英语歌曲与表演课程.pptx

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1、课程名称：英语歌曲与表演学时数：32学时学分数：2学分适用专业:红河(星湖）校区公选课英语歌曲与表演课程教学大纲英语歌曲与表演课程教学大纲English Song and Performance一、课程基本信息一、课程基本信息第1页/共124页课程目的：课程目的：英语歌曲与表演教学的目的是培养学生英语口头表达和会唱英语歌曲的能力，能用英语组织课堂教学及社交活动,围绕一定的话题开展技能训练，可采用丰富多彩的活动方式，如描述、情景对话、做游戏、角色表演、英语歌曲演唱等活动。二、课程性质与目的二、课程性质与目的课程性质：课程性质：英语歌曲与表演课程的性质是一门文理基础选修课程，本门课程作为一个崭新的

2、教学组织形式，它不仅能使学生牢固地掌握英语的基本语言知识，而且亦能训练他们具有较好的语言实际能力，它不仅能开发学生的智力，而且也能培养他们学习外语的兴趣，在快乐中学习语言，它不仅能使课堂教学生动活泼而且还能使学生的课外生活丰富多彩。第2页/共124页三、主要教学内容三、主要教学内容 课内学会课内学会1414首英文歌曲和表演首英文歌曲和表演1414个英语会话。个英语会话。课外以自主学习小组为中心练唱课外以自主学习小组为中心练唱1414首英文歌曲和编首英文歌曲和编排排1414个英语会话表演。个英语会话表演。第3页/共124页四、教学时数分配四、教学时数分配本课程开设一个学期，共本课程开设一个学期，

3、共3232学时，学时，1-161-16周，每周周，每周2 2学时。学时。Unit 1 Unit 1 GameGame：Where is the pen?Song:Auld lang syne;Where is the pen?Song:Auld lang syne;Role Play:Free talking Role Play:Free talkingUnit 2Unit 2GameGame：Who is taller?Song:You Are My SunshinWho is taller?Song:You Are My Sunshin Role Play:Free talking Rol

4、e Play:Free talkingUnit 3Unit 3GameGame：East or west Song:Do-Re-mi East or west Song:Do-Re-mi Role Play:Free talking Role Play:Free talkingUnit 4 Unit 4 GameGame：Mother,may I Mother,may I?Song:Edelweiss?Song:Edelweiss Role Play:Free talking Role Play:Free talkingUnit 5Unit 5Game Game：Playing SongPla

5、ying Song：Eight little baby ducks Role Play:Free talking Role Play:Free talkingUnit 6Unit 6GameGame：Number snatch Song:Number snatch Song:Here comes a train Role Play:Free talking Role Play:Free talkingUnit 7Unit 7GameGame：This is my nose.Song:This is my nose.Song:Hokey pokey Role Play:Free talking

6、Role Play:Free talking第4页/共124页四、教学时数分配四、教学时数分配Unit 8Unit 8GameGame：Fruit basket Song:How do you do Fruit basket Song:How do you do Role Play:Free talking Role Play:Free talkingUnit 9Unit 9GameGame：Lapping milk Song:Lapping milk Song:If you are happy Role Play:Free talking Role Play:Free talkingUnit

7、 10Unit 10GameGame：Little sleepy head Song:Little sleepy head Song:Jingle bells Role Play:Free talking Role Play:Free talkingUnit11Unit11GameGame：The comb Song:Red River ValleyThe comb Song:Red River Valley Role Play:Free talking Role Play:Free talkingUnit 12Unit 12GameGame：A spelling stair Song:Ten

8、 Little Indian Boys A spelling stair Song:Ten Little Indian Boys Role Play:Free talking Role Play:Free talkingUnit 13Unit 13GameGame：Add consnants Song:The More We Get Together Add consnants Song:The More We Get Together Role Play:Free talking Role Play:Free talkingUnit 14Unit 14GameGame：Compositor

9、Song:Twinkle Twinkle Little Star Compositor Song:Twinkle Twinkle Little Star Role Play:Free talking Role Play:Free talking。第5页/共124页五、教学基本要求与教学方式五、教学基本要求与教学方式 该课程主要是在教师指导下进行系统的循序渐进的练习。该课程主要是在教师指导下进行系统的循序渐进的练习。要求学生能利用已掌握的英语比较清楚地表达自己的思想，在要求学生能利用已掌握的英语比较清楚地表达自己的思想，在遇到想不起的单词或没有把握的结构时能运用交际策略绕过难遇到想不起的单词或没

