安徽省合肥市长丰县实验高级中学高中英语必修二：Unit5,第3课教案

　长丰县实验高中 2016 6 ~2017 7 学年第一学期高一年级英语学科

　备

　课

　教

　案

　备课教师：

　陶爱民

　李庆友

　孙巧丽

　Content

　Theme

　Unit 5 Lesson 4 Let"s Dance Innovation Teaching objectives (1)To practise reading a text quickly to identify the type/genre. (2)To read a text with gaped sentences and be able to complete the gaps using topic, linking and reference clues. (3) To practise vocabulary related to music and dancing. (4) To talk about preferences about music and dancing.

　 Difficulty and Importance Some students may be less interested in music and dance than others.

　T T eaching aids Dictionary、computer and cassette

　 Teaching procedures

　 Reading Before you start Exercise 1 disco, classical ballet, Chinese folk dance, waltz, break dance ■ Students read the Key Words and explain or translate them. ■ Then they listen to the musical extracts on the cassette and identify the dances. Answers 1 Chinese folk dance 2 classical ballet 3 waltz 4 break dance 5 disco Read to learn

　Exercise 2 ■ Ask students to look at the text quickly and decide where it is from. ■ Ask students for their answers and reasons for them. Answers a CD ROM encyclopedia ■ Ask students how difficult they think the text will be and why. ■ Ask students how it would be different if it were in a newspaper, a traditional encyclopedia or a Sunday magazine. Exercise 3 Useful vocabulary: art form, style, generation, palaces, noble family, ballroom. Students should be able to understand the general meaning of these words from the context. ■ Read the Reading Strategies box with the class, studying the example given of paragraph 1 and sentence d. ■ 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 sentences fit the text by focusing on linking words and pronouns. ■ Students can compare their answers in pairs before you check answers as a class. Answers 1 d 2 c 3 b 4 e 5 a Exercise 4

　■ Read through the questions with the class. ■ Students work in pairs answering the questions.Answers 1 Ordinary people. 2 Popular dances are usually popular for only a short time. 3 Waltz. 4 The mixing of immigrant cultures produced new forms of dance. 5 Break dancing Vocabulary: Compound Words Exercise 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. Answers ballroom rock music art form well-known mid-1980s folk dance ■ Students choose four of the words and make sentences of their own using these words. Exercise 6 ■Students match the words with their definitions. Answers 1 well-known 2 folk dance 3 ballroom 4 mid-1980s ■In pairs, students choose one of the other words from Exercise 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.

　Speaking Exercise 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. The listener can make notes if he/she wishes. ■The students then report back to the class about their partner. ■In pairs, students scan the text again and make a list of dances they have just learned about. ■In pairs, students talk about the dances in the list with the information from the text, adding extra information if they know any. ■Encourage students to discuss in groups the dances which are popular in their town. ■Have a class discussion and stimulate students to express different opinions. QUOTE …UNQUOTE ■Read the quote with the class and ask students if they have heard of Fred Astaire and know anything about him. Explain that he was one of the greatest popular dancers of his day and although the quote sounds very simple, he did extraordinary things with his feet. Ask students to make similar “simple” quotes for other people who do things extremely well, e.g. a good cook, tennis player, footballer, poet, singer, artist. Options Practice Students look back at the text Dance and read it again

　carefully. In groups, students prepare four or five more comprehension questions about the text. The groups then ask and answer their questions. Extension In groups, students write instructions about how to dance a traditional dance of their country or a modern dance. Tell them to write very precise instructions. The groups then take turns to read their instructions to the class and the other students guess which dance they are describing. ■Check answers by having students read the sentences aloud. Students can then see if their guesses were correct.

　Blackboard Design

　 Teaching reflection