外研版高中英语必修二备课Module 3 music教案

Book Two Module 3 Music Reading课堂教学设计阜新市育才中学张洪亮Book Two Module 3 Music Reading课堂教学设计一、教材内容分析这是新教材高一第二册第三模块的阅读课型，本模块的主题是音乐，音乐是学生非常感兴趣的一个话题，教师应该在帮助学生应用学到的语言知识，开展听、说、读、写等语言时间活动的同时丰富学生的音乐知识提高学生的艺术修养。

我所设计的这部分内容，是其中的阅读部分。

本文围绕音乐这一主题向学生介绍了海顿.莫扎特和贝多芬等三位欧洲十八世纪的伟大的音乐家的主要成就和生平细节。

特别是贝多芬晚年的坚强事迹会给人很大的心灵触动。

根据新课程标准以及高一学生的知识语言能力水平制定以下教学目标：二、教学目标1、知识目标：1）、重点词汇与短语Austria, Vienna, Germany, symphony, compose, composer, completelydeaf, from an early age。

2）、学生了解课文内容并学习如何写作人物生平。

2、能力目标：1）、培养学生听、说、读、写的能力。

2）、培养学生合作的能力。

3）、提高学生的阅读能力，如略读、查读、细读。

3、情感目标：1）、学习贝多芬热爱事业、热爱生活的精神。

2）、学习贝多芬勇于面对困难、克服困难的精神。

3）、培养学生坚强的意志品质。

三、教学重难点：1、了解课文内容。

2、学习如何写作人物生平。

四、教学过程设计Step 1 Pre-class preparationPlay a piece of music named Qinghuaci by Jay Chou(Zhou Jielun) before class.[教师活动]播放音乐[学生活动]欣赏音乐[设计说明]（1）在课前放松心情，（2）为导课做准备。

Step 2 Lead in1. Give the following questions according to the music played before class:Do you know who is the singer of the song?How much do you know about him?[设计说明]利用课前音乐，引出周杰伦也是一名作曲家，由此引出composer这个本课的重点单词，也由此引出本课的中心话题----介绍18世纪的三位著名作曲家。

外研版高中《英语》必修二MODULE3MUSIC阅读课教学设计外研版高中《英语》必修二MODULE 3 MUSIC 阅读课教学设计外研版高中《英语》必修二Module 3 Music 阅读课教学设计,精彩案例, 吕娟娟约2122字本节课是阅读课,本文围绕音乐这一主题向学生介绍了海顿、莫扎特和贝多芬等三位欧洲十八世纪的伟大的音乐家的主要成就和生平细节, 是学生感兴趣的话题。

现阶段学生已经具有一定的语言基础,具备一定的认知能力,有自我的观点和看法,对音乐会非常感兴趣,对本文一些知名的音乐家会有所了解,但对于音乐家的英文名不会太熟悉。

根据《新课标》总目标的描述,结合本课内容及学生的具体情况,我将教学目标系统化,在语言知识目标方面,要求学生掌握并能运用本课中的主要词汇,尤其是关于音乐术语的表达方式;在语言技能方面,首先能够运用所学词汇、语言知识从主要成就和生平细节等方面介绍音乐家,第二是要培养学生获取信息、处理信息、运用信息进行推理判断的能力。

在学习策略上,首先在认知策略方面力求通过阅读培养学生抓住和辨别信息要点的能力,并能够运用用现有知识与音乐常识对材料进行理解、分析及综合加工;在调控策略方面,使学生在阅读过程中善于根据时间顺序为线索理解和撰写人物介绍类文章;在资源策略方面,通过网络或其它媒体等多种途径丰富音乐知识,提高艺术修养。