10、有把握的结构时能运用交际策略绕过难点达到交际的目的，树立主动开口讲英语的信心点达到交际的目的，树立主动开口讲英语的信心,培养讲英语培养讲英语的热情和兴趣，杜绝的热情和兴趣，杜绝“哑巴英语哑巴英语”和和“聋子英语聋子英语”，使英语成，使英语成为一种人生工具而服务于社会。为一种人生工具而服务于社会。学生组成若干小组练习演唱和做表演。教师启发，学生学生组成若干小组练习演唱和做表演。教师启发，学生演练，或学生相互练习，相互纠正语言错误。在教师指导下做演练，或学生相互练习，相互纠正语言错误。在教师指导下做各项练习，逐步掌握用英语唱歌、用英语会话、用英语表演的各项练习，逐步掌握用英语唱歌、用英语会话、用英

11、语表演的技能。要求教师帮助学生克服胆怯内向的性格特征，在歌声和技能。要求教师帮助学生克服胆怯内向的性格特征，在歌声和表演中学习英语，鼓励他们积极参与课堂和课外训练。表演中学习英语，鼓励他们积极参与课堂和课外训练。第6页/共124页六、主要教学要点与要求六、主要教学要点与要求基本要求：基本要求：要求学生熟悉英语歌曲与表演，较为熟练地掌握唱英语要求学生熟悉英语歌曲与表演，较为熟练地掌握唱英语歌曲与编排表演的技巧，能评价英语歌曲与表演的效果，能对歌曲与编排表演的技巧，能评价英语歌曲与表演的效果，能对其策划进行较为全面的分析与阐述。其策划进行较为全面的分析与阐述。教学方式：教学方式：建议教师着重培养学

12、生实际运用能力，通过设计任务型的建议教师着重培养学生实际运用能力，通过设计任务型的教学活动，让学生在完成这些任务的过程中，将所学的英语歌教学活动，让学生在完成这些任务的过程中，将所学的英语歌曲与表演基础知识融入生活，以此促进提高曲与表演基础知识融入生活，以此促进提高学生的语言交际能语言交际能力。鼓励任课教师采用任务型教学、合作型教学、激情式、力。鼓励任课教师采用任务型教学、合作型教学、激情式、开放式教学等多种教学方式，注重培养学生的语言综合运用能力。教学等多种教学方式，注重培养学生的语言综合运用能力。第7页/共124页七、主要实践环节与要求七、主要实践环节与要求 教学内容的安排由浅入深，循序渐

13、进，并注重通教学内容的安排由浅入深，循序渐进，并注重通过英语歌曲与表演展示语言功能的表达方法，强调练过英语歌曲与表演展示语言功能的表达方法，强调练习量大、题材源于生活、形式多样的活动技能训练。习量大、题材源于生活、形式多样的活动技能训练。第8页/共124页八、课程考核方式与要求八、课程考核方式与要求考核方式：考核方式：本课程考核分为课程形成性考核和终结性考核本课程考核分为课程形成性考核和终结性考核两部分。其中，课程形成性考核两部分。其中，课程形成性考核40%40%，即课堂出勤，即课堂出勤（10%10%）、课堂演唱（）、课堂演唱（10%10%）、课堂点评（）、课堂点评（10%10%）、第）、第二

14、课堂（二课堂（10%10%）等；期末考试）等；期末考试60%60%。考核方式为个人。考核方式为个人演唱演唱3030%及小组表演及小组表演3030%。命命题题忠忠实实教教学学大大纲纲。该该课课程程为为考考查查课课程程,其其分分数数比比例例为为课课堂堂参参与与4 40 0%，期期末末考考试试成成绩绩6 60 0%第9页/共124页重庆文理学院重庆文理学院英语歌曲与表演考试评分标准英语歌曲与表演考试评分标准1 1 歌词发音清晰，衔接自然流畅，旋律优美，节奏准确；表演过程歌词发音清晰，衔接自然流畅，旋律优美，节奏准确；表演过程完整有趣，组织表达大方有序，感染力强，应变灵活。符合上述标准完整有趣，组织表

