人教版 (2019)必修 第二册Unit 5 Music教案

导入新课

Part 1 listening and talking

Step 1:

The teacher asks questions and knows whether the students have been to pingyao and how familiar they are with pingyao.

Have you been to Pingyao? 

What is your impression of it?

Can you mention some of the places of interest or historic sites there?

If you are going to visit it, what do you expect to see or experience there? Do you think you'll like it? Why?

学生自由发言，谈论对平遥的印象。学生可以提及平遥著名景点名称，并且描述浏览过程中的感受。

教师提问,通过学生的回答,了解学生是否去过平遥及对平遥的熟悉程度。引出课题内容，激发学生学习兴趣。

讲授新课

Step 2

While-listening

Practise listening for gist.

Listen to the conversation and tick the places mentioned.

Teacher play the tape. Ask students to listen to the tape for the first time and check the names of the places mentioned in the listening material.

Step 3

Brainstorm

Ask the students to recall words about feelings.

Guess what the expression on the picture means.

Step 4

Listen once more. Complete the sentences to describe how the speakers felt.

Ask students to read the six sentences in activity 2 and guess how the speaker feels. Judge the emotion of the characters when they speak by combining the situation description in the dialogue with the pronunciation and intonation of the characters, and complete the table.

Suggested answers: disappointed; amazed; disappointed; amazed; surprised; surprised

Ask the students to read the six sentences aloud to each other. Learn the speaker's emotions, including excitement, surprise and disappointment, from the way the sentences are expressed and the speaker's tone.

Step 5

Ask students to observe and learn phrases and sentence patterns that express emotions such as excitement, surprise and disappointment in activity 3.

Ask students to imagine one of you has just visited Pingyao. Work in pairs and role-play the conversation below. Then continue the conversation using the expressions in the box.

Suggested sentences:

I had no idea …

I didn't know ...

I was eager/surprised to see/learn/hear that ...

It was so much fun! It was a little disappointing.

It wasn't as good/interesting/fun as I'd expected.

Show the examples to the students and ask them to role-play and supplement the following sentences

Step 6

Ask students to complete activity 4 and talk in groups about historical and cultural sites they have visited.

Step 1: Choose a place to introduce and list the historical attractions of the place.

Step 2: Discuss in pairs, introduce their historical and cultural attractions to each other.

Part 2 assessing your progress

Step 1 Lead-in

Guide the students to summarize some suffixes they have learned before. While reviewing and consolidating vocabulary, master a strategy and method for memorizing vocabulary.

Step 2:

Give the noun suffixes and ask the students to come up with some examples of words.

-able/ible: changeable, visible

-al: cultural, personal

-ful: useful, hopeful

-ic: historic, energetic

-ive: attractive, talkative

-iess: harmless, hopeless

-ly: brotherly, friendly

-ous: curious, cautious

Step 3

Give some suffixes for adjectives and ask the students to come up with some examples of words.

-able/ible: changeable, visible

-al: cultural, personal

-ful: useful, hopeful

-ic: historic, energetic

-ive: attractive, talkative

-iess: harmless, hopeless

-ly: brotherly, friendly

-ous: curious, cautious

Step 4

Ask students to observe the common English suffixes in activity 1 and then try to combine these affixes with the words provided above to form new words.

Remind students that -ive and - ic are suffixes for adjectives and others are suffixes for nouns.

Step 5

Use the new vocabulary to complete the four sentences in activity 1.

Reminds the students to observe the position of "in the blank of the sentence".

Answers:

references; negative; achievements; description; kingdom; defences; locations; specific

Step 6

Ask students to combine each pair of sentences into one using the past participle of the verb in the second sentence.

(1) I heard the trip was to visit our sister school in Boston. That excited me.

(2) I heard you had been chosen to join a cultural camp in Greece. That pleased me.

(3) Dave could not find a seat in the room. It was very crowded.

(4) The photo won the first prize in the competition. It was taken at Cardiff Castle.

