Listening and vocabularyppt课件课堂实录

Module 4 Music 教案

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

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.

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

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 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. 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 48.

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

page 48, 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 49, 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: 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. 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 (Workbook) 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 52 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!