2023学年完整公开课版music之教学设计

教学设计Period1（重点教案，配课件）WarmingupandReadingI(Fastreading)Teachingaims：1)ToactivatetheSsinlearning“music”.2)TodeveloptheSs’abilityofreading3)TohelptheSsknowsomethingaboutthedifferentstylesofmusic.Focus：EnabletheSstounderstandthedetailsaboutthepassage“TheBandthatwasn’t”andhelptheSstosumupthemainideaofeachparagraph.Teachingmethods:listening,reading,groupdiscussionandrecitingTeachingaids:amulti-functionalcomputerandarecorderTeachingsteps:Stepone:Warming-up1)LeadinThentellthem:Thisisoneofmyfavoritemusic.Themusicisalittleshow.WhenIlistentoit,itwillremindofmanyoldthings.SoIlikeitverymuch.Whatisyourfavoritemusic?Andwhydoyoulikeit?Soyourfavoritemusicbelongstopopmusic/rock…Whatotherkindsofmusicdoyouknow?(Classicalmusic,pop,folk,jazz,dance,rockandroll,hip-hop,rapetc.)教师活动：由于学生在生活中接触音乐的机会很多，在课前播放五首多数人都很喜欢的歌曲的片段。以激发学生对音乐的兴趣，同时也能引导学生展开对自己喜爱歌曲类型的讨论。学生活动：听完每首歌曲之后，判断所听到的歌曲属于那种风格的音乐，并在听完所有音乐后说出这些歌曲中自己喜爱的音乐类型。2、学生报告（Students’reports）：通过课前学生预习、报刊、网上查阅各种资料，学生说出他们了解的所有的音乐类型。设计意图：通过播放歌曲和学生报告，了解学生主动学习情况，使学生在实际的学习不断改进学习方式，并由此促进课堂学习，并由此引出本节课话题——Music.2)Task:Brain-stormingAskthestudentstonamedifferentmusicstyles.Showsomestylesofmusicthattheyarenotfamiliarwith.T:Whatkindofmusicdoyoulikebetter,ChineseorWestern,classicalormodern?Why?S:IpreferChinesemusic,becauseitiseasytounderstand,besides,itisalsoagoodwaytohelptheforeignlistenerstoknowmoreaboutourculture,amongallthestylesofmusic,Ilikemodernmusicbest.T:Whydoyoulikemodernmusicbest?S:Ilikemodernmusicbestbecauseitcanrefreshuswhenwearetiredorsleepy.T:Whydoyouliketolistentomusic?S:Becausemusiccanenrichmylife,makemefeelrelaxed,pleasant,funny,happywhenlisteningtomusic…Steptwo:Listeningandmatch1)Teacher:Wearegoingtolistentoeightkindsofmusic.Herearethepicturesforthem.Listentothemcarefullyandchoosetheproperpictureforeachofthem.2)GuidetheSstosumuptheCharacteristicsforeachmusicstyle.InformationBox:KnowledgeaboutmusicJazzMusic爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。Choral合唱队的Rock‘n’roll摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。ClassicalMusic作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。Popmusic流行音乐，其实也是市场上所谓的大众化的主流音乐。Rap说唱乐Countrymusic乡村音乐,使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。Orchestra管弦乐队一大群人一起演奏各种各样的乐器…3)Checktheanswersonthecomputerscreen.Stepthree:Pre--reading1）Task:ListingHaveyouheardaboutanyofthefamousbandsintheworld?Listsomeofthem.Whichonedoyoulikebest?Why?Here,Iwanttoaskyouaquestion“whatfamousbandsdoyouknow?”Forreference:SuperJunior,SHE,东方神起,零点,达达乐队2).showingpicturesNow,I’llshowyousomepicturesandpleasetellmetheirnames,ok?Forreference:Westlife,Backstreetboy.3)PresentationAsktheSstosearchtheinformationabout“TheMonkees”beforeclass,andnowencouragethemtosharetheirinformationwiththeirteammate.4)BackgroundinformationandlanguagesupportIfnecessary,theteachershouldprovidesomebackgroundinformationaboutTheMonkees”,orexplainsomekeywordsinthereadingpassageStepfour：Reading1)Task:Jumbles(Fastreading)(Groupwork,fourSs)eachstudentineverygroupisonlygivenapart(oneparagraph)ofthecompletearticleandreadalone.Oneminutelater,theyexchangetheirowninformationtotheotherstudentsofthesamegroup.Thentheydiscusstogetheranddecidetheorderofthestory.学生活动：学生每四人一组，每一组会被给出文章的某一段内容，这一组学生只读到这一段文字，一分钟后他们可以和同组其他同学讨论，然后再与其他组的同学一起预测一下被给段落在文章中的排序情况。设计意图：通过学生讨论并给段落排序这一活动培养学生对文章的结构分析能力以应对新课标理念中对学生综合阅读理解能力的要求，阅读理解中有一类题型就是预测如果作者继续写的话，下一段的内容是…如果多给学生这种结构剖析的机会，学生在做这一类题目时就得心应手了。2)ListenandCheckListentothetapeandcheckthecorrectorderofthearticle.3)Task:MemoryChallengeTask(Scanning)(Studentsaregiventhecompletepiecesofthearticle—askthemtoopentheirbooks.)Getthemtoreadthepassageindetailandthenworkingroupraisingtwoquestionsforothergrouptoanswer.(booksclosed)Whatisthemainideaofeachparagraph?ThemainideaofeachparagraphParagraph1Dreamingofbeingafamousmusicianorsinger.Paragraph2Howmusicianformbands.Paragraph3HowtheMonkeesgottheirstart.Paragraph4HowtheMonkeesbecameseriousaboutthemusicbusiness.4)ReadingandMatchingReadthepassageagainverycarefully,andjointhepartsofthesentencestogether.(P35,Part2)Moredetailedquestions:①Whydomostmusiciansliketobeinabandwithothers?②Whichtwomusicalbandsarementionedinthepassage?③Howdosomebandsformedbyhighschoolstudentsearnextramoney?④WhendidtheMonkeesbreakup?…5)DiscussionAsktheSstobrainstormasmanysuitableadjectivesaspossibletodescribe“TheMonkees”.Thengivethereasonsforthechoices.Stepfour:SumupTodaywe’velearntthepassageabouttheband“TheMonkees”andlearntsomethingaboutmusic.Besides,weknowtheirsuccessliesintheirhardworkandtheiruniquestyleofperformance.Getthestudentstosumupthephrasesofthearticle.ThengettheSstoplayagamecalled“Whatisyourdream?”.Workinpairsandtelleachotheryourdreamandwhatyouexpecttohappen.Usethephrasesdreamofandbehonestwithinthesentences.Stepfive:Homework1.Readmoreabout“TheMonkees”.2.Findoutsomesentencesinthereadingpassagethatcontainofwhom/inwhichattributiveclauses?3.Groupwork:(agroupperday)Introducethekindofmusic/aband/asingeryouliketotheclass(thehistory,themusicianandsomethinginterestingaboutit)andtelluswhyyoulikeit.教学设计Period2

