高一上冊英語教案unit11教案1

1、Teaching Plan for Unit 11The sounds of the worldThis unit mainly talks about different kinds of music with the titleThe sounds of the world .1. Teaching aims and demands類別 程 準要求掌握的 目 題功 能詞匯 法1) Talk about different kinds of music2) Discuss characteristics of different kinds of music and differences

2、between them3) Write a comparison essayGiving advice and making suggestionsYou d better (not)You should/ought toYou need (to)Shall we?Let sWhat/How about?Why not ?Why don t you ?I thinkI am sure (that)Maybe you couldsuggestionmusicalinstrumentperformperformerbluescharacteristicslavejazzcontaintradit

3、ionalspreadvarietyuniversalfolkguitarrecordsatisfy innerdesire emotionprocess musician totallyexpressintelligencechantin commonturn intoThe passive voice in different tenses1) 一般 在 （ amisare done）Our monitor keeps the key to the classroom. The key to the classroom is kept by our monitor.2)一般 去 （ was

4、were done）Ricky Martin performed the song of the 1998 World Cup.The song of the 1998World Cup was performed by Ricky Martin.3) 在 行 （ amisare being done）Everyone in the country is singing the beautiful song.The beautiful song is beingsung by everyone in the country.4) 去 行 （ waswere being done）Smith w

5、as weighing the baby elephant. The baby elephant was being weighed by Smith.5) 一般將來 （ will be done ）The famous band willgivea performancein the CapitalConcertHall. A第1頁共16頁performance will be given by the famous band in the Capital Concert Hall.6) 過去將來時（ would be done ）He knew that they would invite

6、 him to perform in the New Years Concert. He knew that he would be invited to perform in the New Years Concert.7)現(xiàn)在完成時（ havehas been done）They have picked out the top ten pop songsThe top ten pop songs have been picked out.8) 過去完成時（ had been done）The headmaster had given the boy a golden pen. The bo

7、y had been given a golden pen by the headmaster.2. 教學內容分析本單元的中心話題是“音樂”。語言技能和語言知識幾乎都圍繞“音樂”這一中心話題設計的。由熱身、聽力、口語、讀前、閱讀、讀后、語言學習、綜合技能、學習建議、復習要點等十個部分組成?！盁嵘怼?Warming up) 部分提供了地圖， 然后聽音樂， 要求學生明白所聽音樂來自哪里，并展開討論。 這部分的目的是呈現(xiàn)本單元的中心話題音樂，幫助學生在大腦中形成一個有關“音樂”的信息包，并復習或學習有關音樂的詞和句型?！奥犃Α?(Listening) 部分提供了三首歌曲，要求學生通過聽弄清歌名，歌詞

8、大意并對這些歌曲談感受?！翱谡Z” (Speaking)部分提供了Joe 和 Susan 之間的對話。 Peter 的生日就要到了，Joe想送 Peter 生日禮物， 于是征求 Susan 的意見， 從而引出了 asking and giving advice. 整個活動以說為主， 同時涉及了聽、讀、 寫的技能。 這一設計訓練學生在比較真實情景中口頭表達的能力和豐富他們asking and giving advice 的句型?！白x前” (Pre-reading) 提供了有關 “音樂” 話題的四個問題。引導學生為下一不“閱讀”作好思想準備?！伴喿x”(Reading)部分介紹了一些有趣的音樂風格，如

9、 blueship-hoprapLatin music等。“讀后” (Post-reading) 部分分兩塊。第一塊要求學生在小組里討論四個問題，其中前兩個問題是針對文章的理解，評價學生對文章理解的程度；第三個問題要求學生結合文章談論自己的看法； 第四個問題是開發(fā)性的，目的在于培養(yǎng)學生的思辯能力。第二塊要求學生根據課文對所設計的六個句子先判斷正誤，然后加以改正?！罢Z言學習” (Language study) 分詞匯和語法兩部分。判斷一個人詞匯量的大小，應該看兩個方面，一個是外在數(shù)量，即單詞的個數(shù)；另一個是內在數(shù)量，即單詞詞義的個數(shù)。本教材與舊教材相比，大大重視單詞詞義的個數(shù)，本單元講解了四個詞

