Module 4 Music Born in America教案

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1、Module 4 Music Born in America I. 單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals ▲Talk about the different kinds of American music and modern music ▲Practise comparing the present and the past ▲Master the usage of adverbial clauses of time and ellipses ▲Talk about music in Hong Kong ▲Write a description of study

2、 habits II. 目標(biāo)語言 功 能 句 式 Comparing the present and the past Bands are so much noisier than they used to be. When I was your age, we didn’t listen to such loud music. We didn’t use to play music as loudly as you do these days. We used to spend much more time in the open air than you do.

3、 詞 匯 1． 四會(huì)詞匯 allowance, arise, bonus, boom, budget, cheque, consensus, consultant, devote, deadline, fancy, friction, harmony, neat, offshore, otherwise, pace, pat-time, pension, quit, refreshing, schedule, soul, spokeswoman, super, swap, technique, tight, vain, virtue, breakthrough,

4、 approach, influence, emerge, electronic, exploit, absolutely, despite, energetic, typical, giant 2. 認(rèn)讀詞匯 DJ, DVD, VCD, blues, gospel, jazz, harmonica, rhythm, sophisticated, rhythmic, improvisation, breakdancing, disco, graffiti, hip hop, microphone, percussion, rap, reggae, rock, turntable, vo

5、cals, psychology, spin 3. 詞組 be blessed with, be bored with, be devoted to, beg for, come out, far from, in order, make an impression on sb, rather than, side by side, take advantage of, try out, consisted of, dance to, experiment with, in decline, be short for, head for, send …to prison 4. 重點(diǎn)詞匯

6、 allowance, arise, boom, devote, quit, schedule, emerge, otherwise, vain, approach 結(jié) 構(gòu) Adverbial clause of time Ellipses 重 點(diǎn) 句 子 1. It developed in the churches that black people went to. P43 2. Blues is a type of music which started as songs sung by African Am

7、ericans while they were working. P43 3. The words of early blues songs often consist of a single line repeated two or three times before changing. P43 4. “The moment I heard it,” he said,

8、 I knew it was a completely new kind of music. P45 5. Hip hop took advantage of that and provided a kind of disco music for people who hated disco. P45 6. From a region of seven million people has arisen some of the greatest pop music in t

9、he world. P53 III. 教材分析與教材重組 1． 教材分析 本模塊以“美國本土音樂”為話題，介紹了美國幾種音樂形式的起源及發(fā)展情況，其中詳細(xì)介紹了hip hop這種當(dāng)今流行的音樂類型。學(xué)生也將了解香港的本土音樂以及美國音樂界的幾個(gè)重要人物。通過本模塊的學(xué)習(xí)，要求學(xué)生最終能小組分工合作，組織一個(gè)班級(jí)音樂會(huì)，在娛樂中鞏固所學(xué)知識(shí)和技能。 1.1 INTRODUCTION 以幾個(gè)有關(guān)音樂的問題引入話題，并介紹了四種不同的美國音樂形式，為后面的Reading作了鋪墊。 1.2 READING AND VOCABULARY通過猜測有關(guān)音樂的一些詞匯，進(jìn)行Pre-reading

10、熱身活動(dòng)。Reading部分是一篇說明文，由四部分組成，說明了Hip Hop的起源，它的發(fā)展及成功之處。Post-reading部分設(shè)計(jì)了六種練習(xí)，2是課文內(nèi)容細(xì)節(jié)判斷；練習(xí)3，5和6是詞匯題，旨在培養(yǎng)學(xué)生用英語解釋生詞的能力；4是回答問題，幫助學(xué)生對(duì)篇章有深層次的理解；7是開放性練習(xí)，鼓勵(lì)學(xué)生用語言表達(dá)對(duì)音樂的感受及個(gè)人見解。 1.3 GRAMMAR由兩部分組成：時(shí)間狀語從句和省略。 1.4 LISTENING是一個(gè)聽力活動(dòng)，重在幫助學(xué)生掌握幾個(gè)與音樂有關(guān)的動(dòng)詞和動(dòng)詞短語，并為下一步的語法學(xué)習(xí)作鋪墊。 1.5 FUNCTION 在聽力活動(dòng)的基礎(chǔ)上，重點(diǎn)練習(xí)比較過去和現(xiàn)在的功能句式。

