高中英語新課標(biāo)外研版必修2教案（Module 3　Music the 3rd Period）

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1、 Period 3　Listening and Vocabulary; Pronunciation 整體設(shè)計(jì) 教材分析 In this period two parts will be dealt with. In Listening and Vocabulary part, first arouse the students to brainstorm some background knowledge about the Beatles. Then the teacher leads the students to learn some words which will appea

2、r in the interview in the way of answering the questions. Make sure the students know what they mean. And then ask the students to listen to the tape and complete the third activity. Furthermore, in order to help them know more details about the Beatles, let them listen once more and make some notes

3、 about songs as well as albums the band produced. If the students have any difficulty in understanding the interview, they can listen more times. Finally, have the students work in pairs or groups asking and answering questions to get rid of the difficult points they met during the course of listeni

4、ng. The second part is Pronunciation, which is an extension of the listening part and the vocabulary part and helps the students improve their listening ability. First ask the students to listen to the answers to Grammar 2 activity 4 carefully, paying attention to the intonation. Then listen to the

5、 tape again and check if they are correct. Next, do more practice by reading the sentences aloud with the correct intonation. 三維目標(biāo) 1. 知識與技能 1)Train the students’ listening ability. 2)Develop the students’ speaking ability. 3)Words: album　ballad　catchy　complex　influence　lyrics　solo　artist　tune

6、 4)Phrases: hear of　split up　be influenced by　in the history of　consist of　stop doing sth. 　finish doing sth. 　break up 2. 過程與方法 1)Make the students know how to grasp important information through listening activities. 2)Make the students catch some details of the listening material. 3)Make th

7、e students master the correct intonation while reading. 4)Individual work, pair work as well as group work to get every student to participate in class. 3. 情感與價(jià)值 1)Make it fun to grasp knowledge by listening. 2)Have the students enjoy knowing more about the Beatles. 3)Try to raise the students’

8、 cooperative awareness in their study by pair work or group work. 教學(xué)重點(diǎn) 1. Learn to research by cooperation. 2. Learn to catch necessary information when listening. 1 / 14 教學(xué)難點(diǎn) 1. Lead the students to take an active part in class. 2. Learn to make use of correct intonations while reading

9、 and speaking. 3. How to make the students master some listening skills. 教學(xué)過程 →Step 1 Review and Lead-in Check the students’ homework by asking them to work in pairs and compare their answers. Then show the correct answers on the screen for the students to refer to. If necessary, give some expl

10、anations to help make them much clearer about some difficult points. →Step 2 Listening 1. Background knowledge (Show the following questions on the screen. ) 1)Do you know the word “band”? 2)Does the word “band” mean one person or more than one? 3)Can you name some of the famous bands? 4)Wh

11、at is your favourite band? Say why? The teacher puts the whole class into groups of four to discuss the above questions and work out the answers. Then compare their answers with other groups. Next, the students refer to the correct answers shown on the screen. Later, the teacher asks the whole cla

12、ss to look through and observe the above pictures. Finally, have the students brainstorm as much information about this world-famous musical band as possible with the help of the questions listed in the first activity on P26. 2. Vocabulary Option 1 Ask the students to read the listed words as w

13、ell as questions in activity two on P26 individually and try to understand what they all mean. Then ask some students to read them out and others check if they are correct. Next, let them answer the questions by themselves. If they come across any problems in their understanding, they can turn to th

14、e teacher, other students or a dictionary for help. Finally, have the students refer to the correct answers shown on the screen after they compare their answers in pairs. Option 2 Hold a competition. The teacher writes any word in the table on the blackboard or shows them on the screen for the stu

15、dents to read. The competition rules are as follows: When a word is given, the students who know it raise their hands. The one that does this first reads the word and give its Chinese meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she

16、gets zero and another one can read and explain it again. Each student has only one chance to read the same word. The guy who gets the most grades will be the final winner. After they know what the words mean, the teacher reads the questions one by one while the whole class give the answers. Option

17、 3 Read the listed words out and let the students follow you. Meanwhile, make them pay attention to the stress of them. Put the students into pairs to practice reading them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to rep

18、eat this. Suggested answers: 1)They remember it. 　　　　　　　　　　　　4)More than one. 2)The words. 5)They like them. 3)Difficult. 6)No, they don’t. 3. While-listening 1)Option 1 The teacher asks the students to listen carefully for the first time and try to catch the main idea of the

19、record. Then, let them look through the sentences in the third activity quickly and understand their meanings completely. Later the students listen a second time to decide whether the sentences they just read are true or false. Finally, in order to make the students confirm their answers are correct

20、, you can let them listen once more. Suggested answers: (1)T　(2)F　(3)T　(4)T　(5)T Option 2 (Show the following questions on the screen. ) The Beatles were born in Liverpool in the north of England. During the early 1960s, the Beatles were　1)　by American rock singers. They had their first hit in

21、 1962 with a　2)　song called Love Me Do. During the mid-1960s, the Beatles gave rock music a new direction. Meanwhile, they sang some serious songs, 　3)　 as well as 　4)　songs. By the late 1960s, the 　5)　 and the 　6)　 had become more interesting. After they had finished recording Let It Be, they 　7)　

