模块3 高中英语外研版必修2

合集下载

英语必修Ⅱ外研版Module3教学课件(共18张)模块归纳

n
12.influence ； influential
recorder 14.mix；mixture
WY ·英语
必修2
Ⅱ.递进式回顾短语
A．短语互译
1． 2． 3． 4．作为„„而出名把„„变成„„ 有史以来对„„留下深刻印象
5．
6． 7．
go deaf
split up make a note of
moment—a feeling of37(happiness)or satisfaction，for
example. But nothing happened. 38(Disappointedly)，I walked off. “It proved to be a waste of 39 ，”I thought.
WY ·英语
必修2
【答案】 understood it.
1.Having been told many times，he finally 2.By the time he was 15，he had written
three novels. 3.It was some old friends that he met at the
/
adj.丢失的；迷失的
10．
11．
n．天分；天赋；才华→
vt.作曲；创作→
adj.有才能的
n．作曲者→
n．作曲；作文；作品
WY ·英语
必修2
12．
vt.影响→
adj.有影响的
13．
14．
vt.录音→
vt.使混合 → 1.audience
n．录音机
n．混合物 2.tour 3.album 4.band

高中英语外研版必修二-Module-3-music.ppt

He was six years old.
3. How long were Mozart and Haydn friends?
They were friends for ten years.
Step 3 Intensive reading (Ⅱ) Read paragraph 3、4
and 5 about Mozart and match the time with the
• Beethoven was born in GAeursmtraian.y .( F )
• Beethoven learned to play the violin and
piano from his father ,who was a
T
singer.( )
• Beethoven met Hayden in 17901 . ( F )
FAMOUS PIECES
a person whds in front of a group of musicians or singers and directs their playing or singing.
pianist
《献给爱丽丝》
When he was a teenager
composed many pieces for the harpsichord ,piano and violin
Fast reading (III)
Read the last three paragraphs
1. Who taught Beethoven how to play the piano?
London
Eastern Austria
Fast reading (II) Read paragraphs 3,4,5

高中英语：module3 speaking and writing教案(外研版必修2)

Module 3 MusicSpeaking and WritingTeaching Aims:1.Knowledge and Skilla.To develop speaking ability by talking about likes and dislikes.b.To learn about some vocabulary and knowledge related to music and composers.c.To develop writing ability by presenting a biography of a famous Chinese musician orcomposer.d.Train the ability of collecting and dealing with information, and develop their abilities ofgetting new information, communication and cooperation.2.Emotion and Valuesa.To raise students’ interests in sc ience and form the right attitude towards all kinds of music.b.To help them know Chinese traditional music well and cultivate their interest in playing someChinese instrument.3. Character-building:a.To make them know how to enjoy different kinds of music.b.Arouse their interest of playing some kinds of instrument and enrich their leisure time.4. Cross-cultural awarenessa.To help them know the difference between China and some western countries in instruments.b.Cultivate their awareness of cultural communication through the special language—music. Difficulties and Importance:a.To make the students understand and grasp the vocabulary and knowledge related to music.b.To enable the students to know how to use adverbial clause of time.Teaching Method:a.Task-based methodologymunicative ApproachTeaching Procedures：Step 1 Pre-readingLook at the picture and answer the following questions.1.Who is he?2.Have you ever know something about him?Step 2 While-readinga. SkimmingRead the passage quickly, and make a note of some basic information about Ye xiaogang．Suggested answers:b. Detailed readingRead the passage carefully and fill in the blanks with proper words. Find what Ye Xiaogang did or what happened to him in the following years：Suggested answers:Step 3. Post-readingDiscussion.1.Are there any similarities between Ye Xiaogang and the European composers you have readabout in this module?2.Do you think it is a good idea to mix Chinese and western music?Step 4 Everyday Englisha. Listen to two people talking about the way they listen to music and answer the questions.1.How do they listen to it?2.Are they happy with the way they listen to music?3.What does Anna offer to do for Tom?b. work in pairs. Discuss your favourite music and how you listen to it.Step 4 Guided writingWrite a short passage of a famous singer in China—Han Hong.The following words may help you:1. sing well successful song writer2.born in1971 in Tibet(西藏)3. young watch her mother sing and dance4. at the age of nine professional(专业的) training in Beijing.5. in 1985 her first national prize6. write songs in 19937. song Hometown number one in ChinaHomework:1.Finish writing the biography of Han Hong—a famous Chinese singer.2.Finish other exercises in this module.。

外研版高中英语必修二模块三知识点和语法点归纳

B2m3languagepoints1．audience 观众，听众。

The audience consists of about 2,000 people.The audience are leaving their seats.She has never spoken to such a big audience before.2. influence vt. n. 影响。

主要指对行为、性格、观点等产生间接的或潜移默化的影响。

affect＝have an effect on.Television has a strong influence on people.Th e news did not affect her at all.＝The news had no effect on her at all.3. impress vt.给...极深的印象。

be impressed with留下深刻印象.impression n. 印象. leave(make) an impression on sb.She was deeply impressed by/with the scenery in Guilin.4. mix: v. 使混合.n. 混合物.mix…with…把…和…混合起来。

You can't mix oil with water.5. lose vt.,丢失,丧失, 迷失;使迷路, 常用结构：be lost in=lose oneselt in陷入，埋头于。

