北师大高一英语必修三全单元教案

ThismodelpaperwasrevisedbytheStandardizationOfficeonDecember10,2020北师大高一英语必修三全单元教案Unit7TheSea教材分析I．涉及内容　本单元内容主要围绕海洋展开，主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事。II．教学目标1.知识目标：词汇Warm-up:fishing,sailing,diving,surfing,water-skiing,windsurfing,swimming,scubadiving,frightening,freezing,colorful,underwater,atseaLesson1:achieve,setsail,control,forcesb.todosth,land,persuadesbtodosth,findoneself…,getintotrouble,followsb’sdirection,bebelievedtobesth,know…as,spirit,explorer,sailor,voyage,deed,journey,unknown,present-day,eventually,further,accordingto,insearchofLesson2:pollute,dealwith,ban,protect,disappear,handle,suppose,keeparecordof,breakthelaw,industrial,agricultural.Intelligent,fantastic,multi-coloured,polluted,over-fishing,chemicals,rubbish,solution,technology,intelligence,governmentdepartment,tennis,courts,passengerLesson3:seacreatures,seal,penguin,crab,polarbear,dolphin,whale,shark,coral,attraction,discovery,discount,dotrick,length,area,virtualreality,speakingvoice,attack,dailylife,inperformance,educate,feed,produce,attract,watchout,melt,measure,energetic,unusual,up-to-date,noisy,pretty,tiny,special,especiallyLesson4:float,terrify,tie,escape,survive,recover,scream,sink,pickup,recognize,expect,ontheedgeof,atgreatspeed,bodyandsoul,allatonce,inthedirectionof,morethanhorrible,single,enormous,unable,terror,conclusionCommunicationworkshop:debate,disagree,create,offer,shopkeeper,bay,wildlife,stadium,development,traffic,industry,local语法1.定语从句(2)：where,when,why,prep.+which/whom2. 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 示比较的形容词功能Interaction相互交流语音GivingOpinion表达观点2.语言技能：听能边听边做笔记，从听力材料中提取主要信息和观点；能听懂要求并根据要求和指令完成任务说能对海洋及保护环境话题的询问和要求做出恰当的反应；能运用表达个人观点、见解的交际用语，在辩论中清晰的表达观点读能运用所学阅读策略进行课内外阅读，如：能运用scanning技能在有效时间内搜索到brochure中所需信息；能学习运用Sequencing阅读策略，抓住关键连接词，理解段落大意，把握故事发展顺序写能运用Paragraphplanning写作策略，用英语写出100词左右的 报告 软件系统测试报告下载sgs报告如何下载关于路面塌陷情况报告535n,sgs报告怎么下载竣工报告下载 ，介绍一个旅游景点。3.情感态度目标：学习探险家勇于探索的精神，培养开创意识；　　　　　　　　　培养环境意识，自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；　　　　　　　了解海洋动植物、海洋资源、海洋污染等，增强环境保护意识III．教学重点和难点　1.教学重点：　　(1)本单元的生词和短语(2)where,when,why,prep.+which/whom(3)表示比较的形容词定语从句　2.教学难点：(1)对海洋及环境保护话题的询问和要求做出恰当的反映　　(2)运用表达个人观点和见解的交际用语IV.　教学 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 ：　　本单元分为六个课时：　　第一课时：Warm-up　　第二课时：Lesson1第三课时：Lesson2第四课时：Lesson3第五课时：Lesson4第六课时：CommunicationworkshopV．教学步骤：Period1Warm-upTeachingGoals:1.learnthenewwordsofthispart.2.ToarouseSs’interestinthesea.TeachingProcedures:Step1.Leading-in:Showsomepicturesaboutthefilm:FindingNemo.Thisisastoryaboutsea.Showsomepicturesaboutseaandtheanimalsinthesea.Step2.WarmingupExercise1.ListenandmatchthefourseasoundswiththephotosExercise2.LetSsreadtheKeyWordsanddiscusswhichactivitiestheyknow,whichtheycanguessandwhichtheyneedtolookupinthedictionary.Inpairs,Ssdiscusswhichactivitiestheydoandwhichtheywouldliketodo(orwouldnotliketodo)andwheretheycoulddothem.Thepairsreportbacktotheclassaboutwhattheywouldliketodoandwhere.Ssseeifthereareanyactivitiesthatnobodyintheclasshasdone.Exercise3.Sslistentofindoutwhichactivityeachpersonistalkingaboutandnottoworryaboutunderstandingeveryword.Listentwiceifnecessary.Exercise4.Ssreadthekeywordsandthenlistenagain.LetSsfindwhichkeywordsdoeseachspeakerusetodescribetheiractivity.Step3.PracticeAskSstothinkofasportingactivitytheydoandtochoosesomeadjectivestodescribehowitfeels.Ssdiscusstheiractivitiesinpairs.Step4.HomeworkPreviewLesson1.Period2　