Learning about Language教学设计(教案)

【教学内容分析】

本单元的话题是音乐（music）。音乐是学生熟悉而喜爱的话题。但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。

热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。

读前（Pre-reading）

提出三个问题，引导学生谈论有名的乐队。在学课文前拓展学生的思维，为学课文做好准备。

阅读（ Reading）部分介绍了知名乐队Monkees 的相关情况。这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。

理解（ Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。

语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。

语言运用（Using language）部分，编者安排了一篇青蛙乐队的故事让学生进行听力理解和阅读训练，随后又围绕此话题进行听、说、读、写的活动，其中“说”的部分布置了两个有趣的任务：组建乐队，写关于音乐的“名言警句”。

学习建议（ Learning Tip）部分建议学生学习英语歌曲，从歌曲中学习英语语法与词汇，培养语感和节奏感。

总之，通过本单元系统的学习，让学生了解音乐，体验音乐，从而更加热爱生活，同时感悟语言知识，提高语言运用能力。

【教学重点和难点】

1、介词＋关系代词引导的定语从句；

2、与音乐相关的词汇；

3、有关“提建议”表达“个人喜好”的句型、结构；

4、对各种形式的音乐作品的了解和理解。

【教学设计】

【教学目标】

理论依据：《新课程标准》

根据《新课程标准》关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定位为：

1．语言知识

1.单词

1）理解、内化以下的单词：extra, advertisement, attractive, instrument, saying, reputation, unknown, reunite, supporter, compose, loosely, clap, classical, passer-by, form, actor 等

2）重点掌握几个词汇：earn, hit, dream, stick, perform, sort ,afterwards, ability等

2.词组

dream of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to, above all, 等

3.功能句式

①建议（Asking for advice and giving advice）

Let’s …

What about…?

What if…?

What do you think…?

Should we go…?

If we…

I think we should…

We/ You could …

②偏好和爱好（Expressing your preference）

I prefer…

I like…best because…

My favorite music is…

I am fond of…

I don’t like… very much

I hate…

4、语法

学习和运用介词＋which（whom）

的定语从句(The Attributive Clause with the preposition ahead of the relative clause) 1.The musicians of whom the band was formed played jokes on each other…

2.However, after a year or so in which they became more serious about their work…

3.The musicians for whom they worked were very popular. 4.The guitar with which “The Beatles” played their first hit was lost while they were touring. 5.话题

Music，different types of music 2．语言技能

1、听：培养学生集中注意力，捕捉特定信息的能力。

2、说：鼓励学生能就“音乐”这一话题表达自己的观点和看法；掌握有关“建议”与“偏好”的表达方式。

3、读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词。

4、写：学会用e-mail的形式向别人咨询建议或提建议。

3．学习策略

1）培养学生有效使用网络的资源策略。

2）培养学生乐于和老师、同学在交流与合作中学习，在自我反思中学习

的调控策略。

3）培养学生的认知策略：能总结介词＋关系代词引导的定语从句的结构规律，并加以应用；在学习中借助音乐作品、图片等非语言信息进行理解或表达。对所学内容能主动复习并加以整理和归纳; 注意发现语言的规律并能运用规律举一反三。

4．情感态度与文化意识

1.了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养。

2.通过学习有趣的寓言故事，启示学生形成正确的价值观与人生观。

3. 在小组合作互动中，增强团队协作精神。

4、通过学习、了解世界各地不同形式的音乐文化，培养世界意识。

5、通过中外音乐文化的对比，加深对中国音乐文化的理解。

【教学方式】

根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前教学改革和课程改革等先进理念，为达成以上教学目标，运用任务型语言教学途径(Task-based Language Teaching)来设计及实施本单元的教学。

1）引趣激趣策略。创设多种情景激发学生的兴趣，让学生真正有参与的欲望，点燃他们的思维火花。

2）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。在做中学，在做中练，在做中巩固，使课堂教学事半功倍。

3）循序渐进和尊重差异的策略。由易到难，为有困难的学生搭好梯子，让有能力的学生跳一跳摘到桃子。

【教材处理】

将 Warming up 部分与 pre-reading, Reading, Comprehending 部分放在同一课时教学，设计成一节阅读课。

将Learning about language及WB中的Using words and expressions和Using Structure 放在一起教学，上一节词法、语法课。

将Using language 中的Listening部分， WB 中的Listening和 Listening Task 结合在一起，设计成一节听力活动课。

将Using language 中的Reading部分， WB 中的Reading Task 结合在一起，设计成一节泛读课。

将Speaking and Writing 中的Speaking部分， WB 中的Talking与 Speaking Task 结合在一起，设计成一节口语活动课。

将Speaking and Writing 中的Writing部分与 WB 中的Writing Task 结合在一起，设计成一节写作评价课。

根据教材分析，学时安排，本单元可以用六课时完成。

1st period Warming up & Reading 2nd period Vocabulary & Grammar 3rd period Listening 4th period Extensive Reading 5th period Speaking 6th period Writing & Assessment

【教学构思】

Period 1 Warming up & Reading Focus: Reading Teaching Goals 1.To activate the Ss in learning “music”.

