高中英語(yǔ)新課標(biāo)外研版必修2教案（Module 3　Music the 4th Period）

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1、 Period 4　Writing; Function; Everyday English 整體設(shè)計(jì) 教材分析 This period contains Writing, Function as well as Everyday English. In the writing part, for ordinary classes, first ask the students to read the essay and discuss it. Then lead them to answer the following listed questions concerning music

2、. At last ask the students to write a reply email to Sandra introducing the music they are fond of. If the class is of higher level, you can refer to other options. The second part is Function, which helps the students practice how to express likes as well as dislikes. You can ask the students to r

3、ead the sentences individually or in pairs and pay much attention to what they all mean. Then ask them to describe their own likes and dislikes using the sentence structures listed in the chart. This activity may further help the students consolidate how to express their own emotion fluently and pro

4、ficiently. If the class is good enough, you can have them make up a dialogue with the given sentence structures. The last part needed to be dealt with is Everyday English. You ask the students to complete the first activity individually or in pairs. If possible, you can also let them discuss how th

5、ey listen to music usually. Then have the students read through the three questions listed in the second activity and make sure they understand what they all mean. If they have any difficulty in understanding them, you might as well give some explanations to them. Next, the teacher plays the tape th

6、rough and the students listen carefully to find out the answers to these questions. Later the students listen one more time to take down Exclamatory Sentences as well as Interrogative Sentences. Finally, the students have a discussion. If the class is good enough, add an extension exercise for them

7、to put these expressions into practice. 三維目標(biāo) 1. 知識(shí)與技能 1)Train the students’ writing ability. 2)Train the students’ speaking skills. 3)Develop the students’ communicating skills. 2. 過(guò)程與方法 1)Respond to the partner’s words and express the attitudes. 2)Make the students know how to express thei

8、r likes as well as dislikes. 3)Train the students’ speaking ability by designing some activities applicable to the students. 3. 情感與價(jià)值 1)Try to raise the students’ cooperative awareness in their study by pair work or group work. 2)Instruct the students to study in daily life by using English as a

9、 tool of study. 3)Advocate the students’ interest in the music. 教學(xué)重點(diǎn) 1. Help the students improve their writing skills. 2 / 10 2. Help the students to improve their speaking ability. 3. Help the students make full use of everyday English freely. 教學(xué)難點(diǎn) 1. Lead the students to be active in

10、class. 2. Help the students learn how to express their likes as well as dislikes. 3. Develop the students’ communicating skills by practicing the use of daily expressions. 教學(xué)過(guò)程 →Step 1 Review and Lead-in 1. Check the homework of last period. 2. Show the following phrases on the screen and get

11、 the students into groups of four. Ask each group to work together and make sentences with the offered phrases. If possible, they might as well do this using the past perfect tense and the adverbial clause of time. Give them some time to prepare. When time is up, ask some group representatives to re

12、port their sentences while others listen carefully and decide whether they are correct or not. stop doing sth. 　finish doing sth. 　break up　hear of　split up　be influenced by　in the history of　consist of →Step 2 Writing Option 1 The teacher asks the students to read the short email on P25 individ

13、ually. Make sure they understand it clearly. Then require the students to work in pairs asking and answering the questions. Next, write another essay as a reply to what they have just read with the help of the questions they just answered. Get the students into pairs to compare what they write, find

14、ing out and correcting the mistakes. Finally, some students can report their writing to the whole class. Option 2 Let the students work in pairs. One reads the email, paying special attention to the stress as well as the intonation and the other checks if he reads correctly and fluently. Then exch

15、ange their roles to do this again. Next, read the listed questions and make a short dialogue using them. After this request the students to write a paragraph, if necessary, using some useful expressions as well as conjunctions. Finally, work in groups of four to share their writing and do some corre

16、ctions. Meanwhile, each group chooses the best paragraph and reports it to the whole class. For classes of different levels, you can add some more information about this topic according to the students’ ability. →Step 3 Function Option 1 First the teacher asks the students to read the sentences

17、 individually or in pairs. Make sure they know what they all mean. Then the students compare their answers in pairs. Next, ask them to describe their own likes and dislikes using the sentence structures listed in the chart. This activity may further help the students consolidate how to express their

18、 own emotion fluently and proficiently. If the class is good enough, you can have them make up a dialogue with the given sentence structures. Option 2 First let the students carry out a brainstorming activity to recall as many expressions about likes and dislikes as possible. The teacher can w

19、rite down the expressions they think out or accumulate some expressions like this before class and show them on the screen. Have the whole class read them once more and make sure that they read them correctly and understand what they all mean. If they have any problems, explain them to the class.