Carl's father lost his job last month.She got lost in the forest.6. sound泛指任何声音。

noise表示“噪音。

voice表示人的声音。

Light travels faster than sound. 光比声音传播得快。

I heard some strange noises last night.Please speak in a louder voice. 请大声说。

外研版必修2模块3语言知识

外研版必修2模块3语言知识学习余明朝陕西省商南县高级中学词语诠释一、audience1. audience是集合名词，用作主语时，其谓语可用单数(视为整体)或复数(视为个体)。

如：The audience is [are] listening attentively. 听众都在聚精会神地听着。

2. 由于audience 是集合名词，所以an audience 不是指“一个观众”，而是指某一群观众、某一个场次观众、某一方面的观众等。

如：She has never spoken to such a big audience before. 她以前从未向这么多人讲过话。

同样地，audiences 也不是指“多个观众”，而是指多群观众，多个场次观众，多个方面的观众等。

She has addressed audiences all over the country. 她曾向全国各地的听众演讲。

另外，audience作为集合名词，原则上不能用它表示个体，但every audience是例外，当要强调每一名观众时，可以这样用。

如：The pianist made a conquest of every audience for which she played. 这位钢琴家以她的演奏征服了每一位听众。

3. 形容听(观)众人数之多或少，通常用big, large, huge, mass, vast, wide 以及small, thin等形容词修饰，但是不用many, few修饰。

如：There was a large audience of young people at the pop concert. 流行音乐演奏会上有大量青年听众。

4.要具体表示观众的数量，可参考以下表达：There were at least three hundred people in the audience. 观众至少有300人。

英语必修Ⅱ外研版Module3课件(共16张)

Retell one of the three musicians that you like.
Thank you very much for your time and attention!
musicin Vienna, After studying ____ _____
he went to _____ ___ the court work at moved__ to of a prince . Later he _____ London ,where he was __________. successful
toured Europe giving concerts play the harpsichord in a concert for the Empress of Austria
showed musical talent
Learned to play the harpsichord Started composing music composed many pieces for the harpsichord ,piano and violin
Mozart
Read the part about Mozart and match the time with the right information .
at •a very early age
when he was 4 when he was 5 when he was 6 By the time he was 14 When he was a teenager
Read the part about Beethoven and answer the questions.
Beethoven

英语必修Ⅱ外研版Module3课件(共24张)阅读和词汇

Read carefully, and decide if these statements are true or false. F 1. Beethoven Haydn is known as “the farther of the symphony.”
2. When Mozart was four, he learned to play the piano. 在了解文章结构以 harpsichord 及把握人物传记阅 T 3. Mozart composed more than 600 pieces of music 读的技巧之后，通 Haydn father was a peasant. F 4.Mozart’s 过仔细阅读文章，准确获取文章细节。 5. Beethoven’s mother taught him to play the piano. father F
B. It means someone can’t hear.
C. It means someone can’t speak.
D. It means someone can’t write.
Haydn, known as “the father symphony was born of the _________”, Please retell partⅠ with the in a village in ______. His Austria help of the following words: father is a peasant _______. After symphony Austria studying music in Vienna, peasant court prince Haydn went to work at the ____ of a ______ court prince in eastern Joseph Haydn Austria. (1732-1809)

高中英语外研版高中必修2Module3Music-Module3教案

Module 3 MusicReading and V ocabulary一.Teaching content: reading and vocabulary二.Learning aims:1.To learn something about the three composers.2.To learn to get the main idea and details of this text.三.Teaching key point: Information about three composers四.Teaching difficulty: How to make students understand the content about the passage.五.Teaching proceduresStep 1 Pre-reading (Warm up)Give students three pictures about Chinese composers.Step 2 Fast ReadingRead quickly and fill in the tableStep 3 Careful reading(1)Read P1-P2, and answer the following questions.①what is Haydn known as?①How did Haydn change the form of symphonies?①How long did he work in eastern Austria?(2)Listen P3-P5 and answer questions.①How many pieces of music did Mozart compose?①How old was he when he learned to play the harpsichord?①How old was he when he stared composing music?①How old was he when he played for the Empress of Austria?①How long were Mozart and Haydn friends?(3)Read P6-P7 and fill in the blank.Beethoven was born in Bonn, Germany. He showed musical ___ when he was very young ,and learned to play the ___ and ___from his father.Then Mozart met Beethoven and was ___ by him. It was____ who encouraged Beethoven to move to Vienna. Beethoven became very ____ in the Austria. As he grew older, he began to go ___ . He became completely deaf during the last years of his life, but he ____.Step4 Post Reading(T or F)(1). Haydn and Mozart were born in Austria.(2). Mozart had a good singing voice.(3). Haydn died before his fortieth birthday.(4). Beethoven became deaf when he grew older.(5). Haydn and Mozart had fathers who were musicianStep 5 Interview(Which composers do you like best and tell us the reason) Step6 Homework: Reading the passage again after class.。

外研版高中英语必修二模块三教案

Book2Module 3 Music（教案）I. 教学内容分析本模块以Music 为话题，通过本模块的学习使学生对古今中外的音乐家有所了解，增强他们的音乐欣赏能力，并培养他们的评价和鉴赏能力。

从而丰富学生的音乐知识，提高学生的艺术修养。

Introduction 该部分通过设计两个活动来复习和学习常见的乐器的名称，激发学生对本模块话题的兴趣。

培养了学生的审美能力。

Reading and V ocabulary 该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。

让同学们在阅读的过程中感受到名人的魅力，树立正确的人生观和价值观。

通过相关的活动训练学生的综合技巧。

Grammar (1) 学习并巩固时间状语从句。

Function通过回答问题和完成句子练习让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。

Listening and V ocabulary 通过听力活动来了解和学习有关英国The Beatles 乐队的知识，然后联系实际体验来谈谈自己对于不同音乐的感受以及音乐和生活的关系。

