外研版高中英语必修二模块三教案
新外研版高中英语必修第二册Unit-3-教学设计
1. Ss read the passage quickly and choose the author’s purpose in writing the passage.
2.引导学生对运动的益处这一话题作出初步思考。
教学策略
听说法
Teaching contents
Procedures
Purposes
Teacher’s பைடு நூலகம்ctivity
Students’activity
Activity 1
Tasks a student who is interested in sports to prepare an introduction on tennis/football/...
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——足球
内容分析
该板块呈现一篇反映单元主题的课文，语篇类型为论说文，分析了足球在世界流行的原因。读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
1.Tplays a video introducing table tennis, and ask students to have a discussion about what makes table tennis so popular.
高中英语 Module 3 music教案 外研版必修2 教案
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 try the vocabulary and everyday English in this unit●To develop the students’ reading ability●To help the students learn and use two grammars (adverbial clause of time and the past perfect tense) in different situations●To help the students to write a biography of a person, using the time 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 questions Play 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 musicGood morning, 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 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 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 Vocabulary Teaching 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:How to 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 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.Now let'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.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 good time to test their listening abilities as well as their prehension of the text. )Step 3 Read and listen to the passage. Meanwhile, some more questions 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?Keys:1 He changed the symphony into a long piece for a large orchestra.2. 30 years.3.More than 600 pieces of music.4. When he was 6 , he played the harpsichord in a concert for the Empress of Austria.Periods 3, Function and GrammarTeaching aims:1 To learn grammar rules2 To 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:Step Ⅰ Lead-in by telling the class what happened to the Shenzhou Ⅻand technology is developing rapidly, China hasachieved a lot in the area of.Shenzhou Ⅻscientists,engineers and the whole nation were waiting andI couldn’t help getting exciteed. I feel proud of our country. Step Ⅱ 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…之时随着一边…一边…3Answer the three questions.When we talk about a single event in the past,we use when asin A .When we 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 the schoolchoir.(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 finnally decidedto live in Austrilia.Step Ⅲ Grammar 2 The past perfect tense1Read 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 past simple 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 Writing Teaching 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 andposers.c.To develop writing ability by presenting a biography of a famousChinese musician or poser.d.Train the ability of collecting and dealing with information, anddevelop their abilities of getting new information, munication and cooperation.2.Emotion and Valuesa.To raise students’ interests in science and form the right attitudetowards all kinds 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 enrichtheir leisure 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 speciallanguage—music.Difficulties and Importance:a.To make the students understand and grasp the vocabulary andknowledge related 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．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 posersyou have 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 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(某某)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 some students 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 information about 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.4. Language points:1) work as2) 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 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 3 MusicPeriod 1 Introduction; Reading and Vocabulary整体设计教材分析This period includes Introduction as well as Reading and Vocabulary. 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 complete 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 come 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, completing the third and fourth activities. Next, ask the students to read through the passage once again and learnsome 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. l5DWdhE5wK 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, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, compose, tourl5DWdhE5wKPhrases: listen to, be known as, change into, of all time, as well as, give concerts, be impressed by, the rest of, go deafl5DWdhE5wKSentence patterns:having done作状语; 强调句; however引起的句式2. 过程与方法1>Train the st udents’ speaking ability through individual, pair work and group work.l5DWdhE5wK2>Train the students’ reading skills by dealing with some reading activities.l5DWdhE5wK3>Explanations to make the students master some language points.l5DWdhE5wK4>Fast reading to make the students get the main idea of the passage.l5DWdhE5wK3. 情感与价值1>Try to raise the students’ cooperative awareness in their study by pair work or group work.l5DWdhE5wK2>Request the students to love music and enrich their emotion. l5DWdhE5wK教学重点1. Encourage the students to talk about music as well as music instruments.l5DWdhE5wK2. Help the students make sense of the passage.3. Help the students to improve their reading ability. l5DWdhE5wK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.l5DWdhE5wKDo 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 come across any trouble in understanding any of them, give some explanations in English or just give their Chinese meanings. Then the students complete the following exercise by themselves. After this, put the students into pairs to compare their answers. Finally, show the answers on the screen for the whole class to refer to.l5DWdhE5wK 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 compare their answers. Finally, call back the answers from the class.l5DWdhE5wKOption 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 complete the first activity. After this, compare 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.l5DWdhE5wKSuggested answers:1 composer2 choir3 drums, guitar, piano, saxophone4 drums, piano, violin, saxophone5 drums, piano, saxophone, violin6 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.l5DWdhE5wKSuggested 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 composersOption 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.l5DWdhE5wKOption 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 composers.l5DWdhE5wKBirth place About hisfatherAbout hisachievementsRelationshipwith theother twoHaydnMozartBeethoven2. 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 ca n turn to you for help or look them up in the reference book, for example, a dictionary.l5DWdhE5wK(Show the following on the screen. >court director genius harpsichord impressed lose musical peasant piece(of music>singer successful 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 complete the second activity and choose the best title. Finally, the teacher calls back the answers from the class.l5DWdhE5wKSuggested answers:Three Great Composers 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 compare their answers. Finally, call back the answers from the class.l5DWdhE5wKSuggested answers:1>Haydn, Mozart2>Beethoven3>Haydn4>Mozart 5>Beethoven6>They all met each other. 7>Beethoven, Mozart 8>HaydnOption 2Ask the students to reread the passage and make the chart shown in Step 2 perfect.l5DWdhE5wK3. 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.l5DWdhE5wKSuggested answers:1>He made them longer and for a larger orchestra.2>He worked in eastern Austria for 30 years.3>He composed 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 composing when he became deaf.Option 2(Show the following on the screen. >1>Mozart is famous as “the father o f the symphony”.l5DWdhE5wK2>Beethoven spent his last years of life in the Austria capital.l5DWdhE5wK3>Mozart helped Beethoven move to Vienna.4>Haydn thought highly of Mozart.5>Among the three composers, Haydn was the oldest while Mozart the youngest.l5DWdhE5wKFirst, ask the students to read through the sentences above quickly and try to understand them.l5DWdhE5wK 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 compare their answers. Finally, call back the answers from the class.l5DWdhE5wKSuggested answers:1>F 2>T 3>F 4>T 5>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 fullpreparations. 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. >l5DWdhE5wKOption 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.l5DWdhE5wKOption 3The teacher invites three students, respectively playing the roles of the three great composers. Other students can ask them questions about their life and they need to answer the questions which must be based on the passage. l5DWdhE5wK→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。
