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第一册unit 11 the sound around us

Teaching Plan for Unit 11

The sounds of the world

This unit mainly talks about different kinds of music with the title The sounds of the world.

1. Teaching aims and demands

类  别	课程标准要求掌握的项目
话  题	1)      Talk about different kinds of music 2)      Discuss characteristics of different kinds of music and differences between them 3)      Write a comparison essay
功 能	Giving advice and making suggestions You’d better (not)… You should/ought to… You need (to) … Shall we…? Let’s… What/How about…? Why not…? Why don’t you…? I think … I am sure (that)… Maybe you could…
词汇	suggestion  musical  instrument  perform  performer  blues  characteristic  slave  jazz  contain  traditional  spread  variety  universal  folk  guitar  record  satisfy  inner  desire  emotion  process  musician  totally  express  intelligence  chant
	in common  turn into
语法	The passive voice in different tenses 1)      一般现在时（am\is\are done） Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor. 2)      一般过去时（was\were done） Ricky Martin performed the song of the 1998 World Cup. →The song of the 1998 World Cup was performed by Ricky Martin. 3)      现在进行时（am\is\are being done） Everyone in the country is singing the beautiful song. →The beautiful song is being sung by everyone in the country. 4)      过去进行时（was\were being done） Smith was weighing the baby elephant. →The baby elephant was being weighed by Smith. 5)     一般将来时（will be done） The famous band will give a performance in the Capital Concert Hall. →A performance will be given by the famous band in the Capital Concert Hall. 6)      过去将来时（would be done） He knew that they would invite him to perform in the New Year’s Concert. →He knew that he would be invited to perform in the New Year’s Concert. 7)      现在完成时（have\has been done） They have picked out the top ten pop songs → The top ten pop songs have been picked out. 8)      过去完成时（had been done） The headmaster had given the boy a golden pen. → The boy had been given a golden pen by the headmaster.

2. 教学内容分析

本单元的中心话题是“音乐”。语言技能和语言知识几乎都围绕“音乐”这一中心话题设计的。由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。

“热身”(Warming up)部分提供了地图，然后听音乐，要求学生明白所听音乐来自哪里，并展开讨论。这部分的目的是呈现本单元的中心话题——音乐，帮助学生在大脑中形成一个有关“音乐”的信息包，并复习或学习有关音乐的词和句型。

“听力”(Listening)部分提供了三首歌曲，要求学生通过听弄清歌名，歌词大意并对这些歌曲谈感受。

“口语”(Speaking)部分提供了Joe和Susan之间的对话。Peter的生日就要到了，Joe想送Peter生日礼物，于是征求Susan的意见，从而引出了asking and giving advice.整个活动以说为主，同时涉及了听、读、写的技能。这一设计训练学生在比较真实情景中口头表达的能力和丰富他们asking and giving advice的句型。

“读前”(Pre-reading)提供了有关“音乐”话题的四个问题。引导学生为下一不“阅读”作好思想准备。

“阅读”(Reading)部分介绍了一些有趣的音乐风格，如blues\hip-hop\rap\Latin music等。

“读后”(Post-reading)部分分两块。第一块要求学生在小组里讨论四个问题，其中前两个问题是针对文章的理解，评价学生对文章理解的程度；第三个问题要求学生结合文章谈论自己的看法；第四个问题是开发性的，目的在于培养学生的思辩能力。第二块要求学生根据课文对所设计的六个句子先判断正误，然后加以改正。

“语言学习”(Language study)分词汇和语法两部分。判断一个人词汇量的大小，应该看两个方面，一个是外在数量，即单词的个数；另一个是内在数量，即单词词义的个数。本教材与旧教材相比，大大重视单词词义的个数，本单元讲解了四个词汇：beat\pick\rock\style,每个词都讲解了三个用法。语法部分是各种时态的主动语态和被动语态的转换。

