Ｉ. 單元教學目標
技能目標Skill Goals
Talk about different kinds of music.
Practise giving advice and making suggestions.
Talk about famous musicians and describe songs.
Write a comparison essay.
Ⅱ.目標語言
功能句式 Asking for suggestions
What can you suggest?
Can I ask for some advice?
Can you help me decide...?
What’s your opinion (about)...?
Giving advice
Maybe we could.../ I suggest that you should do...
Maybe it would be better to...
Well, but what about ...
Have you considered doing ...
Why not / Why don’t you do...
I advise you to do.../You had better do...
Taking advice
That’s a great/ good idea.
That would be nice.
That’s very kind of you. Thanks.
詞
匯 1. 四會詞匯
musical, blues, instrument, characteristic, slave, jazz, contain, traditional, spread, variety, universal, folk, guitar, record, satisfy, inner, desire, perform(er), emotion, process, musician, totally, express, intelligence, chant, suggestion
2. 認讀詞匯
Brasilia, Buenos, Aires, Cairo, Paris,Ricky, Martin, The Rolling Stones, rap, hip-hop, Latin, Santana, versus, Elvis Presley Entertain, rhythm
3. 詞組
turn…into, in common, have...in mind, on the radio, dance to, a variety of, pick out/up
4. 重點詞匯
perform, contain, spread, record, satisfy, desire, variety, express, suggestion
結(jié)構(gòu) be的各種形式+ p.p.
重點句子 1. People still listen to blues and rock, but they also listen to hip-hop and rap.
2. Perhaps the most important characteristic of rap music is the way the artists sing.
3. What we hear on the radio or see on TV is only a small part of all the wonderful music that is waiting for us.
III. 學能目標
通過本單元的教學，幫助學生發(fā)現(xiàn)隱含在音樂語言中的對他國文化的態(tài)度；通過欣賞世界范圍內(nèi)的風格各異的經(jīng)典音樂，培養(yǎng)學生的音樂鑒賞能力及個人綜合素質(zhì)；幫助學生理解各種音樂的創(chuàng)作特點，激發(fā)學生的創(chuàng)作欲望，培養(yǎng)其動手能力和創(chuàng)新精神。
Ⅳ. 教材分析與教材重組
1. 教材分析
本單元以“ music”為話題，旨在通過單元教學使學生了解并感受不同地區(qū)、不同形式的音樂，理解音樂在人類生活中的作用，提高對比技能與鑒賞能力，并引導學生擴大音樂的興趣范圍。
1.1 WARMING UP 旨在呈現(xiàn)本單元的中心話題music, 讓學生感受與認識來自世界各地的音樂有著不同的風格，不同的節(jié)奏能表達出不同的情感。
1.2 LISTENING是關于三首風格不同的歌曲，要求學生理解歌曲大意，捕捉細節(jié)，并結(jié)合自身的感受，反映音樂的作用。
1.3 SPEAKING是一個任務型教學活動，共創(chuàng)設了三個情景：1.你想買一張CD作為你朋友的生日禮物；2.你想找一首好歌伴舞；3.你想找一首代表你們班級的歌曲。這些情景都要用到音樂方面的有關語言和征求與提出建議的詞和句。這一部分設計是在“聽力”部分的信息輸入的基礎上，訓練學生的口語輸出能力。
1.4 PRE-READING 是READING 的熱身活動。要求采用討論式小組合作學習的學習方式交流音樂方面的知識、愛好和技能。
1.5 READING 是一篇介紹音樂種類的說明文。從文中我們可以了解到當今多種音樂形式的特點、由來以及對人們生活的影響。引導學生擴大音樂興趣的范圍，并認識到音樂是一種生活中隨處可見的，大家共同的語言。
1.6 POST-READING 第一部分的前三個問題是用來訓練學生理解文章的能力，第四個問題是訓練學生開放性思維的，要求學生開放思路，從各個角度分析這個問題，引導學生正確理解音樂以及其它藝術形式在世界人民生活中所起的作用。第二部分旨在檢查學生對文章中事實性細節(jié)的理解與掌握。
1.7 LANGUAGE STUDY 分詞匯和語法兩部分。詞匯部分是一個一詞多義的練習，重點是訓練學生根據(jù)語境來理解單詞的不同含義，提高學生在語篇里猜測詞義的能力。GRAMMAR是復習主動語態(tài)與被動語態(tài)的相互轉(zhuǎn)換。在學生完成有關練習后,引導學生以小組合作的形式,探究語言結(jié)構(gòu)在主動語態(tài)和被動語態(tài)互相轉(zhuǎn)換時發(fā)生的變化。
