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

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 usedCassette, Writing Help 1.Possible problemsSome students may have fewer imaginative ideas than others and so careful grouping is needed.BackgroundListening: 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 stag e 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 PageBefore 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 theywish 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 partner’s 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 ar e 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.Answers1 number2 time3 telephone4 far5 night6 day7 time8 voice■ Students discuss why the singer is always phoning. If studentshave different opinions, ask them to give reasons for their opinion.TapescriptThe 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.You’re so close, but far away,I call you up all night and day.I call you up from time to timeTo hear your voice on the telephone line.The number you have reached has been disconnected.Speaking: Planning a scientificexperiment Before you startExercise 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 ar ouse their interest and confidence in doing the project.Exercise 2■ Students read the questions and, in pairs, guess what the answers are.TapescriptP: 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 couldn’t really think of a good reason for doing that.P: Mm, well, maybe you could learn about gravity.W: That's 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, you're right. Maybe they'll produce better silk in space. Then we might have better material for clothes.P: Wow, I can't wait to see. Thank you for ing today. If any listeners have any other ideas for space experiments, please don't 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 theylike to find out through the experiment?Exercise 3■ Stimulate classroom discussion about why scient ific 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 maki ng 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 rep ort 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, en courage 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.OptionsPracticeIn 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”.ExtensionStudents 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 anddo their experiment there? And why? What would happen in space in fifty years’ time? …2019-2020年高中英语必修2U4Cyberspace--Lesson2WebsitesObjectives■ To practise extensive and intensive listening skills.■ To find information from a website.■ To focus on prominently stressed words as an aid to understanding ?C the key content words in every sentence that are stressed.■ To practise making plans and suggestions over the telephone.Resources usedCassette, information about local events during the nextweek and weekend e.g. from local newspapers.Possible problemsStudents may panic when faced with the listening task (Exercise 3). If it is helpful, play the cassette several times and pause the tape after each question to give students time to answer.BackgroundThis lesson gives some of the history of the Internet and shows some of the possible uses. merce on the Internet has grown dramatically in the last few years, but the USA is way ahead of Europe with important e-merce businesses like Amazon, the most successful virtual bookstore.The quote is from Pablo Picasso (1881?C1973), Spanish painter and sculptor. He was the most influential of twentieth century artists and also one of the most prolific. Routes through the material■ If you are short of time, set some of the exercises for homework.■ If you have time, have some of the students give a short talk about “What I know about the Internet”.■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 56?C57.ListeningBefore you startExercise 1■ St udents work in pairs, asking and answering the questions.■ Have some of the pairs then report back to the class.Exercise 2■ Students read through the questions and note down what they think are the answers. Listen to learnExercise 3Useful vocabulary: military, nuclear war, network.Do not pre-teach these words. Students will probably be able to guess the meanings from the context. After students have checked their answers to the exercise, you can play the tape again for more intensive prehension and check the meaning of these words at that stage.■ Play the tape two or three times if necessary, pausing for students to mark their answers.Answersa 3b 1c 6d 2e 5f 4TapescriptPresenter: Wele to “Future Now”. Today we are going to discu ss the Internet with Dr Jennifer May from ManchesterUniversity. Dr May, how did the Internet begin?Dr May: Well, it’s strange but the Internet was started by the military. In the 1960s the Pentagon were worried about munications after a nuclear war. And in 1969 they thought of linking puters into a network so that if one part of the network was destroyed, other parts could continue working.Presenter: And then scientists started to use the network, right?Dr May: Yes, people in universities all over the world began to use the network to share ideas. They used it for work and for fun. In the 1980s, people started calling it the Internet.Presenter: Then it was in the mid-1990s that the Internet really began to grow fast. Dr May: Yes, now the Internet is important for entertainment, email, playing games and getting information.