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

Period 2Grammar 1; Grammar 2
整体设计
教材分析
This period is composed of two parts. The first part is Grammar 1, which is mainly designed to help the students review the adverbial clause of time. So if the students are clear about the concept of this grammar item, you can just let them complete the three activities on students’ book. Firstly, lead the students to read four sentences from the reading and vocabulary part and answer the following questions which may help the students to summarize the rules of the adverbial clause of time. And then they complete the second activity individually or in pairs. Thirdly, have the students to make up sentences with the help of the given notes in the third activity. What’s more, you can also ask the students to work in groups and brainstorm as many such sentences they have learnt before as possible. You can also hold a competition to consolidate their knowledge on this grammar item. If the students are lack of relative knowledge, the teacher can first help them get to know about this grammar item and make sure they recognize the common conjunctions.b5E2RGbCAP
The second part to be dealt with is Grammar 2. First have the students read the given sentences in activity one and find out which tenses are respectively used in the independent sentences as well as the dependent sentences. Then the students read the two pairs of sentences and answer the following questions in order to tell the differences between the simple past tense and the past perfect tense. Next, the students need to complete the third and fourth activities individually or in pairs to deepen their understanding of the uses of the simple past tense and the past perfect tense. If the class is of higher level, the teacher can design more activities for the students to practice. p1EanqFDPw
三维目标
1. 知识与技能
1>Develop the students’ reading ability.
2>Enlarge and enrich the students’ grammar knowledge.DXDiTa9E3d
2. 过程与方法
1>Explanations to make the students master the two grammar items.RTCrpUDGiT
2>Make the students know how to make use of the adverbial clause of time as well as the past perfect tense correctly through individual or pair work.5PCzVD7HxA
3. 情感与价值
1>Make it fun to cooperate with others.
2>Try to raise the students’ cooperative awareness in their study by pair work or group work. jLBHrnAILg 教案重点
1. Learn to research by cooperation.
2. Learn to make use of the adverbial clause of time as well as the past perfect tense correctly. xHAQX74J0X 教案难点
1. Lead the students to take an active part in class.LDAYtRyKfE
2. Make the students learn how to use the adverbial clause of time as well as the past perfect tense correctly. Zzz6ZB2Ltk
教案过程
→Step 1 Review and Lead-in
Option 1—Dictation
The teacher reads out the following and the students have a dictation.dvzfvkwMI1
Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, compose, tourrqyn14ZNXI
Option 2—Translation
Ask the students to translate the following sentences in the table into Chinese, using the phrases learnt last class.EmxvxOtOco
1. 汤姆做作业时经常听流行音乐。

