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Unit5听力课教案Talk About Music PreferencesI. Course Overview (15 minutes)A. Class Structure (10 minutes)This lesson is a 45-minute high school English listening class, focusing on the topic of "Talk About Music Preferences." The class structure includes three sections: introductory activities, main content discussion, and conclusion.B. Importance of Listening Skills (5 minutes)In today's globalized world, English has become an essential language for communication. Listening skills are crucial for effective communication, especially when it comes to understanding different cultures and perspectives. This lesson aims to help students improve their English listening skills and broaden their horizons by discussing music preferences.II. Learning Goals and Requirements (10 minutes)A. Learning Goals (5 minutes)1. Students will be able to understand and participate in a conversation about music preferences in English.2. Students will be able to express their own music preferences in English.3. Students will be able to analyze the reasons behind their music preferences and those of others.B. Requirements (5 minutes)1. Students should have a basic understanding of English grammar and vocabulary related to music preferences.2. Students should be willing to engage in group discussions and express their opinions confidently in English.3. Students should be able to follow the teacher's instructions and complete the assigned tasks.III. Course Topic (10 minutes)A. Music Preferences (5 minutes)Music preferences are personal choices made by individuals based on their taste, culture, and experiences. In this lesson, we will discuss various aspects of music preferences, such as genre, artist, and lyrics.B. Music Industry (5 minutes)The music industry plays a significant role in shaping our musical preferences. We will explore the history, development, and impact of the music industry on our music preferences.IV. Teaching Strategies and Methods (10 minutes)A. Active Listening (5 minutes)To enhance students' listening skills, we will use active listening strategies during the class discussion. We will encourage students to listen carefully, ask questions, and summarize what they have heard.B. Group Work (5 minutes)Group work will be an integral part of this lesson. Students will work in pairs or small groups to discuss their music preferences and share their thoughts with the class. This activity will help students practice their speaking and listening skills while learning from their peers.V. Learning Activities (20 minutes)A. Introduction (5 minutes)1. Teacher introduces the topic of music preferences and its importance in today's world.2. Teacher asks students about their favorite genres and artists, sparking a conversation about music preferences.3. Teacher provides some examples of common music preferences across different cultures and regions.B. Main Content (10 minutes)1. Teacher presents various aspects of music preferences, such as genre, artist, and lyrics, and encourages students to share their opinions and experiences related to these topics.2. Teacher facilitates a group discussion where students can express their views on different types of music preferences and analyze the reasons behind them.3. Teacher leads a brief overview of the music industry, highlighting its impact on our musical preferences.4. Teacher assigns homework questions related to music preferences to be completed before the next class meeting.C. Conclusion (5 minutes)1. The teacher summarizes the key points discussed in the lesson and asks students to reflect on their learning journey so far.2. The teacher encourages students to continue exploring music preferences outside the classroom and share their discoveries with each other and the class at the next meeting.。
2019新人教高中英语必修二Unit5Music-Listening and Speaking 公开课教案Analysis of the materials:The theme of this class is music(listening and speaking part). In order to arouse students’ interest in this class, teacher chooses this topic to connect with the students. The listening skill-paraphrase and the reasons for liking music should be emphasized. Except those key points, students should understand the basic knowledge of music and know to enjoy the Chinese music-Peking opera to enhance their patriotism.Analysis of the students:The students of Grade One haven’t got a good listening ability, which still needs to practise and improve. Compared to listening ability, their speaking ability is worse and they don’t dare to speak English. They don’t have chances to talk in English. Also, students are of different levels. However, this topic is related to our daily life. Students may be easy to get themselves involved in the class.Teaching aims:1.Core values(核心价值):Comprehend the profoundly musical culture especially Chinese music-- Peking opera and enhance students’ love for national culture.2.Subject quality(学科素养):(1) Theme: Music( listening and speaking part )(2) Expression: Know how to express music preferences and reasons for liking music.3. Key competency(关键能力):Use the listening skill -predicting, paraphrasing - to process specific information and answer the relevant listening questions.Insist accurate and fluent principles to express reasons for liking music.4.Essential knowledge(必备知识):After the class, the students are supposed to⑴know the common types of music.