Unit 5 Music
Discovering Useful Structure
【教学目标】
1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.
2. Strengthen students’ great interest in grammar learning.
3. Instruct students to express their ideas with this grammar correctly.
【教学重难点】
How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.
【教学过程】
Step 1 Lead-in
Give some messages and ask students to guess who she is.
英语过去分词的句子。
Step 2: Presentation
过去分词作表语
介绍过去分词在做表语的几种形式以及应用。
1．过去分词可放在连系动词be, get, feel, remain, seem, look, become等之后作表语，表示主语所处的状态
常见的这种过去分词有:be interested, be surprised, be astonished, be amazed, be moved, be exhausted, be worried, be devoted, be pleased, be inspired, be encouraged, be excited, be delighted, be satisfied, be scared, be inspired, be encouraged, be excited…
例如：Tom was astonished to see a snake moving across the floor.
汤姆很惊讶地看到一条蛇正爬过地板。
2．过去分词作表语时与被动语态的区别
过去分词作表语时，强调主语所处的状态；而动词的被动语态表示主语是动作的承受者，强调动作。
例如：The library is now closed. (状态)
图书馆现在关闭了。
3．感觉类及物动词的现在分词与过去分词作表语的区别
过去分词作表语多表示人自身的感受或事物自身的状态，常译作“感到……的”；现在分词多表示事物具有的特性，常译作“令人……的”。
例如：We were amazed at what he said at the meeting.
我们对他在会上讲的话很是惊讶。
过去分词作状语
介绍过去分词在做状语的几种形式以及应用。
1．过去分词作时间状语
过去分词作时间状语时，相当于时间状语从句。可在过去分词前加上连词“when, while, until”等，使其时间意义更明确。
例如：When it is looked at from a distance, the painting seems much more beautiful.
当从远处看时，这幅画似乎更美了。
2．过去分词作原因状语
过去分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。
例如：Because I was worried about the exam, I was unsettled in these days.
由于担心考试，我这几天感到不安。
3．过去分词作条件状语
过去分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。
例如：If they are grown in rich soil, these seeds can grow fast.
如果种在肥沃的土壤里，这些种子能长得很快。
4．过去分词作让步状语
过去分词作让步状语时，相当于一个以though/although引导的让步状语从句。
例如：Though he was encouraged by his parents, he still has no confidence in overcoming the teaching difficult points.
尽管受到了父母的鼓励，他仍然没有信心克服困难。
5．过去分词作方式/伴随状语
过去分词作方式或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。
例如：The patient got off the bed, and he was supported by the nurse.
那个病人在护士的搀扶下下了床。
过去分词与现在分词作状语的区别，给出口诀。
过去分词与句子的主语之间存在逻辑上的动宾关系，即表示被动；现在分词与句子的主语之间存在逻辑上的主谓关系，即表示主动。
分词作状语记忆口诀
分词作状语，主语是问题。
前后两动作，共用一主语。
主语找出后，再来判关系。
主动用-ing，被动用-ed。
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Unit 5 Music
Listening and Speaking
【教学目标】
1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.
2. Develop students’ sense of cooperative learning and individual thinking capability.
3. Develop students’ different listening skills to solve different listening comprehensive problems.
4. Help students to understand how to use the structures “past participle as adverbial”.
【教学重难点】
Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.
【教学过程】
Step 1 Lead in
The teacher is advised to talk with their students about music.
Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.
Which type is your favorite? How does it make you feel? Share your ideas with partners.
I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…
I like classical music. It makes me feel full of energy and happy.
Step 2: Prediction
After their small talk, the teacher can move on by finishing the following task:
See the pictures and give the correct answers.
1. What are the people doing in the picture below?
2. Match the pictures with the correct types of music.
A. Chinese traditional
B. classical
C. country music
D. hip-hop
1_______________
2_______________
3_______________
4_______________
Step 3: Summary of the main idea
Listening
I. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.
A star has come out to tell me
1.___________________ to go
But deep in the dark-green shadows
Are voices that urge me to stay
So I pause and I wait and I listen
For one more sound for one more lovely thing
2.___________________ might say…
The hills are alive with the sound of music
With songs they have sung 3.__________________
The hills fill my heart with the sound of music
My heart 4.__________________ every song it hears
My heart wants to beat like the wings of the birds that rise from the lake to the trees
My heart wants to sigh like the chime that flies from a church on a breeze
To laugh like a brook 5.__________________ and falls over stones in its way
To sing through the night like a lark who is 6._____________
I go to the hills when my heart is lonely
I know I will hear what I’ve heard before
My heart will 7.______________ the sound of music
And I’ll sing once more
II. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.
1. A: Country music touches my heart.
B: So you like music that’s _______of _______?
2. A: When I listen to hip-hop, I just have to move!
B: So it makes you want to _______?
3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.
B: So to you, it’s _______ and _______?
Learning new words
List the new words in the lesson, tell students the meaning of these words and give some examples.
News words: classical, energy, soul…
Talking project
Guide students to do speaking practice.
I. Talk in pairs. Interview each other about music. Use the picture below for ideas.
A: What kind of music do you like?
B: I like techno music.
A: What makes it so special to you?
B: I like to listen to it when l exercise. It gives me energy.