Grammar (2) 复习过去完成时态。

通过练习帮助学生巩固过去完成时态的基本用法。

Pronunciation 学会如何在日常交际中使用升调和降调。

Writing 要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。

Everyday English 要求学生掌握表达喜好的一些用语和有关音乐器材的名称。

Culture Corner 学习一篇有关著名音乐家的叶小刚的文章。

了解他的音乐经历和音乐成就。

树立学生的民族尊严。

Task 训练学生仿写一篇介绍著名音乐家生平和作品的文章。

Module File 对整个模块的学习内容进行小结，巩固本模块的知识。

II. 教学重点和难点1. 教学重点(1) 本单元的有关音乐的生词和短语。

(2) 弄清楚时间状语从句和过去完成时态的用法。

(3) 谈论有关音乐的话题。

2. 教学难点(1) 学会谈论对音乐的喜好。

外研版高中英语必修二 Module 3重难点知识归纳总结

外研版高中英语必修二Module 3 Music【重点单词】1.classical ['klæsikl] n. 古典音乐poser [kəm'pəuzə] n. 作曲家3.conductor [kən'dʌktə] n. 指挥4.jazz [dʒæz] n. 爵士乐5.musician [mju'ziʃn] n. 音乐家6.orchestra ['ɔ:kistrə] n. 管弦乐队（团）7.saxophone ['sæksəˌfəun] n. 萨克斯管8.court [kɔ:t] n. 宫廷9.director [də'rektə] n. 指挥10.genius ['dʒi:niəs] n. 天才11.lose [lu:z] vt. (lost, lost) 失去；丢失12.musical ['mju:zikl] adj. 音乐的13.peasant ['peznt] n. 农民14.symphony ['simfəni] n. 交响乐；交响曲；交响乐团15.talent ['tælənt] n. 天分；天赋；才华16.Austria ['ɔstriə] n. 奥地利17.Austrian ['ɔstriən] adj. 奥地利的18.prince [prins] n. 王子；亲王pose [kəm'pəuz] vt. 作曲；创作20.tour [tuə] vt. 巡回演出21.album ['ælbəm] n. 专辑22.ballad ['bæləd] n. 民歌；民谣；（伤感的）情歌23.band [bænd] n. 乐队24.catchy ['kætʃi] adj. 动人的plex ['kɔmpleks] adj. 复杂的26.influence ['influəns] vt. 影响27.lyrics ['liriks] n. 歌词28.solo ['səuləu] adj. 独奏的29.tune [tju:n] n. 曲调30.record [ri'kɔ:d] vt. 录音31.lecturer ['lektʃərə] n. （大学的）讲师32.mix [miks] vt. 使混合【重点短语】1.make a good impression on sb. 给某人留下好印象2. split up 分裂，分割3. make/take a note of 记录，做笔记4. compare notes with sb. 与某人交换意见，与某人互道感想5. change… into… 把……变成……6. music instruments 乐器7. of all time有史以来8. something wonderful 精彩的事情；非常好的东西9. the rest of his life 他的余生10. go deaf 变聋11. no way没门，不可能12. at an early age 在很小的时候13. a leading/top composer一个优秀的/首席作曲家14. receive many prizes 获得了许多奖15. play the violin/piano 演奏小提琴/钢琴16. have talent for… 具有……的天赋17. show/have talent for 表现出对……的天赋18. lose interest in… 失去对……的兴趣19. mix… with…把……和……混合20. have a deep influence/effect on对……有深远的影响21. encourage sb. to do sth. 鼓励某人做某事22. as well as 和23. as time goes by/on 随着时间的流逝24. be composed of由……组成25. if so 如果这样的话【重点句型】1.As he grew older, he began to go deaf.随着年龄的增长，他开始变聋了。

外研版高中英语必修二模块三教案

Book2Module 3 Music （教案）I.教学内容分析本模块以Music为话题，通过本模块的学习使学生对古今中外的音乐家有所了解，增强他们的音乐欣赏能力，并培养他们的评价和鉴赏能力。

从而丰富学生的音乐知识，提高学生的艺术修养。

Introduction该部分通过设计两个活动来复习和学习常见的乐器的名称，激发学生对本模块话题的兴趣。

培养了学生的审美能力。

Reading and Vocabulary该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。

让同学们在阅读的过程中感受到名人的魅力，树立正确的人生观和价值观。

通过相关的活动训练学生的综合技巧。

Grammar (1)学习并巩固时间状语从句。

Function通过回答问题和完成句子练习让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。

Listening and Vocabulary通过听力活动来了解和学习有关英国The Beatles乐队的知识，然后联系实际体验来谈谈自己对于不同音乐的感受以及音乐和生活的关系。