11、1.6 EVERYDAY ENGLISH 是幾個(gè)日常用語的意義和用法練習(xí)。 1.7 READING AND WRITING通過閱讀使學(xué)生了解音樂與生活的關(guān)系。1中三個(gè)開放性 題的設(shè)計(jì)，旨在培養(yǎng)學(xué)生分析問題的能力；2通過回答問題，寫一篇個(gè)人學(xué)習(xí)習(xí)慣的短文。 1.8 SPEAKING部分要求學(xué)生三人一組合作，討論Jazz和hip hop的起源，提高他們的語言表達(dá)能力；通過對(duì)圖片中的音樂人審視，討論三個(gè)問題，培養(yǎng)學(xué)生對(duì)人對(duì)事物進(jìn)行比較的能力；3要求學(xué)生作更深層次的討論，能對(duì)中外音樂、古今音樂進(jìn)行對(duì)比。 1.9 READING PRACTICE包括閱讀和寫作兩部分。閱讀材料是一篇說明文，介紹了

12、 香港本土音樂。1要求學(xué)生抓住短文中心思想；2根據(jù)課文內(nèi)容回答四個(gè)細(xì)節(jié)問題；3選出能表達(dá)中心思想的句子；4挑出能表達(dá)作者態(tài)度的陳述；5、6培養(yǎng)學(xué)生理解文章深層意思的能力；最后一項(xiàng)培養(yǎng)學(xué)生的寫作能力。 1.10 CULTURAL CORNER通過介紹三位美國著名音樂人，使學(xué)生充分了解到美國人對(duì) 世界音樂所作的貢獻(xiàn)。閱讀后要求學(xué)生回答兩個(gè)問題，并能對(duì)人物特點(diǎn)進(jìn)行對(duì)比分析。 1.11 TASK 舉辦班級(jí)音樂會(huì)，旨在指導(dǎo)學(xué)生如何欣賞不同的音樂，幫助他們提高 音樂素養(yǎng)；讓學(xué)生在動(dòng)手動(dòng)腦活動(dòng)中，運(yùn)用所學(xué)語言，發(fā)展和創(chuàng)造語言。 2． 教材重組 2.1 從話題內(nèi)容上分析，可將INTRODUCT

13、ION與SPEAKING的1和3整合成一節(jié)“口 語課”，讓學(xué)生了解美國本土音樂的來源及發(fā)展，幫助學(xué)生對(duì)不同音樂形式進(jìn)行對(duì)比。 2.2 將LISTENING、FUNCTION和EVERYDAY ENGLISH部分整合為一節(jié)“聽力課”， 為本模塊語法課作鋪墊。 2.3將READING AND VOCABULARY設(shè)計(jì)為“閱讀課”，將SPEAKING中的1 和2 設(shè) 計(jì)為Post-reading, 訓(xùn)練學(xué)生的閱讀理解能力和技巧。 2.4將GRAMMAR (1)、GRAMMAR (2) 和WORKBOOK中的練習(xí)題整合在一起上一節(jié) “語法課”。 2.5 將READING PRACTIC

14、E 和WORKBOOK中的Reading整合為一節(jié)泛讀課，擴(kuò)大 學(xué)生的信息量，并培養(yǎng)閱讀應(yīng)試技巧。 2.6利用READING AND WRITING, WORKBOOK中的Speaking and writing，TASK和 CULTURAL CORNER上一節(jié)以讀寫為主的綜合課，讓學(xué)生了解音樂在人們生活中所起的作用，并將自己對(duì)音樂的感受，個(gè)人所喜愛的歌星寫成短文，組辦班級(jí)音樂會(huì)。 3. 課型設(shè)計(jì)與課時(shí)分配 1st period Speaking 2nd period Listening 3rd period Reading 4th period Gra

15、mmar 5th period Extensive reading 6th period Integrating skills IV. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 soul music, blues, jazz, gospel music, rhythm, rhythmic, sophisticated, consist of b. 重點(diǎn)句型 What’s the difference between … an

16、d …? …, and instruments are less important than voices. Nowadays, the styles are no longer separated according to race. I prefer … to … I would rather … than … 2. Ability goals 能力目標(biāo) To learn some differences between the four types of American music. 3. Learning abilities goals學(xué)能目標(biāo) Enable th

