The sounds of the world
麗水中學(xué) 任文東
This unit mainly talks about different kinds of music with the title The sounds of the world.
1. Teaching aims and demands
類 別 課程標(biāo)準(zhǔn)要求掌握的項目
話 題 1) Talk about different kinds of music
2) Discuss characteristics of different kinds of music and differences between them
3) Write a comparison essay
功 能 Giving advice and making suggestions
You’d better (not)…
You should/ought to…
You need (to) …
Shall we…?
Let’s…
What/How about…?
Why not…?
Why don’t you…?
I think …
I am sure (that)…
Maybe you could…
詞匯 suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant
in common turn into
語法 The passive voice in different tenses
1) 一般現(xiàn)在時（amisare done）
Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor.
2) 一般過去時（waswere done）
Ricky Martin performed the song of the 1998 World Cup. →The song of the 1998 World Cup was performed by Ricky Martin.
3) 現(xiàn)在進行時（amisare being done）
Everyone in the country is singing the beautiful song. →The beautiful song is being sung by everyone in the country.
4) 過去進行時（waswere being done）
Smith was weighing the baby elephant. →The baby elephant was being weighed by Smith.
5) 一般將來時（will be done）
The famous band will give a performance in the Capital Concert Hall. →A performance will be given by the famous band in the Capital Concert Hall.
6) 過去將來時（would be done）
He knew that they would invite him to perform in the New Year’s Concert.
→He knew that he would be invited to perform in the New Year’s Concert.
7) 現(xiàn)在完成時（havehas been done）
They have picked out the top ten pop songs →
The top ten pop songs have been picked out.
8) 過去完成時（had been done）
The headmaster had given the boy a golden pen. →
The boy had been given a golden pen by the headmaster.
2. 教學(xué)內(nèi)容分析
本單元的中心話題是“音樂”。語言技能和語言知識幾乎都圍繞“音樂”這一中心話題設(shè)計的。由熱身、聽力、口語、讀前、閱讀、讀后、語言學(xué)習(xí)、綜合技能、學(xué)習(xí)建議、復(fù)習(xí)要點等十個部分組成。
“熱身”(Warming up)部分提供了地圖，然后聽音樂，要求學(xué)生明白所聽音樂來自哪里，并展開討論。這部分的目的是呈現(xiàn)本單元的中心話題--音樂，幫助學(xué)生在大腦中形成一個有關(guān)“音樂”的信息包，并復(fù)習(xí)或?qū)W習(xí)有關(guān)音樂的詞和句型。
“聽力”(Listening)部分提供了三首歌曲，要求學(xué)生通過聽弄清歌名，歌詞大意并對這些歌曲談感受。
“口語”(Speaking)部分提供了Joe和Susan之間的對話。Peter的生日就要到了，Joe想送Peter生日禮物，于是征求Susan的意見，從而引出了asking and giving advice.整個活動以說為主，同時涉及了聽、讀、寫的技能。這一設(shè)計訓(xùn)練學(xué)生在比較真實情景中口頭表達的能力和豐富他們asking and giving advice的句型。
“讀前”(Pre-reading)提供了有關(guān)“音樂”話題的四個問題。引導(dǎo)學(xué)生為下一不“閱讀”作好思想準(zhǔn)備。
“閱讀”(Reading)部分介紹了一些有趣的音樂風(fēng)格，如blueship-hopapLatin music等。
“讀后”(Post-reading)部分分兩塊。第一塊要求學(xué)生在小組里討論四個問題，其中前兩個問題是針對文章的理解，評價學(xué)生對文章理解的程度；第三個問題要求學(xué)生結(jié)合文章談?wù)撟约旱目捶�；第四個問題是開發(fā)性的，目的在于培養(yǎng)學(xué)生的思辯能力。第二塊要求學(xué)生根據(jù)課文對所設(shè)計的六個句子先判斷正誤，然后加以改正。
“語言學(xué)習(xí)”(Language study)分詞匯和語法兩部分。判斷一個人詞匯量的大小，應(yīng)該看兩個方面，一個是外在數(shù)量，即單詞的個數(shù)；另一個是內(nèi)在數(shù)量，即單詞詞義的個數(shù)。本教材與舊教材相比，大大重視單詞詞義的個數(shù)，本單元講解了四個詞匯：beatpickockstyle,每個詞都講解了三個用法。語法部分是各種時態(tài)的主動語態(tài)和被動語態(tài)的轉(zhuǎn)換。
