高中英语 Unit 7 The Sea Period Five Communication Work

第一页，共23页。
[语境助记] (1)This sentence just doesn’t make sense，no matter how
you read it. 无论你怎样读这个句子，它还是讲不通。 (2)It makes no sense to buy that expensive coat when these cheaper ones are just as good. 这些便宜的大衣也很好，没有必要非买那件贵的。 (3)Only after I read the poem a second time did I make sense of it. 我把这首诗又读了一遍之后才理解了它的含义。
失去的时间)． (2)After a short rest she seemed to have _r_ec_o_v_e_r_e_d_h__er___
_s_p_i_ri_t_s ___(恢复了精神)． (3)He hasn’t _r_ec_o_v_e_r_e_d_f_r_o_m__th_e__sh_o_c_k______.
第六页，共23页。
[题组训练] (1)用所给词的适当形式填空
In the face of the big fire in Moscow in 2010，many people in the firestricken areas moved out to escape __b_e_in_g__b_u_rn_e_d______ (burn)． (2)The hotel guests tried their best t_o_e_s_c_a_p_e_f_r_o_m___ the burning building. 旅客们尽力从燃烧的大楼中逃出来。 (3)Is there any way to escape _m_e_e_ti_n_g_h_i_m____？ 有什么办法可以避免和他见面吗？

感顿市安乐阳光实验学校Unit 7 The Sea Period Four Lesson 4 Sea Stories 课时精练（北师大版必修3，广东专用）时间：45分钟Ⅰ.完形填空(共15小题；每小题2分，满分30分)阅读下面短文，掌握其大意，然后从1～15各题所给的A、B、C和D项中，选出最佳选项。

Once there was a clever farmer.Though he was poor，he decided one day to take the king a roast goose as a present.He had not had__1__to eat that day，and soon the smell of the roast goose became too much for him as he__2__it to the king，so he ate one of its legs.When he came before the king and gave him the goose，the king at once saw that it had only one leg.Now，the king__3__was born with one bad leg，so he had never been able to walk properly.When he saw the goose with only one leg，he thought the farmer had__4__this to laugh at him.Of course he was very__5__.The farmer was told that if anybody laughed at the king，he would be__6__at once.“Where is__7__leg of the goose？”the king asked.“All the geese in this__8__of the country have one leg only，”the farmer answered.“Do you think I'm a fool？”the king shouted.“__9__，”said the farmer，“if you look out of the window，you will see geese with one leg by the__10__.”The king looked，and there the geese were__11__on one leg beside the water.The king at once told one of his men to__12__them with a big stick，and of course，they__13__their other legs and ran away.“Ther e，”said the king，“you were lying.That shows that the geese here have two legs，like all other geese in the country.”“But it doesn't show anything，”answered the farmer，“if your men threw a big stick like that at me，I would grow two__14__legs myself to help me to run away__15__.”【解题导语】一个农民送给国王一只烤鹅，在路上因为太饿了，吃掉了烤鹅的一条腿，刚好那国王也是只有一条腿，所以国王很生气。

感顿市安乐阳光实验学校Unit 7 The sea Period Five Communication Workshop 课时精练（北师大版必修3，课标通用）时间：45分钟Ⅰ.单词拼写1．We will go to the s________to watch a football match.2．There has been heated________(争论) about whether the film should be allowed.3．This is a l________problem，not a nationwide one.4．The s________managed to get along well with his customers.5．We can see a magical view over the calm water of the________(海湾) from our window.6．When the water pipe burst，she had the________(智力，头脑) to turn off the water at once.7．As is known to us all，the moon________(吸引) the sea water towards itself.8．The store is on the o________side of the street，so that you must cross over the street to get there.9．The area is a great place for________( 野生动物) because it provides food and shelter for them.10．First I d________with his suggestion ，but later I changed my mind.答案 1.stadium 2.debate 3.local 4.shopkeeper 5．bay 6.intelligence 7.attracts 8.opposite 9.wildlife 10．disagreedⅡ.完成句子1．如果你酒后驾车，那么你将会有麻烦。

Unit 7 The Sea CommunicationWorkshopObjectives■ 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 song and understand it.■ To practise using vocabulary concerning the environment.Resources usedCassette, Writing Help 1, leaflets of tourist attractions in the area.Possible problemsSome 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.BackgroundThe 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 comm ents about their town or their school.Exercise 2■ Read the instructions and make sure students understand the task. Explain that students do not have to understand every word to carry out the task.■ Students read the report and match the paragraphs w ith the headings. ■ Check students’ answers.Answers1 general description2 list of good points3 list of bad points4 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 aquarium with the class. ■ Stu dents 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.■ Students check their drafts. 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 1Useful 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 one or two pros and cons of building a big oil refinery in Dolwyn Bay before students work■ 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.Answerthe owner of a fishing boatTapescriptSpeaker: 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 1Key Wordsbusiness, 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 translatethem or put them into a sentence in English.■ Look at the notes for the local shopkeeper with the class and see i f 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 the example with the class and point out how one s peaker 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 t o 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 class, 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 TapescriptI 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 waters).■ Students then discuss any other songs th ey know about the sea ?C are these songs usually slow or fast? sad or happy?OptionsPracticeIn 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.ExtensionIf 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.。