高中英语：module3 speaking and writing教案(外研版必修2) 教案
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 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 ofgetting new information, munication and cooperation.2.Emotion and Valuesa.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 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 munication 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 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．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 posers you have read about inthis 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(某某)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.。
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.。
高中英语外研版高中必修2Module3Music-music教案(lhq)
Teaching Design (Music)I. Teaching Objectives1.Knowledge Objectives(1)Learn some detailed information about the three composers.(2)Learn how to retell a person’s life story.2. Ability Objectives(1) Improve the students’ ability of listening, reading, speaking, writing and summarizing.(2) Enable the students to retell their life stories.3. Emotional Objectives(1)Arouse the students’ interest in music.(2) Inspire the students to learn the spirit of never giving up from the three great composers.Ⅱ. Important Points & Difficult Pointspoints(1) Get the Ss to learn something about Joseph Haydn, Mozart and Beethoven.(2) To train the students’ reading skills: skimming, scanning and summarizing.pointsEnable students to retell the three composers’ life stories.Ⅲ. Teaching Methods1.Task-based teaching method2.Game teaching method3.Cooperative learning method4.Multi-media assistanceⅣ. Teaching ProceduresStep I Lead-in (3mins)Show a video and ask students a series of questions：who is she, what is she doing,who composed this piece of music？Step II Fast-reading (5mins)Task1: SkimmingAsk students to divide the passage into three parts.Task2: ScanningAsk students to scan the passage and get some key information from the following three aspects:birthplace, his father, title.Step III Detailed-reading(18mins)Task1 Ask students to read part 1 and complete the sentences.What happened to him in these places?____________in Austria.________________ in Vienna._____________________________in Eastern Austria.____________________ in London.Task2 Read part 2 and find out some numbers and the related information.Task3 Read part 3 and draw a mind-map to show the relationship among the three composers.Task4 A guessing gameShow some information about the composers, and ask students to guess whom it refers to.Step IV Post-reading (13mins)Task1 Make a summaryLead students to sum up what the three composers have in common to be successful.Task 2 RetellingAsk students to choose one of the three composers, and then retell his life story according some key information in the table.Step V Homework (1mins)Write a composition about your favorite musicians or actors.Ⅴ. Blackboard DesignⅥ. Teaching Effective and ReflectionThrough the learning of this lesson, students are supposed to1.Have a good understanding of the framework of the passage.2.Know more about the three composers.3.Be able to retell the life story of each composer.4.Be able to respect the great persons and learn from them.。
外研社英语必修2-Module3-教案
外研社英语必修2-Module3-教案课题名称：Module 3 Music外研社第二册（必修2）（高一）课型：阅读课第4课时时间：45 分钟I. Teaching Objectives1. Language Objectives(1)Important words: choir, orchestra, director, classical, composer, symphony,ballad, catchy, complex, record, solo, Austria.(2)Phrases: be impressed with, split up, make a note of, as well as, the rest of.(3)Difficult structures:a)Having worked there for 30 years, Haydn moved to London, where he wasvery successful.b)By the time he was 14, Mozart had composed many pieces for theharpsichord, piano and violin, as well as for orchestrasc)As he grew older, he began to go deaf.2. Ability Objectives(1) Reading: understanding general topics and main idea.(2)Listening: taking note.(3)writing: Helping the students write an essay about he/her favorite musician.(4)speaking: Helping the students learn how to talk about some famouscomposers in the world3. Moral Objectives1)Get the students know some composers.2)Encourage students to talk about composers who they are like or dislike.4. Learning Strategies(1) Individual work(2) Group work5. Cultural Awareness(1)Help students to learn some famous composers.(2)Let students know some instruments.II. Important Points(1).To be able to talk about some famous composers in the world.(2).To be able to talk about some musicians who they’re like.III. Difficult Points(1).Background of the three famous composers.IV. Teaching Methods(1).Teaching Methods: Communicative Approach and Task-based TeachingMethod.(2).Teaching Aids: a projector , a computer and PPT .V. Teaching ProceduresStep I Lead-in ( 3 minutes)T: Hello, everybody.Ss: Hello, Miss Guo.（All the students’ answers are predicted answers.）T: Ok. Before begin our class, I want to play pieces of music for all of you.Step II Pre-reading( 6 minutes)Play pieces of music named Ninth Symphony.After the music.T: Do you like the music?Ss: Yes.T: Do you know what composer refers to?Ss: No.T: Well, I’ll give you a hint. A composer is a musician who writes pieces ofbeautiful music for others to sing or to play. Clear?Ss: Yes.T: Do you know who is the composer of the music?Ss: Beethoven.T: Brilliant! So, how much do you know about him? Uh, I will give you 3 minutes to discuss with your partner. Ok?Ss: Ok.After 3 minutesT: Ok, time is up. Any volunteers?S1: He is famous all over the world.T: yes. He is famous. And else?S2: he is deaf, but he is a genius.T: Yes. Is there anyone know more about him?S3: he created many beautiful songs.T: Yes. He is creative in music. He is a great composer, isn’t it?Ss: Yeah.T: Do you want to know more about him.\Ss: Yes.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 composers such as Joseph Haydn, Mozart, and Beethoven. Today we will learn of their life from the text.Step III while-reading( 28 minutes)T: Now, please open your book and turn to page on 22. There are three pictures, who are they?Ss: Haydn, Mozart and Beethoven.T: Good! And this passage is about the three persons. Now, I will give you 6 minutes to skimming this passage. During this time, you should complete the 2 questions that is presented in the ppt. (the questions are:1.W hat’s the main idea of the passage?2.How many parts do you divide this passage, and why ?) Let’s begin.After 6 minutes.T: Time is up. Have you finished the work?Ss: Yes.T: Good. L et’s check together. W hat’s the main idea of the passage? Any volunteers? Ok, Zhang yue, please.S1:T his passage’s main idea is about three famous composers’ background and experience.T: Yes, good job! This passage tells us three great composers’ background and experience. Generally, we can find the main idea from the first sentence or the last sentence of a paragraph, but sometimes we need to find out the key words and use them to summarize the main idea, clear? By the way, how many parts do you divide this passage?S1: Three parts. First part is 1-2, this part is about H aydn’s background and experience. Second part is 3-5, which is about M ozart’s experience. Last part is 6-8, which is about B eethoven’s.T: Good, you do a good job! Is there anyone have different opinions?Ss: No.T: Ok. I t’s quite easy to divide the part s, isn’t it?Ss: Yes.T: Ok, now, turn to page on 23 and look at activity 3. T here’re 8 questions. (the questions are:1.Which of the composers were born in Austria? 