Unit 16 The sea

Analysis of Unit 16 and suggested teaching methods for Unit 16:
　　I.In this unit Students are supposed to learn everyday English about expressing wishes, learn the grammar – Ellipsis and learn the texts about the sea, including the general introduction, the Mediterranean and the coral, and the living things in the sea, especially the whale, so as to improve students’ listening, speaking, reading and writing abilities. Meanwhile through learning this unit students should be aware of the importance of protecting the environment and know that they ought to do something for the future of the earth with effort.
　　As for the Everyday English the teacher had better let students learn it by listening and speaking. To learn grammar – Ellipsis, the teacher can lay emphasis on the use of it and students’ understanding of it when it is used, so the teacher can ask the students to pick out the Elliptical sentences after reading the dialogue. Then let Students make up sentences or dialogues or passages using the key word in this dialogue “wish” in order to master the use of it.
　　When students come to learn the texts, first, the teacher should try to arouse their interest in or attention to the subject by showing students pictures or having a video show of the sea or living thing in the sea or the polluted situation of certain sea. Second, encourage them to find more information about them and find out ways to solve the exiting problems to help students to have the responsibility for protecting the nature.
II. Suggested leading-in methods:
　　Leading-in plays a very important part in the class teaching. An active and instructive way can attack students’ attention and interest in the coming things to learn. The following are some ways of leading-in.
Method 1 for the dialogue
　　The teacher shows the students some pictures taken on the sea side during some holiday and talk about that experience and ask them if they “wish” to go there. And then write down “wish” on the blackboard and its patterns and ask students to make sentences with them. Finally write down the pre-listening question on the blackboard, that is what does Bruce wish to do today?
Method 2 for the dialogue
　　Ask the students to talk about the picture on the top of the nineteenth page in pairs or say something about it or ask the some questions such as “what can you sea in the picture?” “What exactly are they doing?”. The teacher can teach some new words at the same time like “seaside, beach, dive, bathe, time,”
Method 1 for the text
　　Bring a globe or a map of the world to the class and ask the students to name the seven continents and oceans. The teacher can also write these names on the blackboard. And then ask them to work in groups to think of as much as they can about the sea as a contest. Later they report their work. The teacher can write some useful information on the Bb. Finally begin the text with the pre-reading question by saying, “Here is a text about the sea and I am sure you will learn something from it, but first read quickly and find the answers to the following questions.” Or begin the text by haveing the  video show of the text after giving students some questions
Method 2 for the text.
　　Let the students watch certain video show of the calm blue sea and the colorful coral or fishes in the sea and get them to talk about it, trying to add more things and then begin the text to see what the text is about.
Method 3 for the text
　　Let the students watch video show of some polluted sea or water or look at some pictures of them and ask them to talk about their feelings and their ways of solving the problem after their discussion. Then begin the text by encourage them to find out and solve the problem mentioned in the text.
Method 4 for the text
　　Show the students a picture of the earth taken from space and ask them why the earth looks blue and then get them to talk about the sea.
III. Suggested students’ activities in class
Activity 1 for the dialogue
　　Ask the students to talk about their wishes in pairs for the summer holidays or their wishes in ten years using “wish” and functional sentences learned in the dialogue.
Activity 2 for the dialogue
　　Ask the students to make a passage trying to use as many “wish” as possible. It can be today’s wish or a future wish; a wish for life or a wish for career.
Activity 3 for the dialogue
　　Ss are given certain situations to make up a dialogue with the functional sentences. For example, Situation A: Your favorite singer is going to give a concert this week and you want very much to hear him. But the problem is that you don’t have enough money for the ticket. 　You are talking with your friend and expressing the strong wish to go to the concert. 　　Situation B: your grandparents are living abroad. You lived with them when you are young. However, you haven’t seen them for quite a few years, so you miss them very much .Now you are taking with you parents, saying that you miss him very much and want to go and see them. But they are very busy and they can’t take you there. Besides, you have to study and you are afraid to fall behind your classmates if you miss your lessons. Make a dialogue.
Activity 1 for the text learning
　　In order to increase students’ knowledge of the sea and the living things in the sea, design assignment of getting more information of anything related to the text such as sea water, sea plants, sea animals, sea fish, undersea ground and undersea resources. Divide the whole class into six groups and each group selects certain items they like and then they will search for the information and work together. Later in class the students are offered time to report their results in any way they think is suitable, for example PowerPoint, pictures, papers, lectures, etc. and the teacher give them scores.
Activity 2 for the text learning
　　As there is problem with the Mediterranean, which is really quite significant in the world, reasonable and practical ways of solving the problem are anxious to be given. So divide the class into several groups and ask them think about and discuss the ways to work out the problem. Besides, to avoid such kind of things happening again, what are the actions human beings should take. After their class discussion, write down their suggestions and post them to the world environmental protection organization. Of  course to the teacher first. Or write a letter to the similar organization to offer your opinions of protecting the world environment.

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