高一英语上册全册教案unit11 the sounds of the worldWord文档下载推荐.docx
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Whydon’tyou…?
Ithink…
Iamsure(that)…
Maybeyoucould…
词汇
suggestionmusicalinstrumentperformperformerbluescharacteristicslavejazzcontaintraditionalspreadvarietyuniversalfolkguitarrecordsatisfyinnerdesireemotionprocessmusiciantotallyexpressintelligencechant
incommonturninto
语法
Thepassivevoiceindifferenttenses
1)一般现在时(am\is\aredone)
Ourmonitorkeepsthekeytotheclassroom.→Thekeytotheclassroomiskeptbyourmonitor.
2)一般过去时(was\weredone)
RickyMartinperformedthesongofthe1998WorldCup.→Thesongofthe1998WorldCupwasperformedbyRickyMartin.
3)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”(Warmingup)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”(Listening)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”(Speaking)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”(Pre-reading)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”(Reading)部分介绍了一些有趣的音乐风格,如blues\hip-hop\rap\Latinmusic等。
“读后”(Post-reading)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文章的理解,评价学生对文章理解的程度;
第三个问题要求学生结合文章谈论自己的看法;
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”(Languagestudy)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”(Integratingskills)提供了一篇北京师范大学2001级学生曹向前同学写的文章(经过改写)PopVersusRock。
文中着重阐述了Popsongs和Rocksongs之间的区别。
通过对这篇文章的学习,要求学生写一篇题为TraditionalChinesemusicvsModernChinesemusic的文章。
“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”(Checkpoint)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(Assessment)
1)自我评估(Self-assessment)(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:
(1)Whatisthemostimportantthingyoulearnedinthisunit?
(2)Whatdoyouthinkyoudidbestinthisunit?
(3)Whatdoyoufindthemostdifficultinthisunit?
(4)Wheredoyouseethemostimprovement?
(5)Wheredoyouneedtoworkharder?
2)同伴评估(Peer-assessment)(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(Self-testing)
FinishWorkbookvocabularyandgrammarexercises.Afterfinishingtheseexercises,studentscarryoutself-assessment:
Ithinktheseexerciseseasy\moderate\difficult
TeachingProcedures
PeriodOne
(WarmingupandListening)
Step1Warming-up
Beforeclass,TplaysasongSsarefamiliarwithtillthebellforclassrings.ThenTasksSssomequestions:
(1)Doyouknowthenameofthesong?
(You’llbeinmyheartfromthefilmnamedTarzan,《人猿泰山》)
(2)Wheredoyouthinkthesongcomesfrom?
(3)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(folkmusic)
Song2BeatitbyMichaelJacksonfromAmerica(rockmusic)
Song2Takemehome,CountryroadsbyJohnDenverfromEurope(Americancountrymusic)
Step7Listeninganddiscussion
Listentothemusicseveraltimesandthendiscussthefollowingquestionswithgroupmembers.
(1)Whichpieceofmusicdoyoulikebest?
Why?
(2)Whatmakesyouthinkthismusiccomesfrom…(3)Whatarethedifferencesbetweenthesongsyouhaveheard?
(4)Canyouguesswhatthesongsareabout?
Step8Demonstration
Afterdiscussion,Sschooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.
Step9Listening
Listentothethreesongsonthetapeandthenfillouttheformbelow.
1
2
3
Whatwouldbeagoodtitleforthesong?
Whatisthesongabout?
Howdoesthesongmakeyoufeel?
Doyoulikethesong?
(1=notatall,10=verymuch
Howwouldyoudescribethesong?
PlaythetapeseveraltimessothatSscanfullyunderstandthem.
Song1:
Edelweiss
Song2:
I’mrightherewaiting
Song3:
Lovemetender
Step10Group-work
WhenSsfillouttheformabove,theydiscusseachquestionandthenreporttheresulteachother.
Step11Demonstration
Chooseoneofthestudentsintheirgrouptoreporttheresultoftheirdiscussion.
Step12Listening
Iftimepermits,finishtheWorkbooklisteningexercisesinclass.Ifthereisnotimeleftinclass,leavethemashomework.
Homework:
1.Finishofftheworkbookexercises.
2.Findasmanykindsofmusicalinstrumentaspossible.(Consultthewebsite:
)
PeriodTwo
(Speaking)
Step1Listening
HaveSslistentoapieceofmusicandtellwhatkindofmusicalinstrumentthemusicisplayedwith.
HaveSstellasmanykindsofmusicalinstrumentaspossiblebyaskingthequestion:
Whatotherkindsofmusicalinstrumentdoyouknow?
Tcollectskindsofmusicalinstrument:
organ,harp,piano,maracas,violin,saxophone,gone,cymbals,castanets,flute,timpani,tambourine,triangle,drum,xylophone,etc.
Step3Creatingasituation(textualauthenticity)
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
Haveseveralpa