2. Who was born in Germany? 3. Who had a good singing voice? 4. Who died before his fortieth birthday? 5. Who became deaf? 6. Who met each other? 7. Who had fathers who were musicians? 8. W ho had a father who wasn’t a musician?)I’ll give you 10 minutes to scanning this passage in this period, you should complete activity 3 on the page 23, clear?T: Great! Go ahead.After 10 minutesT: All right, time is up. Please look at ppt, the answer is here. Correct your answer quickly please.After 2 minutesT: Ok, let’s move on. Now, work in pairs, answer these questions in activity 4. (the questions are: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 compose? 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 composing when he became deaf?) Because you have scanned the passage, it’s quite easy. 7 minutes for you now, it’s your time.After 7 minutesT: Guys, time is up. Any volunteers want to answer the questions 1-2? Ok, Li fangplease. How did Haydn change the form of symphonies?S1: He changed the symphony into a long piece for a large orchestra.T: Good, how long did he work in eastern Austria?S1: 30 years.T: Good, sit down please. Any volunteers want to answer the questions 3-4? Oh, Zheng liang please. How many pieces of music did Mozart compose?S2: More than 600 pieces of music.T: Great! How old was he when he played for the Empress of Austria?S2: When he was 6, he played the harpsichord in a concert for the Empress of Austria.T: Excellent! questions 5-7, any volunteers? Ok, Sheng xiao please. How long were Mozart and Haydn friends?S3:10 years.T: Good. Who taught Beethoven how to play the piano?S3: His father.T: Did he stop composing when he became deaf?S3: No, he continued composing.T: Good job!Step IV Post-listening( 6 minutes)T: Now, I’ll give you some key words and phrases. Work in groups to retell the main points of the lives of the three great composers. Ok?Ss: Ok.T:The keys words and phrases are in the ppt.( The keys words and phrases are: choir, orchestra, director, classical, composer, symphony, showed musical talent, be known as, be impressed with/by/at, be popular with, have a gift / genius / talent for (doing) something, By the time of…) because of the matter of time, you can retell one of them, ok? 4 minutes for you now.After 4 minutesT: Time is up. Anyone want to try? Yes, Zhao ye please.S1: Beethoven showed musical talent when he was a child, Mozart met Beethoven and was impressed by him. Beethoven is very popular in the Austrian capital. But as he grew older, he began to go deaf.T: Oh, good! Other students can retell like this after class, ok?附:阅读原文Module3 MusicJoseph Haydn (1732 - 1809) was an Austrian composer and is known as "the father of the symphony". Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756 - 1791) was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord when he was four, he started composing music when he was five, and when he was six, he played the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. "He is the greatest composer the world has known," he said the two were friends until Mozart's death in 1791.Ludwig van Beethoven (1770 - 1827) was born in Bonn, Germany （1770-1827）He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. "He will give something wonderful to the world," he said.Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, "He is a good composer, but he has taught me nothing." However, it was Haydn who encouraged Beethoven to move to Vienna.Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.。
高中英语新课标外研版必修2教案(Module3Musicthe3rdPeriod)
Period 3 Listening and Vocabulary; Pronunciation整体设计教材分析In this period two parts will be dealt with. In Listening and Vocabulary part, first arouse the students to brainstorm some background knowledge about the Beatles. Then the teacher leads the students to learn some words which will appear in the interview in the way of answering the questions. Make sure the students know what they mean. And then ask the students to listen to the tape and complete the third activity. Furthermore, in order to help them know more details about the Beatles, let them listen once more and make some notes about songs as well as albums the band produced. If the students have any difficulty in understanding the interview, they can listen more times. Finally, have the students work in pairs or groups asking and answering questions to get rid of the difficult points they met during the course of listening.The second part is Pronunciation, which is an extension of the listening part and the vocabulary part and helps the students improve their listening ability. First ask the students to listen to the answers to Grammar 2 activity 4 carefully, paying attention to the intonation. Then listen to the tape again and check if they are correct. Next, do more practice by reading the sentences aloud with the correct intonation.三维目标1. 知识与技能1>Train the students'listening ability.2>Develop the students'speaking ability.3>Words: album ballad catchy complex influence lyrics solo artist tune4>Phrases: hear of split up be influenced by in the history of consist of stop doing sth. finish doing sth. break up2. 过程与方法1>Make the students know how to grasp important information through listening activities.2>Make the students catch some details of the listening material.3>Make the students master the correct intonation while reading.4>Individual work, pair work as well as group work to get every student to participate in class.3. 情感与价值1>Make it fun to grasp knowledge by listening.2>Have the students enjoy knowing more about the Beatles.3>Try to raise the students'cooperative awareness in their study by pair work or group work.教学重点1. Learn to research by cooperation.2. Learn to catch necessary information when listening.教学难点1. Lead the stude nts to take an active part in class.2. Learn to make use of correct intonations while reading and speaki ng.3. How to make the stude nts master some liste ning skills.教学过程—Step 1 Review and Lead-i nCheck the stude nts homework by ask ing them to work in pairs and compare their an swers. The n show the correct an swers on the scree n for the stude nts to refer to. If n ecessary, give some expla nati ons to help make them much clearer about some difficult poin ts.—Step 2 Liste ning1. Backgro und kno wledge(Show the followi ng questi ons on the scree n. >1>Do you know the word “ band” ?2>Does the word “ band” mean one person or more than one?3>Ca n you n ame some of the famous ban ds?4>What is your favourite band? Say why?The teacher puts the whole class into groups of four to discuss the above questi ons and work out the an swers. The n compare their an swers with other groups. Next, the stude nts refer to the correct an swers show n onthe scree n. Later, the teacher asks the whole class to look through and observe the above pictures. Fin ally, have the stude nts brain storm as much information about this world-famous musical band as possible with the help of the questions listed in the first activity on P26.2. VocabularyOptio n 1Ask the students to read the listed words as well as questions in activity two on P26 individually and try to understand what they all mean. Then ask some students to read them out and others check if they are correct. Next, let them an swer the questi ons by themselves. If they come across any problems in their understanding, they can turn to the teacher, other students or a dictionary for help. Finally, have the students refer to the correct an swers show n on the scree n after they compare their an swers in pairs.Optio n 2Hold a competition. The teacher writes any word in the table on the blackboard or shows them on the screen for the students to read. The competiti on rules are as follows:Whe n a word is give n, the stude nts who know it raise their han ds.The one that does this first reads the word and give its Chinese meaning or explains it in English. If he or she is correct, he or she will get five grades. Otherwise, he/she gets zero and another one can read and explain it again. Each student has only one chance to read the same word. The guy who gets the most grades will be the final winner.After they know what the words mean, the teacher reads the questions one by one while the whole class give the answers.Option 3Read the listed words out and let the students follow you. Meanwhile, make them pay attention to the stress of them. Put the students into pairs to practice reading them. One reads them through, while the other checks if the words are read and stressed correctly. Then exchange their roles to repeat this.Suggested answers:1>They remember it. 4>More than one.2>The words.5>They like them.3>Difficult. 