Listening and vocabulary名师教学视频（文字实录）

Module 4 Music教学设计

Ⅰ. 模块教学目标

技能目标Skill Goals ▲

Talk about musical instruments and music ▲

Learn about expressing emotions ▲

Learn present perfect progressive tense ▲

Write an email about a music survey

Ⅱ. 目标语言

Expressing emotions I think it is wonderful. 功能句式It’s ridiculous! It makes me feel very happy. I always feel so optimistic when ... I feel really happy when ... I adore ... I can’t stand ...

1．

四会词汇

instrument, background, Canada, category, combine, conservatory, contact, dancing, depressed, folk, impression, interpret, misery, optimistic, poetic, present (v.), province, recording, relaxed, repertoire, ridiculous, soloist, style, technique, therefore, traditional, twin, vote (n.)

2. 认读词汇

词汇harp, mandolin, lute, string, Grammy, Oscars,

ceremony, Academy, album, statuette, gramophone, hi-fi system, critic 3. 词组

a folk song, a master musician, connected to, similar to, the same with, true of / for, compose music, empty space 4. 重点词汇

combine, traditional, soloist, style, technique, conservatory, repertoire, concert, tune, favourite Ⅲ. 教材分析与教材重组

1. 教材分析

本模块以Music为话题，旨在通过模块教学使学生了解各种东西方乐器，通过阅读一篇对中国著名演奏家刘芳的采访报道了解中国古典音乐；学习表达情绪的功能句式，并用这些句式表达对音乐的喜好；通过文化视角了解音乐领域的最高殿堂——格莱美奖。学生在了解音乐知识的同时，认识人们为什么喜欢听音乐

语法Present perfect progressive tense Liu Fang has been playing the pipa for the last three years. She’s been performing concerts every day since last month. 1. The pipa is a lute with four strings and is a relative of the European lute. P31

重点句子2. Liu Fang is an international music star, famous for her work with traditional Chinese instruments. P32 3. In 1996, I moved to Canada with my hus

以及音乐在日常生活中的作用，并能对不同的音乐形式提出自己的观点和看法

1.1 INTRODUCTION中展示了一些东西方的乐器及名称。要求学生了解乐器的不同特点和历史知识。

1.2 READING AND VOCABULARY要求学生通过阅读学习一些和音乐相关的词汇并了解琵琶演奏家刘芳和一些中国古典音乐方面的知识。

1.3 GRAMMAR部分通过一些练习，让学生学习并掌握现在完成进行时态。

1.4 LISTENING AND VOCABULARY的听力材料包括两首歌和一段两个学生关于歌曲的对话，要求学生听完后能够判断两个学生对歌曲的不同态度并掌握一些描述感受的positive和negative词汇。

1.5 FUNCTION要求学生学习如何表达不同的情绪，并复习一些表达不同情绪的词汇。

1.6 SPEAKING 要求学生小组讨论自己最喜欢的音乐、通过什么渠道听音乐以及为什么喜欢听音乐等问题，训练学生的口语表达能力。

1.7 WRITING部分呈现了一封笔友的来信，要求学生在读完信后根据自己班级的实际情况写一封回信，介绍自己的同学为什么喜欢听音乐及什么时候听音乐。

1.8 EVERYDAY ENGLISH 要求学生学会并运用几个日常生活用语。

1.9 CULTURAL CORNER 是一篇介绍格莱美奖的文章，让学生了解该奖的名称由来、组织机构、奖项构成以及对该奖的一些不同看法。

1.10 TASK 要求学生以小组形式进行角色扮演，准备一个访谈形式的电视节目，就某一音乐形式展开讨论。

1.11 Module File是对本模块所学内容的一个概括，包括需要掌握的词、复习词汇、词组、语法点、功能句式及每日英语。使学生对本模块所学内容一目了然，便于归纳总结。

2. 教材重组

2.1 将INTRODUCTION和READING AND VOCABULARY整合在一起，上一节阅读课。

2.2 将LISTENING AND VOCABULARY，FUNCTION，

EVERYDAY ENGLISH以及WORK-BOOK中的Listening and speaking整合在一起，上一节听

说课。

2.3 将GRAMMAR以及WORKBOOK中的Grammar整合在一起，上一节语法课。

2.4 将CULTURAL CORNER和WORK-BOOK中的Reading整合起来，上一节泛读课。

2.5 将SPEAKING，

WRITING，

TASK以及WORKBOOK中的Writing and speaking整合起来，上一节综合实践课。

3. 课型设计与课时分配

1st Period

Reading 2nd Period

Listening and Speaking 3rd Period

Grammar 4th Period

Extensive Reading 5th Period

Integrating Skills

Ⅳ.