22、. After the group had broken up, all the Beatles performed as 　8)　 artists or started other bands. First the students predict what the record is mainly about. Then ask them to listen to the tape carefully to get the main idea of the record and check if their prediction is correct. Exchange their ma

23、in ideas with others. Next, play the tape one more time and the students listen carefully to catch some details. Meanwhile, they need to fill in the blanks. Later the students work in pairs to compare their answers. At last the teacher shows the correct answers on the screen for the students to refe

24、r to or just call back answers from the class. Suggested answers: 1)influenced　2)catchy　3)ballads　4)complex　5)tunes　6)lyrics　7)split up　8)solo Option 3 (Show the following questions on the screen. ) 1)Who wrote most of the songs? 2)When did they have their first hit? 3)When did they tour

25、 the United States? 4)What was their last album? 5)What did they do after the group had broken up? 6)When and where did John Lennon and George Harrison separately die? The students are required to read them through and understand them. Then let them listen to the tape and find out the answers t

26、o the questions. Ask some students to report their answers to the class. Finally, check their answers according to the correct ones. Suggested answers: 1)Lennon and McCartney. 2)In 1962. 3)In 1964 after they had become stars in their own country. 4)Let It Be. 5)After the group had broken up,

27、 all the Beatles performed as solo artists or started other bands. 6)John Lennon died in New York in 1980 while George Harrison died in 2001. 2)First, the teacher puts the students into four big groups. Each one is required to make notes about one special songs or album mentioned in the fourth act

28、ivity. Then the teacher plays the tape through one more time while the student listen carefully to catch as many details about these songs and albums as they can. Next, each group has a discussion and collects the necessary information that members got, organising them in order. Finally, the teacher

29、 asks representatives of each group to report their results to the whole class. You might as well encourage them to give different opinions. Suggested answers: Nowhere Man: serious Yesterday: ballad Strawberry Fields Forever: complex Let It Be: last album. Tapescript: The Beatles were th

30、e most successful band in the history of popular music. The band consisted of John Lennon, Paul McCartney, George Harrison and Ringo Start. Starr played drums, the other three played guitar. Lennon and McCartney wrote most of the songs all the Beatles were born in Liverpool in the north of England.

31、 During the early 1960s, the Beatles were influenced by American rock singers, such as Chuck Berry and Elvis Presley. They had their first hit in 1962 with a catchy song called Love Me Do(1962). In 1964, after they had become stars in their own country, the Beatles toured the United States and were

32、a huge success. During the mid-1960s, the Beatles were one of the bands which gave rock music a new direction. Some of their songs were quite serious, such as Nowhere Man; there were ballads such as Yesterday and more complex songs such as Strawberry Fields Forever. By the late 1960s, their mu

33、sic had changed completely. They had stopped writing simple songs with catchy tunes. The tunes and the lyrics had become more interesting and they had begun to use new instruments, too. For example, after visiting India, they started using Indian instruments. Some of their albums changed pop music

34、completely. Their last album was Let It Be in 1970. After they had finished recording Let It Be, they split up. By the time they stopped working together, they had sold more albums than any other band in history. After the group had broken up, all the Beatles performed as solo artists or started ot

35、her bands. John Lennon died in New York in 1980, George Harrison died in 2001. →Step 3 Pronunciation First let the students work in pairs and read through the sentences in Grammar 2 activity 4. Meanwhile, markwhen they think the voice should rise andwhen it should fall. Then the students listen

36、to the tape and check whether their marks are correct. If not, correct them. In order to consolidate what they just learnt, ask the students to read the sentences once again and pay special attention to the intonation. Or you can choose some other sentences and have the students read them and markas

37、 well aswhere necessary. Suggested answers: 1)Unfortunately, he arrived at the showafter I had left. 2)By the time we arrived at the stadium, the band had begun playing. 3)Fortunately, the power cut happenedafter the fans had left the stadium. 4)Before he made his latest album, he had recorded

38、some songs with Paul McCartney. →Step 4 Relative Language Points in This Period 1. complex adj. 合成的，復(fù)雜的，綜合的，難解的 n. 復(fù)雜，合成物 a complex sentence復(fù)合句 a complex number(數(shù))復(fù)數(shù) a complex situation錯(cuò)綜復(fù)雜的形勢 a complex argument/problem/subject復(fù)雜難懂的論證/問題/科目 a laboratory complex綜合實(shí)驗(yàn)室 a sports complex綜合體

39、育館 have a complex about sth. 對……過分敏感或擔(dān)憂 a complex of. . . 很多復(fù)雜的…… There is a complex network of roads round the city. 城市周圍有復(fù)雜的公路網(wǎng)。 Mental illness is by its nature very complex. 從本質(zhì)上來說，精神病是非常復(fù)雜的。 They are building a vast new shopping complex in the town. 他們正在城里建設(shè)一個(gè)大型綜合商業(yè)區(qū)。 2. influence n. 影

