模块2 Unit 5 Rhythm 单元教案
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| 名称 | 模块2 Unit 5 Rhythm 单元教案 |  | |
| 格式 | rar | ||
| 文件大小 | 22.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 北师大版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2010-04-07 12:35:00 | ||
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A Teaching Plan for Unit 5 Module 2
Teaching Contents and Targets:
1. The vocabulary in Unit 5 Lesson 1-4, including those in the Communication Workshop and the Culture Corner.
2. The grammar items:
1) “will” for decisions
2) Adverbial Clauses―time, concession, cause, result and purpose
3. The function in this unit:
1) Permission―informal
2) Permission―formal
4. The three reading passages in Lesson 1, 3 and 4.
5. The three pieces of listening material, including a song.
6. The two topics for speaking practice.
7. Writing a concert review.
8. The studying strategies for reading, listening, speaking, and writing.
Teaching Key Points:
1. The vocabulary, esp. the new words and expressions.
2. The grammar items, esp. the Adverbial Clauses.
3. The communicative skills―How to ask for permission.
4. The four skills and the study strategies to improve the Ss’ ability.
5. To compare and contrast the culture and art between China and the other parts of the world. Get a better understanding of Chinese culture through the comparisons..
6. Understanding and respecting cultures from foreign countries and developing a better awareness of the world.
7. Understanding the great cultural relics of our own nation and developing a deeper emotion to our own culture and art.
Teaching Arrangements:
Total: 12 periods for Unit 5
Period 1: Warm-up
Period 2&3: Lesson 1 Performance
Period 4&5: Lesson 2 Beijing Opera
Period 6&7: Lesson 3 Experiment in Folk
Period 8&9: Lesson 4 Let’s Dance
Period 10: Communication Workshop
Period 11: Culture Corner―Styles of Music
Period 12: Bulletin Board―Talent Hunt
Teaching Methods:
1. The communicative way
2. Teaching the text as a whole
3. The listen-and-do way
4. The explaining and practising method
5. The reading and comprehending approach
6. Discussing in groups or in pairs
Teaching Aids:
1. A tape recorder and the tape of Unit 5 Module 2
2. Some pictures of famous artists
3. Some pieces of famous music of different styles
The First Period
Warm-up
Teaching Aims:
1. To get the Ss to learn some new words: rhythm, encyclopedia, extract, concert review, jazz, disco, ballet, rock ‘n’ roll etc.
2. To get the Ss basically to know some styles of music and dance.
3. To listen to some music extract and tell the kinds of them.
4. To learn some key words about some styles of musics.
Teaching Important and Difficult Points:
1. The new words and expressions.
2. The listening material and the styles of the music extracts.
3. Some key words about the music styles
Teaching Type:
A communicative class
Teaching Methods:
1. The communicative method
2. The listen-and-do way
Teaching Aids:
1. A tape recorder and the tape of Warm-up, Unit 5 Module 2
2. Some extracts of music
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Lead-in
1. Ask the students: What do you think about the topic of this unit―Rhythm
2. Look at the pictures on page 21 and read out the key words.
3. Students talk freely about the style or kinds of music they know.
4. Encourage the students to say as much as possible about music and dance.
Step 3 Listening
1. Play the tape of some music extracts for the Ss to listen and identify the styles according to the rhythm.
2. Check the answers as a class by listening to the extracts one after another.
Answers: 1) ballet 2) rock ‘n’ roll 3)Beijing Opera 4)folk dancing
3. Listen to the tape again and get the Ss to pick out the key words the speakers use to discuss rhythm.
Example: ballet→beautiful, famous.
rock ‘n’ roll→popular, fast, exciting, noisy, electric
Beijing Opera→historical, traditional, sudden, loud
folk dancing→important, traditional
Step 4 Speaking
1. Students talk freely about their favorite music styles.
2. Get several students to give their opinions.
Summary and Homework
1. Give a brief summary of today’s class.
2. Students should read and remember the new words learnt today.
3. Students are expected to preview Lesson 1―Performance.
Reflection: ( filled in immediately after class)
The Second Period
Performance Lesson 1 Unit 5
Teaching Aims:
1. To learn some new words and expressions in the text.
2. To read the passage—Alanis—A True Performer.
3. To discuss “ Why are pop music and rock ‘n’ roll loved by many young people ”
4. To develop the student’s reading ability by summarizing the topic of each paragraph of the passage.
Teaching Important and Difficult Points:
1. The new words and expressions: disappoint, extraordinary, be used to, perform, creative, etc.
2. The reading material and the general idea.
3. The topic for each paragraph of the passage.
Teaching Type:
A reading class
Teaching Methods:
1. The reading and comprehending method.
2. Teaching the text as a whole
3. The explaining and practising method.
Teaching Aids:
A tape recorder and the tape of Lesson 1, Unit 5
Teaching Procedure:
Step 1 Class begins
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises.
2. Ask “ What is your most popular performers ”
Step 3 Lead-in
1. Ask the students: Have you ever watched a concert “live”, on TV, or on radio
2. Get some students to report their feelings about their concerts
3. The students may not know how to describe a concert. Draw their attention to the Key Words, and then go through the words as a class.
Step 4 Reading
1. Get the students to skim the concert review and match the four paragraphs with the titles in Ex. 3 on page 22.
Answers: a—4 b—3 c—2 d—1
2. Go through the questions in Ex. 4 with the students.
3. Ask the students to scan the text and answer the five questions.
4. Check the answers by getting several students to report their answers.
Step 5 Language Points
1. Alanis is used to being in the public eye.
2. Her most famous album came out in 1995.
3. She has continued giving great performance on stage.
4. They were greatly impressed by her music and singing.
Step 6 Listening
Play the tape for the students to learn how to pronounce the new words and expressions.
Step 7 Vocabulary
1. Get the students to read the text again and find the words with given meanings in Ex. 4 on page 22.
2. Check the answers as a class.
Answers: 1—audience 2—album 3—extremely 4—throughout 5—fan
Step 8 Discussion
1. Class survey:1) Do you like pop music
2) Do you like rock ‘n’ roll
2. Why do you like pop music and rock ‘n’ roll Get several students to report their minds.
3. Discuss: Why are pop music and rock ‘n’ roll so popular with many young people
4. Ask some students to represent their groups to report the results of their discussion. The teacher may give some help if necessary.
Summary and Homework
1. Give a brief summary of the learning of this period.
2. Read the text, better to recite.
3. Finish off the exercises in Language Power part.
Records after class:
The Third Period
Grammar Lesson 1 Unit 5
Teaching Aims:
1. To teach “will” used for decisions.
2. To teach Adverbial Clauses of time and concession.
3. To listen to a telephone conversation.
4. To do some exercises on the grammar items.
Teaching Important and Difficult Points:
1. “will” for decisions.