10、匯：beatpickrockstyle,每個詞都講解了三個用法。語法部分是各種時態(tài)的主動語態(tài)和被動語態(tài)的轉換?！熬C合技能” (Integrating skills) 提供了一篇北京師范大學2001 級學生曹向前同學寫的文章（經過改寫） Pop Versus Rock。文中著重闡述了Pop songs 和 Rock songs 之間的區(qū)別。通過對這篇文章的學習，要求學生寫一篇題為TraditionalChinese music vs Modern Chinesemusic 的文章?！皩W習建議”（Tips ）部分提供了有關話題“音樂”的總結性語言?！皬土曇c” (Checkpoint) 部分簡要地

11、總結了本單元的語法要點The Passive Voice inDifferent Tenses, 并且設計了練習， 幫助學生自評。 同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。3. Teaching procedures:This unit consists of 10 parts: warming uplisteningspeakingpre-readingreadingpost-reading第2頁共16頁language study integrating skills tips and checkpoints. I plan to cover this unit in 6 p

12、eriods. Period One: Warming up and Listening Period Two: Speaking Period Three: Pre-reading Reading and Post-reading Period Four: Post-reading and Word-study Period Five: Grammar Period Six: Integrating skills4. 教學評估 (Assessment)1) 自我評估 (Self-assessment)（了解學生對本單元的學習情況）要求學生自我評估可以提高學生學習的主動性和積極性，促進學生對自

13、己的學習進行反思，并能幫助學生掌握評估技術，增加教師的評估信息。通過自我評估，學生可設定目標，并更清楚地認識到自己的優(yōu)勢與不足。設計本單元的自我評價：根據自己的實際情況回答下列問題，并存入個人學習檔案：(1) What is the most important thing you learned in this unit?(2) What do you think you did best in this unit?(3) What do you find the most difficult in this unit?(4) Where do you see the most improv

14、ement?(5) Where do you need to work harder?2) 同伴評估 (Peer-assessment)（了解學生的學習情感、策略）溝通技能和合作技能在同伴評估中十分重要。同學間彼此信任和真誠的互相評估需要長時間來培養(yǎng)。但是同伴評估可以通過簡單的活動來實施。例如：如果一個小組要完成一項任務，組中每個成員都要做出貢獻，共同完成任務。每個成員都要評估自己和他人的貢獻。也可以由一組或幾組同學在班上演示他們完成的任務，有其他同學根據制定好的表格對他們做出評價。設計本單元的同伴評估：由組長或指定學生負責，組織小組反思，填寫下表，并存入小組學習檔案：Peer-assessm

15、ent on group workListening seldom sometimes often always HeShe listens to their partners carefully.HeShe understands their partners well.HeShe understand the reporters well.HeShe follows the teacher s oral instructions.SpeakingHeShe pronounces words correctly.HeShe speaks clearly and fluently.HeShe

16、uses body language properly while speaking.HeShe uses linking words while speaking.HeShestates the topictheiropinionbrieflybutclearly and completely.ParticipationHeShe involves himself in group work willingly.HeShe works with their partners happily.HeShe makes good preparations for group work inadva

17、nce.HeShe gives their reasonable suggestions.第3頁共16頁HeShe follows their reasonable suggestions.Comments and suggestions for improvement:3) 自我檢驗 (Self-testing)Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises

18、 easymoderatedifficultTeaching ProceduresPeriod One(Warming up and Listening)Step 1 Warming-upBefore class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You llbe in my heart from the film named Tarzan,人猿泰山 )(

19、2) Where do you think the song comes from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions. Step 2 BrainstormingDo you know any other songs? In this way, Ss think about as many songs as possible.Step 3 DiscussionSs work in groups of 4. They talk about the songs they are

20、interested in.Step 4 DemonstrationAfter discussion, choose one of the students in their group to report the result of their discussion.Step 5 Finding a placeT shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the

