate he was chosen captain of the team. 经过长久地讨论，他被选为该队队长。

under debate在讨论中The problem is under debate. 那个问题还在讨论之中。

(2) vt. 讨论，辩论常用debate sth. with sb. 结构We must debate the question with the rest of the members. 我们必须和其他会员讨论这个问题。

号顿市安谧阳光实验学校Unit7 TheSea-Communication workshop测试I. 短文填空：（根据课文内容填空，每空首字母已给出）A_____ is known, Zheng He was one of China’s most famouse_________. His fleet s________ to countries near the Oceania towards the e______ of the 14th century.Zheng He had over 300 ships, w________ carried 1000 people and the s _______for the long journey as well. They took some gold,silver ,silk ,china and other t___________ to give a____ gifts to the r________ of the neighboring countries. With them they even had e_______ on b_______ so that the sailors could grow their crops for food.Zheng He c______ seven famous v______ between 1405 and 1433. They were very s________. He v______ many countries in Asia and Africa and brought back many gifts from those countries. The m____ famous of these gifts were a giraffe and a zebra. The stories of his t______ made him one of China’s most famous s______.II.翻译句子：1．水上世界是个新公园，坐落在湖的中部。

高中教案【高一：Unit7,The,Sea-Communication,Workshop教案】Objectives ■ To write a report about a tourist attraction. ■ To practise using linking words of contrast. ■ To prepare for and take part in a public debate. ■ To practise giving opinions. ■ To listen to a so ng and understand it. ■ To practise using vocabulary concerning the environment.Resources used Cassette, Writing Help 1, leaflets of tourist attractions in the area.Possible problems Some students will be more comfortable with the public debate activity than others. Try to ensure that all students have a role that they can manage successfully.Background The model report shows the style of reports in British English: use of formal language, use of numbers and letters to outline the main and subsidiary points, clear structure with a statement of things in favour, a statement of things against and a conclusion. Gavin Sutherland wrote the song ‘I am sailing’ and it became popular when the Scottish singer, Rod Stewart, sang it. Dolwyn Bay is an invented place. Routes through the material . If you are short of time, omit the Talkback stage of the writing and speaking workshops. . If you have time, students can do the Options activities. . If you have two lessons for a unit, the natural break is after the writing activity.Language Power: pages 62-63.Writing: A ReportBefore you startExercise 1 ■ Go through the first example with the students. ■ Students then work in pairs, making comments about the aquarium. ■ Students can then make similar comments about their town or their school.Exercise 2 ■ Read the instructions and make sure students understandthe task. Explain that students do not have to understand every word to carry out the task. ■ Students read the report and m atch the paragraphs with the headings. ■ Check students’answers. Answers 1 general description 2 list of good points 3 list of bad points 4 conclusion ■ Point out the heading of the report: What information does it give? How is this heading different from that of a formal letter? Make students aware of how clearly the information is recorded. A good report should have a very clear structure and use very clear language.Stage 1 ■ If you have any leaflets about tourist attractions in the area, bring them to class and use them to elicit a list of tourist attractions. Write them on the board. ■ In groups, students discuss which of the attractions they like best. Tell them to consider the sort of people who like the attraction (adults? children? families?), the best time of year to visit the attraction, etc. ■ Each member of the group chooses one attraction to write about. Tell students that they can invent an attraction if they wish.Stage 2 ■ Read the list of good and bad points about the aqua rium with the class. ■ Students work individually, listing the good and bad points of the attraction they have chosen. Tell students they need not have an equal number of good and bad points. Go round and assist with ideas or new vocabulary if necessary.Stage 3 ■ Refer students to Writing Help 1 for advice on layout, vocabulary and linking. ■ Students plan the four paragraphs of the report. ■ Students then write the heading and the first draft of the report.Stage 4 ■ Students check their draft s. Refer them to Writing Help 1 (checking). They should also use their own writing checklist based on the mistakes they have made in previous writing tasks.Talkback ■ In groups, students read each other’s reports and discuss whether they agree with the opinions and conclusions in the reports. ■Read the example of how to report the conclusion to the rest of the class. ■ One member of each group reports some of the group’s conclusions. Speaking: Public DebateBefore you startExercise 1 Useful vocabulary: coastal, wildlife park, oil refinery. Students should be able to guess the general meaning of these words from the context. ■ Students read the text about Dolwyn Bay. ■ Check students” understanding of the useful vocabulary and ask some