Unit 5 Music I. 单元教学目标
II. 目标语言
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。
1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。
1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相
关的门基合唱组。在学课文前扩展学生的思维，为学课文做好准备。
1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并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的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。当然，这篇课文也有它的不足之处，由于所介绍的是早期的乐队，音乐类型和年代都离当代中国学生所接触的音乐较远，使学生需要在感性层面上接受这种音乐，导致了学生对课文的兴趣不足。
1.4 Comprehending 设计了四种题型，第一题主要归纳乐队的特点，第二题属于细节理解题，主要加深对课文的理解，让学生学会正确理解句子。第三题是一个开放性问题，在读课文的同时，让学生去思考，让他们养成勤于动脑，善于探究的好习惯。第四题让学生归纳段意，掌握一般说明文的阅读方法，从而进一步提高他们的阅读能力。
1.5 Learning about language 部分包括词汇和语法两部分，词汇练习主要是针对课文中重点词汇的练习。其中第三题是一个开放性题，通过做游戏，一则使学生正确使用短语dream of 与to be honest with，再则激发他们的想象力，鼓励他们要有梦想，并为之而奋斗。语法主要针对定语从句介词提前的情况进行练习。
1.6 Using language包括听力和阅读两部分，通过一则幽默的寓言故事，讲了Freddy想成名及成名后的苦恼，侧面反映了歌迷不正确的崇拜方式给明星带来的负面影响。启示他们形成正确的价值观，正确地对待明星。
1.7 Speaking and writing 中Speaking 部分让学生发挥想象力，组织自己的乐队，并演奏自己喜欢的歌曲；Writing 部分让学生写出自己有关音乐的名言，目
的是通过搜集有关音乐的名言，唱英语歌曲，激发学生学习英语的兴趣，使他们热爱生活，思考生活，培养良好的学习习惯。
总之，通过本单元的系统学习，让学生了解音乐，接触音乐，体验音乐，从而更加热爱生活，感知语言知识，不断丰富自己的语言知识，提高自己的语言运用能力。本单元单词可采用集中识词的方法，集中记忆，反复循环。
2. 教材重组
2.1 将Warming up 部分与Pre-reading, Reading, Comprehending同属与音乐有关的内容，放在一个课时教学，设计成一节阅读课。
2.2 将Learning about language 及Workbook 中的USING WORDS AND EXPRESSIONS和USING STRUCTURES放在一起教学，上一节语法课。
2.3把Using language 中Listening 部分，Workbook 中LISTENING与LISTENING TASK结合在一起，形成一节听力课。
2.4 将Using language 中Reading 与Workbook中RＥＡＤＩＮＧＴＡＳＫ部分放在一起，上一节泛读课。
2.5将Speaking and Writing 中Speaking与Workbook 中TALKING及SPEAKING TASK放在一起，上一节口语课。
2.6 把Speaking and writing 中Writing 与Workbook 中WRITING TASK放在一起，上一节写作课。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）
1st period Reading
2nd period Grammar
3rd period Listening
4th period Extensive Reading
5th period Speaking
6th period Writing
Ⅳ.分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇及短语
classical, folk, form, passer-by, earn, extra, instrument, pretend, hit (n.), dream of, be honest with, play jokes on, be based on, put an advertisement, or so, be serious about, break up
b. 重点句型
1. Have you ever dreamed of being in front of thousands of people at a concert with
everyone clapping and enjoying your singing?
2. If we are honest with ourselves, most of us have dreamed of being famous.
3. ... bands are formed by high school students, who practise their music in
someone’s home.
4. They may play to passers-by in the street or subways so that they can earn some
extra money.
5. The musicians of whom the band was formed played jokes on each other as well
as played music.
6. Their music and jokes were based loosely on the band called “The Beatles”.
7. Actors may not be the able to sing so at first other musicians sang the songs for
the programme while the band pretended to sing them.
8. However, after a year or so in which they became more serious about their work.
2. Ability goals能力目标
a. Enable the students to sum up the main idea of each paragraph.
What’s the main idea of each paragraph?
b. Enable the students to understand the details about the passage, and join the
correct parts of the sentences together in Exercise 2 (page 35).
c. Retell the text using the key words of the passage.
d. Express their opinions by answering the questions.
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?
2) Do you agree that the jokes were more important than the music for this band? Give a reason.
3. Learning ability goals 学能目标
a. Help the students to sum up the main idea of each paragraph.
b. Enable the Ss to understand the details about the passage, and join the correct parts of the sentences together in Exercise 2 (page 35).
c. Get the students to retell the text using the key words.
d. Help them to answer the following questions.
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?
2) Do you agree that the jokes were more important than the music for this band? Give a reason.
Teaching important points教学重点
a. Help the students to find out the main idea of each paragraph.
b. Discuss the question.
Why is “The Monkees” still popular today?
Teaching difficult points 教学难点
a. Discuss the questions.
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?
2)Do you agree that the jokes were more important than the music for this band? Give
a reason.
b. Discuss the reason why “The Monkees” was successful.