21、 map where the song comes from.第4頁共16頁Step 6 ListeningAsk Ss to listen to the music on the tape to find where the music comes from.Song 1 二泉映月(folk music)Song 2 Beat it by Michael Jackson from America (rock music)Song 2 Take me home, Country roads by John Denver from Europe (American country music)S

22、tep 7 Listening and discussionListen to the music several times and then discuss the following questions with group members.(1) Which piece of music do you like best? Why? (2) What makes you think this music comes from (3) What are the differences between the songs you have heard? (4) Can you guess

23、whatthe songs are about?Step 8 DemonstrationAfter discussion, Ss choose one of the students in their group to report the result of theirdiscussion.Step 9 ListeningListen to the three songs on the tape and then fill out the form below.123What wouldbe a good titleforthesong?What is the song about?How

24、does the song make you feel?Do you like the song?(1=not at all, 10=very muchHow would you describe the song?Play the tape several times so that Ss can fully understand them.Song 1: EdelweissSong 2: I m rightrehewaitingSong 3: Love me tenderStep 10 Group-workWhen Ss fill out the form above, they disc

25、uss each question and then report the result each other.Step 11 DemonstrationChoose one of the students in their group to report the result of their discussion.Step 12 ListeningIf time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homewor

26、k.Homework:1. Finish off the workbook exercises.2.Findasmanykindsofmusicalinstrumentaspossible.(Consultthewebsite: )第5頁共16頁Period Two(Speaking)Step 1 ListeningHave Ss listen to a piece of music and tell what kind of musical instrument the music is played with.Step 2 BrainstormingHav

27、e Ss tell as many kinds of musical instrument as possible by asking the question: What otherkinds of musical instrument do you know? T collects kinds of musical instrument:organ, harp,piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone,

28、etc.Step 3 Creating a situation (textual authenticity)Have Ss work together with hisher partner. Take turns asking for and giving advice.Student AStudent BYou want to buy a CD for your friend s Your partner needs your advice. Please help birthday, but you are not sure what to buy. Ask him or her to

29、make a decision.your partner to give some suggestions.Step 4 ListeningListen to the sample dialogue and make sure what the dialogue is about.Step 5 PracticePractice reading the dialogue, using one of the names of musical instrument mentioned above toreplace CD and paying attention to sentences of as

30、king for and giving advice.Step 6 DialogueHave Ss choose one from the following situations to create their own dialogue.Student AStudent BYour partner needs your advice. Please helpYou want to find a good song to dance to. Youhim or her to decide what to do.like dancing, but you are not sure what so

31、ngyou should play.Student AYour partner needs your advice. Please help him or her to decide what to do.Student BYour classmates have asked you to pick a special song that will represent your class. It should be a song that everybody likes and that shows the spirit of your class. Ask your partner to

32、help you.Step 7 DemonstrationHave several pairs to demonstrate their dialogues.Step 8 Sum-upHave Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)Step 9 ConsolidationWork in pairs or groups. Use one or more of the situations below to practise givi

33、ng and asking for advice.1. You want to learn to play the piano, but you don tknow how.2.You would like to write a song about yourmother, but you are not sure what you should第6頁共16頁write.3. You want to learn an English song, but you don tknow which one.Homework:1. Finish off the workbook exercises.2

34、. Try to memorize names of different kinds of musical instrument.3. Find as much information about music as possible.(Consult the website: )Period Three(Pre-reading ReadingPost-reading)Step 1 Pre-reading1. Checking homework1) T asks the question: Do you play any musical instru

35、ment? What is your favourite instrument?In this way, Ss review names of kinds of musical instrument.2) T asks another question: Has anybody got any information about musical styles? Ss tell different kinds of music, such as blueship-hoprapLatin music etc.Here is some information about music:Music is

36、 a language that is spoken to everyone from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is第7頁共16頁impossible to describe them all. Here are just a few well-known types.Classical music is serious Western Eur

