英语：Unit1CommunicationWorkshop教案1（北师大版必修1）Objectives■Toreadapersonalletterandmatchparagraphsandtopics.■Towriteapersonalletter,usinginformalexpressions.■Tolistenforinformationtocompleteatable.■Torecogniseandproducecorrectintonationofquestions.■Tospeakaboutleisureandfreetime.ResourcesusedCassette,WritingHelp1.Possibleproblems■Somestudentsmaybelessimaginativeandsohavefeweroriginalideasforthewritingtask.■Inthespeakingtasks,somestudentsmaynaturallybemorereticentandsospeaklessthanothersinthegroup.BackgroundTheinformalfeaturesfoundintheletterherearecommonlyusedinpersonalletters.Evenmoreformalbusinesscorrespondenceisbecomingmoreinformalised.Routesthroughthematerial■Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.■Ifyouhavetime,chooseoneoftheOptionsactivitiestodo.LanguagePower:pages62?C63.Writing:APersonalLetterBeforeyoustartExercise1■Askstudentshowoftentheywritelettersandwhoto.Dotheyfinditeasytothinkofthingstowriteabout?Whendidtheylastreceivealetterandwhatwasitabout?DotheywritetopenfriendsinEnglish?■Studentslookatthephotographanddiscusshowoldthechildrenareandwheretheyare.■Remindstudentsoftheexercisetheydidinthepreviouslessonwheretheymatchedparagraphstotopics.Heretheydothesamethingwiththeletter.■Studentsworkinpairs,readingtheletterandmatchingtheparagraph.Answersa)4b)2c)3d)1■Studentsclosetheirbooks.HaveaclassbrainstormingtoseehowmuchinformationtheycanrememberaboutWangYingandFangLan.Studentswillprobablybesurprisedatwhattheyhaveretainedevenwhentheywerenotfocusedonthetaskofremembering.Exercise2Elicitwhatsortof“style”studentsusewhenwritinginformalletterstofriendsinChinese.ExplainthatthethreefeatureshereareusedininformallettersinEnglish.■Revisethenamesofpunctuationmarkswiththeclassbywritingthemarksonthe1boardandelicitingtheirnames:.fullstop,comma?questionmark!exclamationmark?Cdash■Studentsworkinpairsreadingthroughthelettertofindexamplesofcontractions,punctuationandinformalwords.■Checkanswersbyreadingthroughtheletterwiththeclass,pausingtoidentifyeachfeature.Theinformalwordsare:Rememberme?Right?Anyway,guesswhat?Well.Stages1?C3■Readthroughthethreestageswiththeclasssothatstudentsunderstandexactlywhattodo.■ReferstudentstoWritingHelp1,page90,andlookatthepagewiththeclassifyoufeelitwillbehelpful.■Youmaydecidethatitwillbebetterforsomeoftheweakerstudentstodothetaskinpairsratherthanindividually.Iftheclasshasnothadmuchpracticeinletterwriting,itmaybehelpfultobuildupaletterontheboardwiththeclasssothatstudentshaveanothermodeltofollow.■StudentsgothroughStages1and2makingnotes,beforetheywritetheirletterinStage3.■Studentscanwritetheletterinclassorashomework.■Whenmarkingtheirletters,payparticularattentiontotheuseofcontractions,punctuationandinformalphrases.Talkback■Studentsworkinpairs,readingeachother’sletterstofindouttwothingsthathavechanged.■Thepairsthenreportbacktotheclass.Speaking:AClassSurveyBeforeyoustartExercise1■StudentsreadtheStrategiesanddiscussinsmallgroupswhichtwotheythinkaremostimportantandwhy.■Studentsthenfeedbacktotheclassandseeifthereisanygeneralagreement.■AskstudentshowtheycaninterruptpolitelyinEnglish(“Excuseme/Doyoumindif/I’msorrytointerruptbut...”).Exercise2Studentscopythetableintotheirnotebooks.■Studentslistentothecassetteandcompletethetable.■Playthecassetteagain,pausingforstudentstochecktheiranswers.■AnswersFa...
