模块2 Unit 5 Music(北京市平谷区)
文档属性
| 名称 | 模块2 Unit 5 Music(北京市平谷区) |  | |
| 格式 | rar | ||
| 文件大小 | 11.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2007-09-10 15:54:00 | ||
图片预览
文档简介
Unit 5 Music
王慧颖
Period 1 (reading)
Teaching aims:
Students will be able to:
Sum up the main idea of each paragraph.
Understand the details about the passage.
Procedures:
Step 1 Warming-up
1. Before the class begins, let the Ss enjoy “I’m a believer” played by “The Beatles”.
2. Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.
Step 2 Pre-reading
Talk about the famous bands in the world. (P33 Pre-reading)
1. Ask the Ss: Have you heard about any of the famous bands in the world List some if you have.
Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and ask the Ss to name the bands and tell the teacher where they come from.
2. Ask the Ss: Which one do you like best Why
3. Ask the Ss: Dou you know anything about “The Monkees”
Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come to Reading “The Band That Wasn’t”.
Step 3 While-reading
First reading: read the passage again then
answer the following questions:
1. Why do most musicians like to be in a band with others
2. Which two musical bands are mentioned in the passage
3. How do some bands formed by high school students earn extra money
4. When did the “Monkees” break up and when did it reunite
Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)
Step 4 Post-reading
Give the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons. (Finish P35 Ex 3)
(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)
Step 5 Discussion
Discuss the following topics in groups of four.
1. What can we learn from “The Monkees”
2. If you are to form your own band, what will you do
(After discussion, ask the Ss to express their own opinion.)
Step 6 Summary
Today we have enjoyed some beautiful music and learn something about some famous bands. Remember:
Success lies in hard work.
Step 7 Homework
1. Retell the text.
2. Collect some information about your favorite music.
Period2（vocabulary & grammar）
Teaching aims:
Students will be able to:
Use the important words and expressions from warming up and reading
Use the attributive clause led by “prep. + which / whom ”.
Procedures:
Step1 Vocabulary study:
1. Discover useful words and expressions
2. Turn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers with your classmates’. (Finish P36 Ex 3)
Step 2 Grammar study
1. Underline five sentences in the reading passage that contain “prep.+ which/ whom” attributive clauses.
2. Discover the structure “prep.+which/ whom” by sorting out the messages
3. Complete the passage using attributive clauses(Finish P37 Ex 3)
4. Play a game of definitions. P37 Ex 4.
Period 3（Listening, reading and talking）
Teaching aims:
Students will be able to:
make suggestions
talk about preference
Procedures:
Step 1 Listening & Writing
1. Preparation for listening to “Freddy, the frog”
Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.
2. Turn to page 38 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.
Step 2 Reading
1. Read more about Freddy’s life and summarize the main idea of the story in one sentence. (A possible version: this is a story about a band that became famous and did not like it.)
2. Underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from Freddy’s life:
become famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags
Step 3 Discussion
1. In small groups imagine you are Freddy and his group and you are back at the lake. Discuss the advantages and disadvantages of being famous. Ask them make a list of their ideas
2. Ask some groups to act their conversations.
Step 4 Homework
HODevelop your ideas into a short passage.
Period 4（speaking & writing）
Teaching aims:
Students will be able to:
write a letter for advice
talk about music: forming a band
make suggestions and talk about preference properly
Procedure:
Step 1 Speaking (Group work)
1. Brainstorm
Do you know what a band is What is your favorite band How many people is a band usually formed …
2. speaking
You and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider What problems do you have
3. Activity and performance
Imagine that you have a chance to form a band. How to form a band According to the following information discuss in your group.
1) What is name of your band
2) Who will play what instruments and who will sing
3) What kind of band you will be
4) Choose an English song for your “band” to perform.
Step 2 Writing
You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.
You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.
Writing tips:
1. In groups discuss some questions you would like to ask Freddy.
1) Make a list of them and choose the best questions.
2) Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.
3) Use each question to start a new paragraph.
4) Write your question first; then add extra information to show Freddy why you need help.
5) Finish the letter politely and thank Freddy for his help.
2. Reading Freddy’s reply
Let’s read Freddy’s reply and answer the questions:
--- How was Freddy’s band formed
--- What advice does Freddy give
3. Writing a note and a paragraph
Please turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it Why do you like it Who are your favorite singers Discuss it with your partner and write notes to remind you of your most important ideas.
