高一英语下册Unit 11教案.docx

1、高一英语下册Unit 11教案Teaching Plan for Unit 11The 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类 别课程标准要求掌握的项目话 题1) Talk about different kinds of music2) Discuss characteristics of different kinds of music and

2、differences between them3) Write a comparison essay功 能Giving advice and making suggestionsYoud better (not)You should/ought toYou need (to) Shall we?LetsWhat/How about?Why not?Why dont you?I think I am sure (that)Maybe you could词汇suggestion musical instrument perform performer blues characteristic s

3、lave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chantin common turn into 语法The passive voice in different tenses1) 一般现在时（amisare done）Our monitor keeps the key to the classroom.The key to the classro

4、om is kept by our monitor.2) 一般过去时（waswere done）Ricky Martin performed the song of the 1998 World Cup. The song of the 1998 World Cup was performed by Ricky Martin.3) 现在进行时（amisare being done）Everyone in the country is singing the beautiful song. The beautiful song is being sung by everyone in the c

5、ountry.4) 过去进行时（waswere being done）Smith was weighing the baby elephant. The baby elephant was being weighed by Smith.5) 一般将来时（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) 过去将来时（would b

6、e done）He knew that they would invite him to perform in the New Years Concert.He knew that he would be invited to perform in the New Years Concert.7) 现在完成时（havehas been done）They have picked out the top ten pop songs The top ten pop songs have been picked out.8) 过去完成时（had been done）The headmaster ha

7、d given the boy a golden pen. The boy had been given a golden pen by the headmaster.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”(Warming up)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”(List

8、ening)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asking and giving advice.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asking and giving advice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

9、趣的音乐风格，如blueship-hoprapLatin music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”(Language study)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

10、个词汇：beatpickrockstyle,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”(Integrating skills)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）Pop Versus Rock。文中着重阐述了Pop songs 和Rock songs之间的区别。通过对这篇文章的学习，要求学生写一篇题为Traditional Chinese music vs Modern Chinese music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

11、的语法要点The Passive Voice in Different Tenses,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. Teaching procedures:This unit consists of 10 parts: warming uplisteningspeakingpre-readingreadingpost-reading language study integrating skills tips and checkpoints. I plan to cover this unit in 6 periods. Period

12、 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

13、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) 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

14、 do you need to work harder?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-assessment on group w

15、orkListeningseldomsometimesoftenalwaysHeShe listens to their partners carefully.HeShe understands their partners well.HeShe understand the reporters well.HeShe follows the teachers oral instructions.SpeakingHeShe pronounces words correctly.HeShe speaks clearly and fluently.HeShe uses body language p

16、roperly while speaking.HeShe uses linking words while speaking.HeShe states the topictheir opinion briefly but clearly and completely.ParticipationHeShe involves himself in group work willingly.HeShe works with their partners happily.HeShe makes good preparations for group work in advance.HeShe give

17、s their reasonable suggestions.HeShe follows their reasonable suggestions.Comments and suggestions for improvement:3) 自我检验(Self-testing) Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises easymoderatedifficul

18、tTeaching 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? (Youll be in my heart from the film named Tarzan,人猿泰山)(2) Where do you think

19、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

20、Demonstration After discussion, choose one of the students in their group to report the result of their discussion.Step 5 Finding a place 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

21、 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 disc

22、ussion 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 abo

23、ut? Step 8 DemonstrationAfter 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.123What would be a good title for the song?What is the song about?How does the song

24、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: Im right here waitingSong 3: Love me tenderStep 10 Group-work When Ss fill out the form above, they discuss each que

25、stion 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 Listening If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.Homework:

26、1. Finish off the workbook exercises.2. Find as many kinds of musical instrument as possible. (Consult the website:)Period Two(Speaking)Step 1 Listening Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.Step 2 Brainstorming Have Ss tell as many kind

27、s of musical instrument as possible by asking the question: What other kinds 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, etc.Step 3 Creating

28、 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 friends birthday, but you are not sure what to buy. Ask your partner to give some suggestions.Your partner needs your advice. Please

29、help him or her to make a decision.Step 4 Listening Listen to the sample dialogue and make sure what the dialogue is about.Step 5 Practice Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giv

30、ing advice.Step 6 Dialogue Have Ss choose one from the following situations to create their own dialogue.Student AStudent BYour partner needs your advice. Please help him or her to decide what to do.You want to find a good song to dance to. You like dancing, but you are not sure what song you should

31、 play. Student AStudent BYour partner needs your advice. Please help him or her to decide what to do.Your 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 help you.Step 7 Demonstration Have several pairs to demonstrate their