英語教案－unit 11 the sound around us
teaching plan for unit 11
the sounds of the world
this unit mainly talks about different kinds of music with the title the sounds of the world.
1. teaching aims and demands
類 別 | 課程標準要求掌握的項目 |
話 題 | 1) talk about different kinds of music 2) discuss characteristics of different kinds of music and differences between them 3) write a comparison essay |
功 能 | giving advice and making suggestions you’d better (not)… you should/ought to… you need (to) … shall we…? let’s… what/how about…? why not…? why don’t you…? i think … i am sure (that)… maybe you could… |
詞匯 | suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant |
in common turn into | |
語法 | the passive voice in different tenses 1) 一般現(xiàn)在時（am\is\are done） our monitor keeps the key to the classroom.→the key to the classroom is kept by our monitor. 2) 一般過去時（was\were done） ricky martin performed the song of the 1998 world cup. →the song of the 1998 world cup was performed by ricky martin. 3) 現(xiàn)在進行時（am\is\are being done） everyone in the country is singing the beautiful song. →the beautiful song is being sung by everyone in the country. 4) 過去進行時（was\were being done） smith was weighing the baby elephant. →the baby elephant was being weighed by smith. 5) 一般將來時（will be done） the famous band will give a performance in the capital concert hall. →a performance will be given by the famous band in the capital concert hall. 6) 過去將來時（would be done） he knew that they would invite him to perform in the new year’s concert. →he knew that he would be invited to perform in the new year’s concert. 7) 現(xiàn)在完成時（have\has been done） they have picked out the top ten pop songs → the top ten pop songs have been picked out. 8) 過去完成時（had been done） the headmaster had given the boy a golden pen. → the boy had been given a golden pen by the headmaster. |
2. 教學內(nèi)容分析
本單元的中心話題是“音樂”。語言技能和語言知識幾乎都圍繞“音樂”這一中心話題設計的。由熱身、聽力、口語、讀前、閱讀、讀后、語言學習、綜合技能、學習建議、復習要點等十個部分組成。
“熱身”(warming up)部分提供了地圖，然后聽音樂，要求學生明白所聽音樂來自哪里，并展開討論。這部分的目的是呈現(xiàn)本單元的中心話題——音樂，幫助學生在大腦中形成一個有關“音樂”的信息包，并復習或學習有關音樂的詞和句型。
“聽力”(listening)部分提供了三首歌曲，要求學生通過聽弄清歌名，歌詞大意并對這些歌曲談感受。
“口語”(speaking)部分提供了joe和susan之間的對話。peter的生日就要到了，joe想送peter生日禮物，于是征求susan的意見，從而引出了asking and giving advice.整個活動以說為主，同時涉及了聽、讀、寫的技能。這一設計訓練學生在比較真實情景中口頭表達的能力和豐富他們asking and giving advice的句型。
“讀前”(pre-reading)提供了有關“音樂”話題的四個問題。引導學生為下一不“閱讀”作好思想準備。
“閱讀”(reading)部分介紹了一些有趣的音樂風格，如blues\hip-hop\rap\latin music等。
“讀后”(post-reading)部分分兩塊。第一塊要求學生在小組里討論四個問題，其中前兩個問題是針對文章的理解，評價學生對文章理解的程度；第三個問題要求學生結合文章談論自己的看法；第四個問題是開發(fā)性的，目的在于培養(yǎng)學生的思辯能力。第二塊要求學生根據(jù)課文對所設計的六個句子先判斷正誤，然后加以改正。
“語言學習”(language study)分詞匯和語法兩部分。判斷一個人詞匯量的大小，應該看兩個方面，一個是外在數(shù)量，即單詞的個數(shù)；另一個是內(nèi)在數(shù)量，即單詞詞義的個數(shù)。本教材與舊教材相比，大大重視單詞詞義的個數(shù)，本單元講解了四個詞匯：beat\pick\rock\style,每個詞都講解了三個用法。語法部分是各種時態(tài)的主動語態(tài)和被動語態(tài)的轉換。
“綜合技能”(integrating skills)提供了一篇北京師范大學2001級學生曹向前同學寫的文章（經(jīng)過改寫）pop versus rock。文中著重闡述了pop songs 和rock songs之間的區(qū)別。通過對這篇文章的學習，要求學生寫一篇題為traditional chinese music vs modern chinese music的文章。
“學習建議”（tips）部分提供了有關話題“音樂”的總結性語言。
“復習要點”(checkpoint)部分簡要地總結了本單元的語法要點——the passive voice in different tenses,并且設計了練習，幫助學生自評。同時通過兩個問題引導學生對本單元所學的詞匯作一次小結。
3. teaching procedures:
this unit consists of 10 parts: warming up\listening\speaking\pre-reading\reading\post-reading \ language study \ integrating skills \ tips\ and checkpoints. i plan to cover this unit in 6 periods. period one: warming up and listening \ period two: speaking \ period three: pre-reading reading and post-reading \ period four:post-reading and word-study \period five: grammar\ period six: integrating skills
