北師大版 (3)

     Unit 2  Hero    高中英語多媒體教案設(shè)計(北師大版）     說明：本教案是一份計算機輔助英語教學的多媒體教案，包括兩個組成部分：     1.自制的多媒體網(wǎng)頁（電子教案）     2.教學過程暨軟件制作流程圖設(shè)計      教學目的要求：       1. 通過對話、聽力練習，使學生熟練掌握并運用有關(guān)談論音樂與舞蹈的日常交際         用語。        2. 指導學生閱讀課文Modern Hero, Sport Start, Superhero 培養(yǎng)學生的閱讀理解能力。        3. 學習表達意見的句型。      4. 學習時態(tài)：一般過去時和過去進行時       德育滲透點  讓學生了解英雄事跡，培養(yǎng)學生的高尚品質(zhì)。       美育滲透點   培養(yǎng)學生熱愛文藝.陶冶學生情操。       重點難點：       1.oral practice:        2.閱讀三篇課文 全面理解課文。       3.學習狀語從句的用法       教學方法：       運用自制多媒體網(wǎng)頁，結(jié)合課文內(nèi)容進行教學.       課時安排：4課時      第一課時 Warming Up Listening     第二課時 Reading (1)       第三課時 Listening      第四課時 Reading (2)      第五課時  Reading (3)     每課的教學過程暨課件設(shè)計流程：    Period 1   Warm up            Stage 1       Those students who are keen on music and dance can explain any words        that others in the class may not know.            Students look at the photos and Key Words and identify classical, jazz        and ballet.            In groups, students discuss other kinds of music and dance and add        words to the Key Words.        Stage 2            Students listen to the four extracts on the cassette and match them to the        types of performances. Students exchange views.       Stage 3        Students go through the Key Words and get prepared for listening a second        time.            Listen to the extracts again, paying special attention to the words each        speaker uses to discuss the rhythm. Underline words while listening.            Listen again to check the answers in class.         Practice         Students work in pairs talking about their favourite music to listen to and         dance to.         Students carry out a class survey to find out the most popular kinds of         music and most popular groups and singers.          Homework      In groups, students discuss and decide what music to play, and in what      order, at a friend's birthday party.     Period 2  Performance      Objectives     To practise the vocabulary related to concerts and performance.     To read and understand a concert review.     To practise using will for decisions.     To practise using time clauses with as soon as, when, before.,     and clauses of concession with although/though.  Stage 1  Key words The concert-  the music, the singing, the guitar solos, the drums,  the lighting, the special effects, the stage design, the sound, the songs,   the words  Adjectives- boring, brilliant, exciting, fantastic, poor, guitar, good, really loud,  disappointing, spectacular, clear, incomprehensible   Read through the Key Words with the class.  Ask students to talk about concerts they have watched encourage them to  say as much as possible and to give their opinions.  Stage 2  Students read through the titles (a-d) and guess the order. Then they read  the concert review and see if their guesses were correct.  Stage 3  Students can compare their answers in pairs before checking the answers as a class.  Stage 4  Students work in pairs, reading the text and finding the words.  Ask students to look at the text again and to describe the songs 'Everything   but and Ironic.  Stage 5   In groups, students discuss the possible reasons why pop music and rock  'n' roll are love by many young people.  Students also discuss which performers they would like to hear at a live  concert and give reasons.  Each group reports their discussion to the class. Have a class discussion    if necessary.   Language study  Will for decisions; time and conditonal clauses  Stage 6  Students listen to the telephone conversation on the cassette to find out who  decides to pick up the tickets. Play the cassette twice if necessary        Stage 7       Read through the sentences with the students.       Students then listen to the conversation again and says the sentences.       Play the cassette again, and ask:       Why can't Ricky pick the tickets up at lunchtime tomorrow?       (He's got choir practice.)        Why can't he pick them up after school tomorrow?        (The ticket office will be closed.)        Where does Ricky's mum work? (Near the tickes office.)       Where is Sue going after she's got the tickets?        (To the dentist.)        Stage 8       Play the cassette again and ask students to listen for which verb forms Sue       and Ricky use when they make sudden decisions.       Stage 9       In pairs, students read the sentence and decide what time the underlined        part refers to - the present or the future?       Students then look back at the sentences in Exercise 7 and identify the        linking words.       Stage 10       Students read the sentences in pairs and underline the linking words       Stage 11       Students work in pairs, discussing what response to make in each situation.       Stage 12    Students work in pairs and try to think of two different endings for each    sentence.    When checking answers, have several students give their answers for each     sentence.    The important point is that the verbs should be in the Present Simple tense.       Stage 13        Students ask and answer the questions, working in pairs. Go round to        check that students are using the time and concession clauses correctly.        Practice       Students work in groups making chains starting with one of these sentences:        When I can speak English fluently, Ill        When Im rich, Ill        When I pass my driving test, Ill        When Im old enough, Ill       The groups can then read out their chains to the rest of the class.       Homework        If you or one of the students has a recording of Alanis Morissette, bring it         into class and play one of the songs. Students can then discuss their        reactions to the song,  describing the singers voice and the effect it has on        them.Period 3      Beijing Opera       To practise using general knowledge to think of possible answers       before listening.       To practise getting the general idea when listening for the first time.       To practise identifying key words to listen for.       To practise asking for, giving and refusing permission.       Stage 1     In pairs, students look at the photographs and guess the possible answers     to the questions, using their background knowledge.     