高中英语新课标外研版必修2教案11

1、Period 3 Listening and Vocabulary; Pronunciation 整体设计教材分析In this period two parts will be dealt with. In Listening and Vocabulary part, first arouse the students to brainstorm some background knowledge about the Beatles. Then the teacher leads the students to learn some words which will appear in th

2、e interview in the way of answering the questions. Make sure the students know what they mean. And then ask the students to listen to the tape and complete the third activity. Furthermore, in order to help them know more details about the Beatles, let them listen once more and make some notes about

3、songs as well as albums the band produced. If the students have any difficulty in understanding the interview, they can listen more times. Finally, have the students work in pairs or groups asking and answering questions to get rid of the difficult points they met during the course of listening.The

4、second part is Pronunciation, which is an extension of the listening part and the vocabulary part and helps the students improve their listening ability. First ask the students to listen to the answers to Grammar 2 activity 4 carefully, paying attention to the intonation. Then listen to the tape aga

5、in and check if they are correct. Next, do more practice by reading the sentences aloud with the correct intonation. 三维目标1 / 17 1. 学问与技能1Train the students listening ability. 2Develop the students speaking ability. 3Words: album ballad catchy complex influence lyricssolo artist tune4Phrases: hear of

6、 split up be influenced by in the history ofconsist of stop doing sth. finish doing sth. break up 2. 过程与方法1Make the students know how to grasp important information through listening activities.2Make the students catch some details of the listening material. 3Make the students master the correct int

7、onation while reading.4Individual work, pair work as well as group work to get every student to participate in class.3. 情感与价值1Make it fun to grasp knowledge by listening. 2Have the students enjoy knowing more about the Beatles.3Try to raise the students cooperative awareness in their study by pair w

8、ork or group work. 教学重点1. Learn to research by cooperation. 2. Learn to catch necessary information when listening. 2 / 17 教学难点1. Lead the students to take an active part in class.2. Learn to make use of correct intonations while reading and speaking.3. How to make the students master some listening

9、 skills. 教学过程Step 1 Review and Lead-in Check the students homework by asking them to work in pairs and compare their answers. Then show the correct answers on the screen for the students to refer to. If necessary, give some explanations to help make them much clearer about some difficult points. Ste

10、p 2 Listening 1. Background knowledge Show the following questions on the screen. 1Do you know the word “ band” . 2Does the word “ band” mean one person or more than one.3Can you name some of the famous bands. 4What is your favourite band. Say why. The teacher puts the whole class into groups of fou

11、r to discuss the above questions and work out the answers. Then compare their answers with other groups. Next, the students refer to the correct answers shown on the screen. Later, the teacher asks the whole class to look through and 3 / 17 observe the above pictures. Finally, have the students brai

12、nstorm as much information about this world-famous musical band as possible with the help of the questions listed in the first activity on P26.2. Vocabulary Option 1 Ask the students to read the listed words as well as questions in activity two on P26 individually and try to understand what they all

13、 mean. Then ask some students to read them out and others check if they are correct. Next, let them answer the questions by themselves. If they come across any problems in their understanding, they can turn to the teacher, other students or a dictionary for help. Finally, have the students refer to

14、the correct answers shown on the screen after they compare their answers in pairs.Option 2 Hold a competition. The teacher writes any word in the table on the blackboard or shows them on the screen for the students to read. The competition rules are as follows: When a word is given, the students who

15、 know it raise their hands. 4 / 17 The one that does this first reads the word and give its Chinese meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she gets zero and another one can read and explain it again. Each student has only one chance

16、to read the same word. The guy who gets the most grades will be the final winner.After they know what the words mean, the teacher reads the questions one by one while the whole class give the answers.Option 3 Read the listed words out and let the students follow you. Meanwhile, make them pay attenti

17、on to the stress of them. Put the students into pairs to practice reading them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to repeat this.Suggested answers: 1They remember it. 2The words. 5They like them. 4More than one. 3Di

18、fficult. 6No, they dont. 3. While-listening 1Option 1 The teacher asks the students to listen carefully for the first time and 5 / 17 try to catch the main idea of the record. Then, let them look through the sentences in the third activity quickly and understand their meanings completely. Later the

