第一冊(cè)u(píng)nit 11 the sound around us

時(shí)間：2023-05-02 03:37:58 高中英語(yǔ)教案我要投稿

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Teaching Plan for Unit 11

The sounds of the world

This unit mainly talks about different kinds of music with the title The sounds of the world.

1. Teaching aims and demands

類(lèi) 別

課程標(biāo)準(zhǔn)要求掌握的項(xiàng)目

話題

1) Talk about different kinds of music

2) Discuss characteristics of different kinds of music and differences between them

3) Write a comparison essay

功能

Giving advice and making suggestions

You’d better (not)…

You should/ought to…

You need (to) …

Shall we…?

Let’s…

What/How about…?

Why not…?

Why don’t you…?

I think …

I am sure (that)…

Maybe you could…

詞匯

suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant

in common turn into

語(yǔ)法

The passive voice in different tenses

1) 一般現(xiàn)在時(shí)（am\is\are done）

Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor.

2) 一般過(guò)去時(shí)（was\were done）

Ricky Martin performed the song of the 1998 World Cup. →The song of the 1998 World Cup was performed by Ricky Martin.

3) 現(xiàn)在進(jìn)行時(shí)（am\is\are being done）

Everyone in the country is singing the beautiful song. →The beautiful song is being sung by everyone in the country.

4) 過(guò)去進(jìn)行時(shí)（was\were being done）

Smith was weighing the baby elephant. →The baby elephant was being weighed by Smith.

5) 一般將來(lái)時(shí)（will be done）

The famous band will give a performance in the Capital Concert Hall. →A performance will be given by the famous band in the Capital Concert Hall.

6) 過(guò)去將來(lái)時(shí)（would be done）

He knew that they would invite him to perform in the New Year’s Concert.

→He knew that he would be invited to perform in the New Year’s Concert.

7) 現(xiàn)在完成時(shí)（have\has been done）

They have picked out the top ten pop songs →

The top ten pop songs have been picked out.

8) 過(guò)去完成時(shí)（had been done）

The headmaster had given the boy a golden pen. →

The boy had been given a golden pen by the headmaster.

2. 教學(xué)內(nèi)容分析

本單元的中心話題是“音樂(lè)”。語(yǔ)言技能和語(yǔ)言知識(shí)幾乎都圍繞“音樂(lè)”這一中心話題設(shè)計(jì)的。由熱身、聽(tīng)力、口語(yǔ)、讀前、閱讀、讀后、語(yǔ)言學(xué)習(xí)、綜合技能、學(xué)習(xí)建議、復(fù)習(xí)要點(diǎn)等十個(gè)部分組成。

“熱身”(Warming up)部分提供了地圖，然后聽(tīng)音樂(lè)，要求學(xué)生明白所聽(tīng)音樂(lè)來(lái)自哪里，并展開(kāi)討論。這部分的目的是呈現(xiàn)本單元的中心話題——音樂(lè)，幫助學(xué)生在大腦中形成一個(gè)有關(guān)“音樂(lè)”的信息包，并復(fù)習(xí)或?qū)W習(xí)有關(guān)音樂(lè)的詞和句型。

“聽(tīng)力”(Listening)部分提供了三首歌曲，要求學(xué)生通過(guò)聽(tīng)弄清歌名，歌詞大意并對(duì)這些歌曲談感受。

“口語(yǔ)”(Speaking)部分提供了Joe和Susan之間的對(duì)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(jiàn)，從而引出了asking and giving advice.整個(gè)活動(dòng)以說(shuō)為主，同時(shí)涉及了聽(tīng)、讀、寫(xiě)的技能。這一設(shè)計(jì)訓(xùn)練學(xué)生在比較真實(shí)情景中口頭表達(dá)的能力和豐富他們asking and giving advice的句型。

“讀前”(Pre-reading)提供了有關(guān)“音樂(lè)”話題的四個(gè)問(wèn)題。引導(dǎo)學(xué)生為下一不“閱讀”作好思想準(zhǔn)備。

“閱讀”(Reading)部分介紹了一些有趣的音樂(lè)風(fēng)格，如blues\hip-hop\rap\Latin music等。

“讀后”(Post-reading)部分分兩塊。第一塊要求學(xué)生在小組里討論四個(gè)問(wèn)題，其中前兩個(gè)問(wèn)題是針對(duì)文章的理解，評(píng)價(jià)學(xué)生對(duì)文章理解的程度；第三個(gè)問(wèn)題要求學(xué)生結(jié)合文章談?wù)撟约旱目捶�；第四個(gè)問(wèn)題是開(kāi)發(fā)性的，目的在于培養(yǎng)學(xué)生的思辯能力。第二塊要求學(xué)生根據(jù)課文對(duì)所設(shè)計(jì)的六個(gè)句子先判斷正誤，然后加以改正。

