高中英语 Module 3 Music教案 外研版必修2.docx

高中英语 Module 3 Music教案 外研版必修2.docx

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高中英语Module3Music教案外研版必修2

Module3　Music

PeriodoneIntroduction;ReadingandVocabulary

TheGeneralIdeaofThisPeriod

ThisperiodincludesIntroductionaswellasReadingandVocabulary.Introductioncanserveasawarmingupofthereadingpassage.Tomakestudentsfullypreparedforthestudyofthepassage,theteachermayfirstleadthestudentstosomenewwordsconcerningthetopicinthismodule.Andinthiswaytheteachercanstimulatethestudents’interestinthestudyofthenewmodule.Thentheteachercanletthemcompletethetwoactivitiesindividuallyandchecktheiranswersthroughpairwork.Iftheclassisgoodenough,otheroptionscanbeprovidedforreference.Inthereadingandvocabularypartyoucanfirstleadthestudentstolearnsomenewwordswhichwillappearinthereadingpassage.Thismaydecreasethedifficultytheycomeacrossinthereadingprocess.Thenrequirethestudentstoreadthepassagefast,gettingitsmainidea.Afterthis,instructthestudentstoreadthepassageagain,completingthethirdandfourthactivities.Next,askthestudentstoreadthroughthepassageonceagainandlearnsomeusefullanguagepoints.Finally,requirethestudentstodiscussthequestionsinthelastactivity.Iftheclassisofhighlevel,refertoothergivenoptions.

TeachingAims1）Trainthestudents’speakingskills.2）Developthestudents’readingability.

3）Words:

audience,choir,classical,composer,conductor,jazz,musician,orchestra,saxophone,court,director,genius,lose,musical,peasant,symphony,talent,Austria,prince,compose,tour

Phrases:

listento,beknownas,changeinto,ofalltime,aswellas,giveconcerts,beimpressedby,therestof,godeaf

Sentencepatterns:

havingdone作状语;强调句;however引起的句式

TeachingMethods1）Fastreadingtomakethestudentsgetthemainideaofthepassage.

2）Explanationstomakethestudentsmastersomelanguagepoints.

3）TraintheSs’speakingabilitythroughindividual,pairworkandgroupwork.

4）Trainthestudents’readingskillsbydealingwithsomereadingactivities.

TeachingImportantPoints1.Helpthestudentsmakesenseofthepassage.

2.Helpthestudentstoimprovetheirreadingability.

3.EncouragetheSstotalkaboutmusicaswellasmusicinstruments.

TeachingDifficultPoint1.Leadthestudentstotalkinginclassactively.

2.Dealwithsomedifficultlanguagepoints.

TeachingProcedures

Step1Lead-inandIntroduction

1.Askthestudentsthefollowingquestionsandleadinthenewclass.

Doyouenjoymusic?

Whichkindofmusicdoyoulikemost?

Whatdoyouknowaboutmusic?

2.Activity1

AsktheSstoreadthroughthelistedwordsindividually.Makesuretheyunderstandwhattheymean.Iftheycomeacrossanytroubleinunderstandinganyofthem,givesomeexplanationsinEnglishorjustgivetheirChinesemeanings.ThentheSscompletethefollowingexercisebythemselves.Afterthis,checktheanswerswiththeSs.

Suggestedanswers:

1composer　2choir　3drums,guitar,piano,saxophone　

4drums,piano,violin,saxophone5drums,piano,saxophone,violin　6erhu,drums

3.Activity2

TheteacherreadsoutthelistedquestionsandmakesuretheSsunderstandwhattheyallmean.Ifnot,givesomenecessaryexplanations.ThentheteacheraskstheSstohaveadiscussioningroupsoffour.Next,asksomerepresentativegroupstoreporttheirdiscussionresults.Finally,callbackanswersfromthewholeclass.

Suggestedanswers:

Thepicturesshow（fromlefttoright）:

violin,classicalguitar,drums,saxophone,erhu,piano

1-3Students’ownanswers.

