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1、精品_精品资料_Module 3MusicPeriod 1Introduction; 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 st
2、udents to some new words concerning the topic in this module. And in this way the teacher can stimulate the studentsinterest in thestudy of the new module. Then the teacher can let them complete the twoactivities individually and check their answers through pair work. If the class is good enough, ot
3、her 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
4、, getting its main idea. After this, instruct the students to read the passageagain, 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 act
5、ivity. If the class is of high level, refer to other given options.三维目标1 / 28可编辑资料 - - - 欢迎下载精品_精品资料_1. 学问与技能1Train the studentsspeaking skills. 2Develop the studentsreading ability.3Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius
6、, 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1Train the studentsspeaking ability through
7、 individual, pair work and group work.2Train the studentsreading skills by dealing with some reading activities.3Explanations to make the students master some language points. 4Fast reading to make the students get the main idea of the passage.3. 情感与价值1Try to raise the studentscooperative awareness
8、in their study by pair work or group work.2Request the students to love music and enrich their emotion.教学重点2 / 28可编辑资料 - - - 欢迎下载精品_精品资料_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 rea
9、ding 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 mus
10、ic.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 theirChinese meanings. Then the students complete the following exercis
11、e 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 23 / 28可编辑资料 - - - 欢迎下载精品_精品资料_A volunteer reads out the listed words and other students repeat them after him or her. Put the students in
12、to pairs or groups of four to discussthe words and understand their meanings. If they have any difficulty intheir 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
13、in the first activityone 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
14、they are correct. At last, showthe correct answers on the screen for the whole class to refer to.Suggested answers:1 composer 2 choir 3 drums, guitar, piano, saxophone 4 drums, piano, violin, saxophone5 drums, piano, saxophone, violin 6 erhu, drums3. The teacher reads out the listed questions and ma
15、ke 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
16、answers:The pictures showfrom left to right: violin, classical guitar, drums, saxophone, erhu, piano4 / 28可编辑资料 - - - 欢迎下载精品_精品资料_1-3 Studentsown answers. Step 2 Pre-reading1. Background knowledge of the three composers Option 1First put the students into groups of four and ask the students todiscus
17、s 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 discussio
18、n and then fill in the chart to see how much they know about the three world famous可编辑资料 - - - 欢迎下载精品_精品资料_composers.Haydn Mozart BeethovenBirth placeAbouthis fatherAbouthisachievementsRelationship withtheother two可编辑资料 - - - 欢迎下载精品_精品资料_2. Show the following words on the screen. Have the students r
19、ead 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 inthe reference book, for example, a dictionary.Show the following on the screen. courtdirectorgeniusharpsichordimpressedlosemusical peasantpieceofmusicsinge
20、rsuccessfulsymphonytalent teenager5 / 28可编辑资料 - - - 欢迎下载精品_精品资料_ 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
21、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. Scanning Option 1First ask the students to look through the four questions in activitythree o
22、n P23 quickly and try to understand them. Then have the students read the passageand find out the answers. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.Suggested answers:1Haydn,Mozart 2Beethoven 3Haydn 4Mozart 5Beethoven 6They all met eac
23、h other. 7Beethoven, Mozart 8HaydnOption 2Ask the students to reread the passage and make the chart shown in Step 2 perfect.3. Careful reading6 / 28可编辑资料 - - - 欢迎下载精品_精品资料_Option 1The students are required to look through the seven questions in activity four on P23 before reading the passage one mor
24、e 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:1He made them longer and for a larger orche
25、stra. 2He worked in eastern Austria for 30 years.3He composed over 600 pieces of music.4He was six years old.5They were friends for ten years. 6His father taught him.7No, he continued composing when he became deaf.Option 2Show the following on the screen. 1Mozart is famous as“ the father of the symp
26、hony”.2Beethoven spent his last years of life in the Austria capital. 3Mozart helped Beethoven move to Vienna.4Haydn thought highly of Mozart.5Among the three composers, Haydn was the oldest while Mozart7 / 28可编辑资料 - - - 欢迎下载精品_精品资料_the youngest.First, ask the students to read through the sentences
27、above quickly and try to understand them.Then have the students read the passageagain and decide if these sentencesare trueTor falseF. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.Suggested answers:1F2T3F4T5F4. Consolidation Option 1First
28、 ask the students to review the table dealt with in Step 2. Andthen 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.