（重点教案，配课件）Languagepoints(ReadingI)Teachingaims：1）Getstudentstounderstandtheusefulexpressions.2）Enablethestudentstodoexerciseusingtherelatedlanguagepoints.Focus：Enablethestudentstomastersomeimportantlanguagephenomenon.Teachingmethods:listening,reading,groupdiscussionandrecitingTeachingaids:amulti-functionalcomputerandarecorderTeachingsteps:Stepone:LeadinginAsyouhaveknownsomethingabouttheMonkees,nowlet’senjoyasongsangbythem,whichwasoneofthetop10hits.Beforeclass,TplaysasongI’mabelieverwhichwassungbyTheMonkees,withthewordsofthesongprintedonthescreen.教师活动：由于学生在学习“Reading”之前对门基乐队了解的并不是很多，因此在上课之前为学生播放由门基乐队演唱的“Iamabeliever”以激起学生对音乐和这一乐队的兴趣。

学生活动：结合屏幕上的歌词去欣赏歌曲，体会英语这种语言出现在音符中的那种美妙，体会这一伟大的乐队成功背后的与众不同的演唱风格。I’mabeliever(WrittenbyNeilDiamond)Ithoughtlovewasonlytrueinfairytales

Meantforsomeoneelsebutnotforme.

Lovewasouttogetme

That’sthewayitseemed.

Disappointmenthauntedallmydreams.

ThenIsawherface,nowI'mabeliever

Notatraceofdoubtinmymind.

I'minlove,I'mabeliever!

Icouldn'tleaveherifItried.

