Learning about Language教案设计（一等奖）

Unit 5

Music 教材分析

I.教学内容分析

本单元的话题是“音乐”和“音乐类型”。

“热身”(Warming Up)部分通过直观形象的图片展现了为大众所熟悉的多种音乐形式,使学生对音乐的丰富内容有较为广泛的认识。

“读前”（Pre-reading）部分的四个问题导入学生对现代流行乐队基本常识的了解。

“阅读”（Reading）部分主要介绍The Monkees乐队的一些情况。

“理解”（Comprehending）部分旨在通过四部分练习题帮助学生进一步总结The Monkees乐队的基本情况和细节问题。

本单元的词汇学习主要体现在“语言学习”（Learning about Language）部分,教师应借助于音乐这一通俗话题激发和调动学生的学习积极性与主观能动性,结合相关语境帮助学生学习和掌握有关音乐的词汇,并引导学生学会分类整理与归纳,提高学习效率。

本单元结合阅读的内容和语法结构学习运用“介词+which”,“介词+whom”引导的定语从句以及被动语态。

“语言运用”（Using Language）部分，编者安排了青蛙乐队的故事让学生进行听力理解和阅读训练,随后继续在学生用书和练习册中围绕音乐这个话题进行听`说`读`写的互动,然后在”说”的部分布置两个任务:组建乐队,写有关音乐的”名言警句”。

“学习建议”（Learning Tip）部分建议学生学习英文歌曲，从歌曲中学习英语语法与词汇，培养语感和节奏感，并在日常英语对话中使用。

II．教学重点和难点

1．

教学重点

(1) 本单元的单词和短语；

(2) 定语从句（Attributive Clause）：介词+which/whom 引导的定语从句结构；

(3) 让学生熟悉流行乐队的组建和发展情况，能用英语对此进行描述和问答。

2．

教学难点

(1) 使学生掌握表达“建议”(Making suggestion)的句型；

(2) 熟练运用表达偏好和爱好（Talking about preference）的句式；

(3) 掌握有关音乐的单词，熟练运用课文中所出现的重要词汇与短语。

III．教学计划

本单元分五课时：

第一，二课时：Warming up, Pre-reading, Reading, Comprehending 第三课时：Learning about Language 第四课时：Using Language

第五课时：Listening & Speaking IV．教学步骤：

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Period 1 &2Warming Up, Pre-reading, Reading, Comprehending Teaching Goals:

1.

To learn and talk about kinds of music. 2.

To learn and read about bands. 3.

To study the attributive clause (in/for/with/by+which/whom). 4.

To learn to write an e-mail. Teaching Procedures: Step 1 Leading-in Purpose: To spark Ss’ interest in the topic and get them to know different kinds of music.

Show the pictures about different kinds of music. Ask Ss whether they know some other kinds of music.

Step 2: Warming Up

Purpose: To lead Ss to the topic of this unit by listening to different kinds of music

Classical music

Country music

Rock ‘n’ Roll

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Rap

Orchestra

Folk music

Choral

Jazz

Look at the pictures and listen to the different kinds of music. Let Ss guess which music matches which picture. Step 3.

Pre-reading Purpose: To have Ss learn about some more about the popular band and arouse their interest.

Individual work

Get the Ss to answer this question individually. 1.

Have you heard about any of the famous bands in the world? List some if you have. 2.Which one do you like best? Why? 3.Do you know anything about “The Monkees”?

For your reference: These are open-ended questions designed to reach Ss’ affective domain and to further stimulate their interest in the topic of the unit. Answers will, of course, vary widely. Notice that the second question asks students to think about their feelings about music. They must give a reason why they enjoy something, which as teenagers they are not in the habit of doing. You might want to ask students to describe to a partner which kind of music they most enjoyed from the Warming Up exercise. Step 4. Reading 1. Listening

Purpose: To get a brief understanding of the text.

To train Ss’ listening ability.

