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1、Period 3Listening and Vocabulary; Pronunciation整體設(shè)計(jì)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 the

2、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 so

3、ngs 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 se

4、cond 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 again

5、 and check if they are correct. Next, do more practice by reading the sentences aloud with the correct intonation. 三維目標(biāo)1. 知識(shí)與技能1)Train the students listening ability.2)Develop the students speaking ability.3)Words: albumballadcatchycomplexinfluencelyricssoloartisttune4)Phrases: hear ofsplit upbe inf

6、luenced byin the history ofconsist ofstop doing sth. finish doing sth. break up 2. 過程與方法1)Make the students know how to grasp important information through listening activities.2)Make the students catch some details of the listening material. 3)Make the students master the correct intonation while r

7、eading.4)Individual work, pair work as well as group work to get every student to participate in class.3. 情感與價(jià)值1)Make it fun to grasp knowledge by listening.2)Have the students enjoy knowing more about the Beatles.3)Try to raise the students cooperative awareness in their study by pair work or group

8、 work. 教學(xué)重點(diǎn)1. Learn to research by cooperation.2. Learn to catch necessary information when listening. 1 / 14教學(xué)難點(diǎn)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 skills. 教學(xué)過程S

9、tep 1 Review and Lead-inCheck 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. Step 2 Listening1.

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

11、 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 observe the above pictures. Finally, have the students brainstorm as much informat

12、ion about this world-famous musical band as possible with the help of the questions listed in the first activity on P26.2. VocabularyOption 1Ask the students to read the listed words as well as questions in activity two on P26 individually and try to understand what they all mean. Then ask some stud

13、ents 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 the correct answers shown

14、 on the screen after they compare their answers in pairs.Option 2Hold 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 know it raise their hands

15、. 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 to read the same word. The guy wh

16、o 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 3Read the listed words out and let the students follow you. Meanwhile, make them pay attention to the stress of them. Put the

17、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:1)They remember it. 4)More than one.2)The words. 5)They like them.3)Difficult. 6)No, they dont.3. Whil

18、e-listening1)Option 1The teacher asks the students to listen carefully for the first time and 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 students listen a second time to decide

19、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:(1)T(2)F(3)T(4)T(5)TOption 2(Show the following questions on the screen. )The Beatles were born in Liverpool in the no

20、rth of England. During the early 1960s, the Beatles were1)by American rock singers. They had their first hit in 1962 with a2)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 as 4)songs. By the late 1960s, t

21、he 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 listen to the tape carefully

22、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 work in pairs to compare their

23、 answers. At last the teacher shows the correct answers on the screen for the students to refer to or just call back answers from the class.Suggested answers:1)influenced2)catchy3)ballads4)complex5)tunes6)lyrics7)split up8)soloOption 3(Show the following questions on the screen. )1)Who wrote most of

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

25、 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:1)Lennon and McCartney. 2)In 1962. 3)In 1964 after they had become stars in their own coun

26、try.4)Let It Be.5)After the group had broken up, all the Beatles performed as solo artists or started other bands.6)John Lennon died in New York in 1980 while George Harrison died in 2001.2)First, the teacher puts the students into four big groups. Each one is required to make notes about one specia

27、l 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 information that members got, or

28、ganising 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: seriousYesterday: balladStrawberry Fields Forever: complexLet It Be: last album.Tape

29、script: 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 guitar. Lennon and McCartney wrote most of the songs all the Beatles were born in Liverpoo

30、l 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 Do(1962). In 1964, after they had become stars in their own country, the Beatles toured th

31、e 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 as Strawberry Fields Forever.By the lat

32、e 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 Indian instruments.Some of their albums cha

33、nged 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, all the Beatles performed as solo artists

34、or started other bands.John Lennon died in New York in 1980, George Harrison died in 2001. Step 3 PronunciationFirst let the students work in pairs and read through the sentences in Grammar 2 activity 4. Meanwhile, markwhen they think the voice should rise andwhen it should fall. Then the students l

35、isten 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 other sentences and have the students read them and

36、markas well aswhere necessary.Suggested answers:1)Unfortunately, he arrived at the showafter I had left.2)By the time we arrived at the stadium, the band had begun playing.3)Fortunately, the power cut happenedafter the fans had left the stadium.4)Before he made his latest album, he had recorded some

37、 songs with Paul McCartney. Step 4 Relative Language Points in This Period1. complex adj. 合成的，復(fù)雜的，綜合的，難解的n. 復(fù)雜，合成物a complex sentence復(fù)合句a complex number(數(shù))復(fù)數(shù)a complex situation錯(cuò)綜復(fù)雜的形勢(shì)a complex argument/problem/subject復(fù)雜難懂的論證/問題/科目a laboratory complex綜合實(shí)驗(yàn)室a sports complex綜合體育館have a complex about sth.

