高中英语-Module-3-Music-the-4th-Period教案-外研版必修2.doc

Period 4　Writing; Function; Everyday English 整体设计
教材分析
This period contains Writing, Function as well as Everyday English. In the writing part, for ordinary classes, first ask the students to read the essay and discuss it. Then lead them to answer the following listed questions concerning music. At last ask the students to write a reply email to Sandra introducing the music they are fond of. If the class is of higher level, you can refer to other options.
The second part is Function, which helps the students practice how to express likes as well as dislikes. You can ask the students to read the sentences individually or in pairs and pay much attention to what they all mean. Then ask them to describe their own likes and dislikes using the sentence structures listed in the chart. This activity may further help the students consolidate how to express their own emotion fluently and proficiently. If the class is good enough, you can have them make up a dialogue with the given sentence structures.
The last part needed to be dealt with is Everyday English. You ask the students to complete the first activity individually or in pairs. If possible, you can also let them discuss how they listen to music usually. Then have the students read through the three questions listed in the second activity and make sure they understand what they all mean. If they have any difficulty in understanding them, you might as well give some explanations to them. Next, the teacher plays the tape through and the students listen carefully to find out the answers to these questions. Later the students listen one more time to take down Exclamatory Sentences as well as Interrogative Sentences. Finally, the students have a discussion. If the class is good enough, add an extension exercise for them to put these expressions into practice.
三维目标
1. 知识与技能
1)Train the students’ writing ability.
2)Train the students’ speaking skills.
3)Develop the students’ communicating skills.
2. 过程与方法
1)Respond to the partner’s words and express the attitudes.
2)Make the students know how to express their likes as well as dislikes.
3)Train the students’ speaking ability by designing some activities applicable to the students.
3. 情感与价值
1)Try to raise the students’ cooperative awareness in their study by pair work or group work.
2)Instruct the students to study in daily life by using English as a tool of study.
3)Advocate the students’ interest in the music.
教学重点
1. Help the students improve their writing skills.
2. Help the students to improve their speaking ability.
3. Help the students make full use of everyday English freely.
教学难点
1. Lead the students to be active in class.
2. Help the students learn how to express their likes as well as dislikes.
3. Develop the students’ communicating skills by practicing the use of daily expressions.
教学过程
→Step 1 Review and Lead-in
1. Check the homework of last period.
2. Show the following phrases on the screen and get the students into groups of four. Ask each group to work together and make sentences with the offered phrases. If possible, they might as well do this using the past perfect tense and the adverbial clause of time. Give them some time to prepare. When time is up, ask some group representatives to report their sentences while others listen carefully and decide whether they are correct or not.
stop doing sth. 　finish doing sth. 　break up　hear of　split up　be influenced by　in the history of　consist of
→Step 2 Writing
Option 1
The teacher asks the students to read the short email on P25 individually. Make sure they understand it clearly. Then require the students to work in pairs asking and answering the questions. Next, write another essay as a reply to what they have just read with the help of the questions they just answered. Get the students into pairs to compare what they write, finding out and correcting the mistakes. Finally, some students can report their writing to the whole class.
Option 2
Let the students work in pairs. One reads the email, paying special attention to the stress as well as the intonation and the other checks if he reads correctly and fluently. Then exchange their roles to do this again. Next, read the listed questions and make a short dialogue using them. After this request the students to write a paragraph, if necessary, using some useful expressions as well as conjunctions. Finally, work in groups of four to share their writing and do some corrections. Meanwhile, each group chooses the best paragraph and reports it to the whole class.
For classes of different levels, you can add some more information about this topic according to the students’ ability.
→Step 3 Function
Option 1
First the teacher asks the students to read the sentences individually or in pairs. Make sure they know what they all mean. Then the students compare their answers in pairs. Next, ask them to describe their own likes and dislikes using the sentence structures listed in the chart. This activity may further help the students consolidate how to express their own emotion fluently and proficiently. If the class is good enough, you can have them make up a dialogue with the given sentence structures.
Option 2
First let the students carry out a brainstorming activity to recall as many expressions about likes and dislikes as possible. The teacher can write down the expressions they think out or accumulate some expressions like this before class and show them on the screen. Have the whole class read them once more and make sure that they read them correctly and understand what they all mean. If they have any problems, explain them to the class.
Then the students can be required to work in groups of four. Each student does a survey about other group members according to the questionnaire given in the textbooks. When they do this, the students must make use of complete sentences to express their likes as well as dislikes such as I love pop music greatly.
Next, request the students to play a game in groups of four. Every student writes a short paragraph on the basis of the questionnaire to talk about his own ideas but can’t sign his own names. Each group collects the four paragraphs without signs of names and exchange them with other groups, the members of which read the paragraphs and guess the writers.
Finally, have some representatives give a report to the whole class.
→Step 4 Everyday English
1. Option 1
Ask the students to complete the first activity individually. If they have difficulty in understanding anyone of them, they can turn to other students or the teacher for help. Then have the students compare their answers in pairs.
Option 2
The teacher just gets the whole class into groups of four to have a discussion on how they listen to music usually, speaking out the advantages as well as disadvantages of the way they listen to music. If time permits, each group organize their ideas to make a dialogue. Finally, some pairs act out their dialogues.
2. The teacher first requires the students to read the three questions listed in the second activity and make sure they understand them clearly. If necessary, you might as well give some explanations to help them. Then the teacher plays the tape through and the students listen carefully to find out the answers to these questions. If possible, take notes of some details concerning the questions. Next, put the whole class into groups of four to compare and share their answers. Time permitting, each group organize what they write down in order and describe what they heard in their own words. Finally, groups exchange their descriptions with other groups.
3. The students listen once again to take down Exclamatory Sentences as well as Interrogative Sentences. Then the students have a discussion in groups of four on the reason that the two used them. If the class is good enough, add an extension exercise for them to put these expressions into practice. (They can be advised to brainstorm many more occasions to make use of them. )
Tapescript:
Tom: Hi, Anna.
Anna: Hi, Tom.
Tom: What’s that?
Anna: It’s my new minidisk player.
Tom: Let me have a look. Oh—cool!
Anna: Have you got one?
Tom: A minidisk player? No way!They’re to expensive.
Anna: So, have you got a CD player?
Tom: No. I only have cassettes.
Anna: Really? You listen to music on cassettes?
Tom: I know, I know. I only have a cassette player at home, and I also have a Walkman. I listen to music on headphones when I’m doing my homework
Anna: Do you like listening to music on cassettes?
Tom: Not really. I know CDs and minidisks are better, but I can’t afford to buy them.
Anna: You can borrow my CD Discman if you like.
Tom: Really? !
Anna: Yes.
Tom: Are you sure? !
Anna: Yes, of course.
Tom: Excellent!
→Step 5 Summary and Homework
The teacher recalls what the students have learnt in this class. The students first learnt to write a answer to Sandra’ email in the writing part. In addition, in the function part, they learned some important and useful expressions concerning not only likes but also dislikes. What’s more, they had some knowledge of the way of listening music. Then assign the homework to the students—remember the useful expressions as well as some important language points.