6>No, they don't.3. While-listening1>Option 1The teacher asks the students to listen carefully for the first time and try to catch the main idea of the record. Then, let them look through the sen tencesi n the third activity quickly and un dersta nd their meanings completely. Later the stude nts liste n a sec ond time to decide whether the senten cesthey just read are true or false. Fin ally, in order to make the stude nts con firm their an swers are correct, you can let them liste n once more.Suggested an swers:(1>T (2>F (3>T (4>T (5>TOptio n 2(Show the following questions on the screen. >The Beatles were born in Liverpool in the north of England. During the early 1960s, the Beatles were 1> by America n rock sin gers. They had their first hit in 1962 with a 2> so ng called Love Me Do. Dur ing the mid-1960s, the Beatles gave rock music a new directi on. Mea nwhile, they sang some serious son gs, 3> as well as 4> s on gs. By thelate 1960s, the 5> ____ a nd the 6> had become more in teresti ng.After they had fini shed record ing Let It Be, they 7> . After the group had broken up, all the Beatles performed as 8> artists or started other ba nds.First the students predict what the record is mainly about. Then ask them to liste n to the tape carefully to get the main idea of the record and check if their prediction is correct. Exchange their main ideas with others. Next, play the tape one more time and the students listen carefully tocatch some details. Meanwhile, they need to fill in the blanks. Later the stude nts work in pairs to compare their an swers. At last the teacher shows the correct answers on the screen for the students to refer to or just call back an swers from the class.Suggested an swers:1>in flue need 2>catchy 3>ballads 4>complex 5>t unes 6>lyrics 7>split up 8>soloOptio n 3(Show the followi ng questi ons on the scree n. >1>Who wrote most of the son gs?2>When did they have their first hit?3>When did they tour the Un ited States?4>What was their last album?5>What did they do after the group had broke n up?6>Whe n and where did Joh n Lennon and George Harris on separately die?The stude nts are required to read them through and un dersta nd them. The n let them liste n to the tape and find out the an swers to the questi ons. Ask some stude nts to report their an swers to the class. Fi nally, check their an swers accord ing to the correct on es.Suggested an swers:1>Le nnon and McCart ney.2>In 1962.3>I n 1964 after they had become stars in their own coun try.4>Let It Be.5>After the group had broke n up, all the Beatles performed as solo artists or started other ban ds.6>Joh n Lennon died in New York in 1980 while George Harris on died in 2001.2>First, the teacher puts the stude nts into four big groups. Each one isrequired to make no tes about one special songs or album men ti oned in the fourth activity. The n the teacher plays the tape through one more time while the stude nt liste n carefully to catch as many details about these songsand albums as they can. Next, each group has a discussi on and collects the n ecessary in formatio n that members got, orga nising them in order. Fin ally, the teacher asks represe ntativesof each group to report their results to the whole class. You might as well en courage them to give differe nt opinions.Suggested an swers:Nowhere Man: seriousYesterday: balladStrawberry Fields Forever: complexLet It Be: last album.Tapescript:The Beatles were the most successful band in the history of popular music. The band consisted of John Lennon, Paul McCartney, George Harris on and Ringo Start. Starr played drums, the other three played guitar. Lennon and McCartney wrote most of the songs all the Beatles were born in Liverpool in the north of England.During the early 1960s, the Beatles were influenced by American rock singers, such as Chuck Berry and Elvis Presley. They had their first hit in 1962 with a catchy song called Love Me Do(1962>. In 1964, after they had become stars in their own country, the Beatles toured the United States andwere a huge success.During the mid-1960s, the Beatles were one of the bands which gave rock music a new direction. Some of their songs were quite serious, such as Nowhere Man; there were ballads such as Yesterday and more complex songs such as Strawberry Fields Forever.By the late 1960s, their music had changed completely. They had stopped writing simple songs with catchy tunes. The tunes and the lyrics had become more interesting and they had begun to use new instruments, too. For example, after visiting India, they started using Indian instruments.Some of their albums changed pop music completely. Their last album was Let It Be in 1970.After they had finished recording Let It Be, they split up. By the time they stopped working together, they had sold more albums than any other band in history. After the group had broken up, all the Beatles performed as solo artists or started other bands.Joh n Lennon died in New York in 1980, George Harris on died in 2001.—Step 3 Pronun ciati onFirst let the stude nts work in pairs and read through the sen ten ces in Grammar 2 activity 4. Meanwhile, mark ' when they think the voice should rise and 亠when it should fall. Then the students listen to the tape and check whether their marks are correct. If not, correct them .In order to consolidate what they just learnt, ask the students to read the sentences once aga in andpay special atte nti on to the inton ati on. Or you can choose some other senten ces and have the stude nts read them and marlas well as * where n ecessary.Suggested an swers:1>Unfortunately 呻,he arrived at the show呻after I had left * .2>By the time we arrived at the stadium ”, the band had begun playi ng3>Fortunately刀，the power cut happened • after the fans had left the stadium *.4>Before he made his latest album , he had recorded some songs with Paul McCartney *.—Step 4 Relative Language Points in This Period1. complex adj.合成的，复杂的，综合的，难解的n.复杂，合成物a complex sentence复合句a complex nu mber数> 复数a complex situati on错综复杂的形势a complex argument/problem/subjec复杂难懂的论证/问题/科目alaboratory complex 综合实验室a sports complex综合体育馆have a complex about sth对 .. 过分敏感或担忧a complex of...很多复杂的.....There is a complex n etwork of roads round the city.城市周围有复杂的公路网。
高中英语新课标外研版必修2教案(Module 3 Music the 5th Period)
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 pare 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 poser they want to know. Then the group members gather materials related to the very poser 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 poser 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 ability.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 poser 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 municate 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 poser 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 posers 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 posers and asks the students to guess who they are. Let the students 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 pare 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 sentences they have problems in understanding, trying to guess what they mean. Get the students into pairs to pare and check theiranswers. Show the correct answers on the screen for the whole class to refer to.Suggested answers:Name: Ye Xiaogang Sex: maleNationality: China Job: poserStyle 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 posers’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 posed 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 poser they want to know. Then the group members try their best to gather as many materials related to the very poser 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 poser 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。
