范文Unit 11 The sounds of the world教案Word下载.docx
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whynot…?
whydon’tyou…?
Ithink…
Iamsure…
maybeyoucould…
词汇
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
incommon
turninto
语法
Thepassivevoiceindifferenttenses
一般现在时（am\is\aredone）
ourmonitorkeepsthekeytotheclassroom.→Thekeytotheclassroomiskeptbyourmonitor.
一般过去时（was\weredone）
Rickymartinperformedthesongofthe1998worldcup.→Thesongofthe1998worldcupwasperformedbyRickymartin.
现在进行时（am\is\arebeingdone）
Everyoneinthecountryissingingthebeautifulsong.→Thebeautifulsongisbeingsungbyeveryoneinthecountry.
4）
过去进行时（was\werebeingdone）
Smithwasweighingthebabyelephant.→ThebabyelephantwasbeingweighedbySmith.
5）
一般将来时（willbedone）
ThefamousbandwillgiveaperformanceinthecapitalconcertHall.→AperformancewillbegivenbythefamousbandinthecapitalconcertHall.
6）
过去将来时（wouldbedone）
HeknewthattheywouldinvitehimtoperformintheNewyear’sconcert.
→HeknewthathewouldbeinvitedtoperformintheNewyear’sconcert.
7）
现在完成时（have\hasbeendone）
Theyhavepickedoutthetoptenpopsongs→
Thetoptenpopsongshavebeenpickedout.
8）
过去完成时（hadbeendone）
Theheadmasterhadgiventheboyagoldenpen.→
Theboyhadbeengivenagoldenpenbytheheadmaster.
2.教学内容分析
本单元的中心话题是“音乐”。
语言技能和语言知识几乎都围绕“音乐”这一中心话题设计的。
由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。
“热身”部分提供了地图，然后听音乐，要求学生明白所听音乐来自哪里，并展开讨论。
这部分的目的是呈现本单元的中心话题——音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，并复习或学习有关音乐的词和句型。
“听力”部分提供了三首歌曲，要求学生通过听弄清歌名，歌词大意并对这些歌曲谈感受。
“口语”部分提供了joe和Susan之间的对话。
Peter的生日就要到了，joe想送Peter生日礼物，于是征求Susan的意见，从而引出了askingandgivingadvice.整个活动以说为主，同时涉及了听、读、写的技能。
这一设计训练学生在比较真实情景中口头表达的能力和丰富他们askingandgivingadvice的句型。
“读前”提供了有关“音乐”话题的四个问题。
引导学生为下一不“阅读”作好思想准备。
“阅读”部分介绍了一些有趣的音乐风格，如blues\hip-hop\rap\Latinmusic等。
“读后”部分分两块。
第一块要求学生在小组里讨论四个问题，其中前两个问题是针对的理解，评价学生对理解的程度；
第三个问题要求学生结合谈论自己的看法；
第四个问题是开发性的，目的在于培养学生的思辩能力。
第二块要求学生根据课文对所设计的六个句子先判断正误，然后加以改正。
“语言学习”分词汇和语法两部分。
判断一个人词汇量的大小，应该看两个方面，一个是外在数量，即单词的个数；
另一个是内在数量，即单词词义的个数。
本教材与旧教材相比，大大重视单词词义的个数，本单元讲解了四个词汇：
beat\pick\rock\style,每个词都讲解了三个用法。
语法部分是各种时态的主动语态和被动语态的转换。
“综合技能”提供了一篇北京师范大学XX级学生曹向前同学写的（经过改写）PopVersusRock。
文中着重阐述了Popsongs和Rocksongs之间的区别。
通过对这篇的学习，要求学生写一篇题为Traditionalchinesemusicvsmodernchinesemusic的。
“学习建议”（Tips）部分提供了有关话题“音乐”的总结性语言。
“复习要点”部分简要地总结了本单元的语法要点——ThePassiveVoiceinDifferentTenses,并且设计了练习，帮助学生自评。
同时通过两个问题引导学生对本单元所学的词汇作一次小结。
3.Teachingprocedures:
Thisunitconsistsof10parts:
warmingup\listening\speaking\pre-reading\reading\post-reading\languagestudy\integratingskills\tips\andcheckpoints.Iplantocoverthisunitin6periods.Periodone:
warmingupandListening\PeriodTwo:
Speaking\PeriodThree:
Pre-readingReadingandPost-reading\PeriodFour:
Post-readingandword-study\PeriodFive:
Grammar\PeriodSix:
Integratingskills
4.教学评估
自我评估（了解学生对本单元的学习情况）
要求学生自我评估可以提高学生学习的主动性和积极性，促进学生对自己的学习进行反思，并能帮助学生掌握评估技术，增加教师的评估信息。
通过自我评估，学生可设定目标，并更清楚地认识到自己的优势与不足。
设计本单元的自我评价：
根据自己的实际情况回答下列问题，并存入个人学习档案：
whatisthemostimportantthingyoulearnedinthisunit?