板书设计
Module 3　Music
Period 4
Phrases:
all kinds of　 　listen to 　can’t stand sth. /doing sth.
afford to do sth. 　offer to do sth. 　be happy with. . .
Sentence patterns:
What’s your favourite. . .
I love. . .
I hate. . .
活动与探究
Put the students into two big groups, respectively doing a school survey of the likes and dislikes of other students using the sentence patterns learnt in Function. Each group interview at least 50 students. Then have a discussion on the differences between boys and girls in their likes and dislikes. Finally, introduce the results of their surveys as well as their discussions to the other group.
Sex

Age

Grade

Likes

Dislikes

备课资料
Classical
Joseph Haydn b. 1732 d. 1809
Haydn was the hub of the Classical style. He entered the world of music through his wonderful singing voice as a child. His voice was so good that he was almost castrated to maintain his young voice. But his voice did break and his singing career ended. Haydn moved then into composing music. When Haydn moved to Vienna in 1790, he effectively made Vienna the nexus of the Classical music style. There he taught and mentored young composers such as Mozart and Beethoven.
Wolfgang Amadeus Mozart b. 1756 d. 1791
Mozart was the prince of Classical music. Movies, plays, musicals, and countless books have been written in honor of him. He was the prodigy to end all prodigies. He wrote his first symphony when he was 5. He toured Europe as a novelty act with his father and sister. But when he grew up, that novelty was gone. Luckily his natural skill with music carried him. A student of Haydn, Mozart blossomed into a top notch opera writer, which was his bread and butter for many years. But a man doesn’t live by bread and butter alone: his later teaching carrier was not sufficient to support him, and he died a poor man.
Ludwig Von Beethoven b. 1770 d. 1827
He was another child prodigy, but not nearly as talented as Mozart as a child. At the age of 14 he was appointed as an assistant teacher and the organist at Hanover. He received tutoring from both Haydn and Mozart. When he was 19, he was faced with supporting his entire family after his mother’s death. A disturbed, angry person himself, Beethoven’s music was fiery, and emotional. He is credited with bridging the gap between Classical and Romantic style music.
Romantic
Carl Maria von Weber b. 1786 d. 1826
Although his works are in many cases operas, von Weber wrote some of the most romantic music ever written. Again, he came from a musical family and started his career at a very early age. His greatest contribution to music was the standard arrangement of an orchestra. His grouping of similar instruments at different locations is a method still used today in our modern orchestras.
Richard Wagner b. 1813 d. 1883
Wagner, the man, was not a desirable person. Racist, sexist, and violently anti-Semitic(even though Wagner himself was born into a Jewish family), he was not a very nice guy. But his music was inspired. His opera music is some of the most beautiful ever written.
Richard Strauss b. 1864 d. 1949
Richard was born the son of a horn player in Munich. He was trained at the piano and began writing pieces of music called “programs” which were pieces that told stories. His most famous work is probably “Also Sprach Zarathustra” used in the movie “2001: A Space Odyssey. ”

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