2019-2020年高中英语Module3《InterpersonalRelationships-F

2019-2020 年高中英语Module 3 《Interpersonal
Relationships-Friendship 》教案外研版选修6
Teach ing aims:
1. To in troduce the in terpers onal relati on ships betwee n pers ons and how
to improve frien dship.
2. To know the forms of hav ing done and v-i ng and v-ed and lear n how to use them.
3. According to learning the materials, makethe Ss form active friendship with others.
Importa nt and difficult poin ts:
1. Get stude nts to know how to deal with the in terpers onal relati on ships and form good frie ndship.
2. Make the Ss know how to use the form of having done and make sure its real meaning.
3. Help students to know how to set up healthy and positive in western coun tries.
Teach ing procedures:
Step 1. In this part, the teacher can let the Ss answer the following two questio ns in order to in troduce the new module.
1. What do you think of friendship?
2. How can you make good friends?
Ask every stude nt to choose the stateme nts they agree on.
Step 2. Ask the Ss to learn the new words in the following ways. Here take chat and relati on ship for example.
The first method: expla in the meaning of the word.
What is chat? Whe n you talk about uni mporta nt thi ngs in a frie ndly way, you chat. People ofte n chat about daily happe nin gs. Do you think so? Who chat more in out daily
life, men or wome n? What is relati on ship? If you and your frie nd are very good to each other, your relati on ship called frien dship. Do you have frie ndship with your classmates?
The sec ond method: accord ing to the circumsta nces to lear n word.
Chat: In my spare time, I sometimes chat about interesting things with my frien ds, such as films we have see n, sport games we have watched. What do you chat about? Are you in terested in pop stars? Do you chat about them?
Relati on ship: XXXis my good frie nd. Wehave good relatio nship betwee n us. This good relati on ship is frie ndship. It is very importa nt to both of us.
With this friendship we can help each other in our lessons. Webenefit from our friendship. Do you have good relationship with your classmates?
Step 3. Ask every two Ss to match A with B to make plete senten ces. The n ask some Ss to read their senten ces to all the Ss.
Ask every group of Ss to set off activity and the n choose the Ss who talk best in their group. And then ask the best student in every group to talk to all the Ss.
Step 4. Ask every stude nt to read the give n senten ces in the book aloud and then ask every two Ss to say more sentences describing characters. Ask all the Ss to add the sentences describing the relation between characters and sum them up.
Ask every two Ss to do the questio ns for Activity2.
Listen to the tape and tell the Ss to pay attention the part they will play.
Ask two Ss to act it out, one stude nt plays Liao Mei and ano ther asks Liao Mei the questio ns about Chaosu.
Step 1. Tell the Ss that we have learned about the importance of the relation between persons. And all of us should keep good interpersonal relationship to the others. Now we will learn a story about Roy.
Ask every two Ss to read some passages and guess the main idea of the text and then municate with each other.
Read the whole text and ask every student to answer the questions according to the
information. Now listen to the tape and check their answers. The teacher asks the Ss more questions about the text.
Step 2. Ask the Ss to read the text again and organize the Ss to explain the words and phrases in English in order to draw the Ss ' attention to
the words.
Ask the Ss to do the exercises by themselves and the teacher check and correct the answers..
Ask the Ss to read the text quickly and then do exercises in Activity5, then the teacher check and correct the answers to all the Ss.
Step 3. Important words or phrases
1. He was standing in the centre of a group of boys, and he was telling a joke.
Here tell a joke is a phrase; its meaning is to tell funny stories to somebody. 说笑话
e.g. 他经常给孩子们讲笑话所以孩子们都很喜欢他。

He often tells a joke to the children, so all of them like him.
In addition, we can use tell in many other phrases. For example:
tell a story 讲故事；tell the truth 说出真相；tell a lie 撒谎；tell the
difference between the two 说出两者的区别；tell its own tale 不说自明；tell tales 揭人隐私，搬弄是非
2. When he reached the final line, every one burst out laughing.
Here burst out is a phrase; its meaning is suddenly begin doing sth. 然开始做某事
burst out laughing 突然大笑起来；it can be translated into burst into laughter
e.g. 看到妈妈那孩子突然嚎啕大哭起来。

The child burst out crying/burst into crying at the sight of his mother.