Teaching aids 教具准备
A multiple-media computer and a recorder.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
1. Greetings
2. Learn the new words of this part.
Step ⅡWarming up
1. Lead-in
T: Today we are going to learn Unit 5. In this unit we’ll learn something about music.
First turn to p age 33. Look at the pictures. Let’s listen to some music and let’s see if you can guess which music matches which pictures.
Ss: ...
T: Good. I’m sure you are interested in music and know a lot about some songs and famous singers. Now let’s go on with the other three questions. I’d like you to have a discussion. Then I’d like you to report you work.
Allow them enough time for the discussion.
2. Answer the questions
T: For the second question, are you ready for your answers?
Ss: Yes.
S1: I like Chinese music. Because I think Chinese music are easy to understand and it is in agreement with our culture. I like modern music. It often reflects the modern life of modern people.
S2: I like Western music. Because I think their music is lively, and musicians’ voices are beautiful and pleasant. I like classical music, and they are often serious and make people inspired. I think most people like classical music, which can last long, while modern music is mainly to young people’s taste, and it may not last long.
T: Good. Let’s go on with next question—How does music make you feel?
S3: I think music can make me happy or sad. Listening to the music, I recall some memories or dream of beautiful life and often it makes us think a lot.
T: Good. I have the same idea as you. What about next question? Any volunteer?
S4: I like to listen to music, because I often feel relaxed when listening to the music. Also music tells about real life, stories, and sounds like the way people really talk. So I like music very much.
Step ⅢPre-reading
Get the students to discuss the questions with their partners and then ask them to report their work. Encourage them to express their opinions freely.
T: Now please look at the slide show. And discuss these questions with your partners. Th en I’ll ask some students to report your work. Are you clear?
Ss: Yes.
1. Have you heard about any of the famous bands in the world? Please list them if you have.
2. Which one do you like best? Why?
3. Do you know anything about “The Monkees”?
After the discussion.
T: Now answer the first question. Who’d like to try?
S1: Let me try. I’ve heard about “The Beatles”, “Simple Plan” “Nickel Back” of America and “The Zero O’clock” of China.
S2: I’ve heard about “Supergrass”, a famous band in America.
S3: I have heard about "Kingsmen", also a famous band in America.
T: Good, you know so many famous bands. I think you must be interested in music. Now let’s come to the second question-Which band do you like best? Why?
S1: I like “Supergrass” best. The musicians in th e band always seem very young. It appears that they are very lazy. Also their performances often keep people laughing all the time.
S2: I like “Reggae” best, for I like their performances that are full of excitement. They mainly play jazz or crazy music.
S3: I like “The Beatles” best. I like their style of performances. Listening to their performances, you may feel relaxed, amused, and after their performances, you can think a lot about life.
T: Very good. Let’s come to the last question. Who knows anything about "The Monkees"?
S4: It is a band that was very popular in the 1960s in America. Now it is still popular in the world today. This band first sang one of my favourite songs—“Bubblegum”. S5: “The Monkees” were a 4-person band in the 1960s as well as a TV show of the same name and it modeled on “The Beatles”. The band used techniques rarely seen on TV at that time.
T: Good, let’s come to the reading-The Band That Wasn’t and find more about them. Step ⅣReading
First reading: scanning
Get the Ss to comprehend the passage quickly and accurately and meanwhile help the Ss to form a good habit of reading. Teachers give the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask some detail questions about the text on the slide show with their partners. Teachers encourage the Ss to express their ideas.
T: Now we are going to learn a passage about some bands. Read the passage quickly and find out the answers to the two questions here.
Show the questions on the screen.
1. What are the benefits if students form a band to play in the street?
2. When did “The Monkees” break up and when did it reunite?
3. Why was “The Monkees” successful in their work?
Allow the students several minutes to read the passage.
T: Sinc e you have finished reading, let’s answer the questions. Any volunteer?
S1: The first question. They can earn some extra money and this can also give them a chance to realize their dream of being famous.
T: Quite right. What about the second question?
S2: “The Monkees” broke up in about 1970 and it reunited in the mid-1980.
T: Good! How about the third question?
S3: Because they were serious about their work and they also worked very hard.
T: Quit right, you have done a good job.
Second reading: Reading aloud
In this part, Ss will read the text again and try to understand the sentences and the main idea of each paragraph. And then finish the exercises in Comprehending. First let them read the passage carefully, do the exercises on their own, discuss the questions in pairs and then check the answers together.
T: Read aloud and let’s do the comprehending exercises after you having read the passage.
After the Ss have finished reading.
1
T: Have you found out their best choices for Exercise 1?
Ss: Yes.
T: OK! Let’s check the answers. Who’d like to try?
S1: I think they are lively, funny and attractive, for they modeled on the attractive performances of "The Beatles". They played music and played jokes on each other as well. Their performances must be very interesting and attractive.
S2: I think they are brave, for at the beginning they did not sing or write their own songs. Though they met with difficulties, they succeeded after all.
