2019-2020年高中英語 Unit1第5課時 The Fifth Period Extensive reading教案 新人教版選修8.doc

《2019-2020年高中英語 Unit1第5課時 The Fifth Period Extensive reading教案 新人教版選修8.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年高中英語 Unit1第5課時 The Fifth Period Extensive reading教案 新人教版選修8.doc（9頁珍藏版）》請?jiān)谘b配圖網(wǎng)上搜索。

2019-2020年高中英語 Unit1第5課時 The Fifth Period Extensive reading教案 新人教版選修8 Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點(diǎn)詞匯和短語 consider, achievement, personality, enthusiastic, autobiography, musician, recording, trumpet, funeral, ceremony, coffin, march, ceremony b. 重點(diǎn)句子 He was noticed by... called... who... to teach... and to find... He spoke publicly about..., using his fame to help... 2. Ability goals 能力目標(biāo) Enable the students to find the topic of each paragraph and find the clue to show the important events. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to find the topic of each paragraph and find the clue to show the important events. Teaching important points教學(xué)重點(diǎn) How to find the clue to show the important events. Teaching difficult points教學(xué)難點(diǎn) How to find the topic of each paragraph. Teaching methods教學(xué)方法 Skimming, scanning and discussion. Teaching aids教具準(zhǔn)備 A recorder, a puter and a projector. Teaching procedures & ways教學(xué)過程與方式 Step Ⅰ Revision Check the homework by asking some students to show their work. T: Last period, you were asked to write an email or a postcard to a friend telling him about the place where you are on holiday. Have you finished? Now who’d like to present your descriptions to the class？ A sample version: The place I would like to visit would be Mars. I only know that it is the closest planet to the Earth, and it is most similar to the Earth. Although Mars is the fourth closest planet to the sun, it is still much colder than the Earth. Like the satellites pictures showed that Mars has lots of craters, and scientists speculate that perhaps Mars used to be like the Earth billions of years ago. I think there is more to Mars than what the scientists believe. I believe there is life on Mars. Perhaps the definition of life on Mars is different from the Earth. It could be that the life there does not need oxygen, but other kinds of gases. I would imagine that life may not be active, because Mars has been hit by meteorites and the surface has been very much bombarded. So I presume the life that still exists would not be like life on the Earth. I have no idea what the weather would be like, but I can presume it would be very cold, since Mars is much further from the sun than the Earth. As for its special features, I think if one stands on the surface of Mars, we can see the whole universe clearer than on the Earth. And perhaps it’s a million times more beautiful than the Earth. I hope one day we can have more exploration on Mars and solve the mystery. Step Ⅱ Listening (Ⅰ) First, ask the students to listen to the tape and plete the notes. Check the answers by asking some students to read their notes. Then get them to discuss the questions in Activity 2 and talk about New Orleans. T: What do you know about the place mentioned in the radio interview? Now work in groups and discuss the questions in Activity 2. Sample answers to the questions in Activity 2: 1. New Orleans, one of North America’s most distinctive and culturally diverse cities, located in southeastern Louisiana on the Mississippi River, about 180 km from the Gulf of Mexico. The city was founded in 1718 on the east bank of the Mississippi. New Orleans has been a leading mercial center since its founding and has one of the most active ports in the United States. 2. The Gulf of Mexico provides New Orleans with plenty of moisture—the city receives about 150 cm of rainfall annually and no season is immune from it. Spring has sunny, mild days that are perfect for the festivals. Summer is hot, sticky and steamy, often with thundershowers. September and October days are the most likely to offer clear, temperate weather. Winter temperatures average a fortable 12C (54F), yet occasional drops in temperature, bined with the damp atmosphere, can chill you to the bone. Snow is rare but December’s short days, fog and rain conspire to allow only a few hours of daily sunshine. 3. It is famous for sweet-tasting cocktails and jazz bands. 