Grammar (2)复习过去完成时态。

通过练习帮助学生巩固过去完成时态的基本用法。

Pronunciation学会如何在日常交际中使用升调和降调。

Writing要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。

Everyday English要求学生掌握表达喜好的一些用语和有关音乐器材的名称。

Culture Corner学习一篇有关著名音乐家的叶小刚的文章。

了解他的音乐经历和音乐成就。

树立学生的民族尊严。

Task训练学生仿写一篇介绍著名音乐家生平和作品的文章。

Module File对整个模块的学习内容进行小结，巩固本模块的知识。

II.教学重点和难点1.教学重点(1)本单元的有关音乐的生词和短语。

(2)弄清楚时间状语从句和过去完成时态的用法。

(3)谈论有关音乐的话题。

2. 教学难点(1)学会谈论对音乐的喜好。

高中英语新课标外研版必修2教案（Module3Musicthe5thPeriod）

高中英语新课标外研版必修2教案（Module3Musicthe5thPeriod）Period 5Cultural Corner; Task; Module File整体设计教材分析This period contains three parts. The first part to be dealt with is Cultural Corner. When dealing with this section, you can first ask the students to brainstorm as much information about Ye Xiaogang as they can. Then they are demanded to read the text passage trying to see whether they could catch some new information. Next, they read the passage once again and answer the two questions listed in the third activity individually. Later put them in pairs or groups to compare their answers. At last call back the answers from the class. If the class is of high level, more exercises can be designed for consolidation and extension.The second part is Task. You can put the students into groups of three or five. Each group chooses a composer they want to know. Then the group members gather materials related to the very composer within this module or through other approaches on the basis of the notes. Then the students discuss within their groups on how to organize what they collect in order. Next, the group members cooperate with each other to prepare a passage introducing the composer they choose and perfect it. Finally, group representatives report their passages to the whole class.The last part is Module File. You can design some exercises for the students to consolidate what they learn in this module.三维目标1. 知识与技能1)Train the students’ reading abili ty.2)Words: lecturer mix3)Phrases: a group of show musical ability at an early age from. . . till. . . be famous for mix. . . with. . . part of4)Sentence patterns: It is a good idea to. . . (It作形式主语)2. 过程与方法1)Make the students know more things about the composer Ye Xiaogang by designing some reading activities.2)Help the students have a good knowledge of what they learnt in this module.3)Individual work, pair work as well as group work to get every student to participate in class.4)Explanations to make the students master some difficult points that appear in this period.3. 情感与价值1)Make it fun to communicate with others.2)Try to raise the students’ cooperative awareness in their study by pair work or group work.3)Teach the students to enjoy music and spread Chinese traditional music worldwide.教学重点1. Learn to research by cooperation.2. Know more about the composer Ye Xiaogang.3. Master and apply what they have learnt in this module.教学难点1. Lead the students to be active in class.2. Develop the students’ reading skills.3. Apply important language points proficiently and correctly.教学过程→Step 1 Review and Lead-inFill in the blanks with a word given in the box, using its proper form when necessary.(Show the following on the screen. )all kinds of can’t stand sth. /doing sth. afford to do sth. offer to do sth. listen to be happy with1. He is able to play__________ musical instruments.2. Patients need have a rest so they__________ loud noises around.3. This car looks fantastic but she can’t __________buy it.4. In order to make us relaxed our English teacher sometimes allows us to __________English songs.Suggested answers:1 all kinds of2 can’t stand3 afford to4 listen to→Step 2 Cultural Corner1. Lead-inOption 1Request the students to work in groups of four and discuss the following questions.(Show the following on the screen. )How many composers at home and abroad do you know? Make a list of them.Which one do you prefer most? Why?What contribution do they make to the development of music?Option 2The teacher prepares some pictures of some famous composers and asks the students to guess who they are. Let thestudents have a discussion on their great achievements. In this way the students’ interest will be aroused quickly.(Show the following on the screen. )Johann Sebastian BachRichard WagnerFranz SchubertPeter Tchaikovsky2. Option 1Have the whole class brainstorm as much information about Ye Xiaogang as they can. Then they are demanded to read the text passage trying to see whether they could catch some new information. Next, they read the passage once again and answer the two questions listed in the third activity individually. Later put them in pairs or groups to compare their answers. At last call back the answers from the class.Option 2The teacher gets the students into groups of four to discuss how much they know about Ye Xiaogang. Then they read the passage silently and find out the answers to the following chart.(Show the following on the screen. )Name: Sex:Nationality: Job:Main achievements: Style of music:What he did or happened to him in the following years:1955From 1978 to 1983198519861996Meanwhile, they underline the words, phrases or sentencesthey have problems in understanding, trying to guess what they mean. Get the students into pairs to compare and check their answers. Show the correct answers on the screen for the whole class to refer to.Suggested answers:Name: Ye Xiaogang Sex: maleNationality: China Job: composerStyle of music: classical Main achievements: He writes symphonies and pieces for smaller groups ofmusic. He also writes film music.What he did or happened to him in the following years:1955 He was born.From 1978 to 1983 He studied at the Central Conservatory of Music of China.1985 There was a concert of Ye Xiaogang’s symphonies in Beijing.1986 His album Horizon appeared and his music was played at the First ContemporaryChinese Composers’Festival in Hong Kong.1996 The group played with Italian musician Enrico Rava at the Beijing International JazzFestival.Next, require the students to retell the passage on the basis of the content listed in the above chart. Finally, divide the class into groups of four to discuss the two questions and find out their answers in the third activity.Suggested answers for activity three:1)He started playing music when he was young. He has composed symphonies. He is famous internationally.2)Students’ own answers.→Step 3 TaskFirst, you can put the students into groups of three or five, asking each group to choose a composer they want to know. Then the group members try their best to gather as many materials related to the very composer as they can within this module or through other approaches on the basis of the notes. Then the students discuss within their groups on how to organize what they collect in order. Next, the group members cooperate with each other to prepare a passage introducing the composer they choose and perfect it. Finally, group representatives report their passages to the whole class.→Step 4 Module FileGive the students some time to go through it, ticking the things that they know confidently. If they are not sure of something, put a question mark next to it. If there is something they have no idea, put a cross next to it. In order to consolidate what they learnt in this module, you can also design several exercises.→Step 5 Relative Language Points in This Period1. 1)mix vt. 混合，结合，配制，混淆vi. 混合，融合，交往，参与，相容拓展:mix upmix in withmix sth. into sth.mix sb. /sth. up(with wb. /sth. )误以为……是，mix. . . with. . . 把……与……混合mixer n.mixture n.mixed adj.a mixed schoolmixed doublesmixed economy混合经济We can sometimes mix business with pleasure.我们有时候能把工作和娱乐结合起来。