Step 3 Homework
1. Write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.
2. Finish off the summing up in Student’s Book.
王慧颖
Period 1 (reading)
Teaching aims:
Students will be able to:
Sum up the main idea of each paragraph.
Understand the details about the passage.
Procedures:
Step 1 Warming-up
1. Before the class begins, let the Ss enjoy “I’m a believer” played by “The Beatles”.
2. Let the Ss enjoy some different kinds of music on the tape and ask them to match the music with the right picture.
Step 2 Pre-reading
Talk about the famous bands in the world. (P33 Pre-reading)
1. Ask the Ss: Have you heard about any of the famous bands in the world List some if you have.
Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and ask the Ss to name the bands and tell the teacher where they come from.
2. Ask the Ss: Which one do you like best Why
3. Ask the Ss: Dou you know anything about “The Monkees”
Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come to Reading “The Band That Wasn’t”.
Step 3 While-reading
First reading: read the passage again then
answer the following questions:
1. Why do most musicians like to be in a band with others
2. Which two musical bands are mentioned in the passage
3. How do some bands formed by high school students earn extra money
4. When did the “Monkees” break up and when did it reunite
Second reading: get the main idea of each paragraph. (Finish P35, Ex 2)
Step 4 Post-reading
Give the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons. (Finish P35 Ex 3)
(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)
Step 5 Discussion
Discuss the following topics in groups of four.
1. What can we learn from “The Monkees”
2. If you are to form your own band, what will you do
(After discussion, ask the Ss to express their own opinion.)
Step 6 Summary
Today we have enjoyed some beautiful music and learn something about some famous bands. Remember:
Success lies in hard work.
Step 7 Homework
1. Retell the text.
2. Collect some information about your favorite music.
Period2（vocabulary & grammar）
Teaching aims:
Students will be able to:
Use the important words and expressions from warming up and reading
Use the attributive clause led by “prep. + which / whom ”.
Procedures:
Step1 Vocabulary study:
1. Discover useful words and expressions
2. Turn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers with your classmates’. (Finish P36 Ex 3)
Step 2 Grammar study
1. Underline five sentences in the reading passage that contain “prep.+ which/ whom” attributive clauses.
2. Discover the structure “prep.+which/ whom” by sorting out the messages
3. Complete the passage using attributive clauses(Finish P37 Ex 3)
4. Play a game of definitions. P37 Ex 4.
Period 3（Listening, reading and talking）
Teaching aims:
Students will be able to:
make suggestions
talk about preference
Procedures:
Step 1 Listening & Writing
1. Preparation for listening to “Freddy, the frog”
Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.
2. Turn to page 38 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.
Step 2 Reading
1. Read more about Freddy’s life and summarize the main idea of the story in one sentence. (A possible version: this is a story about a band that became famous and did not like it.)
2. Underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.
Collocations from Freddy’s life:
become famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags
Step 3 Discussion
1. In small groups imagine you are Freddy and his group and you are back at the lake. Discuss the advantages and disadvantages of being famous. Ask them make a list of their ideas
2. Ask some groups to act their conversations.
Step 4 Homework
HODevelop your ideas into a short passage.
Period 4（speaking & writing）
Teaching aims:
Students will be able to:
write a letter for advice
talk about music: forming a band
make suggestions and talk about preference properly
Procedure:
Step 1 Speaking (Group work)
1. Brainstorm
Do you know what a band is What is your favorite band How many people is a band usually formed …
2. speaking
You and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider What problems do you have
3. Activity and performance
Imagine that you have a chance to form a band. How to form a band According to the following information discuss in your group.
1) What is name of your band
2) Who will play what instruments and who will sing
3) What kind of band you will be
4) Choose an English song for your “band” to perform.
Step 2 Writing
You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.
You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.
Writing tips:
1. In groups discuss some questions you would like to ask Freddy.
1) Make a list of them and choose the best questions.
2) Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.
3) Use each question to start a new paragraph.
4) Write your question first; then add extra information to show Freddy why you need help.
5) Finish the letter politely and thank Freddy for his help.
2. Reading Freddy’s reply
Let’s read Freddy’s reply and answer the questions:
--- How was Freddy’s band formed
--- What advice does Freddy give
3. Writing a note and a paragraph
Please turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it Why do you like it Who are your favorite singers Discuss it with your partner and write notes to remind you of your most important ideas.
Step 3 Homework
1. Write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.
2. Finish off the summing up in Student’s Book.