人教版高一英语优秀教案Music

人教版高一英语优秀教案Unit 5 Module 2

Period 1&2 Warming up & Reading

Focus: Reading

1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music.

1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph.

Step 1 Warming up

1) Lead in

Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of the song printed on the screen.

Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock… What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2)T ask: Brain-storming

Ask the students to name different music styles. Show some styles of music that they are not familiar with.

folk

pop

Step 2 Listening and Matching

1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.

2) Guide the Ss to sum up the Characteristics for each music style.

3) Check the answers on the computer screen.

Step 3 Pre-reading

1）T ask :Listing

Have you heard about any of the famous bands in the world? List some of them.

Which one do you like best? Why?

2) Presentation

Ask the Ss to search the information about “The Monkees”before class, and now encourage them to share their information with their teammate.

3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )

Step 4 While-reading

1)T ask: Jumbles (Fast reading)

(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.

2) Listen and Check

Listen to the tape and check the correct order of the article.

Q: What is the best title of the article?

3) T ask : Memory Challenge T ask (Scanning)

(Students are given the complete pieces of the article—ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)

4) Reading and Matching

Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2) More detailed questions:

①Why do most musicians like to be in a band with others?

②Which two musical bands are mentioned in the passage?

③How do some bands formed by high school students earn extra money?

④When did the Monkees break up?

5) Brainstorming

Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.

Step 5 Post-reading

1) Language Focus

Get the students to sum up the phrases of the article.

Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.

2) Discussion

Do you think “The Monkees” was really a band? Why and why not?

Step 6 Homework

1. Read more about “The Monkees”.

2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?

3. Preview “Learning about Language” and finish the relevant exercises.

Period 3 V ocabulary & Grammar

Focus: Grammar

1)To help Ss master the vocabulary about “music”

2)To arouse Ss’ language awareness .

3) To consolidate the Attributive Clauses.

1) The Attributive Clauses with preposition + which/ whom

2) The relevant words about “music”

Step 1 Revision

1) Listening and Recognizing

Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to.

Music 1 : Country Roads by John Denver (country music)

Music 2: Beat it by Michael Jackson (rock music)

Music 3:步步高（folk music）

Music 4:老鼠爱大米（pop music）

Music 5: 命运交响曲(classical music)

…

2) Discussion

What kind of music do you like better, Chinese or Western, Classical or modern? Why?

How does music make you feel?

3) Check the homework the day before.

Step 2 Word Power

1) Word Ladder

Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)

2) Word Building

Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words.

3) Recognizing and Listing

Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones.

Add your own to the list ________________________________________________________

4）Discussion and Listing

Which instruments are used in pop and rock music?

Which instruments are used in classical music?

Which instruments are used in jazz?

Which instruments are used in traditional Chinese music?

Which of the instruments do you like listening to?

Is the Chinese instrument different from the other instruments? Describe the difference, if there is

Step 3 Grammar

1) Study the Rule

Read these sentences.

a. The musicians of whom the band was formed played jokes on each other…

b. However, after a year or so in which they became more serious about their work…

c. The musicians for whom they worked were very popular.

d. The guitar with which“The Beatles” played their first hit was lost while they were touring.

Now answer these questions.

1. If you take away the relative clauses, do the sentences still make sense? Why or why not ?

2.Why is there a relative pronoun before the relative clause?

3. Can the preposition be removed from the sentences without changing the meaning?

4. Can that replace which and whom in the sentences? Why or why not?

Look at the sentences carefully and try to think of the questions.

2) Find the rule

Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause.

3) Apply the rule

Get the Ss to describe each picture with The Attributive Clause according to the following example:

Goal:To recall the Attributive Clause they learned before, and practice orally. Learn to use relative pronouns referring to people and things correctly. To stimulate Ss creative thinking. Working together with partners can develop cooperative sense.

1. Take me Home Country Roads is a beautiful song.

In the song, John Denver acts as a singer.

Take me Home Country Roads is a beautiful song

in which John Denver acts as a singer.

2. 步步高is a piece of famous Guangdong music.