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。
外研版高中英语必修二优秀教案：Module 3 Music Reading
Book 2Module 3MusicI. Teaching Content:Three passagesrelated to musicII. Learning Aims:●Ability Aims:To enhance their ability of concluding and summarizing.● Affective Aims:To learn about the benefits of music and appreciate it.●Knowledge Aims:To improve the writing skills by grasping useful expressions.III Teaching Procedures:Step 1 Lead-inTalk about different kinds of music and play a video to introduce Passage 1.1. What’s the main idea of Para.1?The success of the hit song “Little Apple”. (The hit song “Little Apple”is taking China by storm.)2. What are the scenes in the song related to?A square dance combined with stories about love and romance.3. The underlined word “boost”in Para.4 is closest in meaning to_____.A. changeB. increaseC. reduceD. bring down4. According to the two cinema-goers, why did people go to see the movie “Old Boys: The Way of Dragon”?Because they like the song “Little Apple”very much.(A: I’m brainwashed by the song. B: The reason I’m here at the cinema is thatI like the song. )5. Make a dialogue based on the following hints.A: Hi, Amy! Do you know the hit song “Little Apple”?B: Of course! …take…by storm.A: I agree. And …be related to…combined with…B: Yeah. The reason why…is that…1. Listen:①Why did Rick’s mother suggest that he learn to play the drums?Because he had a brain operation and it prevented him from playing sports.②What did he do after graduating from college?He volunteered as a music teacher and created a music club.2. As the underlined sentence says, “It’s also an escape”, what canwe escape by learning music?We can escape some challenges in life.3. What can we learn from the passage?Music is magic and powerful,which can make us feel likeanything is possible. When we have a tough time, not only can listening to music make us happy and relaxed_, but also develop confidence. What’s more, music can even help escape challenges. Inconclusion, music has a great_influence on our life.1. What is the result of the US review?Musical training can change your brain and lead to improved speech and foreign language skills.2. Match the main idea with its corresponding paragraph.Para.4 ____________ Para.5 ____________ Para.6 ____________A. Music does good to studies.B. Music can improve communicating skills.C. Music develops confidence.D. Music is important to hearing.3.Paraphrase the sentence in Para.5.physical exercise body fitnessmusic auditory fitnessFriendship is to us what water is to fish.A is toB whatC is to D.Music is to auditory fitness what physical exercise is to body fitness.4. Conclude the advantages of musical training.The result of the US reviewMusical training can change your brain and lead to improved speech and foreign language skills.Other human communicationAdvantages hearinglearningMusical training can change your brain and lead to improved speech and foreign language skills. It prepares the brain for human communication.What’s more, music is to hearing what physical exercise is to body fitness. In addition, it also provides learning constructing patterns.Quiz_______people like music is that it is ____ and______, which can make us feel like __________. When we face difficulties, not only can listening to music make us _____ and _____, but also develop ________. What’s more, musical training can ____ and lead to ____and _____. Music ____ hearing ____ physical exercise _____ body fitness. In conclusion, music has a great____ on our life.Homework假如你是Do Re Me音乐培训班的老师，请你为前来咨询的家长做一个演讲，用英语说说学音乐对培养小孩的好处。
高中英语新课标外研版必修2教案(Module 3 Music the 4th Period)
Period 4Writing; Function; Everyday English整体设计教材分析This period contains Writing, Function as well as Everyday English. In the writing part, for ordinary classes, first ask the students to read the essay and discuss it. Then lead them to answer the following listed questions concerning music. At last ask the students to write a reply email to Sandra introducing the music they are fond of. If the class is of higher level, you can refer to other options.LXxNPwVfErThe second part is Function, which helps the students practice how to express likes as well as dislikes. You can ask the students to read the sentences individually or in pairs and pay much attention to what they all mean. Then ask them to describe their own likes and dislikes using the sentence structures listed in the chart. This activity may further help the students consolidate how to express their own emotion fluently and proficiently. If the class is good enough, you can have them make up a dialogue with the given sentence structures.LXxNPwVfErThe last part needed to be dealt with is Everyday English. You ask the students to complete the first activity individually or in pairs. If possible, you can also let them discuss how they listen to music usually. Then have the students read through the three questions listed in the second activity and make sure they understand what they all mean. If they have any difficulty in understanding them, you might as well give some explanations to them. Next, the teacher plays the tape through and the students listen carefully to find out the answers to these questions. Later the students listen one more time to take down Exclamatory Sentences as well as Interrogative Sentences. Finally, the students have a discussion. If the class is good enough, add an extension exercise for them to put these expressions into practice. LXxNPwVfEr三维目标1. 知识与技能1>Train the students’ writing ability.2>Train the students’ speaking skills.3>Develop the students’ communicating skills.2. 过程与方法1>Respond to the partner’s words and express the attitudes.LXxNPwVfEr2>Make the students know how to express their likes as well as dislikes.LXxNPwVfEr3>Train the students’ speaking ability by designing some activities applicable to the students.LXxNPwVfEr3. 情感与价值1>Try to raise the studen ts’ cooperative awareness in their study by pair work or group work.LXxNPwVfEr2>Instruct the students to study in daily life by using English as a tool of study.LXxNPwVfEr3>Advocate the students’ interest in the music.教学重点1. Help the students improve their writing skills.2. Help the students to improve their speaking ability.LXxNPwVfEr3. Help the students make full use of everyday English freely. LXxNPwVfEr教学难点1. Lead the students to be active in class.2. Help the students learn how to express their likes as well as dislikes.LXxNPwVfEr3. Develop the students’ communicating skills by practicing the use of daily expressions. LXxNPwVfEr 教学过程→Step 1 Review and Lead-in1. Check the homework of last period.2. Show the following phrases on the screen and get the students into groups of four. Ask each group to work together and make sentences with the offered phrases. If possible, they might as well do this using the past perfect tense and the adverbial clause of time. Give them some time to prepare. When time is up, ask some group representatives to report their sentences while others listen carefully and decide whether they are correct or not.LXxNPwVfErstop doing sth. finish doing sth. break up hear of split up be influenced by in the history of consist of→Step 2 WritingOption 1The teacher asks the students to read the short email on P25 individually. Make sure they understand it clearly. Then require the students to work in pairs asking and answering the questions. Next, write another essay as a reply to what they have just read with the help of the questions they just answered. Get the students into pairsto compare what they write, finding out and correcting the mistakes. Finally, some