2. The Adverbial Clauses of time and concession.
3. The listening works.
Teaching Type:
A grammar class
Teaching Methods:
1. The explaining and practising method.
2. The listen-and-do way.
Teaching Aids:
A tape recorder and the tape of Lesson1, Unit 5
Teaching Procedure:
Step 1 Warm-up
1. Greet the whole class as usual.
2. Check the homework exercises and introduce the task in this period of learning.
Step 2 Lead-in
1. Read the instructions in Ex. 6 to make sure that the students know what to listen to.
2. Listen again and decide who to buy the tickets. (Sue)
3. Repeat the sentences in Ex. 7 and decide who said the sentences.
Answers: 1—Ricky 2—Ricky 3—Ricky 4—Sue
4. Ex. 8, page 23 Ask the students: What verb form do the speakers use to make decisions as they speak (will +do)
Step 3 Adverbial Clauses of Time
1. Ex.9, page 23 Read the sentences and point out “as soon as” is used to introduce an adverbial clause of time.
2. Look at the sentences in Ex. 7. Sentence 2, 3 and 4 all use some link word to introduce the adverbial clauses of time.
3. Introduce some more link words for clauses of time, such as, during, until, as, while, the moment, the minute, etc.
Step 4 Adverbial Clauses of Concession
1. Read the sentences in Ex. 10, page 23. Observe the position of although-clauses. (“although” is used to introduce an adverbial clause of concession.)
2. Explain the use of “though” and “as”, giving some example sentences.
Step 5 Practice
1. Discuss in pairs “What decision will you make in the situations given in Ex. 11, page 23 ” What will you say
e.g. Don’t worry, I’ll help you.
2. Complete the sentences in Ex. 12 and practice the uses of adverbial clauses.
Homework:
1. Finish off the exercises in Ex. 11 and12, p. 23.
2. Talk about “Future Plan” Ex. 13, p. 23
3. Language Power Ex. 1—4 page 66.
Reflection:
The Fourth Period
Beijing Opera Lesson 2 Unit 5
Teaching Aims:
1. To develop the student’s listening ability by listening to a radio programme—A review to Professor Shang Xiaoming.
2. To get a better understanding of Beijing Opera and get in love for Chinese culture.
3. To learn the listening strategies—listening for understanding.
Teaching Important and Difficult Points:
1. Listening and understanding the interview with professor Shang Xiaoming.
2. Some background knowledge of Beijing Opera.
3. The listening strategies.
Teaching Type:
A listening class
Teaching Methods:
1. The listen-and-do way
2. The discussing and practising method
Teaching Aids:
1. A tape recorder and the tape of Lesson 2, Unit 5
2. Some pictures of Beijing Opera characters.
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises.
2. Ask the students: Do you like Beijing Opera
How much do you know about Beijing Opera
Step 3 Lead-in
1. Discuss in groups: What do you know about Beijing Opera
Get the students to choose the answers to each question in Ex. 1 on page 24.
2. Get the students to say as much as possible about Beijing Opera.
3. Look at the pictures and tell where the characters are.
Picture 1—She is on a horse.
Picture 2—They are in their new bedroom.
Picture 3—She is in a carriage.
Picture 4—They are in a city.
4. Get to learn the new words and do the exercises in Ex. 3, page 24.
Step 4 Listening
1. Read the listening strategies and make sure that the students know how to deal with the listening material.
2. Play the tape for the students to listen to the first and second parts to fulfill the two tasks.
1) Check the answers to Ex.1
2) To answer the questions in Ex. 4
3. Read and listen to the last part of the interview and answer the questions in Ex. 5, page 24.
4. During the process of listening, pause several times to explain the new words in Ex. 3, page 24.
Step 5 Summary
Give a brief summary of the listening material and stress the background knowledge of Beijing Opera. In order to stimulate a deeper love for the culture of our own, it is worth doing.
Homework:
1. Finish off the exercises in Ex. 4, page 24.
2. Language Power exercise Ex. 5, page 69/
Reflection:
The Fifth Period
Function and Speaking Lesson 2 Unit 5
Teaching Aims:
1. To learn how to ask for, give and refuse permission.
2. To listen to the two dialogues and study the function file in order to get a model for asking for permissions.
3. To practice how to speak in the situations where you have to ask for permission.
4. To develop the students’ ability of listening and speaking.
Teaching Important Difficult Points:
1. How to ask for, give and refuse permissions.
2. Developing the students abilities of listening and speaking through the practice.
Teaching Type:
A listening and speaking class
Teaching Methods:
1. The listen-and-do way
2. The discussing and practising method
Teaching Aids:
A tape recorder and the tape of Lesson 2, Unit 5
Teaching Procedure:
Step 1 Warm-up
1. Class begins—Greetings
2. Check the homework exercises.
3. Get the students to read and discuss the listening strategies for listening and understanding on page 24.
Step 2 Listening
1. Get the students to read the instructions in Ex.6, page 25. Make sure that the students know what to listen to and what to do.
2. Play the tape for the students to listen and get some key words in the dialogue.
3. Get the students to answer the question in Ex.6.
4. Listen to the dialogue again and complete the function file in Ex.7 with the given words.
5. Get the students to read the Function File and get to know how to ask for, give and refuse permissions informally and formally.
Step 3 Speaking
1. Get the students to read the function file again and pick out the key words.
2. Get the students to imagine they have to ask for permissions in the situation given in the box. Help them think of good reasons.
3. Discuss in pairs, and then make dialogue like the example given. They may use the sentences from the function file for help.
4. Get several pairs to role-play their dialogues to the whole class.
Step 4 Practice
Discuss in groups: What do your parents let you do and not let you do
Write five sentences.
Summary and Homework:
1. Give a brief summary of the whole class.
2. Finish off the writing work.
3. Language Power exercises Ex.1—Ex.3 on page 68.
4. Preview Lesson 3 and get prepared for the learning of the new lesson.
Record after class:
The Sixth Period
Experiment in Folk Lesson 3 Unit 5
Teaching Aims:
1. To learn some new words and expressions.
2. To read and understand the newspaper article—Kong goes for Folk.
3. To express opinions and give reasons for them.
4. To learn some adverbial clauses of reasons.
Teaching Important and Difficult Points:
1. The new words and expressions: pianist, talent, worldwide, identity, transform, at times, etc.
2. The understanding of the newspaper article
3. How to express one’s opinions.
Teaching Type:
A reading class
Teaching Methods:
1. Teaching the text as a whole
2. The reading and comprehending method.
Teaching Aids:
A tape recorder and the tape of Lesson 3, Unit 5
Teaching Procedure:
Step 1 Greetings
Step 2 Revision
1. Check the homework exercises, especially the writing work—five sentences for permission
2. Get the students to talk about the styles of music they know. Encourage to say as much as possible and note them down.