3. But just under a year ago, Roy 's father was knocked over by a car.
Here knock over is a phrase; its meaning is sb. by striking him 撞倒某人
e.g. 昨天晚上当他散步时被一辆车撞倒了。

Whenhe was walking in the street, he was knocked over by a car last night.
Here tell the Ss some more phrases about knock.
knock sb. on the head 打某人的头；knock one 's head against the door 把
头撞到门上；knock sth. in/into sth. 将某物打进某物
4. At that moment, the door swung open.
Here swing is a verb; its meaning is move to and fro while hanging or supported 前后摆动，摇摆。

e.g. 他走路时摆动着手臂。

His arms swung as he walked.
In addition, the word swing has other meanings. For example
(1) 急转身；急旋转；急回头
e.g. 当那人试图使快艇转弯时，方向盘脱手了。

As the man tried to swing the speed-boat round, the steering-wheel came away in his hands.
⑵剧变，骤变
e.g.他转喜为悲。

He swung from happ in ess to rears.
5. My mouth fell open and I just looked at him.
Here the word fall is a link verb; its meaning is bee 变得。

And it is followed by prep.
e.g.短缺(某物)fall short (of sth.) 睡着fall asleep
Step1. Ask the Ss to read the passage and think about the questions.
Ask every two Ss to discuss the questi ons.
Ask all the Ss to do it and then ask three or four Ss to answer the question.
Do you thi nk good frie nds should n ever quarrel? Why or why not ?
Step 2. Let the Ss to read the words in the box after the teacher.
Ask the Ss to read the short passage and explain the words hurt, personality, quarrel accord ing to the con text. If the Ss have difficulty in doing this the teacher can give them a hand.
The teacher asks the Ss questi ons and let the Ss an swer them as quickly as possible.
Listen to the tape and ask the Ss to write down the information using key words. Then ask some Ss to say some senten ces about the topic.
Listen to the tape again and ask the Ss to correct their answers if necessary the teacher can let the Ss listen to the tape for the third time.
Step 3. Ask the Ss to read the senten ces in the book and the teacher can add the follow ing senten ces.
1. Walking through the street, he caught sight of a tailor 's shop.
2. Playing football on the ground, he hurt his leg.
The teacher tells the Ss about having done using the designed questions
in the book and the added examples.
1. The form of having done meansthe action happens before the main action, but the
form of doing means the action and the main action happens at the same time.
2. The form of having done has the same subject as the form of doing.
3. The forms of having done and doing all express initiative to the subject.
Step 4. Ask the Ss to finish the exercises in Activity2, but the teacher
must let the Ss pare the form of having done with the form of doing.
For example
Activity2
I felt shy and lonely at my school because I had lost all my old friends.
Havi ng lost …
I enjoyed my stay in London better than my friend because I know English. Knowing English …
Activity4
After I had been to his house a few times, I started to get to know his family. Having been to …
When he heard the news, he let out a cry of surprise.
Hearing the news …
The teacher can add the following exercises to strengthen the Ss ' understanding about the form of having done and the form of doing.
1. The dog jumped and ran forward, ______ (follow) his master.
2. _____ (carry ) out the task ahead of time, he was praised by his boss.
3. The students were in high spirits, ______ (sing) all the day.
4. _____ (live) there for a long time, he is used to the food there.
5. _____ (hurry)into the room, he noticed something unusual.
6. _____ (walk)home along the street, he came across an old friend.
7. _____ (not receive)an answer, he wrote to him again.
Step 1. Ask the Ss to write a draft according to the prompt. Then ask every two Ss to read the position each other and point out the mistakes and correct them at on ce. Fin ally copy the corrected positi on on their textbook.
Step 2. Ask all the Ss to read the senten ces on the book and choose the an swers by themselves. Let all the Ss check the an swers and point out the phrases or drills that they are not familiar. And the teacher can explain them to the Ss. The followi ng are some sen ten ces you can choose to give the Ss.
Read the follow ing and guess the meaning of the idioms in bold.