Flute is one of the main instruments in it.

步步高is a piece of famous Guangdong music

in which flute is one of the main instruments.

3. Talk about the musician Nie’er (聂耳).

Nieer was born in 1912.

Nieer was born in Kunming.

Nieer died in 1935.

Nieer died in Japan.

Nieer was the composer of our national song.

1912 is the year ______ / ______ _______ Nieer was born.

Kunming is the place _______ / _____ _______ Nieer was born..

1935 is the year ______ / ______ _______ Nieer died.

Japan is the place _______ / _____ _______ Nieer died.

Step 4 Homework

1. Review the vocabulary in this unit and prepare for diction.

2. Find as many kinds of musical instruments as possible. (surf the internet)

3. Find one song for each music style

Period 4 Listening

Focus: Listening

1. To develop the Ss’ ability of listening.

2. To know something about some musicians or singers.

3. To help the Ss to get to know the functions of music and lead them to use music effectively in our life.

4. To know everything has two sides. Being a famous singer is not easy .

1. Well understand Freddy’s fairy tale through listening and reading.

2. Get to know some famous classical music composers.

Step 1 Revision

1) Dictation (new words in the unit)

2) Review The Attributive Clause with preposition ,pictures guiding.

Step 2 Pre-listening

1) Warming-up

Have you ever wanted to be a famous singer or musician? If we are honest with ourselves, most of us have dreamed of being famous. But just how do people get so famous? Now , Let’s listen to Freddy’s tale.

2) Language support

Help the Ss to know the meanings of some words or phrases in the listening passage.

Step 3 Listening

1) Listen to Freddy’s story and decide which the statements are true or false.

2)Discussion

Once the song / music is famous, the singer/ musician will also soon very popular and famous. What do you think the success of the song/ music will bring to the singer / musician?

The Ss are expected to mention something like money, honor, fame…

Will there be any side-effect bring to those famous people? Now let’s read more about Freddy’s story.

Step 4 Reading

1) Read more about Freddy’s story.

Thinking: Did Freddy really happy after being famous?

Why did they return to the lake again?

2) Discussion

What do you learn from Freddy’s story?

What do you think are the advantages of being famous? Give examples.

What do you think are the advantages of not being famous? Give examples.

Step 5 Listening

1) Warming-up

Do you like listening to music? How often?

What kind of music do you like to enjoy? Why ?

Which piece of music impresses you most? Try to express your feeling.

2) Listening and checking your understanding.

a. What is the text mainly about?

A Many students like to listen to Mozart.

B The one who plays instrument very well is always good at Maths.

C Music may be helpful in study.

D When practising playing instrument, students like to play Mozart most.

b. How many questions does the speaker asked at the beginning in the tape?

A 1

B 2

C 3

D 4

c. Fill in the blanks

Music may be _______ to help you. Some _________ have _________ that if you listen to ____________ music, especially Mozart, while ___________, it will ____________ your ability to ____________. This is called the “ Mozart __________.” Does it work with all kinds of music such as ________ and ____________, but they don’t seem to have the same __________. It seems that the rhythm of _________ music help __________ one’s ____________.

3) T ask: functions of music

What is the function of music ?

▲Express people’s feeling

▲Make people feel relax

▲Help people forget their sadness

▲Attract people’s attention

▲Help people to remember things well

▲Make things more lively and interesting

▲Make things better for people to understand and enjoy

……

Step 6 Listening Task

1) Warming-up

Who is your musician/ composer? What do you think of him/ her?

Do you know some features of classical music?

Could you please tell us something about Mozart and Bach?

2) Listening and Filling in the form.

3) Discussion

What do you feel about the music you heard in the tape.

Step 7 Homework

1. Surf the internet or go to the library to find more information about Mozart and Bach.

2. Read Freddy’s story again and get further understanding.

Period 5 Extensive Reading

Focus: Reading

1. To develop the Ss’ ability of reading.

2. To learn more about music and musician.

1. To help the Ss understand the passages exactly.

2. To finish the relevant tasks correctly.

Step 1 W arming up

1) Checking homework

(group work) Ask the Ss to share their information about the famous musicians and tell how they have found the information needed.

