资源简介

Unit5 Listening and Speaking
课时内容
Talk about music preferences
主题语境：人与社会 主题群：文学、艺术与体育
子主题：音乐 语篇类型：图片、听力文本
文本分析：听力文本包含三个短对话，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。在对话中，说话者多次使用了一种常用的策略-解释策略 (paraphrase)。
课时目标
学完本课后，学生能够：
1. 听懂听力文本中关于谈论音乐喜好的内容，并归纳出对话大意。
2. 理解并学会在听力中运用解释策略。
3. 能够结合实际，理解并描述不同类型的音乐及简单谈论其特点。 4.了解爆破音和不完全爆破现象。
5.谈论自己对音乐的喜好和理由以及对音乐的感受。
重点难点 重点
1. 准确理解和归纳听力文本中关于谈论音乐喜好的内容。
2. 和同伴交流表达自己对音乐的喜好和理由以及对音乐的感受。 3.掌握爆破音和不完全爆破现象。
难点
1.了解并谈论常见音乐的类型及特点。
2. 听力中解释策略的理解与运用。
教学准备 教师准备
1.了解音乐的相关知识。
2. 准备不同类型的音乐的相关图片、音频片段或视频等。 3.准备好相关教学设备。
学生准备
预习与音乐相关的词汇，利用网络了解不同音乐类型的相关知识。
精彩课堂
Step1学习理解
活动一：感知与注意 1.Lead-in.
Ask students to look at the picture and read the quote on the Opening Page.Then have them work in pairs and discuss the following questions.
·Do you know the meaning of the quote "Music is the universal language of mankind." ·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:
· 音乐是人类通用的语言。
·The performers are all playing instruments as part of an orchestra.
·The place where the performance is being given looks like somewhere built especially for such performances.Their seats are arranged on different levels so the conductor can see everyone in the orchestra.
【设计意图】通过对本单元的主题图和朗费罗的名言进行讨论导入本课，简单直观，有利于 激活学生关于音乐的背景知识，帮助学生形成音乐是人类通用的语言的初步认识。
2.Brainstorm.
Ask students to discuss the question.
·What types of music do you know
(
Suggested
answer:
) (
hip-hop
music
rap
music
choral music
Chinese traditional music
Rock‘n'roll
folk mu
si
c
jazz
country music
Types
of
music
classical
music
)
【设计意图】利用思维导图梳理音乐的种类，激活学生对音乐类型的已有认知，为听力做铺 垫。
3.Discuss and match.
(1)Before listening,ask students to discuss the question in groups.(Activity 1) ·What are the people doing in the pictures
Suggested answer:
(
·
)Picture 1:The man is conducting an orchestra.
Picture 2:The woman is playing the guqin. Picture 3:The man is playing the guitar.
Picture 4:The men are singing or rapping into microphones.
^-+-十-十-十=十=十“十-十-十“十-十-十-十-+ 十 - 十 十 - - 十 = 十 - 十 - +
(2)Ask students to match the pictures with the correct types of music.(Activity 2)
Suggested answers:
①B ②A ③C ④D
【设计意图】通过描述图片内容以及匹配音乐类型名称与图片，初步感知中外乐器、旨乐的 异同。
活动二：获取与梳理
1.Listen for the main ideas.
Ask students to listen to the interviews and draw lines between the words to make complete sentences.Tell students that some words will not be used.(Activity 3)
Suggested answers:
①The first student likes to listen to country music.
②The second student likes to dance to hip-hop music.
③The third student likes to play classical music.
【设计意图】该任务帮助学生初步了解听力文本内容，锻炼学生在听力过程中准确获取每部 分主旨大意的能力。
2.Listen for detailed information.
(1)Ask students to go through the listening strategy and make sure students understand it. Paraphrase
When you want to explain something difficult to somebody,it is helpful to use easier words with the same meaning.This will help you make it easier to understand.
(2)Ask students to listen to the interviews again and complete the sentences.(Activity 4)
Suggested answers:
①full;feeling ②dance ③peaceful;beautiful
【设计意图】进一步熟悉听力文本，获取访问的细节信息，引导学生关注关键词，为后面讲 述解释策略进行铺垫。
活动三：概括与整合
Summarise the listening strategy and tell students how to use paraphrase.
Suggested answer:
Four tips for paraphrasing:
①Start your first sentence at a different point from that of the original source.
②Use synonyms (easier words that mean the same thing).