2. To develop the Ss’ ability of reading.

3. To help the Ss know something about the different styles of music. Important points 1. Enable the Ss to understand the details about the passage The Band that Wasn’t.

2. Help the Ss to sum up the main idea of each paragraph. Teaching Procedures Step 1 Warming up 1) Lead in Before class, T plays a song I’m a believer which was sung by The Monkees, with the words of the song printed on the screen. Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock… What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)

2) Task: Brain-storming Ask the students to name different music styles. Show some styles of music that they are not familiar with. Classical rap Rock and roll folk pop Jazz Hip-hop …

Step 2 Listening and Matching 1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them. 2) Guide the Ss to sum up the Characteristics for each music style. Information Box: Knowledge about music Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。

Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。

Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。

Classical Music 作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。

Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。

Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。

R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues,但是加入了强劲的低音节奏，让人心跳加快。

Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。

Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。

3) Check the answers on the computer screen. Step 3 Pre-reading 1）Task :Listing Have you heard about any of the famous bands in the world? List some of them. Which one do you like best? Why? 2) Presentation Ask the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate. 3) Background information and language support

If necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. ) Step 4 While-reading 1) Task: Jumbles (Fast reading) (Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story. 2) Listen and Check Listen to the tape and check the correct order of the article. Q: What is the best title of the article? 3) Task : Memory Challenge Task (Scanning) (Students are given the complete pieces of the article-ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed) Q: What is the main idea of each paragraph? The main idea of each paragraph Paragraph 1 Dreaming of being a famous musician or singer. Paragraph 2 How musician form bands. Paragraph 3 How the Monkees got their start. Paragraph 4 How the Monkees became serious about the music business.

4) Reading and Matching Read the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2) More detailed questions: ①Why do most musicians like to be in a band with others?

②Which two musical bands are mentioned in the passage?

③How do some bands formed by high school students earn extra money? ④When did the Monkees break up?

5) Brainstorming Ask the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.

Step 5 Post-reading 1) Language Focus Get the students to sum up the phrases of the article. Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences. 2) Discussion Do you think “The Monkees” was really a band? Why and why not?

Step 6 Homework 1. Read more about “The Monkees”.

2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses? 3. Preview “Learning about Language” and finish the relevant exercises.

Period 2 Vocabulary & Grammar Focus: Grammar Teaching Goals 1)To help Ss master the vocabulary about “music”

2)To arouse Ss’ language awareness .

3) To consolidate the Attributive Clauses. Important points 1) The Attributive Clauses with preposition + which/ whom 2) The relevant words about “music”

Teaching Procedures Step 1 Revision 1) Listening and Recognizing Ask the Ss to listen to some pieces of music from the computer and write down the style of each piece of music belongs to. Music 1 : Country Roads by John Denver (country music) Music 2: Beat it by Michael Jackson (rock music) Music 3: 步步高

（folk music）

Music 4: 老鼠爱大米

（pop music）

Music 5: 命运交响曲 (classical music) …

2) Discussion What kind of music do you like better, Chinese or Western, Classical or modern? Why? How does music make you feel? Will you listen to different style of music when you have different mood? Mood Music happy upset calm angry nervous …

3) Check the homework the day before. Step 2 Word Power 1) Word Ladder Complete these sentences. Then write the missing words in the puzzle on the right and find the hidden word. (WB P 70)

2) Word Building Study the vocabulary list in the appendix and list the words with un-,dis-, -less, -ful, -ment, -ity, -en, -ern, -al , -tion. Tell what part of speech they are. This will you help English words. 3) Recognizing and Listing Tick （√）the words which are connected with “music”and find out the meanings of those unfamiliar ones. rap composer piano Mozart performance band rock audience musician singer classical jazz violin Add your own to the list ________________________________________________________ 4）Discussion and Listing Which instruments are used in pop and rock music? Which instruments are used in classical music? Which instruments are used in jazz? Which instruments are used in traditional Chinese music? Which of the instruments do you like listening to? Is the Chinese instrument different from the other instruments? Describe the difference, if there is one. Information Box: musical instruments Piano, violin, organ, harp, maracas, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, guitar ,