对于文化意识和情感态度目标,是要培养学生通过音乐这一特殊语言进行文化交流的意识。

使学生喜爱音乐、欣赏音乐、丰富情感。

基于以上教学目标,我设定了本节课的重难点。

教学重点是学生语言知识的习得和略读、查读等阅读微技能的训练;教学难点是如何让学生们运用所学词汇、语言恰当评价三位音乐家。

在教学方法上,本节课主要采用任务型教学法和活动教学法,并引导学生将自主学习与合作探究相结合。

教学过程设计:Step One: Lead in. 教材重组,将Introduction 作为新课导入。

1.伴随着优美的音乐,通过大屏幕展示学生所喜爱的国内外著名乐队、歌手、指挥、各种乐器等图片。

高中英语Module3 music 教案外研版必修2Module 3 musicAims and requirements ●To enable the students to listen and talk about likes and dislikes (especially about music and musicians),encouraging them to try the vocabulary and everyday English in this unit ●To develop the students’ reading ability ●To help the students learn and use two grammars (adverbial clause of time and the past perfect tense) in different situations ●To help the students to write a biography of a person, using the time expressions in Grammar 1 Teaching proceduresPeriod 1 Introduction ，Warming upTeaching aims: Enabling the students to 1. know some words about music 2. know something about three great composersstep1. Warming up by listening pieces of music and asking questions Play several pieces of music (music from Haydn, Mozart and Beethoven will be best) to let the students listen and appreciate, then ask them: 1) Do you like music? 2) What about these pieces? 3) What is your favorite kind of music? 4) Who is your favorite musician? And who is your favorite composer?step2. Warming up by showing some pictures and discussing1) Do you know who they are?2) What kind of things are these pictures connected with, science, culture, politics, painting, drawing or music? Step3. Warming up by listening to a piece of music Good morning, class. Today we are going to read a passage about three great musicians who are all composers. A composer is a musician who writes pieces of beautiful music for others to sing or to play. Now,let’s listen to a pi ece of music.(the teacher plays a piece of music ----er quan yingyue) 1. do you know what kind of music it is? 2. whose work is it? 3. what kind of music is it?4. what is your feeling after listening to it? Step 4 show the following pictures And make the students familiar with these new words: Piano violin saxphone drum erhu guitarnow please match these musical instruments with their names. Step 5 work in groups to discuss these questions: 1. which of the instruments do you like listening to? 2. which famous musicians play them? 3. is the chinese instruments different from the other instruments?describe the difference,if there is one. Step6 summary and homework: Today we’ve learnt the Introduction,know something about music,and we’ve also learnt some new words. The homework: 1.Try to instruct your favorite musician to your class orally. 2.Learn the new words again, using the dictionary if necessaryPeriods 2 Reading and VocabularyTeaching Aims: Train the students' reading ability. Learn some useful words and expressions. Teaching Important Points. Help the students to understand the passage better. Learn and master some important words and phrases in this period. Teaching Difficult Points: How to help the students improve their reading and understand the passage better. Teaching Methods: Fast reading to get the general idea of the text. Careful reading to understand the passage better. Discussion to help the students understand what they've learned better.Teaching procedure. Step 1 Lead --inThe teacher may play a kind of music written by Beethoven. ------- What kind of music do you think it? ----- Who do you know wrote it ? The teacher may discuss the questions and answer them freely. T: As we know, there are various kinds of music around the world. They all have their own obvious characteristic. And also there were famous composers such as Joseph Haydn, Mozart, and Beethoven. Today we may learn of their life from the text. Step 2 Reading comprehension.Fast reading: Read the passage quickly and choose the best title. A. Three Great Austrian Composers. B. Three Great Composer of the eighteenth Century. C. Three Great Child Composers. Key: Ｂ. Now let's read the passage again, underline new words in the text and decide whether the following statements are right or not. 1. The three composers were all born in Austria. 2. Mozart had a beautiful singing voice. 3. Mozart died before his fortieth birthday. 4. Beethoven once worked at the court of a prince, who began to go deaf when he grew older. 5. Beethoven had ever met Haydn, but he didn't think he taught him a lot. 6. Both Haydn and Mozart had fathers who were musicians. Key: 1. F Beethoven was born in Bonn, Germany.2. F. Haydn had a good singing voice.3. T4. F. Haydn once worked at the court of a prince, but he didn't go deaf.5. T6. F. Haydn was the son of a peasant ( The teacher may begin with the T/F questions orally and this is a good time to test their listening abilities as well as their comprehension of the text. ) Step 3 Read and listen to the passage. Meanwhile, some more questions are waiting for you. 1. Howdid Haydn change the form of symphonies? 2. How long did he work in eastern Austria? 3. How many pieces of music did Mozart compose? 4. How old was he when he played for the Empress ofAustria? 5. How long were Mozart and Haydn friends? 6. Who taught Beethoven how to play the piano? 7. Did he stop composing when he became deaf? Keys: 1 He changed the symphony into a long piece for a large orchestra. 2. 30 years. 3. More than 600 pieces of music. 4. When he was 6 , he played the harpsichord in a concert for the Empress of Austria.Periods 3, Function and GrammarTeaching aims:1 To learn grammar rules 2 To use the grammar rules for correct communication 3 To study co-operately Teaching important points: To use the correct tense and the proper conj. Teaching difficult points: To use correctly the two tenses and the three conj. Teaching methods: Explanation and practice Teaching procedure: Step ⅠLead-in by telling the class what happened to the Shenzhou ⅫAs science and technology is developing rapidly, China has achieved a lot in the area of.Shenzhou Ⅻlaunched when/while scientists,engineers and the whole nation were waiting and watching.When I came back home from school and heard the news,I couldn’t help getting exciteed. I feel proud of our country. Step ⅡGrammar 11 Make sentences with “when , while, come in , have a lesson” ( Here is a picture of a classroom and a student coming in)A When he came in, we were having a lesson.B When we were having a lesson, he came in.C While we were having a lesson, he came in. 2 Say the meaning of “as” in the following sentences.D As he was a child, he studied drawing.E As he grew older, he began to go deaf.F He listened to music as he walked. 当?之时随着一边?一边? 3 Answer the three questions. When we talk about a single event in the past,we use when as in A . When we talk about a period of time in the past,we use when/ while / as as in B C D. We use as to refer to a progressive change as in E F . 