高中英语U5 Rhythm--Lesson 4 Let’s Dance[ty]北师大版必修二VIP专享VIP免费

U5RhythmLesson4Let’sDanceObjectives■Topractisereadingatextquicklytoidentifythetype/genre.■Toreadatextwithgappedsentencesandbeabletocompletethegapsusingtopic,linkingandreferenceclues.■Topractisevocabularyrelatedtomusicanddancing.■Totalkaboutpreferencesaboutmusicanddancing.ResourcesusedPicturesoftraditionaldancesfromChinaandothercountries(and,ifpossible,acassetteofthemusicforthesedances).PossibleproblemsSomestudentsmaybelessinterestedinmusicanddancethanothers.BackgroundTheinventionofCD-ROMshasrevolutionisedaccesstoencyclopedias.Microsoft’sEncarta,forexample,containsover30volumesofmaterial,andbysimplyclickingonthecomputermouseyoucanrapidlyskiparoundfromvolumetovolume.ThequoteisbyFredAstaire(1899–1987),anAmericandancerandfilmstar.Hestarredinmanymusicalswithhispartner,GingerRogers.Routesthroughthematerial■Ifyouareshortoftime,setsomeoftheexercisesforhomeworkandomitComparingCultures.■Ifyouhavetime,dooneoftheOptionsactivities.■Ifyouhavetwoperiodsforthislesson,asuitablenaturalbreakisafterExercise4.LanguagePower:pages72–73.ReadingBeforeyoustartExercise1disco,classicalballet,Chinesefolkdance,waltz,breakdance■StudentsreadtheKeyWordsandexplainortranslatethem.■Thentheylistentothemusicalextractsonthecassetteandidentifythedances.Answers1Chinesefolkdance2classicalballet3waltz4breakdance5discoReadtolearnExercise2■Askstudentstolookatthetextquicklyanddecidewhereitisfrom.■Askstudentsfortheiranswersandreasonsforthem.AnswersaCDROMencyclopedia■Askstudentshowdifficulttheythinkthetextwillbeandwhy.■Askstudentshowitwouldbedifferentifitwereinanewspaper,atraditionalencyclopediaoraSundaymagazine.Exercise3Usefulvocabulary:artform,style,generation,palaces,noblefamily,ballroom.Studentsshouldbeabletounderstandthegeneralmeaningofthesewordsfromthecontext.■ReadtheReadingStrategiesboxwiththeclass,studyingtheexamplegivenofparagraph1andsentenced.■StudentsthenfollowthestagesintheStrategies:1–readthetexttogetageneralideaofthecontent2–lookatthemissingsentencesandgaps3–thinkaboutthesentencetopicsandparagraphtopicsandmatchthem4–checkthatsentencesfitthetextbyfocusingonlinkingwordsandpronouns.■Studentscancomparetheiranswersinpairsbeforeyoucheckanswersasaclass.Answers1d2c3b4e5aExercise4■Readthroughthequestionswiththeclass.■Studentsworkinpairsansweringthequestions.Answers1Ordinarypeople.2Populardancesareusuallypopularforonlyashorttime.3Waltz.4Themixingofimmigrantculturesproducednewformsofdance.5BreakdancingVocabulary:CompoundWordsExercise5■Studentsworkinpairs,matchingthewordstomakecompoundnouns.■Whencheckinganswers,alsocheckthatstudentshaveusedthehyphencorrectly.Pointoutthatsomecompoundwordsremaintwoseparatewords,e.g.folkdance;some,especiallycompoundswithadjectives,arejoinedwithhyphens,e.g.wellknown;someformoneword,e.g.ballroom.Answersballroomrockmusicartformwell-knownmid-1980sfolkdance■Studentschoosefourofthewordsandmakesentencesoftheirownusingthesewords.Exercise6■Studentsmatchthewordswiththeirdefinitions.Answers1well-known2folkdance3ballroom4mid-1980s■Inpairs,studentschooseoneoftheotherwordsfromExercise5andwriteadefinition,givingthepartofspeech.■Thepairsthenreadouttheirdefinitionstotheclasswhohavetoguesstheword.SpeakingExercise7■Readthroughthequestionnairewiththeclass.■Studentsworkindividuallythinkingabouttheiranswers.■Inpairs,studentstelleachothertheiranswerstothequestionnaire.Thelistenercanmakenotesifhe/shewishes.■Thestudentsthenreportbacktotheclassabouttheirpartner.■Inpairs,studentsscanthetextagainandmakealistofdancestheyhavejustlearnedabout.■Inpairs,studentstalkaboutthedancesinthelistwiththeinformationfromthetext,addingextrainformationiftheyknowany.■Encouragestudentstodiscussingroupsthedanceswhicharepopularintheirtown.■Haveaclassdiscussionandstimulatestudentstoexpressdifferentopinions.QUOTE…UNQUOTE■ReadthequotewiththeclassandaskstudentsiftheyhaveheardofFredAstaireandknowanythingabouthim.Explainthathewasoneofthegreatestpopulardancersofhisdayandalthoughthequotesoundsverysimple,hedidextraordinarythingswithhisfeet.Askstudentstomakesimilar“simple”quotesforotherpeoplewhodothingsextremelywell,e.g.agoodcook,tennisplayer,footballer,poet,singer,artist.OptionsPracticeStudentslookbackatthetextDanceandreaditagaincarefully.Ingroups,studentspreparefourorfivemorecomprehensionquestionsaboutthetext.Thegroupsthenaskandanswertheirquestions.ExtensionIngroups,studentswriteinstructionsabouthowtodanceatraditionaldanceoftheircountryoramoderndance.Tellthemtowriteverypreciseinstructions.Thegroupsthentaketurnstoreadtheirinstructionstotheclassandtheotherstudentsguesswhichdancetheyaredescribing.■Checkanswersbyhavingstudentsreadthesentencesaloud.Studentscanthenseeiftheirguesseswerecorrect.