2019-2020年高一英語上冊 Unit11《The sounds of the world》說課稿 人教版.doc

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2019-2020年高一英語上冊 Unit11《The sounds of the world》說課稿 人教版 1. Teaching aims and demands 類 別 課程標準要求掌握的項目 話 題 1) Talk about different kinds of music 2) Discuss characteristics of different kinds of music and differences between them 3) Write a parison 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 mon turn into 語法 The passive voice in different tenses 1) 一般現(xiàn)在時（am\is\are done） Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor. 2) 一般過去時（was\were done） Ricky Martin performed the song of the xx World Cup. →The song of the xx World Cup was performed by Ricky Martin. 3) 現(xiàn)在進行時（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) 過去進行時（was\were being done） Smith was weighing the baby elephant. →The baby elephant was being weighed by Smith. 5) 一般將來時（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) 過去將來時（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（have\has been done） They have picked out the top ten pop songs → The top ten pop songs have been picked out. 8) 過去完成時（had been done） The headmaster had given the boy a golden pen. → The boy had been given a golden pen by the headmaster. 2. 教學內容分析 本單元的中心話題是“音樂”。語言技能和語言知識幾乎都圍繞“音樂”這一中心話題設計的。由熱身、聽力、口語、讀前、閱讀、讀后、語言學習、綜合技能、學習建議、復習要點等十個部分組成。 “熱身”(Warming up)部分提供了地圖，然后聽音樂，要求學生明白所聽音樂來自哪里，并展開討論。這部分的目的是呈現(xiàn)本單元的中心話題——音樂，幫助學生在大腦中形成一個有關“音樂”的信息包，并復習或學習有關音樂的詞和句型。 “聽力”(Listening)部分提供了三首歌曲，要求學生通過聽弄清歌名，歌詞大意并對這些歌曲談感受。 “口語”(Speaking)部分提供了Joe和Susan之間的對話。Peter的生日就要到了，Joe想送Peter生日禮物，于是征求Susan的意見，從而引出了asking and giving advice.整個活動以說為主，同時涉及了聽、讀、寫的技能。這一設計訓練學生在比較真實情景中口頭表達的能力和豐富他們asking and giving advice的句型。 “讀前”(Pre-reading)提供了有關“音樂”話題的四個問題。引導學生為下一不“閱讀”作好思想準備。 “閱讀”(Reading)部分介紹了一些有趣的音樂風格，如blues\hip-hop\rap\Latin music等。 “讀后”(Post-reading)部分分兩塊。第一塊要求學生在小組里討論四個問題，其中前兩個問題是針對文章的理解，評價學生對文章理解的程度；第三個問題要求學生結合文章談論自己的看法；第四個問題是開發(fā)性的，目的在于培養(yǎng)學生的思辯能力。第二塊要求學生根據(jù)課文對所設計的六個句子先判斷正誤，然后加以改正。 “語言學習”(Language study)分詞匯和語法兩部分。判斷一個人詞匯量的大小，應該看兩個方面，一個是外在數(shù)量，即單詞的個數(shù)；另一個是內在數(shù)量，即單詞詞義的個數(shù)。本教材與舊教材相比，大大重視單詞詞義的個數(shù)，本單元講解了四個詞匯：beat\pick\rock\style,每個詞都講解了三個用法。語法部分是各種時態(tài)的主動語態(tài)和被動語態(tài)的轉換。 “綜合技能”(Integrating skills)提供了一篇北京師范大學xx級學生曹向前同學寫的文章（經(jīng)過改寫）Pop Versus Rock。文中著重闡述了Pop songs 和Rock songs之間的區(qū)別。通過對這篇文章的學習，要求學生寫一篇題為Traditional Chinese music vs Modern Chinese music的文章。 “學習建議”（Tips）部分提供了有關話題“音樂”的總結性語言。 “復習要點”(Checkpoint)部分簡要地總結了本單元的語法要點——The Passive Voice in Different Tenses,并且設計了練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。 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. 教學評估(Assessment) 1) 自我評估(Self-assessment)（了解學生對本單元的學習情況） 要求學生自我評估可以提高學生學習的主動性和積極性，促進學生對自己的學習進行反思，并能幫助學生掌握評估技術，增加教師的評估信息。通過自我評估，學生可設定目標，并更清楚地認識到自己的優(yōu)勢與不足。 設計本單元的自我評價：根據(jù)自己的實際情況回答下列問題，并存入個人學習檔案： (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) 同伴評估(Peer-assessment)（了解學生的學習情感、策略） 溝通技能和合作技能在同伴評估中十分重要。同學間彼此信任和真誠的互相評估需要長時間來培養(yǎng)。但是同伴評估可以通過簡單的活動來實施。例如：如果一個小組要完成一項任務，組中每個成員都要做出貢獻，共同完成任務。每個成員都要評估自己和他人的貢獻。也可以由一組或幾組同學在班上演示他們完成的任務，有其他同學根據(jù)制定好的表格對他們做出評價。 設計本單元的同伴評估：由組長或指定學生負責，組織小組反思，填寫下表，并存入小組學習檔案： Peer-assessment on group work Listening seldom sometimes often always He\She listens to their partners carefully. He\She understands their partners well. He\She understand the reporters well. He\She follows the teacher’s oral instructions. Speaking He\She pronounces words correctly. He\She speaks clearly and fluently. He\She uses body language properly while speaking. He\She uses linking words while speaking. He\She states the topic\their opinion briefly but clearly and pletely. Participation He\She involves himself in group work willingly. He\She works with their partners happily. He\She makes good preparations for group work in advance. He\She gives their reasonable suggestions. He\She follows their reasonable suggestions. ments and suggestions for improvement: 3) 自我檢驗(Self-testing) Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises easy\moderate\difficult 1. Title Period 1 Warming up & listening Teaching objectives 1. Increase students’ oral English by asking them to do some discussion. 