Step2Pre-reading

1.Backgroundknowledgeofthethreecomposers

FirsttheteachershowsthefollowingchartontheBb.andasktheSstodiscusshowmuchtheyknowaboutthethreeworldfamouscomposersHaydn,MozartaswellasBeethovenandtellasmuchastheyknowaboutthem.ThenSsreporttheirdiscussionresultstothewholeclass.

Birthplace

Abouthisfather

Abouthisachievements

Relationshipwiththeothertwo

Haydn

Mozart

Beethoven

2.ShowthefollowingwordsontheBb.HavetheSsreadthemafteryouandmakesuretheyknowwhattheymean.Iftheycan’tunderstandanyofthem,theycanturntoyouforhelporlookthemupinthereferencebook,forexample,adictionary.

court　director　genius　harpsichord　impressed　lose　musical　peasant

piece（ofmusic）　singer　successful　symphony　talent　teenager

Step3While-reading

1.Skimming

Theteacherfirstreadsoutthelistedthreetitlestothewholeclassandmakesuretheycanunderstandthemclearly.ThentheteacherhastheSslookthroughthepassagequicklytocatchthemainidea.Next,theSscompletethesecondactivityandchoosethebesttitle.Finally,theteachercallsbacktheanswersfromtheclass.

Suggestedanswers:

ThreeGreatComposersoftheEighteenthCentury.

2.Scanning

FirstasktheSstolookthroughthefourquestionsinactivity3onP23quicklyandtrytounderstandthem.ThenhavetheSsreadthepassageandfindouttheanswers.Finally,callbacktheanswersfromtheclass.

Suggestedanswers:

1）Haydn,Mozart　2）Beethoven　3）Haydn　4）Mozart　5）Beethoven　6）Theyallmeteachother.　7）Beethoven,Mozart　8）Haydn

AsktheSstorereadthepassageandmakethechartshowninStep2perfect.

3.Carefulreading

Option1

ThestudentsarerequiredtolookthroughthesevenquestionsinactivityfouronP23beforereadingthepassageonemoretime.Workinpairstoaskandanswerthem.Onereadsthelistedquestions,andtheothergiveshis/heranswers.Thenexchangetheirrolesandrepeatthisonceagain.Finally,checktheiranswersaccordingtowhatisshownonthescreen.

Suggestedanswers:

1）Hemadethemlongerandforalargerorchestra.

2）HeworkedineasternAustriafor30years.3）Hecomposedover600piecesofmusic.

4）Hewassixyearsold.5）Theywerefriendsfortenyears.

6）Hisfathertaughthim.7）No,hecontinuedcomposingwhenhebecamedeaf.

Option2（Showthefollowingonthescreen.）

1）Mozartisfamousas“thefatherofthesymphony”.（）

2）BeethovenspenthislastyearsoflifeintheAustriacapital.（）

3）MozarthelpedBeethovenmovetoVienna.（）

4）HaydnthoughthighlyofMozart.（）

5）Amongthethreecomposers,HaydnwastheoldestwhileMozarttheyoungest.（）

First,asktheSstoreadthroughthesentencesabovequicklyandtrytounderstandthem.

Thenhavethemreadthepassageagainanddecideifthesesentencesaretrue（T）orfalse（F）.Next,puttheSsintopairsandcomparetheiranswers.

Finally,callbacktheanswersfromtheclass.

Suggestedanswers:

1）F　2）T　3）F　4）T　5）F

Step4SummaryandHomework

Theteacherrecallswhatthestudentshavelearntinthisclass.Thestudentsmainlylearnedsomenewwordsaboutmusic.Inaddition,theyalsogotsomemoreinformationaboutthreegreatcomposersintheworldthroughthereadingactivities.Thentheysettledproblemsaboutimportantanddifficultlanguagepoints.Atlast,assignthehomeworktothestudents—searchformoreinformationaboutthethreegreatcomposers.

Step5RelatedLanguagePointsinThisPeriod

1.IstheChineseinstrumentdifferentfromtheotherinstruments?

