高中英语 Module 3 Music教案 外研版必修2(1).doc

module 3 musicperiod one introduction; reading and vocabularythe general idea of this periodthis 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 students to some new words concerning the topic in this module. and in this way the teacher can stimulate the students interest in the study of the new module. then the teacher can let them complete the two activities individually and check their answers through pair work. if the class is good enough, other 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, getting its main idea. after this, instruct the students to read the passage again, 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 activity. if the class is of high level, refer to other given options. teaching aims 1) train the students speaking skills. 2) develop the students reading ability.3) words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, 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teaching methods 1) fast reading to make the students get the main idea of the passage.2) explanations to make the students master some language points.3) train the ss speaking ability through individual, pair work and group work.4) train the students reading skills by dealing with some reading activities.teaching important points 1. help the students make sense of the passage.2. help the students to improve their reading ability. 3. encourage the ss to talk about music as well as music instruments.teaching difficult point 1. lead the students to talking in class actively.2. deal with some difficult language points. teaching proceduresstep 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 music? 2. activity 1ask the ss 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 their chinese meanings. then the ss complete the following exercise by themselves. after this, check the answers with the ss.suggested answers: 1 composer2 choir3 drums, guitar, piano, saxophone4 drums, piano, violin, saxophone 5 drums, piano, saxophone, violin6 erhu, drums 3. activity 2the teacher reads out the listed questions and make sure the ss understand what they all mean. if not, give some necessary explanations. then the teacher asks the ss 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 answers: the pictures show (from left to right): violin, classical guitar, drums, saxophone, erhu, piano1-3 students own answers. step 2 pre-reading1. background knowledge of the three composersfirst the teacher shows the following chart on the bb. and ask the ss to discuss how much they know about the three world famous composers haydn, mozart as well as beethoven and tell as much as they know about them. then ss report their discussion results to the whole class.birth placeabout his fatherabout his achievementsrelationship with the other twohaydnmozartbeethoven2. show the following words on the bb. have the ss read them after you and make sure they know what they mean. if they cant understand any of them, they can turn to you for help or look them up in the reference book, for example, a dictionary.courtdirectorgeniusharpsichordimpressedlosemusicalpeasantpiece(of music)singer successful symphony talent teenagerstep 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 ss look through the passage quickly to catch the main idea. next, the ss 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. scanningfirst ask the ss to look through the four questions in activity 3 on p23 quickly and try to understand them. then have the ss read the passage and find out the answers. finally, call back the answers from the class. suggested answers: 1)haydn, mozart 2)beethoven 3)haydn 4)mozart 5)beethoven 6)they all met each other. 7)beethoven, mozart 8)haydnask the ss to reread the passage and make the chart shown in step 2 perfect.3. careful readingoption 1the students are required to look through the seven questions in activity four on p23 before reading the passage one more 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:1) he made them longer and for a larger orchestra. 2) he worked in eastern austria for 30 years. 3) he composed over 600 pieces of music. 4) he was six years old. 5) they were friends for ten years. 6) his father taught him. 7) no, he continued composing when he became deaf. option 2 (show the following on the screen.)1) mozart is famous as “the father of the symphony”. ( )2) beethoven spent his last years of life in the austria capital. ( )3) mozart helped beethoven move to vienna. ( )4) haydn thought highly of mozart. ( )5) among the three composers, haydn was the oldest while mozart the youngest. ( )first, ask the ss to read through the sentences above quickly and try to understand them.then have them read the passage again and decide if these sentences are true (t) or false (f). next, put the ss into pairs and compare their answers. finally, call back the answers from the class. suggested answers: 1)f2)t3)f4)t5)fstep 4 summary and homeworkthe teacher recalls what the students have learnt in this class. the students mainly learned some new words about music. in addition, they also got some more information about three great composers in the world through the reading activities. then they settled problems about important and difficult language points. at last, assign the homework to the studentssearch for more information about the three great composers. step 5 related language points in this period1. is the chinese instrument different from the other instruments? describe the difference, if there is one. 