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1、Unit 5 MusicI. 单元教学目标技能目标GoalsTalk about wildlife endangermentTalk about the ways to protect wildlifeReview the Present Progressive Passive VoiceWrite letters on how to protect rare wildlife and the environmentII.目标语言功能句式Asking for advice and giving adviceLets.What about.?What if.?What do you think.
2、?Should we go.?If we .Expressing your preferenceI prefer .I like . best because .My favourite musician is . I am fond of . I enjoy listening to .I dont like . very much词汇1. 四会词汇classical, roll, rockn roll, folk, jazz, musician, clap, form, passer-by, earn, extra, play jokes on, loosely, advertisemen
3、t, actor, attractive fan, instrument, hit, sort, frog, afterwards, stick, ability, perform, performance, saying, reputation, unknown2. 认读单词classical, orchestra, rap, rapper, choral, Karaoke, the Monkees, reunite, supporter, Freddy, lily, feedback, Robin Spielberg, compose, Pat Conroy, grave3. 固定词组dr
4、eam of, be honest with, play jokes on, or so, break up, by chance, sort out, stick to4. 重点词汇folk, dream of, be honest with, passer-by, earn, extra, sort, afterwards, stick, ability, perform, dream of, or so, break up, hit(n), by chance, above all 结构The Attributive Clause1. .bands are formed by high
5、school students, who practise their music in someones home. 2. The musicians of whom the band was formed played jokes on each other .3. However, after a year or so in which they became more serious about their work .4. The guitar with which “The Beatles” played their first hit was lost while they we
6、re touring.重点句子1. Have you ever dreamed of being in front of thousands of people at a concert with everyone clapping and enjoying your singing?2. If we are honest with ourselves, most of us have dreamed of being famous.3. The musicians of whom the band was formed played jokes on each other .4. They
7、may play to passers-by in the street or subway so that they can earn some extra money.5. They put an advertisement in a newspaper looking for rock musicians,.6. However, the band broke up in about 1970, .7. Freddy was very confident about his singing.8. Freddy and his band could not go out without b
8、eing followed everywhere.9. As you know, our band was formed in a very unusual way.10. Stick to it and stay with what is true in your heart.11. What I have in my heart must come out.12. Make a special time for practising and stick to it.13. Their personal life was discussed by people who did not kno
9、w them but talked as if they were friends. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍
10、中国有关的民间音乐。1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题 。1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。在学课文前扩展学生的思维，为学课文做好准备。1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是
11、一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。当
12、然，这篇课文也有它的不足之处，由于所介绍的是早期的乐队，音乐类型和年代都离当代中国学生所接触的音乐较远，使学生需要在感性层面上接受这种音乐，导致了学生对课文的兴趣不足。1.4 Comprehending 设计了四种题型， 第一题主要归纳乐队的特点，第二题属于细节理解题，主要加深对课文的理解，让学生学会正确理解句子。第三题是一个开放性问题，在读课文的同时，让学生去思考，让他们养成勤于动脑，善于探究的好习惯。第四题让学生归纳段意，掌握一般说明文的阅读方法，从而进一步提高他们的阅读能力。1.5 Learning about language 部分包括词汇和语法两部分，词汇练习主要是针对课文中重点词汇
13、的练习。其中第三题是一个开放性题，通过做游戏，一则使学生正确使用短语dream of 与to be honest with，再则激发他们的想象力，鼓励他们要有梦想，并为之而奋斗。语法主要针对定语从句介词提前的情况进行练习。1.6 Using language包括听力和阅读两部分，通过一则幽默的寓言故事，讲了Freddy想成名及成名后的苦恼，侧面反映了歌迷不正确的崇拜方式给明星带来的负面影响。启示他们形成正确的价值观，正确地对待明星。1.7 Speaking and writing 中Speaking 部分让学生发挥想象力，组织自己的乐队，并演奏自己喜欢的歌曲；Writing 部分让学生写出自己
14、有关音乐的名言，目的是通过搜集有关音乐的名言，唱英语歌曲，激发学生学习英语的兴趣，使他们热爱生活，思考生活，培养良好的学习习惯。总之，通过本单元的系统学习，让学生了解音乐，接触音乐，体验音乐，从而更加热爱生活，感知语言知识，不断丰富自己的语言知识，提高自己的语言运用能力。本单元单词可采用集中识词的方法，集中记忆，反复循环。2. 教材重组2.1 将Warming up 部分与Pre-reading, Reading, Comprehending同属与音乐有关的内容，放在一个课时教学，设计成一节阅读课。2.2 将Learning about language 及Workbook 中的USING W
15、ORDS AND EXPRESSIONS和 USING STRUCTURES放在一起教学，上一节语法课。2.3把Using language中Listening 部分，Workbook 中LISTENING与LISTENING TASK结合在一起，形成一节听力课。2.4 将Using language 中Reading 与Workbook中R部分放在一起，上一节泛读课。2.5将Speaking and Writing 中Speaking与Workbook 中TALKING及SPEAKING TASK放在一起，上一节口语课。2.6 把 Speaking and writing 中Writing 与Workbook 中WRITING TASK放在一起，上一节写作课。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）1st period Reading 2nd period Grammar 3rd period Listening 4th period Extensiv
