Ｉ. 单元教学目标
技能目标Skill Goals
Talk about different kinds of music.
Practise giving advice and making suggestions.
Talk about famous musicians and describe songs.
Write a comparison essay.
Ⅱ.目标语言
功能句式 Asking for suggestions
What can you suggest?
Can I ask for some advice?
Can you help me decide...?
What’s your opinion (about)...?
Giving advice
Maybe we could.../ I suggest that you should do...
Maybe it would be better to...
Well, but what about ...
Have you considered doing ...
Why not / Why don’t you do...
I advise you to do.../You had better do...
Taking advice
That’s a great/ good idea.
That would be nice.
That’s very kind of you. Thanks.
词
汇 1. 四会词汇
musical, blues, instrument, characteristic, slave, jazz, contain, traditional, spread, variety, universal, folk, guitar, record, satisfy, inner, desire, perform(er), emotion, process, musician, totally, express, intelligence, chant, suggestion
2. 认读词汇
Brasilia, Buenos, Aires, Cairo, Paris,Ricky, Martin, The Rolling Stones, rap, hip-hop, Latin, Santana, versus, Elvis Presley Entertain, rhythm
3. 词组
turn…into, in common, have...in mind, on the radio, dance to, a variety of, pick out/up
4. 重点词汇
perform, contain, spread, record, satisfy, desire, variety, express, suggestion
结构 be的各种形式+ p.p.
重点句子 1. People still listen to blues and rock, but they also listen to hip-hop and rap.
2. Perhaps the most important characteristic of rap music is the way the artists sing.
3. What we hear on the radio or see on TV is only a small part of all the wonderful music that is waiting for us.
III. 学能目标
通过本单元的教学，帮助学生发现隐含在音乐语言中的对他国文化的态度；通过欣赏世界范围内的风格各异的经典音乐，培养学生的音乐鉴赏能力及个人综合素质；帮助学生理解各种音乐的创作特点，激发学生的创作欲望，培养其动手能力和创新精神。
Ⅳ. 教材分析与教材重组
1. 教材分析
本单元以“ music”为话题，旨在通过单元教学使学生了解并感受不同地区、不同形式的音乐，理解音乐在人类生活中的作用，提高对比技能与鉴赏能力，并引导学生扩大音乐的兴趣范围。
1.1 WARMING UP 旨在呈现本单元的中心话题music, 让学生感受与认识来自世界各地的音乐有着不同的风格，不同的节奏能表达出不同的情感。
1.2 LISTENING是关于三首风格不同的歌曲，要求学生理解歌曲大意，捕捉细节，并结合自身的感受，反映音乐的作用。
1.3 SPEAKING是一个任务型教学活动，共创设了三个情景：1.你想买一张CD作为你朋友的生日礼物；2.你想找一首好歌伴舞；3.你想找一首代表你们班级的歌曲。这些情景都要用到音乐方面的有关语言和征求与提出建议的词和句。这一部分设计是在“听力”部分的信息输入的基础上，训练学生的口语输出能力。
1.4 PRE-READING 是READING 的热身活动。要求采用讨论式小组合作学习的学习方式交流音乐方面的知识、爱好和技能。
1.5 READING 是一篇介绍音乐种类的说明文。从文中我们可以了解到当今多种音乐形式的特点、由来以及对人们生活的影响。引导学生扩大音乐兴趣的范围，并认识到音乐是一种生活中随处可见的，大家共同的语言。
1.6 POST-READING 第一部分的前三个问题是用来训练学生理解文章的能力，第四个问题是训练学生开放性思维的，要求学生开放思路，从各个角度分析这个问题，引导学生正确理解音乐以及其它艺术形式在世界人民生活中所起的作用。第二部分旨在检查学生对文章中事实性细节的理解与掌握。
1.7 LANGUAGE STUDY 分词汇和语法两部分。词汇部分是一个一词多义的练习，重点是训练学生根据语境来理解单词的不同含义，提高学生在语篇里猜测词义的能力。GRAMMAR是复习主动语态与被动语态的相互转换。在学生完成有关练习后,引导学生以小组合作的形式,探究语言结构在主动语态和被动语态互相转换时发生的变化。
1.8 INTERGRATING SKILLS 中的READING AND WRITING是一个整体训练材料。 READING 是主课文的延伸,介绍摇滚音乐和流行音乐在内容以及创作过程等方面的区别,训练了学生的对比技能,又为WRITING提供了写作范例。WRITING要求学生从四个方面比较中国传统音乐和现代音乐,与同学合作,写出一篇短文。 WRITING 之前可组织学生进行一场辩论大赛,丰富学生在音乐方面的知识,扩充他们的视野,从而为写作积累素材, 提高写作的兴趣。