⑴grasp one listening skill --- Paraphrase.⑴express music preferences and reasons for liking music⑴polish your reasons for liking Peking Opera simplyTeaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.Listen to the interviews again and complete the sentences with the words you hear.1.A:Country music touches my heart.B:So you like music that’s of ?2.A:When I listen to hip-hop,I just have to move!B:So it makes you want to ?3.A:Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B:So to you,it’s and ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played on instruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the pictures below for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1. After the class, write a short essay on your feelings of Peking opera and try to polish it.2.Do more practices to consolidate the important listening skill-paraphrase.板书设计Unit 5 Music1.Listening skill--ParaphraseReasons for liking music课后反思通过学习：1.学生学习英语的信心增强；2.学生学会抓住听力中的答案；3.锻炼学生的口语能力！通过本节内容学习，理解并讨论主题图，预测单元的主题和内容，通过问题链引导学生谈论单元内容，该板块以听为本，学生通过听取信息和选择依据来学习语言知识，同时内化所学关于本单元的内容。
Unit5口语课教案Explore Different Kinds of EnglishTeaching Objective:By the end of this lesson, students will be able to identify and discuss different types of English language usage, such as formal and informal language, academic and conversational English, and regional dialects. They will also be able to analyze the context in which these types of English are used and provide examples from their own experiences.Teaching Points & Emphasis:1. Differentiate between formal and informal language2. Identify academic and conversational English3. Discuss regional dialects and their characteristics4. Analyze the context in which different types of English are used5. Use reallife examples to illustrate the concepts coveredTeaching Strategies:1. Begin with a discussion on the importance of understanding different types of English in today's globalized world.2. Use visual aids, such as charts or videos, to help students visualize and understand the differences between formal, informal, academic, and conversational English.3. Encourage students to share their own experiences with different types of English in their daily lives, both in school and at home.4. Incorporate roleplay activities that require students to use different types of English in different situations (formal vs. informal, academic vs. conversational).5. Conclude the lesson by reviewing the key points covered and assigning homework that requires students to reflect on how they can improve their understanding of different types of English in their future interactions.Teaching Procedure:1. Warmup activity (5 minutes): Start the class by asking students to share their thoughts on the importance of learning different types of English in today's world. Write their responses on the board for everyone to see.2. Presentation (10 minutes): Use visual aids to present the main points of the lesson, including a chart that shows the differences between formal, informal, academic, and conversational English. Show videos or examples of each type of English being used in reallife situations.3. Group work (10 minutes): Divide students into small groups and ask them to discuss their own experiences with different types of English in their daily lives. Encourage them to share their findings with the rest of the class.4. Roleplay activity (10 minutes): Assign roles to students and have them participatein two different scenarios, one using formal English and another using informal English. Ask them to reflect on how the choice of language affected the tone and meaning of their interactions.5. Closing activity (5 minutes): Review the key points covered in the lesson and ask students to think about how they can improve their understanding of different types of English in their future interactions. Assign homework that requires students to reflect on their own experiences with different types of English and write a short essay sharing their thoughts with the class.Homework:1. Write a reflection paper on your own experiences with different types of English in your daily life (formal, informal, academic, conversational). Include specific examples and explain how these different types of English affected your interactions with others.2. Research a region or country where different types of English are monly used and write a short presentation explaining the differences between those dialects and how they are used in everyday life.。
主题单元分课时教学设计课题指向学科核心素养的高中英语主题式教学 （第1 课时）课时类型Listening and Speaking学时40分钟教学素材PPT, 视频资料；黑板；指导思想和理论依据1.主题为语言学习提供主题范围或主题语境。
学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。
语言技能是语言运用能力的重要组成部分。
学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。
2.设计理念重点在于从传统的讲解式的被动式学习转变成语法知识的积极主动的体验式学习，突出语篇和主题的功能性，培养学生积极探索的学习意识内容分析/语篇研读/文本分析本课内容的主题语境属于：人与社会—探索世界上的语言，主题活动为一段关于“learn a foreign language”的演讲。