Ithoughtlovewasmoreorlessagiventhing,

SeemsthemoreIgavethelessIgot.

What'stheuseintryin'?

Allyougetispain.

WhenIneededsunshineIgotrain.

ThenIsawherface,nowI'mabeliever

Notatraceofdoubtinmymind.

I'minlove,I'mabeliever!

Icouldn'tleaveherifItried.GettheSstothink:Wherecanyoufindmusicinourlife?Thenaskthemtolistdown.部分学生答案展示：∮Schoolbells∮Morning/eyeexercises∮InFilms/TVplays∮Ringsofmobilephones∮Dancingball∮concert,∮Backgroundmusicofadvertisements,RadioandTVprograms,webpage,games…∮Parks,shops,street…∮Festival/Celebration……Sumup:Musiciseverywhere!Musicisalwayswithus!Forreference:MakethingsmorelivelyandinterestingMakethingsbetterforpeopletounderstandandenjoyExpresspeople’sfeelingMakepeoplefeelgoodHelppeopleforgettheirpainAttractpeople’sattentionhelppeopletorememberthingswell……Steptwo.Languagepoints学生活动：此环节中，穿插学生朗读及听磁带录音核对答案。一方面学生可以找语感，进一步熟悉课文内容，另一方面学生也在有限的时间内容进行了朗读和听的训练和背诵训练。1.apartof...的一部分2.pretendv.假装假扮①+that…：Don’tpretendthatyouknoweverything.②+todo…：Don’tpretendtoknoweverything.不要装成什么都懂的样子拓展：pretendtodo假装…pretendtobedoing假装正在…pretendtohavedone假装已经…pretendnottodo假装不/没…3.clap–clapped–clappedvi、n鼓掌轻拍Sheclappedherhandsindelight.他高兴的拍起手来。Hegavemeaclapontheback.他轻拍了一下我的背。4.tobehonest=totellyouthetruth老实说说实在的Tobehonest,Idon’tlikehim.老实说，我不喜欢他。attach：①认为有（重要性，意义）；attachsignificance/value/importance…to(doing)sth

Bothherparentsattachgreatimportancetoeducation.她的父母都很重视教育②附上连接

Heattachedastamptotheenvelopandmailedit.他将邮票贴到信封上然后寄了出去。

Heattachedthewiretothecomputer.他把电线连到了电脑上。5.form:v.组成形成formthehabitofdoingsth形成做某事的习惯n：表格形式intheformof以…的形式fillintheform填表6.extra：adj.额外的外加的extrawork额外的工作extratrain加(班火)车earn：赚得获得earnmoney=makemoneyHehasearnedalotofmoneybyworkingintheevenings.相关短语：earnone’sliving=makeone’sliving谋生7.performance:n.表演演奏Iamsatisfiedwithyourperformance.我对你们的表演很满意。incash用现金bycheck用支票Willyoupaybycreditcardorincash?您要用信用卡支付还是用现金支付？

…Stepthree:Activity学生活动：学生两两接组在最后六分钟进行本课所学语言点的一个当堂检测，学生一问一答，提问内容为本课所有讲解，包括句子短语用法等，数量为每组五个，回答情况最好的一组将给与嘉奖。这不但给教师本堂课的内容提供有效反馈，也给学生提供了一个很好的重难点自检平台。通过检测，学生能及时了解当堂课效果，便于及时查缺补漏。Step4HomeworkReviewwhatwelearnedinclass.教学设计Period3（重点教案，配课件）LearningaboutlanguageGrammarTeachingaims：◆TohelpSslearnabouttheAttributiveClausewithaprep.infront.◆TohelpSsdiscoverandlearntousesomeusefulwordsandexpressions.◆TostudyTheAttributiveClause(in/for/with/by＋which/whom)

