【2019统编版】
Unit 5 Music |
5.1 Listening and Speaking |
5.2 徐良小凌演唱会Reading and Thinking |
5.3 Discovering Useful Structure |
5.4 Reading for writing |
5.5 writing |
Unit 5 Music
Listening and Speaking
【教学目标】
1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.
2. Develop students’ sense of cooperative learning and individual thinking capability.
3. Develop students’ different listening skills to solve different listening comprehensive problems.
4. Help students to understand how to use the structures “past participle as adverbial”.
【教学重难点】
Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.
【教学过程】
Step 1 Lead in
The teacher is advised to talk with their students about music.
Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.
Which type is your favorite? How does it make you feel? Share your ideas with partners.
I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…
I like classical music. It makes me feel full of energy and happy.
Step 2: Prediction
After their small talk, the teacher can move on by finishing the following task:
See the pictures and give the correct answers.
1. What are the people doing in the picture below?
2. Match the pictures with the correct types of music.
A. Chinese traditional
B. classical
C. country music
塞北的雪>杨幂现在的男朋友D. hip-hop
1_______________
2_______________
3_______________
刘辰希4_______________
演员赵立新事件Step 3: Summary of the main idea
Listening
I. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.
A star has come out to tell me
1.___________________ to go
But deep in the dark-green shadows
Are voices that urge me to stay
So I pause and I wait and I listen
For one more sound for one more lovely thing
2.___________________ might say…
The hills are alive with the sound of music
With songs they have sung 3.__________________
The hills fill my heart with the sound of music
My heart 4.__________________ every song it hears
My heart wants to beat like the wings of the birds that rise from the lake to the trees
My heart wants to sigh like the chime that flies from a church on a breeze
To laugh like a brook 5.__________________ and falls over stones in its way
To sing through the night like a lark who is 6._____________
I go to the hills when my heart is lonely
I know I will hear what I’ve heard before
My heart will 7.______________ the sound of music
And I’ll sing once more
II. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.
1. A: Country music touches my heart.
B: So you like music that’s _______of _______?
2. A: When I listen to hip-hop, I just have to move!
B: So it makes you want to _______?
3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.
B: So to you, it’s _______ and _______?
Learning new words
List the new words in the lesson, tell students the meaning of these words and give some examples.
News words: classical, energy, soul…
Talking project
Guide students to do speaking practice.
I. Talk in pairs. Interview each other about music. Use the picture below for ideas.
A: What kind of music do you like?
B: I like techno music.
A: What makes it so special to you?
B: I like to listen to it when l exercise. It gives me energy.
II. Work in pairs or groups and role play a conversation.
●Suppose you are a reporter and interviewing the students who about music.
I like to…
Chinese traditional song/classical music/hip-hop music/country music…
Listen to/play/sing…
木村拓哉女儿出道Unit 5 Music
Reading and Thinking
【教学目标】
1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.
2. Enable students to understand the main information and text structure of the reading text.
3. Enable students to understand past participle as adverbial.
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