高中英语外研版必修2教案Module3(13页)

Module 3 musicAims and requirements●To enable the students to listen and talk about likes and dislikes(especially about music and musicians),encouraging them to trythe vocabulary and everyday English in this unit● To develop the students’ reading ability●To help the students learn and use two grammars (adverbial clauseof time and the past perfect tense) in different situations●To help the students to write a biography of a person, using thetime expressions in Grammar 1Teaching proceduresPeriod 1 Introduction，Warming up Teaching aims:Enabling the students to1.know some words about music2.know something about three great posersstep1. Warming up by listening pieces of music and asking questionsPlay several pieces of music (music from Haydn, Mozart and Beethoven will be best) 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. Warming up by showing some pictures and discussing1)Do you know who they are?2)What kind of things are these pictures connected with, science, culture,politics, painting, drawing or music?step3. Warming up by listening to a piece of musicGoodmorning, class. Today we are going to read a passage about three great musicians who are all posers. A poser is a musician who writes pieces ofbeautiful 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 quan yingyue)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 feeling after listening to it?Step 4 show the following picturesAnd make the students familiar with these new words:Piano violin saxphone drum erhu guitarste p4.now please match these musical instruments with their names.Step 5 work in groups to discuss these questions:1.which of the instruments do you like listening to?2.which famous musicians play them?3. is the chinese instruments different from the otherinstruments?describe the difference,if there is one.Step6 summary and homework:Today we’ve learnt the Introduction,know something about music,and we’ve also learnt some new words.The homework:1.Try to instruct your favorite musician to your class orally.2.Learn the new words again, using the dictionary if necessaryPeriods 2 Reading and VocabularyTeaching Aims:Train the students' reading ability.Learn some useful words and expressions.Teaching Important Points.Help the students to understand the passage better.Learn and master some important words and phrases in this period.Teaching Difficult Points:Howto help the students improve their reading and understand the passage better.Teaching Methods:Fast reading to get the general idea of the text.Careful reading to understand the passage better.Discussion to help the students understand what they've learned better. Teaching procedure.Step 1 Lead --inThe 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 allhave their own obvious characteristic. And also there were famous poserssuch as Joseph Haydn, Mozart, and Beethoven. Today we may learnof 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.Now let's read the passage again, underline new words in the text anddecide 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 godeaf 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.T4. F. Haydn once worked at the court of a prince, but he didn't go deaf.5.T6. F. Haydn was the son of a peasant( The teacher may begin with the T/F questions orally and this is a goodtime to test their listening abilities as well as their prehension of the text. )Step 3 Read and listen to the passage. Meanwhile, some morequestions are waiting 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?1 He changed the symphony into a long piece for a large orchestra.2.30 years.3.More than 600 pieces of music.4. Whenhe was 6 , he played the harpsichord in a concert for the Empress of Austria.Periods 3, Function and GrammarTeaching aims: 1 To learn grammar rules2To use the grammar rules for correctmunication3 To study co-operatelyTeaching important points:To use the correct tense and theproper conj.Teaching difficult points: To use correctly the two tenses andthe three conj.Teaching methods:Explanation and practiceTeaching procedure:StepⅠLead-in by telling the class what happened to the ShenzhouⅫAs science and technology is developing rapidly,China hasachieved a lot in the area of.ShenzhouⅫlaunched when/whilescientists,engineers and the whole nation were waiting andwatching.When I came back home from school and heard the news,I couldn’t help getting exciteed. I feel proud of our country. StepⅡ Grammar 11 Make sentences with“when , while, e in , have a lesson”( Here is a picture of a classroom and a student ing in)A When he came in, we were having a lesson.B When we were having a lesson, he came in.C While we were having a lesson, he came in.2 Say the meaning of“as” in the following sentences.D As he was a child, he studied drawing.E As he grew older, he began to go deaf.F He listened to music as he walked.当⋯之跟着一⋯一⋯3Answer the three questions.When we talk about a single event in the past,we use when asin A .Whenwe talk about a period of time in the past,we use when/ while/ as as in B C D.We use as to refer to a progressive change as in E F .4Practiceplete the following sentences with“when ,while , as ”(1)___she was studying at school, she also sang in theschool choir.(2)___he was living 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 working in Hollywood, he became ill and died.