Learning about Language教学活动设计方案

Unit5. Music

(Speaking +Listening + Writing) I．教材分析

本课选自人教版《普通高中课程标准实验教科书》英语必修二第五单元Music，将warming-up与workbook中的listening 与writing有机结合。采用听，说，书面表达的方式培养锻炼学生英语语言的运用能力，帮助学生了解辨别不同的音乐形式，增添音乐欣赏趣味，深化对音乐的全面认识。同时引导学生正确认识体会音乐在生活中的重要意义及对人自己所产生的积极影响。

II．学情分析

本课学习主体为高一学生，具备一定的英语听，说和书面表达基础。对新鲜事物，尤其是自己有一定认知的，比较感兴趣的事物有很大的求知欲。本课主题为

“音乐”，是一堂较为活跃，有趣的课，学生可交流讨论的内容也比较多。但如何能够始终抓住学生的兴奋点，调动他们进一步探索和求知的积极性，以及如何将整节课上的生动，有趣而又内容充实，不虚套，是教师在备课环节所着重需要思考和解决的。此外，学生对于音乐虽然并不陌生，但对于音乐的不同形式，音乐的积极影响以及在生活中的重要意义，他们并不十分清楚。因此，在教学过程中，既要贴近学生实际，又要找准学生的知识盲点，对症下药，力争让课堂做到有效，高效，让学生的知识和能力既得到了展示，也得到了补充，更新，完善和提升。

III. Teaching Aims Knowledge aim: Get students to know different types of music.

Get students to realize the importance of music and its good influences. Ability aim: 1. Train students’ ability of speaking by talking about the music they like and the

good influences it has on them. 2. Train students’ listening ability by task-based listening practice as well as

teacher’s using of English.

3. Train students’ writing ability by stating the good influences music has and its

importance. Sensibility aim: 1. Guide students to appreciate different types of music.

2. Call on students to welcome music into their life and love music. IV. Teaching Key Points Listening: Listen and appreciate the 8 types of music.

Listen to the tape about the good influences music has on study. Writing: Continue a letter to a headmaster persuading him not to ban music class in senior three. V. Teaching difficulties

How to draw students’ attention to the good influences of music as well as training their speaking ability IV. Teaching Aids.

Blackboard, chalk, multimedia computer, electronic pointer VI. Teaching Methods. The situational teaching, The communicative teaching, Task-based listening practice,

music appreciating 教学设计：

I．总体思路

本课主要采用任务型教学法和交际法，同时利用多媒体辅助教学。设计有清唱英文歌，听音乐辨别音乐形式，小组讨论，听录音，课堂限时写作等主要活动。旨在增强课堂趣味性，激发学生主动参与课堂活动的热情。教学内容难度与现阶段学生的认知发展水平相当，教学图片及音频材料的选择都是以最近较为流行的，学生普遍感兴趣的，所熟悉的为主。在此基础上，通过小组讨论，合作学习，各抒己见，独立展示等活动使得学生在英语语言方面的潜能得以释

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放，并在此过程中使得知识得以内化。一方面培养学生独立思考，归纳整理的能力，另一方面也培养学生的合作分享意识。最终提高课堂效率，提升学生的英语语言运用能力，深化学生对音乐的认识并引导学生热爱音乐。

II. Teaching Procedures

Step1. Pre-class preparation 1. Call students to order. 2. Write the new and difficult words on blackboard and offer Chinese meaning. 3. Teach students to read the new words and phrases.

设计意图：提醒学生做好课前准备，为课堂教学的有序进行做好铺垫, 培养学生良好的

学习备课习惯。同时预读本课所涉及到的一些学生可能有理解障碍的词，为课堂

的顺利进展做好铺垫。

Step2. Warming-up & lead-in (6) 1.

Greet students with a lively song and arose students’ interest in class.. 2.

Ask students if they like music and what types of music they know. 3.

Play 8 kinds of music and get students to guess the music type. 设计意图：教师清唱一首学生熟悉的，旋律轻快简单的英文歌引入本课话题“音乐”，并顺势抛出问题“Are you fond of music ?”” What kinds of music do you know?”