■ After checking the answers, play the tape again, pausing to check new vocabulary and to ask more detailed prehension questions, e.g. What worried the Pentagon in the 1960s? What did people in universities use the network for?Exercise 4The new words on the website pages, e. g. archaeological sites, boutique, mindblowing, etc. are not meant to be taught. When students have pleted the exercise, see if they can guess the meaning of these words.■ Students work in pairs, matching the uses in the list with the website texts. Answers1 a2 b3 a4 bExercise 5■ Read the rubric with the class. Elicit which text the people are probably looking at (number 3, the one about Brighton).■ Students then look at the Internet page and listen for the one item of information (which thing the two people decide to do). AnswersGo to the cinema on Friday evening to see Richard Bailey's new film, Virtual Planet. TapescriptMother: Hello. 973273.Mandy: Hello, Mrs Turner. This is Mandy.Mother: Ah, hello Mandy. How are you?Mandy: Fine thanks. Can I speak to Lucy, please?Mother: Yes, just hang on a second, I'll get her.Mandy: Thanks.Mother: (shouts away from the telephone) Luuucy!Lucy: Hello.Mandy: Hi, Lucy. This is Mandy. What are you up to this weekend?Lucy: Me, nothing. I'm not doing anything this weekend. Why?Mandy: Let's do something. I've printed out the Internet page.Lucy: What's on?Mandy: Just hang on a second …Mandy: On Friday there's a fashion show …Lucy: Sorry?Mandy: There's a fashion show this weekend.Lucy: Oh, good. Why don't we go on Saturday morning?Mandy: Well, I can’t … mm … I've got a music lesson on Saturday morning. Do you fancy doing something on Friday night?Lucy: Mmmm. Maybe.Mandy: Well, there's that new Richard Bailey film on at the … er the Colosseum. Would you like to go?Lucy: Yeah, great. I'd love to. Richard's my hero you know.Mandy: Yeah, and mine.Lucy: Mmm. Well, I'd better go now. I've got homework to do.Mandy: OK. Let's meet at 6:30, outside the cinema.Lucy: Right. See you tomorrow.Mandy: See you.Exercise 6■ Students read the phrases and look at the telephone conversation in the Function File. Ask them to guess some of the missing phrases in the dialogue.■ Students then listen to the tape and plete the dialogue.Answers1 9732732 This is3 please4 hang on5 are you up to6 Sorry7 Why don't we8 Do you fancy9 Would you like 10 I can't11 I'd love to 12 I'd better 13 Let's 14 See you■ When students have checked their answers, have them read the sentences aloud.PronunciationExercise 7■ Read the Strategies box with the class. Ask students if the same strategies apply in their own language (e.g. when listening to announcements at stations or airports, when listening to TV or radio, when listening to someone telling them about their holiday).■ Students listen to the seven sentences on the cassette. Pause after each sentence for students to identify the stressed words.■ Then play the cassette for students to repeat the sentences.Answers and tapescriptThe stressed words are underlined.1 Hello, Mrs Turner. This is Mandy.2 What are you up to this weekend?3 Oh good. Why don’t we go on Saturday morning?4 Well, I can’t … mm … I’ve got a music lesson on Saturday morning.5 Do you fancy doing something on Friday night?6 Well, I’d better go now.7 Let’s meet at 6:30, outside the cinema.SpeakingExercise 8■ If you have information about what is happening in your area the following week or weekend, bring it so that students can include it in the things they would like to do.■ Read through the examples with the class and elicit more things to do.■ Each student makes notes of what he/sh e would like to do from Friday afternoon to Sunday afternoon.Exercise 9■ Before students do the pairwork, revise telephone language by looking back at the Function File and having students say the expressions aloud.■ Students then work in pairs phoni ng each other, making suggestions of what to do at the weekend, accepting or rejecting the suggestions and finally agreeing what to do and making arrangements.■ The pairs tell the rest of the class what they decided to do.■ Some of the pairs can say th eir conversations again for the rest of the class to hear.QUOTE ... UNQUOTE■ Ask students what they know of Pablo Picasso. Do they like his paintings? (Why/Why not?) Which of his paintings have they seen?■ Read the quote and ask students what Picasso meant ?C Why did he think giving answers was useless? What is more important?Ask students if they agree that puters can only give answers.OptionsPracticeStudents look back at the What’s on in Brighton text and make further telephoneconversations about what to do at the weekend.ExtensionThose students who have access to the Internet may like to bring in a copy of a page giving information about Brighton or about one of the latest English language films.。