分课时教案

The First Period

Teaching goals

教学目标

1. Target language

目标语言

a. 重点词汇和短语

challenge, combine, interpret, traditional, repertoire, soloist, concert, technique,

tune, style, contact, perform b. 重点句式

The biggest challenge is to... So it isn’t surprising that...

The ... and ... combine to... They give life to the whole painting and they allow people to come into the

picture, like a dialogue.

2. Ability goals

能力目标

Enable the Ss to learn new vocabulary about music and musical instruments. Enable the Ss to learn about Chinese traditional music and musician Liu Fang.

3. Learning ability goals

学能目标

Enable the Ss to learn how to get specific information from an interview about

Chinese traditional music and musician Liu Fang. Teaching important points

教学重点

Learn new vocabulary about music and musical instruments through context. Deal with the comprehending exercises.

Teaching difficult points

教学难点

Understand the characteristics of Chinese traditional music. Teaching methods

教学方法

Brainstorming and discussion. Teaching aids

教具准备

Multimedia, blackboard, and some pictures of Liu Fang. Teaching procedures & ways

教学过程与方式

Step I Lead-in and Warming up This step is to lead the Ss to the topic of this module. T: Good morning / afternoon, everyone. I have a question for you: What do you

usually do after school to get refreshed after a day’s busy study? S1: I like doing some sports with my classmates such as playing basketball,

football and so on. S2: I usually watch some amusing TV programmes to get relaxed such as cartoon

films or entertainment report. S3: For me, listening to some music is the best way to get relaxed. I will turn on

the radio and listen to Music Radio as soon as I arrive home every day. T: I like listening to music to relieve myself from pressure, too. How many of

you prefer this way to get refreshed?

Some Ss will put up their hands. Take this chance to lead them to the topic of

music and introduce a little about the function of music in everyday life. T: It seems that many of you enjoy listening to music to get yourselves released

from heavy learning tasks. It’s good to find an appropriate way to relax and to

have fun. Don’t let your homework takes too much of your spare time. Only

those who can balance study and recreation will get successful. By the way, have

you ever thought why you like listening to music? What does music mean to

you? OK, that’s what we are going to talk about and learn about this week. Write music on the Bb. MUSIC T:What kind of musical instrument can you play?

S4: I can play the guitar. I began to learn it when I was 5 years old. S5: I can play the violin. But I haven’t played it for a long time.

T: You mentioned guitar and violin. What other musical instruments do you

know? Now I will divide the class into two groups. You belong to Group 1, and

you Group 2. Group 1, please write the names of Chinese musical instruments on

the left side of the Bb, and Group 2 write the names of Western musical

instruments on the right side of the Bb. Let’s see which group will get more

names than the other.

This activity will get the Ss warm up and show interest in the topic. A possible list: Chinese instruments Guzheng, musical Western instruments Guqin, Violin, Piano, Guitar, Saxophone, Tuba, Bass, musical Pipa, Erhu, Gaohu, Flute, Banhu, Dizi, Xiao, Clarinet, Yangqin, Liuqin, Suona, Lou Sheng, Harmonica, Sanxian, Trombone, Accordion Gu(drum), T: Now turn to page 31. Look at the photos of some musical instruments. Can

you tell which instruments have strings? S6: I think all of them have strings. T: Then who can tell which Chinese and western instruments look similar?