Step 3 Pre-reading
1. Ask the students: Do you know any famous musicians For example, Mozart, Tchaikovsky, and Kong Xiangdong.
2. Do you know the king of music they play Use the notes on blackboard for help—Key words in Ex. 1, page 26.
Step 4 While-reading
1. Get the students to skim the text and answer the three questions in Ex. 2
1) classical music
2) the youngest prize winner
3) music style new
2. Get the students to scan the text and finish the tasks in Ex.3, page 26
Answers: 1—c 2—a 3—b
3. Check the answers with the whole class and pick out some language points.
1) Kong Xiangdong surprised his fans by giving a concert.
2) …combining classical music with Chinese folk music.
3) …so that he could learn to play as early as possible.
4) This is why he went back to his root.
Step 5 Listening
Play the tape of the article for the students to listen and follow the pronunciation of the new words and the intonation of the sentences.
Step 6 Post-reading---Discussion
1. Discuss in groups: What kind of music do you like Which kind of concert would you like to go
2. Get the students to voice their opinions and give their reasons.
3. Pay attention to use “because, because of, this is why…”
Summary and Homework
1. Briefly summarize things learnt in this period.
2. Students should read the newspaper article as fluently as possible.
3. Language Power exercises in Ex.8, page 71.
Reflection:
The Seventh Period
Grammar Lesson 3 Unit 5
Teaching Aims:
1. To teach the uses of some Adverbial Clauses, especially of cause, result and purpose.
2. To learn some word formation, especially changing a verb to a noun expressing a person.
3. To put some knowledge of music in use.
Teaching Important and Difficult Points:
1. Adverbial Clauses of cause, result and purpose.
2. The word building rules especially affixation.
3. The language in use.
Teaching Type:
A grammar learning class
Teaching Methods:
1. The explaining and practising method.
2. The discussing and practising method
Teaching Aids:
None for this period
Teaching Procedure:
Step 1 Warm-up
1. Greet the whole class as usual.
2. Check the homework exercises.
3. Get several students to report their discussion in last period and give their reasons, using because of or this is why…(on the blackboard)
4. Introduce the task in this period.
Step 2 Grammar
1. Get the students to look at the sentences on the blackboard and tell what kind of clauses they are. (with because)
2. Ask the students to read the sentences in Ex. 5, page 27. Decide which is an adverbial clause of cause, result and purpose.
Answers: a—cause b—result c—result d—cause e—cause f—purpose
3. Make the students clear about what is used to introduce such clauses, doing Ex.6, page 27. Filling in the blanks and get the students to read and remember them.
Step 4 Practice
1. Do Ex.7 on page 27. Underline the adverbial clauses in the given sentences ad tell what kind of clause they are.
Answers: 1—c 2—c 3—c 4—p 5—R 6—P 7—R
2. Get the students to read the instruction and the sentences in Ex.8 on page 27. Make sure that the students know the differences between “because” and “because of”. Then fulfill the tasks in Ex.9—complete the sentences.
Step 5 Word-building
1. Get the students to tell how to develop a verb to a noun, especially refer to a person.
Work—worker visit—visitor beg—beggar art—artist music—musician
2. Sum up the rules of “–ist” and “-ian”
3. Complete the sentences in Ex.10, page 27.
Step 6 Language in use
Get the students to discuss in pairs and tell each other when they listen to music and what kinds of music they usually listen to. Students should give at least five reasons.
Homework:
1. Finish off the exercises. (Ex.5—10)
2. Language Power exercises. (Ex. 1—7)
3. Preview Lesson 4, Unit 5 and be prepared for the learning of the new lesson.
The Eighth Period
Let’s Dance Lesson 4 Unit 5
Teaching Aims:
1. To learn some more words related to music and dancing.
2. To read a text with gaps and be able to complete the gapped sentences.
3. To get a better understanding about the culture of the world and show respect to them.
4. To study some reading strategies.
Teaching Important and Difficult Points:
1. The new words and expressions: breakdance, encyclopedia, generation, unique, back and forth, etc.
2. How to complete the gapped sentences in a reading material.
3. The reading strategies—Making contextual connection.
Teaching Type:
A reading class
Teaching Methods:
1. The reading and comprehending method.
2. Teaching the text as a whole
3. The reading and practising method
Teaching Aids:
A tape recorder and the tape of Lesson 4, Unit 5
Teaching Procedure:
Step 1 Class begins
Step 2 Revision
1. Check the homework exercises—Practice of the uses of Adverbial Clauses.
2. Get the students to revise the questions in Ex. 1 Lesson 3 on page 26
3. Lead into the study of the new lesson by asking: Do you know the kind of music some famous musicians play
Step 3 Pre-reading
1. Ask the students to listen to some music extracts and identify the dances in the box. Give some help if necessary.
Answers: 1—Chinese folk dance 2—classical ballet
3—breakdance 4—disco
2. Do you want to know something more about the kinds of dance
Step 4 While-reading
1. Get the students to skim the text and tell where it is from.
(from a CD ROM encyclopedia)
2. Ask the students to read the reading strategies on page 28. Let the students know how to fill in blanks in a text.
3. Ask the students to read the text again and complete the sentences with the materials given in the gaps in Ex.3 on page 28
Anwers:1—d 2—c 3—b 4—e 5—a
4. Check the answers as a class and pick out some language points:
1) Many countries have produced ballet, including China.
2) They are dressed in beautiful costumes, skipping back and forth.
3) In the 1960s, people danced without teaching their partners.
Step 5 Post-reading
Get the students to read the article again and answer the questions in Ex.4 on page 29 so that they can get a better understanding of the whole text.
Homework:
1. Read the text and the reading strategies.
2. Language Power exercises in Ex.2 and 3 on page 72.
The Ninth Period
Grammar and Speaking Lesson 4 Unit 5
Teaching Aims:
1. To learn more about word building—Compound Words.
2. To talk about the questionnaire on page 29 and get the students to understand and love the various forms of dances.
3. To write a list of dances and compare them with the dances popular in local area.
Teaching Important and Difficult Points:
1. The word building knowledge—Compounding.
2. The speaking work—doing with the questionnaire.
3. The comparison between cultures.
Teaching Type:
A lesson of grammar and speaking
Teaching Methods:
1. The explaining and practising method.
2. The discussing and practising method.
Teaching Aids:
None for this period
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises.
2. Get the students to talk about the various kinds of dances, and draw the students’ attention to those using compound words.
