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【原创】M8 Unit 2 The universal language (教案全)  

2013-09-19 08:22:50|  分类: 课件教案 |  标签: |举报 |字号 订阅

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Unit 2 The universal language

Welcome to the unit

The general idea of this period

Four pictures are designed to point out the theme of this unit: music, the universal language. The questions for discussion can improve students’ speaking ability and can arouse students’ interests for music and discussion.

Teaching aim

Let the students get familiar with the topic of music. Encourage the students to practice their spoken English by talking about their favourite kind of music and discussing the pictures.

Teaching important and difficult points

1. Relate the information given in the book to the students’ own experiences and let them get familiar with different kinds of music.

2. Let them talk about music fully and freely.

Teaching aids

A computer and a projector.

Teaching procedures:

Step I. lead-in

T: Hello, everyone. In last unit, we have learned the written world. Surely written language is very important, but do you know the existence of a universal language? Do you know the meaning of universal?

S: …

T: A universal language is a language that can be understood by people all over the world. Can you guess what it is? Can it be Chinese? Why or why not?

S: No….

T: What is the most widely used language in the world? Is it a universal language? Why or why not?

S: No….

You are right. So today we are going to learn something about music, the universal language.

I.                   Discussion.

Do you like music? Why or why not?

How many kinds of music do you know? Can you list some types of music?

What are the common topics of music

Step II. Ask the students to look at the pictures one by one on page 17. Then ask some questions about each picture.

Picture 1

What are the people doing in the picture?

What do you know about jazz?

Do you know any famous jazz musician?

What does jazz music sound like to you?

Picture 2

What are the people doing in this picture?

What is Chinese opera?

What does Chinese opera sound like?

Do you know any famous Chinese opera performers?

Picture 3

What is the girl doing in this picture?

What do you know about the violin?

Do you know any famous violinists?

Picture 4

What is the girl doing in this picture?

What do you know about the piano?

Do you know any famous pianists?

Step III. Enjoy some music and ask the students to tell what kind of music they are.

Step IV. Make up a dialogue.

Make up a dialogue. Ask you partner what kind of music he/she likes best and why he/she likes about it.

Step V. Ask the students to tell a story about a famous musician. If there is no, introduce one to the students.

Step VI. Discussion.

Chinese opera is a kind of music with a long history. But some young Chinese don’t like it at all. Some even think that it is noisy. So what do you think about Chinese opera? How can we make more people interested in Chinese opera?

Step VII. Summary.

Step VIII. Homework.

Preview the reading part.

 

 

Unit 2 Reading

Teaching Aims:

1. Learn and master the words and expressions:

2. Train the students’ reading ability.

3. Get the students to learn about the Turandot..

Teaching Important Points:

1. Learn to use the useful phrases:

2. Train the students’ reading ability.

Teaching Methods:

1. Fast reading to get a general idea of the text.

2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly.

4. Pair or group work to make every student work in class.

Teaching Aids:

The multimedia

Teaching Procedure

Step 1 Greetings

 

Step 2 Lead-in

To start the lesson by asking the students some questions

1. Have you ever seen any of Zhang Yimou’s films? Besides films, what else has Zhang Yimou directed?

2. Have you ever seen the Beijing Opera?

3. Besides the Beijing Opera, have you ever enjoyed other foreign operas?

Ask the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.

Step 3 Reading Strategy

Explain the definition of a review to the students since different types of article have various ways of reading.

1. What’s the definition of a review?

A review is a report or an essay giving some information as well as some opinion or ideas about a book, performance, a painting or something similar.

2. What should we pay attention to while reading a review of an opera?

a. A review of opera usually starts with some background information.

b. The review can five some important such as the actor’s names and finally an evaluation.

c. The review may include lots of very descriptive words that reflect feelings.

Step 4 Fast reading

Ask the student to scan the text to finish the exercises in Part A

1. What is Turandot?

2. Who wrote Turandot?

3. Was the performance indoors or outdoors?

Step 5 Listening and comprehension

Listen to the recording and ask the students to finish the exercises on P 20 Part C1

Step VI Post-reading

In order to have a accurate understanding of the text, ask the students to finish Part D on P 20. And explain some more language points to the students.

Answers:

dedicated; mistake; walk; neck; visitors; positive; journalism; programe

Step IX Homework

Preview the text.

Finish Exercise E on Page 21.

 

Unit 2 Word power

The General Idea of This Period:

In this period, we are going to learn words and expressions related to musical instruments.