Ask Ss to find the writing type and the main idea of the text. Main idea: how “The Monkees” was formed by the TV organizers and became a real band.

2. Scanning Purpose: To get Ss to have some details in the text.

(1) Read the text quickly and identify the topic sentence of each paragraph. Ss may find it either at the beginning, the middle or the end of the paragraph. 1st paragraph: How do people get to form a band?

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2nd paragraph: Most musicians meet and form a band. 3rd paragraph: One band started as a TV show. 4th paragraph: “The Monkees” became even more popular than “The Beatles”. (2) Read the passage carefully and silently to complete the tables, which list how people formed a band and how “The Monkees” was formed by the TV organizers and became a real band. How do people get to form a band? (2nd paragraph) Members Reasons Places Forms Results

Suggested Answers: How do people get to form a band? (2nd paragraph)

Members Reasons Places Forms Results

How was The Monkees formed and became a real band? (3rd and 4th paragraph)

Suggested Answers:

Beginning of the band Style of the performance Beginning of the band First music and jokes Style of the performance Development of the band First music and jokes Development of the band Changes of the band

It began as a TV show.

They played jokes on each other as well as played music

Most of them were based loosely on the band called “The Beetles”. They became more serious about their work and started to play their own instruments and write their own songs like a real band.

They produced their own records and started touring and playing their own music. The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band. 4 High school students. They like to write and play music. They practice their music in someone’s home. They may play to passers-by in the street or subway. They can earn some extra money. They may also have a chance to dream of becoming famous. Changes of the band

How was The Monkees formed and became a real band? (3rd and 4th paragraph)

3.

Discussion (1) Do you think the TV organizers were right to call “The Monkees”a band when they did not sing or write their own songs ? Why ? For your reference:

I don’t think the TV organizers were right to call “The Monkees”a band when they did not sing or write own songs , because sing and writing its own songs was the basis of a band . (2) Do you agree that the jokes were more important than the music for this band? Give a reason. For your reference:

Yes. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Period 3 Learning about Language Teaching Goals:

1. To enable Ss to master some new and useful words and expressions about music. 2.

To get Ss to have knowledge of the attributive clause (prep+which / prep+whom). 3.

To have knowledge of the grammar point: the passive voice. 4.

To learn the methods of improving reading and writing abilities. Teaching Procedures: Step 1. Warming Up by discussing Let Ss discuss several important new words and phrases in the text. For your reference:

Musician, form, clap, classical, extra, attractive, loosely, instrument, advertisement, supporter, Dream of, be honest with, play jokes on, or so, by chance, as well as, be based on, a chance of doing sth. Step 2. Consolidating the new words and phrases in the text Turn to page 36 and do Ex1，Ex2 and Ex3. And talk about something about band with the words and phrases in the text. Suggested answers: Ex1: 1.musical instrument 2.musican

3.dream of 4.passer-by

5.to be honest

6.break up 7.attach

8earn

9.in cash

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Ex2: 2

1

1

1

1

Ex3: dreamed of ,

extra ,

pub , studio ,

playing a joke on,

humorous,

broadcast,

millionaires, familiar Step 3. Learning about the grammar

1. Turn to page 34 and read the text again. As you read, pay attention to the attributive clause (in/for/with/by +which/whom). Look at the two sentences: ◆The musician of whom the band was formed played jokes on each other as well as played music. ◆However, after a year or so in which they became more serious about their work, “The Monkees “ started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronoun s, which and whom, can be used in the attributive clause, with a preposition put before the clause.

2. Here are more examples about this kind of structure. (1)

This is the reason for which he left his hometown. (=why) (2)

I’ll never forget the day on which we stayed together. (=when). (3)

This is the girl from whom I learned the news. (4)

The person to whom I spoke just now is the manger that I told you about.