中国的乐器与其他的乐器不同吗? 如果有，描述不同点。different adj. 不同的，相异的拓展: differently adv. 不同地 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 v. 不同/有区别 differ from 与不同make a difference有影响/起作用 tell the difference between 说出与的不同之处反馈: it makes no_ who will attend the meeting. a. difference b. argument c. settlement d. statement2. 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。拓展: change () into . =turn () into “变成”或“使/把变成”change into + 衣服 “换上衣服” change for 用交换 translate into 把翻译成 water changes into ice. the traffic lights changed from red to green.反馈: you cant change iron_ gold. a. tob. forc. into d. in3. having worked there for 30 years, haydn moved to london where he was very 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。1) having 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.=when he arrived at the village, he could not find his home. 到了村子，找不到自己的家。拓展: 现在分词作状语，表示时间、原因、结果、条件、方式或伴随等情况。一般式作状语，所表动作和谓语动作是同时或几乎同时发生的。完成式作状语，所表动作发生在谓语动词动作之前。现在分词作状语时，可置于句首，亦可置于句末; 但表示结果时，常置于句末。注意: (1)现在分词的否定形式结构: not+v.-ing形式，无论是完成式或一般式，not须置于v.-ing形式前。(2)现在分词形式的逻辑主语:现在分词作状语时，其逻辑主语应与句子主语保持一致。(3)现在分词形式与过去分词形式的区别: 一般说来，现在分词表示主动，而过去分词表示被动。2) successful adj. 成功的succeed v. 成功; succeed in doing sth. 在某方面获得成功 succeed in life发迹he succeeded in (passing) the examination.他考试及格了。success n. 成功; 成就; 胜利; 继任 drink success to sb 举杯祝成功 drink to ones success 为的成功举/干杯 let us drink success to him.让我们举杯祝他成功。 let us drink to his success.让我们为他成功干杯。4. he only lived 35 years and he composed more than 600 pieces of music.只活了35岁，600多首曲子。2) more than + num. 不过 more than + n. 不仅仅是more than + adj. /v. 非常 more. . . than. . . 与其不如more than + one + n. 不止一个 = many a + n. 许多no more than. . . 仅仅 not more than. . . 不超过no more. . . than. . . 和一样不（两者都否定）not more. . . than. . . 不如（前者不如后者）5. he learnt to play the harpsichord when he was four, he started composing music when he was five. 他四岁时就学会演奏大键琴，五岁时就开始作曲start/begin 开始 begin/start to do开始做 begin/start doing sth. 开始做start和begin作“开始”讲时，都指开始某一动作，后面可接不定式，也可接-ing形式作宾语。 两种结构意思是相同的。多数情况下两种形式都可以用。但在下列情况下，多用动词不定式作宾语: 1) 主语是物不是人时，宜用不定式。 2) 不能用进行时态的动词: see, realize等时。3) 当begin本身为进行时态时。 4) 当后面的非谓语动词指心理状态或精神活动时，多用不定式。注意: 在许多情况下，begin和start可互换，但在下面几种情况，用start, 而不用begin。start = set up成立，建立 start = set out 动身，启程start = set going使动（运转）起来，发动 start = cause引起6. by the time he was 14, mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. 在莫扎特14岁的时候就已经写了许多大键琴曲、钢琴曲和小提琴曲，同时也写了很多适合乐队演奏的曲子。1) by the time 到时候为止by the time + 一般过去时，主句时态为过去完成时。by the time + 一般现在时，主句时态用一般将来时或将来完成时。by the time he was 12, he had learned mathematics all by himself. 12岁时，已完全自学了数学。ill finish paying for my house by the time i retire. 我退休的时候，我会完全还完房贷了。at a time一次 at one time曾经，一度 at all times时常,总是 at times有时,时不时地at no time决不 at the time of在的时候at the same time同时;然而 in time of在时期2) as well as: 也/又/和；另外，加之 she sings as well as she plays. 她唱得好，弹得也好。(1) as well as：“和; 同”“不但而且”“既又”“除了之外,还有”。 具有连词性质，常连接两个并列成分,如名词、形容词、动词、介词，通常不位于句首。如连接并列主语时，谓语动词应当与前面的部分在人称和数上保持一致。he as well as i is responsible for it. 不但是我，他对这件事也有责任。(2) 在表达“不但而且”时，as well as强调的重点侧重前者，而not onlybut also侧重后者。连接并列主语时，not onlybut also 按照就近一致的原则确定谓语动词的形式。he knows french as well as english. = he knows not only english but also french.not only you but (also) i am to blame. 不仅你,连我都要受责难。 不但懂英语,而且懂法语。(3) as well 也 = too 多用在句末。i like john and i like his daughter as well.我喜欢约翰, 也喜欢他的女儿。schools will have to teach computer skills as well.学校还应该教授计算机技能。_ youve got a chance,you might as well make full use of it. a. now that b. after c. although d. as soon as7. while he was a teenager, mozart was already a big star and toured europe giving concerts.还是少年时，莫扎特就已经是大明星并在欧洲巡回举办音乐会。辨析: tour / journey / voyage / travel / triptour考察、观光等巡回的旅行。journey远距离陆地直达目的地的旅行。 voyage海上或空中旅行。travel泛指旅行的过程，作具体的旅行讲时，常用复数形式，一般不表示直接去某地。 trip短距离旅游。 they are on a wedding tour. 他们正在新婚旅行。 go on a journey去旅行。 they decided to take a train journey. 他们决定坐火车旅行。he went on a voyage around the world. 他做了一次环球航海旅行。he came home after years of foreign travel. 多年的国外旅游之后他回来了。i enjoyed our trip to the seaside. 我很喜欢那次到海边的旅行。8. the two were friends until mozarts death in 1791. 他们一直是朋友直到1791年莫扎特去世。until(till)的四种句型1) 主句(肯定式)until(till)时间状语或状语从句:（此句型谓语动词一般是延续性的，表示“直到为止”)2) 主句(否定式)until(till)时间状语或状语从句:（此句型中谓语动词一般是非延续性的，表示“直到才”)3) not until时间状语或状语从句助动词（常用did )+动词原形: （not放在句首，要用部分倒装）4) it was not until时间状语或状语从句that+主句:（此句型实际上是强调not until状语或状语从句）i shall wait for him till (until) he comes back. 