1. We are getting on well because we are two of a kind —Tom and I —we' re
both quite lively. We found that we had lots of things we both liked.
2. After they stayed apart for several years, they found they had bee so
different so they didn ' t click with each other any more.
3. He is so excelle nt and does so well in his less on s. It ' s my guess that
he will go to a good university in the future.
4. The students that graduated from the same school in 1997 want to get together. They
' d like to see their old school and remember the days whe n they studied together.
Step 3.
Ask every two Ss to finish the program from1 to 5.
Ask every four Ss to talk about the two questions and exchange their own opinions.
The two questions
What did you learn from the experience?
Give advice on how to keep friends.
Step 4. Ask the Ss to finish the blanks in Activity1.
The teacher asks the questions in Activity2 and sum them up.
Remember to do something: you must do it.
Remember doing something: you did it before.
Regret to do something: you feel sorry for what you are going to do.
Regret doing something: you feel sorry for what you have done.
Step 5.
Ask the Ss to finish the exercises in Activity3.
The teacher let the Ss to sum them up.
Stop to do something: You stop the work you have been doing in order to do it. (“to do ” is used as the adverbial of purpose .)
Stop doing something: You stop the work you have been doing; you no longer do what have been doing. ( “doing ” is used as the object to “stop ” .)
Forget to do something: You should do it, but you haven 't done it.
Forget doing something: You have done it, but you forget about it.
Go on to do something: You finish doing what you have been doing and move on to something else.
Go on doing something: You continue doing what you have been doing.
Step 6. Ask the Ss to read the passage and then get a main idea of the passage.
Step 7. Read the passage and nu mber the sen ten ces in Activity 2 in the order they appear.
An swers of Activity 3: e b f d g a c.
An swers of Activity 4: 3
Step 8: Ask the Ss to work in pairs and discuss the an swers to the questi ons.
1 Did you have a close friend whe n you were a young child?
What sort of things did you do together?
2 Are you still in touch with this pers on?
If so, have you remained in touch all the time?
If not, whe n did you lose touch?
Did someth ing special happe n which cha nged your frien dship?
3 How many friends do you still know from your primary school or before?
Do you still get on well with them, or have you grow n apart?
4 What are the most importa nt features of a good frien dship?
What are the dan gers?
Step1. The teacher can follow the following advice to lead the Ss into Cultural Corner.
Will you miss a friend if you haven ' t seen him or her for a long time?
In our real life, we may lose touch with friends after we stay away from each other for a long time. How can you find a friend with whom you have lost touch? Tell the class as many ways as possible.
Step 2. Listen to the tape and read the text and then tell the main idea in two or three sentences.
It tells about a website called Friends Reunited. It tells us howthe website was set up and how it helps old friends to get in touch again after they haven't seen each other for a long time. It also tells us the ways of using this website and gives examples to show how this
website has helped many people.
Step 3. Read the text again and find the main idea of each paragraph.
Paragraph1: The website called Friends Reunited brings together old friends who haven't seen each for a long time.
Paragraph2: How the website was set up and developed.
Paragraph3: How people find old friends, using the website.
Paragraph4: A few examples to show how helpful the website is.
Step 4. Ask every group to discuss the two questions. After the discussion the teacher can ask several Ss to give a speech to all the class.
Read the text again and ask the Ss to answer the following questions.
1. What kind of website is Friends Reunited?
2. Why was it set up and how did it develop?
3. How can we find our old friends by using this website?
4. How did the writer show us that the website was very helpful?
Step 5. Ask the Ss to read the Module File carefully. And think how much content have they grasp. Then write down the parts they don't understand. Finally ask the Ss to solve the problems according to referring to learning materials or ask the teacher or classmates.
Step 1. Ask the Ss to read the passage.
Step 2. Do the exercises in the book.
Step 3. Ask the Ss work in pairs. Write dow n eight or ten words which make the Ss think of frien dship or love.
