高一英語(yǔ)上冊(cè)u(píng)nit11教案

PAGEPAGE1TeachingPlanforUnit11ThesoundsoftheworldByTianHaiyanThisunitmainlytalksaboutdifferentkindsofmusicwiththetitleThesoundsoftheworldTeachingaimsanddemands類別課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目

Topics1)

Talkaboutdifferentkindsofmusic2)

Discusscharacteristicsofdifferentkindsofmusicanddifferencesbetweenthem3)

WriteacomparisonessayFunctionGivingadviceandmakingsuggestionsYou’dbetter(not)…Youshould/oughtto…Youneed(to)…Shallwe…?Let’s…What/Howabout…?Whynot…?Whydon’tyou…?Ithink…Iamsure(that)…Maybeyoucould…WordsandexpressionssuggestionmusicalinstrumentperformperformerbluescharacteristicslavejazzcontaintraditionalspreadvarietyuniversalfolkguitarrecordsatisfyinnerdesireemotionprocessmusiciantotallyexpressintelligencechantincommonturnintoGrammarThepassivevoiceindifferenttenses1)

一般現(xiàn)在時(shí)（am\is\aredone）Ourmonitorkeepsthekeytotheclassroom.→Thekeytotheclassroomiskeptbyourmonitor.2)

一般過(guò)去時(shí)（was\weredone）RickyMartinperformedthesongofthe1998WorldCup.→Thesongofthe1998WorldCupwasperformedbyRickyMartin.3)

現(xiàn)在進(jìn)行時(shí)（am\is\arebeingdone）Everyoneinthecountryissingingthebeautifulsong.→Thebeautifulsongisbeingsungbyeveryoneinthecountry.4)

過(guò)去進(jìn)行時(shí)（was\werebeingdone）Smithwasweighingthebabyelephant.→ThebabyelephantwasbeingweighedbySmith.5)

一般將來(lái)時(shí)（willbedone）ThefamousbandwillgiveaperformanceintheCapitalConcertHall.→AperformancewillbegivenbythefamousbandintheCapitalConcertHall.6)

過(guò)去將來(lái)時(shí)（wouldbedone）HeknewthattheywouldinvitehimtoperformintheNewYear’sConcert.→HeknewthathewouldbeinvitedtoperformintheNewYear’sConcert.7)

現(xiàn)在完成時(shí)（have\hasbeendone）Theyhavepickedoutthetoptenpopsongs→Thetoptenpopsongshavebeenpickedout.8)

過(guò)去完成時(shí)（hadbeendone）Theheadmasterhadgiventheboyagoldenpen.→Theboyhadbeengivenagoldenpenbytheheadmaster.2.Teachingtime:6periods

