高一英语北师大版模块一 Unit 1 Communication Workshop 教学教案

lifestyles Communication Workshop教案Teaching aims:To learn the right form of letterTo write a personal letterTo read a personal letter and match paragraphs and topicsTeaching course:ⅠWarm upT: Communication is very important in our life. We need to corporate in our work, exchange our idea or our feeling----every thing in human society. Think about what kinds of communication we need.S: body language, talk by telephone. Send e-mails, write a letterT: Though there are more modern means of communication, still writing letters is thought a good way to connect people. It’s convenient and especially for things people would not to say directly. Do you think so? S:T: You are to learn how to write a letter to somebody. Now, first, read the letter by Wang Ying and then try to write to someone in English. Ⅱ ReadingDo the exercise 1. Read Wang Ying’s letter. Match each paragraph with one of the following●a reason to end the letter● questions about the other person● information about Wang Ying’s life● saying who are youIn order to help students to understand the text the teacher can ask students to listen to the tape them answer the following questions1. Whom does WangYing write to?2. When were they friends?3. How many years haven’t they seen each other?4. From whom did Wang Ying get Fang Lan’s address?5. What job did Fang Lan want to choose in the past?6. What is Wang Ying studying now?Show a slide to teach students the form of letterWrite a letter to someone. Follow the steps:1. Make an information card about what you are going to write..1).About the person you are writing2). About yourselfHow to write address on the envelope (show slides)Ⅲ SpeakingDo the exercise 2Students copy the table into their notebooksStudents listen to the cassette and complete the tablePlay the cassette again, pausing for students to check their answer Do the exercise 3Play the cassette again, pausing after each question for students to write the question downWhen students have written the questions, play the cassette again so they can mark the intonation up or down.Ⅳ Homework:Write a letter to yourselves in 20 years. Talk about anything you want to. Make sure there is an envelop along with.•Step 1 Who are you going to write? who are you?•Step 2 Questions about the other person•Step 3 What are you doing now?•Step 4 A reason to end your letter.•Step5 Sign off ( best wishes & your name)。

高中英语北师大版必修1Unit1 Lifestyles《Communication Workshop》优质课公开课教案教师资格证面试试讲教案1教学目标Teaching aimsTo know the main factors of describing peopleTo learn how to write skillfully when describing people2学情分析3重点难点4教学过程4.1第一学时教学活动1【导入】Step1 leading－inShow a photo of me and have a conversation with SsT: who is she?S1: She is our English teacher.T: what does she do ?2【讲授】Step 2 Independent learning1.Ss read the passage and find the answer to the five questions.2.Encourage Ss to conclude the main information that each question is about and try to lead them to get the answer that these five questions reflect the five factors of describing people.My teacher--Ms ZengMs Zeng, one of the greatest and most ordinary teachers, was born in Jiangxi Province in 1 976. She is an English teacher and teaches English in Jiangxi Normal University.Ms Zeng is a graceful lady with bright eyes and long hair. She is always neatly dressed wher ever she goes. Ms Zeng is said by her friends and colleagues to be easy-going and friendly b ecause she is always ready to offer help whenever she is needed. Although she is always bein。

Communication WorkshopObjectives■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 usedCassette, 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.BackgroundThe informal features found in the letter here are commonly 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 LetterBefore you startExercise 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.Answersa) 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 2Elicit 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 theboard and eliciting their names:. full stop , comma ? question mark! exclamation mark ?C dash■Students work in pairs reading through the letter to findexamples 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 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 SurveyBefore you startExercise 1■Students read the Strategies and discuss in small groupswhich two they think are most important and why.■Students then feedback to the class and see if there is any general agreement.■Ask students how they can interrupt politely in English(“Excuse me/Do you mind if/I’m sorry to interrupt but ...”).Exercise 2■ Students copy the table into their notebooks.■ Students listen to the cassette and complete the table.■ Play the cassette again, pausing for students to check their answers.AnswersFavourite TV programme ?C nature programmeFavourite music ?C dance, popFavourite clothes ?C T-shirts and jeansTapescriptGirl 1: Hey, Debbie, can you answer some questions for this survey, please?Girl 2: OK.Girl 1: Do you watch much TV?Girl 2: Er, not really.Girl 1: How many hours a week do you watch?Girl 2: Well, about three or four, I suppose.Girl 1: What are your favourite kinds of programmes?Girl 2: I really like nature programmes.Girl 1: Do you like classical music?Girl 2: No, of course not! I can’t stand it.Girl 1: What sort of music do you like?Girl 2: Er, I love dance music, pop music …Girl 1: What are your favourite clothes?Girl 2: Er, T-shirts and jeans. I don’t like formal clothes.Girl 1: Do you ever wear mini-skirts?Girl 2: Mm, sometimes, but not a lot.Girl 1: Thanks a lot.Exercise 3■ Play the cassette again, pausing after each question for students to write the question down.■ When students have written the questions, play the cassette again so they can mark the intonation up or down.AnswersThe intonation goes up with Yes/No questions and down with Wh- questions■ Play the cassette again, pausing after each question for students to repeat the question with the correct intonation pattern.Stage 1■ Look at the Key Words with the class and then read through the instructions for Stage 1Key Wordshobbie s: collect (stamps/coins), paint/draw, make (models/clothes), play (chess/computer games), take photossport: play (tennis/football), go (cycling/swimming), do (gym/kungfu)music: play (the piano/the guitar), favourite singers/groups, favourite styles (pop/classical)television: favourite programmes (sports/nature programmes), TV stars/actors/actressesgoing out: fast food restaurants, cinema, theatre, concertsclothes: favourite clothes, favourite colours, buying clothes, shopping■ In groups of three or four, students choose one of the areas from the Key Words and work out three questions. Each student writes down the three questions.Stage 2■ Students form new groups.■ Each student asks his/her q uestions to every member of the group and records theanswers in a table.Stage 3■ When all the groups have finished asking their questions and recording the answers, the students go back to their original groups.■ Students compare their results in th eir original groups and produce a graph. Talkback■ Students show their graphs to the class and describe the results.■ The class discusses whether any of the results were surprising and votes for the most interesting survey.OptionsPracticeStudents look back at Speaking, Exercise 3 ? C the questions they wrote down from the cassette. In pairs, students ask and answer the questions, giving their own information about TV, music and clothes.。