17、e students to learn how to understand the different types of music by comparing their features. Teaching important and difficult points 教學(xué)重難點(diǎn) The features of the four types of music. Teaching methods 教學(xué)方法 Matching and comparing. Teaching aids 教具準(zhǔn)備 Projector, slide, four pieces of music feat

18、uring gospel, soul music, jazz and blues. Teaching procedures & ways 教學(xué)過程與方法 Step I Greetings and lead-in T: Good morning / afternoon, boys and girls! Ss: Good morning / afternoon, Mr / Ms …! T: As a famous quote goes: Music washes away from the soul the dust of everyday life. So music is lo

19、ved and played by a large number of people. It plays an important role in people’s everyday life. Do you love music? What types of music do you know? S: I love music very much. It is my best friend. S: I love music too. It makes my life colorful and lively. There are jazz music, pop music, blues

20、, folk music and so on. … Step II Introduction Let the students answer some questions related to music, which will arouse their interest in music and lead to the introduction of the four types of American music. T: Look at the photos on Page 43 and please tell me what you can see. S: I can

21、see some singers. T: Yes, they are all singers or musicians. But are there any differences between them? What does each photo show you? S: The first one is a choir. S: The second one is a solo. S: Maybe the man in the third one is playing jazz. S: We can see a band in the fourth one. T: Yes,

22、 they are singing in different ways. Can you answer the questions in Activity 1? Suggested answers: S1: A choir is an organized group of singers, esp. one that performs in church services, while a band refers to a group of people playing, esp. wind instruments, such as a brass band, a military ban

23、d, etc. S2: Jazz musicians usually play saxophone薩克斯管, clarinet單簧管, trumpet小號(hào), trombone長號(hào), violin; piano, violone低音提琴, guitar, banjo, drum, triangle (三角鐵), cymbals（鈸）, xylophone（木琴）, grand piano, etc. S3: The music of a soul singer actually is a mixture of blues, gospel and a bottle rock and roll,

24、 which can express his or her strong emotion. With the development of soul music, its styles are no longer separated according to race. The teacher can help the students with some difficult words while they are expressing their idea. Step III Reading Enable the students to learn different types

25、 of American music through reading and matching. T: Now, look at Activity 2. We are going to learn four types of American music. Read the passage and match the types of American music with their features. Some types of music have the same features as others. After the students have finished readi

26、ng, check the answers by asking four students to read each paragraph and tell the features of the music described in it. S1: (Read gospel music) I think the features of Gospel music are: church, sophisticated, southern United States, rhythmic and nineteenth century. S2: (Read soul music) In my

27、opinion, only rhythmic is the feature of Soul music. S3: (Read jazz) I’d like to say Jazz has many features and they are: making it up as you play, using unusual rhythms, New Orleans and African American. S4: (Read blues) I can see the following are the features of Blues: guitar, piano, and harmon

28、ica; southern United States, African, American and nineteen century. T: Great. Please pay attention to this phrase: consist of = be made up of, contain, include e.g. This club consists of more than 200 members. Coal consists mostly of carbon. If possible, the teacher can play some pieces

29、 of the four types of music to the students. T: OK, now let’s relax and enjoy some music. You can sense their features more directly. Step IV Discussion Let the students talk about the topics in SPEAKING on Page 52. T: Now turn to Page 52. Look at Activity 1. Work in groups to discuss wha

30、t you have learned about the origins of jazz from INTRODUCTION. S: Jazz was originated from African–American music in New Orleans in the early twentieth century. T: Then look at Activity 3, discuss the questions about modern music. Then I will ask some of you to answer them. S: There is a varie

31、ty of music styles on Chinese radio and TV, such as classic music, pop music, hip hop and so on. S: There is more modern music, such as pop, hip hop and so on. S: I prefer pop music, which makes me feel excited and energetic and the rhythm is easy to follow. S: I would like to listen to classical

32、 music, which relaxes my brain and helps me to concentrate. T: Well done. Step V Homework T: Now let’s recall what we have learned during this period. We have learned a passage about some types of American music. And then we discussed their origins and differences. Our homework is: Complete

33、 the chart. Type of music Place of origin Time of origin Description Gospel music Soul music Jazz Blues Hip hop ? ? ? The Second Period Listening Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 turn up, turn down, turn off, turn on, loud, loudly,