(7) ___I listened to the violin solo, I fell in love withclassical music.(8)___they toured Europe for 10 years, they finnallydecided to live in Austrilia.1 Read the following sentences and summarise rules,paying attention to tenses. Fill in the blanks.After Liping had finished doing his homework, he turned on the TV.After they had got everything ready, they began to do the experiment.Before he came to our school, he had taught English for several years.Before his letter reached me, I had received his telephone call.They had finished the project by last month.I had left the country by the time the letter reached me.had done before diddid after had donehad done by did/past time2 PracticeWorkbook Grammar (2)(3)(4)plete the sentences using the verbs in brackets and the pastsimple or past perfect tense.Step Ⅳ1 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 upAsk some students to make sentences using“when, while, as, before, after, by” .Step Ⅵ Homework: Present a biography of a famous Chinese musician orposer.Periods 4 Speaking and WritingTeaching Aims:1.Knowledge and Skilla.To develop speaking ability by talking about likes and dislikes.b.To learn about some vocabulary and knowledge related to musicand posers.c.To develop writing ability by presenting a biography of afamous Chinese musician or poser.d.Train the ability of collecting and dealing with information, andand develop their abilities of getting new information, municationcooperation.a. To raise students ’ interests in science and form the right attitude towards allkinds of music.b. To help them know Chinese traditional music well and cultivate theirinterest in playing some Chinese instrument.3.Character-building:a. To make them know how to enjoy different kinds of music.b. Arouse their interest of playing some kinds of instrument and enrich theirleisure time.4.Cross-cultural awarenessa. To help them know the difference between China and some westerncountries in instruments.b. Cultivate their awareness of cultural munication through the special language—music.a. To make the students understand and grasp the vocabulary and knowledgerelated to music.b.To enable the students to know how to use adverbial clause of time. Teaching Method:a.Task-based methodologyb.municative ApproachTeaching Procedures：Step 1 Pre-readingLook at the picture and answer the following questions.1.Who is he?2.Have you ever know something about him?Step 2 While-readinga. SkimmingRead the passage quickly, and make a note of some basic information about Ye xiaogang ．NameSexNationalityJobMain achievementStyle of musicSuggested answers:Name Ye xiaogangSex MaleNationality ChinaJob poserMain achievement received many prizes, home andabroadStyle of music mixing Chinese musicaltraditions with western formsand instrumentation．b. Detailed readingRead the passage carefully and fill in the blanks with proper words. Find what Ye Xiaogang did or what happened to him in the following years：Time What he did1955From 1978 to 1983198519861996Suggested answers:Time What he did1955bornFrom 1978 to 1983studied at the Central Conservatory ofMusic of China．1985held a concert of symphonies inBeijing．1986his album appeared1996played with Italian musician EnricoRava at the Beijing International JazzFestive ．Step 3. Post-readingDiscussion.1. Are there any similarities between Ye Xiaogang and the European posers youhave read about in this module?2.Do you think it is a good idea to mix Chinese and western music?Step 4 Everyday Englisha. Listen to two people talking about the way they listen to musicand answer the questions.1.How do they listen to it?2.Are they happy with the way they listen to music?3.What does Anna offer to do for Tom?b. work in pairs. Discuss your favourite music and how you listen to it.Step 4 Guided writingWrite a short passage of a famous singer in China— Han Hong.The following words may help you:1. sing well successful song writer2.born in1971in Tibet(西藏 )3. young watch her mother sing and dance4. at the age of nine professional(专业的 )training in Beijing.5. in 1985 her first national prize6. write songs in 19937. song Hometown number one in ChinaHomework:1. Finish writing the biography of Han Hong—a famous Chinese singer.2. Finish other exercises in this module.Periods 5 culture cornerTeaching aims :Enabling the students to1.to know sth about Ye Xiaogang2.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 as possible.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 education4.what are his/ her famous works5.what his/ her style is / wasGroup work. Ask the students to discuss about the musician or poser.Then ask somestudents to stand up to say sth. about the musician or poser. Correct the mistakes if any.III. Cultural Corner.Ye Xiaogang1.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 informationabout Ye Xiaogang.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.nguage points:1) work as2) leading modern posers主要作曲家leading article社论the leading cause主要原由a leading role主角3) mix A with B=mix A and B togethermix win with waterNever 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 papersmix up those data4)receive many prizes5)part ofIV. Homework:Write a short passage about the Chinese musician or poser we talked about this period.。