2019-2020年高中英语Module 3《music》教案外研版必修2
Aims and requireme nts
•To en able the stude nts to liste n and talk about likes and dislikes (especially
about music and musicia ns),e ncouragi ng them to try the vocabulary and everyday
En glish in this un it
•To develop the stude nts ' reading ability
•To help the students learn and use two grammars (adverbial clause of time and the past perfect ten se) in differe nt situati ons
• To help the students to write a biography of a person, using the time expressions in Grammar 1
Teaching procedures
Period 1 Introduction ，Warming up
Teaching aims:
Enabling the students to
1. know some words about music
2. know something about three great posers
step1. Warming up by listening pieces of music and asking
will be best) questions
Play several pieces of music (music from Haydn, Mozart and Beethoven
to let the students listen and appreciate, then ask them:
1) Do you like music?
2) What about these pieces?
3) What is your favorite kind of music?
4) Who is your favorite musician? And who is your favorite poser?
step2. Warmi ng up by show ing some pictures and discuss ing
1) Do you know who they are?
2) What kind of things are these pictures connected with, scienee, culture, politics, pain ti ng, draw ing or music?
step3. Warming up by liste ning to a piece of music
Good morning, class. Today we are going to read a passage about three great musicians who are all posers. A poser is a musicia n who writes pieces of beautiful music for
others to sing or to play. Now,let ' s listen to a piece of music.(the teacher plays
a piece of music ——er qua n yin gyue)
1. do you know what kind of music it is?
2. whose work is it?
3. what kind of music is it?
4. what is your feeli ng after liste ning to it?
Step 4 show the followi ng pictures
And make the stude nts familiar with these new words:
Piano violi n saxph one drum erhu guitar
now please match these musical in strume nts with their n ames.
Step 5 work in groups to discuss these questi ons:
1. which of the in strume nts do you like liste ning to?
2. which famous musicia ns play them?
3. is the chi nese in strume nts differe nt from the other in strume nts?describe the differe nce,if there
is one.
Step6 summary and homework:
ve also Today we ' ve learnt the Introduction,know something about music,and we learnt some new words. The homework:
1. Try to in struct your favorite musicia n to your class orally.
2. Lear n the new words aga in, using the dict ionary if n ecessary
Periods 2 Readi ng and Vocabulary
Teach ing Aims:
Train the stude nts' readi ng ability.
Lear n some useful words and expressi ons.
Teach ing Importa nt Poin ts.
Help the stude nts to un dersta nd the passage better.
Lear n and master some importa nt words and phrases in this period.
Teach ing Difficult Poin ts:
How to help the students improve their reading and understand the passage better.
Teach ing Methods:
Fast readi ng to get the gen eral idea of the text.
Careful readi ng to un dersta nd the passage better.
Discussi on to help the stude nts un dersta nd what they've lear ned better. Teaching procedure. Step 1 Lead --in
The teacher may play a kind of music written by Beethoven.
------ What kind of music do you think it?
--- Who do you know wrote it ?
The teacher may discuss the questions and answer them freely.
T: As we know, there are various kinds of music around the world. They all have their own obvious characteristic. And also there were famous posers such as Joseph Haydn, Mozart, and Beethoven. Today we may learn of their life from the text.
Step 2 Reading prehension.
Fast reading: Read the passage quickly and choose the best title.
A. Three Great Austrian posers.
B. Three Great poser of the eighteenth Century.
C. Three Great Child posers.
Key: B .
Nowlet's read the passage again, underline new words in the text and decide whether the following statements are right or not.
1. The three posers were all born in Austria.
2. Mozart had a beautiful singing voice.
3. Mozart died before his fortieth birthday.
4. Beethoven once worked at the court of a prince, who began to go deaf when he grew older.
5. Beethoven had ever met Haydn, but he didn't think he taught him a lot.
6. Both Haydn and Mozart had fathers who were musicians.
Key:
1. F Beethoven was born in Bonn, Germany.
2. F. Haydn had a good singing voice.
3. T
4. F. Haydn once worked at the court of a prince, but he didn't go deaf.
5. T
6. F. Haydn was the son of a peasant (The teacher may begin with the T/F questions orally and this is
a good time to
test their listening abilities as well as their prehension of the text.)
Step 3 Read and liste n to the passage. Mean while, some more questi ons are wait ing
for you.
