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.
www.yf1234.com ■ 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.
高一英语communication workshop教案