students can report their writing to the whole class.LXxNPwVfErOption 2Let the students work in pairs. One reads the email, paying special attention to the stress as well as the intonation and the other checks if he reads correctly and fluently. Then exchange their roles to do this again. Next, read the listed questions and make a short dialogue using them. After this request the students to write a paragraph, if necessary, using some useful expressions as well as conjunctions. Finally, work in groups of four to share their writing and do some corrections. Meanwhile, each group chooses the best paragraph and reports it to the whole class.LXxNPwVfErFor classes of different levels, you can add some more information about this topic according to the students’ ability. LXxNPwVfEr→Step 3 FunctionOption 1First the teacher asks the students to read the sentences individually or in pairs. Make sure they knowwhat they all mean. Then the students compare their answers in pairs. Next, ask them to describe their own likes and dislikes using the sentence structures listed in the chart. This activity may further help the students consolidate how to express their own emotion fluently and proficiently. If the class is good enough, you can have them make up a dialogue with the given sentence structures.LXxNPwVfEr Option 2First let the students carry out a brainstorming activity to recall as many expressions about likes and dislikes as possible. The teacher can write down the expressions they think out or accumulate some expressions like this before class and show them on the screen. Have the whole class read them once more and make sure that they read them correctly and understand what they all mean. If they have any problems, explain them to the class. LXxNPwVfErThen the students can be required to work in groups of four. Each student does a survey about other group members according to the questionnaire given in the textbooks. When they do this, the students must make use of completesentences to express their likes as well as dislikes such as I love pop music greatly.LXxNPwVfErNext, request the students to play a game in groups of four. Every student writes a short paragraph on the basis of the questionnaire to talk about his own ideas but can’t sign his own names. Each group collects the four paragraphs without signs of names and exchange them with other groups, the members of which read the paragraphs and guess the writers.LXxNPwVfErFinally, have some representatives give a report to the whole class. LXxNPwVfEr→Step 4 Everyday English1. Option 1Ask the students to complete the first activity individually. If they have difficulty in understanding anyone of them, they can turn to other students or the teacher for help. Then have the students compare their answers in pairs.LXxNPwVfErOption 2The teacher just gets the whole class into groups of four to have a discussion on how they listen to music usually, speaking out the advantages as well asdisadvantages of the way they listen to music. If time permits, each group organize their ideas to make a dialogue. Finally, some pairs act out their dialogues.Bl1ZBCDLvY2. The teacher first requires the students to read the three questions listed in the second activity and make sure they understand them clearly. If necessary, you might as well give some explanations to help them. Then the teacher plays the tape through and the students listen carefully to find out the answers to these questions. If possible, take notes of some details concerning the questions. Next, put the whole class into groups of four to compare and share their answers. Time permitting, each group organize what they write down in order and describe what they heard in their own words. Finally, groups exchange their descriptions with other groups.Bl1ZBCDLvY3. The students listen once again to take down Exclamatory Sentences as well as Interrogative Sentences. Then the students have a discussion in groups of four on the reason that the two used them. If the class is good enough, add an extension exercise for them to put these expressions into practice. (They can be advised tobrainstorm many more occasions to make use of them. >Bl1ZBCDLvYTapescript:Tom: Hi, Anna.Anna: Hi, Tom.Tom: What’s that?Anna: It’s my new minidisk player.Tom: Let me have a look. Oh—cool!Anna: Have you got one?Tom: A minidisk player? No w ay!They’re to expensive.Bl1ZBCDLvYAnna: So, have you got a CD player?Tom: No. I only have cassettes.Anna: Really? You listen to music on cassettes?Tom: I know, I know. I only have a cassette player at home, and I also have a Walkman. I listen to music on headphones when I’m doing my homeworkBl1ZBCDLvYAnna: Do you like listening to music on cassettes?Tom: Not really. I know CDs and minidisks are better, but I can’t afford to buy them.Bl1ZBCDLvYAnna: You can borrow my CD Discman if you like.Tom: Really? !Anna: Yes.Tom: Are you sure? !Anna: Yes, of course.Tom: Excellent!→Step 5 Summary and HomeworkThe teacher recalls what the students have learnt in this class. The students first learnt to write a answer to Sandra’ email in the writing part. In addition, in the function part, they learned some important and useful expressions concerning not only likes but also dislikes. What’s more, they had some knowledge of the way of listening music. Then assign the homework to the students—remember the useful expressions as well as some important language points. Bl1ZBCDLvY板书设计Module 3 MusicPeriod 4Phrases:all kinds of listen to can’t stand sth. /doing sth.afford to do sth. offer to do sth. be happy with. . .Sentence patterns:What’s your favou rite. . .I love. . .I hate. . .活动与探究Put the students into two big groups, respectively doing a school survey of the likes and dislikes of other students using the sentence patterns learnt in Function. Each group interview at least 50 students. Then have a discussion on the differences between boys and girls in their likes and dislikes. Finally, introduce the results of their surveys as well as their discussions to the other group.Bl1ZBCDLvYSexAgeGradeLikesDislikes备课资料ClassicalJoseph Haydn b. 1732 d. 1809Haydn was the hub of the Classical style. He entered the world of music through his wonderful singing voice as a child. His voice was so good that he was almost castrated to maintain his young voice. But his voice did break and his singing career ended. Haydn moved then into composing music. When Haydn moved to Vienna in 1790, he effectively made Vienna the nexus of the Classical music style. Therehe taught and mentored young composers such as Mozart and Beethoven.Bl1ZBCDLvYWolfgang Amadeus Mozart b. 1756 d. 1791Mozart was the prince of Classical music. Movies, plays, musicals, and countless books have been written in honor of him. He was the prodigy to end all prodigies. He wrote his first symphony when he was 5. He toured Europe as a novelty act with his father and sister. But when he grew up, that novelty was gone. Luckily his natural skill with music carried him. A student of Haydn, Mozart blossomed into a top notch opera writer, which was his bread and butter for many years. But a man doesn’t live by bread and butter alone: his later teaching carrier was not sufficient to support him, and he died a poor man.Bl1ZBCDLvYLudwig Von Beethoven b. 1770 d. 1827He was another child prodigy, but not nearly as talented as Mozart as a child. At the age of 14 he was appointed as an assistant teacher and the organist at Hanover. He received tutoring from both Haydn and Mozart. When he was 19, he was faced with supporting his entire family after his mother’s death. A disturbed, angry person hi mself, Beethoven’s music was fiery, and emotional. He iscredited with bridging the gap between Classical and Romantic style music.Bl1ZBCDLvYRomanticCarl Maria von Weber b. 1786 d. 1826Although his works are in many cases operas, von Weber wrote some of the most romantic music ever written. Again, he came from a musical family and started his career at a very early age. His greatest contribution to music was the standard arrangement of an orchestra. His grouping of similar instruments at different locations is a method still used today in our modern orchestras.Bl1ZBCDLvY Richard Wagner b. 1813 d. 1883Wagner, the man, was not a desirable person. Racist, sexist, and violently anti-Semitic(even though Wagner himself was born into a Jewish family>, he was not a very nice guy. But his music was inspired. His opera music is some of the most beautiful ever written.Bl1ZBCDLvY Richard Strauss b. 1864 d. 1949Richard was born the son of a horn player in Munich. He was trained at the piano and began writing pieces of music called “programs” which were pieces that told stories. His most famous work is probably “Also SprachZarathustra” used in the movie “2001: A Space Odyssey. ”Bl1ZBCDLvY申明：所有资料为本人收集整理，仅限个人学习使用，勿做商业用途。