1.8 INTERGRATING SKILLS 中的READING AND WRITING是一個整體訓練材料。 READING 是主課文的延伸,介紹搖滾音樂和流行音樂在內(nèi)容以及創(chuàng)作過程等方面的區(qū)別,訓練了學生的對比技能,又為WRITING提供了寫作范例。WRITING要求學生從四個方面比較中國傳統(tǒng)音樂和現(xiàn)代音樂,與同學合作,寫出一篇短文。 WRITING 之前可組織學生進行一場辯論大賽,豐富學生在音樂方面的知識,擴充他們的視野,從而為寫作積累素材, 提高寫作的興趣。
2． 教材重組
2.1 把WARMING UP 作為LISTENING的導入。將LISTENING和WORK BOOK 中的LISTENING整合在一起上一節(jié)音樂欣賞式的“聽力課”。欣賞的順序為： 音樂的風格--歌曲的大意--著名的歌手。
2.2 WORK BOOK 中的TALKING 為學生操練SPEAKING的功能用語提供了四個情境，可將其與SPEAKING 整合在一起上一節(jié)運用音樂知識提建議的“口語課”。
2.3 將PRE-READING, READING和POST-READ-ING三個活動整合在一起上一節(jié)“閱讀課”。涉及的主題任務主要有： 交流音樂知識--了解當今音樂形式--探討音樂的作用。
2.4 將LANGUAGE STUDY中的GRAMMAR 與WORKBOOK 中的GRAMMAR整合在一起上一節(jié)任務型“語法課”。涉及的主題任務主要有：探討主動語態(tài)和被動語態(tài)互相轉(zhuǎn)化的評價工具--運用工具檢驗練習--看圖造句--單句改錯。
2.5 WORKBOOK中的INTERGRATING SKILLS“ American country music”，這篇文章比較難， 而且內(nèi)容上是Reading部分的擴展，可將其上一節(jié)“泛讀課”。
2.6 INTERGRATING SKILLS“POP VERSUS ROCK ”，這篇文章可作為寫作的范例，與Page 77 Ex.2結(jié)合,設計成一節(jié)“寫作課”。涉及的主題任務主要有：學習范例的結(jié)構(gòu)與語言--列出寫作提綱--寫作--評析。
3. 課型設計與課時分配（經(jīng)教材分析，根據(jù)學情，本單元可以用六課時教完。）
Period One Speaking
Period Two Listening
Period Three Reading (I)
Period Four Grammar
Period Five Reading (II)
Period Six Writing
V. 分課時教案
The First Period Speaking
Teaching goals 教學目標
1. Target language 目標語言
a. 重點詞匯和短語
suggestion , difference, not at all, play
b. 句型
Asking for suggestions:
Can you help me decide... ?
Could you please... ?
Can I ask you for some advice?
What can you suggest?
Would you like to... ?
I wonder if you can... ?
Giving advice :
Maybe you could... ?
Maybe it would be better to...
How / What about... ?
Well, but what about... ?
Why not do sth?
Why don’t you do sth?
Have you considered doing?
I advise you to do sth.
I suggest you (should) do sth.
2. Ability target 能力目標
Enable the students to practise making suggestions and giving advice with the target language.
3. Learning-skill target 學能目標
Help the students learn to how to make suggestions and give advice.
Teaching important points 教學重點
1. Help the students express their ideas freely.
2. Enable the students to create their own dialogues.
Teaching difficult points 教學難點
Tell the students some ways to create a dialogue about making suggestions and giving advice.
Teaching methods 教學方法
1. Explorative learning: Tape-listening and describing (individuals).
2. Cooperative learning: Pair-work to practise the dialogue and create another dialogue.
Teaching aids 教具準備
a. a recorder and a tape
b. a multiple-media computer
Teaching procedures & ways
Step I Lead in
T: Good morning, class! In Unit 10, we learned something about the world around us. Would you please tell me what you have got?