2． 教材重组
2.1 把WARMING UP 作为LISTENING的导入。将LISTENING和WORK BOOK 中的LISTENING整合在一起上一节音乐欣赏式的“听力课”。欣赏的顺序为： 音乐的风格--歌曲的大意--著名的歌手。
2.2 WORK BOOK 中的TALKING 为学生操练SPEAKING的功能用语提供了四个情境，可将其与SPEAKING 整合在一起上一节运用音乐知识提建议的“口语课”。
2.3 将PRE-READING, READING和POST-READ-ING三个活动整合在一起上一节“阅读课”。涉及的主题任务主要有： 交流音乐知识--了解当今音乐形式--探讨音乐的作用。
2.4 将LANGUAGE STUDY中的GRAMMAR 与WORKBOOK 中的GRAMMAR整合在一起上一节任务型“语法课”。涉及的主题任务主要有：探讨主动语态和被动语态互相转化的评价工具--运用工具检验练习--看图造句--单句改错。
2.5 WORKBOOK中的INTERGRATING SKILLS“ American country music”，这篇文章比较难， 而且内容上是Reading部分的扩展，可将其上一节“泛读课”。
2.6 INTERGRATING SKILLS“POP VERSUS ROCK ”，这篇文章可作为写作的范例，与Page 77 Ex.2结合,设计成一节“写作课”。涉及的主题任务主要有：学习范例的结构与语言--列出写作提纲--写作--评析。
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。）
Period One Speaking
Period Two Listening
Period Three Reading (I)
Period Four Grammar
Period Five Reading (II)
Period Six Writing
V. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
suggestion , difference, not at all, play
b. 句型
Asking for suggestions:
Can you help me decide... ?
Could you please... ?
Can I ask you for some advice?
What can you suggest?
Would you like to... ?
I wonder if you can... ?
Giving advice :
Maybe you could... ?
Maybe it would be better to...
How / What about... ?
Well, but what about... ?
Why not do sth?
Why don’t you do sth?
Have you considered doing?
I advise you to do sth.
I suggest you (should) do sth.
2. Ability target 能力目标
Enable the students to practise making suggestions and giving advice with the target language.
3. Learning-skill target 学能目标
Help the students learn to how to make suggestions and give advice.
Teaching important points 教学重点
1. Help the students express their ideas freely.
2. Enable the students to create their own dialogues.
Teaching difficult points 教学难点
Tell the students some ways to create a dialogue about making suggestions and giving advice.
Teaching methods 教学方法
1. Explorative learning: Tape-listening and describing (individuals).
2. Cooperative learning: Pair-work to practise the dialogue and create another dialogue.
Teaching aids 教具准备
a. a recorder and a tape
b. a multiple-media computer
Teaching procedures & ways
Step I Lead in
T: Good morning, class! In Unit 10, we learned something about the world around us. Would you please tell me what you have got?
S1: I’ve known the proper relationship between human beings and the environment.
T: Very good! Thank you. How about you? ( Pointing to another student ) Have a try, please.
S2: I’ve known the importance of environment protection.
T: Terrific! Thank you. But would you please tell me how to protect our environment?