Teaching Aims:

1.      Learn to read a passage of something about musical instruments

2.      Enlarge the students’ vocabulary.

Teaching Important Points:

1.      Understand the meanings of words and expressions related to musical instruments.

2.      Master the words in this part and use them freely.

Teaching Difficult Points:

1.       Knowing the main idea of the passage.

2.       Remember some new words about musical instruments.

Teaching Methods:

1.       Practice to get the students to master what they’ve learnt.

2.       Discussion to make every student work in class.

Teaching Aids:

1.       the multimedia

2.       the blackboard

Teaching procedures:

Step 1 Greetings

1.       Greet the whole class as usual.

2.       Check their homework if any.

Step 2 Brainstorming

1.       Do you know how to play the piano/violin/guitar?

2.       Have you ever seen a live concert or a concert on TV? What was it like?

3. What musical instruments are performed in a concert?

4. Do you know any famous orchestras in China or in other places around the world?

 

Step 3 Vocabulary learning

1.      Read the web page in Part A carefully, and add as many instruments as you

can think of into the correct categories.

2.      Read the report and complete Part C individually referring to Parts A and B. We’ll then check the answers.

Suggested answers:

(1) musical instruments

(2) strings           (3) percussion

  (4) jazz drums       (5) woodwind instruments

  (6) keyboards

To check your reading comprehension, I’d like to ask you some questions:

What instruments are in the string section?

What instruments are in the brass section?

What instruments are in the woodwind section?

What instruments are in the percussion section?

Step 4 Vocabulary extension

1.      Up to now we’ve got some knowledge about instruments, and learned several relevant words and expressions. Let’s review them.

Strings section         violins, cellos…

Woodwinds section     trumpets, horns

Brass section          flutes, clarinets

Percussion section     cymbals, bass drums

2.      Please focus on Part D and complete it individually.

 

Unit 2 Grammar and usage

The General Idea of This Period:

In this period, we’ll learn the usage of the ellipsis and then deal with two exercises to consolidate what we have learnt.

Teaching Aim:

Introduce the ellipsis.

Teaching Important Point:

The basic usage of the ellipsis and learn to use it in different situations.

Teaching Difficult Point:

How to help the students learn when to use ellipsis and how to use it correctly.

Teaching Methods:

Teaching and practicing.

Individual or pair work.

Teaching Aid:

Multimedia.

Teaching procedures:

Step1: Introduction to ellipsis

Ellipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.

Step 2: Presentation

Sentences on the blackboard
— How is your cousin today?

         (She is )Much better.

(You) Open the the window, please!

(It) Sounds fine to me.

(It is a ) Pity our teacher couldn’t come.

(Is there) Anything wrong?

(Have you) Found your pencil?

Read these sentences and point put the words that have been left out in each sentence.

Step 3: Instructions

1. Go over Part 1& Part 2

Ellipsis is often used in imperative sentences, in short responses, in infinitive phrases and in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.

Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.

2. More examples

What about some more coffee (for you)?

Why (do you) get so upset?

(It is/was a) Pity you didn’t get the chance.

         If you like(, you can go to play badminton).

         When could I start the work?

         (You may start the work )Whenever you like.

Please pass me one of these oranges, I don’t care which (one you pass me).

Father will come back, but I don’t know when (he will come back).

         What do you think of the opera?

         (I think it is )Wonderful.

         Will we be late?

         I’m afraid we will (be late). / No, we won’t (be late). (Or: I’m afraid not.)

Shirley will go if Rose will (go).

You can ask me questions if (there are) any (questions that) arise.

I can only do it( the way) as( I was )told to (do it in that way).

Unless (I am) invited, I won’t go.

The bridge (which was) built 80 years age broke down last week.

 

Step 4: Practices

1.           Read Part A carefully and find out the words that can be left out.

2.           Read the instructions in Part B and finish the part individually.

3. Do Part C1 and C2 on page109 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.

Step 5: Exercises

1. — Are there any English story books for us students in the library?

   — There are only a few, ___________.

   A. if any B. if there C. if some D. if has

2. — Would you like to go with us?

   — Yes, _____________.

   A. I'd B. I'd like C. I'd like to D. I'd like to do

3. — Would you like to have a try once again?

   — ________________.

A. Yes, I like                B. No, I don’t like it  

C. Yes, I want very much      D. Yes, I’d like to

4. — What do you think made Mary so upset?

   — ___________ her bicycle.

   A. As she lost    B. Lost     C. Losing     D. Because of losing

5. — When did they get down to the job?

   — _______________.

   A. Until they left            B. Till they arrived

   C. Since they finished it     D. Not until they turned to me

6. — Are you angry?

   — Yes. He should at least answer when _____________.

   A. speaking       B. spoken to     C. spoken     D. speaking to

7. Be careful while _________ the street.

   A. to cross       B. crossing      C. he crosses   D. being cross

8. _______ us for a dinner, don’t you?

   A. Don’t you join    B. Join     C. Have to join    D. Let’s join

9. I promise we’ll be there at 6, _________.

  A. rainy or shine          B. rains or shining

  C. rain or shine           D. rain or shining

10. In the car accident the child was hurt, but ___________.

   A. the mother is killed       B. the mother killed

   C. the mother being killed    D. the mother has killed

11. __________ I don’t remember where I met him.