20、Then the students can be required to work in groups of four. Each student does a survey about other group members according to the questionnaire given in the textbooks. When they do this, the students must make use of complete sentences to express their likes as well as dislikes such as I love pop m

21、usic greatly. Next, request the students to play a game in groups of four. Every student writes a short paragraph on the basis of the questionnaire to talk about his own ideas but can’t sign his own names. Each group collects the four paragraphs without signs of names and exchange them with other g

22、roups, the members of which read the paragraphs and guess the writers. Finally, have some representatives give a report to the whole class. →Step 4 Everyday English 1. Option 1 Ask the students to complete the first activity individually. If they have difficulty in understanding anyone of them,

23、 they can turn to other students or the teacher for help. Then have the students compare their answers in pairs. Option 2 The teacher just gets the whole class into groups of four to have a discussion on how they listen to music usually, speaking out the advantages as well as disadvantages of the

24、way they listen to music. If time permits, each group organize their ideas to make a dialogue. Finally, some pairs act out their dialogues. 2. The teacher first requires the students to read the three questions listed in the second activity and make sure they understand them clearly. If necessary,

25、you might as well give some explanations to help them. Then the teacher plays the tape through and the students listen carefully to find out the answers to these questions. If possible, take notes of some details concerning the questions. Next, put the whole class into groups of four to compare and

26、share their answers. Time permitting, each group organize what they write down in order and describe what they heard in their own words. Finally, groups exchange their descriptions with other groups. 3. The students listen once again to take down Exclamatory Sentences as well as Interrogative Sente

27、nces. Then the students have a discussion in groups of four on the reason that the two used them. If the class is good enough, add an extension exercise for them to put these expressions into practice. (They can be advised to brainstorm many more occasions to make use of them. ) Tapescript:

28、Tom: Hi, Anna. Anna: Hi, Tom. Tom: What’s that? Anna: It’s my new minidisk player. Tom: Let me have a look. Oh—cool! Anna: Have you got one? Tom: A minidisk player? No way!They’re to expensive. Anna: So, have you got a CD player? Tom: No. I only have cassettes. Anna: Really? You listen t

29、o music on cassettes? Tom: I know, I know. I only have a cassette player at home, and I also have a Walkman. I listen to music on headphones when I’m doing my homework Anna: Do you like listening to music on cassettes? Tom: Not really. I know CDs and minidisks are better, but I can’t afford to

30、buy them. Anna: You can borrow my CD Discman if you like. Tom: Really? ! Anna: Yes. Tom: Are you sure? ! Anna: Yes, of course. Tom: Excellent! →Step 5 Summary and Homework The teacher recalls what the students have learnt in this class. The students first learnt to write a answer to Sandra’

31、email in the writing part. In addition, in the function part, they learned some important and useful expressions concerning not only likes but also dislikes. What’s more, they had some knowledge of the way of listening music. Then assign the homework to the students—remember the useful expressions a

32、s well as some important language points. 板書(shū)設(shè)計(jì) Module 3　Music Period 4 Phrases: all kinds of　 　listen to 　can’t stand sth. /doing sth. afford to do sth. 　offer to do sth. 　be happy with. . . Sentence patterns: What’s your favourite. . . I love. . . I hate. . . 活動(dòng)與探究 Put the studen

33、ts into two big groups, respectively doing a school survey of the likes and dislikes of other students using the sentence patterns learnt in Function. Each group interview at least 50 students. Then have a discussion on the differences between boys and girls in their likes and dislikes. Finally, int

34、roduce the results of their surveys as well as their discussions to the other group. Sex Age Grade Likes Dislikes 備課資料 Classical Joseph Haydn b. 1732 d. 1809 Haydn was the hub of the Classical style. He entered the world of music through his wonderful singing voice as a child

35、. His voice was so good that he was almost castrated to maintain his young voice. But his voice did break and his singing career ended. Haydn moved then into composing music. When Haydn moved to Vienna in 1790, he effectively made Vienna the nexus of the Classical music style. There he taught and me

36、ntored young composers such as Mozart and Beethoven. Wolfgang Amadeus Mozart b. 1756 d. 1791 Mozart was the prince of Classical music. Movies, plays, musicals, and countless books have been written in honor of him. He was the prodigy to end all prodigies. He wrote his first symphony when he was 5.

37、 He toured Europe as a novelty act with his father and sister. But when he grew up, that novelty was gone. Luckily his natural skill with music carried him. A student of Haydn, Mozart blossomed into a top notch opera writer, which was his bread and butter for many years. But a man doesn’t live by br

38、ead and butter alone: his later teaching carrier was not sufficient to support him, and he died a poor man. Ludwig Von Beethoven b. 1770 d. 1827 He was another child prodigy, but not nearly as talented as Mozart as a child. At the age of 14 he was appointed as an assistant teacher and the organist

39、 at Hanover. He received tutoring from both Haydn and Mozart. When he was 19, he was faced with supporting his entire family after his mother’s death. A disturbed, angry person himself, Beethoven’s music was fiery, and emotional. He is credited with bridging the gap between Classical and Romantic st

40、yle music. Romantic Carl Maria von Weber b. 1786 d. 1826 Although his works are in many cases operas, von Weber wrote some of the most romantic music ever written. Again, he came from a musical family and started his career at a very early age. His greatest contribution to music was the standard

41、 arrangement of an orchestra. His grouping of similar instruments at different locations is a method still used today in our modern orchestras. Richard Wagner b. 1813 d. 1883 Wagner, the man, was not a desirable person. Racist, sexist, and violently anti-Semitic(even though Wagner himself was born

42、 into a Jewish family), he was not a very nice guy. But his music was inspired. His opera music is some of the most beautiful ever written. Richard Strauss b. 1864 d. 1949 Richard was born the son of a horn player in Munich. He was trained at the piano and began writing pieces of music called “programs” which were pieces that told stories. His most famous work is probably “Also Sprach Zarathustra” used in the movie “2001: A Space Odyssey. ” 希望對(duì)大家有所幫助，多謝您的瀏覽！