内容正文:
Unit 3 Communication Workshop
Lesson Focus
·Writing: write an email about your room
·Speaking: talk about your things in your room
Reading
Exercise 1
Purpose: to help students identify a room based on a reading
· Direct students to the three photos of the rooms. Ask "What are some things you can see in Room a?" Elicit appropriate responses, for example, a desk, a chair, a lamp, a bed, shelves, books, a window, a pillow, etc. Follow the same procedure with Rooms b and c. If you feel your students are ready to do the exercise, you may skip this step.
· Read and understand the sample text. Direct students to the bars at the top of the email. Point to the To line and ask " What's this?" Elicit or provide Linlin's friend's email address. Point to the From line and ask If " What's this?" Elicit or provide Linlin's email address. Then point to the Subject line and ask " What's this?" Elicit or provide what the email is about. Point out that for most emails, you should include a subject line so your reader knows what the email will al be about. Say "Now read the email. Which is Linlin's favourite colour?" Monitor as 1 students read, offering assistance as needed. After students have finished reading, ask 18." Which is her favourite colour?" Elicit green. Say "Now read the email again. Which is Linlin's room? Choose the correct picture". Monitor as students read. If students need support, you may have them work in pairs. Go over the answer, asking individual students to say it aloud.
Answers
Room
Expansion: Don't Stop!
Note: Use these activities with more proficient students.
Activity 1; Have students describe Rooms b and c. They can write about them or describe them in pairs.
Activity 2: Challenge students to tell you why they chose Room a. Students may say, for ex-ample, Linlin writes in her email that there's a big window, and Room a is the only room with a window.
Writing
Exercise 2
Purpose: to help students pre-write by thinking about what's in their rooms
· Identify