S3: I think that they are popular, and famous. Because they produced many records, some of which are still popular today.
T: So we can say they are popular, lively, funny, attractive, brave, and famous.
Get the students to do this exercise by themselves, and then ask them to check their answers with the whole class.
T: Let’s do next exercise. Discuss the two questions and I’ll ask some students to report your work.
After several minutes
T: Question 1. Who’d like to try?
S1: Let me try. Yes. I think it was right for them to call “The Monkees” a band. Though they didn’t sing or write their songs, they really get people to appreciate music. It’s such a creative idea that many people become their fans. It was a band formed in an unusual way.
S2: No, I don’t think it was a band. They didn’t write or sing their own songs. How can we call it a band?
S3: No. I don’t think so, because singing and writing its own songs is the basis of a band.
T: I have the same idea as you. Let’s go on with next question. Any volunteer?
S4: Yes. I think it is the jokes that really attract more fans.
S5: No. 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.
S6: No, I think the content of music is more important than the jokes. The content is the soul of the music.
Get the students to do it by themselves, and then discuss the answers in groups of 4. At last check the answers with the whole class.
T: Now it’s time to deal with Exercise 4. Go over the passage and look for the main idea of each paragraph. I’ll give you several min utes to discuss your answers in groups 4, and then let’s check the answers with the whole class.
Step ⅤLanguage points
T: well, please look at the screen and I’ll explain something to you.
1. dream of: imagine something
a. He often dreams of being a scientist.
b. The soldier often dreamed of his hometown.
2. ...with everyone clapping and enjoying...(with structure used as adverbial)
He stood there, with a book in his left hand.
With the day coming near, they felt excited.
The new manager felt worried, with so much work to do.
He came in, with his nose red from cold.
3. pretend: make oneself appear to be doing something to deceive others
a. He pretended not to know anything when he was asked.
b. He pretended to be reading when I came in.
4. play jokes on: speak lightly or amusingly about sb/sth
Don’t play jokes on the disabled.
5. base on: use something as grounds
The stories were based on real life.
6. ...of whom the band was formed...
a. This is the shop in which he works.
b. Mr. Smith is the person to whom you should write.
7. break up: make something separated using force
The police broke up the crowd.
What broke up their friendship？
Step ⅥListening and filling in the blanks
In this part, students will listen to the tape and do this exercise individually. After
that, check the answers with the whole class, and then the teacher and the whole class read the passage together, which will be served as the ground for the retelling afterwards.
T: Listen to the tape and finish the following exercise.
If we are ________ ourselves, most of us have ________ being famous sometimes in our lives. Most musicians often meet and ________ a band. Sometimes they play in the street to ________ so that they can earn some ________ money and this also gives them a ________ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed ________ each other as well as played music, whose music and jokes were loosely ________ “The Beatles”. Their exciting performances were copied by other groups. “The Monkees” played their own ________ and wrote their own music. Though it ________in 1970, it reunited in the mid-1980s and it is still popular today.
Suggested answers
1. honest with
2. dreamed of 3 form 4. passers-by 5. extra
6.chance 7 played jokes on 8. based on 9. instruments 10.broke up
Step ⅦRetelling
Show the key words and relevant pictures on the screen, using the computer.
Ask the Ss to retell the passage, according to the following key words.
1. be honest with／dream of／form a band／earn extra money／give a chance
2. a band started in a different way／play jokes on ／music and jokes／be based on ／The Monkees／play instruments／write their own music／break up／reunite
T: Look at the key words here. I’d like you to retell the passage.
Allow the students enough time to prepare.
T: Are you ready?
S1: Yes. If we are honest with ourselves, most of us have dreamed of being famous sometimes in our lives. Most musicians often meet and form a band. Sometimes they play in the street to passers-by so that they can earn some extra money and this also gives them a chance to realize their dreams.
T: Good. The next part, any volunteer?
S2: Yes, let me have a try. There was once a band started in a different way. The musicians of whom the band was formed played jokes on each other as well as played music, whose mu sic and jokes were loosely based on “The Beatles”. Their exciting performances were copied by other groups. After a year or so, they became more serious about their work. “The Monkees” played their own instruments and wrote their own music. Though it broke up in 1970, it reunited in the mid-1980s and it is still popular today.
T: You’ve done a good job. Now I’d like one student to retell the whole passage. Volunteer?
Ss: ...
T: Let’s retell the whole passage together.
Step ⅧSummary and homework
Make a summary about the text and assign the homework.
T: Today we’ve learned the passage about the band “The Monkees” and learned something about music. In addition, we know their success lies in their hard work and their unique style of performance.
Now the assignment:
1. Please collect some information about your favourite music and some famous musicians.
2. Read the text fluently and pick out the sentences you appreciate.
Step IX More exercises
I. Text Retelling
Retell the text, using the key words here.