2. Improve students’ listening ability by do some listening . Teaching Keys and Difficulties Help students enrich their knowledge about the world-wide music. Raise students’ interest in music and their love the world-wide music. Teaching Procedure Step 1 Lead-in & Warming-up . I. Ask students a question : “ What is your hobby?” Some students must say that they like listening to music , then lead to the topic in . II. Ask students to listen to the music on the tape-recorder and ask them to do some discussion about it and tell their feeling according to their own understanding. Step 2 Listening . Ask students to do the listening part and finish the exercise on P72. then check the answer with them . Step 3 Exercise I. Find the right words from unit 11 for the phrases on Page 146. II. plete the sentences with the phrases in their correct verb forms. Step 4 Homework Preview the speaking part. Evaluation Title Period 2 Speaking Teaching objectives Improve students’ speaking ability by asking them to make some dialogue. Improve students’ ability to cooperate with others by making dialogue. Teaching Keys and Difficulties Making suggestions and giving advice. make a decision have in mind dance to Teaching Procedure Step 1 Revision Dictate some words about music Step 2 Speaking I. Explain to the students about the background of the dialogue. then ask them to read the dialogue given on the book . II. Listen to the tape and give Ss several minutes to practise the dialogue. III. Tell students some useful expressions related to how to make suggestions and give advice. IV. Ask students to make their own dialogue with their classmates by using the useful expressions in the box. V. Choose some group to act out the dialogue. Step 3 Language points Deal with some useful phrases. make a decision What do you have in mind? dance to the song I suggest that … Step 4 Homework I. Make up a new dialogue about making suggestions and giving opinions. II. Preview new words and phrases in next part. Evaluation Title Period 3 & 4 Reading Teaching objectives Improve students’ reading ability. Help students’ learn more about the world-wide music. Master some useful phrases and expressions. Teaching Keys and Difficulties Enrich students’ knowledge about different kinds of music around the world and help them get a better understanding on the idea “ Global Village” Teaching Methods Do some discussion to improve students’ oral English . Do the fast-reading to get the main idea of the text . Do some scanning to better their understanding Do some explanation to help students master some important phrases . Do some True or False exercise to consolidate their understanding on the text . Teaching Procedure Step 1 Revision I. Teacher asks Ss for suggestions II. Act out their dialogue. Step 2 Presentation In last period we enjoyed some music. Today we will learn something more about music. Step 3 Pre-reading Discuss the following questions with your partner. 1) What kind of music do you like? 2) When you listen to a song, do you listen to the words or the music. 3) Do you play any musical instrument? What is your favorite instrument? 4) Do you like to listen to music from other countries? Step 4 Reading I. Fast reading ---analyze the title 1) What does the word “sound” mean here? 2) Why does the author use “sounds”? 3) How many styles of music does the author write about in the text? 4) What are they? Teaching Procedure II. Careful reading Find the topic sentences of each paragraph. 1) There is a world of music out there. 2) Blues music has a long history 3) Today’s American music culture contains many different styles. 4) Latin music has spread all over the world. 5) There is a wide variety of new music to be discovered in every corner of the world. Step 4 Post –reading Do the Exe 1& 2 on page 74. Step 5 Language points 1) a world of 2) a small part of 3) Here is a brief look at … 4) People have been playing the blues for many years… 人們演奏布魯斯音樂已有很多年了。 5） have … in mon 有共同點 I haven’t a thing in mon with my father. 我沒有一點和我父親相同。 6） open your ears to the sounds of the world Step 6 Homework Review the text and try to retell the text. Preview next period. Evaluation Title Period 5 Language study Teaching objectives Students will learn the usage of some useful words, like beat, pick, rock and style. Students will learn more about the Passive Voice in different tenses. Teaching Keys and Difficulties Grammar ---- the passive Voice while, when, & as Start doing Vs start to do Teaching Procedure Step 1 Revision I. Check their homework II. Ask several Ss to say something about music. Step 2 Word study Read the sentences and guess the meaning of the words in italics in each sentences. Step 3 Grammar I. Rewrite the sentences using the Passive Voice II. Read the passage and then rewrite the phrases in bold, using the Active Voice. III. Deal with some useful phrases make records 錄制唱片 make a film turn into change into/ translate into Please turn it into Chinese. the next year thousands of 數(shù)以千記的 Step 4 Homework Do the exercises 1& 2 on page 147 Preview next part. Evaluation Title Period 6 Integrating skills Teaching objectives Students will learn more about pop and