| Teaching Plan for Unit 11 |
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The sounds of the world 丽水中学 任文东 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 music 2) Discuss characteristics of different kinds of music and differences between them 3) Write a comparison 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… 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 in common turn into 语法 The passive voice in different tenses 1) 一般现在时（amisare done） Our monitor keeps the key to the classroom.→The key to the classroom 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 country. 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 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) 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 had 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。 “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)部分介绍了一些有趣的音乐风格，如blueship-hopapLatin 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，本单元讲解了四个词汇：beatpickockstyle,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-readingeadingpost-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) 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 work Listening seldom sometimes often always HeShe listens to their partners carefully. HeShe understands their partners well. HeShe understand the reporters well. HeShe follows the teacher’s oral instructions. Speaking HeShe pronounces words correctly. HeShe speaks clearly and fluently. HeShe uses body language properly while speaking. HeShe uses linking words while speaking. HeShe states the topic heir opinion briefly but clearly and completely. Participation HeShe involves himself in group work willingly. HeShe makes good preparations for group work in advance. HeShe gives 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 easymoderatedifficult Teaching Procedures 丽水中学 任文东 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 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 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 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 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 comes 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:www.villa123.com) 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 hisher 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: www.infozone.imcpl.org) Period Three (Pre-reading ReadingPost-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 blueship-hopapLatin 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 complex 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 comes 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 commercial 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) When you listen to a song, do you listen to words or the music? 3) Do you like to listen to music form other countries? 3. A game Play some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum) Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc. Step 2 Reading 1. Fasting reading Have Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they? 2. Careful reading Have Ss read the passage carefully and fill in the form below according to the passage. musical style characteristics Step 3. Post-reading 1. Answer the following questions: 1) Where does blues music come from? 2) What does the word “rap” mean? 2. The sentences below summarise the article. Read them and decide if they are true or false. Write the letter “T” if the sentence is true. Write “F” if i |
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