1. Key words
be honest with／dream of／form a band／earn extra money／give a chance／a band started in a different way／play jokes on ／music and jokes／be based on ／The Monkees／play instruments／write their own music／break up／reunite
2. One possible version
If we are honest with ourselves, most of us have dreamed of being famous sometime in our lives. Most musicians often meet and form a band. Sometimes they play in the
street to passers-by so that they can earn some extra money and this also gives them a chance to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed played jokes on each other as well as played music, whose music and jokes were loosely based on “The Beatles”. Their exciting performances were copied by other groups. After a year or so, they became more serious about their work. “The Monkees” played their own instruments and wrote their own music. Though it broke up in 1970, it reunited in the mid-1980s and it is still popular today.
Ⅱ. Moral Education
Teachers make the students have a deep understanding of the text. Through the text, teachers get them to think carefully about the outlook on society and on personal value and make them think what kind of outlook on society and value is in accordance with the development of society. Also, we teachers should enlighten them on their dreams. At last, teachers should make them fully realize the importance of hard work and right attitude towards work, call on them to learn from others and learn their advantages and bravely meeting challenges in life.
Ⅲ. Writing Techniques
1. Writing Characteristics
The writer leads in the topic by beginning with an imperative sentence so as to arise the interest of the readers. Then it tells how a band is usually formed. It focuses on the development of “The Monkees” and introduces the theme, content, characteristics and its development of popular music. After careful reading, it is not difficult for us to find out the outlook on society and personal values changed over time in America. This is an article that will enlighten its readers both on art and thoughts.
2. The writing style
This text is a piece of expository writing. It begins with a question, and mainly introduces the establishment and the development of “The Monkees”. I n one respect it tells about the theme, content, and characteristics of a kind of art-popular music.
3. The main idea
This text reveals the changes in Americans’ outlook on society and personal value by
introducing the establishment and development of the band-“The Monkees”. Behind it is the sense that is generally accepted by the whole society. It arouses us to think what we should seek in our life.
Ⅳ. Writing purpose
This text tells the establishment and development of “The Monkees” and the content, theme, and characteristics of popular music. Also it reveals the changes in Americans’ outlook on society and personal values. When the students read and understand the text, they will develop a good habit of appreciating what is beautiful step by step. It also makes us think what we should seek after in our life. The writer also implies the values of learning from others’ advantages, having right attitude towards life and hard work to realize our dreams.
The Second Period Grammar
Teaching goals 教学目标
1. Target language 目标语言
重点词汇及短语
supporter, by chance, directions, get mixed up, sort out
2. Ability goals能力目标
a. Enable the Ss to use the words and expressions in this unit.
b. Enable the Ss to use the Attributive Clause with the preposition ahead of the
relative clause correctly.
3. Learning ability goals 学能目标
a. Get the Ss to guess the meaning of the words or phrases according to the context.
b. Let the Ss use the Attributive Clause with the preposition ahead of the relative clause to express their ideas.
Teaching important points教学重点
a. Get the Ss to use the Attributive Clause with the preposition ahead of the relative clause.
b. Get the Ss to master the usage of the important words of this part.
Teaching difficult points 教学难点
How to teach the students the usage of the Attributive Clause with the preposition ahead of the relative clause.
Teaching methods 教学方法
1. Question-and-answer activity to help the Ss to go through the words of this unit.
2. Pair work or group work to make every student work in class.
3. Teaching the students the usage of the Attributive Clause with the preposition ahead of the relative clause.
Teaching aids 教具准备
A computer a projector and some slides.
Teaching procedures & ways 教学过程与方式
Step ⅠRevision
Greetings
Check the homework
T: I’d like to know the information you’ve collected about music or musicians. Who’d like to try?
S1: I like country music. So I’d like to say something about country music. Country music comes from two kinds of music. One is traditional music of the people in the Appalachian Mountains in the eastern United States. The other is traditional cowboy music from the West.
The singers usually played the guitar, and in the 1920s the singers started using electric guitars. At first city people said country music was low class. It was popular mostly in the South. But during World WarⅡ, thousands of Southerners went to the Northeast and Midwest to work in factories. They took their music with them, so it slowly became popular all over the United States. Today country music is popular everywhere, because it is about simple but strong human feelings and events-love, sadness, good times and bad times. It tells real life stories. As life becomes more complicated, it is good to hear music about ordinary people.
S2: My favourite singer is Zhou Huajian, a well-known pop singer who was born in Hong Kong. As a high school student, he took interest in music and once took part in a singing competition held by local radio station and won the first prize. At the
age of 19, he went to Taiwan Province and studied there. The next year, he went to sing in a restaurant, where he sang for four years. One day, when he was singing in a restaurant, the manager of a record company was greatly impressed by his performance. So he was invited to join the company. He has been famous since then.
Ask 2 or 3 Ss to report their homework.
Step ⅡLearning about language
Discovering useful words and expressions
Find the words and expressions with the following meaning according to the reading passage. Get the students to do this by themselves, and refer to the dictionaries if necessary. At last check the answers with the whole class.
