2019-2020年高中英语必修2U4Cyberspace--CommunicationWorkshop.doc

2019-2020年高中英语必修2U4Cyberspace-municationWorkshopObjectives To make notes from information on an Internet page. To write an Internet page with the help of a model and instructions. To listen to a song and extract important words. To listen to a radio programme for main facts. To discuss and plan a scientic experiment in space and give a talk about it. Resources used Cassette, Writing Help 1. Possible problems Some students may have fewer imaginative ideas than others and so careful grouping is needed. Background Listening: Kraftwerk are a German group and were the first group to start producing “techno” music in the 1970s, using synthesisers and puters. 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 periods for this lesson, the natural break is after the writing activity. Language Power: pages 62?C63. Writing: An Internet Page Before you start Ask students what they already know about Sydney ?C encourage them to say as much as possible. Students work in pairs reading the text and pleting it with the extra information. Check students answers by having them read out the plete text. Answers1 Pacific coast/over 500,000/original name - Gas Town2 Gallery of Tribal Art/Vancouver Aquarium3 skiing/ice hockey In pairs, students choose one of the sections of the text and give the information in full sentences as if in a talk, e.g. There are a lot of interesting things to see when you visit Sydney. Remind students that the first stage of writing is always planning. You may wish to let students prepare some of this project for homework if they wish to find out information from reference sources. Students make notes for the three paragraphs about History, Things to see, Things to do. Monitor the activity, assisting students if necessary. Stages 2 Remind students that the first sentence of a paragraph is usually the key sentence because it gives the topic for the rest of the paragraph. Students write their key sentences. Stages 3 Students write their texts. Refer them to Writing Help 1 and remind them of the linking words they have practised. Students underline the “hot words” in their texts which someone could click on to get more information about the topic. Stages 4 In pairs, students read their texts and check language used, using Writing Help 1 (checking). Encourage students to improve their own and their partners texts. Talkback Form small groups and read the example exchange with the class. Students read their texts and ask for more information about the underlined words. Groups should ensure that all the group members texts are read and discussed. Move around and monitor the activity but do not interrupt. ment on any important mistakes you hear and try to get the class to suggest corrections. Listening Ask students what words they would expect in a song called “The Telephone Call”. Students read the seven sentences and guess what the missing words might be. Play the tape for students to plete the sentences. Answers 1 number 2 time 3 telephone 4 far 5 night 6 day 7 time 8 voice Students discuss why the singer is always phoning. If students have different opinions, ask them to give reasons for their opinion. Tapescript The number you have reached has been disconnected. The number you have reached has been disconnected. I give you my affection and I give you my time. Trying to get a connection on the telephone line. Youre so close, but far away, I call you up all night and day. I call you up from time to time To hear your voice on the telephone line. The number you have reached has been disconnected.Speaking: Planning a scientific experimentBefore you start Exercise 1 Students look at the pictures and discuss in pairs about the scientific experiments that have ever been done in space. Collect information from students and elicit more just to arouse their interest and confidence in doing the project. Exercise 2 Students read the questions and, in pairs, guess what the answers are. Tapescript P: Hello and wele to this Science Programme. Last week we asked students to tell us their ideas for scientific experiments they would like to do in space. To our surprise, hundreds of our student listeners sent in brilliant ideas. Today, we have invited two students, Wang Wei and Li Tao, to the studio to explain their space experiment to us. W:Well, I was interested in carrying out a small experiment about ants. You know, ants like digging holes. P: Ants in space? How interesting! Li: Yes, but I couldnt really think of a good reason for doing that. P: Mm, well, maybe you could learn about gravity. W: Thats what I thought. But then Li Tao had a better idea. P: What was your idea, Li Tao? L: Well, I like silkworms very much. One day, when I was feeding them and watching them eat, I suddenly wondered what would happen if they lived in space. How long would they live? Could they still make silk? What kind of silk would they make? W: I thought that was a great idea too, so we decided to do that. P: Oh, I see. Silkworms are important to China. I think it is very meaningful to find out more about them. L: Yes, youre right. Maybe theyll produce better silk in space. Then we might have better material for clothes. P: Wow, I cant wait to see. Thank you for ing today. If any listeners have any other ideas for space experiments, please dont hesitate to share them with us. Call us on 80397582. Thanks for listening. Stages 1 Refer students to Writing Help 1 to help them as they work through the four stages. Students listen to the radio programme and check their predictions. Play the cassette again, pausing it to ask more detailed questions, e.g. What were students asked to do last week? Why did the presenter feel surprised? What would they like to find out through the experiment? Exercise 3 Stimulate classroom discussion about why scientific experiments are carried out in space. Make notes on the blackboard to help expand students understanding of scientific experiments in space. Stage 1 In groups, students discuss and choose a subject they are most interested in from the given three. If they like none of them, they can decide their own subject. Elicit what each group thinks what would be their reasons for the subject and what they would find out in the experiment. Stage 2 Elicit the language of agreeing, disagreeing and making suggestions. In groups, students discuss what specific questions they would like to ask, following the examples. Make notes of the questions they raise. Remind students to note that the questions should be effective for their experiment. Stage 3 In groups, students make a plan for their experiment,including the subject and the questions they want to raise. Students prepare notes for their report to the class. Encourage them to speak from notes rather than reading a plete text. When the report has finished the other students can ask questions if they wish. The class can then find out what subject each group has decided and how they have made their plan. Talkback Students discuss the problems they had when giving their talks. Also, encourage them to say what they felt was better this time than in previous talks and which parts of their talk they felt most fortable with. Options Practice In groups, students write an Internet page for their school. Elicit what information is appropriate, e.g. location, history, building, number of students and staff, subjects. Students write their pages and underline the “hot words”. The groups can then show their pages to the class and the other students can ask for more information about the “hot word”. Extension Students discuss with their imagination: what they think experiments in space would bring to human beings? Would they really think they could visit space some day and do their experiment there? And why? What would happen in space in fifty years time?