37、opean music from the Middle Ages(1500) to the presentand it was often written for a large orchestra, or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.Jazz dev

38、eloped in the Southern States of North America at the beginning of last century. Theblack people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.Blues was originally Black Country music, which also came from th

39、e Southern States of lastcentury. It is slow, usually sad music, which is often sung by one person with a guitar.Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often a

40、bout city life and white musicians started playing it as well.Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular withyoung people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.Pop music developed from

41、Rock and Roll in America, Britain and Europe in the 1960s and isnow in every country. The name is used for most commercialmusic, i.e. music we can buy onrecords and hear on“ pop radio” . It is usually played by groups who often use electric instrumentsand make videos to go with their records.2. Pair

42、-workHave Ss discuss these questions in pairs.1) What kind of music do you like?2) When you listen to a song, do you listen to words or the music?3) Do you like to listen to music form other countries?3. A gamePlay some music played by different musical instruments, ask the Ss to guess what makes th

43、e song. (piano/guitar/trumpet/drum)Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.Step 2 Reading1. Fasting readingHave Ss read the passage as quickly as possible to find the answer to the question: How

44、 many kinds of music are mentioned in the passage and what are they?2. Careful readingHave Ss read the passage carefully and fill in the form below according to the passage.musical stylecharacteristicsStep 3. Post-reading1. Answer the following questions:1) Where does blues music come from?2) What d

45、oes the word “rap”mean?2. The sentences below summarise the article. Read them and decide if they are true or false.第8頁共16頁Write the letter “T”if the sentence is true. Write “F”if it is false, and then correct the error and give the right information.1)There are only a few styles of music in the wor

46、ld.2) Blues is a new style of music.3)Hip-hop and rap are completely different from blues and rock.4)Santana is a well-known Latin music artist.5)Rappers sing the words to their music.6)There are many Spanish-speaking people in both North and South America.3. DiscussionDiscuss the following in group

47、s of 4.1) Why is Latin music so popular in the US? Is it popular in China?(Give some background of Latin music The cup of life by Ricky Martin)2) Is music a universal language? Can you enjoy music from other parts of the world even ifyou dont understand the words? Are there any other universal langu

48、ages? What aboutdancing, paintings and photographs?4. DemonstrationHave some students report the result to the rest of the students.Homework:1. Read the article again and make a list of unknown words and expressions.2. Write down the result of Discussion 2.Period Four(Post-reading and Word study)Ste

49、p 1 RevisionHave Ss talk about different musical styles and their characteristics.Step 2 Student-centered vocabulary learning1. Give Ss a few minutes to make a list of words and expressions from the text that they want to learn.2. Ask Ss to show their list to a partner and explain why they chose the

50、se words or expressions.3. Guessing meaning from context.4. Work together in pairs or in groups, making clear the words and expressions.5. Use a dictionary.Step 3 Consolidation1. Have Ss guess the meaning of the following words in each sentence. beat 1.My heart is beating faster.( 跳動 )2.The music is

51、 so fast that I can tfollow the beat. ( 拍子 )3.The German team beat the Japanese team 3-1 in the volleyball match. ( 擊敗 )pick1.Autumn is the season to pick apples.(摘 )2.Ill pick you up after work. ( 接 )3.The top ten pop songs for this year have been picked out. ( 選出 )rock1.The death of John Lennon, t

52、he lead singer of the Beatles, rocked the nation. ( 使震驚 )2.Cui Jian is one of the most famous rock stars in China. ( 搖滾 )3.The ship hit some rocks and sank. Luckily all the passengers were rescued. ( 巖石 )style1.The dress she bought yesterday is in the latest style. (式樣 )第9頁共16頁2.I like different sty

53、les of music, such as rock music, folk music, pop music and classical music. ( 類型 )3.The style is the man. ( 文如其人 )2. Making sentencesHave Ss make as many sentences as they can, using the words in hisher word list.3. Making up storiesHave Ss make up stories, using the words in hisher word list.Step 4 DiscussionAs is known to all, music is a universal language.