要求学生通过听一段介绍语言和语言学习的演讲，了解联合国的工作语言，并和同伴探What听力文本是一段演讲，信息量较大，介绍了世界上的语言数量、母语使用人数最多的语言，以及当代年轻人学习外语的动机和理由等内容。
作为演讲文体，文本语言注重节奏，讲究对转折、欲扬先抑等技巧的运用，以制造兴奋点、吸引注意力，引起青年听众的共鸣，并逐步引导听众随着演讲者的陈述，分析和思考相关的内容。
文本从学生把英语学习视作唯一的外语学习说起，首段运用了表示转折和表达观点的多种句式，例如:“it seems that the only ...""There ar...”"However ...”“But it is very wise to learn ...”，等等。
这些带有转折意味的句子环环相扣，能有效地吸引听众跟随演讲者的思路，关注演讲内容。
接下来文本通过将介绍联合国的六种工作语言与语言学习相结合，启发学生从国际视野的角度思考自身的语言学习。
Unit5 Listening and speaking名师教案Teaching goalsTeaching materialsListening on page 69，39，73, speaking task on p741.Target languagea. Key words and phrases:unconscious; emergency number; reach cupboard; involve; stress and intonationb. Communicating expressions:We/you should/ ought to …Please do…Make sure…You must/have to/ought to…You must never…You ought never to…2.Ability goalsEnable the students to listen for details and catch the specific information as much as possible.3.Learning ability goals3.1 Enable the students to predict some important listening skills in the process oflistening and encourage the students to talk about the details after listening.3.2 Make the students have the ability to talk about the situations according to thelistening materials and tell dos and don’ts for first aids.Teaching methodsListening and cooperative learning.Teaching important and difficult pointsHow to make sure the answers of listening material;Talk about the first aid of different situations after the listening.Practise in pairs and act out a dialogue between an operator and the caller; Teaching aidsA recorder and cassette tapes , a projector, and a computerTeaching procedures and waysStep one Homework checkingThe teacher may explain some difficult words and phrases to the students before listening.(unconscious; emergency number; reach cupboard; involve; stress and intonation) T: OK. Let’s listen to the tape. I’ll play it twice. The first time I play it, you should listen to it attentively and get general idea. The second time I play it, you need to fill in the blanks.Listen to the conversation and complete the table, pay attention to the key words.Post listening Listen to it again and answer the questions:1. Do you think that Mrs Grant should have rung the emergency number or should she have just taken her daughter to the doctor? Give reasons for your answer.2. How do you think Mrs Grant was feeling when she made the phone call?3. Why do you think the operator was speaking so slowly and calmly?4. What would have happened if Mrs Grant had hung up the first time she said goodbye?5. What would have been a safer way f or Mrs Grant’s daughter to reach the cupboard? Step three Listening on p731. Listen to the instructions for rescue breathing, number the boxes for the correct order. Write an instruction under each picture.2.Then use the pictures to tell each other how to do rescue breathing.(Use the video to help students to talk about CPR) :Call for helpCheck the breathingClear anything in the airwayMouth-to- mouth methodCheck breathing pulseStep four Listening on p391. What topics does the teacher ask questions about ? Circle the correct ones.2. Match each picture with a topic listed in question 1.1).___sprained ankle__________2).___burning clothes_________3).___nose bleeds ____4).___choking _____________Step five speakingUse the pictures above to help you give your partner first aid instructions for each situation. Using the useful expressions:You should always…You must…Make sure that…You ought to / should …you have to…You should not…You should never…You must never…Never…Please d on’t…Sprained ankle:Tied with medical bandage.It is better to avoid walking with the injured ankle.It is correct to use ice bag for removing pain and bleeding, and also not influence our own body healing.Burning clothes: Use a blanket to put out fire on the body.Remove clothing from burned area.Use running water to cool down.Sent for a doctor.Nose bleedsStay calm.Breathe through the mouth, not the nose.Sit up and bend the head slightly forward.Pinch捏both nostrils鼻孔shut using a thumb and forefinger.Spit out any blood that collects in the mouth.ChokingMake him /her spit by patting him/her on the back.To avoid this, we shouldn’t talk or laugh when eating.Step six Write down the instructions for each situation.Step seven Watch the movie to see some more ways to deal with first aids. Step eight Talk about safety around the house, using DOS and DONTS DOSa.Make sure that electric wires are safe and that children can’t reach them.b.If a pan of oil catches fire, turn off the gas and cover the pan quickly.c.Make sure that everyone in your family knows how to call 110 and 120.d.Learn more about first aid.DON’TSa.Don’t put poisons into other containers, for example empty bottles.b.Never leave small things a baby can put in its mouth on the floor or tablec.Don’t play with electrical equipment.d.Never use ladders on a wet floor.Don’t forget to phone 110 or 120 when necessaryStep nine Home work1. Write a dialogue according to the talking Ex. on p69 .2. Prepare for reading : First aid for burns。