2. 鲁迅作为作家而闻名。

3. 那次成功的冒险行动令许多人深受感动。

4. 我把十美元换成人民币。

5. 他既有知识又有经验。

6. 他将举行音乐会。

7. 在白天其余的时间里，他复习功课。

Suggested answers:
1. Tom often listens to pop music while doing his homework.SixE2yXPq5
2. Lu Xun is known as a writer.
3. Many people were impressed by the success of the adventure.6ewMyirQFL
4. I change ten dollars into Renminbi.
5. He has experience as well as knowledge.
6. He will give a concert.
7. In the rest of the day, he reviewed his lessons. kavU42VRUs
→Step 2 Grammar 1
1. The teacher may first show some sentences easy to understand on the screen and let the students read them individually and carefully, paying much attention to the phrases or sentences in bold. Then the students work in pairs and tell what these sentences have in common. Then the teacher explains to them what the adverbial clause of time is.y6v3ALoS89
(Show the following on the screen. >
1>Uncle Jack was born in the year 1957.
2>The traffic accident happened at 9: 00 the day before yesterday.M2ub6vSTnP
3>I have never heard from him since then.
4>The film had already begun when they got to the cinema.0YujCfmUCw
5>I will tell him the good news as soon as he comes back.eUts8ZQVRd
Suggested answers:
All these sentences contain adverbs of time.
Note: (Adverbs of Time tell us when an action happened, and the use of this adverb might affect the verb tenses in a particular clause. Adverbs of time can be placed at the initial, middle or final position. >sQsAEJkW5T
Time clauses are used to indicate the time that an event in the main clause takes place. The main time conjunctions are: when, as soon as, before, after, by the time, by. They are placed either at the beginning or the end of a sentence. When placed at the beginning of the sentence, the speaker is generally stressing the importance of the time indicated.GMsIasNXkA
For example:
As soon as you arrive, give me a call.
Most often time clauses are placed at the end of a sentence and indicate the time that the action of the main clause takes place.TIrRGchYzg
2. Ask the students to read the listed sentences individually and carefully, trying to understand them and finding the adverbials clauses of time. Then the students are required to work out the answers to the following questions and check if they master the definition of this
grammar item correctly. Next, put the students into pairs to compare their answers. Show the correct answers on the screen for the whole class to refer to.7EqZcWLZNX
Suggested answers:
A>1B>2 and 3C>4
3. The students first read the sentences in the box in activity two on P24 individually and make sure they understand what they all mean. Then get the students into pairs to match the sentences on the left with those on the right. Give the students some time to make preparations. When the time is up, compare their answers with other pairs to check if they perform well in this activity. Or representatives are chosen to report them to the whole class who check if they are correct.lzq7IGf02E
Suggested answers:
1>b2>d3>c4>a
4. Consolidation
Option 1
Hold a competition. First put the class into two big groups—Girl Group and Boy Group. Each group brainstorms as many sentences with the adverbial clauses of time as they can in a limited time to describe what have happened
recently in their life and study and chooses a representative to write them down on the blackboard. Then the teacher counts the sentences they write and check if there are any mistakes in them. Finally, declare which group is the winner.zvpgeqJ1hk
Option 2
The students read the notes individually and try to make sure they understand them completely. Then they work in pairs to make up sentences which are similar to those in the second activity in structure. When they are well prepared, you can ask some representatives to report their sentences to the whole class or to write them down on the blackboard. Other students had better listen carefully to check if they are correct. If the class is of higher level, you can also make them compare their sentences with other pairs. Finally, you show the correct sentences on the screen for the students to refer to.NrpoJac3v1
Suggested answers:
1. While he was a child, Tan Dun lived in the countryside.1nowfTG4KI
2. When he was young, Tan Dun lived with his grandmother.fjnFLDa5Zo
3. When he lived in Hunan Province, he collected folk songs and music.tfnNhnE6e5
4. While he lived in Hunan Province, he planted rice.HbmVN777sL
5. When he attended Central Conservatory of Music, he heard western music for the first time. V7l4jRB8Hs →Step 3 Grammar 2
The students learnt the uses of the past simple tense as well as the past perfect tense in junior middle school, so you can lead them to review the basic uses of them.83lcPA59W9
1. Brainstorm
The students work in groups to speak out the form and use of the past simple tense as well as the past perfect tense. Then ask some students to report them to the whole class. Others check if what they say is correct. If necessary, give them some explanations according to the following.mZkklkzaaP
1>The simple past
form: [verb+ed] or irregular verbs
Examples:
·You called Debbie.
·Did you call Debbie?
·You did not call Debbie.
(1>USE 1 Completed Action in the Past
Use the simple past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.AVktR43bpw
·I saw a movie yesterday.
·I didn’t see a play yesterday.