19、students listen a second time to decide whether the sentences they just read are true or false. Finally, in order to make the students confirm their answers are correct, you can let them listen once more.Suggested answers: 1T2F3T4T5T Option 2 Show the following questions on the screen. The Beatles w

20、ere born in Liverpool in the north of England. During the early 1960s, the Beatles were 1 by American rock singers. They had their first hit in 1962 with a 2 song called Love Me Do. During the mid-1960s, the Beatles gave rock music a new direction. Meanwhile, they sang some serious songs, 3 as well

21、as 4 songs. By the late 1960s, the 5 and the 6 had become more interesting. After they had finished recording Let It Be, they 7 . After the group had broken up, all the Beatles performed as 8 artists or started other bands. First the students predict what the record is mainly about. Then ask them to

22、 listen to the tape carefully to get the main idea of the record and check if their prediction is correct. Exchange their main ideas with others. Next, play the tape one more time and the students listen carefully to catch some details. Meanwhile, they need to fill in the blanks. Later the students

23、work in pairs to compare their answers. At last the teacher shows the correct answers on the screen for the students to refer to or just call 6 / 17 back answers from the class. Suggested answers: 1influenced2catchy3ballads4complex5tunes6lyrics7split up8soloOption 3 Show the following questions on t

24、he screen. 1Who wrote most of the songs. 2When did they have their first hit. 3When did they tour the United States. 4What was their last album. 5What did they do after the group had broken up. 6When and where did John Lennon and George Harrison separately die. The students are required to read them

25、 through and understand them. Then let them listen to the tape and find out the answers to the questions. Ask some students to report their answers to the class. Finally, check their answers according to the correct ones.Suggested answers: 1Lennon and McCartney. 2In 1962. 3In 1964 after they had bec

26、ome stars in their own country.4Let It Be. 7 / 17 5After the group had broken up, all the Beatles performed as solo artists or started other bands.6John Lennon died in New York in 1980 while George Harrison died in 2022.2First, the teacher puts the students into four big groups. Each one is required

27、 to make notes about one special songs or album mentioned in the fourth activity. Then the teacher plays the tape through one more time while the student listen carefully to catch as many details about these songs and albums as they can. Next, each group has a discussion and collects the necessary i

28、nformation that members got, organising them in order. Finally, the teacher asks representatives of each group to report their results to the whole class. You might as well encourage them to give different opinions.Suggested answers: Nowhere Man: serious Yesterday: ballad Strawberry Fields Forever:

29、complex Let It Be: last album. Tapescript: The Beatles were the most successful band in the history of popular music. The band consisted of John Lennon, Paul McCartney, George Harrison and Ringo Start. Starr played drums, the other three played 8 / 17 guitar. Lennon and McCartney wrote most of the s

30、ongs all the Beatles were born in Liverpool in the north of England.During the early 1960s, the Beatles were influenced by American rock singers, such as Chuck Berry and Elvis Presley. They had their first hit in 1962 with a catchy song called Love Me Do1962. In 1964, after they had become stars in

31、their own country, the Beatles toured the United States and were a huge success.During the mid-1960s, the Beatles were one of the bands which gave rock music a new direction. Some of their songs were quite serious, such as Nowhere Man; there were ballads such as Yesterday and more complex songs such

32、 as Strawberry Fields Forever.By the late 1960s, their music had changed completely. They had stopped writing simple songs with catchy tunes. The tunes and the lyrics had become more interesting and they had begun to use new instruments, too. For example, after visiting India, they started using Ind

33、ian instruments.Some of their albums changed pop music completely. Their last album was Let It Be in 1970.After they had finished recording Let It Be, they split up. By the time they stopped working together, they had sold more albums than any other band in history. After the group had broken up, al

34、l the Beatles performed as solo artists or started other bands.9 / 17 John Lennon died in New York in 1980, George Harrison died in 2022. Step 3 Pronunciation First let the students work in pairs and read through the sentences in Grammar 2 activity 4. Meanwhile, markwhen they think the voice should

35、rise and when it should fall. Then the students listen to the tape and check whether their marks are correct. If not, correct them. In order to consolidate what they just learnt, ask the students to read the sentences once again and pay special attention to the intonation. Or you can choose some oth