Lesson1TheSpritofExplorerTeachinggoals:1.Topractisereadingforspecificinformation.2.Topractiseusingrelativeclauseswithwhen,whereandwhy.3.Topractiseusingrelativeclauseswithprepositionsandrelativepronouns.4.Toreviewandconsolidatetherelativepronouns.Teachingprocedure:Step1.Leading-inLetSsdiscusswhoarrivedinAmericafirst,usingtheirknowledgefromhistoryclass.a)ChristopherColumbusb)AncientGreeksc)Chinesesailorsd)Vikings.Andthenletstudentdiscussotherpeopletheyknow,whohavelivedorarrivedinAmerica.LetstudentguessthemeaningofthewordslistedandfindChinesemeaningonpage108.Thenifpossible,elicitmorediscussionabouttheseplaces,suchaslocation,climate,peopleandtheirlives.Step2.Reading1.HaveSslookatthemaponpage8&9andthenencourageSstoscanthetexttofindoutabouttheVikings’threemajordiscoveries.GetSstoreadthetextagainforspecificinformationaboutthethreediscoveries.Theninpairs,completethetableinExercise3withtheinformationtheyget.ChecktheanswersandthengetSstoreadthetextaloud.2.EncourageSstoworkinpairsandaskasmanyquestionsaboutthetextastheycan.Inpairs,doExercise4withthegivenquestionsandtheirownquestions.Checktheanswerinclass.Stepandphrases1.Doexercise6onpage92.Phrases:1)TheyachievedthislongbeforeColumbuseversetsail.早在哥伦布启航前，他们就已经到达那里了。　setsail启航　setaboutdoingsth.开始做某事　Thegovernmentmustsetaboutfindingsolutionstothepollutionproblems.2)AccordingtotheoldstoriesofIcelandandNorway,EricandRedwasforcedtoleaveIcelandbecausehehadcommittedamurder,forwhichhegotintotrouble.根据冰岛和挪威的传说，埃里克雷德因为一起谋杀案而惹上麻烦，并被迫离开冰岛。accordingto…根据，依照Dotheexperimentaccordingtowhatyourteachertellsyouto.getintotrouble…陷入困境，陷入麻烦Donotgotocomputerrooms,oryou’llgetintotrouble.3)HepersuadedsomepeopletogobackwithhimtoGreenland.他说服一些人和他一起回到了格陵兰岛。persuadesb.todosth.　　　说服某人做某事persuadesb.nottodosth　　　说服某人不做某事persuadesb.intodoingsth说服某人做某事persuadesb.outofdoingsth说服某人不做某事talksb.intodoingsth说服某人做某事talksb.outofdoingsth说服某人不做某事persuadesb.ofsth.使某人信服某事Hepersuadedmeintomajoringinphysics.Ipersuadedhernottogohikingwithhim.=Ipersuadedheroutofgoinghikingwithhim.Howcanyoupersuadethemoftheadvantagesofsolarcars4)NotlongafterErictheRedhadlandedinGreenlandamancalledBiarnisetsailfromIcelandinsearchofEric’sparty.埃里克雷德登上格陵兰岛后不久，一个叫比阿尼的人就从冰岛起航寻找埃里克一行人。　insearchof…=inthesearchfor…寻找，寻求　searchsb./someplace搜查某人/某处　searchforsth./sb.寻找；寻求（某物/某人）Thefamilywererunningfromstreettostreetinthesearchforthelostchild.Thepolicemanwassearchingthemanfordrugs.Thearmyweresearchingtheruinsforsurvivors.Step4.Grammar:Relativeclauses(2)1）LetstudentreadthesentencesinExercise7&8,anddirectthemtofindwhattheitalicwordsreferstoandhowwhere,whenandwhycanbeused.Relativeadverbswhereandwhencanbeusedtogiveinformationaboutplacesandtime.Afterthewordreason,wecanusewhyinrelativeclauses.2）LetSsdoExercise9,andfindouthowprepositionsandpronounsworktogetherinthesentence.Then,letSsdiscusswhythereareprepositionsbeforerelativepronounsandhowtochoosetherightpreposition.Relativepronounscanbeusedastheobjectsofprepositions.Usuallyweuseprepositionsbeforewhichandwhom:preposition+which/whomLetstudentthinkwhichwordsareusedtojointwosentencestogetherandthengotoGrammarSummary1onpage92formoreinformationabouttherules.3）LetSsdoExercise10&11individuallyandthenchecktheanswer.Step5.LanguageinUseWorkingroupsandwriteaboutafamouseventorafamouspersoninhistory.Trytouserelativeclauses(when,where,which,who…)indescription.Encouragesomegroupstoreadtheirdescriptiontotheclass.Theotherslistenandcounthowmanyrelativeclausesthegrouphasusedandwhethertheyusedthemcorrectly.Example:“Ihaveadream”,whichwasaspeechmadebyMartinLutherKing,isoneofthemostfamousinAmericanhistory…Homework:ReviewRelativeClausesPeriod3　