高中英语新课标外研版必修2教案(Module 3 Music the 1st Period)

Module 3MusicPeriod 1Introduction; Reading and Vocabulary整体设计教材分析This period includes Introduction as well as Reading and V ocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passage, the teacher may first lead the students to some new words concerning the topic in this module. And in this way the teacher can stimulate the students’ interest in the study of the new module. Then the teacher can let them plete the two activities individually and check their answers through pair work. If the class is good enough, other options can be provided for reference. In the reading and vocabulary part you can first lead the students to learn some new words which will appear in the reading passage. This may decrease the difficulty they e across in the reading process. Then require the students to read the passage fast, getting its main idea. After this, instruct the students to read the passage again, pleting the third and fourth activities. Next, ask the students to read through the passage once again and learn some useful language points. Finally, require the students to discuss the questions in the last activity. If the class is of high level, refer to other given options.三维目标1. 知识与技能1)Train the students’ speaking skills.2)Develop the students’ reading ability.3)Words: audience, choir, classical, poser, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, pose, tour Phrases: listen to, be known as, change into, of all time, as well as, give concerts, be impressed by, the rest of, go deafSentence patterns:having done作状语; 强调句; however引起的句式2. 过程与方法1)Train the students’ speaking ability through individual, pair work and group work.2)Train the students’ reading skills by dealing with some reading activities.3)Explanations to make the students master some language points.4)Fast reading to make the students get the main idea of the passage.3. 情感与价值1)Try to raise the students’ cooperative awareness in their study by pair work or group work.2)Request the students to love music and enrich their emotion.教学重点1. Encourage the students to talk about music as well as music instruments.2. Help the students make sense of the passage.3. Help the students to improve their reading ability.教学难点1. Lead the students to talking in class actively.2. Deal with some difficult language points.教学过程→Step 1 Lead-in and Introduction1. Ask the students the following questions and lead in the new class.Do you enjoy music?Which kind of music do you like most?What do you know about music?2. Option 1Ask the students to read through the listed words individually. Make sure they understand what they mean. If they e across any trouble in understanding any of them, give some explanations in English or just give their Chinese meanings. Then the students plete the following exercise by themselves. After this, put the students into pairs to pare their answers. Finally, show the answers on the screen for the whole class to refer to.Option 2A volunteer reads out the listed words and other students repeat them after him or her. Put the students into pairs or groups of four to discuss the words and understand their meanings. If they have any difficulty in their understanding, they can look them up in the dictionary. Then answer the questions and pare their answers. Finally, call back the answers from the class.Option 3Read through the words in the first activity one by one as the students follow you. Make sure they understand what these words mean. Then have the students work in pairs and plete the first activity. After this, pare their answers with other pairs. Next, volunteers speak out their answers and other students check if they are correct. At last, show the correct answers on the screen for the whole class to refer to.Suggested answers:1 poser2 choir3 drums, guitar, piano, saxophone4 drums, piano, violin, saxophone5 drums, piano,saxophone, violin 6 erhu, drums3. The teacher reads out the listed questions and make sure the students understand what they all mean. If not, give some necessary explanations. Then the teacher asks the students to have a discussion in groups of four. Next, ask some representative groups to report their discussion results. Finally, call back answers from the whole class.Suggested answers:The pictures show(from left to right: violin, classical guitar, drums, saxophone, erhu, piano)1-3 Students’ own answers.→Step 2 Pre-reading1. Background knowledge of the three posersOption 1First put the students into groups of four and ask the students to discuss how much they know about the Haydn, Mozart as well as Beethoven and tell as much as they know about them. Then some volunteers report their discussion results to the whole class.Option 2The teacher shows the following chart on the screen. Ask the students to work in pairs, first having a discussion and then fill in the chart to see how much they know about the three world famous posers.Birth place About his father About his achievements Relationship with the othertwo HaydnMozartBeethoven2. Show the following words on the screen. Have the students read them after you and make sure they know what they mean. If they can’t understand any of them, they can turn to you for help or look them up in the reference book, for example, a dictionary.(Show the following on the screen. )court director genius harpsichord impressed lose musical peasant piece(of music)singersuccessful symphony talent teenager→Step 3 While-reading1. SkimmingThe teacher first reads out the listed three titles to the whole class and make sure they can understand them clearly. Then the teacher has the students look through the passage quickly to catch the main idea. Next, the students plete the second activity and choose the best title. Finally, the teacher calls back the answers from the class.Suggested answers:Three Great posers of the Eighteenth Century.2. ScanningOption 1First ask the students to look through the four questions in activity three on P23 quickly and try to understand them. Then have the students read the passage and find out the answers. Next, put the students into pairs and pare their answers. Finally, call back the answers from the class.Suggested answers:1)Haydn, Mozart2)Beethoven3)Haydn4)Mozart5)Beethoven6)They all met each other.7)Beethoven, Mozart8)HaydnOption 2Ask the students to reread the passage and make the chart shown in Step 2 perfect.3. Careful readingOption 1The students are required to look through the seven questions in activity four on P23 before reading the passage one more time. Work in pairs to ask and answer them. One reads the listed questions, and the other gives his/her answers. Then exchange their roles and repeat this once again. Finally, check their answers according to what is shown on the screen.Suggested answers:1)He made them longer and for a larger orchestra.2)He worked in eastern Austria for 30 years.3)He posed over 600 pieces of music.4)He was six years old.5)They were friends for ten years.6)His father taught him.7)No, he continued posing when he became deaf.Option 2(Show the following on the screen. )1)Mozart is famous as “the father of the symphony”.2)Beethoven spent his last years of life in the Austria capital.3)Mozart helped Beethoven move to Vienna.4)Haydn thought highly of Mozart.5)Among the three posers, Haydn was the oldest while Mozart the youngest.First, ask the students to read through the sentences above quickly and try to understandthem.Then have the students read the passage again and decide if these sentences are true(T)or false(F). Next, put the students into pairs and pare their answers. Finally, call back the answers from the class.Suggested answers:1)F2)T3)F4)T5)F4. ConsolidationOption 1First ask the students to review the table dealt with in Step 2. And then put the students into groups of four and discuss how to retell the passage using related information in it. Give them some time to make full preparations. When the time is up, let some group representatives retell the whole passage. (You can also lead the whole class to doing this together as a sample. ) Option 2First the students are requested to read the questions listed in the fifth activity quickly and make sure they understand what they mean. Put the students into groups of four to have a discussion about these questions. When they finish their discussion, some groups can be ordered to report their discussion results.Option 3The teacher invites three students, respectively playing the roles of the three great posers. Other students can ask them questions about their life and they need to answer the questions which must be based on the passage.→Step 4 Related Language Points in This PeriodWords and phrases:1. Is the Chinese instrument different from the other instruments? Describe the difference, if there is one. 中国的乐器与其他的乐器不同吗? 如果有，描述不同点。