15、达大方有序，感染力强，应变灵活。符合上述标准可得可得90-9590-95分。分。2 2 歌词发音比较清晰，衔接比较流畅，旋律准确，节奏比较准确；歌词发音比较清晰，衔接比较流畅，旋律准确，节奏比较准确；表演过程完整，组织表达清晰，感染力较强。符合上述标准可得表演过程完整，组织表达清晰，感染力较强。符合上述标准可得80-8980-89分。分。3 3 歌词发音基本正确，衔接基本流畅，旋律无明显失误，节奏基本歌词发音基本正确，衔接基本流畅，旋律无明显失误，节奏基本准确；表演过程较完整，组织表达较清晰，有感染力。符合上述标准准确；表演过程较完整，组织表达较清晰，有感染力。符合上述标准可得可得70-797

16、0-79分。分。4 4 歌词发音有少数错误，旋律有一些失误；表演过程基本完整，歌词发音有少数错误，旋律有一些失误；表演过程基本完整，组织表达基本清晰，有一定的感染力。符合上述标准可得组织表达基本清晰，有一定的感染力。符合上述标准可得60-6960-69分。分。5 5 歌词发音有一些错误，衔接较困难，旋律不够准确，；表演过程歌词发音有一些错误，衔接较困难，旋律不够准确，；表演过程不够完整，组织表达不够清晰，感染力较软弱。符合上述标准可得不够完整，组织表达不够清晰，感染力较软弱。符合上述标准可得50-50-5959分。分。6 6 歌词发音错误较多，衔接极困难，基本无旋律，不能唱完半首歌歌词发音错误

17、较多，衔接极困难，基本无旋律，不能唱完半首歌曲；表演过程不完整，组织表达不清晰，无感染力。曲；表演过程不完整，组织表达不清晰，无感染力。5050分以下。分以下。第10页/共124页教教案案Teaching Materials英语歌曲与表演英语歌曲与表演English Song and Performance2012年8月Practice teacher:Yuan Ping第11页/共124页Unit 1Unit 1一一 .游戏：游戏：Where is the pen?Where is the pen?看上去，教师今天表现出看上去，教师今天表现出“精神非常不集中精神非常不集中”。好象他不能上。好

18、象他不能上课，一直在找什么。课，一直在找什么。Teacher:Where is my pen?Where is my pen,children?Teacher:Where is my pen?Where is my pen,children?Is it on the table?Is it in the table or under the Is it on the table?Is it in the table or under the table?Where is my pen,Jane?table?Where is my pen,Jane?Jane:It is in your bag.

19、Jane:It is in your bag.Teacher:Let me see.No,it is not.Where is my pen,Teacher:Let me see.No,it is not.Where is my pen,Tom?Tom?Tom:It is under the book.Tom:It is under the book.Teacher:No,it is not.Teacher:No,it is not.在寻找过程中，教师的视线此时转向在寻找过程中，教师的视线此时转向bookcasebookcase，并提问：，并提问：“Is Is it behind the bo

20、okcase?it behind the bookcase?”这时，全班同学恍然大悟：老师是这时，全班同学恍然大悟：老师是做游戏。随之，全班同学一起做游戏。做游戏。随之，全班同学一起做游戏。选举一位选举一位LeaderLeader，让他走出教室。教师把某种东西藏起来，然，让他走出教室。教师把某种东西藏起来，然后令后令LeaderLeader回教室。回教室。Teacher:Where is the pen?Teacher:Where is the pen?Leader:The pen is under the table.Leader:The pen is under the table.Mar

21、y:No,it is not.Mary:No,it is not.Leader:The pen is in the table.Leader:The pen is in the table.John:No,it is not.John:No,it is not.Leader:The pen is in your desk,Tom.Leader:The pen is in your desk,Tom.Tom:Yes,it is.Tom:Yes,it is.第12页/共124页当同学们陷入浓厚的兴趣之际，可转向另种近似的游当同学们陷入浓厚的兴趣之际，可转向另种近似的游戏。戏。LeaderLeade