4P ractice Complete the following sentences with “when ,while , as” (1) ___she was studying at school, she also sang in the school choir. (2) ___he was living in Vienna, he studied music. (3)___she met bach,she was only 20 years old. (4) ___he grew older, he found it more difficult to compose music (5) ___he was playing in the orchestra, he met his wife. (6) ___he was working in Hollywood, he became ill and died. (7) ___I listened to the violin solo, I fell in love with classical music. (8) ___they toured Europe for 10 years, they finnally decided to live in Austrilia. Step ⅢGrammar 2 The past perfect tense 1 Read the following sentences and summarise rules, paying attention to tenses. Fill in the blanks. After Liping had finished doing his homework, he turned on the TV. After they had got everything ready, they began to do the experiment. Before he came to our school, he had taught English for several years. Before his letter reached me, I had receivedhis telephone call. They had finished the project by last month. I had left the country by the time the letter reached me. had done before did did after had done had done by did/past time2 Practice Workbook Grammar (2)(3)(4) Complete the sentences using the verbs in brackets and the past simple or past perfect tense.Step Ⅳ1 Game Oral practice ,pair work. Ask and answer questions using all kinds of tenses. Example:-- When did you have your breakfast this morning? -- At 6. -- Have you prepared for the English lesson? -- Yes, I have. I have finished the exercises in the workbook. 2 Watch a vedio play.Step ⅤSum up Ask some students to make sentences using “when, while, as, before, after, by”.Step ⅥHomework: Present a biography of a famous Chinese musician or composer. Periods 4 Speaking and Writing Teaching Aims: 1. Knowledge and Skill a. To develop speaking ability by talking about likes and dislikes. b. To learn about some vocabulary and knowledge related to music and composers. c. To develop writing ability by presenting a biography of a famous Chinese musician or composer. d. Train the ability of collecting and dealing with information, and develop their abilities of getting new information, communication and cooperation. 2.Emotion and Values a. To raise students’ interests in science and form the right attitude towards all kinds of music. b. To help them know Chinese traditional music well and cultivate their interest in playing some Chinese instrument. 3. Character-building: a. To make them know how to enjoy different kinds of music.b. Arouse their interest of playing some kinds of instrument and enrich their leisure time. 4. Cross-cultural awareness a. To help them know the difference between China and some western countries in instruments. b. Cultivate their awareness of cultural communication through the special language—music. Difficulties and Importance: a. To make the students understand and grasp the vocabulary and knowledge related to music. b. To enable the students to know how to use adverbial clause of time. Teaching Method: a. Task-based methodology b. Communicative Approach Teaching Procedures：Step 1 Pre-reading Look at the picture and answer the following questions. 1. Who is he? 2. Have you ever know something about him? Step 2 While-reading a. Skimming Read the passage quickly, and make a note of some basic information about Ye xiaogang．Name Sex Nationality Job Main achievement Style of musicSuggested answers:．Step 3. Post-readingDiscussion. 1. Are there any similarities between Ye Xiaogang and the European composers you have read about in this module? 2. Do you think it is a good idea to mix Chinese and western music? Step 4 Everyday English a. Listen to two people talking about the way they listen to music and answer the questions. 1. How do they listen to it? 2. Are they happy with the way they listen to music? 3. What does Anna offer to do for Tom? b. work in pairs. Discuss your favourite music and how you listen to it. Step 4 Guided writing Write a short passage of a famous singer in China—Han Hong. The following words may help you: 1. sing well 2.born 3. young in1971 successful song writer in Tibet(西藏)watch her mother sing and dance professional(专业的) training in Beijing.4. at the age of nine5. in 1985her first national prize in 1993 number one in China6. write songs7. song Hometown Homework:1. Finish writing the biography of Han Hong—a famous Chinese singer.2. Finish other exercises in this module.Periods 5 culture cornerTeaching aims: Enabling the students to 1. to know sth about Ye Xiaogang 2. write a biography of a famous Chinese musician or composer. Teaching steps: I. Ask some students to say something about Mozart. Give as many details as possible. II. Try to think of a Chinese musician or composer, eg. Xu Peidong. Gather these materials. 1. when, where and in what kind of family he/ she was born. 2. how he/ she spent his/ her childhood or youth. 3. about his/ her education 4. what are his/ her famous works 5. what his/ her style is / was Group work. Ask the students to discuss about the musician or composer. Then ask some students to stand up to say sth. about the musician or composer. Correct the mistakes if any. III. Cultural Corner.Ye Xiaogang 1. Listen to the passage and try to find the answer to this question: When did his album Horizon appear? (in 1986) 2. Read the passage thoroughly and make a note of the information about Ye Xiaogang. Name:_________________ Sex: __________________ Nationality:_____________ Job:___________________ Main achievements:____________________________________________ Style of music:____________________________ What he did or happened to him in the following years: 1955: ___________________________________________ From 1978 to 1983:___________________________________________1985: ___________________________________________ 1986:___________________________________________ 1996:___________________________________________3. Check the answers with the whole class. Then ask one or two students to say sth about Ye Xiaogang with the help of the notes made.4. Language points: 1) work as 2) leading modern composers 主要作曲家leading article 社论the leading cause 主要原因a leading role 主角3) mix A with B = mix A and B together mix win with water Never mix with such people. mix up 弄混，弄错It’s common to mix him up with his brother. 弄乱mix up the papers mix up those data 4) receive many prizes 5) part of IV. Homework: Write a short passage about the Chinese musician or composer we talked about this period.。

Module 3 MusicReading and V ocabulary一.Teaching content: reading and vocabulary二.Learning aims:1.To learn something about the three composers.2.To learn to get the main idea and details of this text.三.Teaching key point: Information about three composers四.Teaching difficulty: How to make students understand the content about the passage.五.Teaching proceduresStep 1 Pre-reading (Warm up)Give students three pictures about Chinese composers.Step 2 Fast ReadingRead quickly and fill in the tableStep 3 Careful reading(1)Read P1-P2, and answer the following questions.①what is Haydn known as?①How did Haydn change the form of symphonies?①How long did he work in eastern Austria?(2)Listen P3-P5 and answer questions.①How many pieces of music did Mozart compose?①How old was he when he learned to play the harpsichord?①How old was he when he stared composing music?①How old was he when he played for the Empress of Austria?①How long were Mozart and Haydn friends?(3)Read P6-P7 and fill in the blank.Beethoven was born in Bonn, Germany. He showed musical ___ when he was very young ,and learned to play the ___ and ___from his father.Then Mozart met Beethoven and was ___ by him. It was____ who encouraged Beethoven to move to Vienna. Beethoven became very ____ in the Austria. As he grew older, he began to go ___ . He became completely deaf during the last years of his life, but he ____.Step4 Post Reading(T or F)(1). Haydn and Mozart were born in Austria.(2). Mozart had a good singing voice.(3). Haydn died before his fortieth birthday.(4). Beethoven became deaf when he grew older.(5). Haydn and Mozart had fathers who were musicianStep 5 Interview(Which composers do you like best and tell us the reason) Step6 Homework: Reading the passage again after class.。