“综合技能”(Integrating skills)提供了一篇北京师范大学2001级学生曹向前同学写的文章（经过改写）Pop Versus Rock。文中着重阐述了Pop songs 和Rock songs之间的区别。通过对这篇文章的学习，要求学生写一篇题为Traditional Chinese music vs Modern Chinese music的文章。

“学习建议”（Tips）部分提供了有关话题“音乐”的总结性语言。

“复习要点”(Checkpoint)部分简要地总结了本单元的语法要点——The Passive Voice in Different Tenses,并且设计了练习，帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。

3. Teaching procedures:

This unit consists of 10 parts: warming up\listening\speaking\pre-reading\reading\post-reading \ language study \ integrating skills \ tips\ and checkpoints. I plan to cover this unit in 6 periods. Period One: Warming up and Listening \ Period Two: Speaking \ Period Three: Pre-reading Reading and Post-reading \ Period Four:Post-reading and Word-study \Period Five: Grammar\ Period Six: Integrating skills

4. 教学评估(Assessment)

1)      自我评估(Self-assessment)（了解学生对本单元的学习情况）

要求学生自我评估可以提高学生学习的主动性和积极性，促进学生对自己的学习进行反思，并能帮助学生掌握评估技术，增加教师的评估信息。通过自我评估，学生可设定目标，并更清楚地认识到自己的优势与不足。

  设计本单元的自我评价：根据自己的实际情况回答下列问题，并存入个人学习档案：

(1) What is the most important thing you learned in this unit?

(2) What do you think you did best in this unit?

(3) What do you find the most difficult in this unit?

(4) Where do you see the most improvement?

(5) Where do you need to work harder?

2) 同伴评估(Peer-assessment)（了解学生的学习情感、策略）

  沟通技能和合作技能在同伴评估中十分重要。同学间彼此信任和真诚的互相评估需要长时间来培养。但是同伴评估可以通过简单的活动来实施。例如：如果一个小组要完成一项任务，组中每个成员都要做出贡献，共同完成任务。每个成员都要评估自己和他人的贡献。也可以由一组或几组同学在班上演示他们完成的任务，有其他同学根据制定好的表格对他们做出评价。

  设计本单元的同伴评估：由组长或指定学生负责，组织小组反思，填写下表，并存入小组学习档案：

 

 Period One

(Warming up and Listening)

Step 1 Warming-up

Before class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan,《人猿泰山》)(2) Where do you think the song comes from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions.

Step 2 Brainstorming

  Do you know any other songs? In this way, Ss think about as many songs as possible.

Step 3 Discussion

  Ss work in groups of 4. They talk about the songs they are interested in.

Step 4 Demonstration

  After discussion, choose one of the students in their group to report the result of their discussion.

Step 5 Finding a place

(Show a map of picture)

  T shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.

Step 6 Listening

  Ask Ss to listen to the music on the tape to find where the music comes from.

Song 1 二泉映月 (folk music)

Song 2 Beat it by Michael Jackson from America (rock music)

Song 2 Take me home, Country roads by John Denver from Europe (American country music)

Step 7 Listening and discussion

  Listen to the music several times and then discuss the following questions with group members. (1) Which piece of music do you like best? Why? (2) What makes you think this music comes from… (3) What are the differences between the songs you have heard? (4) Can you guess what the songs are about?

Step 8 Demonstration

After discussion, Ss choose one of the students in their group to report the result of their discussion.

Step 9 Listening

  Listen to the three songs on the tape and then fill out the form below.

	1	2	3
What would be a good title for the song?
What is the song about?
How does the song make you feel?
Do you like the song? (1=not at all, 10=very much
How would you describe the song?

Play the tape several times so that Ss can fully understand them.

Song 1: Edelweiss

Song 2: I’m right here waiting

Song 3: Love me tender

Step 10 Group-work

  When Ss fill out the form above, they discuss each question and then report the result each other.

Step 11 Demonstration

Choose one of the students in their group to report the result of their discussion.

Step 12 Listening

 If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.

Homework:

1.       Finish off the workbook exercises.

Find as many kinds of musical instrument as possible. (Consult the website:www.villa123.com)

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