22、r对其他同学依次发出问题。对其他同学依次发出问题。Leader:Is it in your desk,Anna?Leader:Is it in your desk,Anna?Anna:No,it is not.Anna:No,it is not.Leader:Have you the pen,Jim?Leader:Have you the pen,Jim?Jim:No,I have not.Jim:No,I have not.Leader:Is it behind the picture,Mary?Leader:Is it behind the picture,Mary?Mary:No,it

23、is not.Mary:No,it is not.Leader:Can I see it,John?Leader:Can I see it,John?John:Yes,you can.John:Yes,you can.Leader:I see it on your desk.Leader:I see it on your desk.另种形式另种形式LeaderLeader要求全班同学都闭上眼睛，并很快地把某样东要求全班同学都闭上眼睛，并很快地把某样东西藏起。全班同学提出问题，西藏起。全班同学提出问题，LeaderLeader给予回答。给予回答。第13页/共124页二二.歌曲：歌曲：uld La

24、ng Syne uld Lang Syne 友谊地久友谊地久A A天长天长Should all acquaintance be forgotten and never brought to Should all acquaintance be forgotten and never brought to mind?Should all acquaintance be forgotten and days of mind?Should all acquaintance be forgotten and days of auld lang syne?For auld lang syne,my fr

25、iend.For auld auld lang syne?For auld lang syne,my friend.For auld lang syne.Welang syne.Well take a cup of kindness yet for auld ll take a cup of kindness yet for auld lang syne.lang syne.怎能忘记旧日朋友，心中能不怀想，旧日朋友岂能相忘，友谊地怎能忘记旧日朋友，心中能不怀想，旧日朋友岂能相忘，友谊地久天长。友谊万岁，朋友，友谊万岁！举杯痛饮，同声歌唱友谊久天长。友谊万岁，朋友，友谊万岁！举杯痛饮，同声歌唱友

26、谊地久天长。地久天长。NotesNotes1.1.这是一首古老的苏格兰民族歌曲，经十八世纪著名农民诗人彭这是一首古老的苏格兰民族歌曲，经十八世纪著名农民诗人彭斯斯(Rober Burns,1759-1796)(Rober Burns,1759-1796)整理，润色而成，歌词定稿于整理，润色而成，歌词定稿于17941794年。年。这首在离别时唱的歌颂友谊的歌曲，在英语国家普遍流传，这首在离别时唱的歌颂友谊的歌曲，在英语国家普遍流传，曾在影片曾在影片魂断蓝桥魂断蓝桥中用作主题歌。中用作主题歌。2.auld lang syne n.(2.auld lang syne n.(苏格兰苏格兰)昔日，美好的

27、往日昔日，美好的往日3.acquaintance n.3.acquaintance n.相识的人，熟人相识的人，熟人4.forget vt.4.forget vt.忘记忘记5.bring(5.bring(过去式过去式broughtbrought，过去分词，过去分词brought)brought)带，带来带，带来6.mind n.6.mind n.头，头脑，大脑头，头脑，大脑7.cup n.7.cup n.茶杯，杯子茶杯，杯子8.kindness n.8.kindness n.仁慈，善心仁慈，善心9.yet ad.9.yet ad.还；仍；更还；仍；更第14页/共124页三三.Situation

28、al Dialogue:.Situational Dialogue:Family Financial planning Family Financial planning 家庭理财家庭理财Tracy and Jason,a couple,are talking about their Tracy and Jason,a couple,are talking about their financial planning.financial planning.B:Hi,honey,heres my last months salary.B:Hi,honey,heres my last months

29、 salary.A:Ok,darling.How about this,from now on A:Ok,darling.How about this,from now on well put all your salary into well put all your salary into savings account,and set aside 20%of my salary as savings account,and set aside 20%of my salary as Daniels ducation fund.Daniels ducation fund.B:Thats no

30、t a bad idea.But do you think the rest B:Thats not a bad idea.But do you think the rest of your salary will be enough to cover our daily of your salary will be enough to cover our daily expenses?expenses?A:I got a raise,have you forgotten?It should be A:I got a raise,have you forgotten?It should be