4. 教學評估(assessment)
1) 自我評估(self-assessment)（了解學生對本單元的學習情況）
要求學生自我評估可以提高學生學習的主動性和積極性，促進學生對自己的學習進行反思，并能幫助學生掌握評估技術，增加教師的評估信息。通過自我評估，學生可設定目標，并更清楚地認識到自己的優(yōu)勢與不足。
設計本單元的自我評價：根據(jù)自己的實際情況回答下列問題，并存入個人學習檔案：
(1) what is the most important thing you learned in this unit?
(2) what do you think you did best in this unit?
(3) what do you find the most difficult in this unit?
(4) where do you see the most improvement?
(5) where do you need to work harder?
2) 同伴評估(peer-assessment)（了解學生的學習情感、策略）
溝通技能和合作技能在同伴評估中十分重要。同學間彼此信任和真誠的互相評估需要長時間來培養(yǎng)。但是同伴評估可以通過簡單的活動來實施。例如：如果一個小組要完成一項任務，組中每個成員都要做出貢獻，共同完成任務。每個成員都要評估自己和他人的貢獻。也可以由一組或幾組同學在班上演示他們完成的任務，有其他同學根據(jù)制定好的表格對他們做出評價。
設計本單元的同伴評估：由組長或指定學生負責，組織小組反思，填寫下表，并存入小組學習檔案：
period one
(warming up and listening)
step 1 warming-up
before class, t plays a song ss are familiar with till the bell for class rings. then t asks ss some questions: (1) do you know the name of the song? (you’ll be in my heart from the film named tarzan,《人猿泰山》)(2) where do you think the song comes from? (3) do you like the song? why or why not? etc. ss answer all these questions.
step 2 brainstorming
do you know any other songs? in this way, ss think about as many songs as possible.
step 3 discussion
ss work in groups of 4. they talk about the songs they are interested in.
step 4 demonstration
after discussion, choose one of the students in their group to report the result of their discussion.
step 5 finding a place
(show a map of picture)
t shows the map of the world. while the student is reporting the result, others should listen carefully. ask a student to find the place in the map where the song comes from.
step 6 listening
ask ss to listen to the music on the tape to find where the music comes from.
song 1 二泉映月 (folk music)
song 2 beat it by michael jackson from
song 2 take me home, country roads by john denver from
step 7 listening and discussion
listen to the music several times and then discuss the following questions with group members. (1) which piece of music do you like best? why? (2) what makes you think this music comes from… (3) what are the differences between the songs you have heard? (4) can you guess what the songs are about?
step 8 demonstration
after discussion, ss choose one of the students in their group to report the result of their discussion.
step 9 listening
listen to the three songs on the tape and then fill out the form below.
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what would be a good title for the song? |
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what is the song about? |
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how does the song make you feel? |
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do you like the song? (1=not at all, 10=very much |
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how would you describe the song? |
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play the tape several times so that ss can fully understand them.
song 1: edelweiss
song 2: i’m right here waiting
song 3: love me tender
step 10 group-work
when ss fill out the form above, they discuss each question and then report the result each other.
step 11 demonstration
choose one of the students in their group to report the result of their discussion.
step 12 listening
if time permits, finish the workbook listening exercises in class. if there is no time left in class, leave them as homework.
homework:
1. finish off the workbook exercises.
find as many kinds of musical instrument as possible.