Check the answers with the class.     Ask students more about Beijing Opera: How many operas do you know in      China? What do you think of Beijing Opera? Do you think people enjoy     watching Beijing Opera? Why or why not?     Stage 2     In pairs, students look at the pictures carefully and make guesses where the      characters are. Remind students that the costumes they wear and the stage     designs will be of great help.     Students do the matching in pairs.     Check the answers as a class.     Stage 3     Listen to learn     know how to use any of these Strategies already     Students listen to the cassette and get the general idea. Play the cassette      without pausing the first time. And ask them to     In pairs, students look at the pictures carefully and make guesses where      the characters are. Remind students that the costumes they wear  and the       stage designs will be of great help.       Stage 3     Students study the words and the definitions in pairs and guess the     possible definition for each word or phrase.     Check the answers as a class and make sure students understand all the      new words.     Stage 4     Read through the Strategies with the class and see if they know how to use     any of these Strategies already.     In pairs, students read the questions and try to predict the answers using        background knowledge about Beijing Opera.     Students then exchange ideas to find out if they have the same predictions.     If they have made different predictions, ask students to justify their opinions     Students listen to the cassette and get the general idea. Play the cassette     without pausing the first time. And ask them to make notes if possible.     When replaying the cassette, pause it after each section to give students      time to check their answers.     Stage 5     Encourage students to guess the possible answer to each question.     Students skim the part and get the general idea.     Students scan the dialogue and identify the key words or phrases to help     answer the questions.     Students check the answers in pairs before check them as a class.     Encourage students to give more such example5 using their general      knowledge of Beijing Opera.     Students work in pairs, ask and answers the questions.     Students listen to the programme and read the last part of it again. Then     have some of them talk about the features of Beijing Opera in class.     Stage 6     Students listen to the dialogue and make notes about Li Ming and Zhu      Meiling.     Play the dialogue two or three times if necessary.     Students can compare answers in pairs before checking answers as a     class.     Play the dialogues again and ask students what differences there are in the     situations and the language ( the first is more informal between a mother and     son.     Stage 7     Students read through the Function File and guess what the missing words     are before they listen to the cassette again.     Students listen to the cassette and complete the sentences     Check answers by having students read the sentences aloud. Students      can then see if their guesses were correct.         Stage 8     Read through the table with the class.     Students then work individually, thinking of 8ood reasons why they need     permission to do the things.     Read through the example dialogue with the class, and point out that all the     situations are formal ones so we need formal language.     In pairs, students act out their dialogues. Go round and monitor their     language and go over any general mistakes at the end.     Some of the pairs can act out one of their dialogues for the class.     Stage 9     Read the instructions and the example sentences with the class.     Students then work individually, writing five sentences including one false     one.     In groups, students read out their sentences and see if the others can guess     the false one.     Practice     In pairs, students prepare and act out an informal dialogur asking permission     to do something. The dialogue could be between a parent and teenager or     an older brother or sister and teenager.     Extension     In groups, students discuss what image their own town had in the past and     how and why it has changed.Period  19    Experiment in Folk        Objectives        To practise the vocabulary relating to music.        To read and understand a newspaper article.        To express opinions and give reasons for them.        To practise using adverbial clauses of cause, result and purpose with        because, as, since, so that and so/such., that.        To distinguish between because and because of and practise using them         correctly.         Stage 1        Key words        Classical, folk, jazz, traditional, pop, electronic, rock n roll         Read through the key words with the class.        Ask students to talk about different kinds of music and famous musicians          relating to the kind of music-encourage them to say as much as possible         and to give their opinions.        Example:        Kong xiangdaong is a world-famous pianist. He plays not only classical         music but folk as well.      Elicit information about kong xiangdong from students to arouse their     interests in him. Show some photos of kong xiangdong to students if     necessary.        Read and learn        Stage 2         Ask student to skim the title, the picture and the first sentence of each       paragraph to get the general idea of the text.        Students read through the questions first and guess the possible        answers.            Then ask them to scan the text for the answers and take notes if necessary.        Students compare their answers in pairs before check them as a class.          Stage 3        Students read the text again to check their answers and further understand         the text. Match the beginnings to the endings then.        Students cover the text and in pairs, talk about Kong Xiangdong, seeing        how much they can remember from the text.        Encourage students to exchange ideas about how they tackled the        task-did they read the whole text again from the beginning? What clues did        they use, e.g. the questions in Exercise 2.?  