Step 3 Grammar—Compound Words
1. Revise the word building knowledge learned in Lesson 3 Unit 5, that is, Derivation. Ask the students to give some affixed words, such as, rediscover, African, international etc.
2. Introduce the new way of word building—compounding. Get the students to observe the words and find the rules.
1) blackboard
2) warm-hearted
3) 3-year-old
4) Brother-in-law
Compounding: combine two or more words together, some changes if necessary.
Step 4 Practice
1. Get the students to discuss and fulfill the tasks in Ex.5 and 6 on page 29.
2. Language Power exercises: Ex.1 on page 72.
Step 5 Speaking
1. Get the students to discuss in pairs the questions in the questionnaire on page 29. Try to make a dialogue with their partners on the base of their own life experiences.
2. Have some pairs report their discussion to the whole class.
Step 6 Further-drilling
1. Students work in pairs and make a list of dances they have learned about. Add some extra information as much as possible.
2. Compare the dances in our country with those in western countries.
3. Encourage the students to respect foreign cultures and love our own.
Summary and Homework
1. Make a brief summary of what we learned today.
2. Ask the students to finish off the exercises in the Language Power of Lesson 4.
3. Students should preview Communication Workshop, Unit 5.
Reflection:
The Tenth Period
Communication Workshop Unit 5
Teaching Aims:
1. To learn to write a concert review.
2. To study some speaking strategies and do the speaking practice—roles play.
3. To listen to a song and answer some questions.
Teaching Important and Difficult Points:
1. How to write a concert review.
2. How to ask for permission.
3. The study strategies.
Teaching Type:
A communicative class
Teaching Methods:
1. The discussing and practising method.
2. The communicative way.
3. The listen-and-do way.
Teaching Aids:
1. A tape recorder and the tape of Communication Workshop, Unit 5.
2. Some information about a concert.
Teaching Procedure:
Step 1 Warm-up
1. Class begins.
2. Check the homework exercises.
3. Get the students to go over the concert review in Lesson 1—Alanis-A True Performer.
4. Draw the students’ attention to the structure of the passage, focusing on how many paragraphs there are and what each paragraph is about.
Step 2 Writing—a concert review
1. Revise adverbial clauses of concession. Rewrite the sentences with “although”.
e.g. Although the stage design was excellent, the special effects were disappointing.
2. Get the students to finish off the rewriting work.
3. Provide some information about a concert. Get the students to fill in the form in stage 1 on page 30.
4. Combine the notes and write out the whole concert review.
5. Get some students to read out aloud their reviews and correct any possible mistakes.
Step 3 Speaking
1. Study the speaking strategies on page 31. Make sure the students know how to express what they want to say.
2. Students work in groups and make a dialogue.
Students should roles play a teenager who wants to go somewhere but his/her parents don’t want to let him/her go—where does the teenager want to go Why don’t the parents let the teenager go
The students should make it clear that different people in the group take different roles.
3. Make a list of possible ideas for role. Think about some easily talking ideas.
4. Look at the Function File on page 25. And choose from it some useful expressions.
5. In groups, practice the scene together. Better to perform in front of the class.
6. Sum up the play and emphasize how to ask for, give and refuse permissions.’
Step 4 Listening
1. Play the tape for the first time and enjoy the song—Don’t say you love me
2. Play the tape again and get the students to fill in the blanks. Sing along to the tape if possible.
3. Answer the three questions after playing for the third time.
Summary and Homework:
1. Give a brief summary of the learning of this period.
2. Students are supposed to write a concert review, and preview Culture Corner part in Unit 5.
Records after class:
The Eleventh Period
Styles of Music Unit 5
Teaching Aims:
1. To learn some new words and expressions.
2. To read the passage and get a better understanding of music styles all over the world.
3. To learn to respect foreign cultures and love that of our own.
Teaching Important and Difficult Points:
1. The new words and expressions: instrument, specifically, composer, melody, improvisation, etc.
2. The reading passage and the comprehension.
3. The across-cultural awareness of the world.
Teaching Type:
A reading class
Teaching Methods:
1. Teaching the text as a whole
2. The reading and comprehending method.
Teaching Aids:
A tape recorder and the tape
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises
2. Get the students to report their concert review and some other students to role play the teenager who wants to go out.
Step 3 Pre-reading
1. Ask the students: How many kinds of music styles do you know What are the characteristics of each style
2. If you want to know more about the music styles, read the text on page 32.
Step 4 While-reading
1. Get the students to skim the passage and tell the origin of each music style listed in the passage.
2. Scan the passage and pay attention to the new words and expressions.
3. Read the text again and answer the five questions on page 32.
4. Check the answers by getting several students to answer and then pick out the following language points:
1) It is closely related to the music of West Africa.
2) Jazz grew out of blues.
3) Its fans can be seen from Beijing to Boston and all the places in between.
Step 5 Listening
Play the tape for the students to listen and check the pronunciation of the new words and the intonation of the sentences.
Step 6 Post-reading
1. List the music styles on the blackboard.
2. Get the students to compare them with our Chinese folk music and classical music.
Summary and Homework:
1. Briefly summarize the music styles.
2. The students should read the text as fluently as possible and memorize the new words and expressions.
3. Finish off the exercises in Language Power.
Reflection:
The Twelfth Period
Talent Hunt Bulletin Board Unit 5
Teaching Aims:
1. To read the notice and the two responses.
2. To learn how to recommend oneself or somebody else.
3. To learn some new words.
Teaching Important and Difficult Points:
1. The new words and expressions: talent show, recommend, juggle, juggler, dribble, etc.
2. How to recommend oneself or somebody else.
3. Writing a note of recommendation.
Teaching Type:
A reading and writing lesson
Teaching Methods:
1. The reading and comprehending method.
2. The explaining and practising method.
Teaching Aids:
None for this period
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Warm-up
1. Check the homework exercises.
2. Talk about Alanis’ talent for playing the piano.
Step 3 Lead-in
1. Class survey: Who has a talent for some specific things Make a list on the blackboard.
2. Introduce what a TV station does.
Step 4 Reading
1. Read the topic lines. Make sure the students know what to do.
2. Read the two responses and tell which response recommends oneself and which recommends somebody else. What special talent do they have
Step 5 Language Points:
1) The Talent Show is coming in two week’s time.
2) I’d like to recommend Jim Liu to take part in the show.
3) If Jim took part in the show, he would win it for sure.
4) I’m your perfect choice for the Talent Show.