“綜合技能”(Integrating skills)提供了一篇北京師范大學(xué)2001級學(xué)生曹向前同學(xué)寫的文章（經(jīng)過改寫）Pop Versus Rock。文中著重闡述了Pop songs 和Rock songs之間的區(qū)別。通過對這篇文章的學(xué)習(xí)，要求學(xué)生寫一篇題為Traditional Chinese music vs Modern Chinese music的文章。
“學(xué)習(xí)建議”（Tips）部分提供了有關(guān)話題“音樂”的總結(jié)性語言。
“復(fù)習(xí)要點”(Checkpoint)部分簡要地總結(jié)了本單元的語法要點--The Passive Voice in Different Tenses,并且設(shè)計了練習(xí)，幫助學(xué)生自評。同時通過兩個問題引導(dǎo)學(xué)生對本單元所學(xué)的詞匯作一次小結(jié)。
3. Teaching procedures:
This unit consists of 10 parts: warming uplisteningspeakingpre-readingeadingpost-reading language study integrating skills tips and checkpoints. I plan to cover this unit in 6 periods. Period One: Warming up and Listening Period Two: Speaking Period Three: Pre-reading Reading and Post-reading Period Four:Post-reading and Word-study Period Five: Grammar Period Six: Integrating skills
4. 教學(xué)評估(Assessment)
1) 自我評估(Self-assessment)（了解學(xué)生對本單元的學(xué)習(xí)情況）
要求學(xué)生自我評估可以提高學(xué)生學(xué)習(xí)的主動性和積極性，促進學(xué)生對自己的學(xué)習(xí)進行反思，并能幫助學(xué)生掌握評估技術(shù)，增加教師的評估信息。通過自我評估，學(xué)生可設(shè)定目標(biāo)，并更清楚地認識到自己的優(yōu)勢與不足。
設(shè)計本單元的自我評價：根據(jù)自己的實際情況回答下列問題，并存入個人學(xué)習(xí)檔案：
(1) What is the most important thing you learned in this unit?
(2) What do you think you did best in this unit?
(3) What do you find the most difficult in this unit?
(4) Where do you see the most improvement?
(5) Where do you need to work harder?
2) 同伴評估(Peer-assessment)（了解學(xué)生的學(xué)習(xí)情感、策略）
溝通技能和合作技能在同伴評估中十分重要。同學(xué)間彼此信任和真誠的互相評估需要長時間來培養(yǎng)。但是同伴評估可以通過簡單的活動來實施。例如：如果一個小組要完成一項任務(wù)，組中每個成員都要做出貢獻，共同完成任務(wù)。每個成員都要評估自己和他人的貢獻。也可以由一組或幾組同學(xué)在班上演示他們完成的任務(wù)，有其他同學(xué)根據(jù)制定好的表格對他們做出評價。
設(shè)計本單元的同伴評估：由組長或指定學(xué)生負責(zé)，組織小組反思，填寫下表，并存入小組學(xué)習(xí)檔案：
Peer-assessment on group work
Listening seldom sometimes often always
HeShe listens to their partners carefully.
HeShe understands their partners well.
HeShe understand the reporters well.
HeShe follows the teacher’s oral instructions.
Speaking
HeShe pronounces words correctly.
HeShe speaks clearly and fluently.
HeShe uses body language properly while speaking.
HeShe uses linking words while speaking.
HeShe states the topic heir opinion briefly but clearly and completely.
Participation
HeShe involves himself in group work willingly.
HeShe works with their partners happily.
HeShe makes good preparations for group work in advance.
HeShe gives their reasonable suggestions.
HeShe follows their reasonable suggestions.
Comments and suggestions for improvement:
3) 自我檢驗(Self-testing)
Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises easymoderatedifficult
Teaching Procedures
麗水中學(xué) 任文東
Period One
(Warming up and Listening)
Step 1 Warming-up
Before class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan,《人猿泰山》)(2) Where do you think the song comes from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions.
Step 2 Brainstorming
Do you know any other songs? In this way, Ss think about as many songs as possible.