II. Work in pairs or groups and role play a conversation.
Suppose you are a reporter and interviewing the students who about music.
I like to…
Chinese traditional song/classical music/hip-hop music/country music…
Listen to/play/sing…
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Unit 5 Music
Listening and Talking
【教学目标】
1. Instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival.
2. Develop students’ different listening skills to solve different listening comprehensive problems.
3. Help students to understand and talk about preference.
【教学重难点】
1. Listen to people who discuss their music festival.
2. Grasp some listening skills and the rules of pronunciation.
【教学过程】
Step 1 Lead in
The teacher is advised to talk with their students about music festival.
Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.
What would you like to do in the music festival? Share your ideas with partner.
Step 2: Summary of the main idea
Listening
Let students listen the announcement and answer the questions.
What kind of songs will Grace Davis sing at the festival?
Who can try out as a performer?
What can those who think they do not have musical talent do?
How can students volunteer to take part?
Learning new words
List news words: equipment, talent, assume, in addition (to sb./sth.) and give some examples.
It is generally ___________ (assume) that stress is caused by too much work.
He had a gift ___________ music when he was just 6 years old, so we all consider him to be a ___________ (talent) musician.
He a ________ (equip) himself with a street plan.
他随身带着一张街道平面图。
Talking project
I. Talk about preferences of music festival in pairs.
Would you prefer doing…?
What would you prefer to do?
Would you rather do … or …?
I'd prefer … to …
I'd rather have … than …
II. Work in groups. Role-play the conversation. (教材P55 No.3)
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Unit 5 Music
Reading for writing
【教学目标】
1. Get students to have a good understanding of what a speech is and how to write a speech.
2. Enable students to use some writing skills flexibly.
3. Develop student’s writing and cooperating abilities.
【教学重难点】
1. Guide students to how to write a speech.
2. Guide students to properly use rhetoric in a speech.
【教学过程】
Step 1 Lead-in
Discuss with student what a speech is.
Step 2: Learning new words
The teacher lists new words and examples for students, and guide students to do some exercises.
New words: relief, satisfaction, various, rhetorical, metaphor…
New words Practice
From the ___________ smile on her face, we can see the performance was ___________. (satisfy)
It is a great relief ___________ (know) you are out of danger.
Step 3: Learning key phases
The teacher lists key phases and examples for students, and guide students to do some exercise.
Key phases: set sth. up, try out, from (then) on , get through
Step 4: Learning sentence patterns
The teacher guides students to learn some special sentence patterns.
1. It is an honour to do sth.
2. be＋adj.＋to do 结构
3. have sb. do sth.让某人做某事
Step 5: Reading
The teacher is expected to ask students to read Sarah’s speech and then request students to solve the task below.
Grasp the main idea of each paragraph.
(1)Paragraph 1: Introduce herself and the topic of the speech.
(2)Paragraph 2: Sara’s personal experience.
(3)Paragraph 3: How music helps her get through difficult time
(4)Paragraph 4: Sara’s advice to others
Step 6 Writing
1. The teacher shows students the structure of a speech.
2. List some excellent sentences.
3. Guide students how to write a speech.
Step 7 Homework:
Good morning, everyone,
I’m Li Hua from Xingguang Middle School. The topic of my speech is “Let’s Ride Bicycles”.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Thank you!
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Unit 5 Music
Reading and Thinking
【教学目标】
1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.
2. Enable students to understand the main information and text structure of the reading text.
3. Enable students to understand past participle as adverbial.
【教学重难点】
1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.
2. To talk about the advantages and disadvantages of being a member of virtual choir.
3. Lead students to understand past participle as adverbial;
【教学过程】
Step 1 Prediction
Ask students the question.
How can computers and the Internet help us experience music differently?
Step 2: Learning new words
Learn words: perform, enable, prove, award, and fall in love with…
New words practice
In order to have a good _______________ (perform), I have made good preparations for it．
At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．
Step 3: Learning sentence patterns
Introduce the sentence patterns in the lesson and give some examples and explanation
1. as 引导定语从句，意为“正如，正像”
2. 过去分词(短语)作状语
as引导定语从句的常用句式有：
as is known to all 众所周知
as we all know 我们都知道
as we can see 正如我们所看到的
as is reported 正如报道的
as is often the case 这是常有的事
as is mentioned above 如上所述
Step 4: Fast reading tasks
Guide student to read the article quickly, teach some reading skills and do some exercises.
Task of the first fast reading:
Read quickly and figure out the key words of each paragraph.
Paragraph 1: enable
Paragraph 2: award
Paragraph 3: performance
Task of the second fast reading:
1. What is mainly discussed in this passage?
2. Which paragraph mentions background information about the virtual choir?
3. Which paragraph mentions the conclusion of the virtual choir?
Step 5: Careful reading tasks
Guide student to read the article carefully and do some exercises.
1. What is the attitude towards the virtual choir?
2. Why does the virtual choir prove to be a good influence on the lives of many people?
3. If you want to take part in a virtual choir, you need….
Step 6: Study reading tasks
Analyze two difficult sentences in the text.
1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．
2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．
Step 7 Homework:
Review what we have learned and find out the key language points in the text.
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