2) Pre-reading

Do you like reading poems for young children?

Do you find poems easy or difficult to understand?

Who is your favorite poet?

Step 2 Reading

1) Prediction

Look at the four pictures on the book, and guess what will be the theme of the poem?

Then use the imaginations to guess what may be included in the poem.

2) Listening and Reading

Get the Ss to read the poem Cat’s in the cradle. While reading, listen to the tape carefully and pay attention to the rhythm of the poem.

3) Getting the main ideas

This song is a ballad and tells a story. Each part tells some of the story. Write down the main idea for each part.

4) Discussion

What do you feel about this poem /song ?

What is the theme of this poem?

What makes the poem so musical?

What are the difference between English poem and Chinese poem?

Step 3 Further Reading

(Provide the Ss more reading materials suitable for them to read). Here is one of the

1) Pre-reading

Can you tell me some musicians?

What do you know something about Beethoven, Mozart and Haydn?

2)Skimming

Read the passage quickly and decide what the best title is.

3) Scanning

Read the passage again and answer the questions.

Which of the composers ...

1. were born in Austria?

2. became deaf?.

3.was born in Germany?

4. met each other?

5. had a good singing voice?

6. had fathers who were musicians?

7.died before his fortieth birthday? 8 .had a father who wasn't a musician?

Step 4 Reflective thinking

Is the Chinese classical music different from the foreign classical music? Describe the differences, if there are some.

Do you think it is a good idea to mix Chinese and western music?

Is music a universal language?

Can you enjoy music from other parts of the world even if you don' t understand the words?

Are there any other universal languages?

Suppose there is no music in this world, what will the world be like?

Step 5 Homework

1. Try to write a song/ poem to show your love to your parents or your love to life or friendship is priceless…

2. Try to find music in our life.

Period 6 Speaking

Focus: Speaking

1. To develop the Ss’ ability of speaking.

2. To help arouse the Ss’ wide imagination and creative thinking.

3.To foster the Ss’ ability to cooperate harmoniously.

1. The ways of giving advice or making suggestions.

2. Talking about music.

Step 1 Song Dictation

Choose a song familiar to the Ss and ask them to dictate the words of the song while listening to it twice. Be sure to make it interesting and workable.

Step 2 Task: Finding music in our life

Get the Ss to think: Where can you find music in our life? Then ask them to list down.

∮School bells

∮Morning/eye exercises

∮I n Films/TV plays

∮Rings of mobile phones

∮Dancing ball

∮concert,

∮Background musi c of advertisements, Radio and TV programs, webpage, games…

∮Parks, shops, street…

∮Festival/ Celebration ……

Sum up: Music is everywhere! Music is always with us!

Step 3 Task: Forming your own band

Forming your own band in groups of four. And discuss and decide the following things:

1. The name of the band.

2. What kind of band it will be. Rock band? Pop music band?

3. What kinds of instruments will be used? Who plays it ? Who sings?

4. Who will be the composer of your band?

5. Where will you pracise singing and hold performances?

Step 4 Task: Asking for and making suggestions

Y ou are the monitor of the class, your school is going to hold a concert next month, every class should choose a song to sing , your class teacher ask you to ask for the advice of a music teacher, Lily. Now Lily is calling back.

Try to make a dialogue with your partner.

Possible Version:

A: Hi, this is Lily. Sandy told me that you needed some advice.

B: Hi, Lily. Thank you for your calling. Sandy has told me you are an expert at music .Yes, I do need your advice. There will be a school concert next month. The class has asked me to pick a special song that will represent our class. It has to be a song that everybody likes and that shows the spirit of our class. Can you help me?

A: Hmm, that sounds difficult, but I’ll try. First of all, let’s think about what kind of music your classmates like.

B: Well, many students like pop music. Maybe we should choose a pop song?

A: Ok. What about the theme? What should the song be about?