T: First let’s turn to page35 and do the exercises in Learning about Language, I’d like you to find the words and expressions with the following meaning. Do this exercise by yourselves and check the answers together at last.
In this part, get the students to do this exercise individually. After that, ask them to discuss their answers in pairs and then with the whole class.
T: You all have done a good job.
In this part, get the students to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.
T: Everyone has his dreams. What are your dreams? What do you expect to happen? I’d like you to work in pairs and have a discussion. Finally report your work to me. After several minutes
T: Are you ready for your report work?
Ss: Yes.
S1: I dream of being a famous musician. But to be honest with you, my voice is not pleasant to hear.
S2: I dream of being a millionaire. But to be honest with you, I have to work hard first.
S3: I dream of being a doctor. But to be honest with you, I’m not good at biology.
S4: I dream of being an engineer. But to be honest with you, I’m weak in science.
S5: I dream of being a champion and win a gold medal in the Olympic Games. But to be hon est with you, I’m not good at P.E.
Discovering useful structures
T: In the text we’ve learned two useful sentences with the structure: preposition+ relative pronoun. Who can tell me the two sentences?
S1: a. The musicians of whom the band was formed played jokes on each other as well as played music.
b. However, after a year or so in which they became more serious about their
work, "The Monkees" started to play their own instruments.
T: Very good. Pay attention to the structure here. In the Attributive Clause, when the preposition is put before the relative clause, usually only two relative pronouns are used——which and whom. That is never used. Look at the screen, and learn more about this kind of structure.
1. In the strange city, he could not find anyone (to whom turned for help).
2. I’ll never forget the day (on which we met for the first time).
3. This is the professor (from whom we can learn a lot).
4. This is the gun (with which the hunter shot the wolf).
T: Read the sentences together.
For this part, ask the students to do this exercise by themselves, and then let them discuss the answers in pairs. At last, check the answers with the whole class.
T: Now let’s go on with the next exercise. Turn to page36, and let’s sort out the sentences. I’d like you to do this exercise by yourselves. After that discuss their answers in pairs and then let’s check the answers together.
Allow the Ss enough time for the exercise.
Step ⅢUsing words and phrases
1. When the students know what to do, ask them to do this exercise by themselves, and then check their answers first in pairs then with the whole class.
T: Turn to page 70, and let’s complete the sentences. Then write the missing words in the puzzle on the right and find the hidden word.
2. This exercise aims at en larging the students’ vocabulary. Teachers can ask them to
work in pairs, and then check their answers together. Teachers can also ask them to do it after class.
Step ⅣUsing structures
Exercise 1 Rewrite the following sentences as example.
T: Please do the following exercise on page71. Discuss the answers with you partner, and then I’ll ask some students to report your work.
Suggested answers
1) Please tell Mr. Li that his solo piano concert will be held at the Capital Concert Hall.
Please tell Mr. Li that his solo piano concert will take place at the Capital Concert Hall.
2) I’m glad to tell you that your new ABC Music Book will be published next month. I’m glad to tel l you that your new ABC Music Book will come out next month.
3) This is how the No.1 Chinese Music Website was formed.
This is how the No.1 Chinese Music Website came into being.
Exercise 2Correcting
For this exercise, ask the students to do it by themselves and then check the answers with the whole class.
T: Turn to page 71 and do Exercise 2 here. There is a grammatical error in each of the following sentences. Please read carefully and correct it.
Suggested answers:
1. Peter said that he was really grateful to you for the help you offered the other day.
2. He told all the people present to pay more attention to education.
3. Mr. Clark found Alice sitting at the corner of the living room, in which the windows were wide open.
(Or) Mr. Clark found Alice sitting at the corner of the living room, whose windows were wide open.
4. I’ll never forget the days that we spent together during our study tour in the Republic of Ireland.
5. They thought very highly of our new design, which made us very pleased.
I. 单元教学目标 II.目标语言
课程设计与课时分配 Period 1: Warming up Period2: Reading Period 3-4: Language points Period 5-6: Language study & Grammar period 7-8: Using language period 9: Listening and speaking Period 10: Extensive reading and Writing Period I Warming-u p Teaching goals: a.Encourage the students to discuss accidents and first aid . b.Enable the students to talk about different accidents and how to give first aid in different situations. c. Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion. Teaching important and difficult points: Help the students to use the expressions to describe the accidents and how to give first aid. a. Key words and expressions: aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment; b. Communicating expressions: We/you should/ ought to … Please do… Make sure… You must/have to/ought to… You must never… You ought never to… Teaching aids: A recorder, a projector, and a computer Teaching methods: Brainstorm and discussion (Group work).