既拉进了教师与学生之间的距离，在第一时间点调动了学生的兴趣和热情，也与下一步的听音乐辨别音乐形式做好了自然衔接。利用8段简短的较为著名，流行，且学生较为熟悉的音频，帮助学生认识了解不同种类的音乐形式，既生动有趣，投学生所好，也较为高效快捷地达到了warming部分的教学目标。同时为下一步的speaking环节做好了铺垫。（注：因为此部分不只是单纯的引入，还包括了本节课的重要教学目标—了解辨别八种不同的音乐类型，因此在时间上比以往的导入有所倾斜。）

Step3.

Speaking (8) 1.

Get students into groups and talk about the following questions: (1). What kind of music do you like most? (2). When do you usually listen to it? (3). How does it make you feel? (4). Do you like English songs, why? Useful sentences, words and phrases: I like/ love/ enjoy/ appreciate/ be fond of/ be crazy about/…

because it’s… (wonderful, amazing, relaxing, exciting, moving, enjoyable, excellent, encouraging…) I listen to it when I am … (happy, upset, bored, sad, lonely, tired, lost迷茫的...) when I go running/ shopping/ sleeping/ travelling…. because it can …(cheer…up, encourage, help…) It also makes me feel …( happy, confident, relaxed, cheerful…) Yes, I enjoy English songs, because it helps…

2.

Ask two or three students to share their thoughts.

3.

Sum up the good influences music has on us. 

1. Music is exciting, encouraging, moving and enjoyable. 

2. Music is our best company when we are lonely. 

3. Music makes us happy and relaxed when we are tired. 

4. Music helps us find confidence and be cheerful again when we are upset

and lost.

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

5. Music makes running, shopping and doing housework enjoyable. 

6. Music offers us a piece of peaceful mind and helps us sleep. 

7. Music, especially English songs help us learn English vocabulary and grammar. 

8. Music is the bridge to different cultures.

设计意图：

在warming部分简单了解和辨别了不同形式的音乐之后，每位学生肯定会有自己所偏爱的音乐类型，有想要和同班同学分享，表达自己的音乐喜好的需求与和欲望。这个时候因势利导，设计了speaking部分，利用小组讨论的形式，让学生有机会交流彼此的想法，或者一些对同伴有启发意义的独特见解。此外，在问题的选择和设置上，力求贴近学生实际，让学生有话可说，同时引导学生思考音乐的重要意义以及对自己所产生的积极影响。为了让学生的讨论交流更为顺畅，特别为学生提供了句型，词汇的帮助。这些句型，词汇的选择完全为教学主导思想所服务。一方面使得speaking部分操作性更强，降低了难度，节省了时间，另一方面也复习拓展了学生的词汇量，使得学生在表达自己的喜好，感受等方面在词汇上有了更多的选择。

在讨论时间结束后，邀请两到三位同学分享自己的想法和感受，给学生提供一个展现自己语言能力的机会，使得课堂成为学生主动展现自我，释放潜力的平台。最后，根据学生的讨论结果，总结音乐的重要意义及积极影响。为下一步的听力及写作做好铺垫。这样就使得教学环节顺畅一致，避免了前后脱节的问题，同时也与整个教学思路和教学目标相辅相成。

Step4.

Listening (6) 1. Listen and choose the correct answer.

Which of the following two can be improved by listening to music? Memory.

Chinese.

Maths.

Painting. 2. Listen again and fill in the blanks. Do you know music can help you remember things better? Scientists have shown that if you listen to ____________music and especially Mozart while you are studying, it helps your ____________. It is called the “Mozart effect”. If you want to improve your______________, what should you do? Scientists think learning a musical ______________is helpful, especially for improving _________skills. This is because maths and music both use the same part of the _________. So if you want to be good at maths, perhaps you should go to a music class.