Step 3 Grammar 1) Study the Rule Read these sentences. a. The musicians of whom the band was formed played jokes on each other…

b. However, after a year or so in which they became more serious about their work…

c. The musicians for whom they worked were very popular. d. The guitar with which “The Beatles” played their first hit was lost while they were touring. Now answer these questions. 1. If you take away the relative clauses, do the sentences still make sense? Why or why not ? 2.Why is there a relative pronoun before the relative clause? 3. Can the preposition be removed from the sentences without changing the meaning? 4. Can that replace which and whom in the sentences? Why or why not? Look at the sentences carefully and try to think of the questions. 2) Find the rule Get the Ss to think of the questions above and sum up the grammar rule of preposition + the relative clause. Tips：

类型

常用关系代词

介词选择特点/结构

单个介词+关系代词 whom, which 依从句中动词、形容词、名词与介词的固定搭配；依先行词与从句的动词关系

复杂介词+关系代词 whom, which, whose As a result of, because of, in front of ,etc. 单个介词+关系代词+名词 which, whose 依与关系代词后的名词搭配

the + 名词+of +关系代词 whom, which 结构中的名词与后面的关系代词的所属关系

部分结构+of +关系代词 whom, which All, both ,none, etc.; 数词+名词；the +形容词最高级/比较级

3) Apply the rule Get the Ss to describe each picture with The Attributive Clause according to the following example: Goal: To recall the Attributive Clause they learned before, and practice orally. Learn to use relative pronouns referring to people and things correctly. To stimulate Ss creative thinking. Working together with partners can develop cooperative sense. 1. Take me Home Country Roads is a beautiful song. In the song, John Denver acts as a singer. Take me Home Country Roads is a beautiful song in which John Denver acts as a singer. 2. 步步高 is a piece of famous Guangdong music.

Flute is one of the main instruments in it. 步步高 is a piece of famous Guangdong music in which flute is one of the main instruments. 3. Talk about the musician Nie’er (聂耳). Nieer was born in 1912. Nieer was born in Kunming. Nieer died in 1935. Nieer died in Japan. Nieer was the composer of our national song. 1912 is the year ______ / ______ _______ Nieer was born. Kunming is the place _______ / _____ _______ Nieer was born.. 1935 is the year ______ / ______ _______ Nieer died. Japan is the place _______ / _____ _______ Nieer died. Step 4 Homework 1. Review the vocabulary in this unit and prepare for diction. 2. Find as many kinds of musical instruments as possible. (surf the internet) 3. Find one song for each music style Period 3 Listening

Focus: Listening Teaching Goals 1. To develop the Ss’ ability of listening.

2. To know something about some musicians or singers. 3. To help the Ss to get to know the functions of music and lead them to use music effectively in our life. 4. To know everything has two sides. Being a famous singer is not easy . Important points 1. Well understand Freddy’s fairy tale through listening and reading.

2. Get to know some famous classical music composers. Teaching Procedures Step 1 Revision 1) Dictation (new words in the unit) 2) Review The Attributive Clause with preposition ,pictures guiding. Step 2 Pre-listening 1) Warming-up Have you ever wanted to be a famous singer or musician? If we are honest with ourselves, most of us have dreamed of being famous. But just how do people get so famous? Now , Let’s listen to Freddy’s tale.

2) Language support

Help the Ss to know the meanings of some words or phrases in the listening passage. Step 3 Listening 1) Listen to Freddy’s story and decide which the statements are true or false. 2)Discussion Once the song / music is famous, the singer/ musician will also soon very popular and famous. What do you think the success of the song/ music will bring to the singer / musician? The Ss are expected to mention something like money, honor, fame…

Will there be any side-effect bring to those famous people? Now let’s read more about Freddy’s story.

Step 4 Reading 1) Read more about Freddy’s story.

Thinking: Did Freddy really happy after being famous? Why did they return to the lake again? 2) Discussion What do you learn from Freddy’s story?