31、ok.ok.B:Alright,dear.Its up to you.I get a headache B:Alright,dear.Its up to you.I get a headache when it comes to figures.when it comes to figures.A:Thats why you need a wife like me.A:Thats why you need a wife like me.第15页/共124页家庭理财（蕾西和贾森夫妇俩正在讨论他们的开支计划）家庭理财（蕾西和贾森夫妇俩正在讨论他们的开支计划）B:B:嗨，亲爱的，这是我上个月的工资。

32、嗨，亲爱的，这是我上个月的工资。A:A:好，亲爱的。这样吧，从现在开始，我们把你的好，亲爱的。这样吧，从现在开始，我们把你的工资都存到我们的存折里，另外工资都存到我们的存折里，另外 再拿出出我工资的再拿出出我工资的20%20%作为丹尼尔的教育资金。作为丹尼尔的教育资金。B:B:这个主意不错。但是你想你剩下的工资足够支付我们的这个主意不错。但是你想你剩下的工资足够支付我们的日常开支吗？日常开支吗？A:A:我加薪了，你忘了啊？应该差不多。我加薪了，你忘了啊？应该差不多。B:B:好极了。你决定吧。提到数字我就头疼。好极了。你决定吧。提到数字我就头疼。A:A:这就是为什么你需要一个像我这样的老婆的原因

33、啦。这就是为什么你需要一个像我这样的老婆的原因啦。Homework:Homework:课外温习所学的歌曲和课外温习所学的歌曲和表演表演，各小组编制下一单，各小组编制下一单元的元的PPTPPT第16页/共124页Unit 2Unit 2一一.游戏：游戏：Who is taller?Who is the tallest?Who is taller?Who is the tallest?老师一进教室就说：老师一进教室就说：“Tom,come here.Tom,come here.”当当TomTom走到教室前走到教室前边，老师就说：边，老师就说：“Tom is tall,Tom is tall,”又叫

34、又叫JimJim到教室前边来，到教室前边来，并说：并说：“Jim is taller than Tom.Jim is taller than Tom.”再叫再叫MarkMark到教室前边到教室前边来，说：来，说：“Mark is the tallest.Mark is the tallest.”然后全班跟着老师讲：然后全班跟着老师讲：“Tom is tall.Jim is taller than Tom.Mark is Tom is tall.Jim is taller than Tom.Mark is taller than Jim.Mark is the tallest.taller th

35、an Jim.Mark is the tallest.”这种教学就带这种教学就带有游戏性质了。进而，有游戏性质了。进而，开始游戏。开始游戏。将全班同学分成两组，将全班同学分成两组，A A组每次出现三个同学，组每次出现三个同学，B B组用英语讲组用英语讲出；然后，互易其角色，出；然后，互易其角色，B B组每次出现三个同学，组每次出现三个同学，A A组用英语组用英语讲出。每正确地讲出一句得一分，每讲错一句则扣一分。讲出。每正确地讲出一句得一分，每讲错一句则扣一分。最后计总分，决定胜负。最后计总分，决定胜负。两组亦可问答形式出现。两组亦可问答形式出现。A A组问，组问，B B组答，然后互易角色。如组

36、答，然后互易角色。如A A组的发问：组的发问：第17页/共124页Tom is older than Jim.Tom is older than Jim.Tom is younger than Anna.Tom is younger than Anna.Who is the oldest?Who is the oldest?Who is the youngest?Who is the youngest?Tom is shorter than Jim.Tom is shorter than Jim.Tom is taller than Anna.Tom is taller than Anna.W

37、ho is the tallest?Who is the tallest?Who is the shortest?Who is the shortest?Jim is heavier than Mary.Jim is heavier than Mary.Jim is lighter than Tom.Jim is lighter than Tom.Who is the heaviest?Who is the heaviest?Who is the lightest?Who is the lightest?Jim is weaker than Tom.Jim is weaker than Tom

38、.Jim is stronger than Mary.Jim is stronger than Mary.Who is the strongest?Who is the strongest?Who is the weakest?Who is the weakest?第18页/共124页Jim is heavier than MayJim is heavier than May，but lighter than Tom.but lighter than Tom.Who is the heaviest?Who is the heaviest?Who is the lightest?Who is t

