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1、Unit 5 Rhythm Communication WorkshopObjectives To write a review of a concert. To practise using the contrast linking word although. To prepare and act out a roleplay involving asking permission. To listen to a song and understand it. Resources used Cassette, Writing Help 2, concert reviews (see Bac
2、kground). Possible problems Some students may feel less confident with roleplay activities than other students. Background In the writing workshop, students write a concert review. If possible, try to bring in some real examples of concert reviews. The most popular music paper in the UK is the NME (
3、New Musical Express) (). Q magazine (www.qonline.co.uk) also has concert reviews. Routes through the material If you are short of time, omit the Talkback stage of the writing and speaking workshops. If you have time, students can do the Options activities. If you have two periods for this lesson, th
4、e natural break is after the writing activity. Language Power: pages 74?C75. Writing: A Concert Review Before you start Students look at and talk about the pictures of concert tickets, programmes etc. Ask students if they keep all the programmes of concerts they have been to. Do they collect autogra
5、phs? Have they ever been backstage in a theatre? Students read the example sentence and the sentences in the box. Point out the position of although in the middle of a sentence and at the beginning of a sentence. Draw students attention to the use of although with the negative idea and the use of th
6、e 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 Although the sound quality was terrible, her performance was brilliant. 3 The pianist was very good, although the singing was poo
7、r. 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 back to the previous lesson and look at the concert review of Alanis Morissette. You may wish to bring in some concert revie
8、ws 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 they copy the table outline and complete it with information about their concert. You may wish to revise music and performance
9、 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 from their table to write notes under the four paragraph headings. Stage 3 Students write their reviews. Go round and assist,
10、if necessary, if students are doing their writing in class. Stage 4 Students use Writing Help 2 (checking) to check their own writing. Talkback In groups, students read each others reviews and discuss which concert sounds best. Speaking: Roleplay Before you start Read the Strategies through with the
11、 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 when speaking. Ask them what Strategies they can use to simplify what they want to say, e.g. if they cant remember the name of s
12、omething (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 should allocate a role to every member. If some of the students are less confident, they can have the same role, e.g. two brothe
13、rs. 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 their own role and making notes. Students can evaluate, first individually and then as a group, which ideas are easy to talk abou
14、t 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 privately so that they feel comfortable in their role. Stage 4 Students practise the conversation in their groups, helping eac
15、h other and trying to improve the roleplay as much as possible. Remind them that the roleplay must reach a conclusion in which permission is either granted or refused. Stage 5 Students read the table and make enough copies of it to use for each group. In turn, the groups perform the roleplays and the rest of the class completes the tables. Talkback Each group briefly comments on its own performance ?C What went well? What was disappointing? Was it as good as the rehearsal they had in Stage 4? The class discusses the merits of each roleplay and votes for the best one. Listening
