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2019-2020年高中英语必修2U6Design-municationWorkshop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 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 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 e 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 puter or do some quiet reading. 5 In my house, there is a small but fortable bedroom so that I can study quietly and sleep fortably. 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 dont 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 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 Students 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 Ill 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 cause of you. e 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: e and look at this. Male: Mmmmm, yeah. What is it? Female: Its 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. Its a modern painting. Its 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 dont agree with you. The painter uses different shapes and lines. Theres movement in the painting. Male: I really dont like it. I prefer realistic paintings myself. I dont like all these abstract paintings. In my opinion, anybody could do it. Even I could paint a picture like that.Female: No, you couldnt. I like abstract paintings. They make you think about things. Male: Well, Im thinking about a cup of coffee myself. Are you ing? Female: No. I want to see the other paintings. Ill 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 plete 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 the 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.
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