40、響，作用，勢力; vt. 影響，感化 a far-reaching influence 深遠(yuǎn)的影響?yīng)? through the influence of靠……的力量 have an influence on. . . 對……有影響?yīng)? exert an influence on. . . 對……施加影響?yīng)? come under the influence of開始受……影響 It is clear that television has a strong influence on people. 很明顯電視對人們有強(qiáng)烈的影響。 The influence of climate o

41、n crops is self-evident. 氣候?qū)r(nóng)作物的影響是不證自明的。 He was influenced by Michelangelo later on. 他后來受到米開朗其羅的影響。 Africa’s climate is strongly influenced by the continent’s position on the globe. 非洲的氣候受到它在地球上的位置的強(qiáng)烈的影響。 →Step 5 Summary and Homework The teacher recalls what the students learnt in this class

42、. The students first learnt how to read some words and understood what they mean. Then they got to know more about the Beatles through listening. Next, they practiced how to read sentences with the correct intonation. Later they learnt some useful and important words and phrases. In the end, assign

43、the homework to the students—review what they learnt this class and preview the new lesson. 板書設(shè)計(jì) Module 3　Music Period 3 Words: album　ballad　catchy　complex　influence　lyrics　solo　artist　tune Phrases: hear of　split up　be influenced by　 in the history of　consist of　 stop doing sth. 　finis

44、h doing sth. 　break up 活動與探究 Ask the students to work in groups of four and discuss which way can improve their reading ability and skills most. Every group member first gives his opinion and idea according to what he usually does while reading. Then discuss them with other group members to form

45、 the most effective way of their group. Finally, each group gives a report to the whole class. 備課資料 How to improve the students’ intonation Intonation is crucial for communication. It’s also a largely unconscious mechanism, and as such, a complex aspect of pronunciation. It’s no surprise th

46、at many teachers don’t feel confident about tackling it in the classroom. When teaching grammar or lexis, we find ways of making the language accessible to our learners. How then to do this with intonation? What is intonation? Why teach intonation? Can I improve my own awareness of intonation?

47、How I help my students: Awareness-raising Some techniques I find useful for raising learners’ awareness of intonation: Provide learners with models—don’t be afraid to exaggerate your intonation. Let students compare two examples of the same phrase. Ask students to have a 2-minute conversation

48、 in pairs as ‘robots’(elicit the word using a picture if necessary), i. e. with no intonation. When they then go back to speaking ‘normally’, point out that the difference is made by intonation—this is what gives movement to our voices. Get students to imitate my intonation, but without words, just

49、 humming. Intonation doesn’t exist in isolation. So it makes sense to approach it together with other factors. Intonation and grammar Where patterns associating intonation and grammar are predictable, I highlight these to my students. I see these as starting-points, rather than rules. Some examp

50、les are: Wh-word questions: falling intonation Yes/No questions: rising Statements: falling Question-Tags: ‘chat’-falling; ‘check’-rising Lists: rising, rising, rising, falling When practicing these constructions, I include activities focusing specifically on intonation. For example, Questio

51、n-Tags: Students in groups are assigned jobs to mime to each other. Students make notes about what they think each person’s job is. They then have to check they’ve understood the jobs: Students use rising/falling intonation question-tags depending how sure they are: ‘You’re a pilot, aren’t you? ’.

52、At the end, students confirm their jobs. Intonation and attitude It’s important that students are aware of the strong link between intonation and attitude, even if it ’s difficult to provide rules here. The first thing is for learners to recognise the effect of intonation changes. I say the

53、word ‘bananas’—firstly with an ‘interested’ intonation(varied tone); then ‘uninterested’(flat). Students identify the two and describe the difference. We then brainstorm attitudes, such as ‘enthusiastic’‘bored’‘surprised’‘relieved’. I say ‘bananas’ for these. Students then do the same in pairs, gues

54、sing each other’s attitude. This can be developed by asking students to ‘greet’ everybody with a particular attitude. At the end, the class identify each person’s attitude. For younger learners, I use ‘Mr Men’ characters(Miss Happy, Mr Grumpy, Miss Frightened, etc. ). Each student is allocated a ch

55、aracter and, as above, they greet the class with that character’s voice. Intonation and discourse Learners’ also need awareness of intonation in longer stretches of language. Here, we can give our learners clearer guidelines: ‘new’ information=fall tone; ‘shared’ knowledge=‘fall-rise’. A simple

56、 shopping dialogue demonstrates this: SK: Can I help you? C: I’d like a chocolate(fall)ice-cream. SK: One chocolate(fall-rise)ice-cream. Anything else? C: One strawberry(fall)ice-cream. SK: One chocolate(fall), one strawberry(fall). Anything else? C: Yes. One chocolate(fall), one strawberr

57、y(fall), and one vanilla(fall-rise). Higher level students can identify the‘new’/‘shared’ information, and then practice reading accordingly. With lower level students, we memorise the dialogue together. Although I don’t refer to intonation directly, I use my hands to indicate it(fall=hand pointing down; fall-rise=down then up). Students then prepare their own dialogues. I’ve found my learners pick up these patterns very quickly. 希望對大家有所幫助，多謝您的瀏覽！