S7: I think pipa, yueqin, mandolin and lute look similar. S8: Hongkou and harp also look similar. T: Then which of the instruments does the musician hold when he / she is

playing? S9: Pipa, lute, yueqin and mandolin. T: Very good. Do you know anything about the history of these Chinese musical

instruments? Were they all invented in China or brought to China from other

parts of the world? Now let’s read some information about them. Get the Ss to read the information in Exercise 2 on page 31 and learn the history

of some musical instruments. T: OK. Now let’s discuss the two questions in groups of four. Show the questions on the screen. 1. Do you know any Chinese classical music pieces which feature the Chinese

instruments we talked about? 2. Do you like the sound of traditional Chinese music? Why or why not? After discussion. T: Which groups would like to share your answers with the class?

Sample answer to Question 1: The masterpieces Moon Reflection in ErQuan Spring, Giant Waves Again Sands

and Zhaojun Go Abroad feature erhu.

Ambushed All Around and Lofty Mountain and Running Water feature pipa. Shepherd of Suwu, Happy to Meet and Birds in the Forest feature dizi. Sample answer to Question 2:

I like the sound of traditional Chinese music. When I listen to them, I feel

very peaceful and relaxed. Many beautiful sceneries such as long corridor, blue

sky, white cloud and so on will come to my mind. Once I am in a blue mood, I

will choose some lively pieces and they will quickly bring me back to my normal

state. Another reason is that I think traditional Chinese music is closely

connected to poetry and you can feel the rhyme and rhythm. If you like

traditional Chinese literature, I am sure you will like traditional Chinese music.

Step II Reading and comprehension In this step, get the Ss to read an interview with Liu Fang and learn something

about traditional Chinese music. After reading, let them do some comprehending

exercises. Show a picture of Liu Fang on the screen.

T: Do you know anything about the woman on the screen? Who is she? S1: I know. She is a famous musician. She plays the guzheng and the pipa. I

watched her concert on TV. T: You are right. She is famous all over the world for her excellent performance.

Now, read the article quickly and find the main idea of each part. After the Ss finish reading. T: What is Part 1 mainly about? S2: Part 1 introduces Liu Fang as well as her musical training and background.

T: How about Part 2?

S3: Part 2 tells about Liu Fang’s musical influences and characteristics of

Chinese classical music. T: Good. And Part 3? S4: I think Part 3 is about Liu Fang’s love for performing live and her goals as

an artist. T: Excellent answers. Now, let’s read Part 1 carefully and do Exercise 1 on page

32. This exercise will check the Ss’ understanding of some references. Check the answers after the Ss finish it.

T: Now read Part 2 carefully and do Exercise 2.

Check the answers after the Ss finish it. T: Read Part 3 and answers the questions in Exercise 3. Suggested answers: 1.

She enjoys performing in public. She likes the atmosphere in a concert hall

2.

and she feels happy when she has a concert. She enjoys sharing feelings and ideas with friends or music lovers after the concert. 2. She feels lonely and depressed when there is no concert for a long time. 3. She wants to work with master musicians from other traditions and play with

them, using elements from different cultures to compose her own music. 4. She wishes to introduce classical Chinese pipa and guzheng music to every

corner of the world. T: Who can summarize the writing purpose of this article? S5: By describing Liu Fang’s musical background, influences, goals as an artist

and the characteristics of Chinese classical music, the writer aims to introduce

China’s famous music star Liu Fang and Chinese classical music to people all

around the world. T: I quite agree with you. We should let the world know more about our typical

Chinese culture. Well, after reading the article, you have learned a lot about Liu

Fang and her music. This article is in the form of an interview. Now I’d like you

to write a short passage to give a brief introduction of Liu Fang and her music in

third person.

About 8 minutes later. T: Who’d like to read your passage? Volunteer? A sample passage:

Liu Fang, as an international music star, is famous for her work with

traditional Chinese musical instruments. Liu Fang was born in 1974. He mother

is a Dianju actress who taught her to play the yueqin when she was five years

old. And she has played the pipa since the age of six. She has given concerts

since she was eleven. When she was 15 years old, she went to Shanghai

Conservatory of Music and studied the pipa and the guzheng there. After

graduation, she went back home to Kunming and worked as a pipa soloist of the

Kunming Music and Dance Troupe. In 1996, Liu Fang moved to Canada with

her husband and has lived there since then.