whatdoyouthinkyoudidbestinthisunit?
whatdoyoufindthemostdifficultinthisunit?
wheredoyouseethemostimprovement?
wheredoyouneedtoworkharder?
2）同伴评估（了解学生的学习情感、策略）
沟通技能和合作技能在同伴评估中十分重要。
同学间彼此信任和真诚的互相评估需要长时间来培养。
但是同伴评估可以通过简单的活动来实施。
例如：
如果一个小组要完成一项任务，组中每个成员都要做出贡献，共同完成任务。
每个成员都要评估自己和他人的贡献。
也可以由一组或几组同学在班上演示他们完成的任务，有其他同学根据制定好的表格对他们做出评价。
设计本单元的同伴评估：
由组长或指定学生负责，组织小组反思，填写下表，并存入小组学习档案：
Peer-assessmentongroupwork
Listening
seldom
sometimes
often
always
He\Shelistenstotheirpartnerscarefully.
He\Sheunderstandstheirpartnerswell.
He\Sheunderstandthereporterswell.
He\Shefollowstheteacher’soralinstructions.
Speaking
He\Shepronounceswordscorrectly.
He\Shespeaksclearlyandfluently.
He\Sheusesbodylanguageproperlywhilespeaking.
He\Sheuseslinkingwordswhilespeaking.
He\Shestatesthetopic\theiropinionbrieflybutclearlyandcompletely.
Participation
He\Sheinvolveshimselfingroupworkwillingly.
He\Sheworkswiththeirpartnershappily.
He\Shemakesgoodpreparationsforgroupworkinadvance.
He\Shegivestheirreasonablesuggestions.
He\Shefollowstheirreasonablesuggestions.
commentsandsuggestionsforimprovement:
3）自我检验
Finishworkbookvocabularyandgrammarexercises.Afterfinishingtheseexercises,studentscarryoutself-assessment:
Ithinktheseexerciseseasy\moderate\difficult
TeachingProcedures
Periodone
Step1warming-up
Beforeclass,TplaysasongSsarefamiliarwithtillthebellforclassrings.ThenTasksSssomequestions:
Doyouknowthenameofthesong?
wheredoyouthinkthesongcomesfrom?
Doyoulikethesong?
whyorwhynot?
etc.Ssanswerallthesequestions.
Step2Brainstorming
Doyouknowanyothersongs?
Inthisway,Ssthinkaboutasmanysongsaspossible.
Step3Discussion
Ssworkingroupsof4.Theytalkaboutthesongstheyareinterestedin.
Step4Demonstration
Afterdiscussion,chooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.
Step5Findingaplace
Tshowsthemapoftheworld.whilethestudentisreportingtheresult,othersshouldlistencarefully.Askastudenttofindtheplaceinthemapwherethesongcomesfrom.
Step6Listening
AskSstolistentothemusiconthetapetofindwherethemusiccomesfrom.
Song1二泉映月
Song2BeatitbymichaeljacksonfromAmerica
Song2Takemehome,countryroadsbyjohnDenverfromEurope
Step7Listeninganddiscussion
Listentothemusicseveraltimesandthendiscussthefollowingquestionswithgroupmembers.whichpieceofmusicdoyoulikebest?
why?
whatmakesyouthinkthismusiccomesfrom…whatarethedifferencesbetweenthesongsyouhaveheard?
canyouguesswhatthesongsareabout?
Step8Demonstration
Afterdiscussion,Sschooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.
Step9Listening
Listentothethreesongsonthetapeandthenfillouttheformbelow.