34、 extract, used to do / be, a bit b. 功能句式 Bands are so much noisier than they used to be. When I was your age, we didn’t listen to such loud music. We didn’t use to play music as loudly as you do these days. We used to spend much more time in the open air than you do. 2. Ability goals 能力目標(biāo)

35、To learn some verb phrases related to music and expressions of comparing the present and the past. 3. Learning ability goals學(xué)能目標(biāo) Help the students learn how to compare the present and the past with the target language. Teaching important and difficult points 教學(xué)重難點(diǎn) How to use the functional

36、items in various situations. Teaching methods 教學(xué)方法 Listening, matching and inductive method. Teaching aids 教具準(zhǔn)備 A recorder, a multiple-media computer. Teaching procedures & ways 教學(xué)過程與方式 Step I Revision Check the homework. T: Good morning, boys and girls! First, let me check your homewo

37、rk. Who’d like to show us the chart you have finished? Show a student’s homework on the screen and check it with the whole class. Type of music Place of origin Time of origin Description Gospel music US, in the southern In the 19th century Strong, rhythmic Soul music US, southern to no

38、rthern states A mixture of blues, gospel, a little rock, roll Jazz African-American musicians in New Orleans In the early 20th century Improvisation, syncopation Blues African Americans in the southern US In the late 19th and early 20th century A single line repeated using guitar, pian

39、o, harmonica Hip hop ? ? ? T: Great. You are not able to find the information about hip hop from the passage, right? It doesn’t matter. We will learn about this type of music later. I think it is now very popular among young people. After you learn the part of READING AND VOCABULARY, you will b

40、e able to finish the chart. So keep this chart. StepⅡ Pre-listening Deal with Activity 1 on Page 49. Get the students prepared for listening. T: Now we are going to listen to a conversation. Before we start the listening part, let’s look at Activity 1 on Page 49. Can you match the instruction

41、s on the left with the meanings on the right? S1: Let me try, please. “turn the music up” should go with “make it louder”. S2: I think “turn the music down” ought to match “make the music quieter”. S3: I guess “turn the music on” means “start playing the music”. S4: In my opinion “turn the musi

42、c off” has the same meaning as “stop playing the music”. T: Wonderful job. Please remember the four verb phrases about music. Write the following on the Bb. Then ask some students to make sentences with them. turn the music up → turn the music down turn the music on → turn the music off Ste

43、p Ⅲ While-Listening T: Now please turn to Page 49, let’s do some listening. Listen to the tape for the first time and choose the correct answers. So first read the questions and choices and get familiar with them. Give the students a little time to read the choices and then play the tape. After t

44、hey have finished it, check the answers. T: Listen to the tape for the second time and then finish Activity 3 on Page 49 in pairs. Read this extract from the conversation and underline the stressed words. While the students are listening to the tape, the teacher can write down some difficult word

45、s and phrases on the blackboard: instead of = in place of, I bet … = I am certain … The students practise in pairs. T: Ok. Let’s underline the stressed words together. … From this extract from the conversation, you are sure to find in spoken English many sentences are not complete ones, such as “N

46、ot true”, the complete sentences of which are “That / It is not true”. This is called ellipses in grammar. We will talk about it later. Then play the tape again and let the students pay attention to the stressed words. Then deal with Listening on Page 111. StepⅤ Function T: Now, boys and

47、girls, please think about what sentence structures have been used in the conversation. S: I find that many comparisons are used. T: Right. Please turn to Page 51, look at Activity 1. Read these opinions from Listening on Page 49 and answer the questions. Qs: 1. Who is speaking? 2. Which words a

48、nd expressions tell you that she is making comparisons? 3. Which words tell you that she is talking about things that happened regularly in the past? Ask the students to discuss for a while. Then check the answers. S: A mother. S: She uses these words and expressions to make comparison: so much

49、 … than, as … as, much more …than, such … Write these functional item on the Bb: so much … than such … as … as much more … than S: She is talking about the past things by using “used to”, “didn’t listen to”, “didn’t use to” and “didn’t play”. T: Look at the functional items on the Bb

50、, we use them to compare the present and the past. Read the opinions again and study how they are used by the mother to compare music in the past and that in the present. Then we will do some practice with them. Then deal with Activity 3. T: Well, now let’s complete these sentences in Activity 3