the combined sentences in        Exercise 3? the notes they have made?.        Ask students what strategies they would use for a similar talk with a text in       Chinese.        Stage 4       In groups, students roleplay interviewers and interviewees about music to       find out their preferences and their reasons.       Choose one or two groups to report their findings to the class.       Suggestion: Provide more questions for students to voice their opinions.        For example: What do you think of Kong Xiangdong?       In class, students talk about why Kong Xiangdong has achieved so much       and what they can learn from him.       Language Study       ADVEBIAL CLAUSES (II): CAUSE, RESULT AND PURPOSE                 Stage 5        Students read the sentences and identify the adverbial clauses of cause,         result or purpose.        When checking the answers, also check students; understanding of the        clauses.                Stage 6        Students complete the rule individually, and then go to Grammar Summary         for reference.          Stage 7        Students do the exercise individually and then compare the answers in pairs         before checking them as a class.        Stage 8        Students do the exercise individually and compare answers in pairs.         Stage 9        Students read the sentences in pairs and work out the differences.        Students compare their answers with another pair before checking them         as a class. Make sure that they understand the differences.        Stage 10        Students do the exercise individually and then check the answers in pairs.          Language in Use       Stage 11      Read through the example first so that students have a model to follow.      Students work in groups, introducing their favourite music and the time they       usually listen to music. Encourage them to give reasons by using the given      conjunctions.      Have one students in each group to reaport their discussion to the class if      you have time          Practice for vocabulary        Fill in the blanks with the following words      as a result of, persevere, potential intense, pressure,          identity, appearance, exchange, transform       1.  Police are trying to discover the _ of a baby found by the side           of a road. (identity)       2. _ the pilots' strike, all flights have had to be cancelled.           (As a result of)       3. Women, in general, tend to be more concerned than men about their           personal _ (appearance)       4. The movie _ her almost overnight from an unknown schoolgirl into a           megastar. (transformed)       5. Stevenson _ in his efforts to discover what had really happened.           (persevered)       6. But as you grow in confidence, and experience, you will be able to realize           your full _. (potential)       7. I feel I'm not able to cope well with the _ of life. (pressures)       8. As we waited for the winner to be announced, the excitement was _ .           (intense)       9. At the end of the game players traditionally _ shirts with each           other. (exchange)          Extension        In groups, students choose one of their favourite singers, musicians,        dancers or artists, etc and write a brief introduction about him/her.        The groups then take turns to read their instructions to the class and the        other students guess who they are describing. Period  20     Let's Dance            Objectives        To practise reading a text quickly to identify the type of dance.        To read a text with gapped sentences and be able to complete the gaps         using topic, linking and reference clues.        To practise vocabulary related to music and dancing.        To talk about preferences about music and dancing.         Stage 1        Key words         Breakdance, the Charleston, classical ballet, flamenco, Chinese folk dance,         rock n roll, the twist, waltz.         Students read the Key Words and explain or translate them         Then they listen to the musical extracts on the cassette and identify the         dances.        Stage 2        Ask students to look at the text quickly and decide where it is from.        Ask students for their answers and ask them to give reasons.        Ask students how difficult they think the text will be and why.        Ask students how it would be different if it was in a newspaper, a traditional        encyclopedia or a Sunday magazine.        Stage 3        Useful vocabulary: Renaissance, art form. community, generation, palaces,       aristocrats, ballroom.        Students should be understand the general meaning these words from the        context.        Read the Reading Strategies box with the class, studying the example given         of Paragraph 1 and sentenced.        Students then follow the stages in the Strategies: 1 - read the text to get a general idea of the content 2 - look at the missing sentences and gaps     3 - think about the sentence topics and paragraph topics and match them     4-check that sentence fit the text by focusing on linking words and pronouns.     Students can compare their answers in pairs before checking answers as a      class          Stage 4        Read through the questions with the class       Students work in pairs answering the questions          Vocabulary: Compound words        Stage 5        Students work in pairs, matching the words to make compound nouns.     When checking answers, also check that students have used the hyphen      correctly. Point out that some compound words remain two separate words,         e.g. folk dance; some, especially compounds with adjectives, are joined with      hyphens, e.g. well-known; some form one word, e.g. ballroom.     Students choose four of the words and make sentences of their own using      these words.     Stage 6     Students match the words with their definitions     In pairs, students choose one of the other words from stage 5 and write     a definition, giving the part of speech.     The pairs then read out their definitions to the class who have to guess the     word.     Stage  7     Read through the questionnaire with the class.     Students work individually thinking about their answers.     In pairs, students tell each other their answers to the questionnaire .