Lesson2ProtecttheSeaTeachinggoals:1.Topractiselisteningforspecificinformation2.Topractiseusingabbreviationfornotes3.Topractiseshowingthatyouarefollowingwhattheotherpersonissayingandgiveopinion.Teachingprocedure:Step1.Leading-inTheEarth’sseasandoceansreceivetheburntofhumanwaste,whetheritisbydeliberatedumpingorbynaturalrun-offfromtheland.Infactover80%ofallmarinepollutioncomesfromland-basedactivitiesandmanypollutantsaredepositedinestuariesandcoastalwaters.1)LetSsdiscussthesequestions:HowdopeopleusetheseaHowistheseaimportanttopeopleExample:Peoplecatchfishinthesea.Therearemanymorethingsthatwecanfindforfoodinthesea.letasmanySsaspossibletorepottheirresultstotheclass.2)letSsthinkwhatisseapollutionFindthemeaningofthesekeywordsandletSsusethemtotalkabouttheissue.Keywords:pollute,pollution,over-fishing,industrialwaste,agricultural,waste,plastic,oil,chemicals,rubbish,dealwithaproblem,banHaveSsworkinpairstodiscussdifferentkindsofseapollutionandmakealistfromtheirfindings.AndthenletSstoreporttheirresultstotheclass.Step2listentolearn.Exercise3:LetSslistentotheconversationandgetthegeneralideaofit:WhatisZhiHong’sprojectaboutAndthenreadthelisteningstrategieswiththeclass.ReviewthestrategiesforlisteningforspecificinformationwithSs.Elicitexamplesofsituationsfromreallifeinwhichpeoplelistenforspecificinformation,.listeningtotheweatherforecast,listeningtoannouncementsatstationsandairports.TellSswecanuseabbreviationswhentakingnotes.DrawSsattentiontothetechniqueofusingthefirstfewlettersofaword(Sat.Prof…)Exercise4:GetSstolookatthetablefirstandthenpointoutthattheyneedtolistenforspecificinformationtocompletethetable.Dividetheconversationintotwoparts:inthefirstpart,letSsconcentrateonthetwoproblemsandthereasonsforthem;Inthesecondpart,letSspayattentiontothesolutionstoproblems.Atlast,playtheconversationagainandaskSstogivetheiropinionsaboutdifferentreasonsforseapollution.Encouragethemtomakesuggestionsforpreventingsea,riverandlakepollution.Exercise5:letSsreadtheFunctionFileandseeiftheycanguessthemissingexpressionsfromthebox.Andthen,letSslistenagainandseeiftheyarecorrect.Step3:Pronunciation:showinginteresting(Ⅰ)LetSslistentotheconversationandmakeanoteofwhetherthelistenerisinterestedornot.Checktheanswerandlistenagain,pausingaftereachitem.Step4:WritingandspeakingExercise7:AskSsiftheywouldliketodoaprojectaboutthesea.Getthemtolookatthesubjectsanddiscussingroupswhichsubjecttheywouldliketochoosefrom.Then,readthroughthequestionsbelowandelicitsuggestionsforeachofthemsothateachofthemhassomeideastostartwith.Atlast,letSswritenotesaboutthesubjecttheyhavechosen.Subjects:seaanimals,watersports,historyofseatravel,ports,seafishing,scienceandthesea.Questions:WhichsubjectareyouinterestedinWhatdoyoualreadyknowaboutthesubjectWhatdoyouneedtofindoutaboutthesubjectHowcanyoufindoutmoreaboutthesubjectsHowwillyoupresentyourprojectExercise8:LetSsreadthroughtheexampledialogue,drawingattentiontoboththequestionformsandtheresponses.Then,letSsworkinpairsandtaketurnstointervieweachother.Atlast,letsomeonetelltheclasssomeofthemostinterestingtingsabouttheirpartner’sprojectaboutthesea.Step5.HomeworkReviewlesson3:TheSeaWorldPeriod4　