·Last year, I travelled to Japan.
·Last year, I didn’t travel to Korea.
·Did you have dinner last night?
·She washed her car.
·He didn’t wash his car.
(2>USE 2 A Series of Completed Actions
We use the simple past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on.ORjBnOwcEd
·I finished work, walked to the beach, and found a nice place to swim.2MiJTy0dTT
·He arrived from the airport at 8: 00, checked into the hotel at 9: 00, and met the others at 10: 00.gIiSpiue7A ·Did you add flour, pour in the milk, and then add the eggs? uEh0U1Yfmh
(3>USE 3 Duration in Past
The simple past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.IAg9qLsgBX
·I lived in Brazil for two years.
·Shauna studied Japanese for five years.
·They sat at the beach all day.
·They did not stay at the party the entire time.
·We talked on the phone for thirty minu tes.
·A: How long did you wait for them?
B: We waited for one hour.
(4>USE 4 Habits in the Past
The simple past can also be used to describe a habit which stopped in the past. It can have the same meaning as “used to. ” To make it clear that we are talki ng about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc.WwghWvVhPE
·I studied French when I was a child.
·He played the violin.
·He didn’t play the piano.
·Did you play a musical instru ment when you were a kid? asfpsfpi4k
·She worked at the movie theater after school.
·They never went to school, they always skipped class.ooeyYZTjj1
(5>USE 5 Past Facts or Generalizations
The simple past can also be used to describe past facts or generalizations which are no longer true. As in USE 4 above, this use of the simple past is quite similar to the expression “used to. ”BkeGuInkxI
Examples:
·She was shy as a child, but now she is very outgoing.PgdO0sRlMo
·He didn’t like tomatoes before.
·Did yo u live in Texas when you were a kid?
·People paid much more to make cell phone calls in the past.3cdXwckm15
(6>IMPORTANT When-Clauses Happen First
Clauses are groups of words which have meaning but are often not complete sentences. Some clauses begin with the word “when” such as “when I dropped my pen. . . ” or “when class began. . . ” These clauses are called when-clauses, and they are very important. The examples below contain when-clauses.h8c52WOngM
·When I paid her one dollar, she answered my question.v4bdyGious
·She answered my question when I paid her one dollar.J0bm4qMpJ9
When-clauses are important because they always happen first when both clauses are in the Simple Past. Both of the examples above mean the same thing: First, I paid her one dollar, and then, she answered my question. It is not important whether “when I paid her one dollar” is at the
beginning of the sentence or at the end of the sentence. However, the example below has a different meaning. First, she answered my question, and then, I paid her one dollar.XVauA9grYP
I paid her one dollar when she answered my question.bR9C6TJscw
2>The past perfect
form: [ had+past participle]
·You had studied English before you moved to New York.pN9LBDdtrd
·Had you studied English before you moved to New York? DJ8T7nHuGT
·You had not studied English before you moved to New York.QF81D7bvUA
(1>USE 1 Completed action before something in the past4B7a9QFw9h
The past perfect expresses the idea that something occurred before another action in the past. It can also show that something happened before a specific time in the past.ix6iFA8xoX
·I had never seen such a beautiful beach before I went to Kauai.wt6qbkCyDE
·I did not have any money because I had lost my wallet.Kp5zH46zRk
·Tony knew Istanbul so well because he had visited the city several times.Yl4HdOAA61
·Had Susan ever studied Thai before she moved to Thailand? ch4PJx4BlI
·She only understood the movie because she had read the book.qd3YfhxCzo
·Kristine had never been to an opera before last night.E836L11DO5
·We were not able to get a hotel room because we had not booked in advance.S42ehLvE3M
·A: Had you ever visited the U. S. before your trip in 2006?501nNvZFis
B: Yes, I had been to the U. S. once before.
(2>USE 2 Duration before something in the past(Non-Continuous Verbs>jW1viftGw9
With Non-Continuous and some non-continuous uses of Mixed Verbs, we use the Past Perfect to show that something
started in the past and continued up until another action in the past.xS0DOYWHLP
·We had had that car for ten years before it broke down.LOZMkIqI0w
·By the time Alex finished his studies, he had been in London for over eight years.ZKZUQsUJed
·They felt bad about selling the house because they had owned it for more than forty years.dGY2mcoKtT
Although the above use of the past perfect is normally limited to Non-Continuous Verbs and non-continuous uses of Mixed Verbs, the words “live”“work”“teach” and “study” are sometimes used in this way even though they are NOT Non-Continuous Verbs.rCYbSWRLIA
Note: IMPORTANT specific times with the past perfect FyXjoFlMWh
Unlike with the present perfect, it is possible to use specific time words or phrases with the Past Perfect. Although this is possible, it is usually not necessary.TuWrUpPObX
Example:
·She had visited her Japanese r elatives once in 1993 before she moved in with them in 1996.7qWAq9jPqE
2. The teacher lets the students read the following sentences and make out which verb tenses the main clauses and subordinate clauses separately make use of.llVIWTNQFk