B: I suggest it should be about friendship.

A: Well, Don’t you think it might be a good idea to choose Friendship Forever.

Have the Ss think hard and summarize how to make suggestions and give advice and possible responses.

Step 5 Task: Y our idea of music

Get the Ss to think: What is your idea of music, Try to use some adjectives to describe it, The initial letter should begin with MUSIC, like this:

M magic ,musical

U universal

S skillful

I impressive, important, imaginative

C calm cheerful classical comfortable

Step 6 Task ：Mini Survey

Show the result of the survey the Ss did before class. Ask them two questions according to the result:

①Which style of music do you like best? Why?

②Which style of music is the least popular? Why?

Step 7 Homework

1. Practise ways of giving advice or making suggestions in pairs or in groups about certain situations.

2. Try to find some sayings about music.

Period 7 Writing & Assessment

Focus: Writing

1. To develop the Ss’ ability of writing.

2. To get to know some learning strategies.

3.To help the Ss to reflect on how and what they have learned from this unit.

1. Writing an e-mail.

2. Learning strategies.

Step 1 Revision

Checking the homework: finding some sayings about music.

For examples:

“Without music, life is a journey through a desert.”

---Pat Conroy

“Stick to it and stay with what is true in your heart. Music is fun, and is for your spirit! Try many different styles of music, and always remember that music will never be a waste of time.”

---Robin Spielberg

Step 2 Before writing

Task: Y ou and your friends want to start your own band. However, you have never played in a band before. Y ou write an e-mail to Freddy for his advice. Try to use the expressions you learned. And pay attention to the writing of e-mail.

Group discussion:

What kinds of questions should be in the e-mail?

How to persuade Freddy to help you?

How to finish the letter politely? How to thank Freddy?

Step 3 Writing

1)Allow the Ss enough time to write the e-mail.

2)Get the Ss to do group work: exchange their own letters and share.

3)Group assessments.

4)Presentation

Step 4 Learning strategies

Music is more than just sound. It is a way of thinking. When you listen to music, sing or play an instrument, you are also becoming better thinkers. Y ou can learn English from songs too. While singing a song, you are learning English grammar and vocabulary. Try to use them in your everyday English conversations when it is suitable.

Step 5 Self-assessment

Step 6 Homework

1. Ask the Ss to go over the whole unit and prepare for the unit quiz.

2. Write an article entitled Music and Life.

【教学反思】(或【教学设计说明】)

评析与反思：

1、本单元主要采用新课标提倡的任务性教学，整个教学过程让学生积极主动地探究，生动活泼地发展。群体性主体参与率较高，创新性思维活跃，使学生真正获得了自主学习的成功乐趣。整个教学过程的突出特点是精心创设情境，促进学生主动发展。

2、课堂活动的主要组织形式是小组合作学习。教师根据教学内容的特点精心设计了小组合作学习的“问题”，为学生提供适当的、带有一定挑战性的学习任务，把学生领近了“最近发展区”。小组活动给了学生自主、合作的机会，目能培养学生团体的合作和竞争意识，发展交往与审美的能力，在促进学生间的情感交流、互帮互学、共同提高，发挥学生学习的主动性方面起着积极的作用。

3、教学目标达成较好。特别是在知识目标与情感目标达成方面，学习策略还需在平时的教学中进一步加强与提高。

4、多媒体辅助教学较恰当，效果较好。课件中直观、形象生动的图片、录像、音效等的出现，帮助学生迅速融入课文故事情景，从而更好地理解文章旨意，使语言输入变得有意义。

5、任务设计较新颖，与学生的生活经历与兴趣相联系，能激发学生用语言做事的内驱力。但由于学生与教师是初次见面，需要一个磨合期，而本节课的学生活动较多，因此，在教学时间上显得较仓促。

6、文章中出现了较多的新词汇，学生虽然能通过上下文猜测出部分词汇的意思，但仍有一部分词汇对于学生而言有难度，若能在教学环节中穿插学习词汇的一个环节，相信效果会更好。