Step 5 Discussion
1. Students work in pairs, and discuss: Who in the class has a special talent on something Would you like to recommend yourself or your classmates
2. Individually, write a note of recommendation. The two responses in our textbook are examples.
3. Read your note and put it on the Bulletin Board with your name on.
Summary and Homework:
1. Give a brief summary of the learning of this lesson.
2. Students are supposed to finish off the exercises in Language Power of this unit.
Records after class:
Teaching Contents and Targets:
1. The vocabulary in Unit 5 Lesson 1-4, including those in the Communication Workshop and the Culture Corner.
2. The grammar items:
1) “will” for decisions
2) Adverbial Clauses―time, concession, cause, result and purpose
3. The function in this unit:
1) Permission―informal
2) Permission―formal
4. The three reading passages in Lesson 1, 3 and 4.
5. The three pieces of listening material, including a song.
6. The two topics for speaking practice.
7. Writing a concert review.
8. The studying strategies for reading, listening, speaking, and writing.
Teaching Key Points:
1. The vocabulary, esp. the new words and expressions.
2. The grammar items, esp. the Adverbial Clauses.
3. The communicative skills―How to ask for permission.
4. The four skills and the study strategies to improve the Ss’ ability.
5. To compare and contrast the culture and art between China and the other parts of the world. Get a better understanding of Chinese culture through the comparisons..
6. Understanding and respecting cultures from foreign countries and developing a better awareness of the world.
7. Understanding the great cultural relics of our own nation and developing a deeper emotion to our own culture and art.
Teaching Arrangements:
Total: 12 periods for Unit 5
Period 1: Warm-up
Period 2&3: Lesson 1 Performance
Period 4&5: Lesson 2 Beijing Opera
Period 6&7: Lesson 3 Experiment in Folk
Period 8&9: Lesson 4 Let’s Dance
Period 10: Communication Workshop
Period 11: Culture Corner―Styles of Music
Period 12: Bulletin Board―Talent Hunt
Teaching Methods:
1. The communicative way
2. Teaching the text as a whole
3. The listen-and-do way
4. The explaining and practising method
5. The reading and comprehending approach
6. Discussing in groups or in pairs
Teaching Aids:
1. A tape recorder and the tape of Unit 5 Module 2
2. Some pictures of famous artists
3. Some pieces of famous music of different styles
The First Period
Warm-up
Teaching Aims:
1. To get the Ss to learn some new words: rhythm, encyclopedia, extract, concert review, jazz, disco, ballet, rock ‘n’ roll etc.
2. To get the Ss basically to know some styles of music and dance.
3. To listen to some music extract and tell the kinds of them.
4. To learn some key words about some styles of musics.
Teaching Important and Difficult Points:
1. The new words and expressions.
2. The listening material and the styles of the music extracts.
3. Some key words about the music styles
Teaching Type:
A communicative class
Teaching Methods:
1. The communicative method
2. The listen-and-do way
Teaching Aids:
1. A tape recorder and the tape of Warm-up, Unit 5 Module 2
2. Some extracts of music
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Lead-in
1. Ask the students: What do you think about the topic of this unit―Rhythm
2. Look at the pictures on page 21 and read out the key words.
3. Students talk freely about the style or kinds of music they know.
4. Encourage the students to say as much as possible about music and dance.
Step 3 Listening
1. Play the tape of some music extracts for the Ss to listen and identify the styles according to the rhythm.
2. Check the answers as a class by listening to the extracts one after another.
Answers: 1) ballet 2) rock ‘n’ roll 3)Beijing Opera 4)folk dancing
3. Listen to the tape again and get the Ss to pick out the key words the speakers use to discuss rhythm.
Example: ballet→beautiful, famous.
rock ‘n’ roll→popular, fast, exciting, noisy, electric
Beijing Opera→historical, traditional, sudden, loud
folk dancing→important, traditional
Step 4 Speaking
1. Students talk freely about their favorite music styles.
2. Get several students to give their opinions.
Summary and Homework
1. Give a brief summary of today’s class.
2. Students should read and remember the new words learnt today.
3. Students are expected to preview Lesson 1―Performance.
Reflection: ( filled in immediately after class)
The Second Period
Performance Lesson 1 Unit 5
Teaching Aims:
1. To learn some new words and expressions in the text.
2. To read the passage—Alanis—A True Performer.
3. To discuss “ Why are pop music and rock ‘n’ roll loved by many young people ”
4. To develop the student’s reading ability by summarizing the topic of each paragraph of the passage.
Teaching Important and Difficult Points:
1. The new words and expressions: disappoint, extraordinary, be used to, perform, creative, etc.
2. The reading material and the general idea.
3. The topic for each paragraph of the passage.
Teaching Type:
A reading class
Teaching Methods:
1. The reading and comprehending method.
2. Teaching the text as a whole
3. The explaining and practising method.
Teaching Aids:
A tape recorder and the tape of Lesson 1, Unit 5
Teaching Procedure:
Step 1 Class begins
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises.
2. Ask “ What is your most popular performers ”
Step 3 Lead-in
1. Ask the students: Have you ever watched a concert “live”, on TV, or on radio
2. Get some students to report their feelings about their concerts
3. The students may not know how to describe a concert. Draw their attention to the Key Words, and then go through the words as a class.
Step 4 Reading
1. Get the students to skim the concert review and match the four paragraphs with the titles in Ex. 3 on page 22.
Answers: a—4 b—3 c—2 d—1
2. Go through the questions in Ex. 4 with the students.
3. Ask the students to scan the text and answer the five questions.
4. Check the answers by getting several students to report their answers.
Step 5 Language Points
1. Alanis is used to being in the public eye.
2. Her most famous album came out in 1995.
3. She has continued giving great performance on stage.
4. They were greatly impressed by her music and singing.
Step 6 Listening
Play the tape for the students to learn how to pronounce the new words and expressions.
Step 7 Vocabulary
1. Get the students to read the text again and find the words with given meanings in Ex. 4 on page 22.
2. Check the answers as a class.
Answers: 1—audience 2—album 3—extremely 4—throughout 5—fan
Step 8 Discussion
1. Class survey:1) Do you like pop music
2) Do you like rock ‘n’ roll
2. Why do you like pop music and rock ‘n’ roll Get several students to report their minds.
3. Discuss: Why are pop music and rock ‘n’ roll so popular with many young people
4. Ask some students to represent their groups to report the results of their discussion. The teacher may give some help if necessary.
Summary and Homework
1. Give a brief summary of the learning of this period.
2. Read the text, better to recite.
3. Finish off the exercises in Language Power part.
Records after class:
The Third Period
Grammar Lesson 1 Unit 5
Teaching Aims:
1. To teach “will” used for decisions.
2. To teach Adverbial Clauses of time and concession.
3. To listen to a telephone conversation.
4. To do some exercises on the grammar items.
Teaching Important and Difficult Points:
1. “will” for decisions.