◆Tohelpstudentsdiscoverandlearntousesomeusefulstructures.Focus：EnablethestudentstoexpresstheirideasclearlytheAttributiveClause(prep+which/whom)Teachingmethods:groupdiscussionandobservingTeachingaids:amulti-functionalcomputerTeachingsteps:Stepone.Warmingup教师活动： 检查预习作业：请学生举例说出阅读课文中的主要语法现象。若学生没能完成任务，教师可以请学生观察PPT中的句子，并在阅读课文中找出PPT中的句子，学生活动：请学生翻译这几个句子，并总结这类定语从句的构成形式Findouttheattributiveclausesinthereadingpassage.ManytimesinAmerica,bandsareformedbyhighschoolstudentswhopracticetheirmusicinsomeone’shome.2.However,therewasonebandthatstartedinadifferentway.3.Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.4.TheTVorganizershadlookedforfourmusicianswhowerelivelyandwhocouldmakegoodmusic.5.Theyputangoodadvertisementinanewspaperlookingforrockmusicians,buttheycouldonlyfindonethatwasgoodenough.…StepTwo:StudyingtheAttributiveClause1）有关系代词或关系副词引导用来修饰主句中的某一个名词或代词并起定语作用的从句,叫定语从句。定语从句所修饰的词叫先行词,从句跟在先行词后面。定语从句的构成方法是：关系代词或副词+陈述句语序,关系代词有:who,whom,whose,which,that,as等;关系副词有when,where,why等。关系代词有双重功能,一方面代表前面所修饰的先行词,把从句与先行词连接起来;另一方面引导出从句并在从句中充当某种句子成分。Thisisthequestionaboutwhichwe’vehadsomuchdiscussion.=Thisisthequestionwhich/thatwe’vehadsomuchdiscussionabout在非限定性定语从句中必须用which不能用that。Thisisthebookwhich/thatI’mlookingfor.Theyhaveinvitedmetovisittheircountry,whichisverykindofthem.当关系代词作lookafter,lookfor等不能拆开使用的及物动词性短语的宾语时，介词不可以提前。Tips★介词﹢关系代词引导的定语从句,关键是判断介词的选择,方法一是看从句谓语部分缺少什么介词(习惯搭配),再则可以通过整个句子整体含义来判断,结合生活实际来判断.★介词加关系代词引导定语从句是近几年高考中的热点，需注意以下几个问题：1.关系代词作介词宾语，不论是在限制性定语从句中，还是在非限制性定语从句中，当介词前置时，只能用whom指人，which指物；但如果介词后置，则不受这种限制，关系代词还可以省去，特别是在口语中。如：Doyouknowtheboytowhomshewastalking?Doyouknowtheboy(that)shewastalkingto?Thepencil(which/that)hewaswritingwithsuddenlybroke.要确认关系代词前用什么介词，需根据从句中的动词与先行词的关系来确定以解题时需分析从句与主句之间的关系。…2）Exercise：1.GeorgeOrwell__wasEricArthur,wrotemanypoliticalnovelsandessays.A.therealnameB.whathisrealnameC.hisrealnameD.whoserealname2.Anyway,thatevening,___I’lltellyoumoreaboutlater,IendedupstayingatRachel’splace.A.whenB.whereC.whatD.which…(全部内容详见课件)Stepthree:ClosingdownbyacompetitionSinceyouareclearabouttheAttributiveClause(prep+which/whom),let’shaveacompetition.Theman__________youshookhandsjustnowisourheadmaster.Theroom__________myfamilyliveusedtobeagarage.Didyoufindthepen_________Iwrotejustnow?Didyoufindthepaper________Iwrotemyletter?Didyoufindthecomposition______Iwrotejustnow?Thefarmweworkedtenyearsagoisn’twhatitusedtobe.Heisthemanyoucanturnforhelp.Thisisthetreeweusedtoplaygames.几种易混的情况1.I’llneverforgetthedays______________weworkedtogether.2.I’llneverforgetthedays___________wespenttogether.3.IwenttotheplaceIworkedtenyearsago.4.Iwenttotheplace_____________Ivisitedtenyearsago.5.Thisisthereason_____________hewaslate.6.Thisisthereason______________hegave.学生活动：以列为单位，每一列为一个小组，所有同学将小竞赛的答案写在测试纸上，全对的同学最多的一组为冠军组，冠军小组每个成员都可得到小奖品一份。Stepfour:HomeworkToconsolidateyourlearningofTheAttributiveClause,turntopage71anddothegrammarexercises1,2and3.