(Show the following on the screen. >
1>She had left before I telephoned.
2>She ate after I had left.
3>By the time he finished, I had cooked dinner.
Suggested answers:
The adverbial clause of time introduced by the subordinating conjunction before(the simple past tense>+the main clause(the past perfect tense>yhUQsDgRT1
The adverbial clause of time introduced by the subordinating conjunction after(the past perfect tense>+the main clause(the simple past tense>MdUZYnKS8I
The adverb(or the adverbial clause>of time introduced by by the time+the predicate of the sentence(the past perfect tense>09T7t6eTno
3. The teacher has the students read the listed sentences in the first and second activities individually and make sure they could understand what they all mean.
Then they work in pairs or groups of four to discuss and answer the following questions. When they finish doing this, compare their answers with other pairs or groups. Or some pairs or groups send representatives to report their answers to the whole class who will listen carefully and check whether what they hear is correct or not.e5TfZQIUB5 Suggested answers to the first activity:
A. Becoming stars in their own country.
B. Recording seven albums.
C. The past perfect tense.
Suggested answers to the second activity:
A: 1(a>means that their music had already changed by then; 1(b>means that it changed then s1SovAcVQM
2(a>means that they had already sold more albums by then; (b>means that they sold more albums then GXRw1kFW5s B: Yes. In the(a>sentences the event happened before that time; in the(b>sentences the event happened at that time. UTREx49Xj9
4. The teacher requires the students to complete the third and fourth activities individually first. Then put the students into pairs to compare their answers. Finally,
the teacher shows the correct answers on the screen for the whole class to refer to.8PQN3NDYyP
Suggested answers for the third activity:
1>joined, had played
2>toured, had become
3>recorded, had recorded
4>had recorded, split up
5>had split up, performed
Suggested answers for the fourth activity:
1>arrived, had left
2>arrived, had begun
3>happened, had left
4>made, had recorded
5. Consolidation
Option 1
The teacher can ask the students to fill in the verbs in the right tense(the past perfect or the past simple>by themselves according to the given example. Then they work in pairs to compare their answers.mLPVzx7ZNw
(Show the following on the screen. >
Example: Pat _________(to live> in London before he _________ (to move> to Rome.
Answer: Pat had lived in London before he moved to Rome.
1>After Fred _________ (to spend> his holiday in Italy, he _________ (to want> to learn Italian.
2>Jill _________ (to phone> Dad at work before she _________ (to leave>for her trip.
3>Susan _________ (to turn on> the radio after she _________ (to wash> the dishes.
4>When she _________ (to arrive>, the match already _________ (to start>.
5>After the man _________ (to come> home, he _________ (to feed> the cat.
6>Before he _________ (to sing> a song, he _________ (to play> the guitar.
7>She _________ (to watch> a video after the children _________ (to go> to bed.
8>After Eric _________ (to make> breakfast, he _________ (to phone> his friend.
9>I _________ (to be> very tired because I _________ (to study> too much.
10>They _________ (to ride> their bikes before they _________ (to meet> their friends.
Suggested answers:
1>had spent, wanted6>sang, had played
2>had phoned, left
7>watched, had gone
3>turned, had washed 8>had made,
phoned
4>arrived, had started 9>was, had studied
5>had come, fed 10>had ridden, met
Option 2
The teacher first asks the students to individually complete the text below with the appropriate tenses, using the words in parentheses(Simple Past/Past Perfect>. Then get the students into pairs to compare their answers with the correct one shown on the screen and check if they really master how to make use of articles accurately and proficiently.AHP35hB02d
(Show the following words on the screen. >
I can’t believe I(get>_________ that apar tment. I(submit> _________my application last week, but I didn’t think I had a chance of actually getting it. When I(show> _________up to take a look around, there were at least twenty other people who(arrive> _________before me. Most of them(fill, already> _________out their applications and were already leaving. The landlord said I could still apply, so I did.
I (try> _________to fill out the form, but I couldn’t answer half of the questions. They(want>me to include references, but I didn’t want to list m y previous landlord because I(have> _________some problems with him and I knew he wouldn’t recommend me. I(end> _________up listing my father as a reference.
It was total luck that he(decide> _________to give me the apartment. It turns out that the landlord and my father(go> _________to high school together. He decided that I could have the apartment before he(look> _________at my credit report. I really lucked out!
Suggested answers:
gotsubmittedshowedhad arrivedhad already filledtriedwantedhadendeddecidedwentlookedNDOcB141gT →Step 4 Relative Language Points in This Period
1. band n. 乐队，乐团; 一伙/帮/群; 波段; 带，箍
vi. & vt. 联合，结合
拓展:
a band of一伙
band together结合在一起，团结起来
broadcast band广播波段
a military band军乐队
the 25- 35 age band 25~35年龄段
The band played several marches.
乐队演奏了几首进行曲。

