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視頻課題：湖北好課堂高中英語Unit5 Music---Using Language（Listening,Reading and Speaking）隨州
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湖北好課堂高中英語Unit5 Music---Using Language（Listening,Reading and Speaking）隨州市第一中學肖杰霞
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課 題 |
Module 2 Unit 5 Music Using Language |
課 型 |
Listening, Reading & Speaking |
Analysis of teaching material
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The content of my teaching is Unit 5---Music in Senior English Module II. My lesson is Using Language part of this unit---Freddy the Frog, which tells us a story about the life of a famous band, who rose from obscurity to fame. This lesson contains mainly three parts—listening, reading & speaking. |
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Teaching Objects |
Knowledge objects |
To learn:
1. New words and expressions:
1. dip 2. tadpole 3. grown-up
4. knock into 5. lily pad 6. self-assured
7. feel down 8. sensitive 9. devotion 10. brief 11. invitation 12. perform 13. painful
2. Key sentence structures
1. can not do...without...
2. as if |
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Ability objects |
1. To listen for the main idea and some details of the text
2. To have a general understanding of the whole story
3. To learn some sentence structures for making an interview |
 Emotional objects |
1. To enjoy the beauty of music
2. To understand the advantages and disadvantages of being famous. |
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Teaching Difficulties |
1. To listen for detailed information.
2. To understand the advantages and disadvantages of being famous. |
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Teaching methods |
Interactive and communicative teaching approaches |
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Teaching aids |
Multi-media, guiding paper and the blackboard |
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Teaching procedures
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Listening
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Pre-listening
(1) Ask the Ss to read together the learning goals of today’s class.
(1) Tell the Ss a story of Freddy that is the background of the listening.
(2) Show some new words they may encounter in listening and teach them to read the words.
1. dip: v. (put.. quickly into…) 浸
2. tadpole: n. 蝌蚪
3. grown-up: adj. 成年的/ n. 成人(pl . grown-ups)
4. knock into: (run upon) 撞上
5. lily pad = lily leaf
6. self-assured: adj. (confident)自信的
7. feel down: feel unhappy 情緒低落
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Purpose: to learn about the goals of today’s lesson and the background of the listening material)
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While-listening
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Listen for the first time to find out the main idea of the story.
This story mainly talks about _______.
A. a frog who liked to act and became a film star.
B. a frog who joined a band and became a man.
C. a frog who joined a band and became a singer.
D. a frog who liked to sing and made a record.
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Listen twice to finish the True or False task.
1. Freddy had changed from a man to a frog.
2. He felt lonely in his lake till he met his friends on the lily leaf.
3. The singers of the band could sing very loudly.
4. Freddy thought he could sing as well as the other singing frogs.
5. Freddy was very confident about his singing.
6. He sang the song to ask the other frogs to be his friends.
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Read the listening script shown on the screen with some of the answers underlined.(2 minutes)
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Post Listening
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Give the Ss some information about the band--- Beatles, whom the story is based on.
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Show them the original music video of the song sung by the Beatles mentioned in the listening material.
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Purpose: to listen for the main idea and details)
II. Reading (7 minutes)
1. Ask the Ss to go through the second part of the story to find the English expressions from the passage. (2 minutes)
1) 短途旅行 ___________ ______
2) 投入；熱愛 n. _______________
3) 后來 adv.______________
4) 邀請 n. _______________
5) 在電視節目上表演 _________ ____ _
6) 出錯 ___________ ______
7) 留胡子 ______________ ___
8) 敏感的 adj. _____________
9) 痛苦的 adj. _____________
2. Read the text and answer some questions. (5 minutes)
1. What was Freddy’s most exciting experience?
2. What happened when the program was over?
3. What problem was caused after they became stars?
4. How did Freddy and his friends prevent the fans following them?
5. Where did they go at last?
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Purpose: to read the second part of the story)
III. Speaking (Group work) (7 minutes)
Suppose one student is Freddy and his/her partner is a reporter from a local newspaper who is about to interview Freddy. The Ss will be given 2-3 minutes to make up an interview about Freddy’s life after being famous with some useful expressions shown on the screen and then act it out. Tow groups will be chosen to report their work.
Some useful sentence structures:
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I’m afraid…
I’m not sure…
I like/don’t like….
I feel…
Sorry, I can’t tell you.
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Why do/don’t you..?
How/What about…?
What do you think of…?
What happened after…?
Would you mind if I ask…?
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Purpose: to practice their speaking ability)
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