TheFirstperiod:ListeningandSpeakingTeachingAims;1.Totrainthestudents’abilityoflisteningandimprovetheirspokenEnglish2.Totackaboutdifferentkindsofmusic.3.Topractisegivingadviceandmakingsuggestions.4.Tocultivatethestudents’musicaltaste.TeachingImportantpoints:1.Learntolistenforkeywords.2.Trytoimprovetheirabilitytotalkaboutsongs,music,feeling,likes,anddislikes.3.Masterthewaysofaskingforandgivingadvice.TeachingDifficultpoints:1.Howtolistentospecificinformationaboutmusic.2.Howtofuturedevelopthestudents’listeningandspeakingskills.TeachingMethods:1.Listening-and-answeringactivitytotrainthestudents’listeningability.2.Discussionmethodtounderstandthemusicbetter.TeachingAids:ArecorderTeachingProcedures:StepΙGreetingsGreetthewholeclassasusualStepⅡWarmingup1.Lookatthemapinthetextbookandaboutdifferentcontinentsanddifficultcountriesintheworld2.Askthestudentstolistentothesongsandtrytoguesswherethemusiccomesfrom,thengettheSstoexplaintheirchoices.3.TotellthestudentstherearedifficultkindsofmusicintheworldDiscussion:1).wheredoyouthinkthemusiccomesfrom?2).whatmakesyouthingthismusiccomesfrom?3)whatarethedifferencesbetweenthesongsyouhaveheard?4)canyouguesswhatthesongsareabout?5).whatpieceofmusicdoyoulikebest?4.BrainstormlettheSssayasmanymusic-relatedwordsaspossible,andtheteacherwritesthemontheblackboard,suchas:classical,pop,folk,jazz,dance,rockandroll,hip-pop,andrap,Latin,theblues,light,heavymetal.StepⅢListeningBeforelisteningatfirstletthessgothroughthequestionsinthelisteningpartonP12.thenplaythecassetteforthemtolistenThestudentswillhavetwochancetolisten,thefirsttimeforquestion1and2.whilethesecondtimeforquestion3,4and5.andaskingforadvice.Youwanttolearntoplaythepiano.butyoudon’tknownow.Youwouldliketoplaywriteaaboutyourmother,butyouarenotsurewhatyoushouldwrite.YouwanttolearnanEnglishsong,butyoudon’tknowwhichone.ThenasksomepairstoperformbeforetheclassStepⅣConsolidationFinishthefollowingdialogue.John:Hi,Lily!Tomorrowisteacher’sDay.we’dbetterbuysomegiftsforourteacher.Lily:1!whatdoyouwanttobuy?John:2oh,yes,Mr.Wulovesmusic.3Lily:whatkindofmusicdosehelove?popularorclassical?John:Helovesfolksongs.Lily:4?John:yes,5.hewillloveit.Suggestedanswers:1.That’sagreatidea!2.I’mnotsure.3..MaybewecouldbuyhimanewCD.4.Howabout…..5.that’sagoodsuggestion.Homework:1.collectsomeinformationaboutmusic2.ReadaboutthesituationintalkingP146,thenuseoneofthesituationstocreateadialoguetopractisemakingsuggestionsandgivingadvice.Recordafterteaching:ThethirdperiodReadingTeachingAims1.Tolearnsomeimportantwordsandphrases.2.Totraintheabilityofskimmingthetexttofindthegeneralideaandscanningthetexttolocatespecificinformationquickly3.Letthestudentunderstandtheglobalizationofpopularmusicandhowvariousstylesofmusicinfluenceeachother.4.Tolearntosummarizethearticle.TeachingImportantPoints:1.Findthetopicsentenceofeachparagraph.2.Post-readingpart1.Ex.4.TeachingDifficultPoints:Askstudentstodiscusswhatmakesacertainstyleofmusicpopular,andwhysomestarsorbandsbecomefamouswhileothersdon’t.TeachingMethods:1.Discussionmethod.2.Skimmingmethod.3.Task-basedmethod.TeachingAids:ArecorderTeachingprocedures:StepⅠGreetingsandRevision.1.Greetthewholeclassasusual.2.Checkthehomework.1).Asksomeinformationaboutmusic.2).Asksomestudentstoperformbeforetheclass.StepⅡLead-inandpre-reading.Somequestionstoleadin:1.Whatkindofmusicdoyoulike?2.Whenyoulistentoasong,doyoulistentothewordsormusic?3.Doyouplayanymusicalinstruments?what’syourfavoriteinstrument?4.Doyouliketolistentomusicformothercountries.(studentsbegintodiscuss.Teachergoesaroundtheclassandjoinsthemsometimes.Afterawhile,teacherbeginstocollecttheresults)StepⅢListeningandfast-reading.Theteacherplaysthetape,studentsreadthetextquickly,whilelisteningtothetapeofpassage.Trytogetthegeneralideaandfinishsomequestion.Questions:1.Whatkindsofmusicaretalkedaboutinthistext?2.Howmanykindsofmusicarementionedandwhattheyare.3.WhatdoestheAmericanmusiccontain?4.CanyousaythenamesofthetwostarsofLatinmusicmentionedinthepassage?Suggestedanswers:1.blues,rock,jazz,hip-hip,rap,Latinmusic.2.Africanmusic,AmericanmusicandLatinmusic.3.blues,jazz,rock,hip-hipandrap4.SantanaandRickyMartin.StepⅣCarefulreadingReadthepassagecarefullyanddothefollowingquestions.Ex.1.CompletethefollowingchartbluesHip-hipandrapLatinmusicFromAfricansongAmericaLatinAmericaFeatureshowwhotheyareandwhatisinheart.Hip-hip:fastorslow,Hearnewthingsinoldmusicrap:speakwiththebestPopularwithSpanish-speakingpeopleOthersJazzandRockEx.2.TrueorFalseP74StepⅤAnalyzethetextReadthetextandtrytofindoutthetopicsentencesormainideasofeachparagraph.Para.1There’saworldofmusicoutthere.Para.2Bluesmusichasalonghistory.Para.3TodayAmericanmusicculturecontainsmanydifferentstyles.Para.4Anotherimportantstyleintoday’sworldofmusicisLatinmusic.Para.5openfourears,tothesoundsofthewouldStepⅥPost-reading.Finishpost-readingpart1Ex.4.onP24Discussions:Ismusicauniversallanguage?Canyouenjoymusicfromotherpartsoftheworldevenifyoudon’tunderstandthewords?Arethereanyotheruniversallanguages?Whataboutdancing,paintingsandphotographs?Proverbs:1.Musicexpressesthatwhichcan’tbesaidandonwhichitisimpossibletobesilent.(VictoHugo)2.Musicistheeyeoftheear.Possibleanswers:VictoHugooncesaid:“Musicexpressesthatwhichcan’tbesaidandonwhichitisimpossibletobesilent.”musicisauniversallanguage,bywhichwecancommunicatewithotherpeople.Althoughwedon’tunderstandthewords,wecanstillenjoymusicfromotherpartsoftheworld.wecanfeelthemeaningbythesoundsandrhythms.Ithinktherearesomeotheruniversallanguagebesidesmusic,suchasdancing,paintingsandphotographs.Therearealltalkingaboutsomethingandexpressingsomeideasandfeelingindifferentways.StepⅦRetellthetextbycompletingtheblanks.Someoftheexcitingmusicarebeingplayedfromaroundtheworld.blueswithalonghistorycomesfromsongs.ithasbeenusedtoshowtheyareandwhatisintheirheart.andarealsoenjoyed.Hp-hipwhichcanbefastorslowwillhelppeoplehearnewthingsinoldmusic,whilewillspeakalongwiththebest.AnotherimportantstyleisLatinmusicwhichhasallovertheworld.Anditisespeciallypoplarwithpeople.Therearemanyotherinterestingstylesofmusicwhichwillbelovedbypeople.pleaseopenyourearstothesoundsoftheworld.Keys:styles,African,Hip-hip,rap,rapper,spread,Spanish-speaking.Homework:1.Finishthevocabularyexercise1,2,3,onP147.Recordafterteaching:ThefourthperiodIntensivereadingTeachingAims:1.Learnsomeusefulandimportantexpressions.2.Understandthepassagebetter.3.Dealwiththewordstudy.TeachingImportantandDifficultpoints:1.Mastertheusagesoftheexpressions.2.Howtohelpstudentsmakesentenceswithtargetexpressions?TeachingMethods:ExplanationandillustrationTeachingAids:Theblackboard.Atape-recordTeachingProcedures:StepI.GreetiongsandRevision1.Greetwholecalssasusual.2.Checkthehomework:wordstudy.StepⅡ.Languagepoints:1.Thereisaworldofmusicouthere:1).outhere作狀語(yǔ)，out用于加強(qiáng)there的意義。Eg:Youcanseealoftofpeopleoutinthestreet.2).aworldof.意為“無(wú)數(shù)的。大量的，許多“即可修飾可數(shù)名詞，也可修飾不可數(shù)名詞。Eg:Wesawaworldofbirdsinthewood.Itwillsaveaworldoftime.Thereisawordofdifferencebetweenthinkingaboutitanddoingit.2.WhatwehearontheradioorseeonTVisonlyasmallpartofallthwonderfulmusicthatiswaitingforus.1).whatwehear…TV是主語(yǔ)從句what既是引導(dǎo)詞，同時(shí)又兼作here,see的賓語(yǔ)。Eg:whatweneedismoretime.Whathesaidmadeusveryhappy.2).thatiswaitingforus是賓語(yǔ)從句，修飾music,that在從句中作主語(yǔ)，不能省略。當(dāng)先行詞被all,few,very,thefirst,nothing,anything,everything或形容詞最高級(jí)修飾時(shí)，或是先行詞中即有人又有物時(shí)，關(guān)系代詞用that而不用which.Eg:ThisisthebestfilmthatI’veeverseen.Weshoulddoallthatisusefultothepeople.3).asmallpartof…中的a不能省略，或者說(shuō)當(dāng)part前有形容詞修飾時(shí)，需帶冠詞，若單獨(dú)說(shuō)partof…則不用冠詞。Eg:HespentpartofhislifeinChina.Thebridgeispartofthemainroad.Afterspeakingforabouthalfanhourhecametoasadpartofthefamilyhistory.3.Hereisabrieflookatsomeoftheexcitingmusicalstylesfromaroundtheworld.1).Hereis…為倒裝結(jié)構(gòu)。Eg:Hereistheaddressofyourhotel.Hereisaletterforyou.2).本句中的look作名詞時(shí)，當(dāng)動(dòng)詞作名詞使用時(shí)，后面所用的介詞仍保持不變。Eg:pleaselookattheblackboard.Pleasehave/takealookattheblackboard.Ihavenointerestinmaths.3).style是名詞，意為“風(fēng)格；作風(fēng)；方式；樣式，種類“。Eg:liveinthewesternstyle.Herhairwasdoneupinafashionablestyle.Therearemanystylesofmusic.Thestyleistheman.(文如其人)。4).辨析：style,form,shape,patternstyle:側(cè)重于文體，風(fēng)格，寫作方式，時(shí)髦或衣服款式等.form:指較抽象的“形狀”也指物質(zhì)結(jié)構(gòu)的“形狀”.shape:指外型（outerform）pattern:側(cè)重于典型，模型,…圖案.Eg:Heissupposedtobeagreatwriter,butIdon’tlivehisstyle.Differentcountrieshavedifferentformsofmybirthday.Thisisasentencepattern.4.ThebluescomesformAfricansongsthatpeopleusedtosingwhentheyworkedandduringfestivals.1).真假?gòu)?fù)數(shù)。①.英語(yǔ)中，有些名詞雖然是以—S結(jié)尾，表示的卻是單數(shù)或抽象概念。作主語(yǔ)時(shí)謂語(yǔ)動(dòng)詞要用單數(shù)，eg:maths,physics,politics.News,blues.Eg:Nonewsisgoodnews.②.goods,cards,manners,clothes,trousers,shorts等應(yīng)作復(fù)數(shù)處理。Eg:Cardsarenotallowedhere③.means,species,series,是單復(fù)同形，既可用作單數(shù)又可用作復(fù)數(shù)Eg:EverymeanshasbeentriedAllthemeanshavebeentried.2).usedtodo.過(guò)去常用。。。beusedtodongsth.習(xí)慣做某事。beusedtodo.被用來(lái)做某事。5．