Book2Module 3 Music（教案）I. 教学内容分析本模块以Music 为话题，通过本模块的学习使学生对古今中外的音乐家有所了解，增强他们的音乐欣赏能力，并培养他们的评价和鉴赏能力。

从而丰富学生的音乐知识，提高学生的艺术修养。

Introduction 该部分通过设计两个活动来复习和学习常见的乐器的名称，激发学生对本模块话题的兴趣。

培养了学生的审美能力。

Reading and V ocabulary 该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。

让同学们在阅读的过程中感受到名人的魅力，树立正确的人生观和价值观。

通过相关的活动训练学生的综合技巧。

Grammar (1) 学习并巩固时间状语从句。

Function通过回答问题和完成句子练习让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。

Listening and V ocabulary 通过听力活动来了解和学习有关英国The Beatles 乐队的知识，然后联系实际体验来谈谈自己对于不同音乐的感受以及音乐和生活的关系。

Grammar (2) 复习过去完成时态。

通过练习帮助学生巩固过去完成时态的基本用法。

Pronunciation 学会如何在日常交际中使用升调和降调。

Writing 要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。

Everyday English 要求学生掌握表达喜好的一些用语和有关音乐器材的名称。

Culture Corner 学习一篇有关著名音乐家的叶小刚的文章。

了解他的音乐经历和音乐成就。

树立学生的民族尊严。

Task 训练学生仿写一篇介绍著名音乐家生平和作品的文章。

Module File 对整个模块的学习内容进行小结，巩固本模块的知识。

II. 教学重点和难点1. 教学重点(1) 本单元的有关音乐的生词和短语。

(2) 弄清楚时间状语从句和过去完成时态的用法。

(3) 谈论有关音乐的话题。

2. 教学难点(1) 学会谈论对音乐的喜好。

Intensive Reading and Vocabulary 学案1Module 3 Music Book 2一、教学目标1、阅读文章猜测词义，牢记主要单词和词汇。

2、了解Haydn, Mozart，Beethoven的音乐人生，学习和提高阅读方法。

二、重点和难点1、泛读和精读阅读技能的培养与训练。

2、培养描述总结概括能力，用英语简单介绍三位音乐家。

三、知识的准备和自主学习：课前背诵涉及22-23页的单词,完成下面的练习。

A：1:宫廷 2:指挥 3:天才 4:农民5:交响乐 6:才华 7:王子 8:巡回演出9:失去过去式过去分词迷路10:音乐音乐的音乐家11:奥地利奥地利的 12作曲，创作作曲家B:完成课本第22页第一部分的词汇学习。

Harpsichord 的意思是：四、知识的形成和运用Step2: Fast--reading. Choose the best title (速读短文,选择最佳标题)A: Three Great Austrian Composers B: The Great Child ComposersC: Three Great Composers of the Eighteenth CenturyStep3: Careful--reading. (细读短文,回答问题)A：Read the part of Haydn and finish the following exercises 1. What achievements(成就） did Haydn have?He ‘the father of the symphony’, because he the symphonya long piece for a large orchestra.B: Read the part of Mozart1. What achievements did he have?The greatest of all time/ He more than 600 pieces of music.2. What happened to Mozart in the following years?C：Read the part of Beethoven1. Try to translate the sentence into Chinese.However, it was Haydn who encouraged Beethoven to move to Vienna.2. What happened to him as he became old?As he grew older, he began to but he even when he became completely deaf.3. What achievements did he have?He in Austrian capital and stayed there for . Step4: Post--reading. (回过头再来完善step1 的表格，整体了解3位音乐家)Step5:合作探究. (以Mozart 为例，分析篇章结构，总结如何描写名人)从下列各项中选出文中描写到的项，并把它们填入表格来完成文章的结构图表。

Module 3 musicAims and requirements●To enable the students to construct the passage●To develop the students’ reading ability●To help the students to write a biography of a person, using the sentences in the passage●To cultivate the cultural awarenes sTeaching proceduresstep1get the information by answering the questions to construct how to write a famous person.1.Where was he born?2.What's his father?3.How many pieces of music did he compose?4.How long were Mozart and Haydn friends?Fill in the blank.1.He learned to play the harpsichord when he was ____.2.He started composing music whenhe was _____.3.When he was ____, he played the harpsichord in a concert for the Empress of Austria .4.By the time he was ____, he had composed many pieces for the harpsichord ,piano and violin, as well as for orchestras.5.While he was still a ________,he was already a big star and toured Europe giving concerts.6.He only lived ____ years.7.He had musical talent from___________.step2learn the language in the text to describe a famous personCan you find your favourite sentences in the article about……?Then make your own sentences.Show the S’s work.step3learn to describe an idolSince you have known how to write a famous person by learning the text , please write your idol, using the language you've learned from the text.Show the S’s work.step4cultivate the cultural awarenessAs we know, as he grew older, Beethoven began to go deaf. He became completely deaf during the last years of his life, but he continued composing. Question: What do you think of Beethoven as a great composer?Heaven helps those who help themselves.Never give up your dream.step5Summary•How to construct a passage.•How to use the language in the text to describe a famous person•Cultivate the cultural awarenessHomeworkPresent a biography of a famous Chinese musician of composer.。

Teaching Design (Music)I. Teaching Objectives1.Knowledge Objectives(1)Learn some detailed information about the three composers.(2)Learn how to retell a person’s life story.2. Ability Objectives(1) Improve the students’ ability of listening, reading, speaking, writing and summarizing.(2) Enable the students to retell their life stories.3. Emotional Objectives(1)Arouse the students’ interest in music.(2) Inspire the students to learn the spirit of never giving up from the three great composers.Ⅱ. Important Points & Difficult Pointspoints(1) Get the Ss to learn something about Joseph Haydn, Mozart and Beethoven.(2) To train the students’ reading skills: skimming, scanning and summarizing.pointsEnable students to retell the three composers’ life stories.Ⅲ. Teaching Methods1.Task-based teaching method2.Game teaching method3.Cooperative learning method4.Multi-media assistanceⅣ. Teaching ProceduresStep I Lead-in (3mins)Show a video and ask students a series of questions：who is she, what is she doing,who composed this piece of music？Step II Fast-reading (5mins)Task1: SkimmingAsk students to divide the passage into three parts.Task2: ScanningAsk students to scan the passage and get some key information from the following three aspects:birthplace, his father, title.Step III Detailed-reading(18mins)Task1 Ask students to read part 1 and complete the sentences.What happened to him in these places?____________in Austria.________________ in Vienna._____________________________in Eastern Austria.____________________ in London.Task2 Read part 2 and find out some numbers and the related information.Task3 Read part 3 and draw a mind-map to show the relationship among the three composers.Task4 A guessing gameShow some information about the composers, and ask students to guess whom it refers to.Step IV Post-reading (13mins)Task1 Make a summaryLead students to sum up what the three composers have in common to be successful.Task 2 RetellingAsk students to choose one of the three composers, and then retell his life story according some key information in the table.Step V Homework (1mins)Write a composition about your favorite musicians or actors.Ⅴ. Blackboard DesignⅥ. Teaching Effective and ReflectionThrough the learning of this lesson, students are supposed to1.Have a good understanding of the framework of the passage.2.Know more about the three composers.3.Be able to retell the life story of each composer.4.Be able to respect the great persons and learn from them.。

