新修订高中阶段原创精品配套教材
Communication Workshop
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Communication Workshop
教师：风老师 风顺第二中学
编订：FoonShion教育
原创教学设计 Excellent Teaching Design Communication Workshop
教材说明：本教案资料适用于高中高一英语科目 ，主要用途为培养学生的学习兴趣，提高逻辑思维、形象思维、口语交际及表达能力，进而促进全面发展和提高。内容已根据教材主题进行配套式编写，可直接修改调整或者打印成为纸质版本进行教学使用。 英语：unit 1 communication workshop教案1（北师大版必修1） objectives
■ to read a personal letter and match paragraphs and topics. ■ to write a personal letter, using informal expressions. ■ to listen for information to complete a table.
■ to recognise and produce correct intonation of questions. ■ to speak about leisure and free time. resources used cassette, writing help 1. possible problems
■ some students may be less imaginative and so have fewer original ideas for the writing task.
■ in the speaking tasks, some students may naturally be more reticent and so speak less than others in the group. background
the informal features found in the letter here are commonly
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原创教学设计 Excellent Teaching Design used in personal letters. even more formal business correspondence is becoming more informalised. routes through the material
■ if you are short of time, omit the talkback stage of the writing and speaking workshops.
■ if you have time, choose one of the options activities to do.
language power: pages 62?c63. writing: a personal letter before you start exercise 1
■ ask students how often they write letters and who to. do they find it easy to think of things to write about? when did they last receive a letter and what was it about? do they write to penfriends in english?
■ students look at the photograph and discuss how old the children are and where they are.
■ remind students of the exercise they did in the previous lesson where they matched paragraphs to topics. here they do the same thing with the letter.
■ students work in pairs, reading the letter and matching the paragraph.
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原创教学设计 Excellent Teaching Design answers a) 4 b) 2 c) 3 d) 1
■ students close their books. have a class brainstorming to see how much information they can remember about wang ying and fang lan. students will probably be surprised at what they have retained even when they were not focused on the task of remembering. exercise 2
elicit what sort of “style” students use when writing informal letters to friends in chinese. explain that the three features here are used in informal letters in english.
■ revise the names of punctuation marks with the class by writing the marks on the board and eliciting their names: . full stop , comma ? question mark ! exclamation mark ?c dash
■ students work in pairs reading through the letter to find examples of contractions, punctuation and informal words. ■ check answers by reading through the letter with the class, pausing to identify each feature. the informal words are: remember me? right? anyway, guess what? well. stages 1?c3
■ read through the three stages with the class so that
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原创教学设计 Excellent Teaching Design students understand exactly what to do.
■ refer students to writing help 1, page 90, and look at the page with the class if you feel it will be helpful.
■ you may decide that it will be better for some of the weaker students to do the task in pairs rather than individually. if the class has not had much practice in letter writing, it may be helpful to build up a letter on the board with the class so that students have another model to follow.
■ students go through stages 1 and 2 making notes, before they write their letter in stage 3.
■ students can write the letter in class or as homework. ■ when marking their letters, pay particular attention to the use of contractions, punctuation and informal phrases. talkback
■ students work in pairs, reading each other’s letters to find out two things that have changed.
■ the pairs then report back to the class. speaking: a class survey before you start exercise 1
■ students read the strategies and discuss in small groups which two they think are most important and why.
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高一英语：Communication Workshop教案
