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1、长丰县实验高中20162017学年第一学期高一年级英语学科备 课 教 案 备课教师： 陶爱民 李庆友 孙巧丽ContentTheme Unit 5 Communication WorkshopInnovationTeaching objectives(1) To write a review of a concert. (2)To practise using the contrast linking word although. (3)To prepare and act out a role play involving asking permission. (4) To listen t
2、o a song and understand it. Difficulty and ImportanceSome students may feel less confident with roleplay activities than other students. Teaching aidsDictionary、computer and cassetteTeaching proceduresWriting: A Concert Review Before you start Students look at and talk about the pictures of concert
3、tickets, programmers etc. Ask students if they keep all the programmers of concerts they have been to. Do they collect autographs? Have they ever been backstage in a theater? Students read the example sentence and the sentences in the box. Point out the position of although in the middle of a senten
4、ce and at the beginning of a sentence. Draw students attention to the use of although with the negative idea and the use of the comma in the sentences. Students then rewrite the sentences using although.Answers 1 The stage design was excellent, although the special effects were disappointing. 2 Alth
5、ough the sound quality was terrible, her performance was brilliant. 3 The pianist was very good, although the singing was poor. 4 The costumes were beautiful, although the dancing was boring. 5 Although it was a very cold night, there was not an empty seat in the concert hall. Stage 1 Refer students
6、 back to the previous lesson and look at the concert review of Alanis Morissette. You may wish to bring in some concert reviews in English for students to read and compare with their own reviews. Students remember or imagine a group of their choice. Students read the information in the table. Then t
7、hey copy the table outline and complete it with information about their concert. You may wish to revise music and performance vocabulary at this stage by eliciting words from the students. Stage 2 Refer students to Writing Help 2 for advice about layout and vocabulary. Students use the information f
8、rom their table to write notes under the four paragraph headings. Stage 3 Students write their reviews. Go round and assist, if necessary, if students are doing their writing in class. Stage 4 Students use Writing Help 2 (checking) to check their own writing. Talk back In groups, students read each
9、others reviews and discuss which concert sounds best.Speaking: Role play Before you start Read the Strategies through with the students. Students discuss which Strategies they use and which they think are most useful when speaking in English. Ask students what the disadvantages of translation are wh
10、en speaking. Ask them what Strategies they can use to simplify what they want to say, e.g. if they cant remember the name of something (e.g. a penknife), they can say its a sort of/kind of/type of (small knife).Stage 1 Students work in groups, discussing and deciding the three things. The groups sho
11、uld allocate a role to every member. If some of the students are less confident, they can have the same role, e.g. two brothers. When the groups have decided what the teenager wants to do and have given everyone a role, they move on to Stage 2. Stage 2 Students work individually, thinking about thei
12、r own role and making notes. Students can evaluate, first individually and then as a group, which ideas are easy to talk about and which are difficult. Stage 3 Students look at the Function File on page 25 and choose expressions they can use. Give students time to practise saying their expressions p
13、rivately so that they feel comfortable in their role. Stage 4 Students practise the conversation in their groups, helping each other and trying to improve the role play as much as possible. Remind them that the role play must reach a conclusion in which permission is either granted or refused. Stage
14、 5 Students read the table and make enough copies of it to use for each group. In turn, the groups perform the role plays and the rest of the class completes the tables. Talk back Each group briefly comments on its own performance ?C What went well? What was disappointing? Was it as good as the rehe
15、arsal they had in Stage 4? The class discusses the merits of each role play and votes for the best one. Listening Play the cassette twice, the first time for general comprehension and then for students to fill in the missing words. Answers 1 place 2 face 3 anytime 4 more 5 forever 6 stay 7 myself 8 choiceExtension (to be done after the Practice option) In groups, students make a four line poem by taking two rhyming words from Group A (call) and two rhyming words from Group B (stay). Explain that the rhyming pattern can be AABB or ABAB or ABBA. Give them a simple ex