2. The Adverbial Clauses of time and concession.
3. The listening works.
Teaching Type:
A grammar class
Teaching Methods:
1. The explaining and practising method.
2. The listen-and-do way.
Teaching Aids:
A tape recorder and the tape of Lesson1, Unit 5
Teaching Procedure:
Step 1 Warm-up
1. Greet the whole class as usual.
2. Check the homework exercises and introduce the task in this period of learning.
Step 2 Lead-in
1. Read the instructions in Ex. 6 to make sure that the students know what to listen to.
2. Listen again and decide who to buy the tickets. (Sue)
3. Repeat the sentences in Ex. 7 and decide who said the sentences.
Answers: 1—Ricky 2—Ricky 3—Ricky 4—Sue
4. Ex. 8, page 23 Ask the students: What verb form do the speakers use to make decisions as they speak (will +do)
Step 3 Adverbial Clauses of Time
1. Ex.9, page 23 Read the sentences and point out “as soon as” is used to introduce an adverbial clause of time.
2. Look at the sentences in Ex. 7. Sentence 2, 3 and 4 all use some link word to introduce the adverbial clauses of time.
3. Introduce some more link words for clauses of time, such as, during, until, as, while, the moment, the minute, etc.
Step 4 Adverbial Clauses of Concession
1. Read the sentences in Ex. 10, page 23. Observe the position of although-clauses. (“although” is used to introduce an adverbial clause of concession.)
2. Explain the use of “though” and “as”, giving some example sentences.
Step 5 Practice
1. Discuss in pairs “What decision will you make in the situations given in Ex. 11, page 23 ” What will you say
e.g. Don’t worry, I’ll help you.
2. Complete the sentences in Ex. 12 and practice the uses of adverbial clauses.
Homework:
1. Finish off the exercises in Ex. 11 and12, p. 23.
2. Talk about “Future Plan” Ex. 13, p. 23
3. Language Power Ex. 1—4 page 66.
Reflection:
The Fourth Period
Beijing Opera Lesson 2 Unit 5
Teaching Aims:
1. To develop the student’s listening ability by listening to a radio programme—A review to Professor Shang Xiaoming.
2. To get a better understanding of Beijing Opera and get in love for Chinese culture.
3. To learn the listening strategies—listening for understanding.
Teaching Important and Difficult Points:
1. Listening and understanding the interview with professor Shang Xiaoming.
2. Some background knowledge of Beijing Opera.
3. The listening strategies.
Teaching Type:
A listening class
Teaching Methods:
1. The listen-and-do way
2. The discussing and practising method
Teaching Aids:
1. A tape recorder and the tape of Lesson 2, Unit 5
2. Some pictures of Beijing Opera characters.
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises.
2. Ask the students: Do you like Beijing Opera
How much do you know about Beijing Opera
Step 3 Lead-in
1. Discuss in groups: What do you know about Beijing Opera
Get the students to choose the answers to each question in Ex. 1 on page 24.
2. Get the students to say as much as possible about Beijing Opera.
3. Look at the pictures and tell where the characters are.
Picture 1—She is on a horse.
Picture 2—They are in their new bedroom.
Picture 3—She is in a carriage.
Picture 4—They are in a city.
4. Get to learn the new words and do the exercises in Ex. 3, page 24.
Step 4 Listening
1. Read the listening strategies and make sure that the students know how to deal with the listening material.
2. Play the tape for the students to listen to the first and second parts to fulfill the two tasks.
1) Check the answers to Ex.1
2) To answer the questions in Ex. 4
3. Read and listen to the last part of the interview and answer the questions in Ex. 5, page 24.
4. During the process of listening, pause several times to explain the new words in Ex. 3, page 24.
Step 5 Summary
Give a brief summary of the listening material and stress the background knowledge of Beijing Opera. In order to stimulate a deeper love for the culture of our own, it is worth doing.
Homework:
1. Finish off the exercises in Ex. 4, page 24.
2. Language Power exercise Ex. 5, page 69/
Reflection:
The Fifth Period
Function and Speaking Lesson 2 Unit 5
Teaching Aims:
1. To learn how to ask for, give and refuse permission.
2. To listen to the two dialogues and study the function file in order to get a model for asking for permissions.
3. To practice how to speak in the situations where you have to ask for permission.
4. To develop the students’ ability of listening and speaking.
Teaching Important Difficult Points:
1. How to ask for, give and refuse permissions.
2. Developing the students abilities of listening and speaking through the practice.
Teaching Type:
A listening and speaking class
Teaching Methods:
1. The listen-and-do way
2. The discussing and practising method
Teaching Aids:
A tape recorder and the tape of Lesson 2, Unit 5
Teaching Procedure:
Step 1 Warm-up
1. Class begins—Greetings
2. Check the homework exercises.
3. Get the students to read and discuss the listening strategies for listening and understanding on page 24.
Step 2 Listening
1. Get the students to read the instructions in Ex.6, page 25. Make sure that the students know what to listen to and what to do.
2. Play the tape for the students to listen and get some key words in the dialogue.
3. Get the students to answer the question in Ex.6.
4. Listen to the dialogue again and complete the function file in Ex.7 with the given words.
5. Get the students to read the Function File and get to know how to ask for, give and refuse permissions informally and formally.
Step 3 Speaking
1. Get the students to read the function file again and pick out the key words.
2. Get the students to imagine they have to ask for permissions in the situation given in the box. Help them think of good reasons.
3. Discuss in pairs, and then make dialogue like the example given. They may use the sentences from the function file for help.
4. Get several pairs to role-play their dialogues to the whole class.
Step 4 Practice
Discuss in groups: What do your parents let you do and not let you do
Write five sentences.
Summary and Homework:
1. Give a brief summary of the whole class.
2. Finish off the writing work.
3. Language Power exercises Ex.1—Ex.3 on page 68.
4. Preview Lesson 3 and get prepared for the learning of the new lesson.
Record after class:
The Sixth Period
Experiment in Folk Lesson 3 Unit 5
Teaching Aims:
1. To learn some new words and expressions.
2. To read and understand the newspaper article—Kong goes for Folk.
3. To express opinions and give reasons for them.
4. To learn some adverbial clauses of reasons.
Teaching Important and Difficult Points:
1. The new words and expressions: pianist, talent, worldwide, identity, transform, at times, etc.
2. The understanding of the newspaper article
3. How to express one’s opinions.
Teaching Type:
A reading class
Teaching Methods:
1. Teaching the text as a whole
2. The reading and comprehending method.
Teaching Aids:
A tape recorder and the tape of Lesson 3, Unit 5
Teaching Procedure:
Step 1 Greetings
Step 2 Revision
1. Check the homework exercises, especially the writing work—five sentences for permission
2. Get the students to talk about the styles of music they know. Encourage to say as much as possible and note them down.