In Liu Fang’s opinion, it is impossible to play classical Chinese pipa music if

one doesn’t have good technique. And the biggest challenge of playing the pipa

and the guzheng for her is to respect the traditions but to add her own style. Liu

Fang listened to many traditional opera singing and folk songs when she was

young, which influenced her a lot. he atmosphere in a concert and would feel

depressed or lonely when there is no concert for a long time. She also enjoys

sharing feelings and ideas with friends and music lovers after the concert. She

loves her career and she wishes to work with many master musicians and to be

able to compose her own music, using elements from different cultures. One of

her goals is to introduce classical Chinese pipa and guzheng music to every

corner of the world. Step III Vocabulary

This step will enable the Ss to learn new vocabulary about music and musical

instruments through the context and some exercises.

T: Turn to page 33 and look at the words in the box. Is “challenge” a verb or

noun? What is it used as in the article? S1: It can be both verb and noun. In this article, it is used as noun.

T: Good. For Liu Fang, the biggest challenge is to respect the traditions but to

add her own style. Then what is the biggest challenge in your English learning? S2: For me, the biggest challenge is to express myself in English fluently. S3: For me, the biggest challenge is to remember new vocabulary and the usages

of them.

T: Well, I think as long as you get the proper ways of learning English, they

won’t be a challenge anymore. Then how to use “challenge”

as a verb? Look it

up in your dictionary and find out the usages by yourselves. “Interpret”

has

many meanings. What does it mean in this article?

S4: I think here it means how one understands the classical pieces and presents

their meanings by means of playing pipa. T: I think you got the exact meaning of it. What is the noun form of it? S4: Interpretation.

T: Now complete the sentences in Exercise 4 with the correct form of the words

in the box. Check the answers after the Ss finish it. T: Now turn to page 34, and finish Exercise 5. Check the answers after the Ss finish it. Step IV Homework 1. Retell Liu Fang’s experience to your partners according to the passage you’ve

written. 2. Do Exercises 4, 5 and 6 of Vocabulary in the WORKBOOK. The Second Period Listening and Speaking Teaching goals

教学目标

1. Target language

目标语言

a. 重点词汇和短语

favorite, optimistic, relaxed, ridiculous, surprised, wonderful, amused / amusing,

bored / boring, excited / exciting, tired / tiring b. 重点句式

I can’t stand... I adore... My favorite ... of all time is... I think it is ... when... 2. Ability goals

能力目标

Enable the Ss to express emotions with the target language. 3. Learning ability goals

学能目标

Enable the Ss learn how to express emotions with the target language. Teaching important points

教学重点

Positive words and negative words that describe feelings or things.

Teaching difficult points

教学难点

Help the Ss learn how to give opinions about things they like or dislike. Teaching methods

教学方法

Brainstorming and listening for specific information. Teaching aids

教具准备

A computer, a projector and some tapes. Teaching procedures & ways

教学过程与方式

Step I Revision Check the homework. T: Good morning / afternoon. First, I’d like one of you to retell Liu Fang’s

experience to the whole class. Volunteer? Ask a student to retell it in class. Then check their answers to the exercises in the

WORKBOOK. Step Ⅱ

Listening

In this step, the Ss will listen to two songs and do

Liu Fang enjoys performing in public. She likes Exercises 1 and 2 on page 35

according to what they hear. Then they will listen to Christine and Duncan talk

about the songs and then answer some questions. T: Now let’s relax and listen to some songs. You just sit back and enjoy the

music. Play the song Summertime. T: What do you think of it? Do you like it?

S1: I like it. It is soft and beautiful. S2: It reminds me of my happy childhood.

T: What is the style of this song? S3: I think it is jazz music. T: You got it. This song is from Porgy and Bess, a folk opera by George

Gershwin. It is a tragic love story about black Americans along the coast of south

California. There have been many versions with this song. The most popular is

by Mahalia Jackson who is the Queen of Gospel Music. Can you catch the lyric

of it? Now, let’s listen to it again and do Exercise 1 on page 35.