36、er sentences and have the students read them and markas well as where necessary.Suggested answers: 1Unfortunately, he arrived at the show after I had left. 2By the time we arrived at the stadium playing . , the band had begun 3Fortunately, the power cut happenedafter the fans had left the stadium. 4

37、Before he made his latest album with Paul McCartney . , he had recorded some songs Step 4 Relative Language Points in This Period 1. complex adj. 合成的,复杂的,综合的,难解的 n. 复杂,合成物 a complex sentence复合句 a complex number数复数 a complex situation错综复杂的形势 10 / 17 a complex argument/problem/subject复杂难懂的论证 /问题/科目 a

38、laboratory complex综合试验室 a sports complex综合体育馆 have a complex about sth. 对 过分敏锐或担忧 a complex of. . . 许多复杂的 There is a complex network of roads round the city. 城市四周有复杂的大路网；Mental illness is by its nature very complex. 从本质上来说,精神病是特别复杂的；They are building a vast new shopping complex in the town. 他们正在城里建设

39、一个大型综合商业区；2. influence n. 影响,作用,势力 ; vt. 影响,感化 a far-reaching influence 深远的影响 through the influence of靠 的力气 have an influence on. . . 对 有影响 exert an influence on. . . 对 施加影响 come under the influence of开头受 影响 It is clear that television has a strong influence on people. 很明显电视对人们有剧烈的影响；The influence o

40、f climate on crops is self-evident. 气候对农作物的影响是不证自明的；He was influenced by Michelangelo later on. 11 / 17 他后来受到 M 开朗其罗的影响；Africa s climate is strongly influenced by the continent s position on the globe.非洲的气候受到它在地球上的位置的剧烈的影响；Step 5 Summary and Homework The teacher recalls what the students learnt in t

41、his class. The students first learnt how to read some words and understood what they mean. Then they got to know more about the Beatles through listening. Next, they practiced how to read sentences with the correct intonation. Later they learnt some useful and important words and phrases. In the end

42、, assign the homework to the studentsreview what they learnt this class and preview the new lesson. 板书设计tuneModule 3MusicinfluencelyricssoloartistPeriod 3Words: albumballadcatchycomplexPhrases: in the history of break up consist ofhear of split upstop doing sth. be influenced by finish doing sth. 活动

43、与探究 Ask the students to work in groups of four and discuss which way can improve their reading ability and skills most. Every group member first gives his opinion and idea according to what he usually does while 12 / 17 reading. Then discuss them with other group members to form the most effective w

44、ay of their group. Finally, each group gives a report to the whole class. 备课资料How to improve the students intonation Intonation is crucial for communication. Its also a largely unconscious mechanism, and as such, a complex aspect of pronunciation. It s no surprise that many teachers dont feel confid

45、ent about tackling it in the classroom. When teaching grammar or lexis, we find ways of making the language accessible to our learners.How then to do this with intonation. What is intonation. Why teach intonation. Can I improve my own awareness of intonation. How I help my students: Awareness-raisin

46、g Some techniques I find useful for raising learners awareness of intonation: Provide learners with modelsdon t be afraid to exaggerate your intonation.Let students compare two examples of the same phrase.Ask students to have a 2-minute conversation in pairs as 13 / 17 robotselicit the word using a

47、picture if necessary, i. e. with no intonation. When they then go back to speaking normally, point out that the difference is made by intonationthis is what gives movement to our voices.Get students to imitate my intonation, but without words, just humming.Intonation doesnt exist in isolation. So it

48、 makes sense to approach it together with other factors.Intonation and grammar Where patterns associating intonation and grammar are predictable, I highlight these to my students. I see these as starting-points, rather than rules.Some examples are: Wh-word questions: falling intonation -rising Yes/N

49、o questions: rising Statements: falling Question-Tags: chat-falling; checkLists: rising, rising, rising, falling When practicing these constructions, I include activities focusing specifically on intonation.For example, Question-Tags: Students in groups are assigned jobs to mime to each other. Stude

50、nts make notes about what they think each 14 / 17 persons job is. They then have to check they ve understood the jobs: Students use rising/falling intonation question-tags depending how sure they are: You re a pilot, aren t you. .At the end, students confirm their jobs. Intonation and attitude It s important that students are aware of the strong link between intonation and attitude, even if it s difficult to provide rules here.The first thing i