Lesson3TheSeaWorldTeachinggoals:1.Togetfamiliarwithdescriptivetexts2.Topractiseusingseaanimalvocabulary3.Topractiseusingcomparativeandsuperlativestructures.Teachingprocedure:Step1.Leading-in　　Watercoversabout75%oftheearth’ssurface.Initswimbillionsoffishfromover25000species.Thesefishcanbetinyorhuge.Theycanberound,box-like,orlongandslim.LetSslookingatthepicturesandidentifyingthefishandanimals.AskSsifanyofthemknowotheranimalswhichliveinthesea.Step2.ReadingElicitthetitleofeachsectionofthebrochureandaskSswhichsectionstheythinkwillbemoreinterestingforthem.Then,letSsskimthebrochurequicklyandconcentrateonthesectionsthatappealtothem.Atlast,letSsreadthecontextagain,then,checktheanswerofexercise2&3.Exercise2.Readthebrochure.FindwhereyoucanseethesethingsinUnderwaterWorld:1.fishwhichusealighttoattractfoodVirtualRealityVoyage2.dolphinsinperformanceSeaTheatre3.fishthatappeartoflyinthewaterOceanFloor4.seacreaturesthatchildrencantouchDiscoveryPool5.abigicebergPolarWorldExercise3.LetSsreadaloudthefirstexamplewithasmanyexpressionsaspossible.Then,letSsreadtheothercommentsandmatchthemtotheareasoftheaquarium.Atlast,checkanswers.Answers:2.polarworld3.discoverypoolrealityvoyageReadthetextagainandpayattentiontothelinkingwordsusedtocontrastdifferentideasoropinions(but/ontheonehand/ontheotherhand/however)andaskSstotranslatethemintoChinese.Step3.voiceyouopinionLetSsdiscusswhichpartofthe“UnderwaterWorld”theywouldliketovisitandwhy.Then,encouragesomegroupstoreporttheirresultstotheclass.Atlast,askSsiftheyhaveeverbeentoasimilaraquariumorsealifecenter-ifso,encouragethemtotelltheclasswhatitwaslike.Step4.Grammar:comparisonofadjectivesFirstly,reviewthecomparisonbyaskingSstofindalltheexamplesofcomparisoninthebrochure.Secondly,readtheuses(a-c),andmatchthemwithsentences1-4.AndthenletSsdoExercise6inpairs.Atlast,askSstoreadGrammarSummary2forreference.1)同级比较往往由"as+形容词/副词的原形+as"的句式表达；当然也要注意它的否定形式。第一个as的前面可以加上表示倍数的词、或是某些副词修饰语：twice,(three)times,nearly,almost,just,exactly,notnearly（根本不）,bynomeans（绝不）,quite等等。例如：AsiaisfourtomesaslargeasEurope.亚洲有欧洲的四倍大（亚洲比欧洲大三倍）。JamesisnotnearlyastallasRobert.詹姆斯根本没有罗伯特高。Castironisalmostasusefulassteel.铸铁差不多与钢一样有作用。Shehasn'tbeenquitesounluckyasshepretends.她还没有象她常装出的那样不幸2)"比较级+than"引导不同级的比较。"比较级"前同样可以加倍数或程度副词,如：far（远），even（甚至），much（许多），still（更，还），alot（许多），alittle/bit（一点），rather（相当地），slightly（略微），notany（不再），threetimes…（三倍、……），等等。不同级的比较主要用于表示人与人、事物与事物之间不同之处的比较，其意义为"A比B更（怎么样）一些"。例如：Theyworkedevenharderthantheypromised.他们工作得比他们答应的还要卖力。Thisstreetisnarrowerthanthatone.这条街比那条街窄一些。Thisbookisfarmoreinterestingthanthatone.这本书比那一本有趣多了。You'vebeenworkingmuchharderthanIhave.你一直比我工作得努力多了。ShecameevenearlierthanIasked(himto).她来得甚至比我叫她来的时间还要早。3)比较级中的两个特殊作用的结构是：the+比较级+句子，the+比较级+句子。和比较级+and+比较级。前一个句型结构表示的意义是"越（怎么样就）越（怎么样）"，在这个结构中的两个"比较级"不要求一定词性相同，它们各自的词性要依句子的需要而定；后一个句型结构表示的意义是"越来越（怎么样）"，在这个结构中的两个"比较级"则要求词性相同。例如：Theharderyouworkatyourstudy,thebetteracademicrecordsyouwillhave.你学习越努力，你的成绩就越好。Themorewehave,themorewewant.人欲无穷。Whenwinteriscoming,itgetscolderandcolder.冬天来临，天越来越冷了。