38、 對(duì)過分敏感或擔(dān)憂a complex of. . . 很多復(fù)雜的There is a complex network of roads round the city.城市周圍有復(fù)雜的公路網(wǎng)。Mental illness is by its nature very complex.從本質(zhì)上來說，精神病是非常復(fù)雜的。They are building a vast new shopping complex in the town.他們正在城里建設(shè)一個(gè)大型綜合商業(yè)區(qū)。2. influence n. 影響，作用，勢(shì)力; vt. 影響，感化a far-reaching influence 深遠(yuǎn)的影響th

39、rough the influence of靠的力量have an influence on. . . 對(duì)有影響exert an influence on. . . 對(duì)施加影響come under the influence of開始受影響It is clear that television has a strong influence on people.很明顯電視對(duì)人們有強(qiáng)烈的影響。The influence of climate on crops is self-evident.氣候?qū)r(nóng)作物的影響是不證自明的。He was influenced by Michelangelo late

40、r on.他后來受到米開朗其羅的影響。Africas climate is strongly influenced by the continents position on the globe.非洲的氣候受到它在地球上的位置的強(qiáng)烈的影響。Step 5 Summary and HomeworkThe teacher recalls what the students learnt in this class. The students first learnt how to read some words and understood what they mean. Then they got

41、 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, assign the homework to the studentsreview what they learnt this class and preview the new lesson. 板書設(shè)計(jì)

42、Module 3MusicPeriod 3Words: albumballadcatchycomplexinfluencelyricssoloartisttunePhrases: hear ofsplit upbe influenced by in the history ofconsist ofstop doing sth. finish doing sth. break up活動(dòng)與探究Ask the students to work in groups of four and discuss which way can improve their reading ability and s

43、kills most. Every group member first gives his opinion and idea according to what he usually does while reading. Then discuss them with other group members to form the most effective way of their group. Finally, each group gives a report to the whole class. 備課資料How to improve the students intonation

44、Intonation is crucial for communication. Its also a largely unconscious mechanism, and as such, a complex aspect of pronunciation. Its no surprise that many teachers dont feel confident about tackling it in the classroom. When teaching grammar or lexis, we find ways of making the language accessible

45、 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-raisingSome techniques I find useful for raising learners awareness of intonation: Provide learners with modelsdont be afraid to

46、 exaggerate your intonation.Let students compare two examples of the same phrase.Ask students to have a 2-minute conversation in pairs as robots(elicit the word using a picture if necessary), i. e. with no intonation. When they then go back to speaking normally, point out that the difference is made

47、 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 makes sense to approach it together with other factors.Intonation and grammarWhere patterns associating intonation and grammar ar

48、e predictable, I highlight these to my students. I see these as starting-points, rather than rules.Some examples are: Wh-word questions: falling intonationYes/No questions: risingStatements: fallingQuestion-Tags: chat-falling; check-risingLists: rising, rising, rising, fallingWhen practicing these c

49、onstructions, I include activities focusing specifically on intonation.For example, Question-Tags: Students in groups are assigned jobs to mime to each other. Students make notes about what they think each persons job is. They then have to check theyve understood the jobs: Students use rising/fallin

50、g intonation question-tags depending how sure they are: Youre a pilot, arent you? .At the end, students confirm their jobs.Intonation and attitudeIts important that students are aware of the strong link between intonation and attitude, even if its difficult to provide rules here.The first thing is f

51、or learners to recognise the effect of intonation changes. I say the word bananasfirstly with an interested intonation(varied tone); then uninterested(flat). Students identify the two and describe the difference. We then brainstorm attitudes, such as enthusiasticboredsurprisedrelieved. I say bananas

52、 for these. Students then do the same in pairs, guessing each others attitude.This can be developed by asking students to greet everybody with a particular attitude. At the end, the class identify each persons attitude. For younger learners, I use Mr Men characters(Miss Happy, Mr Grumpy, Miss Fright

53、ened, etc. ). Each student is allocated a character and, as above, they greet the class with that characters voice.Intonation and discourseLearners also need awareness of intonation in longer stretches of language. Here, we can give our learners clearer guidelines: new information=fall tone; shared

54、knowledge=fall-rise.A simple shopping dialogue demonstrates this: SK: Can I help you? C: Id like a chocolate(fall)ice-cream.SK: One chocolate(fall-rise)ice-cream. Anything else? C: One strawberry(fall)ice-cream.SK: One chocolate(fall), one strawberry(fall). Anything else? C: Yes. One chocolate(fall)

55、, one strawberry(fall), and one vanilla(fall-rise).Higher level students can identify thenew/shared information, and then practice reading accordingly.With lower level students, we memorise the dialogue together. Although I dont refer to intonation directly, I use my hands to indicate it(fall=hand pointing down; fall-rise=down then up). Students then prepare their own dialogues. Ive found my learners pick up these patterns very quickly. 希望對(duì)大家有所幫助，多謝您的瀏覽！