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.。
外研版必修2 Module3教案
Module Three MusicPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Encourage the students to talk about music as well as music instruments;2.Help the students make sense of the whole passage;3.Help the students improve their reading ability.Teaching difficult points:1.Lead the students to talk in class actively;2.Deal with some difficult language points.Teaching procedures:Step 1 Lead-in and Introduction1.Ask the students the following questions to lead in the topic.1)Do you enjoy music?2)Which kind of music do you like most?3)What do you know about music?[Almost everyone likes different kinds of music,especially pop music.But how much do you know about music,especially classical music?OK,this module we will talk about this topic.First let`s review some words and try to answer some questions about music to warm up.]2.Activity1 on P21Read through and try to answer;Explain some words and read out the words aloud together;Call back and compare the answers.【*3.Activity2 on P21】If possible,ask the students to discuss these questions in pairs and then ask some of them to present them answers to the class.[The pictures show(from left to right): violin,classical guitar,drums.saxophone,erhu,piano.]Step 2 Pre-reading【*1.Background information of the three composers.】If possible,ask the students to collect background information of the three composers ahead and present it in class,including their birth places,their families,their achievements and so on.2.Activity1 on P22Read through these words to recall their meaning;Explain some of the words;Read aloud together.Step 3 While-reading1.Skimming(略读)Ask the students to skim the passage as quickly as they can to get the main idea and choose the best title in Activity2 on P22.(For about 3 minutes)2.Scanning(扫描；细看；浏览)Ask the students to scan the passage and try to answer the questions in Activity3 on P23.Then call back and compare the answers.nguage points【Ref: Notes to the text】Explain some language points to the students.4.Careful readingAsk the students to read through the passage carefully to get more details and try to answer the questions in Activity4 on P23.If possible,ask the students to listen to the tape in class to understand the passage better.【*5.Activity5 on P24】This part is too difficult for our students,so it is omitted.Step 4 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.After studying music in Vienna,Haydn went to work at the court of a prince in eastern Austria,where he became director of music.▲after在…之后(1) prep. + v-ing；(2) conj. + clause(从句)eg:After finishing his homework,Li Kang started to watch TV.(=After he finished his homework, Li Kang started to watch TV.)2.Having worked there for 30 years,Haydn moved to London,where he was very successful.▲having + pp. 现在分词的完成式作状语，强调分词动作先于主句动作发生，相当于一个时间状语从句。
高中英语新课标外研版必修2教案(Module 3 Music the 5th Period)
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.Owq7uVS5LiThe 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 memberscooperate 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.Owq7uVS5LiThe last part is Module File. You can design some exercises for the students to consolidate what they learn in this module. Owq7uVS5Li三维目标1. 知识与技能1>Train the students’ reading ability.2>Words: lecturer mix3>Phrases: a group of show musical ability at an early age from. . . till. . . be famous for mix. . . with. . . part ofOwq7uVS5Li4>Sentence patterns: It is a good idea to. . . (It作形式主语>Owq7uVS5Li2. 过程与方法1>Make the students know more things about the composer Ye Xiaogang by designing some reading activities.Owq7uVS5Li2>Help the students have a good knowledge of what they learnt in this module.Owq7uVS5Li3>Individual work, pair work as well as group work to get every student to participate in class.Owq7uVS5Li4>Explanations to make the students master some difficult points that appear in this period.Owq7uVS5Li3. 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.Owq7uVS5Li3>Teach the students to enjoy music and spread Chinese traditional music worldwide. Owq7uVS5Li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. Owq7uVS5Li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. Owq7uVS5Li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.Owq7uVS5Li(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. Thi s 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 Owq7uVS5Li→Step 2 Cultural Co rner1. Lead-inOption 1Request the students to work in groups of four and discuss the following questions.Owq7uVS5Li(Show the following on the screen. >How many composers at home and abroad do you know? Make a list of them.Owq7uVS5LiWhich one do you prefer most? Why?What contribution do they make to the development of music? Owq7uVS5LiOption 2The teacher prepares some pictures of some famous composers and asks the students to guess who they are. Let the students have a discussion on their great achievements. In this way the students’ interest will be aroused quickly.Owq7uVS5Li(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.Owq7uVS5LiOption 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.Owq7uVS5Li(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 sentences they have problems in understanding, trying to guess what they mean. Get the students into pairs tocompare and check their answers. Show the correct answerson the screen for the whole class to referto.Owq7uVS5LiSuggested answers:Name: Ye Xiaogang Sex: male Nationality: China Job: composerMain achievements: He writes symphonies and pieces for smaller groups of music. He also writes film music.Style of music: classicalWhat he did or happened to him in the following years: 1955He was born.From 1978 to 1983He studied at the Central Conservatory of Music of China.1985There was a concert of Ye Xiaogang’s symphonies in Beijing.1986His album Horizon appeared and his music was played at the First Contemporary ChineseComposers’ Festival in Hong Kong.1996The group played with Italian musician Enrico Rava at the Beijing InternationalJazz Festival.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.Owq7uVS5LiSuggested answers for activity three:1>He started playing music when he was young. He has composed symphonies. He is famous internationally.Owq7uVS5Li2>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. Owq7uVS5Li→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. Inorder to consolidate what they learnt in this module, you can also design several exercises. Owq7uVS5Li→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 up混合，掺和，混淆mix in with与……交往mix sth. into sth. 使……与……混合mix sb. /sth. up(with wb. /sth. >误以为……是，混淆某人某物mix. . . with. . . 把……与……混合mixer n. 混合者，搅拌器mixture n. 混合物mixed adj. 混合的，男女混合的a mixed school男女同校的学校mixed doubles混合双打mixed 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 posed 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 plete 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 plete 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 petition 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 mon conjunctions.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 plete 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.三维目标1. 知识与技能1)Develop the students’ reading ability.2)Enlarge and enrich the students’ grammar knowledge.2. 过程与方法1)Explanations to make the students master the two grammar items.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.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.教学重点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.教学难点1. Lead the students to take an active part in class.2. Make the students learn how to use the adverbial clause of time as well as the past perfect tense correctly.教学过程→Step 1 Review and Lead-inOption 1—DictationThe teacher reads out the following and the students have a dictation.Words: audience, choir, classical, poser, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, pose, tour Option 2—TranslationAsk the students to translate the following sentences in the table into Chinese, using the phrases learnt last class.1.2.3. 那次成功的4.5. 他既有知识又有经验。