外研版高中英语必修2Module3Period3精品教案

Module3 Period 3精品教案The Third Period GrammarTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语album, go deaf, musical talent, split upb. 重点句式When it was ..., there was ... P24While he was ..., he was ... P24As he grew older, he began to ... P24By the time he was a teenager, he was ... P24Before they visited India, they had ... P272. Ability goals 能力目标Enable the Ss to use adverbial clause of time and the past perfect tense correctly.3. Learning ability goals 学能目标Help the Ss learn how to use adverbial clause of time and the past perfect tense. Teaching important points教学重点Learn Adverbial clause of time and the link words When, while and as.Learn to use the past perfect tense correctly.Teaching difficult points教学难点How to use the link words correctly.Compare the past tense with the past perfect tense.Teaching methods教学方法Practice.Teaching aids教具准备A projector and a Bb.Teaching procedures & ways教学过程与方式Step I Grammar 1Task 1 PresentationT: Today we’re going to have a grammar lesson. In this class we’ll learn two grammarpoints. One is adverbial clause of time, and the other is the past perfect tense. Now before our new class, let’s play a game. Here are some cards in my hand. There is a Chinese sentence in each card. I will show them to you one by one. When you see it, please translate it into English immediately. Are you clear?Ss: Yes.T: OK. Are you ready? Let’s go.Show the cards one by one.1. 我们到家的时候天已经快黑了。

高中英语外研版高中必修2Module3Music-LessonPlanmusic

Step6:Let students find out the relationship among the three comped with western composers, there are also some Chinese composers in symphony.“Ye Xiaogang”. Introduce the life of Ye Xiaogang by drawing the mind-map simultaneously.
IW
10min
Post reading
Step8:Discussion
Let Ss figure out the good traits all these composers have to get succeed.
GW
7min
Homework
Write abiography about Xiao Bang.
2.Teaching objectives
Obtain and comb the detailed information of this article.Timeline of each composer’s life and development.
grasp the relationship among the three composers.
Let Ss learn the following new words.
Introduce the history of symphony, and lead students into the topic“symphony”.
IW
5min
While reading
Step4:Guessing game.

高中英语外研版必修2【教学设计】Module 3

Module 3 Music本模块的话题是music, 旨在通过模块教学使学生通过讨论古今中外的音乐家,增强他们的音乐欣赏能力, 并培养他们的评价能力。

在此基础上表达自己的好恶。

INTRODUCTION通过对乐器知识的了解, 激发学生对本模块中心话题的兴趣；同时也使本模块的授课更具有针对性, 从而培养学生的音乐审美能力。

READING AND VOCABULARY 介绍了国外的三位音乐家及他们的伟大成就, 让学生在阅读中学习音乐知识, 树立正确的评价观、人生观, 为日后走向社会作铺垫。

课文重点讲解了三位音乐家的生平经历, 以及他们对音乐所做的巨大的贡献。

通过阅读, 学生学习了新的词汇和句型, 提高了阅读水平,并能学习音乐家们坚持不懈的精神。

GRAMMAR 1 && GRAMMAR 2学习并灵活运用由when, while, as等引导的时间状语从句, 然后对比过去时和过去完成时。

FUNCTION通过问答形式表达对音乐的喜好, 培养学生的评价能力。

LISTENING AND VOCABULARY让学生通过听一段关于介绍英国历史上的披头士的文章来练习学生的听力能力, 并且完成相关的练习题, 然后介绍自己对音乐的感受及音乐在生活中的意义。

VERYDAY ENGLISH 要求学生掌握如何表达自己最喜爱的音乐及如何听音乐的一些用语。

PRONUNCIATION 听并跟读语法材料中出现的句子, 注意语调的起伏。

CULTURAL CORNER 了解著名音乐家叶小刚的生平经历及音乐成就。

他为中国音乐的发展做出了巨大贡献, 了解他，引导学生向他学习, 学习他勤奋钻研, 不断追求完善的精神, 更要学习他时刻不忘祖国, 为国争光的爱国情怀。

WRITING要求学生阅读一封来自Sandra的电子邮件,并根据一些问题写一封回信。

TASK 训练学生写一篇关于中国著名音乐家的生平介绍及作品简介的文章。

【知识目标】1.重点词汇与短语Austria, Vienna, Germany, symphony, compose, composer, completely,Deaf, from an early age。

模块3 高中英语外研版必修2

英语必修Ⅱ外研版Module3教学课件(共18张)模块归纳

高中英语外研版必修二-Module-3-music.ppt

高中英语：module3 speaking and writing教案(外研版必修2)

外研版高中英语必修二模块三知识点和语法点归纳

外研版必修2模块3语言知识

英语必修Ⅱ外研版Module3课件(共16张)

英语必修Ⅱ外研版Module3课件(共24张)阅读和词汇

高中英语外研版高中必修2Module3Music-Module3教案

外研版高中英语必修二模块三教案

最新外研版高中英语必修二Module3知识详解教学内容

外研版高中英语必修二 Module 3重难点知识归纳总结

外研版高中英语必修二模块三教案

高中英语新课标外研版必修2教案（Module3Musicthe5thPeriod）

高中英语外研版必修2教案Module3(13页)

高中英语新课标外研版必修2教案(Module 3 Music the 1st Period)

外研版高中英语必修2Module3__Period3__精品教案

高中英语外研版高中必修2Module3Music-LessonPlanmusic

高中英语外研版必修2【教学设计】Module 3

外研版高中英语必修2Module3Period3精品教案