成果各类练习册3a tnotes

TEACHER’STEACHER’SNOTESTURE3ALIAsksomecomprehensionquestionstocheckgeneralunderstandingofthetext.RobertLouisStevenson(1850–1894)wasborninEdinburgh,Scotland.HisworksincludeTreasureIsland(1883),Kidnapped(1886)andTheStrangeCaseofDrJekyllandMrHyde(1886).RobertLouisStevensonstudiedlawatuniversitybuthehadalwayswantedtobeawriter.HesufferedfromserioushealthproblemsallhislifeandforthisreasonheleftScotlandandtravelledtowarmercountries,firstinEuropeandthentoAmericaandtheSouthPacific.Hewrotetravelbooksandadventurestorieswhichwereinspiredbyhistravels.AskstudentsiftheyhaveheardofRobertLouisStevensonorTheStrangeCaseofDrJekyllandMrHyde.Writeanyideasonthinnoteform.UsetheinformationintheAbouttheauthorboxtoprovideanintroduction.Askifstudentsknowanyofthenovelsmentioned.Dependingontheclass,itmaybeappropriatetouseL1atthisstage.tocontributewhattheyknowaboutthem.Drawstudents’attentiontothefitill.Elicitresponsestothequestions:Whatcanyouseeinthe(He’sthinkingaboutsomething.)Organisetheclassintopairsorsmallgroups.Setatimelimitofafewminutesforstudentstodiscussthequestions.Thenaskstudentsfortheiropinions.Encouragethemtobackuptheiranswerswithexamples.Forexample,‘Ithinkit’simportantforallstudentstostudySciencebecauseit’simportanttounderstandhowthingswork.’‘Ithinksciencecanbedangerousbecausesometimesaccidentshappeninlaboratories.Sometimespeopleusescienceforbadreasons.’Encouragethemtogivereasonstojustifytheiranswers.Drawstudents’attentiontothetextabovethefilmstillwhich‘setsthescene’andclarifyunderstanding.ytheaudio.Whenstudentshavereadandlistenedtothetextonce,allowtimetocheckunfamiliarwordsintheglossary.

Studentsreadthroughthequestions.Checkforunderstandingandremindthemtorefercloselytothetexttofindtheanswers.Students’answersmayvaryslightly,butshouldhavethesamemeaningastheonesprovidedhere. Robert RobertLouis TheStrangeCaseofDrJekyllandMr(ReadingChapter8;listeningChapter9) Science(unit8),deception,doublelife THINKSTYLE:1WhydidUttersonandPoolebreakthelaboratorydoordown?2Whatdidtheyfindonthefloor?3WheredoUttersonandPoolethinkDrJekyllis?4Whyisthereamirrorinthelaboratory?5HowdotheyknowDrJekyllhadbeeninthelaboratorythatday?6WhatdoesMrUttersondowiththe Studentsreadthetextagain.Discussthequestionsandanswerswiththeclass.Suggested1Heprobablykilledhimself.Therearechemicals,anemptybottleandastrongsmell.2He’sprobablydead,becauseHydeisdead/hasescaped/isinhiding.3Heprobablymeansthatsomestrangethingshavehappenedinthelaboratory.4ExnationaboutJekyllandHyde/whereheishiding.Readthroughthesentencesoneatatimetocheckcomprehensionofanyunknownvocabulary.Workingindividually,studentscompletethesentenceswiththecorrectformofthewordsintheglossary.Askindividualstudentsforanswers.1trace2proceededto3feeling45examine6Askstudentswhichfactstheyfindinterestingorsurprisingandwhy.Pointoutthatthesefactsallrelatetoscienceandlifeinlifeinthe1800s.Askthemtothinkaboutwhatlifepreviouscenturies.Askstudentstoreadthetextagainandtounderlinefivemorewordsthatarenewtothem.Askthemtowritethewordsinsentences.Theythenreadtheirsentencesinpairsandcorrecteachother’smistakes. ThinkLevel2 ture3ATeacher’s ©CambridgeUniversityPressOrganisetheclassintopairs.Readtheinstructionandcheckthatstudentsunderstandwhattheyaregoingtodo.Asktwostudentstoreadthefirstpartoftheconversation.Brainstormideasandphrasesonth (disgusting,broken,dirty,dark,scary).Setatimelimitof5–10minutes.Monitorandoffersupportwhilestudentsarepreparingtheirrole Studentsshouldwritetheirscripts.Encourageasmanystudentsaspossibletoperformtheirrole Consideraskinggroupstoperformtoeachother.The‘audience’groupscanmonitorlanguageuseandmakecorrectionsifnecessary.Thiscsobedoneasafull-clasercise.Beforelistening,ex inthatstudentsaregoingtohearaboutwhathappenedwhenDrJekyll’sfriend,DrLanyon,findsoutaboutDrJekyll’ssecret. ythe ice.Thefirsttime,encouragestudentstolistenwithouttakingnotes.Thesecondtime,theyputthewordsintheordertheyhearthem.1notebook2experiments3visitor45potion6Studentsreadthroughthequestions.Encouragestudentstoanswerfrommemory. ytherecordingagainforstudentstocompletetheiranswersandto1bottles2midnight3small4Hyde56bigger7changed8pairs,studentslthestorytoeachother,usingthewordsandideasinExercises8and9tohelpthem.AUDIOSCRIPT(adaptedandabridgedfromDrLanyon’sNarrativeChapter9)MygoodfriendDrJekyllsentmealetter.IwasworriedwhenIreaditbecausehesoundeddesperate.Heaskedmetogotohislaboratorytocollectsomethings:anotebook,abottleofachemicalthatlookedlikesaltandanotherbottleanditseemedtobeadiaryofallhi periments.Nexttosomeofthem,he’dwrittennoteslike‘double’or‘totalIreturnedhomeandwaitedforthevisitorthatJekyllsaidwouldcometocollectthethings.IbegantothinkthatJekyllwasmad.