Book 2Module 3MusicI. Teaching Content:Three passagesrelated to musicII. Learning Aims:●Ability Aims:To enhance their ability of concluding and summarizing.● Affective Aims:To learn about the benefits of music and appreciate it.●Knowledge Aims:To improve the writing skills by grasping useful expressions.III Teaching Procedures:Step 1 Lead-inTalk about different kinds of music and play a video to introduce Passage 1.1. What’s the main idea of Para.1?The success of the hit song “Little Apple”. (The hit song “Little Apple”is taking China by storm.)2. What are the scenes in the song related to?A square dance combined with stories about love and romance.3. The underlined word “boost”in Para.4 is closest in meaning to_____.A. changeB. increaseC. reduceD. bring down4. According to the two cinema-goers, why did people go to see the movie “Old Boys: The Way of Dragon”?Because they like the song “Little Apple”very much.(A: I’m brainwashed by the song. B: The reason I’m here at the cinema is thatI like the song. )5. Make a dialogue based on the following hints.A: Hi, Amy! Do you know the hit song “Little Apple”?B: Of course! …take…by storm.A: I agree. And …be related to…combined with…B: Yeah. The reason why…is that…1. Listen:①Why did Rick’s mother suggest that he learn to play the drums?Because he had a brain operation and it prevented him from playing sports.②What did he do after graduating from college?He volunteered as a music teacher and created a music club.2. As the underlined sentence says, “It’s also an escape”, what canwe escape by learning music?We can escape some challenges in life.3. What can we learn from the passage?Music is magic and powerful,which can make us feel likeanything is possible. When we have a tough time, not only can listening to music make us happy and relaxed_, but also develop confidence. What’s more, music can even help escape challenges. Inconclusion, music has a great_influence on our life.1. What is the result of the US review?Musical training can change your brain and lead to improved speech and foreign language skills.2. Match the main idea with its corresponding paragraph.Para.4 ____________ Para.5 ____________ Para.6 ____________A. Music does good to studies.B. Music can improve communicating skills.C. Music develops confidence.D. Music is important to hearing.3.Paraphrase the sentence in Para.5.physical exercise body fitnessmusic auditory fitnessFriendship is to us what water is to fish.A is toB whatC is to D.Music is to auditory fitness what physical exercise is to body fitness.4. Conclude the advantages of musical training.The result of the US reviewMusical training can change your brain and lead to improved speech and foreign language skills.Other human communicationAdvantages hearinglearningMusical training can change your brain and lead to improved speech and foreign language skills. It prepares the brain for human communication.What’s more, music is to hearing what physical exercise is to body fitness. In addition, it also provides learning constructing patterns.Quiz_______people like music is that it is ____ and______, which can make us feel like __________. When we face difficulties, not only can listening to music make us _____ and _____, but also develop ________. What’s more, musical training can ____ and lead to ____and _____. Music ____ hearing ____ physical exercise _____ body fitness. In conclusion, music has a great____ on our life.Homework假如你是Do Re Me音乐培训班的老师，请你为前来咨询的家长做一个演讲，用英语说说学音乐对培养小孩的好处。

Module 3 Music 学案Teaching Aims:1.Knowledge and Skilla.To develop speaking ability by talking about likes and dislikes.b.To learn about some vocabulary and knowledge related to music andcomposers.c.To develop writing ability by presenting a biography of a famousChinese musician or composer.d.Train the ability of collecting and dealing with information, anddevelop their abilities of getting new information, communication and cooperation.2.Emotion and Valuesa.To raise students’ interests in science and form the right attitudetowards all kinds of music.b.To help them know Chinese traditional music well and cultivate theirinterest in playing some Chinese instrument.3. Character-building:a.To make them know how to enjoy different kinds of music.b.Arouse their interest of playing some kinds of instrument and enrichtheir leisure time.4. Cross-cultural awarenessa.To help them know the difference between China and some westerncountries in instruments.b.Cultivate their awareness of cultural communication through thespecial language—music.Difficulties and Importance:a.To make the students understand and grasp the vocabulary and knowledgerelated to music.b.To enable the students to know how to use adverbial clause of time. Teaching Method:a.Task-based methodologymunicative ApproachTeaching Time:Five periods:Period 1 vocabulary and speaking+Function+WritingPeriod 2 Vocabulary and readingPeriod 3 Grammar 1Adverbial clause of time+Grammar 2 The past perfect tensePeriod 4 Listening and VocabularyPeriod 5 Cultural corner+Everyday EnglishTeaching Procedures:Period 1Step 1 Warming-upa.Show Ss some pictures of musical instruments. And ask them to speak outthe name of instruments.violin guitar drum saxophone erhu pianoInstruments used in pop and rockmusicInstruments used in classical musicInstruments used in jazzInstruments used in traditionalChinese musicb. Answer the following questions.1.What kind of music do you know?(classical, jazz, pop, rock)2.What do we call someone who writes music?(composer)3.We all know Song zuying. What is she? (Musician)4.Which word means a group of people who sing together? ( choir)5.At the concert, what is the man who directs called? (Conductor)Many people are listening to music, what are theycalled?(audience)6.If a group of people play musical instruments such as saxophone,horns etc. what group are they called? (Orchestra)Step 2 Discussion1.Which of the instruments do you like listening to?2.Which famous musicians play them?3.Is the Chinese instrument different from the other instrument? Step 3 Finish the following questionnaire according to your own circumstances.a.➢Traditional Chinese music➢Rock/pop music➢Jazz➢Classicalb.If you like traditional Chinese music…➢Who is your favorite performer?➢Which is your favorite piece of music?c.If you like classical music…➢Who is your favorite composer?➢Which is your favorite piece of music?d.If you like rock / pop or jazz…➢Who is your favorite performer?➢Which is your favorite piece of music?Step 4 Guided writingRead the email on page 25 first, and then write an article according to the following questions.1.What kind of music do you like?2.What kind of music don’t you like?3.When and how do you listen to music?4.Are you musical? Can you sing or play a musical instrument? Homework:1.Finish exercise 15 on page 84.2.Preview reading and vocabulary.Period 3Step 1 Pre-readinga. brainstorming:1. How many kinds of music do you know?Suggested answers:Pop music; jazz music; rock music; classical music; folk music; traditionalChinese music; symphony …2. Which kind do you like best? Why?3. Can you list some famous symphony composers in history?Suggested answers:Haydn 海顿; Beethoven贝多芬; Mozart莫扎特; Schubert舒伯特; Chopin肖邦; Schumann舒曼; Chaikovsky 柴科夫斯基b. Look at the following pictures and try to guess who they are.Step 2 While-readinga.SkimmingRead the passage quickly and choose the suitable title.A.Three Great Austrian Composers.B.Three Great Composers of the Eighteenth CenturyC.Three Great Child ComposersSuggested answers:b. Scanningform with proper words.Name Birthplace Family BackgroundHaydnMozartBeethovenName Birthplace Family BackgroundHaydn Austria peasantMozart Austria Musician; orchestraconductorBeethoven Germany singer1). Read the passage again and answer the questions.Which of the composers…1.were born in Austria?2.was born in Germany?3.had a good singing voice?4.died before his fortieth birthday?5.became deaf?6.met each other?7.had fathers who were musicians?8.had a father who wasn’t a musician?Suggested answers:1.Haydn; Mozart2. Beethoven3. Haydn4. Mozart5. Beethoven6. They all meet each other.7. Mozart and Beethoven8. Haydn 2) Work in pairs. Answer the following questions.1. How did Haydn change the form of symphonies?2.How long did he work in eastern Austria?3.How many pieces of music did Mozart composes?4.How old was he when he played for the Empress of Austria?5.How long were Mozart and Haydn friends?6.Who taught Beethoven how to play the piano?7.Did he stop composing when he became deaf?Suggested answers: 1. He made them longer and for a larger orchestra.2. He worked in eastern Austria for 30 years.3. He composed over 600 pieces of music.4. He was six years old.5. They were friends for ten years.6. His father taught him.7. No, he continued composing when he became deaf. Step 3 Post-readinga.Decide if the following statements true or false.1. Haydn is known as “the farther of the symphony.”2. When Mozart was four, he learned to play the piano.3. Mozart composed more than 600 pieces of music.4. Beethoven’s mother taught him to play the piano.5. Beethoven continue composing after he went deaf.Suggested answers: T F T F Tb.Fill into the following chart with proper information.1.[原文] By the time he was 14, Mozart had composed many pieces for theharpsichord, piano and violin, as well as for orchestras.[点拨]as well as 不仅，相当于not only, 如：He is courageous as well as strong.相当于He is not only strong but also courageous.The editors as well as the proofreaders are working overtime.相当于Not only the proofreaders but also the editors are working overtime.[高考真题]John plays football _______, if not better than, David. [1994年全国卷]A. workB. as well asC. so wellD. so well as正确答案：B2．[原文] Haydn met Mozart in 1781 and was very impressed with him.[点拨] be impressed with…对。

Module 3 Music I. 模块教学目标II. 目标语言Ⅲ. 教材分析与重组1. 教材分析本模块的话题是music，旨在通过模块教学使学生通过讨论古今中外的音乐家，增强他们的音乐欣赏能力, 并培养他们的评价能力。