51、, making similar comparisons between the present and the past. Use the words in brackets. After the students have finished it, check the answers. S1: Modern pop stars earn much more money than they used to. (earn money) S2: Old rock bands worked harder than the modern ones do. (work hard) S2:

52、These days, bands sing and play instruments much louder than before. (sing and play instruments) S4: These days, music fans spend much more money on their favorite stars than the previous fans did. (spend money) S5: In the old days, people had fewer opportunities to listen to their favorite singer

53、s than today. (opportunities to listen) Step VI Homework 1. Choose the correct meanings of the everyday English on Page 51 and do some practice. 2. Check the opinions that your parents have about the music you listen to. (Page 51, Activity 2) 3. Preview the first part of the reading passage

54、on Page 44. The Third Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語言 a. 重點(diǎn)詞匯和短語 dance to, aspect, breakthrough, side by side, while, experiment with, approach, the first time, the moment, be bored with, in decline, take advantage of, provide … for …, add, influence, apart from

55、 b. 重點(diǎn)句子 The DJs at block parties in the 1970s played a lot of soul music and they noticed that people preferred the percussion breaks in the songs because they were the best parts to dance to. DJ Herc, one of the most popular Jamaican DJs at the time, noticed that New York audiences didn’

56、t really like reggae music, so he started playing other kinds of music, including rock and disco music. MC Dark remembered the first time he heard a rap singer. “The moment I heard it,” he said, “I knew it was a completely new kind of music.” The first time that rap artists recorded their

57、 music, musicians recorded the tracking tracks (the music without the singing) in the studio and rappers added their vocals later. 2. Ability goals 能力目標(biāo) Enable the students to learn about the origin, development and success of hip hop. 3. Learning ability goals 學(xué)能目標(biāo) Help the students lear

58、n how to summarize the main idea of each part to have a general idea of the whole passage. Teaching important points 教學(xué)重點(diǎn) Enable the students to have a general idea of what hip hop is. Teaching difficult points 教學(xué)難點(diǎn) How to describe hip hop with the students’ own words. Teaching methods 教學(xué)方法

59、 Scanning, skimming and discussing. Teaching aids 教具準(zhǔn)備 A tape recorder and a projector. Teaching procedures & ways 教學(xué)過程與方式 Step I Revision T: Good morning/afternoon, Class. Ss: Good morning/afternoon, teacher. T: Have you all finished your homework? Let’s check the answers to the EVERYDAY

60、 ENGLISH exercises first. Ready? After checking the students’ homework. Then ask the students to report their parents’ opinions on the music they listen to. This activity will enable the students to practice comparing the present and the past. So they are supposed to use the words and expressions t

61、hat show comparison. T: By the way, I think most of you like music, right? Ss: Absolutely. T: Who is the most popular male singer in the filed of Chinese songs? … Do you like Jay (Zhou Jielun)? Ss: Yeah. (enthusiastically) T: Why do you like him? S1: His songs are fashionable. S2: His dancin

62、g is pretty cool. S3: The rhythms of his songs are easy to follow. T: It seems Jay’s music is quite popular among young people. What’s the type of music? … Some of his songs belong to a very trendy music style, hip hop. I think you should have heard about it a lot. Today let’s have a thorough look

63、 at hip hop. Write the title on the Bb: All You Need to Know About Hip Hop Step II Lead-in T: So far you have known some types of American music: Gospel music, Soul music, Jazz and Blues. Now we are going to learn about another type: Hip Hop. Before we start, I’d like you to guess the meanin

64、gs of these words. Show the following words to the students. breakdancing disco DJ graffiti hip hop improvisation microphone percussion pop rap record reggae rock soul turntable vocals S1: I’d like to have a try. The word “percussion” means “the striking together of two (usu. har

65、d) objects; shock produced by this”. S2: I have got the meaning of “record”. It means “disc, magnetic tape, film, etc. on which sound has been registered”. S3: To tell you the truth, Mr/Ms, it is not easy for me to get all their meanings in English. T: I think so. They are terms related to music.

66、 And I will give you some help. Please look at the slides. Show the following slides. Breakdancing — an aspect of hip hop played on the street Disco — music with a strong beat and easy to dance to DJ — master of pop music programme Graffiti — irregular paintings on walls Hip hop — a type of pop music with words spoken along the beat Improvisation — composing music while playing; Microphone — instrument for changing sound waves into electrical waves, as in telephones, radio, etc. Perc