2
3
whatwouldbeagoodtitleforthesong?
whatisthesongabout?
Howdoesthesongmakeyoufeel?
Doyoulikethesong?
PeriodTwo
Step1Listening
HaveSslistentoapieceofmusicandtellwhatkindofmusicalinstrumentthemusicisplayedwith.
HaveSstellasmanykindsofmusicalinstrumentaspossiblebyaskingthequestion:
whatotherkindsofmusicalinstrumentdoyouknow?
Tcollectskindsofmusicalinstrument:
organ,harp,piano,maracas,violin,saxophone,gone,cymbals,castanets,flute,timpani,tambourine,triangle,drum,xylophone,etc.
Step3creatingasituation
HaveSsworktogetherwithhis\herpartner.Taketurnsaskingforandgivingadvice.
StudentA
StudentB
youwanttobuyacDforyourfriend’sbirthday,butyouarenotsurewhattobuy.Askyourpartnertogivesomesuggestions.
yourpartnerneedsyouradvice.Pleasehelphimorhertomakeadecision.
Step4Listening
Listentothesampledialogueandmakesurewhatthedialogueisabout.
Step5Practice
Practicereadingthedialogue,usingoneofthenamesofmusicalinstrumentmentionedabovetoreplacecDandpayingattentiontosentencesofaskingforandgivingadvice.
Step6Dialogue
HaveSschooseonefromthefollowingsituationstocreatetheirowndialogue.
yourpartnerneedsyouradvice.Pleasehelphimorhertodecidewhattodo.
youwanttofindagoodsongtodanceto.youlikedancing,butyouarenotsurewhatsongyoushouldplay.
yourclassmateshaveaskedyoutopickaspecialsongthatwillrepresentyourclass.Itshouldbeasongthateverybodylikesandthatshowsthespiritofyourclass.Askyourpartnertohelpyou.
Step7Demonstration
Haveseveralpairstodemonstratetheirdialogues.
Step8Sum-up
HaveSsthinkhardandsummarizehowtomakesuggestionsandgiveadviceandpossibleresponses.
Step9consolidation
workinpairsorgroups.Useoneormoreofthesituationsbelowtopractisegivingandaskingforadvice.
.
youwanttolearntoplaythepiano,butyoudon’tknowhow.
2.
youwouldliketowriteasongaboutyourmother,butyouarenotsurewhatyoushouldwrite.
3.
youwanttolearnanEnglishsong,butyoudon’tknowwhichone.
Homework:
Finishofftheworkbookexercises.
Trytomemorizenamesofdifferentkindsofmusicalinstrument.
Findasmuchinformationaboutmusicaspossible.
PeriodThree
Step1Pre-reading
.checkinghomework
）Tasksthequestion:
Doyouplayanymusicalinstrument?
whatisyourfavouriteinstrument?
Inthisway,Ssreviewnamesofkindsofmusicalinstrument.
Tasksanotherquestion:
Hasanybodygotanyinformationaboutmusicalstyles?
Sstelldifferentkindsofmusic,suchasblues\hip-hop\rap\Latinmusicetc.
Hereissomeinformationaboutmusic:
musicisalanguagethatisspokentoeveryone—fromthedaywearebornwehearmusicofsomekindofourlives.Butthereareasmanydifferentkindsofmusicasdifferentlanguages,anditisimpossibletodescribethemall.Herearejustafewwell-knowntypes.
classicalmusicisseriouswesternEuropeanmusicfromthemiddleAgestothepresentanditwasoftenwrittenforalargeorchestra,orforasmallgroupofplayers.manyinstrumentscanbeused.Alotofmusicwasalsowrittentobesungasopera.classicalmusicisverypopularandschoolsoftenteachthistypeofmusic.
jazzdevelopedintheSouthernStatesofNorthAmericaatthebeginningoflastcentury.Theblackpeopleofthesestates,whowereoriginallyslavesfromAfrica,hadtheirownrhythms.jazzbroughtclassicalmusicandAfricanrhythmstogether.
BlueswasoriginallyBlackcountrymusic,whichalsocamefromtheSouthernStatesoflastcentury.Itisslow,usuallysadmusic,whichisoftensungbyonepersonwithaguitar.
RhythmandbluesdevelopedfromtheBluesinAmericainthe1940s.Itbecamefasterandmorecomple
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