在此基础上表达自己的好恶。

1.1 INTRODUCTION通过对乐器知识的了解，激发学生对本模块中心话题的兴趣；同时也使本模块的授课更具有针对性，从而培养学生的音乐审美能力。

1.2 READING AND VOCABULARY 介绍了国外的三位音乐家及他们的伟大成就，让学生在阅读中学习音乐知识，树立正确的评价观、人生观，为日后走向社会作铺垫。

课文重点讲解了三位音乐家的生平经历，以及他们对音乐所做的巨大的贡献。

通过阅读，学生学习了新的词汇和句型，提高了阅读水平,并能学习音乐家们坚持不懈的精神。

1.3 GRAMMAR 1 && GRAMMAR 2 学习并灵活运用由when, while, as 等引导的时间状语从句，然后对比过去时和过去完成时。

1.4 FUNCTION 通过问答形式表达对音乐的喜好，培养学生的评价能力。

1.5 LISTENING AND VOCABULARY 让学生通过听一段关于介绍英国历史上的披头士的文章来练习学生的听力能力，并且完成相关的练习题，然后介绍自己对音乐的感受及音乐在生活中的意义。

1.6 EVERYDAY ENGLISH 要求学生掌握如何表达自己最喜爱的音乐及如何听音乐的一些用语。

1.7 PRONUNCIATION 听并跟读语法材料中出现的句子，注意语调的起伏。

1.8 CULTURAL CORNER 了解著名音乐家叶小刚的生平经历及音乐成就。

他为中国音乐的发展做出了巨大贡献，了解他，引导学生向他学习，学习他勤奋钻研，不断追求完善的精神，更要学习他时刻不忘祖国，为国争光的爱国情怀。

1.9 WRITING 要求学生阅读一封来自Sandra的电子邮件,并根据一些问题写一封回信。

Module 3 MusicI．教学内容分斩本模块以“Music”为话题。

学生通过本模块的学习可以了解古今中外的音乐家，提高他们的音乐欣赏水平，培养他们对音乐的评价和鉴赏能力，从而丰富学生的音乐知识，提高学生的艺术修养。

Introduction部分通过设计的两个活动让学生复习和学习一些常见的乐器的名称，激发学生学习本模块的兴趣。

Reading and Vocabulary该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。

让同学们在阅读的过程中了解音乐家的奋斗历程，树立正确的人生观和价值观。

通过相关的活动，训练学生的综合语言能力。

Grammar 1学习并巩固时间状语从句。

Writing要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。

Function通过回答问题和完成句子让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。

Listening and Vocabulary首先通过听力活动帮助学生了解和学习有关英国乐队The Beatles的背景知识，接着让学生学习新的词汇。

在训练学生听力的同时考查学生的理解能力。

Grammar 2复习过去完成时态。

通过练习帮助学生巩固过去完成时态的基本用法。

Pronunciation学会如何在日常交际中使用升调和降调。

Everyday English要求学生掌握表达喜好的一些用语和有关音乐的日常用语。

Cultural Corner学习一篇有关著名作曲家叶小刚的文章，了解他的音乐经历和音乐成就，增强学生的民族自豪感。

Task训练学生仿写一篇介绍著名音乐家生平和作品的文章。

Module File对整个模块的学习内容进行归纳总结，有助于学生对所学知识进行复习和巩固。

II．教学重点和难点1．教学重点(1)本模块的生词和短语。

(2)弄清楚时间状语从句和过去完成时态的用法。

(3)谈论有关音乐的话题。

2．教学难点(1)学会表达对音乐的喜好。

(2)学习时间状语从句和过去完成时态。

Module 3 MusicTeaching plan 3Teaching aims:Enabling the students to1. to know sth about Ye Xiaogang2. write a biography of a famous Chinese musician or composer.Teaching steps:I. Ask some students to say something about Mozart. Give as many details as possible. II. Try to think of a Chinese musician or composer, eg. Xu Peidong.Gather these materials.1. when, where and in what kind of family he/ she was born.2. how he/ she spent his/ her childhood or youth.3. about his/ her education4. what are his/ her famous works5. what his/ her style is / wasGroup work. Ask the students to discuss about the musician or composer.Then ask some students to stand up to say sth. about the musician or composer. Correct the mistakes if any.III. Turn to page 29. Cultural Corner.Ye Xiaogang1. Listen to the passage and try to find the answer to this question:When did his album Horizon appear? (in 1986)2. Read the passage thoroughly and make a note of the information about Ye Xiaogang. Name:_________________ Sex: __________________Nationality:_____________ Job:___________________Main achievements: ____________________________________________Style of music: ____________________________What he did or happened to him in the following years:1955: ___________________________________________From 1978 to 1983: ___________________________________________1985: ___________________________________________1986: ___________________________________________1996: ___________________________________________3. Check the answers with the whole class. Then ask one or two students to say sth about Ye Xiaogang with the help of the notes made.4. Language points:1) work as2) leading modern composers 主要作曲家leading article 社论the leading cause 主要原因a leading role 主角3) mix A with B= mix A and B togethermix win with waterNever mix with such people.mix up 弄混，弄错It’s common to mix him up with his brother.弄乱mix up the papersmix up those data4) receive many prizes5) part ofIV. Homework:Write a short passage about the Chinese musician or composer we talked about this period.。

Module 3 Music Period 1 Introduction; Reading and Vocabulary整体设计教材分析This period includes Introduction as well as Reading and Vocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passage, the teacher may first lead the students to some new words concerning the topic in this module. And in this way the teacher can stimulate the students’interest in the study of the new module. Then the teacher can let them complete the two activities individually and check their answers through pair work. If the class is good enough, other options can be provided for reference. In the reading and vocabulary part you can first lead the students to learn some new words which will appear in the reading passage. This may decrease the difficulty they come across in the reading process. Then require the students to read the passage fast, getting its main idea. After this, instruct the students to read the passage again, completing the third and fourth activities. Next, ask the students to read through the passage once again and learn some useful language points. Finally, require the students to discuss the questions in the last activity. If the class is of high level, refer to other given options.三维目标1. 知识与技能1)Train the students’ speaking skills.2)Develop the students’ reading ability.3)Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, compose, tourPhrases: listen to, be known as, change into, of all time, as well as, give concerts, be impressed by, the rest of, go deafSentence patterns:having done作状语; 强调句; however引起的句式2. 过程与方法1)Train the students’ speaking ability through individual, pair work and group work.2)Train the students’ reading skills by dealing with some reading activities.3)Explanations to make the students master some language points.4)Fast reading to make the students get the main idea of the passage.3. 情感与价值1)Try to raise the students’ cooperative awareness in their study by pair work or group work.2)Request the students to love music and enrich their emotion.教学重点1. Encourage the students to talk about music as well as music instruments.2. Help the students make sense of the passage.3. Help the students to improve their reading ability.教学难点1. Lead the students to talking in class actively.2. Deal with some difficult language points.教学过程→Step 1 Lead-in and Introduction1. Ask the students the following questions and lead in the new class.Do you enjoy music?Which kind of music do you like most?What do you know about music?2. Option 1Ask the students to read through the listed words individually. Make sure they understand what they mean. If they come across any trouble in understanding any of them, give some explanations in English or just give their Chinese meanings. Then the students complete the following exercise by themselves. After this, put the students into pairs to compare their answers. Finally, show the answers on the screen for the whole class to refer to.Option 2A volunteer reads out the listed words and other students repeat them after him or her. Put the students into pairs or groups of four to discuss the words and understand their meanings. If they have any difficulty in their understanding, they can look them up in the dictionary. Then answer the questions and compare their answers. Finally, call back the answers from the class.Option 3Read through the words in the first activity one by one as the students follow you. Make sure they understand what these words mean. Then have the students work in pairs and complete the first activity. After this, compare their answers with other pairs. Next, volunteers speak out their answers and other students check if they are correct. At last, show the correct answers on the screen for the whole class to refer to.Suggested answers:1 composer2 choir3 drums, guitar, piano, saxophone4 drums, piano, violin,saxophone5 drums, piano, saxophone, violin 6 erhu, drums3. The teacher reads out the listed questions and make sure the students understand what they all mean. If not, give some necessary explanations. Then the teacher asks the students to have a discussion in groups of four. Next, ask some representative groups to report their discussion results. Finally, call back answers from the whole class.Suggested answers:The pictures show(from left to right: violin, classical guitar, drums, saxophone,erhu, piano)1-3 Students’ own answers.→Step 2 Pre-reading1. Background knowledge of the three composersOption 1First put the students into groups of four and ask the students to discuss how much they know about the Haydn, Mozart as well as Beethoven and tell as much as they know about them. Then some volunteers report their discussion results to the whole class.Option 2The teacher shows the following chart on the screen. Ask the students to work in pairs, first having a discussion and then fill in the chart to see how much they know about the three world famous composers.Birth place About hisfatherAbout hisachievementsRelationship withthe other twoHaydnMozartBeethoven2. Show the following words on the screen. Have the students read them after you and make sure they know what they mean. If they can’t understand any of them, they can turn to you for help or look them up in the reference book, for example, a dictionary.(Show the following on the screen. )court director genius harpsichord impressed lose musical peasantpiece(of music) singer successful symphony talent teenager →Step 3 While-reading1. SkimmingThe teacher first reads out the listed three titles to the whole class and make sure they can understand them clearly. Then the teacher has the students look through the passage quickly to catch the main idea. Next, the students complete the second activity and choose the best title. Finally, the teacher calls back the answers from the class.Suggested answers:Three Great Composers of the Eighteenth Century.2. ScanningOption 1First ask the students to look through the four questions in activity three on P23 quickly and try to understand them. Then have the students read the passage and find out the answers. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.Suggested answers:1)Haydn, Mozart 2)Beethoven 3)Haydn 4)Mozart 5)Beethoven 6)They all meteach other. 7)Beethoven, Mozart 8)HaydnOption 2Ask the students to reread the passage and make the chart shown in Step 2 perfect.3. Careful readingOption 1The students are required to look through the seven questions in activity four on P23 before reading the passage one more time. Work in pairs to ask and answer them.One reads the listed questions, and the other gives his/her answers. Then exchange their roles and repeat this once again. Finally, check their answers according to what is shown on the screen.Suggested answers:1)He made them longer and for a larger orchestra.2)He worked in eastern Austria for 30 years.3)He composed over 600 pieces of music.4)He was six years old.5)They were friends for ten years.6)His father taught him.7)No, he continued composing when he became deaf.Option 2(Show the following on the screen. )1)Mozart is famous as “the father of the symphony”.2)Beethoven spent his last years of life in the Austria capital.3)Mozart helped Beethoven move to Vienna.4)Haydn thought highly of Mozart.5)Among the three composers, Haydn was the oldest while Mozart the youngest.First, ask the students to read through the sentences above quickly and try to understand them.Then have the students read the passage again and decide if these sentences are true(T)or false(F). Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.Suggested answers:1)F 2)T 3)F 4)T 5)F4. ConsolidationOption 1First ask the students to review the table dealt with in Step 2. And then put the students into groups of four and discuss how to retell the passage using related information in it. Give them some time to make full preparations. When the time is up, let some group representatives retell the whole passage. (You can also lead the whole class to doing this together as a sample. )Option 2First the students are requested to read the questions listed in the fifth activity quickly and make sure they understand what they mean. Put the students into groups of four to have a discussion about these questions. When they finish their discussion, some groups can be ordered to report their discussion results.Option 3The teacher invites three students, respectively playing the roles of the three great composers. Other students can ask them questions about their life and they need to answer the questions which must be based on the passage.→Step 4 Related Language Points in This PeriodWords and phrases:1. Is the Chinese instrument different from the other instruments? Describe thedifference, if there is one. 中国的乐器与其他的乐器不同吗? 如果有，描述不同点。