Check the answers with the whole class. T: We are going to listen to another song. Before listening, look at the lyrics on

page 35, Exercise 2. Some words are missing. Predict the missing words which

rhyme with the underlined words. After the Ss finish predicting, ask one of them to read the whole lyrics. Then

play the song. T: This song is sung by Barbra Streisand, a famous American artist. It is included

in her album My Name is Barbra, Two, 1965. Her music is of typical American

style. If you like her style, you can find more of her songs and listen to them. Play the song again and check the answers. T: Next we will listen to a conversation between Christine and Duncan.

Play the tape for the first time and let the Ss get a general idea of the

conversation.

T: Read the questions on page 36, Exercise 4. I will play the conversation again.

Take down some notes while you are listening.

Play the tape again.

Then play it for a third time and let the Ss check their notes. Ask some Ss to answer the questions orally according to their notes. Step Ⅲ

Speaking In this step, the Ss will learn some words to describe feelings or things first.

Then enable them to learn to express emotions with these words and some

functional patterns. Show the following words and chart on the screen. beautiful, favorite, optimistic, relaxed, ridiculous, stupid, surprised, wonderful Positive words

Negative words

T: Look at the words on the screen. For those you don’t know, look them up in

your dictionary. Then tell me what they have in common?

S1: They are all adjectives.

S2: I think they are all used to describe feelings or things.

T: Right! Decide whether they are positive words or negative words. Put them in

the chart. Then think of more words which belong to these two categories. Positive words Negative words beautiful, favorite, ridiculous, stupid, optimistic, relaxed, pessimistic, bored, wonderful, happy, boring, tired, tiring, amusing, amused, sad, ugly, nervous, excited, magical angry, uneasy T: Now, look at the sentences in Exercise 1 of FUNCTION. Read them and find

out: What do these sentences have in common? Pick out the words that describe

feelings or emotions.

Which sentences show that you have a good feeling about something?

Which of them express the strongest emotions? The Ss read the sentences and get the answers to the questions. S3: I think each sentence expresses a kind of emotion. The words that describe

feelings or emotions are: wonderful, ridiculous, happy, optimistic, adore and

can’t stand.

S4: Sentences 1, 3, 4, 5 and 6 show that the speaker has a good feeling about

something.

S5: Sentences 1 and 7 express the strongest emotions. T: Good answers.

Remember that the expressions “adore”

and “can’t stand”

are both followed

by noun or -ing form. Now turn to Exercise 2 and complete the sentences with

your own opinions about things you like or dislike. Ask some Ss to read out their sentences after they finish it.

T: Next, turn to page 37. Look at the words in the box of Exercise 3. Besides

lonely,

“angry”, there are four groups of words. Watch carefully and you will find in

each group, the two words have the same root. And they are both adjectives. Can

you tell their different meanings? S6: I think words ended with -ed describe people’s feelings and emotions. While

words ended with -ing describe the things or situations that make people feel ...

T: You are right. For example, the story is so amusing. It makes me feel amused.

Now, I’d like you to make some sentences with the three groups of words left.

Sample sentences: The film we watched last night was very boring. I felt bored and left before it

was over.After hearing the exciting news that he was employed by the company,

he became excited. Cleaning house is a tiring house chore. I feel very tired every time after I clean

up the whole house.

T: Look at the photos of singers and musicians in Exercise 4 on page 37. They

stand for three different types of music, classical, rock and Latin. Say how you

feel about these different types of music. Use the words you learned in Exercise

3 and others adjectives to describe your feelings. S7: Classical music makes me feel bored. Rock music makes me feel heated.

Latin music makes me feel excited. ... Step III Listening and speaking (P89) In this step, the Ss will practice Listening and speaking in the WORKBOOK. T: Now we are going to hear a conversation between a young Chinese violin

player and a Canadian saxophone player. Before listening to the tape, predict

which speaker says each of the statements in Exercise 10 and why?

Sample answers: 1. The Chinese violin player says that because the violin has strings while the

saxophone doesn’t. 2. The saxophone player says that because it men-tions Quebec which is a

province of Canada.

3. The Chinese player says that because it mentions violin exam. 4. The saxophone player says that because jazz music features the saxophone.