Hebecamelessandlesssatisfiedwiththefootballteam'sperformance.他对足球队的表现越来越不满意了。4)形容词的最高级前一般必须有定冠词the,这种结构的一般表达方式是最高级+表示范围的状语，其意义是"某人、某事在某个范围内最……"。使用这种结构时我们应该注意，形容词的最高级前面一般说来要加用定冠词the，而副词的最高级前面的定冠词往往可以省略。例如：Heisthetallestofthethreeboys.那三个男孩中他最高。Thatisthebiggestlakeinourprovince.那是我省最大的一条湖。Joerunsfastestinourschool.桥在我们学校跑得最快。LetSsdoexercise7,8&9.Andthenchecktheanswer.Answers:Exercise5:Exercise6:Exercise7:1.smaller2.themostintelligent3.Thebiggestfriendliest5.better6.theeasiest7.themostpopularExercise8:1.Thisboatismoreexpensive/faster/morecomfortable.Thisboatissmaller/cheaper.2.Thismanisyounger/morehandsome/heavier/stronger.Thismanistaller/thinner.Exercise9:height,length,thebiggest,length,asmuchas.Step5languageinuseKeywords:intelligent,hairy,fast,slow,common,friendly,dangerous,big,small,colorful,beautiful,ugly,noisy,heavy.LetSsgothroughtheKeyWords,askingSstosuggestananimalthatdemonstrateeachquality.Then,eachSsthinksofananimalandwritesdownsomenotestohelpwhendescribingit.Atlast,Sstaketurnstodescribeandguesstheiranimals,usingcomparativestructures.Step6.homework1.Ssworkingroups,writingaparagraphcomparingtwoplacesintheirtownorarea,.tworestaurants/cinemas/schools/footballteams/parks/sportscentres/supermarkets.Then,thegroupreadouttheirparagraphsandseeiftherestoftheclassagreewiththem.2.previewlesson4:SeaStoriesPeriod5Lesson4SeaStoriesTeachinggoals:1.Toreadsectionsofastoryandsequencethenusepredictionstrategiesandlinkingwords.2.Touselinkingexpressionrelatedtotimeandsequence.3.Tousewordbulidingtechniquestoformnouns,verbs,adjectivesandverbs.Teachingprocedure:Step1.Leading-inLetSsdiscussthefilmslisted,sayingwhattheyareaboutandgivingtheiropinionsofthem.ThendiscussanyotherfilmsinwhichtheseaisimportantTitanic,Waterworld,Jaws,ThePiano,TreasureIsland,TheDayAfterTomorrowExample:I’veseenJaws.It’saboutadangerousshark.It’sveryfrightening.AndthenletSslookatthesewordsbelowinthepictures:barrel,cloud,fisherman,fishingboat,moon,wave,whirlpoolStep2.ReadtolearnⅠ.ReadingStrategies:sequencing1.Lookatthepicturesanddecidewhichshowsthebeginning,middleandendofthestory.2.Readeachparagraph.Payattentiontothelinkingwords.Theyoftenhelpyoudecidetheorderofevents,.oneday,suddenly,intheend.3.Decideapossibleorderfortheparagraphs.4.Readtheminthatordertoseeifthestorymakessense.Usethestrategiestoputtheparagraphsincorrectorder:BACⅡ.LetSsreadthestoryagainandanswerthesequestions:1.Whydidthewriter’syoungerbrotherfallintothesea2.Whydidtheboatgotowardsthewhirlpool3.Whydidthewritertiehimselftoabarrel4.Whydidn’thisbrotherdothesame5.WhydidhisoldfriendsnotrecognisehimⅢ.Languagepoints:1)Allatonce,theskywascoveredwithdarkcloudsandinlessthanaminutewewereinaterriblestorm.allatonce=suddenly突然；忽然becoveredwith…被……覆盖着(通常指被具体的事物覆盖)　.Thedisheswerecoveredwithapieceofcloth.becoveredby…被……覆盖着(通常指被笼统的或数量大的事物覆盖).Mostoflandiscoveredbywater2)Intheend,aboatpickedmeup.pickup=collect救起，捡起，拾起.Pickupthepiecesofpaperonthefloor,please.pickup=learn,getsomething学到,听到,获悉.HepickedupEnglishwhileworkinginAmerica.Seeifyoucanpickupanythingaboutthefutureplan.pickup=letsomebodyintoavehicle搭载;得病.Iamnowattheschoolgate.CanyoucomeandpickmeuptotheparkDon’ttraveltothatarea,oryoumaypickupbirdflu.Ⅳ.Doexercises6.Readthewordstotheclassandaskthemwhatfunctionthesewordshave.