Unit5RhythmCommunicationWorkshopObjectives■Towriteareviewofaconcert.■Topractiseusingthecontrastlinkingwordalthough.■Toprepareandactoutaroleplayinvolvingaskingpermission.■Tolistentoasongandunderstandit.ResourcesusedCassette,WritingHelp2,concertreviews(seeBackground).PossibleproblemsSomestudentsmayfeellessconfidentwithroleplayactivitiesthanotherstudents.BackgroundInthewritingworkshop,studentswriteaconcertreview.Ifpossible,trytobringinsomerealexamplesofconcertreviews.ThemostpopularmusicpaperintheUKistheNME(NewMusicalExpress)(www.nme.com).Qmagazine(www.qonline.co.uk)alsohasconcertreviews.Routesthroughthematerial■Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.■Ifyouhavetime,studentscandotheOptionsactivities.■Ifyouhavetwoperiodsforthislesson,thenaturalbreakisafterthewritingactivity.LanguagePower:pages74?C75.Writing:AConcertReviewBeforeyoustart■Studentslookatandtalkaboutthepicturesofconcerttickets,programmesetc.Askstudentsiftheykeepalltheprogrammesofconcertstheyhavebeento.Dotheycollectautographs?Havetheyeverbeenbackstageinatheatre?■Studentsreadtheexamplesentenceandthesentencesinthebox.Pointoutthepositionofalthoughinthemiddleofasentenceandatthebeginningofasentence.Drawstudents’attentiontotheuseofalthoughwiththenegativeideaandtheuseofthecommainthesentences.■Studentsthenrewritethesentencesusingalthough.Answers1Thestagedesignwasexcellent,althoughthespecialeffectsweredisappointing.2Althoughthesoundqualitywasterrible,herperformancewasbrilliant.3Thepianistwasverygood,althoughthesingingwaspoor.4Thecostumeswerebeautiful,althoughthedancingwasboring.5Althoughitwasaverycoldnight,therewasnotanemptyseatintheconcerthall.Stage1■ReferstudentsbacktothepreviouslessonandlookattheconcertreviewofAlanisMorissette.■YoumaywishtobringinsomeconcertreviewsinEnglishforstudentstoreadand用心爱心专心comparewiththeirownreviews.■Studentsrememberorimagineagroupoftheirchoice.■Studentsreadtheinformationinthetable.Thentheycopythetableoutlineandcompleteitwithinformationabouttheirconcert.■Youmaywishtorevisemusicandperformancevocabularyatthisstagebyelicitingwordsfromthestudents.Stage2■ReferstudentstoWritingHelp2foradviceaboutlayoutandvocabulary.Studentsusetheinformationfromtheirtabletowritenotesunderthefourparagraphheadings.Stage3■Studentswritetheirreviews.Goroundandassist,ifnecessary,ifstudentsaredoingtheirwritinginclass.Stage4■StudentsuseWritingHelp2(checking)tochecktheirownwriting.Talkback■Ingroups,studentsreadeachother’sreviewsanddiscusswhichconcertsoundsbest.Speaking:RoleplayBeforeyoustart■ReadtheStrategiesthroughwiththestudents.■StudentsdiscusswhichStrategiestheyuseandwhichtheythinkaremostusefulwhenspeakinginEnglish.■Askstudentswhatthedisadvantagesoftranslationarewhenspeaking.AskthemwhatStrategiestheycanusetosimplifywhattheywanttosay,e.g.iftheycan’trememberthenameofsomething(e.g.apenknife),theycansayit’sasortof/kindof/typeof(smallknife).Stage1■Studentsworkingroups,discussinganddecidingthethreethings.Thegroupsshouldallocatearoletoeverymember.Ifsomeofthestudentsarelessconfident,theycanhavethesamerole,e.g.twobrothers.■Whenthegroupshavedecidedwhattheteenagerwantstodoandhavegiveneveryonearole,theymoveontoStage2.Stage2■Studentsworkindividually,thinkingabouttheirownroleandmakingnotes.■Studentscanevaluate,firstindividuallyandthenasagroup,whichideasareeasytotalkabo...
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