S3: Well, I think we should plant more trees and prevent all kinds of pollution.
T: Well done! Thank you for your good advice. In our daily life, we often ask others for some advice and sometimes give them some. But how we can express ourselves correctly is a difficult thing for us. Today, we’ll learn the expressions about giving advice and making suggestions.
Step II Speaking
Task 1 Introduce the sentence structures about giving advice and making suggestions on Page 73 to the Ss.
Give them one minute to read the structures and make sure that they know the meaning of them.
T: I have some problems these days. I really need your advice or suggestions. Would you like to help me?
Ss: Sure.
T: Thanks. Tomorrow is my friend’s birthday. Can you help me decide what to buy for him ?
S1: Does he like music?
T: Yes, he likes pop music.
S1: Maybe you could buy The Boston Five. They’re cool.
T: That’s a good idea, but he / she doesn’t like The Boston Five.
S2: How about Rita Jones? She’s amazing!
T: Good idea. And my friend has already invited me to his/ her party tomorrow evening. What dress is suitable for me?
S3: How about a dark blue dress?
T: A good suggestion. But I haven’t got a dress like that.
S4: Why not borrow one from Jane? She merried a very rich man.
T: Oh, I nearly forget it. Good idea. I’ll find her tomorrow. Thank you for your nice advice.
T: S1 did very well. Now I’d like all of you to work in pairs to creat your own dialogues.
One possible dialogue:
A: How can I improve my English?
B: You should go out more to pubs or join a club.
A: But English people never speak to me.
B: Ah! You should speak first.
A: What can I talk about?
B: Why not begin with the weather? English people are always talking about the weather.
A: That’s a good idea. Thank you.
Task 2 Listen and practice
Listen
Speech cassette. Play a dialogue for the students to listen and repeat. Pay attention to the useful structures.
T: Now, let’s listen.
The content of the dialogue:
Mike: OK then, where do we go?
Judy: I don’t know. What kind of music do you like, Mike?
Mike: I like pop music. My favorite group is The Boston Five. Do you like them, Judy?
Judy: The Boston Five? Oh! They’re terrible. I hate pop. I like jazz. My favorite singer is Rita Jones. She’s amazing! How about you, Jake?
Jake: I like country.
Judy: So, who’s your favorite group?
Jake: Green Express. They’re great. Tara, what’s your favorite kind of music?
Tara: Dance. I love Dance Train. They’re fantastic!
Practice
T: Look at Part 2 on page 72. Choose one of the situations to create your own dialogues. You can use the useful expressions on Page 73. Then I’ll ask some of you to perform before the class.
Possible Version for Situation 1:
S1: Hello, Jack! You look worried. Do you need help?
S2: Yes, I do. I want to find a good song to dance to. Could you choose one for me?
S1: Sure. That depends on the kind of your dancing. When will you need it?
S2: On Saturday evening. We need a slow and soft song to dance to.
S1: I think you can play the famous song “Edelweiss”. It’s not fast.
S2: It’s a good song, but we want to play the song at the end of the party.
S1: Hm. How about “Auld Lang Syne”? It’s also an excellent song to dance to.
S2: That’s a good idea. Thank you.
Step III Homework
T: Well done, you two! Now, I believe that you’ve known the usage of our expressions. But I still want you to practice them. So our homework is:
Read about the situation in Talking P146, then use one of the situations to create a dialogue to practisie making suggestions and giving advice.
Sample Dialogues:( 略 )
1.Collect some information about music and Michael Jackson, and make preparations for the listening in Period Two.
The Design of the Writing on the Blackboard
Unit 11 The First Period Speaking
Key words: Asking for advice: Giving advice:
suggestion Can you help me decide...? Maybe you could...?
difference Could you please... ? Maybe it would be better to...
not at all Can I ask you for some advice? How /What about...?
play What can you suggest? Why not do sth?
Would you like to...? Why don’t you do sth?
详细内容请订阅
《名师说课》