(5)

I’ll show you a store in which you may buy all that you need. (=where). (6)

I don’t like the way in which you laughed at her. (=that). Now go on to do Ex. 2on page 36 to sort out the sentences. 3. Summary. (1) In formal styles we often put a preposition before the relative pronouns which and whom. ◆The rate at which a material heats up depends on its chemical composition. ◆In the novel by Peters, on which the film is based, the main character is a teenager. ◆An actor with whom Gelson had previously worked contacted him about the role. ◆Her many friends, among whom I like to be considered, gave her encouragement. Note: after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either.

◆Is it right that politicians should make important decisions without consulting the public to whom they are accountable? ◆The valley in which the town lies is heavily polluted.

◆Arnold tried to gauge the speed at which they were traveling. (2) In informal English we usually put the preposition at the end in attributive clauses rather than

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at the beginning. ◆The office which Graham led the way to was filled with books. ◆Jim’s footballing ability, which he was noted for, had been encouraged by his parents. ◆The playground wasn’t used by those children who it was built for. Note:

In the above case we prefer who rather than whom

(although whom

is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (eg ...the children (that) it was built for). (3) If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning ◆

Your essay is one of those (which/that) I’ll go through tomorrow. ◆

She is one of the few people (who/that) I look up to.

In formal written English, we often prefer to use of which rather than whose to talk about things: ◆A huge amount of oil was spilled, the effects of which are still being felt. ◆The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country.

Note:

①

we can’t use of…which… in place of whose in the following sentence. ◆

Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. ②

We can sometimes use that...of.. in place of of…which…. This is less formal than of…which… and whose, and is mainly used in spoken English: ◆The school that she is head of is closing down.

③

Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English: ◆

We were grateful to Mr. Marks, in whose car we had traveled home.

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◆I now turn to Freud, from whose work the following quotation is taken.

4. Practice (1) Join the sentences in the left form with the sentences in the right form, using which or whom after an appropriate preposition. a.

I would never have finished the work.

b.

It was primarily written. c.

We know nothing. d.

They got a good view. e.

He learned how to play chess. f.

Dennis scored three goals in the final. g.

She was born.

h.

It was discovered. A. They climbed up to the top of a large rock.

B. I would like to thank my tutor. C. She has now moved back to the house on Long Island. D. The star is to be named after Patrick Jenks. E. This is the ball. F. He is now able to beat his father. G. The book is enjoyed by adults as well as children. H. There are still many things in our solar system. Suggested Answers: A. They climbed up to the top of a large rock, from which they got a good view. B. I would like to thank my tutor, without whom I would never have finished the work. C. She has now moved back to the house on Long Island, in which she was born. D. The star is to be named after Patrick Jenks, by whom it was discovered.

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E. This is the ball. Dennis scored three goals in the final. F. He is now able to beat his father, from whom he learned how to play chess. G. The book is enjoyed by adults as well as children, about whom it was primarily written. H. There are still many things in our solar system, about which we know nothing.

(2) Are these sentences correct or appropriate? If they are, put a√. If they are not, correct them. ①

It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)

②

The extra work which she took on was starting to affect her health. ③

My mother, after whom I looked for over 20 years, died last year. ④

The people whom I work with are all very friendly. ⑤

Some of the criticisms with which they had to put up were very unfair. ⑥

He had many friends with whom he had a regular correspondence. ⑦

The woman to who he is engaged comes from Poland. ⑧

The forms which I had to fill in were very complicated. (3) Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. ①

Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.

②

Tom Ham, whose novel the TV series is based on, will appear in the first episode. ③

Dr Jackson owns the castle whose grounds the main road passes through. ④

Tessa Parsons is now managing director of Simons, the company that she was once a secretary in. ⑤

Allowing the weapons to be sold is an action that the Government should be ashamed of. ⑥

The dragonfly is an insect that we know very little of. Period 4. Using Language

Teaching Goals: 1. To read the story about Freddy. 2. To develop Ss’ listening ability.

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Teaching Procedures: Step 1. Leading-in In the first text we have learned something about music, and we know music can make people relaxed. Besides that, what else roles does music play in our daily life? Ok, now let’s listen to tape and try to find in what specific ways Freddy’ s life changed after listening to the music. Step 2. Listening

Purpose: To get a brief understanding of the passage.