Module 3 musicAims and requirements• To enable the students to listen and talk about likes and dislikes(especially about music and musicians),encouraging them to try the vocabulary and everyday English in this unit•To develop the students ' reading ability•To help the students learn and use two grammars (adverbial clause of time and the past perfect tense) in different situations• To help the students to write a biography of a person, using the timeexpressions in Grammar 1Teaching proceduresPeriod 1 Introduction ，Warming upTeaching aims:Enabling the students to1. know some words about music2. know something about three great composersstep1. Warming up by listening pieces of music and asking questionsPlay several pieces of music (music from Haydn, Mozart and Beethoven will be best) to let the students listen and appreciate, then ask them:1) Do you like music?2) What about these pieces?3) What is your favorite kind of music?4) Who is your favorite musicia n? And who is your favorite composer?step2. Warming up by show ing some pictures and discuss ing1) Do you know who they are?2) What kind of things are these pictures connected with, scienee, culture, politics, pain ti ng, draw ing or music?step3. Warming up by liste ning to a piece of musicGood morning, class. Today we are going to read a passage about three great musicia ns who are all composers. A composer is a musicia n who writes pieces of beautiful music for others to sing or to play. Now,let ' s listen to a piece of music.(the teacher plays a piece of music ----er qua n yin gyue)1. do you know what kind of music it is?2. whose work is it?3. what kind of music is it?4. what is your feeling after listening to it?Step 4 show the followi ng picturesAnd make the stude nts familiar with these new words:Pia no violi n saxpho ne drum erhu guitarnow please match these musical in strume nts with their n ames.Step 5 work in groups to discuss these questio ns:1. which of the instruments do you like listening to?2. which famous musicians play them?3. is the chinese instruments different from the other instruments?describe the difference,if there is one.Step6 summary and homework:Today we' ve learnt the Introduction,know something about music,and we ' ve also lear nt some new words.The homework:1. Try to in struct your favorite musicia n to your class orally.2. Lear n the new words aga in, using the dicti onary if n ecessaryPeriods 2 Reading and VocabularyTeaching Aims:Train the students' reading ability.Learn some useful words and expressions.Teaching Important Points.Help the students to understand the passage better.Learn and master some important words and phrases in this period.Teaching Difficult Points:How to help the students improve their reading and understand the passage better. Teaching Methods:Fast reading to get the general idea of the text.Careful reading to understand the passage better.Discussion to help the students understand what they've learned better.Teaching procedure.Step 1 Lead --inThe teacher may play a kind of music written by Beethoven.------ What kind of music do you think it?---- Who do you know wrote it ?The teacher may discuss the questions and answer them freely.T: As we know, there are various kinds of music around the world. They all have their own obvious characteristic. And also there were famous composers such as Joseph Haydn, Mozart, and Beethoven. Today we maylearn of their life from the text.Step 2 Reading comprehension.Fast reading: Read the passage quickly and choose the best title.A. Three Great Austrian Composers.B. Three Great Composer of the eighteenth Century.C. Three Great Child Composers.Key: B .Nowlet's read the passage again, underline new words in the text and decide whether the following statements are right or not.1. The three composers were all born in Austria.2. Mozart had a beautiful singing voice.3. Mozart died before his fortieth birthday.4. Beethoven once worked at the court of a prince, who began to go deaf when he grew older.5. Beethoven had ever met Haydn, but he didn't think he taught him a lot.6. Both Haydn and Mozart had fathers who were musicians.Key:1. F Beethoven was born in Bonn, Germany.2. F. Haydn had a good singing voice.3. T4. F. Haydn once worked at the court of a prince, but he didn't go deaf.5. T6. F. Haydn was the son of a peasant( The teacher may begin with the T/F questions orally and this is a good time to test their listening abilities as well as their comprehension of the text. )Step 3 Read and listen to the passage. Meanwhile, some more questions are waiting for you.1. How did Haydn change the form of symphonies?2. How long did he work in eastern Austria?3. How many pieces of music did Mozart compose?4. How old was he when he played for the Empress of Austria?5. How long were Mozart and Haydn friends?6. Who taught Beethoven how to play the piano?7. Did he stop composing when he became deaf?Keys:1 He cha nged the symph ony into a long piece for a large orchestra.2. 30 years.3. More than 600 pieces of music.4. Whe n he was 6 , he played the harpsichord in a con cert for the Empressof Austria.Periods 3, Fun cti on and GrammarTeach ing aims:1 To lear n grammar rules2 To use the grammar rules for correct com muni cati on3 To study co-operatelyTeach ing importa nt poin ts: To use the correct tense and the proper conj.Teaching difficult points: To use correctly the two tenses and the three conj.Teach ing methods: Expla nati on and practiceTeach ing procedure:Step I Lead-in by telling the class what happened to the Shenzhou 刘As scie nee and tech no logy is develop ing rapidly, China has achieved a lotin the area of.She nzhou 刘laun ched whe n/whileand the whole nation were waiting andscie ntists,e ngin eerswatchi ng.V/hen I came back home from school and heard the n ews, I couldn' t help getting exciteed. I feel proud of our country.Step n Grammar 11 Make senten ces with “ whe n , while, come in , have a less on(Here is a picture of a classroom and a stude nt coming in)A When he came in, we were hav ing a less on.B Whe n we were hav ing a less on, he came in.C While we were hav ing a less on, he came in.2 Say the meaning of “as” in the following sentences.D As he was a child, he studied draw ing.E As he grew older, he bega n to go deaf.F He liste ned to music as he walked.当…之时随着一边…一边…3 An swer the three questi ons.Whe n we talk about a sin gle eve nt in the past,we use whe n as jnA .Whe n we talk about a period of time in the past,we use whe n/ while/ as as in B C D ____We use as to refer to a progressive cha nge as in E F . __4 PracticeComplete the following sentences with “ when ,while , as ”(1) ___she was studying at school, she also sang in the school choir.(2) ___he was living in Vienna, he studied music.(3) ___she met bach,she was only 20 years old.(4) ___he grew older, he found it more difficult to compose music(5) ___he was playing in the orchestra, he met his wife.(6) ___he was working in Hollywood, he became ill and died.(7) ___I listened to the violin solo, I fell in love with classical music.(8) ___they toured Europe for 10 years, they finnally decided tolive in Austrilia.Step 川Grammar 2 The past perfect tense1 Read the following sentences and summarise rules, paying attention to tenses.Fill in the blanks.After Liping had finished doing his homework, he turned on the TV.After they had got everything ready, they began to do the experiment.Before he came to our school, he had taught English for several years.Before his letter reached me, I had received his telephone call.They had finished the project by last month.1 had left the country by the time the letter reached me.had done before diddid after had donehad done by did/past time2 PracticeWorkbook Grammar (2)(3)(4)Complete the sentences using the verbs in brackets and the past simple or past perfect tense.Step IV1 Game Oral practice ,pair work.Ask and answer questions using all kinds of tenses.Example:-- When did you have your breakfast this morning?-- At 6.-- Have you prepared for the English lesson?-- Yes, I have. I have finished the exercises in the workbook.2 Watch a vedio play.Step V Sum upAsk somestudents to make sentences using “when, while, as, before, after, by”. Step W Homework: Present a biography of a famous Chinese musician or composer.Periods 4 Speaking and WritingTeaching Aims:1. Knowledge and Skilla. To develop speaking ability by talking about likes and dislikes.b. To learn about some vocabulary and knowledge related to music andcomposers.c. To develop writing ability by presenting a biography of a famousChinese musician or composer.d. Train the ability of collecting and dealing with information, anddevelop their abilities of gett ing new in formati on, com muni cati on and cooperatio n.2. Emoti on and Valuesa. To raise students ' interests in scienee and form the right attitude towards allkinds of music.b. To help them know Chinese traditional music well and cultivate theirinterest in playing some Chinese instrument.3. Character-buildi ng:a. To make them know how to enjoy different kinds of music.b. Arouse their interest of playing some kinds of instrument and enrichtheir leisure time.4. Cross-cultural aware nessa. To help them knowthe differenee between China and somewestern countries ininstruments.b. Cultivate their aware ness of cultural com muni catio n through the specialIan guage —music.Difficulties and Importanee:a. To make the students understand and grasp the vocabulary and knowledge relatedto music.b. To enable the students to know how to use adverbial clause of time.Teach ing Method:a. Task-based methodologyb. Communicative ApproachTeaching Procedures :Step 1 Pre-read ingLook at the picture and an swer the follow ingq1. Who is he?2. Have you ever know something about him?Step 2 While-readi nga. Skimmi ngRead the passage quickly, and make a note of some basic information aboutYe xiaogang .Suggested an swers:b. Detailed read ingRead the passage carefully and fill in the blanks with proper words. Find what Ye Xiaogang did or what happened to him in the following yearsStep 3. Post-read ingDiscussi on.1. Are there any similarities between Ye Xiaogang and the European composersyou have read about in this module?2. Do you think it is a good idea to mix Chinese and western music?Step 4 Everyday En glisha. Listen to two people talking about the way they listen to music and answer the questi ons.1. How do they listen to it?2. Are they happy with the way they listen to music?3. What does Anna offer to do for Tom?b. work in pairs. Discuss your favourite music and how you listen to it.Step 4 Guided writingWrite a short passage of a famous singer in China —Han Hong.The following words may help you:1. sing well successful song writer2.born in1971 in Tibet（西藏）3. young watch her mother sing and dance4. at the age of nine professional（专业的） training in Beijing.5. in 1985 her first national prize6. write songs in 19937. song Hometown number one in ChinaHomework:1. Finish writing the biography of Han Hong —a famous Chinese singer.2. Finish other exercises in this module.Periods 5 culture cornerTeaching aims:Enabling the students to1. to know sth about Ye Xiaogang2. write a biography of a famous Chinese musician or composer.Teaching steps:I. Ask some students to say something about Mozart. Give as many details as possible. II. Try to think of a Chinese musician or composer, eg. Xu Peidong.Gather these materials.1. when, where and in what kind of family he/ she was born.2. how he/ she spent his/ her childhood or youth.3. about his/ her education4. what are his/ her famous works5. what his/ her style is / wasGroup work. Ask the students to discuss about the musician or composer.Then ask somestudents to stand up to say sth. about the musician or composer. Correct the mistakes if any.III. Cultural Corner.Ye Xiaogang1. Listen to the passage and try to find the answer to this question:When did his album Horizon appear? (in 1986)2. Read the passage thoroughly and make a note of the information about Ye Xiaogang.Name: ________________ Sex: _________________Nationality: ____________ Job: __________________Main achievements: ___________________________________________Style of music: ___________________________What he did or happened to him in the following years:1955: __________________________________________From 1978 to 1983: __________________________________________1985: __________________________________________1986: __________________________________________1996: __________________________________________3. Check the answers with the whole class. Then ask one or two students to say sth about Ye Xiaogang with the help of the notes made.4. Language points:1) work as2) leading modern composers 主要作曲家leading article 社论the leading cause 主要原因a leading role 主角3) mix A with B= mix A and B togethermix win with waterNever mix with such people.mix up 弄混，弄错It ' s common to mix him up with his brother.弄乱mix up the papersmix up those data4) receive many prizes5) part ofIV. Homework:Write a short passage about the Chinese musician or composer we talked thisabout period.。