comprehension questions, e.g. How many people live there? (8,000) Are there a lot of young people there? (no) What new industry will there be in Dolwyn Bay in the future? (oil industry).Exercise 2 ■ To start students thinking, you may wish to elicit o ne or two pros and cons of building a big oil refinery in Dolwyn Bay before students work in pairs. ■ In pairs, students discuss and list the pros and cons of the plans to build a big oil refinery in Dolwyn Bay. ■ The pairs then report back to the class and see whether, overall, there are more pros or more cons.Exercise 3 ■ Students read through the list of people and then listen to the cassette. Answer the owner of a fishing boat Tapescript Speaker: I”m totally against the plan. I think it will be a disaster for the local area. For one thing, it will be terrible for fishing in the area. The oil refinery will pollute the sea and we won”t be able to fish. It”s difficult now, but this will be the end of the fishing industry. It would be much better if we put more money into the fishing industry. For example, we need money to build new fishing boats.■ Play the cassette again, pausing it to check students” understanding of disaster, pollute the sea.Stage 1 Key Words business, development, environment, fishing industry, jobs, marine life, noise, oil refinery, pollution, traffic,(un)employment, wildlife ■ Go through the Key Words with the class, asking students to translate them or put them into a sentence in English. ■ Look at the notes for th e local shopkeeper with the class and see if students can add any more points to support his point of view. ■ In groups, each student chooses a role from the list in Exercise 3 and writes notes about his/her opinions of the plans.Stage 2 ■ Read the Function File with the class, drawing students” attention to the use of stress to give emphasis to your opinion, e.g. I am totally against the plan.Students practise on their own, giving their opinions and stating their case.Stage 3 ■ Read through t he example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case. ■ Remind students that this is a ‘public debate’, not an informal conversation among friends. Each person is allowed to finish what they want to say before the next person speaks. If you wish, each group can appoint a chairperson to control the debate. (The chairperson then gives his/her opinions as a member of the community at the very beginning of the debate). ■ In groups, students take turns to give their opinions. When everyone in the group has spoken, the group has a general discussion and tries to reach agreement about the plans for Dolwyn Bay.Talkback ■ Each group reports back to the cla ss, saying what plans they agreed on.Listening ■ Students read through the text and guess the missing words. ■ Then they listen to the song and complete the text. Answers and Tapescript I am sailing, I am sailing, home again, across the sea. I am sailing, stormy waters, to be near you, to be free. I am flying, I am flying, like a bird, across the sky. I am flying, passing high clouds, to be with you, to be free. Can you hear me? Can you hear me? Through the dark night,far away. I am dying, forever crying, to be with you, who can say? We are sailing, we are sailing, home again, across the sea. We are sailing, stormy waters, to be near you, to be free.■ Play the song again and ask further questions: ‘What is the situation in the song? Where is the person going? Who is he going to see? Is the person really sailing?’■ In pairs, students discuss what images are used to express the idea of ‘returning’ (sailing/flying like a bird), ‘feeling unhappy’ (crying/dying), ‘having difficulties’ (stormy water s). ■ Students then discuss any other songs they know about the sea ?C are these songs usually slow or fast? sad or happy?Options Practice In groups, students prepare a report about the plans to build a big oil refinery in Dolwyn Bay. Tell the students the report is for the local government authority and is written after the public debate they have just had. Extension If there are any development plans currently affecting the students’ own region or country, the pros and cons of these plans can be discussed in class.省心声明：1、本网站所刊载的各类形式（包括但不仅限于文字、图片、图表）的作品全部来自互联网、百度和由网友提供，如您（单位或个人）认为本网站某部分内容有侵权嫌疑，敬请立即通知我们，我们将在第一时间予以更改或删除。

Unit7 The Sea-Communication workshop测试I.短文填空：（依据课文内容填空，每空首字母已给出）A_____ is known, Zheng He was one of China’ s most famous e_________. Histh century.Zheng He had over 300 ships, w________ carried 1000 people and the s _______for the long journey as well. They took somegold, silver ,silk,china and other t___________ to give a____ gifts to the r________ of the neighboring countries. With them they even had e_______ on b_______ so that the sailorscould grow their crops for food.Zheng He c______ seven famous v______ between 1405 and 1433. They were verys________. He v______ many countries in Asia and Africa and brought back many gifts from those countries. The m____ famous of these gifts were a giraffeand a zebra. The stories of his t______ madehim one of China’s most famous s______.II.翻译句子：1．水上世界是个新公园，坐落在湖的中部。