1. How did Haydn change the form of symphonies?
2. How long did he work in eastern Austria?
3. How many pieces of music did Mozart pose?
4. How old was he when he played for the Empress of Austria?
5. How long were Mozart and Haydn friends?
6. Who taught Beethoven how to play the piano?
7. Did he stop posing when he became deaf?
Keys:
1 He cha nged the symph ony into a long piece for a large orchestra.
2. 30 years.
3. More than 600 pieces of music.
4. Whe nhe was 6 , he played the harpsichord in a con cert for the Empress of Austria.
Periods 3, Function and Grammar
Teach ing aims: 1 To learn grammar rules
2 To use the grammar rules for correct muni cati on
3 To study co-operately
Teach ing importa nt poin ts: To use the correct tense and the proper conj.
Teach ing difficult poi nts: To use correctly the two ten ses and the three conj.
Teach ing methods: Expla nati on and practice
Teach ing procedure:
Step I Lead-in by telling the class what happened to the Shenzhou 刘
As scie nee and tech no logy is develop ing rapidly, China has achieved a lot in the area
of.Shenzhou 刘launched when/while scientists,engineers
and the whole n ati on were wait ing and watch in g.When I came back homefrom school
and heard the news, I couldn ' t help getting exciteed. I feel
proud of our coun try.
Step n Grammar 1
1 Make sentences with “ whe n , while, e in , have a less on
(Here is a picture of a classroom and a stude nt ing in)
A When he came in, we were havi ng a less on.
B When we were havi ng a less on, he came in.
C While we were havi ng a less on, he came in.
2 Say the meaning of “ as ” in the following sentences.
D As he was a child, he studied draw ing.
E As he grew older, he bega n to go deaf.
F He listened to music as he walked.
当…之时 随着一边…一边…
3 An swer the three questi ons. When we talk about a sin gle eve nt in the past,we use whe n as in A . When we talk about a period of time in the past,we use whe n/ while / as as in B C D.
We use as_to refer to a progressive cha nge as in E F .
_
4 Practice
plete the followi ng sentences with “ whe n ,while , as ”
(1) ___ she was study ing at school, she also sang in the school choir.
(2) _ he was liv ing in Vienna, he studied music.
(3) _ she met bach,she was only 20 years old.
(4) _ he grew older, he found it more difficult to pose music
(5) _ he was playing in the orchestra, he met his wife.
(6) _ he was worki ng in Hollywood, he became ill and died.
(7) _ I listened to the violin solo, I fell in love with classical
(8) _ they toured Europe for 10 years, they finnally
decided to Austrilia.
Step 川 Grammar 2 The past perfect tense
1 Read the follow ing sentences and summarise rules, pay ing atte nti on to ten ses. Fill in the
bla nks.
After Liping had finished doing his homework, he turned on the TV.
After they had got everyth ing ready, they bega n to do the experime nt.
Before he came to our school, he had taught En glish for several years.
Before his letter reached me, I had received his teleph one call.
They had fini shed the project by last mon th.
I had left the country by the time the letter reached me.
had done before did
did after had done
had done by did/past time music. live in
2 Practice
Workbook Grammar (2)(3)(4)
plete the sentences using the verbs in brackets and the past simple or past perfect tense.
Step IV
1 Game Oral practice ,pair work.
Ask and answer questions using all kinds of tenses.
Example:-- When did you have your breakfast this morning?
-- At 6.
-- Have you prepared for the English lesson?
-- Yes, I have. I have finished the exercises in the workbook.
2 Watch a vedio play.
Step V Sum up
Ask some students to make sentences using “ when, while, as, before, after,
Step W Homework: Present a biography of a famous Chinese musician or poser.
Periods 4 Speaking and Writing
Teaching Aims:
1. Knowledge and Skill
a. To develop speaking ability by talking about likes and dislikes.
b. To learn about some vocabulary and knowledge related to music and posers.
c. To develop writing ability by presenting a biography of a famous Chinese musician
or poser.
d. Train the ability of collecting and dealing with information, and develop their abilities
of getting new information, munication and cooperation.