29、 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. Wh
30、en they finish their discussion, some groups can be ordered to report their discussion results.8 / 28可编辑资料 - - - 欢迎下载精品_精品资料_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 t
31、o 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.Describethedifference,ifthereisone.中国的乐器与其他的乐器不同吗 . 假如有,描述不同点.different adj. 不同的,相异的拓展:differently adv. 不同的diffe
32、r v. 不同,有区分difference n. 不同,差异,差别,不同之处be different from与 不同be different in在某一方面不同. . . differ from. . .与 不同make a difference有影响,起作用tell the difference between. . . and. . .说出 与 的不同之处准时反馈 :It makes nowho will attend the meeting.9 / 28可编辑资料 - - - 欢迎下载精品_精品资料_A.differenceB.argumentC.settlementD. statem
33、ent答案:A谁去参与会议没什么影响. makeno difference没影响,不重要.2. audience n.听众,观众There was a large audience at the pop concert.有一大批观众出席流行音乐演奏会.Two hundred audience crowded the concert hall.两百名听众挤满了音乐大厅.典题精练 :The audiencein a variety of ways, some in suits, somein dresses, and some in jeans.A. is dressedB. are dresse
34、dC. is dressingD. are dressing答案: Bdress sb.给某人穿衣,人作主语时,需用被动语态.3. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.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.Water changes into ice.10 / 28可编辑资料 - - - 欢迎下载精品_精品资料_The traffic lights ch
35、anged from red to green.拓展:change.into.=turn.into.“变成”或“使 变成”translate. . . into. . .把 翻译成 change into+衣服“换上 衣服” change. . . for换,交换准时反馈 :You cant change iron gold.A. toB. for C. intoD. in答案: Cchange. . . into. . .把 转变成4. After studying music in Vienna, Haydn went to work at the court of a prince in
36、 eastern Austria, where he became director of music.在维也纳学习音乐后,海顿去东奥的利的一个王宫工作,在那时他成为音乐指挥.director n. 主任; 主管; 导演拓展:direction n. 方向; 指导; 趋势direct v. 1指示方向 ; 指路; 2指挥; 指导; 治理; 支配; 3命令to; 4书写的址 toadj. 直接的,坦白的directory n. 姓名的址录,目录11 / 28可编辑资料 - - - 欢迎下载精品_精品资料_directly adv. 直接的,立刻conj. 一 就 a direct relativ
37、e 直系亲属in the direction of朝着 方向follow one s direction遵照某人的指示be in direct contact with sb. 与某人有直接联系Please direct the mail to my home address将. 寄给It is universally accepted that ones thinking directs ones actions.思想指导行动,这是普遍公认的.5. Having worked there for 30 years, Haydn moved to London where he was ver
38、y successful.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.1Having worked there for 30 years. . . =After Haydn had worked there for 30 years. . .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.Having put up the tent, they started to cook the supper.=After they had put up the tent, they started to cook the supper.搭好帐篷后,他们做晚饭.现在分词
39、的一般式作状语,表示的动作与谓语动词的动作同时发生.Arriving at the village, he could not find his home.12 / 28可编辑资料 - - - 欢迎下载精品_精品资料_=When he arrived at the village, he could not find his home.他到了村子,找不到他自己的家了.拓展:现在分词作状语,表示时间、缘由、结果、条件、方式或相伴等情形.现在分词的一般式作状语,它所表示的动作和谓语动词的动作是同时或几乎同时发生的.现在分词的完成式作状语,它所表示的动作发生在谓语动词的动作之前.现在分词作状语时,可
40、置于句首,亦可置于句末;但表示结果时,常置于句末.留意: 1现在分词的否定形式其基本结构是 :ing形式,无论是完成式或一般式,not+v.not必需置于 v. -ing形式之前.-2关于现在分词形式的规律主语现在分词作状语时,其规律主语应与句子主语保持一样.现在分词形式与过去分词形式的区分 :一般说来,现在分词表示主动,而过去分词表示被动.2successful adj.成功的succeed v.成功; 继任; 继承; 接着发生success n.成功; 成就; 成功; 继任succeed in doing sth.在某方面获得成功13 / 28可编辑资料 - - - 欢迎下载精品_精品资料
41、_succeed in life发迹drink success to举杯祝成功He succeeded inpassingthe examination.他考试及格了.6. Wolfgang Amadeus Mozart was a composer, possibly the greatest genius of all time.沃尔夫冈 阿马迪厄斯 莫扎特是位作曲家,很可能也是有史以来最宏大的天才.genius n. 天才,才能 ; 天资,天赋,才华One is not born a genius, one becomes a genius.人生来不是天才,而是变成天才的.He has
42、a genius for getting along with children.他善于与孩子们打成一片. She has a genius for languages. 她有学语言的天赋.a man of genius有才能的人creation of genius天才的作品拓展: have a genius for sth. /for doing sth.有compose vt. 组成,创作,使安静 ; vi. 写作,作品She composed herself to answer the letter.她冷静下来写回信.Water is composed of hydrogen and o
43、xygen.水是由氢和氧化合而成.He teaches music and also composes.他教音乐,并且作曲.That child prodigy began to compose poems at the age of five.那个神童五岁就开头作诗了.拓展:15 / 28可编辑资料 - - - 欢迎下载精品_精品资料_be composed of由 组成compose onesel使f 自己冷静下来compose a poem/a speech/a lette写r 一首诗 /一篇讲稿 /一封信函compose ones thoughts/passion镇s 定思绪 /心情c
44、omposed adj.冷静自如的composer n.作曲家composure n.冷静,冷静,冷静keep/lose/recover your composure保持/失去/复原冷静准时反馈 :Doyouknowhowmanyoceansandcontinentsisourworld.A. made ofB. made upC. consisted ofD. composed of答案:Dbecomposedof由 组成你知道我们的世界由多少大洋和大洲组成吗.2more thanmore than+num. 不过 more than+n. 不仅仅是 more than+adj. /v. 特别more. .