What do you think are the advantages of being famous? Give examples. What do you think are the advantages of not being famous? Give examples. Step 5 Listening

1) Warming-up Do you like listening to music? How often? What kind of music do you like to enjoy? Why ? Which piece of music impresses you most? Try to express your feeling. 2) Listening and checking your understanding. a. What is the text mainly about? A Many students like to listen to Mozart. B The one who plays instrument very well is always good at Maths. C Music may be helpful in study. D When practising playing instrument, students like to play Mozart most. b. How many questions does the speaker asked at the beginning in the tape? A 1 B 2 C 3 D 4 c. Fill in the blanks Music may be _______ to help you. Some _________ have _________ that if you listen to ____________ music, especially Mozart, while ___________, it will ____________ your ability to ____________. This is called the “ Mozart __________.” Does it work with all kinds of music such as ________ and ____________, but they don’t seem to have the same __________. It seems that the rhythm of _________ music help __________ one’s ____________.

3) Task: functions of music

What is the function of music ? ▲Express people’s feeling

▲Make people feel relax

▲Help people forget their sadness ▲Attract people’s attention

▲Help people to remember things well

▲Make things more lively and interesting

▲Make things better for people to understand and enjoy

……

Step 6 Listening Task 1) Warming-up Who is your musician/ composer? What do you think of him/ her? Do you know some features of classical music? Could you please tell us something about Mozart and Bach? 2) Listening and Filling in the form. 3) Discussion What do you feel about the music you heard in the tape. Step 7 Homework

1. Surf the internet or go to the library to find more information about Mozart and Bach. 2. Read Freddy’s story again and get further understanding.

Period 4 Extensive Reading Focus: Reading Teaching Goals 1. To develop the Ss’ ability of reading. 2. To learn more about music and musician. Important points 1. To help the Ss understand the passages exactly. 2. To finish the relevant tasks correctly. Teaching Procedures Step 1 Warming up 1) Checking homework (group work) Ask the Ss to share their information about the famous musicians and tell how they have found the information needed. 2) Pre-reading Do you like reading poems for young children? Do you find poems easy or difficult to understand? Who is your favorite poet?

Step 2 Reading 1) Prediction Look at the four pictures on the book, and guess what will be the theme of the poem? Then use the imaginations to guess what may be included in the poem. 2) Listening and Reading Get the Ss to read the poem Cat’s in the cradle. While reading, listen to the tape carefully and pay attention to the rhythm of the poem. 3) Getting the main ideas This song is a ballad and tells a story. Each part tells some of the story. Write down the main idea for each part. 4) Discussion What do you feel about this poem /song ? What is the theme of this poem? What makes the poem so musical? What are the difference between English poem and Chinese poem? Step 3 Further Reading (Provide the Ss more reading materials suitable for them to read). Here is one of the examples.

Joseph Haydn (1732 -- 1809) was an Austrian composer and is known as "the father of the symphony". Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra. He was born in a village in Austria, the son of a peasant. He had a beautiful staging voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful. Wolfgang Amadeus Mozart ( 1756 -- 1791) was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music. Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord when he was four, he started composing music when he was five, and when he was six, he played the harpsichord in a concert for the Empress of Austria. By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. "He is the greatest composer the world has known," he said. The two were friends until Mozart's death in 1791. Ludwig van Beethoven (1770 -- 1827) was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. "He will give something wonderful to the world," he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After

they had known each other for many years, Beethoven said, "He is a good composer, but he has taught me nothing." However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing. 1) Pre-reading Can you tell me some musicians? What do you know something about Beethoven, Mozart and Haydn? 2)Skimming Read the passage quickly and decide what the best title is. 3) Scanning Read the passage again and answer the questions. Which of the composers ... 1. were born in Austria? 2. became deaf?. 3.was born in Germany? 4. met each other? 5. had a good singing voice? 6. had fathers who were musicians? 7.died before his fortieth birthday? 8 .had a father who wasn't a musician? Step 4 Reflective thinking

Is the Chinese classical music different from the foreign classical music? Describe the differences, if there are some. Do you think it is a good idea to mix Chinese and western music? Is music a universal language? Can you enjoy music from other parts of the world even if you don' t understand the words? Are there any other universal languages? Suppose there is no music in this world, what will the world be like? Step 5 Homework 1. Try to write a song/ poem to show your love to your parents or your love to life or friendship is priceless…

2. Try to find music in our life. Period 5 Speaking Focus: Speaking Teaching Goals 1. To develop the Ss’ ability of speaking.

2. To help arouse the Ss’ wide imagination and creative thinking.

3.To foster the Ss’ ability to cooperate harmoniously.

Important points 1. The ways of giving advice or making suggestions.