七年级上册集体备课 U n i t5教学案 -CAL-FENGHAI.-(YICAI)-Company One1
新目标英语七年级（上） Unit 5 Do you have a soccer ball 教材分析 本单元是七年级上正式篇第五单元。本单元分为四个部分：Section A、Grammar Focus、Section B 和Self check。在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有关此类物品，并作出相应的回答。同时学习表示建议的句型Let’s 及表示评价各种运动的形容词。 本单元所选用的话题来自于学生所喜爱的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。 Period 1: Section A (1a-2c) I.双向细目表 II.教学过程
IV、练题 一．根据句意用所给单词的适当形式填空。 1.The___________(dictionary) are in the bookcase. 2.Does your father________(like) sports 3.Can you help _______(I)
4.Let’s_______(play) soccer ball. 5.They have two__________(computer) 二．单项选择。 1.-Does your brother ______any baseballs -Yes, he ____some. A.has, has , have , has 2.--Do you have any erasers ---No, we ______. A.aren’t ’t ’t 3.The music is like it. A.well 4.Peter likes sports very much,_______he doesn’t like soccer. A.and 5.Many people _______TV in the evening. A.look at 三．根据所给单词及标点提示连词成句。 1.doesn’t, Alice, sports, play ________________________________ 2.Play, games, computer, let’s _________________________________ 3.Have, a , hat, collection, I , great__________________________________ 4.His, have, mother, uncle, an, does _________________________________ 5.Only, them, I, on, TV, day, watch, every ____________________________ Period 2 : Section A (2d-3c) I.双向细目表 II.教学过程
此文档下载后即可编辑 Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身
Teaching Plan for Book 5 Unit 5 First Aid for Burns Reading by Nie Xiaoping Dec. 4th, 2015 Teaching Goals:ks5uks5uks5u] 1. Enable the Ss to get some first aid knowledge. 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of the passage. Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns. ks5uks5uks5uKS5U] Teaching Procedures: Step 1. Leading-in 1. What is first aid? 2. Do a quiz about First Aid. Step 2 Pre-reading Show the Ss the picture of Pre-reading on P33 and ask the questions: What has happened? What kind of first aid would her mother perform? Step 3. While-reading 1.Skimming Go through the text and get the main of each part & the passage.ks5uks5uKs5u] 2. Scanning
英语集体备课教案《Unit1Myclassroom》Unit 1 class room
英语集体备课教案《Unit1Myclassroom》 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 英语集体备课教案《unit 1 my classroom》 教学目标 1．能认读并会书写大小写aa, bb, cc, dd, ee.能听懂、会说单词：beef, doctor, bed 2．能根据单词的发音，判断单词的第一个字母和所含的元 音字母。 3．进一步培养学生良好的书写习惯。 教学重点：学习书写英文字母aa, bb, cc, dd, ee的大小写，学习单词beef, doctor, bed。 教学难点：大写c和d, 小写b和d易混淆；大写b和e的笔顺 教具准备： 1．写有大小写aa, bb, cc, dd., ee的字母卡
2．写有本课单词的单词卡 3．教材相配套的教学录音带 4．自制课件（见媒体素材） 教学过程： （一）热身、复习（warm-up/revision） 1．教师播放“chant”，师生共同随着录音带边打节奏边说歌谣。（使用第二册教材unit 6,let’s chant/b） a b c d e f g, h i j k l m n , o p q, r s t, u v w, x y z! now you can say your a b c’s. it’s as easy as 1 2 3 ! 2．让学生背诵字母表 （二）呈现新课（presentation） 1．播放教学课件（字母a）
Unit 5 First aid 1.aid n. vt.帮助；援助；资助with the aid of…在……的帮助下 in aid of sth/sb.以支援或帮助某物/某人 be a great aid to s b 对某人有极大的帮助come to one’s aid来帮助某人 first aid急救 aid sb in sth/doing sth 在某方面帮助某人 aid sb to do sth帮助某人做某事 aid sb with sth在某方面帮助某人 (1)We’re collecting money in aid of cancer research. (2)He aided me in business/with money. (3)My professor aided me to continue my study. (4)This new medicine may aid your recovery. (5)A dictionary is an invaluable aid in learning a new language. (6)We’re collecting money in aid of cancer research. (7)# (8)He aided me in business/with money. (9)This new dictionary is a great aid to me. (10)He was too busy to come to my aid. (11)They are collecting money in aid of rare-earth research. (12)With the aid of a compass, the traveller can find his direction. (13)Thank you for aiding me in/with the work. 2.fall ill生病；病倒 fall asleep 睡着 fall silent安静下来fall in love with…爱上…… fall to pieces崩溃 fall down摔倒fall behind落后，落在……后fall off质量下降；跌落；减少 fall over倒下；摔倒 (1)She had to stay at home because her son fell ill. (2)？ (3)They fell in love with each other at first sight. (4)It took him a long time to fall asleep. (5)Babies often fall down when they learn to walk. (6)His mother has been ill for a month. (7)I must have fallen asleep because it took me a long time to realize that the telephone was ringing. (8)He fell asleep while watching TV. (9)He didn’t want to fall behind others in his studies. (10)Having been working too hard in the last few months, he fell ill suddeny. 3.^ 4.injury n. [c,u]损伤；伤害 do an injury to对……造成伤害 injure vt.伤害；损伤 injured adj. 受伤的； 受损伤的 the injured 伤员；受伤的人 injure强调对身体的伤害，多指在意外事故或天灾中受伤，有时也用于指对精神的伤害。 wound 指战争中刀或枪造成的创伤、伤口。 hurt 指一般的肉体伤害，尤指精神或感情上的伤害。 harm 指精神或肉体上的极大伤害，多用于有生命的东西，也可用于抽象事物、如健康、权利、事业等。 (1)He survived in spite of suffering serious injuries. (2)Your words do an injury to the little girl. (3)After the big earthquake, the injured had no access to the medical rescue immediately. (4)I hope I didn’t hurt her feelings. (5)You must be very strong to be a firefighter, or you might not be able to carry the injured. (6)Peter was wounded in the war. After leaving the army, he was injured by a car, which harmed his job. Shortly afterwards his wife died. He was hurt badly and got mad. (7)The driver of the car received serious injuries to the legs and arms. (8)【 (9)The experience left me with a deep hurt. (10)He had a bullet wound in his chest. (11)Two soldiers died and three others were wounded in the attack.