   A. Fact is which      B. what the fact is that

   C. The fact is what    D. Fact is

12. He raised his hand __________ silence.

   A. as if to command       B. as though he going to command

   C. as though to command   D. as of he commanding

13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.

   A. was     B. he was     C. although     D. who he was

14. We are to install this instrument ____________.

   A. as originally planned       B. as it originally planned

   C. as was originally planned    D. as it being originally planned

15. __________, people and objects are presented in a flat, often angular, abstract manner in Jacob

   Lawrence’s paintings.

   A. Always able to recognize      B. The ability to recognize always

   C. While always recognizable     D. Always can be recognized

Answers:

1-5 ACDCD  6-10 BBBCB  11-15 DCCAC

 

Unit 2 Task 

Making an exhibition board about a composer

Teaching Aims:

To train the students’ ability of listening and writing.

To master the skills in the writing of the life story of a composer

To practise writing the life story of a composer

Teaching procedure:

Step 1 Review the last period of the unit   

Skills building 1: listening for facts about people

When we are listening for facts about people, there are certain things we need to listen for. These includes:

1. date when they were born and died

e.g. He/She was born/died on 26 May 1962.

2. places where they were born or died. These might be or countries.

e.g. He/She was born in London, England.

3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.

e.g. He married Jane in Paris in 1999.

4. information about why they did something and who or what influenced them.

e.g. He wrote this opera because he liked East Asia.

Step 1 taking notes on famous composers

Step 2 Listening

While listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.

Step 3 Table fill-in

In this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check their answers by presentation.

Skills building 2: finding out about people’s lives

Sometimes you need to find out about people’s lives. You can start by asking the following questions.

Which city/country was he/she born in?

When was he/she born?

What instruments did he/she play?

When was …written?

When did he/she die?

Where did he/she die?

Did he/she have brothers/sisters? What were their names?

When did he/she get married?

Who did he/she marry?

Can you tell me any other information about him/her?

Is there anything else you can tell me about him/her?

Step 2 asking for further information

In this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.

Skills building 3: writing someone’s life story

When writing someone’s life story on an exhibition board, you need to:

1. Start with his/her name as a little with the dates of his/her birth and death underneath.

2. Perhaps use a timeline to illustrate what the person did in his/her life.

3. Write the information in the order that it happened.

4. Include pictures to make it attractive.

Step 3: writing the life story of a composer

In this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and then write someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.

Step 4   Homework

 

Unit 2 The universal language

Project

The general idea of this period

The project in this unit is designed to help students practice and use English by completing a project.

Teaching aim

Help students use what they have learnt to finish a project by working together.

Teaching important and difficult points

1. Help the students understand the text to collect as much information as they can.

2. Ask the students to have a discussion about which singer or band they will focus on, what they will include in the project and how they can organize their webpage.

Teaching aids

A computer and a projector.

Teaching procedures:

Step I. Dictation.

Step II. Lead-in

In this unit, we have discussed different kinds of music. So today let’s have a closer look at the history and development of pop music.

Step III First reading

Ask the students to read the article “From the blues to pop” and then answer the questions.

What is this text mainly about?

It is about the history and development of pop music.

How many periods can pop music be divided into according to the writer?

Five periods. Early jazz, R&B, rock and roll, and 1960s pop music.

Step IV. Second reading

Read different parts of the text on by one.

Early jazz

What was the most important instruments used in jazz?

The trumpet is one of the most important instrument used in jazz

Who is considered as one of the founding fathers of jazz?

Louis Armstrong

Complete the outline of this part

Jazz began in the USA.

It came from the folk songs of American black slaves.

Louis Armstrong is seen as one of the founding fathers of jazz.

From R&B to rock and roll

Find out the events that are related to the following time periods

?         From the early 1930s to the early

  1950s

   traditional jazz went into a gradual  

   decline, and was replace by rhythm

   and blues, or R&B

· During the 1950s

One particular style of  R & B

became popular — rock and roll.

?         In the 1920s

 Big Joe Turner started out performing

 jazz.

 In the 1940s

 turn to R&B

?         In 1954

  Elvis Presley made his first music

  record for Philips

 

1960s pop music

Which band was the most successful rock and roll band of the 1960s?

The Beatles.

What is “Beatlemania”?

The phenomenon that masses of fans of the Beatles welcome this band at the airport.

The outline of this part

                The Beatles were the most popular rock and roll band of the 1960s.

                The Beatles helped make Western pop music popular around the world.

                Wherever the Beatles went, large numbers of fans would welcome them.

Step V Finish exercises B1 and B2 on the page 109

Step VI Discussion.

Work in groups to discuss how to research and what to research about a singer or a band and then answer the questions in part B.

Step VII Homework

Each group should choose a singer or a band to research and then divide the work among group members. Each group member will be responsible for searching for some information. Use the information collected to make a webpage after class and present them to the class on the display wall.

 

 

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