S1: I’ve known the proper relationship between human beings and the environment.
T: Very good! Thank you. How about you? ( Pointing to another student ) Have a try, please.
S2: I’ve known the importance of environment protection.
T: Terrific! Thank you. But would you please tell me how to protect our environment?
S3: Well, I think we should plant more trees and prevent all kinds of pollution.
T: Well done! Thank you for your good advice. In our daily life, we often ask others for some advice and sometimes give them some. But how we can express ourselves correctly is a difficult thing for us. Today, we’ll learn the expressions about giving advice and making suggestions.
Step II Speaking
Task 1 Introduce the sentence structures about giving advice and making suggestions on Page 73 to the Ss.
Give them one minute to read the structures and make sure that they know the meaning of them.
T: I have some problems these days. I really need your advice or suggestions. Would you like to help me?
Ss: Sure.
T: Thanks. Tomorrow is my friend’s birthday. Can you help me decide what to buy for him ?
S1: Does he like music?
T: Yes, he likes pop music.
S1: Maybe you could buy The Boston Five. They’re cool.
T: That’s a good idea, but he / she doesn’t like The Boston Five.
S2: How about Rita Jones? She’s amazing!
T: Good idea. And my friend has already invited me to his/ her party tomorrow evening. What dress is suitable for me?
S3: How about a dark blue dress?
T: A good suggestion. But I haven’t got a dress like that.
S4: Why not borrow one from Jane? She merried a very rich man.
T: Oh, I nearly forget it. Good idea. I’ll find her tomorrow. Thank you for your nice advice.
T: S1 did very well. Now I’d like all of you to work in pairs to creat your own dialogues.
One possible dialogue:
A: How can I improve my English?
B: You should go out more to pubs or join a club.
A: But English people never speak to me.
B: Ah! You should speak first.
A: What can I talk about?
B: Why not begin with the weather? English people are always talking about the weather.
A: That’s a good idea. Thank you.
Task 2 Listen and practice
Listen
Speech cassette. Play a dialogue for the students to listen and repeat. Pay attention to the useful structures.
T: Now, let’s listen.
The content of the dialogue:
Mike: OK then, where do we go?
Judy: I don’t know. What kind of music do you like, Mike?
Mike: I like pop music. My favorite group is The Boston Five. Do you like them, Judy?
Judy: The Boston Five? Oh! They’re terrible. I hate pop. I like jazz. My favorite singer is Rita Jones. She’s amazing! How about you, Jake?
Jake: I like country.
Judy: So, who’s your favorite group?
Jake: Green Express. They’re great. Tara, what’s your favorite kind of music?
Tara: Dance. I love Dance Train. They’re fantastic!
Practice
T: Look at Part 2 on page 72. Choose one of the situations to create your own dialogues. You can use the useful expressions on Page 73. Then I’ll ask some of you to perform before the class.
Possible Version for Situation 1:
S1: Hello, Jack! You look worried. Do you need help?
S2: Yes, I do. I want to find a good song to dance to. Could you choose one for me?
S1: Sure. That depends on the kind of your dancing. When will you need it?
S2: On Saturday evening. We need a slow and soft song to dance to.
S1: I think you can play the famous song “Edelweiss”. It’s not fast.
S2: It’s a good song, but we want to play the song at the end of the party.
S1: Hm. How about “Auld Lang Syne”? It’s also an excellent song to dance to.
S2: That’s a good idea. Thank you.
Step III Homework
T: Well done, you two! Now, I believe that you’ve known the usage of our expressions. But I still want you to practice them. So our homework is:
Read about the situation in Talking P146, then use one of the situations to create a dialogue to practisie making suggestions and giving advice.
Sample Dialogues:( 略 )
1.Collect some information about music and Michael Jackson, and make preparations for the listening in Period Two.
The Design of the Writing on the Blackboard
Unit 11 The First Period Speaking
Key words: Asking for advice: Giving advice:
suggestion Can you help me decide...? Maybe you could...?
difference Could you please... ? Maybe it would be better to...
not at all Can I ask you for some advice? How /What about...?
play What can you suggest? Why not do sth?
Would you like to...? Why don’t you do sth?
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