2. Talking about music. Teaching Procedures Step 1 Song Dictation Choose a song familiar to the Ss and ask them to dictate the words of the song while listening to it twice. Be sure to make it interesting and workable. Step 2 Task: Finding music in our life Get the Ss to think: Where can you find music in our life? Then ask them to list down. ∮School bells

∮Morning/eye exercises

∮In Films/TV plays

∮Rings of mobile phones

∮Dancing ball

∮concert,

∮Background music of advertisements, Radio and TV programs, webpage, games…

∮Parks, shops, street…

∮Festival/ Celebration ……

Sum up: Music is everywhere! Music is always with us! Step 3 Task: Forming your own band

Forming your own band in groups of four. And discuss and decide the following things: 1. The name of the band. 2. What kind of band it will be. Rock band? Pop music band? 3. What kinds of instruments will be used? Who plays it ? Who sings? 4. Who will be the composer of your band? 5. Where will you pracise singing and hold performances? Step 4 Task: Asking for and making suggestions You are the monitor of the class, your school is going to hold a concert next month, every class should choose a song to sing , your class teacher ask you to ask for the advice of a music teacher, Lily. Now Lily is calling back. Try to make a dialogue with your partner. You may use the following expressions to express yourself. Ask for suggestions Make suggestions Could you give me some suggestion on…?

I’d like your suggestions about?

What do you think I should do? What would you do if you were me? Don’t you think it might be a good idea to…?

I think you’d better…

If I were you, I’d …

How /What about…?

Have you ever thought…?

Possible Version: A: Hi, this is Lily. Sandy told me that you needed some advice. B: Hi, Lily. Thank you for your calling. Sandy has told me you are an expert at music .Yes, I do need your advice. There will be a school concert next month. The class has asked me to pick a special song that will represent our class. It has to be a song that everybody likes and that shows the spirit of our class. Can you help me? A: Hmm, that sounds difficult, but I’ll try. First of all, let’s think about what kind of music your classmates like. B: Well, many students like pop music. Maybe we should choose a pop song? A: Ok. What about the theme? What should the song be about? B: I suggest it should be about friendship. A: Well, Don’t you think it might be a good idea to choose Friendship Forever. Have the Ss think hard and summarize how to make suggestions and give advice and possible responses. Step 5 Task: Your idea of music Get the Ss to think: What is your idea of music, Try to use some adjectives to describe it, The initial letter should begin with MUSIC, like this:

M magic ,musical U universal S skillful I impressive, important, imaginative C calm cheerful classical comfortable Step 6 Task ：Mini Survey Show the result of the survey the Ss did before class. Ask them two questions according to the result: ① Which style of music do you like best? Why?

② Which style of music is the least popular? Why? Step 7 Homework 1. Practise ways of giving advice or making suggestions in pairs or in groups about certain situations. 2. Try to find some sayings about music. Period 6 Writing & Assessment Focus: Writing Teaching Goals 1. To develop the Ss’ ability of writing.

2. To get to know some learning strategies.

3.To help the Ss to reflect on how and what they have learned from this unit. Important points 1. Writing an e-mail. 2. Learning strategies. Teaching Procedures Step 1 Revision Checking the homework: finding some sayings about music. For examples: “Without music, life is a journey through a desert.”

---Pat Conroy “Stick to it and stay with what is true in your heart. Music is fun, and is for your spirit! Try many different styles of music, and always remember that music will never be a waste of time.”

---Robin Spielberg Step 2 Before writing Task: 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. Try to use the expressions you learned. And pay attention to the writing of e-mail. Group discussion:

What kinds of questions should be in the e-mail? How to persuade Freddy to help you? How to finish the letter politely? How to thank Freddy? Step 3 Writing 1)Allow the Ss enough time to write the e-mail. 2)Get the Ss to do group work: exchange their own letters and share. 3)Group assessments. 4)Presentation Step 4 Learning strategies Music is more than just sound. It is a way of thinking. When you listen to music, sing or play an instrument, you are also becoming better thinkers. You can learn English from songs too. While singing a song, you are learning English grammar and vocabulary. Try to use them in your everyday English conversations when it is suitable. Step 5 Self-assessment items for unit 5 Class: Name: No.: In this unit, you have learned about music and musicians. How well do you feel like practicing each of the skills below? 1= bad 2= so-so 3= quite good 4= very good Skills Level 1.会使用与“音乐”相关的词汇（音乐种类、乐器） 1 2 3 4

2. 能谈论有关“音乐”的话题 1 2 3 4 3. 掌握带介词的定语从句的用法 1 2 3 4 4. 掌握有关“建议”与“偏好”的表达方式 1 2 3 4 5. 了解“音乐”的概念，中外音乐的区别 1 2 3 4 反思

