Unit8AdventureCommunicationworkshop教案
详细内容
fortable, dangerous, difficult, dirty, educational, exciting, expensive, interesting, safe, tiring, well-anized
(处理办法：Ask the students to go through the example on P30 and write their own notes with the help of the key words listed above.)
Stage2: Use your notes and phrases from the Function File on page 24 to prepare what you are going to say.
Preference:
(quite) like doing
love doing
prefer doing (to doing)
can’t stand doing
‘d (not) love/ like to do
‘d prefer to do
‘d quite like to do
Example: I think the trip is very exciting because I quite like exploring mountains and seeing ruins.
Stage 3: Talk to each other about the holidays you prefer respectively and agree on a choice at the end of the conversation.
Speaking strategies: Interaction
--- Show you are listening to the other person.
--- Pay attention to the intonation and use the words from Ex2.
Example:
A: I’d like to go on the trip to Greenland.
B: Really?
A: Yes, I’d like to explore somewhere. And I love skiing.
B: Mmm. But it’s very cold. And I don’t like skiing. I’d prefer to ….
Step4 Talkback
Pairs of students present their conversation in front of the class. The other Ss listen to
them carefully and give the speakers eva luation on whether or not they achieve the
following criterions.
① Can they show their interest using proper expressions and intonation?
② Are their reasons convincing?
Step5 Homework
--- introduce the advantages of the trip;
--- use the new vocabulary expressing your preference.
Period 2 Writing a brochure
Teaching Objectives:
At the end of the class, Ss will be able to write a brochure about the camp they work for.
Teaching Content:
Students will
•read a brochure about Camp Xtreme and get to know the stages of writing a brochure.
•practice writing an inviting brochure about the camp they work for.
Teaching Procedures:
Step 1: lead in
Ss think about the following 4 kinds of activities and then decide which one they prefer and why.
(该活动的目的是引起学生兴趣，为下面写brochure的任务作好铺垫。)
1. a visit to the Temple fairs 2. Happy Valley (欢乐谷)
3. Disneyland 4. theme parks for wild animals
(处理方法：学生可以以pair的形式进行讨论，然后3-4名学生简单陈述他们的理由。)
Step 2: Pre-writing
Ⅰ. Read a brochure of Camp Xtreme
Task 1: Read the Camp Xtreme brochure on P31 roughly and then match the paragraphs (1-3 ) with these headings.
(该活动的目的是让学生熟悉brochure的内容，并了解文章结构。)
(处理方法：Ss read individually => finish the task by themselves => check the answers in pairs => the teacher checks the answer )
Task 2: Read the brochure carefully again and then ask the Ss to underline the words or expressions that puzzle them.
(该活动的目的是让学生理解文章，为自己写brochure作好准备。)
或者如果学生没有找到问题，可以做如下的练习。
Match the definitions with the words.
(1) staff A: observation from a very near place
(2)remote B: all the people employed in an anization considered as a group.
(3)survival skills C: far away
(4)close-up D: skills that help people avoid being killed
Key: (1) B (2) C (3) D (4) A
Task 3: Do Ex.2 on P31. Find examples of these brochure writing styles in the text.
(该活动的目的是让学生了解到写brochure时候可以用什么样的写作手法吸引读者。(处理方法：work in groups => each group is responsible for one item. = > the teacher then checks the answers with the whole class.)
Example:
a: Using opinion words to make the product / service sound more exciting.
The best adventure holiday you’ll ever have!
=〉“the best” is the opinion words the writer uses to make the service sound more inviting.
Key:
a)Using opinion words to make the product / service sound more exciting.
the best holiday, the biggest camp, the UK’s most beautiful wildlife, the best place, the only camp…..
b) Writing directly to the reader, i.e. “We can help you.”
…you’ll ever have! we offer you …. ，we’ll teach you …and you’ll learn…， You can join …If you like…, to have your adventure, You’ll have so much fun…
c) Using facts to make the products more real.
… and has 15 well trained staff.
The 700 square mile island…
There are 10 big tents…sleeps 6 people. There is one shower room….
d) Keeping the writing as simple as possible by diving the text into sections.
The text is divided into 3 sections.
Section 2 use 4 “ • ” in front of each feature.
Step 3 : While ? writing
Imagine you work for an adventure camp. Write a brochure for your camp.
Follow the following 4 stages of writing.
Stage 1: Make notes about your adventure camp by answering the questions below.
(该活动的目的是让学生了解brochure的内容应该涵盖那些方面。在回答问题过程中学生将会进一步熟悉写作中需要用的词汇和表达，为写作做好铺垫。)
1.What is the name of your adventure camp?
2.Where is your adventure camp?
3.What is the place like?
4.What activities can guests do at the camp?
5.What facilities does it have?
6.What makes your adventure camp special?
(处理方法：学生可以进行pair-work，每个小组（2）人共同承担一个brochure的写作任务。两个人在回答问题的基础上记录下来以上的信息，供写作时用)
Stage2：Get the students clear about the layout of a brochure and what to write about and how to write it in each section.
Ss read the layout of the brochure of Camp Xtreme on P90 in order to know the structure of it. Then Ss use their notes taken down in Stage 1 to help them write some brief information in 4 paragraphs.
The layout of a brochure:
(Para 1) Camp name and opening statement --- Ss should write a catchy line to attract the readers’ attention.
example: The best adventure holiday you’ll ever have!
( Para 2) Introduction of the camp.
Such information as location, size, or even ments about the camp can be included in this section.
example: Camp Xtreme is located on a private beach on the beautiful coast of Scotland.
(Para 3) describe the main features of service your camp provides.
example: We’ll teach you survival skills and you’ll learn how to make a fire and build your own shelter.
( Para 4) Mention something that distinguishes your camp from other similar ones.
example: We are the only camp in the UK to offer survival skills training from real experts.
Stage 3: Ss refer to the “useful Vocabulary” on P90 and the writing styles in Ex.2 to finish writing their brochure.
Stage 4： Check the brochure.
The Ss should pay attention to the following questions when checking.
1.Did the writer write directly to the reader as if he or she is talking to them?
2.Has the writer used facts to make the product or service more real or genuine?
3.Has the writer used opinions to make it exciting?
4.Did the writer remember to divide the information into small sections using bulletin points?
(活动安排：两人一组的学生在完成写作内容之后，可以四人小组间互相交换彼此的brochure. 在检查上面提出的问题同时，彼此给对方找出其他语法或时态错误，之后自己改正自己的错误。)
Stage 5： Presentation
Ask some volunteers to share their brochures with the class.
Homework:
Polish your brochure and try to make it more attractive.