rock music. Students will improve their reading abilities. Teaching Keys and Difficulties on one hand, on the other hand with 短語 Teaching Procedure Step 1 Revision I. Check their homework II. make sentences with the following words and expressions: Suggest, as…as possible, in mon, on the radio, have been doing, used to do, the next time, record. Step 2 Lead-in There are different styles of music, such as rock music, folk nusic, pop music, and classical music. But as teenagers you are more interested in pop music and rock music. So in this period we will try to find the differences between them. Step 3 Presentation I. Ss read the passage quickly and try to get the main idea for each paragraph. P1: Different purpose for their singers. P2: Their songs are written in different ways. P3: their songs tell different stories. II. Exercises 1) read the text about pop and rock music and plete the outline . 2) pare traditional Chinese music and modern Chinese music. plete the chart. Step 4 Tips and checkpoint Finish the exercises in these parts. Step 5 Homework Review the whole unit. Preview next unit. Evaluation 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 es 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 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 es from. Step 6 Listening Ask Ss to listen to the music on the tape to find where the music es 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 es 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. 1 2 3 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? Play the tape several times so that Ss can fully understand them. Song 1: Edelweiss Song 2: I’m right here waiting Song 3: Love me tender Step 10 Group-work When Ss fill out the form above, they discuss each question and then report the result each other. Step 11 Demonstration Choose 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: 1. Finish off the workbook exercises. 2. Find as many kinds of musical instrument as possible. (Consult the website:villa123) 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 kinds 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 a situation (textual authenticity) Have Ss work together with his\her partner. Take turns asking for and giving advice. Student A Student B You want to buy a CD for your friend’s birthday, but you are not sure what to buy. Ask your partner to give some suggestions. Your partner needs your advice. Please 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 giving advice. Step 6 Dialogue Have Ss choose one from the following situations to create their own dialogue. Student A Student B Your 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 play. Student A Student B Your 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 dialogues. Step 8 Sum-up Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide) Step 9 Consolidation Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice. 1. You want to learn to play the piano, but you don’t know how. 2. You would like to write a song about your mother, but you are not sure what you should write. 3. You want to learn an English song, but you don’t know which one. Homework: 1. Finish off the workbook exercises. 2. Try to memorize names of different kinds of musical instrument. 3. Find as much information about music as possible.(Consult the website: Period Three (Pre-reading \Reading\Post-reading) Step 1 Pre-reading 1. Checking homework 1) T asks the question: Do you play any musical instrument? What is your favourite instrument? In this way, Ss review names of kinds of musical instrument. 2) T asks another question: Has anybody got any information about musical styles? Ss tell different kinds of music, such as blues\hip-hop\rap\Latin music etc. Here is some information about music: Music is a language that is spoken to everyone—from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types. Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra, or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music. Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together. Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar. Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more plex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well. Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music es from Rock and Roll. Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most mercial music, i.e. music we can buy on records and hear on “pop radio”. It is usually played by groups who often use electric instruments and make videos to go with their records. 2. Pair-work Have Ss discuss these questions in pairs. 1) What kind of music do you like? 2)