Step 3 Discussion
Ss work in groups of 4. They talk about the songs they are interested in.
Step 4 Demonstration
After discussion, choose one of the students in their group to report the result of their discussion.
Step 5 Finding a place
T shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.
Step 6 Listening
Ask Ss to listen to the music on the tape to find where the music comes from.
Song 1 二泉映月 (folk music)
Song 2 Beat it by Michael Jackson from America (rock music)
Song 2 Take me home, Country roads by John Denver from Europe (American country music)
Step 7 Listening and discussion
Listen to the music several times and then discuss the following questions with group members. (1) Which piece of music do you like best? Why? (2) What makes you think this music comes from… (3) What are the differences between the songs you have heard? (4) Can you guess what the songs are about?
Step 8 Demonstration
After discussion, Ss choose one of the students in their group to report the result of their discussion.
Step 9 Listening
Listen to the three songs on the tape and then fill out the form below.
1 2 3
What would be a good title for the song?
What is the song about?
How does the song make you feel?
Do you like the song?
(1=not at all, 10=very much
How would you describe the song?
Play the tape several times so that Ss can fully understand them.
Song 1: Edelweiss
Song 2: I’m right here waiting
Song 3: Love me tender
Step 10 Group-work
When Ss fill out the form above, they discuss each question and then report the result each other.
Step 11 Demonstration
Choose one of the students in their group to report the result of their discussion.
Step 12 Listening
If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.
Homework:
1. Finish off the workbook exercises.
2. Find as many kinds of musical instrument as possible. (Consult the website:www.villa123.com)
Period Two
(Speaking)
Step 1 Listening
Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.
Step 2 Brainstorming
Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc.
Step 3 Creating a situation (textual authenticity)
Have Ss work together with hisher partner. Take turns asking for and giving advice.
Student A Student B
You want to buy a CD for your friend’s birthday, but you are not sure what to buy. Ask your partner to give some suggestions. Your partner needs your advice. Please help him or her to make a decision.
Step 4 Listening
Listen to the sample dialogue and make sure what the dialogue is about.
Step 5 Practice
Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice.
Step 6 Dialogue
Have Ss choose one from the following situations to create their own dialogue.
Student A Student B
Your partner needs your advice. Please help him or her to decide what to do. You want to find a good song to dance to. You like dancing, but you are not sure what song you should play.
Student A Student B
Your partner needs your advice. Please help him or her to decide what to do. Your classmates have asked you to pick a special song that will represent your class. It should be a song that everybody likes and that shows the spirit of your class. Ask your partner to help you.
Step 7 Demonstration
Have several pairs to demonstrate their dialogues.
Step 8 Sum-up
Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)
Step 9 Consolidation
Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice.
1. You want to learn to play the piano, but you don’t know how.
2. You would like to write a song about your mother, but you are not sure what you should write.
3. You want to learn an English song, but you don’t know which one.
Homework:
1. Finish off the workbook exercises.
2. Try to memorize names of different kinds of musical instrument.
3. Find as much information about music as possible.(Consult the website: www.infozone.imcpl.org)
Period Three
(Pre-reading ReadingPost-reading)
Step 1 Pre-reading
1. Checking homework
1) T asks the question: Do you play any musical instrument? What is your favourite instrument? In this way, Ss review names of kinds of musical instrument.
2) T asks another question: Has anybody got any information about musical styles? Ss tell different kinds of music, such as blueship-hopapLatin music etc.
Here is some information about music:
Music is a language that is spoken to everyone-from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.
Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra, or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.
Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.
Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.
Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.
Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.
Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio”. It is usually played by groups who often use electric instruments and make videos to go with their records.
2. Pair-work
Have Ss discuss these questions in pairs.
1) What kind of music do you like?
2) When you listen to a song, do you listen to words or the music?
3) Do you like to listen to music form other countries?
3. A game
Play some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)
Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.
Step 2 Reading
1. Fasting reading
Have Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they?
2. Careful reading
Have Ss read the passage carefully and fill in the form below according to the passage.
musical style
characteristics
Step 3. Post-reading
1. Answer the following questions:
1) Where does blues music come from?
2) What does the word “rap” mean?
2. The sentences below summarise the article. Read them and decide if they are true or false. Write the letter “T” if the sentence is true. Write “F” if i