本单元你学习的最重要的东西是什么？

什么东西（环节）给你留下最深刻的印象？

你在哪方面学习得最好？

哪些是你学习的难点？

你在哪方面还需继续努力？

你在课堂上足够积极吗？

你进步了吗？

进步

原因：

□重视英语学习

□上课专心

□课后多复习

□同学互助

□改善学习方法

其他 _________ 退步

原因：

□不重视英语学习

□缺乏恒心

□ 上课分心

□ 少复习

□基础差

其他 _________ Step 6 Homework

1. Ask the Ss to go over the whole unit and prepare for the unit quiz. 2. Write an article entitled Music and Life. 【教学反思】(或【教学设计说明】) 评析与反思：

1、本单元主要采用新课标提倡的任务性教学，整个教学过程让学生积极主动地探究，生动活泼地发展。群体性主体参与率较高，创新性思维活跃，使学生真正获得了自主学习的成功乐趣。整个教学过程的突出特点是精心创设情境，促进学生主动发展。

2、课堂活动的主要组织形式是小组合作学习。教师根据教学内容的特点精心设计了小组合作学习的“问题”，为学生提供适当的、带有一定挑战性的学习任务，把学生领近了“最近发展区”。小组活动给了学生自主、合作的机会，目能培养学生团体的合作和竞争意识，发展交往与审美的能力，在促进学生间的情感交流、互帮互学、共同提高，发挥学生学习的主动性方面起着积极的作用。

3、教学目标达成较好。特别是在知识目标与情感目标达成方面，学习策略还需在平时的教学中进一步加强与提高。

4、多媒体辅助教学较恰当，效果较好。课件中直观、形象生动的图片、录像、音效等的出现，帮助学生迅速融入课文故事情景，从而更好地理解文章旨意，使语言输入变得有意义。

5、任务设计较新颖，与学生的生活经历与兴趣相联系，能激发学生用语言做事的内驱力。但由于学生与教师是初次见面，需要一个磨合期，而本节课的学生活动较多，因此，在教学时间上显得较仓促。

6、文章中出现了较多的新词汇，学生虽然能通过上下文猜测出部分词汇的意思，但仍有一部分词汇对于学生而言有难度，若能在教学环节中穿插学习词汇的一个环节，相信效果会更好。

教学启迪：

1、激发学生学习兴趣是前提。学习是学生的自主行为。我们的教学更重要的是唤醒和激发学生主动参与学习的意识，使学生产生学习需求。因为兴趣是儿童认知活动的动力，最好的学习是学生对所学有内在兴趣。从上面的教学过程可以看到， Jumbels 与Memory challenge 等环节，使学生激动不已，他们都能精心准备，全身心地投入，主体性参与极高。这样就激活了学生的内驱力，变“要我学”为“我要学”，由被动地学转为主动地学。真正体现了教学的艺术不在于传授本领，而在于激励、唤醒、鼓舞。

2、营造和谐的课堂氛围是保证。现代教学论认为，民主、和谐、宽松的课堂教学氛围是促进学生自主学习、主动发展的关键所在。上述教学过程充分体现了师生间的民主合作性。课堂上师生合作、生生合作、平等讨论、相互补充的气氛极浓。给学生提供充分展示自己的机会，张扬自己的个性。学生们无拘无束地表现自己的感受，轻松愉快地用语言表达自己的见解。在言语实践中学习语言，在积极思维中发展思维，在交流表达中提高表达能力。

3、让学生获得成功的喜悦是关键。苏霍姆林斯基说：“成功的欢乐是一种巨大的情绪力量，它可以促进儿童好好学习的愿望。请你注意无论如何不要使这种内在力量消失，缺少这种力量，教育上的任何巧妙措施都是无济于事的。”要想促进学生主动发展，在教学过程中就要创设使学生能够获得成功的条件和情境，才能有效地培养学生的自信心，才能激发学生的学习主动性。在本课例中，教师以情景为基本原则，重点放在学习活动的开展上，让学生在恰当的情境中学会用英语交流，从而获得学习的成就感。

总之，教师只有立足于学生的发展，从根本上转变教育观念，树立新的素质观、人才观、质量观，变课堂为学堂，变灌输为引导，变指令为合作，真正确立学生的主体地位，才能使学生学习的潜能得到极大的发挥，促进学生积极主动、生动活泼地学习，从而全面提高学生的素质。