withanevilface.Hewaswearingclothesthatweremuchtoobigforhim.IthoughtitmightbeMrHyde,butIwasn’tsurebecauseIhadneverseenhimbefore.Hewasnervousandexcited,andimmediayaskedtoseethethingsIhadcollectedfromJekyll’slaboratory.Heaskedforaglassandmixedtheingredientsfromthetwobottlesinit.Theresultwasapurpleliquidthatthenchangedtogreen.Hydethenaskedmeifheshouldgoawaytodrinkthepotionorifheshouldstayanddrinkitinfrontofme.IwasabitannoyedatthisandItoldhimtodrinkitinfrontofme.IhadbeeninvolvedinthisstoryforalongtimeandIwantedtoseeofit.Hydepickeduptheglassandquicklydrankthepotion.Hestartedtoshoutthenbeforemyeyes,theman’sbodystartedtoexpandandgrowbiggerandhisfacechanged.Inaminute,MrHydehadgoneandDrJekyllwasstandinginhis can’tsleepatnight.SomeofthethingsthatDrJekylltoldmeafterwardsaretooterribletorepeat.Askthestudentsthequestion:DoesDrJekyllusehisscientificknowledgeforgoodorforbad?Elicitthatthethingshedoesarebad.Thenaskthem:Howcandoctorschangethehumanbodytoday?Elicitthattheycanusecosmeticsurgerytochangeourappearance.Nowwritethefollowingonth :Iscosmeticsurgeryagoodorbaddevelopment?Workingindividually,studentswriteatleastonereasonwhyitisagoodthing,andatleastonereasonwhyitisn’t.Ifstudentsstruggletothinkofreasons,encouragethemtothinknotjustaboutbeauty.Whenstudentshavefinished,askthemtoworkinsmallgroupstocomparetheirideas.Youcanthenbringtheirargumentstogetheronth anddiscusstheirideasasaclass.SuggestedGood:itcanhelppeoplewhohavebeeninjuredorbadlyhavethechoicetochangehowtheylookBad:peopleshouldbemoretolerantofpeoplewholookaboutbeautyAskstudentstoex inwhatfeaturestheyusuallyfindinadialogue(spee arks,speakers’names,synonymsforsayand l,reportedspeech).ReadthroughtheWritingskillsbox.Studentscanwritetheirdialogueinclassorfor .Studentsthenswaptheirdialogueswithapartner.Theyreadeachother’sworkandhighlightanymistakes.Theyassesswhetherthestudenthascompletedthetaskfullyandwhethertheyhavefollowedallofthepointsinthebox.Theythenreturnthedialoguetotheoriginalstudentwholooksatthecommentsandredraftstheirwork.Asksomestudentstoreadtheirdialoguesoutloudtotheclass. ThinkLevel2 ture3ATeacher’s ©CambridgeUniversityPress2015SuggestedSuggestedasked,shouted,requested,whispered,screamed,demanded,called,cried,yelled,pleaded11Readandcheckthatstudentsunderstandthemeaningof ,betrayal,doublelife.Askthemtocontributeexamplesofthemesinbookstheyhavereadintheirownlanguage.Thenaskthemtoworkingroupstodiscussthethemesoftheirfavouritenovelsorfi inmoredetail.Students’ownScienceinthe19thTheStrangeCaseofDrJekyllandMrHydeThelifeofRob