北师大高一英语Unit8Adventurec

北师大高一英语Unit 8 Adventure c Unit 8 Adventure Communication Workshop Objectives ■ To speak about a chosen holiday. ■ To show interest when interacting orally. ■ To write an informal letter. ■ To use informal linking words in a letter. ■ To listen to a radio programme and extract the main information. Resources used Cassette, Writing Help 2. Possible problem If some students in the class do not interact confidently in their own language, they may feel awkward using interactive strategies in English. Background There is spectacular white-water rafting on the Colorado River, the river which runs through the Grand Canyon. Greenland is covered by a vast ice cap and lies mostly within the Arctic Circle. It is inhabited by a population of about 50,000, mostly Inuit. The Isle of Skye is the largest and most northerly island in the Inner Hebrides, a group of islands off the west coast of Scotland. The features of informal written style in the letter are commonly used nowadays in personal letters and in e-mails. Routes through the material . If you are short of time, omit the Talkback stage of the Speaking and the Writing Workshops. . If you have two lessons for this unit, a suitable natural break is after the Speaking activity. Language Power: pages 74-75. Speaking: Choosing a Holiday Before you start Exercise 1 Useful vocabulary: ancient ruins, rafting, reserve, snowmobile, vehicle ■ Do not pre-teach this vocabulary, but encourage students to guess the meaning of the words after they have done the exercise and listened to the dialogue. ■ Students read the advertisements to extract the main information about the holidays. ■ Then they listen to the dialogue to find out which holiday Ricky and Shulah choose. Answer White-Water Experience Tapescript Shulah: Which holiday would you like to go on, Ricky? Ricky: I don’t know. They all look very interesting. Er,I think I’d like to go on the wildlife safari. Shulah: Really? Ricky: I prefer hot places, you know. Like South Africa. Shulah: Mm. I think the most exciting one is the trip to Greenland. Ricky: Yes? Shulah: I mean you can really explore somewhere which isn’t full of people, especially other tourists. It would be great ’cos you can go skiing and mountaineering as well. Ricky: Right. Shulah: I wouldn’t like to go on the safari. You know, sitting around watching giraffes. You can see them in the zoo, can’t you? Ricky: Yes, but the weather’s terrible in Greenland. It’s worse than the weather here! Shulah: That’s true. Ricky: And the Greenland trip sounds quite uncomfortable. Shulah: But they do everything for you. Tents, snowmobiles. Wouldn’t you like to go on a snowmobile? Ricky: No, not really. I don’t like snow. I’d prefer to go to Africa. Shulah: Well, let’s have a look at one of the others. What about canoeing and rafting in the States? Ricky: Mm. I wouldn’t like to go rafting. It’s really dangerous. Shulah: Oh come on, Ricky. You’d love it in Colorado. It’s hot there. You can’t complain about that! Ricky: No, and at least they’ve got cabins. I hate camping. Shulah: Yeah, I know! Ricky: And I’d like to try canoeing. Shulah: Right. And you could go to Los Angeles and San Francisco. You love watching American police films. Ricky: OK , let’s go there! Pronunciation: Showing Interest Exercise 2 ■ Students listen to the extracts from the dialogue. Draw students’ attention to the intonation of the expressions. ■ Students listen and repeat the words and sounds. Stages 1-3 Key Words boring, cheap, clean, comfortable, dangerous, difficult, dirty, educational, exciting, expensive, interesting, safe, tiring, well-organised ■ Read through the stages with the class and go through the notes about the Turkish trip and the example dialogue about Greenland so that students understand exactly what to do. ■ Students make notes about the trip they want to go on and the one they don't want to go on and rehearse privately what they are going to say before talking to each other about their holidays. Talkback ■ The pairs report back to the class so that the class can find out which are the most popular and least popular holidays. Writing: A Brochure Before you start Exercise 1 ■ Have students look at the Camp Xoreme brochure. Read through the paragraph topics (a-d) with the class and ask students to predict which topic will be first and which will be last in the brochure. ■ Students read the brochure and match the paragraphs to the topics. Answers 1 a 2 b 3 d 4 c Exercise 2 ■ As a whole-class activity, go through the brochure and elicit examples of brochure style. ■ Ask students what similar expressions they use in Chinese when writing a brochure. Stages 1-3 ■ Elicit information of an adventure camp from the class and write a list on the board for students to refer to. ■ Refer students to Writing Help 2 on page 90. Look at the page with the class if you think it will help. ■ Students go through each stage, making notes before they write their brochure in stage 3. If you wish, weaker students can work in pairs rather than individually. ■ Check the writing. Remind students to pay attention to the brochure style, the language and the beginning of sentences. Talkback ■ Students work in groups reading each other's brochures. Encourage them to use peer correction and help each other correct any mistakes. ■ Each group can then decide which was the most attractive adventure camp. Listening: A Radio Programme ■ Read through the questions with the class. ■ Students then listen to the cassette and answer the questions. ■ Check students’ answers by playing the cassette again and pausing after each answer. Answers 1 1995 2 In the first expedition, there were two Polish explorers; in the second there was only one. 3 high winds and low temperatures 4 He has many other interests. 5 He wants to test the limits of what humans can do. 6 your intelligence and your dreams Tapescript Presenter: Good evening and welcome to Adventure. Today we’re going to talk about modern explorers. Let’s begin with a profile of Marek Kamin.ski. In the studio we have Matt Thomas who has recently interviewed the Polish explorer. Matt: Hi. Presenter: Marek Kamin.ski’s two most famous expeditions so far were in 1995, weren’t they? Matt: That’s right. In the first one to the North Pole he travelled on skis with Wojtek Moskal and got to the Pole on the 23rd of May 1995. He called the expedition ‘Poles to the Pole’. Presenter: That’s a good name. Matt: Yes. And his second one was a solo expedition to the South Pole. He travelled 1400 km and got to the Pole on the 26th of December ?C in the same year. He called the second expedition ‘A Pole to the Poles’. Presenter: And did he have any problems on this one? Matt: Mmm. His biggest problem was wind, blowing with speeds up to 330 km per hour. And there were temperatures of minus 60 degrees C. Antarctica’s a tough place, you know. Presenter: So, could you give us some background on Marek. What kind of person is he? Matt: In some ways he’s not a typical explorer. He studied philosophy at university and he speaks six languages. He likes reading books on his expeditions. One of his favourite authors is Tolkien. He also writes a lot himself. He always uses pencils because they don’t freeze! Presenter: Right. And this is the question we always ask. Why does he do it? Matt: Well, he wants to test the limits of what humans can do. When I spoke to him, he told me something very interesting. He said that on his polar expeditions he learned that everyone has limits, but the limits are in us, not outside us. Presenter: Mmm. Matt: And he raises money for charity ?C especially children’s charities. He says that he feels the children are with him when he’s on his expeditions. Presenter: Has he got any advice for young people interested in going on expeditions? Matt: Yes … one very good piece of advice is this: the key to a successful expedition is your brains not your legs, and the most important thing is your dreams. Presenter: Mmm … that’s very true. OK, thanks Matt for that profile of Marek Kamin.ski. Later we’ll talk to …