设计意图：紧接着speaking 部分的讨论结果，利用问题“what other good influences does music has? Or what else can be improved by listening to music?”引入到听力环节，通过听听力材料及对听力材料所设置的两项任务的完成，进一步深化音乐的积极影响。关于听力任务的设置，第一个问题尤为关键，既要回应听力环节的导入问题，也要直戳听力的主要教学目标，同时要难度适中。综合这几个因素设置了双项选择题，既回答了导入的问题，点明了听力材料的主旨，也在学生的能力范围之内。此外，听力材料中有几个比较重要而又与主题切实相关的词，将这几个词挖成了空以篇章的形式让学生去填，既学习了重点词汇，也让学生对整个听力材料的内容有了更全面和深入的理解。为下一步的写作提供了更多的素材和想法。

Step5. Writing (18) Lead-in: Recently, some schools have banned(禁止) senior three students from having music class. They think for senior three students, it’s a waste of time to have music class. If you were the senior three students, how would you persuade the

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headmaster not to ban music class? 1. Ask students to continue the passage with the good influences of music..

(The beginning and the end of the writing is already given.) Dear headmaster, I strongly believe it’s wrong to ban music class in senior three, since music has so many good influences on us.

To begin with,

_______________________________________________________ ____________________________________________________________________. Secondly,_____________________________________________________________ ____________________________________________________________________. Besides,______________________________________________________________ ____________________________________________________________________.Last but not the least, ___________________________________________________ ____________________________________________________________________. So, to sum up, music class shouldn’t be banned in senior three.

Your student

XXX. 2.

Get students to share their writings with their partners and try to help each other with mistakes.

3.

Select two students’

writings for students to see, meanwhile, teacher make brief comments. 4.

Sum up by showing teacher’s writing and get students to read it together.

设计意图：本节课虽然speaking，listening和writing都是围绕一个主题—音乐的积极影响所展开，但在设计上speaking，listening都是在为writing部分打基础，所以writing部分是本节课的重点，因此占用了课堂时间的较大比重（18分钟）。根据speaking以及listening部分，学生已经了解了较多的音乐对人所产生的积极影响，这个时候引入现在许多学校所存在的一种现象“Recently, some schools have banned(禁止) senior three students from having music class. They think for senior three students, it’s a waste of time to have music class.”并顺势抛出写作话题“If you were the senior three students, how would you persuade the headmaster not to ban music class?”要求学生通过总结归纳speaking及listening部分的信息写一封劝谏校长不要在高三取消音乐课的信。信的开头和结尾已经给出。学生写作的同时，教师巡视并给出一些必要的帮助。在学生按时完成写作之后，首先要求同桌之间交换欣赏并互评，可彼此修改一些简单的错误。之后挑选两位同学的作文运用投影展示给大家，并且教师给出简单的评价。最后展出教师的范文，要求学生集体朗读并体会。这样通过学生限时写作—交流互评与矫正—教师点评—教师出示范文，总结归纳

这几个环节，一步一步地训练，巩固，指导了学生的书面表达能力。使得整节课有了一个落脚点，也让教学目标得到了完善。

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VII. Assignment (2) 

1. Listen to a piece of classical music and write down your feelings.



2. Search information about band. . . 

3. Preview Reading on page 34. 板书设计：

Music---A Beneficial friend

1. New words and phrases Clap one’s hands,（拍手）

orchestra, （交响乐）choral,（合唱）

folk songs, （民歌）musical instrument （乐器）.

memory, (记忆力) intelligence, （智力）brain, （大脑）

persuade,（劝说）

ban （取消，禁止）

2. Learning aims:

1. Learn about different types of music.

2. Get to know the importance of music and its good influences..

3. Train speaking, listening and writing ability.

教学小结

本课引导学生简单了解欣赏辨别了八种不同的音乐类型。在音乐的愉悦氛围中深化了学生对于音乐的认识。同时凭借speaking，listening，及writing，通过对不同语言能力水平的训练和培养，帮助学生认识到音乐在生活中的重要意义和对人的积极影响。教学方法主要采用情景教学法和任务型教学法，教学活动丰富多样，教学环节衔接自然，教学任务的设置可操作性强。在图片，音乐，听力材料，及教师的自我展示中，学生不断地接受着音乐的直接或间接的影响和熏陶。使得知识及情感的升华在课堂上得以生成和内化。最后在作业布置环节，根据本课教学内容，鼓励学生下去聆听古典音乐，并写下自己的感受，引导促进了学生的自主学习。也让所学知识与生活息息相关。此外，布置学生下去了解乐队的相关信息，并预习课本34页课文，为下一步的阅读做好准备。设计环环相扣，步步为营，稳扎稳打，最终让课堂更加合理高效。

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