③Change the sentence structures (e.g.from active voice to passive voice).
④ Break the information into separate sentences.
【设计意图】总结、梳理、概括解释策略的具体应用，为后面的活动打好语言基础。 Stepll 应用实践
活动四：描述与阐释
1.Ask students to listen to the interviews for the third time and read the script of the interviews. Have students feel how paraphrasing works in the interviews.
【设计意图】听力之后，通过朗读采访文稿，再次感受解释策略的具体应用和在交谈中的效 果。
2.Discuss.
Ask students to discuss the questions with their classmates.(Activity 5)
·Do these types of music make you feel the same as the students Why or why not ·What type of music do you not like,and how does it make you feel
Suggested answers
·Classical music also makes me feel relaxed because I also find it peaceful and beautiful. ·I don't like heavy metal music at all.It's too loud and fast.It gives me a headache!
【设计意图】听力之后让学生结合自己的实际情况，评价不同类型的音乐并描述自己的喜好， 为接下来的活动任务进行简单的语言和内容铺垫。
活动五：内化与运用
1.Ask students to list some expressions for making a conversation on musical preferences.
Suggested answer:
·touches my heart/soul
·makes me happy/want to dance ·gives me energy/hope
·helps me exercise/study ·sounds peaceful/beautiful
·reminds me of home/people l love
2.Pair work.
Ask students to talk in pairs and interview each other about music.Have them use the pictures for ideas.(Activity 6)
Suggested answer:
A:What kind of music do you like
B:I like traditional Chinese music,for example,the music of the pipa,a stringed instrument. A:What makes it so special to you
B:It reminds me of my hometown and the people that I love.My grandmother plays the pipa very well
【设计意图】通过本环节的活动，深化和巩固学生对音乐类型的理解，练习用英语表达自己 的音乐喜好和理由，提升学生的口语表达能力。
StepⅢ 迁移创新
活动六：推理与论证 Pronunciation.
(1)Ask students to read the lyrics from "Blowin'in the Wind"by Bob Dylan.Have them notice how the plosives are pronounced.
How many roads must a man wal(k)down Before you call him a man
How many seas must a whi(te)dove sail Before she sleeps in the sand
Yes,and how many times mus(t)the cannon balls fly Before they're forever banned
The answer,my friend,is blowin'in the wind The answer is blowin'in the wind.
Yes,and how many years can a mountain exist Before it's wash(ed)to the sea
Yes,and how many years can some people exist Before they're allow(ed)to be free
Yes,and how many times can a man turn his head
Pretending he jus(t)doesn'(t)see
The answer,my friend,is blowin'in the wind The answer is blowin'in the wind.
(2)Ask students to repeat after recording.
Related information:
爆破音 plosives:
发音器官在口腔中形成阻碍，然后气流冲破阻碍而发出的音。英语中有6个爆破音，即/p
/、/b/、/t/、/d/、/k/、/g/。
不完全爆破 incomplete explosion:
当发爆破音时，气流不必冲破阻碍，而只是发音器官在口腔中形成阻碍并稍做停顿。也就是 说，做出要发出这个爆破音的准备，但不要发出声来。
当爆破音/p/、/b/、/t/、/d/、/k/、/9/ 在与爆破音或其他一些辅音连用时，第 一个爆破音只按发音部位形成阻碍，但不发生爆破，稍停即发出后一个爆破音。不完全爆破 可以发生在一个单词中，如pi(c)ture, 也可发生在一个句子的同一个意群内。
【设计意图】通过读歌词关注和感知爆破音和不完全爆破现象，内化对不完全爆破的理解。 活动七：批判与评价
Ask students to work in groups and do a survey about the group members 'music preferences and reasons.Have them voice their opinions and feelings about different types of music.
【设计意图】小组合作，对组员的音乐喜好及其理由进行调查，并发表关于不同种类音乐观 点和感受，将课堂所学句型等进行延伸和拓展。
活动八：想象与创造
Tell students that their school is going to hold an English singing contest for native and origin students and teachers.Ask students to work in groups and make a plan for the English singing
contest
【设计意图】英语歌唱比赛，有利于培养学生的英语表现力，提高学生学习英语的兴趣，提 高学生的音乐鉴赏水平。个性化、体验式教学，可以提高学生语言学习的兴趣。
板书设计
Unit 5Music
Period /Listening and Speaking Talk about music preferences
Types of music Paraphrase
Plosives and incomplete explosion

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