__五___年级组_英语_学科集体备课(总9 课时) 第一部分：主备人研读教材初备 第单元解读本单元谈论如何问路，学习cinema, hospital, shop, zoo等地点和How do I get to …? Go along this street. Turn left/ righ t at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right等问路句型，学生在情境中理解、感知并掌握。 课时分配第一课时：Story time 说教材课题Asking the way第 1 课时主讲稿 教材简析 本部分的场景和话题是unit 2 story time的延续。Yangling 想去 Suhai 的新家看一看，但是不知道怎么走。课文由两个场景组成， 场景一是yangling在电话里询问suhai 去她家的路线，场景二是 yangling 在途中迷路了，向警察问路。 教学 目标 1、能听懂、会说、会读cinema, hospital, shop, zoo等地点类单词. 2、能初步运用句型How do I get to …? 及回答：Go along … Get on/ off … Turn left/ right … 3、能正确、流利地朗读并理解故事. 4、学生能在理解的基础上合作朗读故事. 教学 重难点 1、能听懂，会读，会说，会用How do I get to …? 及回答：Go along this street. Turn left/ right at the traffic lights. Get on/ off … at …Station. You can see the … on the left/ right. 2、能正确、流利地朗读并理解故事. 说教法教学策略 （教法设 计) 游戏教学法、模仿练习法、合作学习法 教学媒体 使用 单词卡片，人物图片，多媒体
英语必修五unit5教案
英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.doczj.com/doc/c013308775.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
识字5 教学目标： 知识与技能：1、认识10个生字，会写8个生字。 2、能够正确、流利地朗读谚语，感悟言语中包含的道理。 过程与方法：1、在读中感悟谚语的意思，并联系实际深化对谚语的理解。 2、鼓励学生永学过的方法自主识字。 情感态度价值观：1、有积累谚语的兴趣。2、懂得与人团结合作。教学重点：在熟读谚语的基础上，用学过的方法自主识字。积累谚语。 教学难点：感悟谚语所包含的道理。 教具准备：生字卡片、课件 教学课时：两课时 教学过程： 课前预习（自主预习，有效内化） 第一课时 课时目标：熟读谚语，积累谚语；自主识记生字，理解谚语，感悟谚语中包含的道理。 一、创设情境（导入新课，激趣诱思） 二、自主探究（检测预习，发现问题） 1、自读课文，读准字音，读通句子。 2、出示带拼音生字，小老师领读。 3、去拼音，自由读，开火车读。 4、记住字形：学生交流识字方法，如换偏旁、猜字谜、组词识字等。 三、合作交流（合作探究，分层提高） 1、自读谚语：想想每个谚语的意思。 2、小组里说说自己对每个谚语的理解， 3、选择你喜欢的一条谚语，读给大家听，并说说你为什么喜欢这一条谚语？ 4、教师范读，学生仿读。 5、师生、生生对读：体会谚语前半句和后半句的对应关系。 6、全班齐读。 四、写字指导，掌握结构 1．引导学生认真观察“我会写”中的8个字。组织学生讨论在书写中应注意什么？
2．师范写，生书空。 3．生描红练习，教师有意识地指导难写的字： 4．书写展示，相互评价，引导学生把不好写的字多写几遍。 五、总结评价（总结全文，升华感情） 第二课时 课时目标：能正确、流利、有感情地朗读课文，继续背诵谚语；正确书写生字。 一、复习导入 二、自主探究（检测预习，发现问题） 1、结合生活实际识字。 2、齐读课本中的谚语。 三、合作交流（合作探究，分层提高） 1．读中你发现了什么？你还发现什么？让学生自由议论。 2．组内说自己对每一句谚语的理解，也可以提出不懂的地方。 如：(1)“人心齐，泰山移”图片抗洪,加深对谚语的理解。 (2)“人多计谋广，柴多火焰高。理解“计谋”的意思。 (3)“一根筷子容易折，一把筷子难折断”。 指导学生可以从字面上理解，了解容易的反义词是困难。 (4)“树多成林不怕风，线多搓绳挑千斤”。 (5)一花独放不是春，百花齐放春满园。出示春天的画面 师：春天是怎样的景象？（百花盛开），出示画面 3．选择自己喜欢的谚语，读给大家听，并说说自己喜欢的理由。 4．四、拓展提升（适度提升，有效延伸） 1．师生对读，体会每句谚语中前半句和后半句之间的联系，再齐读全文 2．小组学习，让小组与组对口令。 3．背5句谚语。 五、总结评价（总结全文，升华感情） 板书设计： 教学反思：
Unit 1 Great scientists Teaching aims: 1. Learn some new words and expressions: Words: attend, cure, expert, handle， Phrases: be linked to, be exposed to , be absorbed into, be to blame (for sth) 2. To examine a new scientific idea. 3. Train the students’ reading ability Main points: words and phrases Difficult points: scientific research Teaching procedures: Step 1. Warming up 1. Greeting the students 2. Show the Ss pictures of great scientists Step 2. Pre-reading 1.Read the pictures and title of the book and make a prediction about the content of the text. 2. Do the exercises on the answer sheet and let Ss analyze the words and finish Part II Step 3 fast reading. 1. Ask the Ss to put them in order and get their answers. 2. Choose the right answer to the content of the text. Step 4. Reading passage 1. Careful Reading 1) Para.1 Find a problem. What is the problem? John Snow was an doctor in London who Queen Victoria as her personal . He thought about helping ordinary people to cholera. Though the cause and the of it were unknown, he wanted to face the and solve the problem. What caused cholera? 2) Para.2 Make a question: Two theories(ideas): 1. Cholera multiplied in the air. 2. People absorbed it into their bodies with their meals 3) Para.3 Think of a method 1. What happened in 1854? 2. How many people died in 10 days? 3. What did John Snow do at that time? 4) Para.4 Collect results Ask students find out the reasons according to the map. Which house has the largest number of deaths in this map? A. No. 12 B. No.2 C. No.38 D. No. 29 5) Para.5 Analyse the results