教学设计Period4（重点教案，配课件）Usinglanguage：Readingandlistening.Teachingaims：1）TodeveloptheSs’abilityoflistening.2）Toknowsomethingaboutsomemusiciansorsingers.3）TohelptheSstogettoknowthefunctionsofmusicandleadthemtousemusiceffectivelyinourlife.4）Toknoweverythinghastwosides.Beingafamoussingerisnoteasy.Focus：HelpthestudentswellunderstandFreddy’sfairytalethroughlisteningandreadingandgettoknowsomefamousclassicalmusiccomposers.Teachingmethods:groupdiscussionandobservingTeachingaids:amulti-functionalcomputerTeachingsteps:Stepone：Listening1）PleaselistentotherecordingofthetextABOUTFreddyonpage38carefullyandanswerthefollowingquestions.WhatdidFreddyfindwhenheswamslowlytowardsthesound?Hefoundthreeconfidentfrogssittingstillontheleafandplayingtheinstruments2）Listentothetapeforthesecondtimeanddothetrueorfalseexercise.Freddyhadchangedformamantoafrog.Hefeltlonelyinhislaketillhemethisfriendsonthelilyleaf.Thesingersofthebandcouldsingveryloudly.Freddythoughthecouldsingaswellastheothersingingfrogs.Freddywasveryconfidentabouthissinging.Hesangthesongtoasktheotherfrogstobehisfriends.Steptwo:ReadingⅡ——Freddy（Ⅱ）Readthetextindetailandanswerthefollowingquestions.WhatwasFreddy’smostexcitingexperienceinLondon?Whathappenedwhentheprogrammewasover?Whatproblemwascausedaftertheybecamestars?DidFreddyandhisbandleaveBritainatlast?What’sthemainideaofthestory?ThisisastoryaboutabandthatbecamefamousanddidnotlikeitStepthree:RetellingNowthatyouhaveknownsomethingaboutFreddy,pleasecloseyourbooksandimaginethatyouareareporterandaretotellmethemainpointsofFreddy’slife.学生活动：让学生合上课本，根据刚才了解到的内容，找一名学生充当一名小记者，向大家报道一下费雷迪的音乐生涯。要求：涵盖文中所有要点。可以先列一下大概的提纲。教师活动：在学生叙述不下去或漏掉要点时用幻灯片提示和鼓励学生。帮助学生顺利完成这一稍具难度的活动。Stepfour:DealwithsomelanguagepointsinthepassageFreddywasnowquiteconfidentwhenhewentintothehall.beconfident+从句对……有信心beconfidentof(about,in)对……有信心Heisquiteconfidentthathe’llpassthedrivingtext.Don’tbetooconfidentinyourownopinion.Tomisconfidentofhisabilitytoovercomethedifficulty.…HehadtogotoLondon,wearanexpensivesuitandgiveaperformancetoaTVcamera.performancen.表演performern.表演者performv.表演，履行，执行，表现，性能Theyputonaperformancelastnight.Whatplaywillbeperformedtomorrow?Performyourpromise.Thecarperformswellonhills.Oneshouldperformone’sduties.Thenthingswentwrong,Freddyandhisbandcouldnotgooutwithoutbeingfollowed.gowrong……出了毛病=Somethingiswrongwith…=Thereissomethingwrongwith…Mywatchwentwrongyesterday.What’swrongwithyou?Hewasdonewrong.他受了冤枉。…Stepfive:HomeworkExpressyouropiniononthefollowingdoyouthinkaretheadvantagesofbeingfamous?Whataretheadvantagesofnotbeingfamous?Doyouthinkyouwouldenjoybeingfamous?教学设计Period5（重点教案，配课件）Usinglanguage：SpeakingandWritingTeachingaims：1)TodeveloptheSs’abilityofwriting.2)Togettoknowsomelearningstrategies.3)TohelptheSstoreflectonhowandwhattheyhavelearnedfromthisunit.Focus：Writingane-mailTeachingmethods:groupdiscussionandobservingTeachingaids:amulti-functionalcomputerTeachingsteps:Stepone.LeadinginDoyouwanttoformyourownbandtotakepartinthemusicfestival?Task：Imaginethatyouhaveachancetoformaband.Howtoformaband?Accordingtothefollowinginformationdiscussinyourgroup.Whatisnameofyourband?Whowillplaywhatinstrumentsandwhowillsing?Whatkindofbandyouwillbe?ChooseanEnglishsongforyour“band”toperform.学生活动：分小组讨论假如你要和朋友组建一个乐队，你的乐队名字会是什么？演唱哪种风格的音乐？怎样才能使乐队成名？乐队成员在演奏乐器方面如何分工？全班同学将分成四组分别讨论上述问题中的一个。Ifyouhavedifficultymakingadecision,whynotaskFreddy