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Unit 5 Music
Listening and Speaking 教案
教材分析：
该板块的主题是“谈论喜爱的音乐”（talk about music preference）。听力文本包含三个段对话，是一名记者对三个学生的采访，采访学生喜欢的音乐类型及其原因。三个对话结构大体一致，重点问句是“What kind of music do you like Why ”。学生需要完成听力理解活动，获取关键信息，掌握听力策略，基于所学内容表达自己的真情实感。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握不同音乐类型的词汇，如“country, classical, hip-hop, techno, ...”；掌握“不完全爆破”的发音规则；在不同情境中熟练使用询问音乐喜好和表达原因的结构。
思维品质上，发散思维，从多元的视角看待不同类型的音乐，用批判性地眼光审视他人的观点，形成自己独特的见解。
文化品格上，了解不同类型的音乐和乐器，感知音乐的独特魅力，用音乐拉近人与人之间的距离，比较中西方音乐的不同，加深对文化的理解。
学习能力上，掌握解释策略，听取关键信息，基于所学表达，清晰流畅地询问和表达自己的音乐喜好。
教学重点：
学生能够在不同情境中掌握和运用解释策略。
学生能够运用所学结构询问和表达音乐喜好，并解释原因。
教学难点：
学生对不同的音乐类型和乐器名称缺乏了解。
学生发散思维，从不同角度思考问题。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Welcome to the Unit: T asks Ss to tell the meaning of the quote below. Music is the universal language of the mankind. —Henry Wadsworth Longfellow T introduce Henry Wadsworth Longfellow briefly. T asks the question “Why is music the universal language of mankind ” (T gives some clues.) Suggested answers: (1) While we ..., we all share the same emotions when we hear similar chords and melodies. (2) Music allows us to understand each other's facial expressions even if we .... Ss look at the picture in the book and think about the questions below. What do you think the performers are doing on the stage What can you say about the place where they are giving the performance Suggested answers: The performers are all playing instruments as a part of an orchestra. The place ... especially for such performance. Their seats are arranged on different levels .... 欣赏关于音乐的名言名句，介绍诗人的背景知识，拓宽视野，创设问题情境，激发学生积极思考，在认知和主题上为本单元作好准备。 4’ CW
Step 2 Lead-in: Ss watch a video and pick the type of music they like best and express their feelings. And T shows a table to summarise Ss opinions for preparing following contents. Ss discuss the questions in groups before listening. What are the people doing in the pictures below While checking the answers, T needs to highlight the features of each picture from clothing, instrument and so on to lead in the theme and topic. T plays music and asks Ss to guess what kind of music it is for making deeper sense about what they are. 播放视频，引发学生思考，表达自己的感受，激发学习兴趣;看图讨论问题，初步了解不同音乐;熟悉不同音乐类型的词汇。播放音乐，有利于学生亲身感受不同的音乐类型，提高课堂趣味性。 15’ CW/GW
Step 3 Listen and draw lines: Ss listen to the interview and draw lines between the words to make complete sentences. (T teaches Ss the listening strategy: pay attention to the key words.) 训练学生听取主要信息的能力。 5’ IW/CW
Step 4 Listen and complete: T teaches listening strategy: paraphrase. e.g. My dog speedily gulped his food. My dog ate his food quickly. Ss listen to the interviews again and complete the sentences with the words you hear. 训练学生掌握听力策略——解释策略。 3’ IW/CW
Step 5 Discussion: Ss discuss the questions below with their classmates. And T analyses the feelings of the students and guesses the reason for their statements. Suggested answers: (1) Yes. We both feel relaxed and comfortable when listening to country music. No. Some students feel excited when listening to the hip-hop, while others feel boring. (2) Heavy metal music. It is so noisy that makes me feel annoyed. 发散学生思维，从不同的角度审视音乐，敢于表达不同的态度和观点。 10’ GW
Step 6 Pair work: Ss work in pairs and interview each other about music. T teaches expressions for expressing reasons for liking music: touches my heart/soul; makes me happy/want to dance; gives me energy/hope; ... T leads Ss to learn about more different types of music, such as Jazz, techno, blues, heavy metal, disco, ... After that, T introduces different musical instruments: wind, string and percussion instrument with the help of pictures 拓展学生的主题相关的词汇和句式表达，扩宽学生知识面，为学生对话交流提供语言支持。 20’ GW
Step 7 Presentation: After practicing, Ss present their conversations to the class 提高学生语言表达能力。 10’ CW
Step 8 Question: T plays a video about Chinese traditional and foreign musical instruments. Ss think about the questions Do you like Chinese traditional musical instruments or foreign musical instruments better Why Do you think there is a winner between Chinese traditional musical instruments and foreign musical instruments Why or why not Suggested answers: (1) I like Chinese traditional ..., because they are the wealth our ancestors leave us and I love Chinese style. / I like foreign musical ..., because they sound classical and romantic and I'm interested in western cultures behind them. (2) Yes. I think Chinese traditional ..., because they have thousand years of history, which includes deeper cultures. No. I think there is no winner between the two instruments, because there are both similarities and differences between them, and each has its own values and cultures. The point is to absorb the essence of foreign music and to promote Chinese traditional music better. 比较中西方乐器的不同，加深对中西方文化的理解，提高艺术鉴赏能力，辩证思考音乐中文化的体现。综合使用语言技能，提高语言能力和思维品质。 15’ IW/CW
Step 9 Key words: T teaches new word by presenting collocations, examples, and pictures. T can encourage Ss to make up sentences by using the words they’ve learnt. 提高学生词汇学习的效率，加深对生词的印象。 8’ CW
Step 10 Pronunciation: Read the lyrics below from “Blowing in the wind” by Bob Dylan. Notice how the plosives are pronounced. At the same time, T plays the song T plays a video about an unreleased stop (不完全爆破). Ss repeat the lyrics after the recording. 训练学生掌握“不完全爆破”的发音规则。 15’ CW
Step 11 Homework: Thinking: Do you agree or disagree on the quote “Music is the universal language of the mankind” Why 激发学生发散思维，培养批判性能力。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否掌握和运用解释策略，听取关键信息。
学生通过本课时学习，能否发散思维，从多元视角看待不同类型的音乐，批判地审视音乐的功能，形成自己的观点。
学生通过本课时学习，能否掌握不同音乐类型和乐器的词汇，熟练运用所学结构表达自己的音乐喜好。

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