Unit 5 Theme Parks 集体备课教案 辉云辉艳 Knowledge aims: 1.Get the students to learn the new words and expressions in this unit. 2.Let the students to get some information about parks and theme parks. 3.Develop students’ ability in reading and speaking English. 4.Get some knowledge about word-formation. Ability aims: 1.Learn to retell the passage according to their own notes. 2.Get some knowledge about word-formation , try to use it to guess the meaning of a new word. Emotion aims: 1.Get some knowledge about parks and theme parks, and get to know that theme parks can offer us not only amusement, but also kinds of knowledge and exciting experiences. 2.Develop students’ sense of cooperative learning. The first period: Warming-up& word study. Step1. Warming up Boys and girls, summer holiday is approaching, right? Do you have any plans? Do you want to visit some places of interest. Now I will show you some famous parks. Step 2.Show some pictures of the theme parks and other kinds of parks. Here are some questions on page 33. Discuss these questions with your partner. 1. What is a park? (Park is a large public area of land with grass and trees etc, where people can go in order to relax or enjoy themselves.) What is a park for?(for relaxation and entertainment) 2. Do you know the differences between a theme park and an ordinary park? Give the students several minutes to discuss then ask 2-3 students to state their ideas. Referring answers: Traditional parks: little activities Cost little or no money Theme parks: provide entertainment (enjoy unusual experience) a variety of things to see and do (broaden horizen) charge money for admission. (make profits) After knowing this, let’s come to the vocabularies. Step 3 .Vocabularies List some new words on the blackboard and give the explanation to students. Step4 Homework 1.周报词汇地带。 2.预习课文：Reading task。 Period 2&3 Reading and comprehending
Period8. Grammar By Yin Zhishi I.Content: B5U5 Grammar---Illipsis Time:20151110 II.The course standards: 1.Help the Ss to learn and grasp the knowledge about ellipsis. 2.To educate the Ss’ ability of the reading and writing and their interesting in En glish. III.The aim of teaching 1.Knowledge: The Ss learn and grasp the knowledge of ellipsis. 2.Ability : Improve the Ss’ ability in learning reading and writing. 3.Emotions: To educate the Ss’ love and interesting in learning . IV. The main points of teaching. To learn about and grasp basic rules of the ellipsis and to correctly use them in reading and writing.. V.The difficult points of teaching. To correctly use ellipsis correctly in reading and writing.. VI.The type : New The mode: first learn then teach VII.The way of teaching: Finding /Induction and practising VIII.The teaching procedures: Step 1 Revision 1.Greet the whole class as usual 2.The teacher checks the students’homework. Step 2 Learn the new -----------Grammar T: Let’s look at the text, Grammar (page 91) Present some sentences and encourage the students to find out which words have been left out. T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.”Then it is called Ellipsis. The subject “I”has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out. 1.Haven’t seen you for ages. 2.Some more tea? 3.Sounds like a good idea. 4.Doesn’t matter.