(Theyallgiveinformationabouttimeorsequencing.)Ssworkindividuallycompletingthetext.Theycancompareanswerswiththeirpartnerbeforecheckingtheanswer.Step3.vocabulary:WordbulidingⅠDivideSsintothreegroups.Eachgroupstudiesonesectionofthestorytofindwordsdescribingfeelings.Andthen,thegroupsreportbacktotheclassandthewordsarewrittenontheblackboard.Ⅱ.LetSsstudythetableandseeiftheycanguesswhattheotherformsofthewordare.Then,theycanreadthetextandseeiftheirguessesareright.Atlast,doexercise9.Step4.speakingAsawholeaclass,discussideasforeachofthefoursituations,elicitingasmanysuggestionsaspossible.Then,SscanreportbacktotheclassandSscandecidewhichisthebestactionforeachofthesituations.Answers:uncommon,length,luckily,dead,unsafe,unclear,scientists,unable.Step5.HomeworkWriteastorycontainingallthelinkingexpressions:oneday,then,suddenly,when,afterwards,intheend.Period6CommunicationWorkshopTeachinggoals:1.Towriteareportaboutatouristattraction.2.Topractiseusinglinkingwordsofcontrast.3.ToprepareforandtakepartinapublicdebateTeachingprocedure:Step1.Leading-inThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavor,astatementofthingsagainstandaconclusion.Exercise1.letSsworkinpairsandmakecommentsaboutaquarium.Andthen,makesimilarcommentsabouttheirtownortheirschool.Step2.Writing:AReportReadtheinstructionsandmakesureSsunderstandthetask.ExplainthatSsdonothavetounderstandeverywordtocarryoutthetask.Then,letSsreadthereportandmatchtheparagraphswiththeheadings.Atlast,checktheanswers.Pointouttheheadingofthereport:whatinformationdoesitgiveHowisthisheadingdifferentfromthatofaformalletterMakeSsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.Stage1:Talkaboutsomeofthetouristattractionsinyourarea,.azoo,anationalpark,amuseum,askatingrink.Andthenchooseoneattractionforeachperson.Stage2:Preparealistofthegoodpointsandbadpointsofyourattraction.Goodpoints:modernbuildings/latesttechnologybeautifulcoralamazingicebergeducational–goodforsmallchildrengoodpicnicareaBadpoints:toomanyfishinasmallareadolphinshow(cruel)waittoolongcaféfoodnotverygoodpoorsoundqualityinthevirtualrealityshowStage3:Planparagraphlikethis:generaldescription→listofgoodpoints→listofbadpoints→conclusionStage4:Readthroughthereportandcheckit.Example:WethinktheOlympicParkisagreatplacetogobecauseitnotonlyhasfantasticstadiumsforOlympicGamesbutalsohasmanybeautifulgardens.Step3.listeningListentosomeonegivinghisopinionsoftheplans,andjudgewhichofthesepeopledoyouthinkheis.anunemployedpersonwithchildrenalocalshopkeepertheownerofafishingboatsomeonewhohasjustboughtacottageinDolwynBaySomeonefromtheoilcompanyStep4.Speaking:PublicDebateIfyouprepareforandtakepartinadebate.Followthesestages:stage1.Choosedifferentrolesandwritenotesabouthis/heropinionsstage2.GiveyourownopinionsStage3.Taketurnstogiveopinion.Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.RemindSsthatthisisa“publicdebate”,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ingroups,Sstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriedtoreachagreement.Step5.songLetSsreadthroughthetextandguessthemissingwords.Then,letSslistentothesongandcompletethetext.Askfurtherquestions:whatisthesituationinthesongWhereisthepersongoingWhoishegoingtoseeIsthepersonreallysailingAndthenletSsdiscusswhatimagesareusedtoexpresstheideaof“returning”“feelingunhappy”“havingdifficulties”Step6.Homework:1.Reviewunit72.Previewunit8