Let the Ss listen to the tape and number the topics in Exercise 11. Then check the

answers. Let the Ss listen to the tape again and complete the sentences in Exercise 12.

Then check the answers. Let the Ss read the statements in Exercise 13 and tick the ones that are true

according to previous listening. Play the tape again and let them correct the false

ones. Then check the answers. Step IV Everyday English Enable the Ss to learn the meanings of some expressions used in everyday life

and then do some oral practice. T: Turn to page 38 and finish Exercise 1.

After the Ss finish it, check the answers. Then ask them to do Exercise 2.

Step V Homework T: Translate the lyric of Summertime into Chinese with poetic language. So

much for this period. Bye! The Third Period

Grammar Teaching goals

教学目标

1. Target language

目标语言

The present perfect progressive tense: has / have been + v-ing ... I have been living in Canada since 1996. 2. Ability goals

能力目标

Enable the Ss to learn the present perfect progressive tense. 3. Learning ability goals

学能目标

Enable the Ss learn how to use the present perfect progressive tense. Teaching important & difficult points教学重难点

The differences between the present perfect progre-ssive tense and the present perfect tense.

Teaching methods

教学方法

Explanation and practice.

Teaching aids

教具准备

Computer, a projector and a blackboard. Teaching procedures & ways

教学过程与方式

Step I Revision Greet the Ss and check the homework. Ask several Ss to read their translations of

the lyric. A sample translation: 夏日时光，生活安逸

鱼儿跳，棉花长

你的爸爸很富有，妈妈很漂亮

所以安静下来，别哭了宝贝

终有一天早上，你将起来高唱

你将展翅高飞

但在那个早晨到来之前，没有事情能伤害你

在爸爸妈妈的守候下

T: Very poetic translations. This song is written for little children. The effect of

music on brain development in young children has been gaining widespread

attention. It is a simple and practical way to use music to enhance the

development of young children’s minds.

Step II Explanation of grammar focus Show the following two sentences on the screen. Liu Fang has been playing the pipa for the last three hours. She’s been performing concerts every day since last month. T: Look at the two sentences on the screen. Are they in present perfect tense? Ss: No, they aren’t. The present perfect tense is “have / has + v-ed”. But this

sentence pattern is “have / has + been + v-ing”.

T: You are right. This pattern is what we are going to learn about today, the

present perfect progressive tense. In Chinese, it means “现在完成进行时”. This

pattern emphasizes that the action is continuing. So it is the emphatic form of the

present perfect tense. For each of these two sentences, we can divide it into two

parts. Take the first one for example. Liu Fang has played the pipa for the last

three hours. She is still playing the pipa now. Understand? Who likes to do the

same with the second sentence? S1: Let me try. She has performed concerts every day since last month. She is

still performing now.

T: Very good. In the two sentences above, the people started doing the things in

the past and are still doing them. That’s what the present perfect progressive

tense is about. I am going to write some verbs on the Bb. Can you write down

their present perfect progressive tense? Write the words on the Bb. rain

play

live

learn

fly

see Sample answers:

has been raining; has / have been playing, has / have been living; has / have been

learning; has / have been flying; has / have been seeing T: Now please make some sentences using the pres-ent perfect progressive tense. S1: It has been raining for two days. S2: We have been seeing quite a lot of each other recently. S3: I have been living here for more than 10 years. T: Good sentences. Now please finish Exercises 3 and 4 in GRAMMAR.

After the Ss finish them, check the answers with the class. Step III Practice Get the Ss to do more practice on the present perfect progressive tense by doing

the exercises in the WORKBOOK. T: Now, scan the passage in READING AND VOCABULARY and find out the

sentences in present perfect progressive tense. S1: I got it. “I have been living in Canada since 1996.”

T: That’s right. So is Liu Fang still living in Canada now?

S1: Yes, she is. T: OK. Let’s do some more practice with this gram-mar point. Turn to page 85,

and please finish Exercises 1, 2 and 3. Check the answers together after they finish them.

Step IV Homework Preview CULTURAL CORNER, The Grammy Awards — Are They Important?