Step 3 Pre-reading
1. Ask the students: Do you know any famous musicians For example, Mozart, Tchaikovsky, and Kong Xiangdong.
2. Do you know the king of music they play Use the notes on blackboard for help—Key words in Ex. 1, page 26.
Step 4 While-reading
1. Get the students to skim the text and answer the three questions in Ex. 2
1) classical music
2) the youngest prize winner
3) music style new
2. Get the students to scan the text and finish the tasks in Ex.3, page 26
Answers: 1—c 2—a 3—b
3. Check the answers with the whole class and pick out some language points.
1) Kong Xiangdong surprised his fans by giving a concert.
2) …combining classical music with Chinese folk music.
3) …so that he could learn to play as early as possible.
4) This is why he went back to his root.
Step 5 Listening
Play the tape of the article for the students to listen and follow the pronunciation of the new words and the intonation of the sentences.
Step 6 Post-reading---Discussion
1. Discuss in groups: What kind of music do you like Which kind of concert would you like to go
2. Get the students to voice their opinions and give their reasons.
3. Pay attention to use “because, because of, this is why…”
Summary and Homework
1. Briefly summarize things learnt in this period.
2. Students should read the newspaper article as fluently as possible.
3. Language Power exercises in Ex.8, page 71.
Reflection:
The Seventh Period
Grammar Lesson 3 Unit 5
Teaching Aims:
1. To teach the uses of some Adverbial Clauses, especially of cause, result and purpose.
2. To learn some word formation, especially changing a verb to a noun expressing a person.
3. To put some knowledge of music in use.
Teaching Important and Difficult Points:
1. Adverbial Clauses of cause, result and purpose.
2. The word building rules especially affixation.
3. The language in use.
Teaching Type:
A grammar learning class
Teaching Methods:
1. The explaining and practising method.
2. The discussing and practising method
Teaching Aids:
None for this period
Teaching Procedure:
Step 1 Warm-up
1. Greet the whole class as usual.
2. Check the homework exercises.
3. Get several students to report their discussion in last period and give their reasons, using because of or this is why…(on the blackboard)
4. Introduce the task in this period.
Step 2 Grammar
1. Get the students to look at the sentences on the blackboard and tell what kind of clauses they are. (with because)
2. Ask the students to read the sentences in Ex. 5, page 27. Decide which is an adverbial clause of cause, result and purpose.
Answers: a—cause b—result c—result d—cause e—cause f—purpose
3. Make the students clear about what is used to introduce such clauses, doing Ex.6, page 27. Filling in the blanks and get the students to read and remember them.
Step 4 Practice
1. Do Ex.7 on page 27. Underline the adverbial clauses in the given sentences ad tell what kind of clause they are.
Answers: 1—c 2—c 3—c 4—p 5—R 6—P 7—R
2. Get the students to read the instruction and the sentences in Ex.8 on page 27. Make sure that the students know the differences between “because” and “because of”. Then fulfill the tasks in Ex.9—complete the sentences.
Step 5 Word-building
1. Get the students to tell how to develop a verb to a noun, especially refer to a person.
Work—worker visit—visitor beg—beggar art—artist music—musician
2. Sum up the rules of “–ist” and “-ian”
3. Complete the sentences in Ex.10, page 27.
Step 6 Language in use
Get the students to discuss in pairs and tell each other when they listen to music and what kinds of music they usually listen to. Students should give at least five reasons.
Homework:
1. Finish off the exercises. (Ex.5—10)
2. Language Power exercises. (Ex. 1—7)
3. Preview Lesson 4, Unit 5 and be prepared for the learning of the new lesson.
The Eighth Period
Let’s Dance Lesson 4 Unit 5
Teaching Aims:
1. To learn some more words related to music and dancing.
2. To read a text with gaps and be able to complete the gapped sentences.
3. To get a better understanding about the culture of the world and show respect to them.
4. To study some reading strategies.
Teaching Important and Difficult Points:
1. The new words and expressions: breakdance, encyclopedia, generation, unique, back and forth, etc.
2. How to complete the gapped sentences in a reading material.
3. The reading strategies—Making contextual connection.
Teaching Type:
A reading class
Teaching Methods:
1. The reading and comprehending method.
2. Teaching the text as a whole
3. The reading and practising method
Teaching Aids:
A tape recorder and the tape of Lesson 4, Unit 5
Teaching Procedure:
Step 1 Class begins
Step 2 Revision
1. Check the homework exercises—Practice of the uses of Adverbial Clauses.
2. Get the students to revise the questions in Ex. 1 Lesson 3 on page 26
3. Lead into the study of the new lesson by asking: Do you know the kind of music some famous musicians play
Step 3 Pre-reading
1. Ask the students to listen to some music extracts and identify the dances in the box. Give some help if necessary.
Answers: 1—Chinese folk dance 2—classical ballet
3—breakdance 4—disco
2. Do you want to know something more about the kinds of dance
Step 4 While-reading
1. Get the students to skim the text and tell where it is from.
(from a CD ROM encyclopedia)
2. Ask the students to read the reading strategies on page 28. Let the students know how to fill in blanks in a text.
3. Ask the students to read the text again and complete the sentences with the materials given in the gaps in Ex.3 on page 28
Anwers:1—d 2—c 3—b 4—e 5—a
4. Check the answers as a class and pick out some language points:
1) Many countries have produced ballet, including China.
2) They are dressed in beautiful costumes, skipping back and forth.
3) In the 1960s, people danced without teaching their partners.
Step 5 Post-reading
Get the students to read the article again and answer the questions in Ex.4 on page 29 so that they can get a better understanding of the whole text.
Homework:
1. Read the text and the reading strategies.
2. Language Power exercises in Ex.2 and 3 on page 72.
The Ninth Period
Grammar and Speaking Lesson 4 Unit 5
Teaching Aims:
1. To learn more about word building—Compound Words.
2. To talk about the questionnaire on page 29 and get the students to understand and love the various forms of dances.
3. To write a list of dances and compare them with the dances popular in local area.
Teaching Important and Difficult Points:
1. The word building knowledge—Compounding.
2. The speaking work—doing with the questionnaire.
3. The comparison between cultures.
Teaching Type:
A lesson of grammar and speaking
Teaching Methods:
1. The explaining and practising method.
2. The discussing and practising method.
Teaching Aids:
None for this period
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises.
2. Get the students to talk about the various kinds of dances, and draw the students’ attention to those using compound words.
Step 3 Grammar—Compound Words
1. Revise the word building knowledge learned in Lesson 3 Unit 5, that is, Derivation. Ask the students to give some affixed words, such as, rediscover, African, international etc.