Today’sAmericanculturecontainsmanydifferentmusicalstyles.1).contain與include異同二者都用于“包含”，都不用于進(jìn)行時(shí)態(tài)。①.include側(cè)重于指整體里面“包含”個(gè)體，指作為整體的一部分或其要素之一而包括在內(nèi)；后接動(dòng)詞時(shí)，要用其V—ing形式。Eg:Twonewnameswereincludedinthelist.Myjobdoesn’tincludemakingcoffeeformyboss.(為老板煮咖啡不是我工作份內(nèi)的事)②.contain除有include的意義外，還常指較大的東西里容納了比它小的東西或另一種不定形東西（如氣體、或液體等）Eg:ThatboxcontainsoldlettersBeercontainsalcohol.③.include還經(jīng)常用其現(xiàn)在分詞短語(yǔ)或過(guò)去分詞短語(yǔ)作插入語(yǔ)，起補(bǔ)充說(shuō)明作用。而contain無(wú)此用法。現(xiàn)在分詞including與邏輯主語(yǔ)（被其解釋說(shuō)明部分）是主謂關(guān)系。過(guò)去分詞included邏輯主語(yǔ)（其前名次或代詞）是動(dòng)賓關(guān)系，表被動(dòng)含義。Eg:Weboughtsomeextraofficeequipment,includingsomenewdesksandacomputer.Allofus,meincluded,weresurprisedatthenews.2).becontainedbetween,含于。。。。間，（夾）在。。。之間。Containoneself自制。（contain;遏制,抑制）Eg:shecouldhardlycontainherselfforjoy.6.Hip-hopandraphavemuchincommonwithbluesandrock,buttheyalsohavetheirowncharacteristics.1）incommonwith意為“與…有共同之處”，“和…一樣”多作定語(yǔ)或狀語(yǔ)。Eg:incommonewithmanypeople,heprefersclassicalmusictopop.Ihavenothingincommonwithhim.2).incommon意為“共同的/地，共用”Eg:Mr.andMrs.Smithownthestoreincommon.7.Perhapsthemostimportantcharacteristicofrapmusicisthwaytheartistssing.Way(方式。方法)的定語(yǔ)從句用inwhich或that來(lái)引導(dǎo)，而更多的時(shí)候可省略關(guān)系詞而直接跟定語(yǔ)從句。Eg:Idon’tlikethewaythatyoulaughatothers.Wefeltstrangeaboutthewayinwhichshewastreated.8.Latinmusic—musicthatusestraditionalstylesfromLatinAmericahasspreadallovertheworld.spread的用法，（注意：過(guò)去式、過(guò)去分詞和原形相同）①傳播。傳開（=getaround）Teachersspreadknowledge.Thegovernmentmadegreateffortstokeepthediseasefromspreading.②伸展，延伸Theforestspreadsformheretotheriver.③展開，鋪開。Spreadyourarmsandhaveadeepbreath.ThegeographyteacherspreadamapofChina.9.…,sothenexttimeyoulookforatapeorCD,…thenexttime意為“下次”，在此引導(dǎo)一個(gè)時(shí)間狀語(yǔ)從語(yǔ)，相當(dāng)于whenyou…nexttime.英語(yǔ)中能用來(lái)引導(dǎo)狀語(yǔ)從句的名詞或名詞性短語(yǔ)還有：themoment,thefirst/second…lasttime等。Eg:I’lltellyouaboutitthemomentyoucome.EverytimeIlistentoyouradvice,Igetintrouble.StepⅢ.Consolidation.1.Reviewtheabovelanguagepoints.2.Listentothetapewithbooks.closed.Homework.DotheexercisesinEnglishweekly.Recordafterreaching:TheFifthperiodGrammarTeachingAims:Dosomevocabularyexercises.ReviewthePassiveVoice.Dosomepracticestoconsolidate.TeachingImportantPoints:Mastersomeimportantwordsandphrasesinworkbook.ReviewandmasterthePassiveVoiceindifferenttenses.TeachingDifficultPoints:HelpthestudentsmasterthewayofchangingsentencesfromtheActivevoiceintothePassiveVoiceandviceversa.HowtodealwiththevocabularyexercisesTeachingMethods:Asking-and-answeringtoreviewtheuseofthepassivevoicePracticetohelpstudentsmasterthePassiveVoice.TeachingProcedures:StepI.GreetingsandRevision.Greetthewholeclassasusual.Checkthehomework:vocabularyexercise1、2、3onP146suggestedanswer:1．Instrumentbluesvarietydesireemotion2．1makefriends2makefunof3makearecord4makeadecision5makesfaces6makeaplanfor7madeafilm8makingmistakes9,makesure10makeenemies3．1）Inmaths,Xstandsfortheunknown.2)Thisalbumcontainsherbestsongsofthepastfewyears.3)Thenewtreatment,whichcombinestraditionalChinesemedicinewithmodernwesternmedicine,workwell4)Thefirespreadfromthefactorytothehousesnearbyinlessthanhalfanhour.5)ThePOPsingersucceededinmakinghisfanshappyinavarietyofways.6)Withinthreeyears,thecountrygirlhasbeenturnedintoasuperstar.7)Iwanttojointheschoolband,butontheotherhandIhavetospendmoretimestudyingEnglish.8)Youshouldtelephoneifyouarecomingbacklate.YourmotherfeelsworriedallbecauseofyoustepⅡGrammar1、Dotheexercise1aboutthepassivevoiceonpage75.Changesentencesfromtheactivevoiceintothepassivevoice2、Finishtheexercise2on75.Rewritesomephrasesinbold,usingtheactivevoice.3、Summaryoftheactivevoiceandthepassivevoice.1）定義：當(dāng)主語(yǔ)是動(dòng)作執(zhí)行者時(shí)，句子的謂語(yǔ)動(dòng)詞為主動(dòng)語(yǔ)態(tài)，如果主語(yǔ)是動(dòng)作的承受者，謂語(yǔ)動(dòng)詞使用被動(dòng)語(yǔ)態(tài)。2）構(gòu)成：助動(dòng)詞be（各種時(shí)態(tài)）+動(dòng)詞過(guò)去分詞①．一般現(xiàn)在時(shí)：am/is/are+p.p.eg:Thissongisoftensungbychildren.Thesebooksareoftenborrowedbystudents.②．一般過(guò)去時(shí)：was/were+p.p.eg:Thehousewasbuiltin1990.③．一般將來(lái)時(shí)：will+be+p.p.eg:Thethiefwillbesenttoprisonthisafternoon.④．過(guò)去將來(lái)時(shí)：would+be+p.p.eg:TheoldscientistsaidthathewouldbeinvitedtovisitChina.⑤．現(xiàn)在進(jìn)行時(shí)：am/is/are+being+p.p.eg:Theplanisbeingconsiderednow.⑥過(guò)去進(jìn)行時(shí)：was/were+being+p.p.whenwewenttoseehim,hewasbeingoperatedon.⑦現(xiàn)在完成時(shí)：has/have+been+p.p.eg:Havelettersbeenposted?⑧過(guò)去完成時(shí)：had+been+p.p.eg:Bytheendoflastmonth,threetallbuildingshadbeenbuilt.3）用法：①．不知或沒有必要說(shuō)明動(dòng)作的執(zhí)行者。Suchbooksarewrittenforchildren.②．動(dòng)作的承受者是談話的中心，或者既關(guān)心動(dòng)作的承受者，又關(guān)心動(dòng)作的執(zhí)行者。Thesongwascomposedbuyastudent③出于修飾的需要Hewenttothecountryandwaswarmlywelcomed.(使用同一主語(yǔ)，以求簡(jiǎn)練)4)含情態(tài)動(dòng)詞的被動(dòng)語(yǔ)態(tài)結(jié)構(gòu)：情態(tài)動(dòng)詞+be+p.pAllthequestionsheaskedmustbeanswered5）詞短語(yǔ)的被動(dòng)語(yǔ)態(tài)：把動(dòng)詞短語(yǔ)看作是一個(gè)動(dòng)詞后面的介詞、副詞不能丟。Thechildrenarewelllookedafter.6)帶雙賓語(yǔ)的主動(dòng)句變?yōu)楸粍?dòng)句，只把其中的一個(gè)賓語(yǔ)變?yōu)橹髡Z(yǔ)即可。主動(dòng)句：Hegavemethepresent.被動(dòng)句：Iwasgiventhepresentbyhim.Thepresentwasgiventomebyhim.7)含that賓語(yǔ)從句的主動(dòng)句變?yōu)楸粍?dòng)句，常以間接賓語(yǔ)為主語(yǔ)，that從句不變。主動(dòng)句：Shetoldusthatshewouldcomesoon.被動(dòng)句：Weweretoldthatshewouldcamesoon.8)含復(fù)合賓語(yǔ)的主動(dòng)句被動(dòng)句。把賓語(yǔ)變?yōu)橹髡Z(yǔ)，賓語(yǔ)補(bǔ)足語(yǔ)作用上為主語(yǔ)補(bǔ)足語(yǔ)，不定式都必須帶to,Ifoundabaglyingontheground被動(dòng)句：Abagwasfoundlyingontheground.Thefarmermadehishorseworkfor3hours.被動(dòng)句：Thefarmer’shorsewasmadetoworkfor3hours.9)只用于主動(dòng)語(yǔ)態(tài)的及物動(dòng)詞，如hold(容納),possess(據(jù)有)，fit（合適），last(夠。。。。之用)等。Thehallholds500people.Thiswaterwilllastthemforaweek.10)有些動(dòng)詞形式上是主動(dòng)，但具有被動(dòng)意義。Thisclothfeelssmoothandsoft.Thisbooksellswell.StepⅢConsolidation.ReviewtherulesoftheActiveVoiceandthePassiveVoice.Homework:Finishtheexercise1、2、onP147Recordafterteaching:ThesixthperiodIntegratingskillsTeachingAims:Tolearntocomparedifferentthingsinanarticleandearntowriteanoutline.Tolearntowriteashortpassagetoc