Module 3 musicAims and requirements●To enable the students to listen and talk about likes and dislikes (especially aboutmusic and musicians),encouraging them to try the vocabulary and everyday English in this unit●To develop the students’ reading ability●To help the students learn and use two grammars (adverbial clause of time and thepast perfect tense) in different situations●To help the students to write a biography of a person, using the time expressions in Grammar 1Teaching proceduresPeriod 1 Introduction ，Warming upTeaching aims:Enabling the students to1. know some words about music2. know something about three great composersstep1. Warming up by listening pieces of music and asking questionsPlay several pieces of music (music from Haydn, Mozart and Beethoven will be best) to let the students listen and appreciate, then ask them:1) Do you like music?2) What about these pieces?3) What is your favorite kind of music?4) Who is your favorite musician? And who is your favorite composer?step2. Warming up by showing some pictures and discussing1) Do you know who they are?2) What kind of things are these pictures connected with, science, culture, politics, painting, drawing or music?step3. Warming up by listening to a piece of musicGood morning, class. Today we are going to read a passage about three great musicians who are all composers. A composer is a musician who writes pieces of beautiful music for others to sing or to play. Now,let’s listen to a piece of music.(the teacher plays a piece of music ----er quan yingyue)1.do you know what kind of music it is?2.whose work is it?3.what kind of music is it?4.what is your feeling after listening to it?Step 4 show the following picturesAnd make the students familiar with these new words:Piano violin saxphone drum erhu guitarste p4.now please match these musical instruments with their names.Step 5 work in groups to discuss these questions:1.which of the instruments do you like listening to?2.which famous musicians play them?3.is the chinese instruments different from the other instruments?describe thedifference,if there is one.Step6 summary and homework:Today we’ve learnt the Introduction,know something about music,and we’ve also learnt some new words.The homework:1.Try to instruct your favorite musician to your class orally.2.Learn the new words again, using the dictionary if necessaryPeriods 2 Reading and VocabularyTeaching Aims:Train the students' reading ability.Learn some useful words and expressions.Teaching Important Points.Help the students to understand the passage better.Learn and master some important words and phrases in this period.Teaching Difficult Points:How to help the students improve their reading and understand the passage better. Teaching Methods:Fast reading to get the general idea of the text.Careful reading to understand the passage better.Discussion to help the students understand what they've learned better.Teaching procedure.Step 1 Lead --inThe teacher may play a kind of music written by Beethoven.------- What kind of music do you think it?----- Who do you know wrote it ?The teacher may discuss the questions and answer them freely.T: As we know, there are various kinds of music around the world. They all have their own obvious characteristic. And also there were famous composers such as Joseph Haydn, Mozart, and Beethoven. Today we may learn of their life from the text.Step 2 Reading comprehension.Fast reading: Read the passage quickly and choose the best title.A.Three Great Austrian Composers.B.Three Great Composer of the eighteenth Century.C.Three Great Child Composers.Key: Ｂ.Now let's read the passage again, underline new words in the text and decide whether the following statements are right or not.1.The three composers were all born in Austria.2.Mozart had a beautiful singing voice.3.Mozart died before his fortieth birthday.4.Beethoven once worked at the court of a prince, who began to go deaf when he grew older.5.Beethoven had ever met Haydn, but he didn't think he taught him a lot.6.Both Haydn and Mozart had fathers who were musicians.Key:1.F Beethoven was born in Bonn, Germany.2.F. Haydn had a good singing voice.3.T4.F. Haydn once worked at the court of a prince, but he didn't go deaf.5.T6.F. Haydn was the son of a peasant( The teacher may begin with the T/F questions orally and this is a good time to test their listening abilities as well as their comprehension of the text. )Step 3 Read and listen to the passage. Meanwhile, some more questions are waiting for you.●How did Haydn change the form of symphonies?●How long did he work in eastern Austria?●How many pieces of music did Mozart compose?●How old was he when he played for the Empress of Austria?●How long were Mozart and Haydn friends?●Who taught Beethoven how to play the piano?●Did he stop composing when he became deaf?Keys:1 He changed the symphony into a long piece for a large orchestra.2. 30 years.3.More than 600 pieces of music.4. When he was 6 , he played the harpsichord in a concert for the Empress of Austria.Periods 3, Function and GrammarTeaching aims:1 To learn grammar rules2 To use the grammar rules for correct communication3 To study co-operatelyTeaching important points: To use the correct tense and the proper conj. Teaching difficult points: To use correctly the two tenses and the three conj. Teaching methods: Explanation and practiceTeaching procedure:Step Ⅰ Lead-in by telling the class what happened to the Shenzhou Ⅻand technology is developing rapidly, China has achieved a lotin the area of.Shenzhou Ⅻthe whole nation were waiting and back home from schooland heard the news, I couldn’t help getting exciteed. I feel proud ofour country.Step Ⅱ Grammar 11 Make sentences with “when , while, come in , have a lesson”( Here is a picture of a classroom and a student coming in)A When he came in, we were having a lesson.B When we were having a lesson, he came in.C While we were having a lesson, he came in.2 Say the meaning of “as” in the following sentences.D As he was a child, he studied drawing.E As he grew older, he began to go deaf.F He listened to music as he walked.当…之时随着一边…一边…3Answer the three questions.When we talk about a single event in the past,we use when as in A .When we talk about a period of time in the past,we use when/ while / asas in B C D.We use as to refer to a progressive change as in E F .4PracticeComplete the following sentences with “when ,while , as”(1) ___she was studying at school, she also sang in the school choir.(2) ___he was living in Vienna, he studied music.(3) ___she met bach,she was only 20 years old.(4) ___he grew older, he found it more difficult to compose music(5) ___he was playing in the orchestra, he met his wife.(6) ___he was working in Hollywood, he became ill and died.(7) ___I listened to the violin solo, I fell in love with classical music.(8) ___they toured Europe for 10 years, they finnally decided to live inAustrilia.Step Ⅲ Grammar 2 The past perfect tense1Read the following sentences and summarise rules, paying attention to tenses.Fill in the blanks.After Liping had finished doing his homework, he turned on the TV.After they had got everything ready, they began to do the experiment.Before he came to our school, he had taught English for several years.Before his letter reached me, I had received his telephone call.They had finished the project by last month.I had left the country by the time the letter reached me.had done before diddid after had donehad done by did/past time2 PracticeWorkbook Grammar (2)(3)(4)Complete the sentences using the verbs in brackets and the past simple or past perfect tense.Step Ⅳ1 Game Oral practice ,pair work.Ask and answer questions using all kinds of tenses.Example:-- When did you have your breakfast this morning?-- At 6.-- Have you prepared for the English lesson?-- Yes, I have. I have finished the exercises in the workbook.2 Watch a vedio play.Step Ⅴ Sum upAsk some students to make sentences using “when, while, as, before, after, by”. Step Ⅵ Homework: Present a biography of a famous Chinese musician or composer.Periods 4 Speaking and WritingTeaching Aims:1.Knowledge and Skilla.To develop speaking ability by talking about likes and dislikes.b.To learn about some vocabulary and knowledge related to music and composers.c.To develop writing ability by presenting a biography of a famous Chinesemusician or composer.d.Train the ability of collecting and dealing with information, and develop theirabilities of getting new information, communication and cooperation.2.Emotion and Valuesa.To raise students’ interests in science and form the right attitude towardsall kinds of music.b.To help them know Chinese traditional music well and cultivate their interestin playing some Chinese instrument.3. Character-building:a.To make them know how to enjoy different kinds of music.b.Arouse their interest of playing some kinds of instrument and enrich theirleisure time.4. Cross-cultural awarenessa.To help them know the difference between China and some western countries ininstruments.b.Cultivate their awareness of cultural communication through the speciallanguage—music.Difficulties and Importance:a.To make the students understand and grasp the vocabulary and knowledge relatedto music.b.To enable the students to know how to use adverbial clause of time. Teaching Method:a.Task-based methodologymunicative ApproachTeaching Procedures：Step 1 Pre-readingLook at the picture and answer the following questions.1.Who is he?2.Have you ever know something about him?Step 2 While-readinga. SkimmingRead the passage quickly, and make a note of some basic information about Ye xiaogang．NameSexNationalityJobMain achievementStyle of musicSuggested answers:b. Detailed readingRead the passage carefully and fill in the blanks with proper words. Find what Ye Xiaogang did or what happened to him in the following years：Suggested answers:Step 3. Post-readingDiscussion.1.Are there any similarities between Ye Xiaogang and the European composers you haveread about in this module?2.Do you think it is a good idea to mix Chinese and western music?Step 4 Everyday Englisha. Listen to two people talking about the way they listen to music and answer the questions.1.How do they listen to it?2.Are they happy with the way they listen to music?3.What does Anna offer to do for Tom?b. work in pairs. Discuss your favourite music and how you listen to it.Step 4 Guided writingWrite a short passage of a famous singer in China—Han Hong.The following words may help you:1. sing well successful song writer2.born in1971 in Tibet(西藏)3. young watch her mother sing and dance4. at the age of nine professional(专业的) training in Beijing.5. in 1985 her first national prize6. write songs in 19937. song Hometown number one in ChinaHomework:1.Finish writing the biography of Han Hong—a famous Chinese singer.2.Finish other exercises in this module.Periods 5 culture cornerTeaching aims:Enabling the students to1. to know sth about Ye Xiaogang2. write a biography of a famous Chinese musician or composer.Teaching steps:I. Ask some students to say something about Mozart.Give as many details as possible. II. Try to think of a Chinese musician or composer, eg. Xu Peidong.Gather these materials.1. when, where and in what kind of family he/ she was born.2. how he/ she spent his/ her childhood or youth.3. about his/ her education4. what are his/ her famous works5. what his/ her style is / wasGroup work. Ask the students to discuss about the musician or composer.Then ask some students to stand up to say sth. about the musician or composer.Correct the mistakes if any.III. Cultural Corner.Ye Xiaogang1. Listen to the passage and try to find the answer to this question:When did his album Horizon appear? (in 1986)2. Read the passage thoroughly and make a note of the information about Ye Xiaogang. Name:_________________ Sex: __________________Nationality:_____________ Job:___________________Main achievements: ____________________________________________Style of music: ____________________________What he did or happened to him in the following years:1955: ___________________________________________From 1978 to 1983: ___________________________________________1985: ___________________________________________1986: ___________________________________________1996: ___________________________________________3. Check the answers with the whole class. Then ask one or two students to say sth about Ye Xiaogang with the help of the notes made.4. Language points:1) work as2) leading modern composers 主要作曲家leading article 社论the leading cause 主要原因a leading role 主角3) mix A with B= mix A and B togethermix win with waterNever mix with such people.mix up 弄混，弄错It’s common to mix him up with his brother.弄乱mix up the papersmix up those data4) receive many prizes5) part ofIV. Homework:Write a short passage about the Chinese musician or composer we talked about this period.。