2. Introduce the new way of word building—compounding. Get the students to observe the words and find the rules.
1) blackboard
2) warm-hearted
3) 3-year-old
4) Brother-in-law
Compounding: combine two or more words together, some changes if necessary.
Step 4 Practice
1. Get the students to discuss and fulfill the tasks in Ex.5 and 6 on page 29.
2. Language Power exercises: Ex.1 on page 72.
Step 5 Speaking
1. Get the students to discuss in pairs the questions in the questionnaire on page 29. Try to make a dialogue with their partners on the base of their own life experiences.
2. Have some pairs report their discussion to the whole class.
Step 6 Further-drilling
1. Students work in pairs and make a list of dances they have learned about. Add some extra information as much as possible.
2. Compare the dances in our country with those in western countries.
3. Encourage the students to respect foreign cultures and love our own.
Summary and Homework
1. Make a brief summary of what we learned today.
2. Ask the students to finish off the exercises in the Language Power of Lesson 4.
3. Students should preview Communication Workshop, Unit 5.
Reflection:
The Tenth Period
Communication Workshop Unit 5
Teaching Aims:
1. To learn to write a concert review.
2. To study some speaking strategies and do the speaking practice—roles play.
3. To listen to a song and answer some questions.
Teaching Important and Difficult Points:
1. How to write a concert review.
2. How to ask for permission.
3. The study strategies.
Teaching Type:
A communicative class
Teaching Methods:
1. The discussing and practising method.
2. The communicative way.
3. The listen-and-do way.
Teaching Aids:
1. A tape recorder and the tape of Communication Workshop, Unit 5.
2. Some information about a concert.
Teaching Procedure:
Step 1 Warm-up
1. Class begins.
2. Check the homework exercises.
3. Get the students to go over the concert review in Lesson 1—Alanis-A True Performer.
4. Draw the students’ attention to the structure of the passage, focusing on how many paragraphs there are and what each paragraph is about.
Step 2 Writing—a concert review
1. Revise adverbial clauses of concession. Rewrite the sentences with “although”.
e.g. Although the stage design was excellent, the special effects were disappointing.
2. Get the students to finish off the rewriting work.
3. Provide some information about a concert. Get the students to fill in the form in stage 1 on page 30.
4. Combine the notes and write out the whole concert review.
5. Get some students to read out aloud their reviews and correct any possible mistakes.
Step 3 Speaking
1. Study the speaking strategies on page 31. Make sure the students know how to express what they want to say.
2. Students work in groups and make a dialogue.
Students should roles play a teenager who wants to go somewhere but his/her parents don’t want to let him/her go—where does the teenager want to go Why don’t the parents let the teenager go
The students should make it clear that different people in the group take different roles.
3. Make a list of possible ideas for role. Think about some easily talking ideas.
4. Look at the Function File on page 25. And choose from it some useful expressions.
5. In groups, practice the scene together. Better to perform in front of the class.
6. Sum up the play and emphasize how to ask for, give and refuse permissions.’
Step 4 Listening
1. Play the tape for the first time and enjoy the song—Don’t say you love me
2. Play the tape again and get the students to fill in the blanks. Sing along to the tape if possible.
3. Answer the three questions after playing for the third time.
Summary and Homework:
1. Give a brief summary of the learning of this period.
2. Students are supposed to write a concert review, and preview Culture Corner part in Unit 5.
Records after class:
The Eleventh Period
Styles of Music Unit 5
Teaching Aims:
1. To learn some new words and expressions.
2. To read the passage and get a better understanding of music styles all over the world.
3. To learn to respect foreign cultures and love that of our own.
Teaching Important and Difficult Points:
1. The new words and expressions: instrument, specifically, composer, melody, improvisation, etc.
2. The reading passage and the comprehension.
3. The across-cultural awareness of the world.
Teaching Type:
A reading class
Teaching Methods:
1. Teaching the text as a whole
2. The reading and comprehending method.
Teaching Aids:
A tape recorder and the tape
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Revision
1. Check the homework exercises
2. Get the students to report their concert review and some other students to role play the teenager who wants to go out.
Step 3 Pre-reading
1. Ask the students: How many kinds of music styles do you know What are the characteristics of each style
2. If you want to know more about the music styles, read the text on page 32.
Step 4 While-reading
1. Get the students to skim the passage and tell the origin of each music style listed in the passage.
2. Scan the passage and pay attention to the new words and expressions.
3. Read the text again and answer the five questions on page 32.
4. Check the answers by getting several students to answer and then pick out the following language points:
1) It is closely related to the music of West Africa.
2) Jazz grew out of blues.
3) Its fans can be seen from Beijing to Boston and all the places in between.
Step 5 Listening
Play the tape for the students to listen and check the pronunciation of the new words and the intonation of the sentences.
Step 6 Post-reading
1. List the music styles on the blackboard.
2. Get the students to compare them with our Chinese folk music and classical music.
Summary and Homework:
1. Briefly summarize the music styles.
2. The students should read the text as fluently as possible and memorize the new words and expressions.
3. Finish off the exercises in Language Power.
Reflection:
The Twelfth Period
Talent Hunt Bulletin Board Unit 5
Teaching Aims:
1. To read the notice and the two responses.
2. To learn how to recommend oneself or somebody else.
3. To learn some new words.
Teaching Important and Difficult Points:
1. The new words and expressions: talent show, recommend, juggle, juggler, dribble, etc.
2. How to recommend oneself or somebody else.
3. Writing a note of recommendation.
Teaching Type:
A reading and writing lesson
Teaching Methods:
1. The reading and comprehending method.
2. The explaining and practising method.
Teaching Aids:
None for this period
Teaching Procedure:
Step 1 Greetings
Greet the whole class as usual.
Step 2 Warm-up
1. Check the homework exercises.
2. Talk about Alanis’ talent for playing the piano.
Step 3 Lead-in
1. Class survey: Who has a talent for some specific things Make a list on the blackboard.
2. Introduce what a TV station does.
Step 4 Reading
1. Read the topic lines. Make sure the students know what to do.
2. Read the two responses and tell which response recommends oneself and which recommends somebody else. What special talent do they have
Step 5 Language Points:
1) The Talent Show is coming in two week’s time.
2) I’d like to recommend Jim Liu to take part in the show.
3) If Jim took part in the show, he would win it for sure.
4) I’m your perfect choice for the Talent Show.
Step 5 Discussion
1. Students work in pairs, and discuss: Who in the class has a special talent on something Would you like to recommend yourself or your classmates
2. Individually, write a note of recommendation. The two responses in our textbook are examples.
3. Read your note and put it on the Bulletin Board with your name on.
Summary and Homework:
1. Give a brief summary of the learning of this lesson.
2. Students are supposed to finish off the exercises in Language Power of this unit.
Records after class: