Unit 5 Rhythm Lesson 4 Let’s dance
I. Teaching Aims:
a. Cross-cultural awareness:
Understand that dancing is a kind of body language that can reflect culture of different countries. b. Knowledge Goals:
1) Enable the students to realize the kinds of dances. 2) Let them learn more about dances. c. Ability Goals:
1) Improve the students; reading ability.
2) Enable the students to use reading strategies such as skimming and scanning
to grasp the main idea.
3) Learn to make contextual connections. d. Moral Goals:
1) Train the students to cooperate with each other.
2) Deepen their understanding of Chinese culture through the example of Yang
Liping.
II. Key and Difficult Points: a. Teaching Important Points:
1) Improve the students’ reading ability. 2) Practise the students’ oral English. b. Teaching Difficult Points:
1) How to find the contextual connections using reading strategies. 2) Deepen their love of our country through the discussion. III. Teaching Aids: Multi-media set IV. Teaching Time: One Period (45’) V. Teaching Procedures:
Pre-task (5’) Step1. Lead in the topic by playing several kinds of music and let them enjoy a part of the film True Lies. (Do Ex1)
Step 2. List the new words of different kinds of dances (to give them some background information.)
Ballet 芭蕾 Popular dance 流行舞
Folk dance 民族舞 Social dance 社交舞 Dragon dance 龙舟舞 Ballroom dance 舞厅舞 Lion dance 狮子舞 Waltz 华尔兹
Sword dance 剑舞 Tap dancing 踢踏舞 Peacock dance 孔雀舞 Tango 探戈 Yangge 秧歌舞 Cha-Cha 恰恰 Diso 迪斯科 Rock’n’roll 摇滚舞 Task-cycle Task1. (5’) Read the passage silently and find out the missing sentences of each paragraph.
★ Pay attention to the reading strategies (making contextual connections) Hints: topic of the paragraph
the time pronoun
contrasting ideas
Task 2. (3’) Listen to the tape paragraph by paragraph and find out the characteristics of the 3 kinds of dances. began in Italy and France / western culture. Ballet tells a story with actions but no words. came from ordinary people. Folk Dance group dances. come from folk dances Pop Dance usually popular for only a short time Task 3. Reading for details: Read the passage again silently and answer Ex4.
1.Who started folk dance?ordinary people
2.What is the main difference between folk and popular dances?Popular dances are usually popular for only a short time.
3.What is a ballroom dance that came from folk dance?Waltz4.Why did a lot of new dances come from the United States?
The mixing of immigrant cultures produced new forms of dances. 5.What type of dancing became popular in the mid-1980s? Task 4. (8’) Consolidation:
从文章后的方框选择合适的句子完成短文。
Ludwig van Beethoven (贝多芬) is remembered as one of the most famous composers in history. _(1)_Beethoven lived only fifty-seven years. He died in 1827. Recently, tests made it clear that Beethoven died of serious lead poisoning (铅中毒). Bill Walsh was in charge of the Beethoven Research Project. He is the leading scientist at the Pfeiffer Treatment Center. Mr Walsh and his team examined pieces of Beethoven’s bone. They found a large amount of lead in the pieces, or bone fragments. (2 ) Beethoven was sick for much of his life. He suffered stomach problems and a change of personality when he was around twenty years old. (3 ) His health problems became worse as Beethoven grew older. Ludwig van Beethoven visited many doctors throughout his life to find a cure for his health problems. He wrote a letter to a friend before he died. He asked researchers to examine his body after he died so that other people would not have to suffer as he did.
Mr Walsh said serious stomach pain was a sign of lead poisoning. He said the lead levels found in Beethoven’s skull (头盖骨)suggested the metal might have been in his body for many years. Mr Walsh said there was no strong fact to prove that lead poisoning was a cause of Beethoven’s hearing loss of deafness. (4) But he said this was very rare.
A. They said the lead levels were equal to those found in pieces of his hair in earlier studies. B. He wrote some of the world’s greatest classical music. C. He said there have been causes of deafness caused by lead poisoning. D. He also was easily angered , and suffered from sadness and hearing loss. Post-task Step 1. (10’) A game.
Ask a student to come to the Bb to guess the others’ descriptions of the dances mentioned in the passage. ( Students can use phrases ,sentences or actions.)
Useful words and phrases:
well-known / including… / on special occasions / see sb doing sth / be dressed in / back and forth / for a short time Step 2. (10’) Discussion / Homework
If time permits, introduce the famous dancer Yang Liping to the students. Let them consider their driving-force of living and studying. Write a small passage about it as their homework.
教学后记： 本节课的教学目的在于训练学生的阅读技能和听说能力。课文内容简单，信息量大，覆盖面广，内容贴近生活，学生乐于接受。基于这些特点，在教学设计中我采用了如下几点：（1）选用了多媒体的教学手段，利用大量的图片、声音和电影《真实的谎言》节选来吸引学生的眼球，吊足学生的胃口，让学生感受到舞蹈浪漫的气氛，引入话题。（2）在处理阅读技能方面，以课文内容为跳板，引出阅读的四个方面：topic、pronouns、contracting ideas、time references，节选课外材料来巩固知识，让学生有成就感，树立阅读信心。（3）猜字游戏，让学生在轻松的氛围中巩固本节课所学的重点词组和单词。（4）自由讨论，由著名舞蹈家杨丽萍的一生为话题引申出“生活的动力和梦想”，培养和激发学生的学习热情，训练英语思维和口语能力。在教学过程中总体感觉很好，但在一些细节的处理上还存在不足：猜字游戏占用时间过长，导致第四个环节的讨论深度没能达到预想的效果，处理成课后作业 。