2. Emotion and Values
a. To raise students ' interests in science and form the right attitude towards all kinds of
music.
b. To help them know Chinese traditional music well and cultivate their in playing some
Chinese instrument.
3. Character-building:
a. To make them know how to enjoy different kinds of music.by”
interest
b. Arouse their in terest of play ing some kinds of in strume nt and en rich their leisure time.
4. Cross-cultural awareness
a. To help them know the differe nee betwee n Chi na and some western coun tries in
in strume nts.
b. Cultivate their aware ness of cultural muni cati on through the special
Ian guage —music.
Difficulties and Importanee:
a. To make the students understand and grasp the vocabulary and knowledge related to music.
b. To en able the stude nts to know how to use adverbial clause of time.
Teach ing Method:
a. Task-based methodology
b. muni cative Approach
Teach ing Procedures :
Step 1 Pre-readi ng
Look at the picture and an swer the follow ing questi ons.
1. Who is he?
2. Have you ever know someth ing about him?
Step 2 While-readi ng
a. Skimmi ng
Read the passage quickly, and make a note of some basic information about Ye xiaogang .
Name
Sex
Natio nality
Job
Main achieveme nt
Style of music
Suggested an swers:
b. Detailed readi ng
Read the passage carefully and fill in the bla nks with proper words. Find what Ye Xiaoga ng did or what happe ned to him in the follow ing years :
Step 3. Post-read ing
Discussi on.
1. Are there any similarities between Ye Xiaogang and the European posers you have
read about in this module?
2. Do you think it is a good idea to mix Chinese and western music?
Step 4 Everyday En glish
a. Listen to two people talking about the way they listen to music and answer the
questio ns.
1. How do they listen to it?
2. Are they happy with the way they liste n to music?
3. What does Anna offer to do for Tom?
b. work in pairs. Discuss your favourite music and how you liste n to it.
Step 4 Guided writ ing
Write a short passage of a famous sin ger in China —Han Hong.
The followi ng words may help you:
1. sing well successful song writer
2. born in 1971 in Tibet（西藏）
3. young watch her mother sing and dance
4. at the age of nine professional（专业的）training in Beijing.
5. in 1985 her first national prize
6. write songs in 1993
7. song Hometow n nu mber one in China
Homework:
1. Finish writi ng the biography of Han Hong — a famous Chin ese sin ger.
2. Fin ish other exercises in this module.
Periods 5 culture corner
Teaching aims :
Enabling the students to
1. to know sth about Ye Xiaogang
2. write a biography of a famous Chinese musician or poser.
Teaching steps:
I. Ask some students to say something about Mozart. Give as many details II. Try to think of a Chinese musician or poser , eg. Xu Peidong. Gather these materials.
1. when, where and in what kind of family he/ she was born.
2. how he/ she spent his/ her childhood or youth.
3. about his/ her education
4. what are his/ her famous works
5. what his/ her style is / was
Group work. Ask the students to discuss about the musician or poser.
Then ask some students to stand up to say sth. about the musician or poser. Correct the mistakes if any.
III. Cultural Corner .
Ye Xiaogang
1. Listen to the passage and try to find the answer to this question:
When did his album Horizon appear? (in 1986)
2. Read the passage thoroughly and make a note of the information about Name: ________________ Sex: _________________
Nationality: ____________ Job: __________________
Main achievements: ___________________________________________ Style of music: ___________________________
What he did or happened to him in the following years:
1955: __________________________________________
From 1978 to 1983: __________________________________________
1985: __________________________________________
1986: __________________________________________
1996: __________________________________________
3. Check the answers with the whole class. Then ask one or two students to say sth about Ye Xiaogang with the help of the notes made.
4. Language points:
1) work as
2) leading modern posers 主要作曲家
leading article 社论 the leading cause 主要原因
a leading role 主角
3) mix A with B
= mix A and B together
mix win with water
Never mix with such people.
mix up 弄混，弄错
It ' s mon to mix him up with his brother.
弄乱
mix up the papers
mix up those data
4) receive many prizes
5) part of
IV. Homework:
Write a short passage about the Chinese musician or poser we talked about this period. as possible.
Ye Xiaogang.。