4. Nomadic Paleo-Indians probably spent time in the New Orleans area over 10,000 years ago. By the time the French founded the city in 1718, seven small tribes known as the Muskogeans inhabited the Florida Parishes north of Lake Pontchartrain and, occasionally, the banks of the Mississippi River. Other tribes south of New Orleans inhabited the bayous in Barataria and the lower course of the Mississippi River. Ask the students to tick the boxes in Activity 3 and plete Activity 4; plete the activities after listening again. Then check the answers with the whole class. Step Ⅲ Listening (Ⅱ) Ask the students to listen to the music and discuss the questions in Activity 1 on page 50. Then ask them to look at the pictures in Activity 2, learn the meanings of the words and discuss what they think is happening. Next, plete the sentences according to the tape about jazz funerals in Activity 3. At last, ask them to listen to the tape again and make notes in Activity 4 and write a short paragraph about it. Check the answers with the whole class. T: Next we’ll listen to a piece of music. After listening, please discuss the questions in Activity 1 on page 50. Sample discussion dialogues: 1. S1: Yes, I’ve ever heard it in a CD shop near my home. S2: No, this is my first time to listen to it. 2. S: I think it is called jazz. 3. S: The birthplace of that bination, Jazz, is said to be New Orleans. Originated in the early 1600s, Jazz is deeply rooted in American social history. 4. S1: Jazz started out with a mixture of many types of music. Jazz bines elements of African music with elements of Western European music. S2: Yes. Created and developed primarily by African Americans, jazz is the derivative of various kinds of musical forms and cultural experiences. S3: Their music was based on simple melodies and plex cross-rhythms mixed in with verbal slurs, vibrato, syncopated rhythms, and “blues notes”. S4: The songs they sang were mostly spiritual or sung to pass the time of hardship and hard labor. The songs were actually encouraged because the workers seem to work better with the soothing effects of the music. S5: Their music was characterized more by memorization and improvisation, and not of formal training. 5. S1: I love jazz music very much. I have tens of Jazz CDs in my house and listen to jazz everyday. S2: Me, too. I own a World Space Radio and listen to “Riff”. If you have chance to enjoy them, you’ll be amazed how soothing it is to the soul. That’s the effect of good music. S3: I just love the sound of Davis’ trumpet. His interpretations of Spanish classics in Sketches of Spain chill me to the bone and bring tears to my eyes. S4: If I need some real emotions, Davis Kind of Blue is probably the standard to beat when it es to improvising. Absolutely stunning. S5: I don’t like ‘listening’ music but I love ‘dance’ music’. Jazz is an art that can only be enjoyed by a matured mind... a mind that can prehend its message. T: What do you think of future’s jazz? S1: I think that the music fans are much more open-minded today in parison with the times of “jazz-rock”. S2: Because now the situation has changed a lot, especially because the modern music schools have sprouted everywhere in the world. S3: The result is that now we have such artists like John Patitucci, Marcus Miller, Greg Osby that range from the jazz tradition to the contemporary urban music with the same excellent artistic results. S4: I’d say the trend is that we won’t have anymore a specialized jazz audience in the future but simply a different level of petence in listeners, including or excluding jazz (but also classical music, opera, ethnic and folk). S5: On the other side, when the level is high， everybody enjoys it and nobody cares about categorizations and styles except critics... S6: I think it’s necessary to be cool in music, on stage and in front of it as well like us jazz fans. … T: Now, please look at the pictures in Activity 2. Let’s learn some new words first. Please look at the screen. I’ll ask you to discuss what they think is happening in each picture. Show the following on the screen. trumpet: brass musical instrument with a bright ringing tone drummer: a person who plays the instrument consisting of a hollow round frame funeral: ceremony of burying, burning dead people coffin: a box holding a dead body march: v. walk as soldiers do, with regular steps of equal length n. piece of music written for marching T: Now try to use the given words to describe what you can see. Ss: When holding a funeral ceremony, the New Orleans Jazz band usually plays the trumpets and the drummer was trying his best to play music while along with the coffins and marching parade on the street. This is a wonderful CD recorded in New Orleans. This is also a super value and offers a good way to sample this music. The music is wonderful. It makes feet tap. It plants tunes in the brain that the listener will hum for many days. T: Well done. Now let’s go on to do Activity 3, using the words to plete the definitions. Check the answers by asking some students to read the pleted sentences. . T: Now let’s go on with Activity 4, listen to the tape again and make notes. Then write a short paragraph about jazz funerals. A sample version about jazz funerals: One of the more distinguished aspects of New Orleans Culture is the Jazz Funeral. Architect Benjamin Henry Latrobe noted in 1819 that the New Orleans Jazz funerals were, “peculiar