“語(yǔ)言學(xué)習(xí)”(Language study)分詞匯和語(yǔ)法兩部分。判斷一個(gè)人詞匯量的大小，應(yīng)該看兩個(gè)方面，一個(gè)是外在數(shù)量，即單詞的個(gè)數(shù)；另一個(gè)是內(nèi)在數(shù)量，即單詞詞義的個(gè)數(shù)。本教材與舊教材相比，大大重視單詞詞義的個(gè)數(shù)，本單元講解了四個(gè)詞匯：beat\pick\rock\style,每個(gè)詞都講解了三個(gè)用法。語(yǔ)法部分是各種時(shí)態(tài)的主動(dòng)語(yǔ)態(tài)和被動(dòng)語(yǔ)態(tài)的轉(zhuǎn)換。

“綜合技能”(Integrating skills)提供了一篇北京師范大學(xué)2001級(jí)學(xué)生曹向前同學(xué)寫(xiě)的文章（經(jīng)過(guò)改寫(xiě)）Pop Versus Rock。文中著重闡述了Pop songs 和Rock songs之間的區(qū)別。通過(guò)對(duì)這篇文章的學(xué)習(xí)，要求學(xué)生寫(xiě)一篇題為T(mén)raditional Chinese music vs Modern Chinese music的文章。

“學(xué)習(xí)建議”（Tips）部分提供了有關(guān)話題“音樂(lè)”的總結(jié)性語(yǔ)言。

“復(fù)習(xí)要點(diǎn)”(Checkpoint)部分簡(jiǎn)要地總結(jié)了本單元的語(yǔ)法要點(diǎn)——The Passive Voice in Different Tenses,并且設(shè)計(jì)了練習(xí)，幫助學(xué)生自評(píng)。同時(shí)通過(guò)兩個(gè)問(wèn)題引導(dǎo)學(xué)生對(duì)本單元所學(xué)的詞匯作一次小結(jié)。

3. Teaching procedures:

This unit consists of 10 parts: warming up\listening\speaking\pre-reading\reading\post-reading \ language study \ integrating skills \ tips\ and checkpoints. I plan to cover this unit in 6 periods. 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 skills

4. 教學(xué)評(píng)估(Assessment)

1) 自我評(píng)估(Self-assessment)（了解學(xué)生對(duì)本單元的學(xué)習(xí)情況）

要求學(xué)生自我評(píng)估可以提高學(xué)生學(xué)習(xí)的主動(dòng)性和積極性，促進(jìn)學(xué)生對(duì)自己的學(xué)習(xí)進(jìn)行反思，并能幫助學(xué)生掌握評(píng)估技術(shù)，增加教師的評(píng)估信息。通過(guò)自我評(píng)估，學(xué)生可設(shè)定目標(biāo)，并更清楚地認(rèn)識(shí)到自己的優(yōu)勢(shì)與不足。

設(shè)計(jì)本單元的自我評(píng)價(jià)：根據(jù)自己的實(shí)際情況回答下列問(wèn)題，并存入個(gè)人學(xué)習(xí)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 improvement?

(5) Where do you need to work harder?

2) 同伴評(píng)估(Peer-assessment)（了解學(xué)生的學(xué)習(xí)情感、策略）

溝通技能和合作技能在同伴評(píng)估中十分重要。同學(xué)間彼此信任和真誠(chéng)的互相評(píng)估需要長(zhǎng)時(shí)間來(lái)培養(yǎng)。但是同伴評(píng)估可以通過(guò)簡(jiǎn)單的活動(dòng)來(lái)實(shí)施。例如：如果一個(gè)小組要完成一項(xiàng)任務(wù)，組中每個(gè)成員都要做出貢獻(xiàn)，共同完成任務(wù)。每個(gè)成員都要評(píng)估自己和他人的貢獻(xiàn)。也可以由一組或幾組同學(xué)在班上演示他們完成的任務(wù)，有其他同學(xué)根據(jù)制定好的表格對(duì)他們做出評(píng)價(jià)。

設(shè)計(jì)本單元的同伴評(píng)估：由組長(zhǎng)或指定學(xué)生負(fù)責(zé)，組織小組反思，填寫(xiě)下表，并存入小組學(xué)習(xí)檔案：

Period One

(Warming up and Listening)

Step 1 Warming-up

Before 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’ll be in my heart from the film named Tarzan,《人猿泰山》)(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 Brainstorming

Do you know any other songs? In this way, Ss think about as many songs as possible.

Step 3 Discussion

Ss work in groups of 4. They talk about the songs they are interested in.

Step 4 Demonstration

After discussion, choose one of the students in their group to report the result of their discussion.

Step 5 Finding a place

(Show a map of picture)

T 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 map where the song comes from.

Step 6 Listening

Ask 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)

Step 7 Listening and discussion

Listen 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 what the songs are about?

Step 8 Demonstration

After discussion, Ss choose one of the students in their group to report the result of their discussion.

Step 9 Listening

Listen to the three songs on the tape and then fill out the form below.

What would be a good title for the song?

What is the song about?

How does the song make you feel?

Do you like the song?

(1=not at all, 10=very much

How would you describe the song?

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