外研版高中英语必修2教学设计Module 3Music教案
Module 3 Music I. 模块教学目标II. 目标语言Ⅲ. 教材分析与重组1. 教材分析本模块的话题是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。
1.1 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。
1.2 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。
1.3 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。
1.4 FUNCTION 通过问答形式表达对音乐的喜好，培养学生的评价能力。
1.5 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。
1.6 EVERYDAY 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。
1.7 PRONUNCIATION 听并跟读语法材料中出现的句子，注意语调的起伏。
1.8 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。
1.9 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。
外研版高中《英语》必修二Module3Music教学案例
外研版高中《英语》必修二Module 3 Music教学案例一、教学内容分析本节课是阅读课，本文围绕音乐这一主题向学生介绍了海顿、莫扎特和贝多芬等三位欧洲十八世纪的伟大的音乐家的主要成就和生平细节，是学生感兴趣的话题。
现阶段学生已经具有一定的语言基础，具备一定的认知能力，有自我的观点和看法，对音乐会非常感兴趣，对本文一些知名的音乐家会有所了解，但对于音乐家的英文名不会太熟悉。
二、学情分析教学班级学生英文水平相对较好，课堂反应也比较积极主动。
因此，教学中会充分发挥学生的作用；同时，学生水平高也给教师的课堂教学带来挑战。
三、教学策略与分析本课教学采用引导学生进行自主学习与合作探究的方式进行教学，这样可以使学生在教师的引导和帮助下，主动学习、积极思考、努力拓展，以达到知识升值的目的。
四、教学目标1.知识与技能：在语言知识目标方面，要求学生掌握并能运用本课中的主要词汇，尤其是关于音乐术语的表达方式；在语言技能方面，首先能够运用所学词汇、语言知识从主要成就和生平细节等方面介绍音乐家，第二是要培养学生获取信息、处理信息、运用信息进行推理判断的能力。
2.过程与方法：在认知策略方面力求通过阅读培养学生抓住和辨别信息要点的能力，并能够运用用现有知识与音乐常识对材料进行理解、分析及综合加工；在调控策略方面，使学生在阅读过程中善于根据时间顺序为线索理解和撰写人物介绍类文章；在资源策略方面，通过网络或其它媒体等多种途径丰富音乐知识，提高艺术修养。
3.情感态度与价值观：培养学生通过音乐这一特殊语言进行文化交流的意识。
使学生喜爱音乐、欣赏音乐、丰富情感。
五、教学重点与难点教学重点是学生语言知识的习得和略读、查读等阅读微技能的训练；教学难点是如何让学生们运用所学词汇、语言恰当介绍类似任务。
本节课的教学设计基于建构主义教育理论，学生语言知识的习得经历了从认知、理解的输入，经过内化，通过说、写的输出方式达到灵活运用。
对于学生阅读技能的培养，在教学的实施过程中，通过回答细节问题、归纳段落大意等各种训练活动，培养学生略读、查读等阅读技能，从而提高了他们掌握主旨要义、获取具体信息等阅读能力。
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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。
(2) 学习时间状语从句和过去完成时态。
(3) 学写有关自己音乐爱好的文章。
III. 教学计划本单元分为5个课时第一课时：Introduction, Function, Everyday English第二课时：Reading and V ocabulary第三课时：Grammar, Culture corner第四课时：Listening and V ocabulary, Pronunciation第五课时：Writing, Task and Module fileIV. 教学步骤Period 1 Introduction, FunctionTeaching goals:1.To enable Ss to talk about music and instruments2.To help Ss to express the likes and dislike about music.Teaching procedures:Step 1. IntroductionPurpose: To activate Ss and arouse them to talk about music.1.Leading-inAsk Ss the following question: What kinds of music do you know?For your reference:pop(popular music): 流行乐rock(rock’n’ roll): 摇滚乐jazz: 爵士乐blues: 布鲁斯classical music: 古典音乐rap-hop:说唱音乐light music: 轻音乐country music: 乡村音乐traditional Chinese music: 民乐disco music(dance music): 的士高音乐,舞曲2. Pair WorkAsk Ss to finish Activity 1 on P21.Suggested Answers:(1) composer (2) choir (3) drums, guitar, piano, saxophone (4) drums, piano, violin, saxophone (5) drums, piano, saxophone, violin (6) erhu, drumsStep 2. FunctionPurpose: To activate Ss and arouse them to talk about music.1. Group WorkAsk Ss to finish the questionnaire on P25 to talk about their likes and dislikes about music in groups.2. Pair WorkAsk Ss to listen to the music from the multimedia and then guess what kinds of instrument were playing in it. (This is a teaching suggestion for good teaching conditions.)Step 3. Everyday EnglishPurpose: To enable Ss to discuss how to listen to music.1. Group WorkAsk Ss to discuss the following questions: How do you listen to music? Do you listen to the music on CDs, the radio, MP3, MP4 or Walkman? Do you download music from theInternet? Please say something about the way you listen to the music.2. Individual WorkAsk Ss to Listen to the tape and answer the questions in Activity 2 on P28.Suggested answer:(1) Tom listens to music on cassettes; Anna listens to it on minidisk and CDs.(2) Anna is, Tom isn’t.(3) She offers to lend him her Discman3. Pair WorkAsk Ss to work in pairs to ask and answer the questions. (Ask them to try to continue their conversation with cool, no way, really and excellent.)For your reference:Which kind of music do you like best?Which instrument do you like best?How do you listen to music?Do you want to be a musician or an audience?—I’d rather be an audience than be a musician.Step 4. HomeworkPreview Reading and V ocabulary in the unite.Period 2 Reading and VocabularyTeaching goals:1. To get Ss to master the reading skills of scanning and skimming;2. To enable Ss to talk about the some word-famous musician;3. To help Ss to learn something about Joseph Hayden, Mozart and Beethoven Teaching procedures:Step 1. Leading-inPurpose: To activate Ss’ background knowledge about the three great musicians.Ask Ss the following questions:Can you say who the three composers in the pictures are? Do you know anything about them? What pieces of music did they compose?Step 2. While-readingPurpose: 1. To enable Ss master the reading skills.2. To enable Ss get the main idea of the passage.1. SkimmingAsk Ss to skim the passage and choose the best title listed in Activity 2 on P 22. Suggested Answers:The best title is (2).2. Scanning(1) Ask Ss to read the passage carefully, then answer the questions in Activity 3 on P23. Suggested Answers:① Haydn, Mozart ② Beethoven ③ Haydn ④ Mozart ⑤ Beethoven⑥They all met each other ⑦Mozart, Beethoven ⑧Haydn(2) Ask Ss to read the passage again, and then finish the following True or False questions:① Beethoven was born in Austria in 1770. ( )②Haydn ,whose father was a peasant, was known as “the father of the symphony”. ( )③ It was Mozart who had a good singing voice. ( )④ People in Vienna were fond of Beethoven and he spent his whole life there. ( )⑤ Among the three composers , Haydn lived the longest in the world. ( )⑥ Both Mozart and Haydn were impressed by Beethoven’s musical talent . ( ) Suggested Answers:① T ② T ③ F ④ F ⑤ T ⑥ F(3) Answer these questions in Activity 4 on P23.Suggested Answers:①He changed the form of symphonies into a long piece for a large orchestra.② He worked there for 30 years.③ He composed more than 600 pieces of music.④ At that time he was just six years old.⑤ They were friends for ten years.⑥His father taught him how to play the piano.⑦No, he continued composingthough he was deaf.Step 3. Post-readingPurpose: To enable Ss to talk about the three great musicians.1. Pair Work(1) Ask Ss to fill the blanks according to the information given in the passage.Haydn ,who was born in ①is known as “the father of the symphony”. Because he ② . He spent ③years of his ④working ⑤ .In ⑥, he met a person named ⑦and Haydn was ⑧by the man. Later they were friends. Mozart had ⑨from a very early age. So, he composed ⑩all his life, though his lifetime was only (11) years. Also, there was a man by whom Mozart (12) very much. He was (13) , who showed great (14) in music as well. Beethoven was born in (15) , but Haydn encouraged him to (16) , where he finally became (17) . Beethoven stayed there for (18) . Although he became (19) when he (20) , but he (21) .Suggested Answers:① Austria ② changed the symphony into a long piece for a large orchestra③ 30 ④ life ⑤ at the court of a prince in eastern Austria ⑥1781⑦ Mozart ⑧ impressed ⑨ musical genius ⑩ 600 35impressed Beethoven talent Germany move to Viennafamous his rest of life went deaf was older continued composing2. DiscussionHave a discussion about the following questions:(1)Had you heard of any of these composers before you read the passage?(2)Is it important to know anything about classical music?(3) Is Chinese music different from European classical music?Step 4. Language PointsPurpose: To enable Ss to master the language points in the passage.Listen to the tape and follow it in a low voice. Then Ss are divided into four groups. Ask them to discuss the important and difficult language points.1．audience 观众，听众。