to New Orleans alone among all American cities”. The late Jazzman Danny Barker writing in his book Bourbon Street Black noted the funeral is seen as a major celebration. The roots of the Jazz Funeral date back to Africa. Four centuries ago, the Dahomeans of Benin and the Yoruba of Nigeria, West Africa were laying the foundation for one of today’s most novel social practices on the North American Continent, the Jazz Funeral. The secret societies of the Dahomeans and Yoruba people assured fellow tribesmen that a proper burial would be performed at the time of death. To acplish this guarantee, resources were pooled to form what many have labeled an early form of insurance. When slaves were brought to America, the idea of providing a proper burial to your fellow brother or sister remained strong. As time passed, these very same concepts that were rooted in African ideology became one of the basic principles of the social and pleasure club. The social and pleasure club guaranteed proper burial conditions as did many fraternal orders and lodges to any member who passed. These organizations were precursors to the concept of burial insurance and the debit insurance panies. The practice of having music during funeral processions, Danny Barker said, was added to the basic African pattern of celebration for most aspects of life including death. As the Brass Band became increasingly popular during the early 18th Century, they were frequently called on to play professional music. Eileen Southern in The Music of Black American wrote, “On the way to the cemetery it was customary to play very slowly and mournfully a dirge, or an ‘old Negro spiritual’ such as Nearer My God to Thee, but on the return from the cemetery, the band would strike up a rousing, when the Saints Go Marching In, or a ragtime song such as Didn’t He Ramble.” Sidney Bechet, the renown New Orleans Jazzman after observing the celebrations of the jazz funeral stated, “music here is as much a part of death as it is of life.” The traditional New Orleans Jazz Funeral is as much a part of the fabric and rich cultural traditions of New Orleans as red beans and rice. Step Ⅳ Pre-reading T: “You can’t play anything on modern trumpet that doesn’t e from him. I can’t even remember a time when he sounded bad playing the trumpet. Never. Not even one time. He had great feeling up in his playing and he always played on the beat. I just loved the way he played and sang.” This is a ment about a jazz musician. Can you guess who the jazz musician was? S1: Louis Armstrong. I still think no one can beat Louis Armstrong and Chet Baker when it es to trumpets, and when it es to saxophone, Buddy Arnold is my fellow anything. T: What else do you know about him? S2: Louis Armstrong was the greatest of all Jazz musicians. S3: Armstrong defined what it was to play Jazz. His amazing technical abilities, the joy and spontaneity, and amazingly quick, inventive musical mind still dominate Jazz to this day. T: He was the grandfather of jazz. He was very successful because he always thought, “What we play is life.” Today we’re going to learn more about the famous musician. Step Ⅴ Reading Skimming Ask the students to read through the whole passage and then do Activity 1 on page 52 and discuss the main topic of each paragraph in groups of 4. At last, check the answers with the whole class. T: Now, read the passage about the grandfather of Jazz. Please look through the whole passage quickly and do Activity 1 on page 52 and discuss the main topic of each paragraph in groups of 4. Show the following on the screen. Paragraphs Topics 1 Great jazz musician 2 Childhood 3 Learning to play music 4 Playing & recording 5 Acting & writing 6 Death Scanning For Activity 2, get the students to read the text again and then work together with their partners to make a time chart to show the important events in Louis Armstrong’s life. Give them a few minutes to fill in the form. Check the answers with the whole class. T: Now please read the passage carefully to make a time chart with your partners. I’ll give you a few minutes to fill in the form about the whole text. Check the answers with the whole class. Show the following on the screen. Time Event 1901 Born Childhood Sang to earn money 12 years old Arrested and sent to school Learn how to play music 14 years old Worked in bands Learned jazz 1917 Worked in a best band Next few years Became a musician 1922 Traveled in the USA Introduced his jazz 1924 Recorded his music Popular as a jazz star 1932 Traveled to Europe Played, recorded, acted, wrote, By 1960s Traveled aboard as a ambassador, Spoke publicly 1971 Died Step Ⅵ Homework 1. Ask the students to read the passage again after class and do Activity 3 and list the reasons why the writer says that Louis Armstrong was considered great. 2. Ask the students to talk about and write about some places in China.