(5) On the lab table, he found a lot of bottles. They were marked "caution".

Answers:

(1) I was excited to hear the trip was to visit our sister school in Boston.

(2) I was pleased to hear you had been chosen to join a cultural camp in Greece.

(3) Dave could not find a seat in the very crowded room.

(4) The photo taken at Cardiff Castle won the first prize in the competition.

(5) On the lab table, he found a lot of bottles marked "caution".

Step 7

Ask the students to look at the poster about Mexico in the textbook and think about the questions below.

“According to the poster, which aspects of Mexican traditions are introduced? Why do you think those aspects are important?”

Step 8

Ask students to discuss a scenario in pairs: If you are asked to introduce a country, a city, or a village…

“What important aspects would you choose to talk about?”

Suggested answers: Festivals; Clothing/items; Food and drink; Dances, music, or art; Activities …

“Which traditions are you going to include?”

Suggested answers: A poster with photos or drawings showing the traditions; A demonstration —like a dance, song, object, or local food/drink …

学生听第一遍录音，勾选出听力材料中所提到的景点名称

学生跟随教师引导进行头脑风暴，回想关于表达情感的单词。并猜想ppt上的关于情感的单词。

学生阅读活动2中的六个句子，并猜测说话者的感受。结合对话中的情景描述和人物的语音语调来判断人物说话时的情绪，完成表格。

学生观察和学习在活动3中表达激动、惊讶、失望等情绪的短语和句型。

学生想象刚刚去过平遥。两人一组表演下面的对话。然后使用方框中的表达继续对话。

学生完成活动4，并分组讨论他们参观过的历史文化景点。

学生跟随老师一起归纳之前学过的一些后缀

学生根据老师给出的一些名词的后缀，列举出一些对应的名词

学生根据老师给出的一些名词的后缀，列举出一些对应的名词

学生观察活动1中的常见英文后缀,然后尝试把这些词缀和前面所提供的词结合起来构成新的词汇

学生利用新构成的词汇完成活动1中的四个句子

学生完成活动2中的练习，回忆过去分词的用法，将两个句子改写成一个句子

学生观察书上关于墨西哥的海报,思考可以从哪些方面介绍这个国家

学生两人讨论一个场景,当自己要去介绍一个国家/一个城市/一个乡镇，会介绍什么内容

第一遍听力，通过提取文章细节信息，概括文章大意。

通过头脑风暴形式，帮助学生复习关于情感表达的词汇，为下一步内容做铺垫

通过阅读句子，猜测情感意思，检测学生对英语情感句子的理解

通过角色扮演，让学生身临其境，在对话中练习情感表达。

引导学生将句子应用于生活实际情景中，增加学生的学习兴趣和加强应用练习。

通过复习巩固词汇，引导学生掌握一种记忆词汇的策略和方法

让学生从语言实践的角度,来理解构词法的重要性

通过常见的名词和形容词的后缀分别列出，帮助学生更好应用词性的分类知识

通过做练习方式，检测学生对词性的分类以及对单词后缀的相关知识点的掌握程度和应用情况

通过增加练习难度，帮助学生对知识点进行查漏补缺

通过对过去分词相关语法知识点的练习，帮助学生巩固知识点，培养学生自我评价、自我反思和自我改进的能力

通过项目练习，提示学生在反思的过程中，除了要了解语言知识，尤其是习语的文化含义之外,更要意识到学习历史和文化的重要意义和价值。

课堂小结

Step 9 homework

(1) Work in groups. Choose a country/city/village and prepare a presentation using a poster.

(2) Divide the work among your group members.

(3) Present your poster to the class. Try to answer any questions asked.

(4) As a group, record and evaluate the other groups' presentations by filling in he form. (page 47)

板书

What important aspects would you choose to talk about?

Festivals; Clothing/items; Food and drink; Dances, music, or art; Activities …

Which traditions are you going to include?

A poster with photos or drawings showing the traditions.

A demonstration —like a dance, song, object, or local food/drink …