我将一直等他回来。i didnt go to bed until (till) he came back. 直到他回来我才上床睡觉。not until 12 last night did i go to bed. 昨天晚上我十二点才上床睡觉。it was not until last week that he realized he was wrong. 一直至上星期他才认识到他是错误的。9. he showed musical talent when he was very young. . . 他很小时就展示出音乐天赋show vt. 1) 拿给别人看show sth. to sb. /show sb. sth.2) 表明; 说明 i wanted to show that i didnt care. 我要表明我并不介意。3) 表现; 显露 she never shows her feelings. 她的感情从不外露。 4) 后接prep. phrase 或adv. “引导、带领” he showed me into the room. 领进房间5) 后接宾语从句, how, what等引导的不定式短语或名词，“演示给某人看” can you show me how i can handle this camera? 你能教我如何使用这个照相机吗?常用词组: show off 炫耀; 卖弄 show sb. around a place带领某人参观某地show sb. in 把某人领进来 show sth. around a place 围着某处展示某物show sb. out 把某人领出去 show sb. to a place 把某人带到某地show sb. to the door 让某人离开show me what you have in your hand. 把你手里的东西给我看看。could you show me how to operate the computer? 你能教我怎样使用这台电脑吗? 10. however, it was haydn who encouraged beethoven to move to vienna. 然而，鼓励贝多芬居维也it is/was. . . who. . . 为强调句型。 纳的正是海顿。强调句的基本结构: it is/was被强调部分 + that/who + 句子的其他成分it was he that was late for school. 就是他迟到了。（强调主语）it was in the very hall that he met his best friend. 就是在这大厅里他认识了他的挚友。（强调地状）it was in 1997 that hongkong returned to our motherland. 就在1997年(强调时状)强调句的一般疑问式: is it china that has the largest population in the world? 拥有世界最多人口的是中国吗?强调句的特殊疑问式: when was it that he decided to joined the army? 在什么时候他决定参军啊? 11. beethoven became very popular in the austrian capital and stayed there for the rest of his life.贝多芬在奥地利首都非常出名并且在那度完余生。popular adj. 受欢迎的; 大众的; 普及的be popular with sb. 受某人欢迎 popular prices廉价餐 popular newspapers大众报纸popular readings普及读物 popular(=common)names常见名字these artistic handicrafts are very popular with foreign friends. 外国朋友很喜欢这些工艺美术品。拓展: popularity n. 普遍; 声望; 受爱慕 popularize vt. 使普及; 使通俗; 使得人心12. he became completely deaf during the last years of his life, but he continued composing.在生命的最后几年他完全变聋了但仍继续作曲。continue v. 继续; 延续; 仍旧; 恢复 continue doing sth. / to do = go on doing sth.continue (link. v. )继续; 连续continue cold = remain cold 持续寒冷 continue in good condition 状况良好to be continued. 未完待续。the road continues to the sea. 这条路延伸到海边。the snow continued till late at night. 雪持续下到深夜。period twogrammar 1 and grammar 2the general idea of this periodthis period is composed of two parts. the first part is grammar 1, which is mainly designed to help the students review the adverbial clause of time. so if the students are clear about the concept of this grammar item, you can just let them complete the three activities on students book. firstly, lead the students to read four sentences from the reading and vocabulary part and answer the following questions which may help the students to summarize the rules of the adverbial clause of time. and then they complete the second activity individually or in pairs. thirdly, have the students to make up sentences with the help of the given notes in the third activity. whats more, you can also ask the students to work in groups and brainstorm as many such sentences they have learnt before as possible. you can also hold a competition to consolidate their knowledge on this grammar item. if the students are lack of relative knowledge, the teacher can first help them get to know about this grammar item and make sure they recognize the common conjunctions.the second part to be dealt with is grammar 2. first have the students read the given sentences in activity one and find out which tenses are respectively used in the independent sentences as well as the dependent sentences. then the students read the two pairs of sentences and answer the following questions in order to tell the differences between the simple past tense and the past perfect tense. next, the students need to complete the third and fourth activities individually or in pairs to deepen their understanding of the uses of the simple past tense and the past perfect tense. if the class is of higher level, the teacher can design more activities for the students to practice. teaching aims 1) develop the ss reading ability. 2) enlarge the ss grammar knowledge.teaching methods 1) explanations to make the students master the two grammar items.2) make the ss know how to make use of the adverbial clause of time and the past perfect tense correctly through individual or pair work.teaching important points 1. learn to research by cooperation.2. learn to make use of the adverbial clause of time as well as the past perfect tense correctly. teaching difficult point 1. lead the students to take an active part in class.2. make the ss learn how to use the adverbial clause of time and the past perfect tense correctly. teaching proceduresstep 1 review and lead-inoption 1 dictation the teacher reads out the following and the ss have a dictation.words: audience, choir, classical, composer, conductor, jazz, musician, orc