Describethedifference,ifthereisone.中国的乐器与其他的乐器不同吗?

如果有，描述不同点。

differentadj.不同的，相异的

拓展:

differentlyadv.不同地differencen.不同/差异/差别/不同之处

bedifferentfrom与…不同bedifferentin在某一方面不同

differv.不同/有区别differfrom…与…不同

makeadifference有影响/起作用tellthedifferencebetween说出…与…的不同之处

反馈:

Itmakesno___________whowillattendthemeeting.

A.differenceB.argumentC.settlementD.statement

2.OthercomposershadwrittensymphoniesbeforeHaydn,buthechangedthesymphonyintoalongpieceforalargeorchestra.其他作曲家在海顿之前已经写过交响曲，但是他把交响曲变成适合乐队演奏的长乐曲。

拓展:

change（…）into….=turn（…）into…　“变成”或“使/把…变成…”

changeinto+衣服“换上…衣服”change…for…用…交换…

translate…into…把…翻译成…

Waterchangesintoice.Thetrafficlightschangedfromredtogreen.

反馈:

Youcan’tchangeiron___________gold.A.toB.forC.intoD.in

3.Havingworkedtherefor30years,HaydnmovedtoLondonwherehewasverysuccessful.

在那儿工作了30年头后，海顿搬到了伦敦，在那里他获得了巨大的成功。

1）Havingworkedtherefor30years...=AfterHaydnhadworkedtherefor30years...

现在分词的完成式作状语，表示的动作发生在谓语动词的动作之前。

Havingputupthetent,theystartedtocookthesupper.

=Aftertheyhadputupthetent,theystartedtocookthesupper.搭好帐篷后，他们做晚饭。

现在分词的一般式作状语，表示的动作与谓语动词的动作同时发生。

Arrivingatthevillage,hecouldnotfindhishome.

=Whenhearrivedatthevillage,hecouldnotfindhishome.到了村子，找不到自己的家。

拓展:

现在分词作状语，表示时间、原因、结果、条件、方式或伴随等情况。

一般式作状语，所表动作和谓语动作是同时或几乎同时发生的。

完成式作状语，所表动作发生在谓语动词动作之前。

现在分词作状语时，可置于句首，亦可置于句末;但表示结果时，常置于句末。

注意:

（1）现在分词的否定形式结构:

not+v.-ing形式，无论是完成式或一般式，not须置于v.-ing形式前。

（2）现在分词形式的逻辑主语:

现在分词作状语时，其逻辑主语应与句子主语保持一致。

（3）现在分词形式与过去分词形式的区别:

一般说来，现在分词表示主动，而过去分词表示被动。

2）successfuladj.成功的

succeedv.成功;succeedindoingsth.在某方面获得成功succeedinlife发迹

Hesucceededin（passing）theexamination.他考试及格了。

successn.成功;成就;胜利;继任

drinksuccesstosb举杯祝…成功drinktoone’ssuccess为…的成功举/干杯

Letusdrinksuccesstohim.让我们举杯祝他成功。

Letusdrinktohissuccess.让我们为他成功干杯。

4.Heonlylived35yearsandhecomposedmorethan600piecesofmusic.只活了35岁，600多首曲子。

2）morethan+num.不过…morethan+n.不仅仅是…

morethan+adj./v.非常…more...than...与其…不如…

morethan+one+n.不止一个…=manya+n.许多

nomorethan...仅仅…notmorethan...不超过…

nomore...than...和…一样不（两者都否定）notmore...than...不如…（前者不如后者）

5.Helearnttoplaytheharpsichordwhenhewasfour,hestartedcomposingmusicwhenhewasfive.他四岁时就学会演奏大键琴，五岁时就开始作曲……

start/begin开始begin/starttodo开始做begin/startdoingsth.开始做

start和begin作“开始”讲时，都指开始某一动作，后面可接不定式，也可接-ing形式作宾语。

两种结构意思是相同的。

多数情况下两种形式都可以用。

但