Put a rubber band round these books.
用一根橡皮筋捆扎这些书。

They are banded together closely by ties of common interests.1zOk7Ly2vA
他们由于共同利益而紧密地联合在一起。

The people banded together against the robbers.
人们联合起来对付强盗。

2. refer to提到，谈到，涉及; 参考，查阅; 认为
拓展:
refer oneself to求助于，依赖
refer to sb. /sth. as. . . 称某人、某物为
refer to sb. for information向某人打听消息
in/with reference to关于
without reference to不管，和……无关
She didn’t refer to you just now.
她刚刚不是指的你。

及时反馈:
_________a dictionary when you come across a new word.fuNsDv23Kh
A. Refer
B. Look
C. Refer to
D. Referring to
答案: C
→Step 5 Summary and Homework
The teacher recalls what the students learnt in this class. The students first learnt something about the adverbial clause of time as well as some subordinating conjunctions. Then they learnt how to make use of the past perfect tense correctly. In addition, they also learnt some important and useful language points. Then assign the homework to the students --- complete activity one to activity four on P. P. 79-80. tqMB9ew4YX
板书设计
Module 3Music
Period 2
have a lot of musical talentcompose good musicrefer to forthe first time
活动与探究
Divide the students into groups of four. Each group is required to search for subordinating conjunctions that can be used to introduce the adverbial clauses of time using the library or the Internet. Meanwhile, they discuss how to remember all of them and make use of them correctly. After the discussion, design an exercise to practice and consolidate their uses. Finally, exchange what they find as well as the exercises they design with other groups. HmMJFY05dE
备课资料
Baroque
George Fredric Handel b. 1685, d. 1759
Born the son of a barber, Handel ditched a career in law to pursue his love of music. Skilled at the organ, he wrote several church pieces before being picked up by Prince Ernst of Hanover as a court musician. Later Handel went to London, where his Italian-style operas were all the rage. But soon after, the fires for opera died down and
Handel was looking like a has-been. To redeem himself he wrote the religious classic “Messiah” in 1741.ViLRaIt6sk Antonio Vivaldi b. 1676 d. 1741
Vivaldi’s history is not well known. He was ordained as a priest and wrote many, many, many pieces for the Church(about 640 pieces all together>. He taught music at several schools at the time. But as his popularity declined, he lost contacts and support, and at the time of his death he was a poor man.9eK0GsX7H1
Johann Sebastian Bach b. 1685 d. 1750
Bach came from a long line of musicians, although he was the first to become famous outside of his hometown of Eisenach. An incredibly gifted organist, Bach got a job as a cantor in 1722. He wrote new pieces for the organ for each service, destroying the used ones. Countless Bach compositions have been lost because he saw them as nothing but scrap. His work was very unique, and his use of intertwining melodies and the fugue are trademarks of his genius.naK8ccr8VI
<To be continued. ）
申明：
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