Turn to page 38 and read the following sentences before listening to the tape. Then listen to the tape and decide true or false.

1.Freddy had changed from a man to a frog.

(

F

)

2.He felt lonely in his lake till he met his friends on the lily leaf.

(

T

)

3.The singers of the band could sing very loudly.

(

T

)

4.Freddy thought he could sing as well as the other singing frogs.

(

F

)

5.Freddy was very confident about his singing.

(

F

)

6.He sang the song to ask the other frogs to be his friends.

(

F

)

Step 3. Reading 1. Skimming Purpose: To get a brief understanding of the passage.

Read more about Freddy’s life and translate it into Chinese paragraph by paragraph.

2.

Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. For your reference: become famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb, pack one’s bags. 3. Practice Finish Ex1, Ex2 and Ex3 (P38).

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Period 5 Speaking & Writing Teaching Goals: 1.

To develop Ss’ Speaking and Writing abilities. 2.

To let Ss know how to ask for help to form a band. Teaching Procedures: Step 1. Speaking 1. Group work Have Ss form groups of four to create their own band. Usually, a rock and roll band has a singer who plays lead electric guitar, a background singer on back up electric guitar, another background singer on bass guitar and a drummer. Remind Ss that the name they choose for their groups should say something about the kind of music they like. The name should give others an impression or picture of themselves. Each group should choose a song that everyone knows. You may ask the groups to make photocopies of their songs before they play or sing them for the class. Here is a sample dialogue you can read aloud with students to get them to start. Sample dialogue: LIU MEI: Right. Now let’s decide who should do what in our band. Who would like to do lead vocals? That’s our main singer. WANG LI: Why not you? You have a lovely singing voice. I’ve heard you sing before. But you’ll have to play lead guitar too. You can do it! LIU MEI: Well, all right. Can you help me out on guitar and vocals? WANG LI: Sure, I can. What do the rest of you think? OTHERS: Yes, we agree. LIU MEI: So how about you, Ma Xin? Do you think you can try bass guitar? MA XIN: I’m not sure. What does that mean? LI QIN: It means you keep the beat, or rhythm, for them on a guitar. MA XIN: OK. I can give it a try. WU JUN: What about me? What can I do? LIU MEI: Every band needs someone to play the drums. WU JUN: Great! I like to hit things to make noise! LI QIN: OK. What will we call ourselves? WANG LI: How about The Chopsticks. We work together.

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MA XIN: Nope, I don’t like it. How about the We Er Hu? Get it? WU JUN: That’s silly. Why not name the band The Silk Shirts? MA XIN: Yeah, we all like silk clothes! OTHERS: Sure, so the The Silk Shirts it is. LIU MEI: Fine. Now let’s decide what song we’ll play. 2. Homework Finish the task of Speaking (P39). Step 2. Writing 1. Individual work You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. Here is some help for you. (1)

In groups discuss some questions you would like to ask Freddy. (2)

Make a list of them and choose the best questions. (3)

Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy. (4)

Use each question to start a new paragraph. (5)

Write your question first; then add extra information to show Freddy why you need help. (6) Finish the letter politely and thank Freddy for his help.

One possible version: Dear Freddy: My name is Li Hua. I’m beginning a band with my friends. However, we have never been in a band before. Can you please give us some advice? I would like to know how we should choose the music we want to play? I like pop music but most of my friends like rock and roll. Only Liu Mei like rap. How are we to decide what to play? Do you suggest we play a little of all of these types of music? Or should we only play one kind of music? How did you and your friends decide what to play together? I would also like to know how to choose a name for our band. I like the name The Chopsticks because that means working together. Wang Jun wants us to be called The Legs because there are four of us like the legs of a chair. What do you think?

Yours hopefully, Li Hua 2. Homework Finish the rest of the exercises in this unit.

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