39、he lightest?The heaviest is the shortest.The heaviest is the shortest.The lightest is the tallest.The lightest is the tallest.Is Jim taller or shorter than tom?Is Jim taller or shorter than tom?Is Tom taller or shorter than May?Is Tom taller or shorter than May?The tallest is the youngest.The talles

40、t is the youngest.The strongest is the oldest.The strongest is the oldest.Is Tom older or younger than May?Is Tom older or younger than May?Is May older or younger than Jim?Is May older or younger than Jim?The oldest is the weakest.The oldest is the weakest.The youngest is the strongest.The youngest

41、 is the strongest.Is May stronger or weaker than Tom?Is May stronger or weaker than Tom?Is Tom stronger or weaker than Jim?Is Tom stronger or weaker than Jim?第19页/共124页这两个内容，前者可有助于培养学生的推理能力后者是这两个内容，前者可有助于培养学生的推理能力后者是培养记忆与推理的能力。培养记忆与推理的能力。提问的内容亦可以为：提问的内容亦可以为：Jim is taller than Tom.Jim is taller than

42、Tom.Tom is older than Mary.Tom is older than Mary.Mary is shorter than Tom.Mary is shorter than Tom.Jim is younger than Mary.Jim is younger than Mary.Who is the tallest?Who is the tallest?Who is the shortest?Who is the shortest?Who is the oldest?Who is the oldest?Who is the youngest?Who is the young

43、est?Tom is lighter than Mary.Tom is lighter than Mary.Mary is weaker than Jim.Mary is weaker than Jim.Jim is heavier than Mary.Jim is heavier than Mary.Mary is stronger than Tom.Mary is stronger than Tom.Who is the strongest?Who is the strongest?Who is the weakest?Who is the weakest?Who is the heavi

44、est?Who is the heaviest?Who is the lightest?Who is the lightest?第20页/共124页Dick is fatter than Tom.Dick is fatter than Tom.Tom is younger than John.Tom is younger than John.John is weaker than Tom.John is weaker than Tom.Dick is thinner than John.Dick is thinner than John.Dick is stronger than Tom.Di

45、ck is stronger than Tom.Dick is older than John.Dick is older than John.Who is the fattest?Who is the fattest?Who is the thinnest?Who is the thinnest?Who is the oldest?Who is the oldest?Who is the youngest?Who is the youngest?Who is the strongest?Who is the strongest?Who is the weakest?Who is the we

46、akest?Mary is shorter than Anna.Mary is shorter than Anna.Anna is fatter than Susan.Anna is fatter than Susan.Susan is younger than Anna.Susan is younger than Anna.Anna is weaker than Susan.Anna is weaker than Susan.第21页/共124页Susan is taller than Anna.Susan is taller than Anna.Mary is thinner than S

47、usan.Mary is thinner than Susan.Mary is older than Anna.Mary is older than Anna.Mary is stronger than Susan.Mary is stronger than Susan.Who is the tallest?Who is the tallest?Who is the shortest?Who is the shortest?Who is the fattest?Who is the fattest?Who is the thinnest?Who is the thinnest?Who is t

48、he oldest?Who is the oldest?Who is the youngest?Who is the youngest?Who is the strongest?Who is the strongest?Who is the weakest?Who is the weakest?第22页/共124页这两种游戏内容，既可以训练学生的语言交际能力，又可以培养他这两种游戏内容，既可以训练学生的语言交际能力，又可以培养他们的逻辑思维、概括、分析、推理、记忆的能力，乃至观察能力。们的逻辑思维、概括、分析、推理、记忆的能力，乃至观察能力。初期的课堂教学游戏，可使用下列形容词及其不同级的形式

49、：初期的课堂教学游戏，可使用下列形容词及其不同级的形式：old old older-oldest strong older-oldest strong stronger-stronger-strongeststrongestyoung young younger-youngest weak younger-youngest weak weaker-weakest weaker-weakesttall tall taller-tallest heavy taller-tallest heavy heavier-heaviest heavier-heaviestshort short shorte

50、r-shortest light shorter-shortest light lighter-lightest lighter-lightestgreat great greater-greatest fat greater-greatest fat fatter-fattest fatter-fattestsmall small smaller-smallest thin smaller-smallest thin thinner-thinnest thinner-thinnestbig big bigger-biggest far bigger-biggest far farther-f