The Blues公开课教学设计
时间：2017.4.13
设计者：武进区礼嘉中学岳瑛
设计意图（教学目的）：
By the end of the class, students will be able to:
1. Understand the development, features, and styles of blues music.
2. Deepen the comprehension of the article through certain reading strategies: Recognizing Words in Context, Distinguishing Fact from Opinion, Making Correct Inferences, Understanding Main Ideas, and Responding to the Article.
3. Develop their content-area vocabularies, including ballad, rhythm, origin, intense, and wail; expand their academic English words: response and adapt in the process of reading.
4. Improve their sentence structure and master the target words through making sentences.
活动方法（教学方法）：
Task-based reading, group discussion, competition
目标词汇：ballad, rhythm, origin, intense, wail, response, adapt
活动素材（教学材料）：（课外材料请附材料内容）
The Blues
During the 1800s, African Americans worked long days in the fields of the American South. To make the time go faster, they sang “field hollers” that they used to sing in Africa. One person sang a line. Then a group of workers repeated it, or sang a response. The songs’ words told of the hard lives of the people. African Americans also used this call-and-response style when they sang in church. They sang “shout spirituals”, or joyous religious songs. They clapped their hands and stomped their feet to the music.
After the Civil War, the music changed a great deal. African American music, which included ballads and church music, began to take new forms. It also adapted dance music, called "jump-ups", which had great rhythm. A stringed instrument called the Banjo, which is similar to the guitar, became popular. A blues singer usually played a call-and-response with the banjo. He or she sang a line and played a response on the banjo. By the early 1900s, the guitar had replaced the banjo as the main instrument of the blues.
Northern Mississippi, also known as the Delta, was the center of the blues tradition. By the 1920s, the Delta had many blues clubs called “juke joints”. African Americans listened and danced to music in these clubs. Some of the greatest blues singers and players performed in them.
Blues have a soulful sound that listeners can easily recognize. The musical notes are often “bent”. This means that players change the notes slightly to give a song more strength. Whatever their origin, these bent notes most often define the blues．
Lyrics are the words of a song. Blues lyrics describe everyday life. The lyrics are often very intense and personal. They tell about sad times and hard work. They describe people who find or lose love, people who have money or wish for more, and people who feel happy or sad and lonely. The lyrics may use humor to describe life’s trials and joys. They almost always use the rhythms of everyday speech. A typical blues stanza, or group of lyrics, has three lines. The second line repeats the first line. The third line has different words．
By the 1940s, large numbers of African Americans had left the Delta and moved north to find work. Many settled in Chicago. A new kind of blues, called “electric” or “Chicago” blues, began there. It used many of the same themes as the original blues. However, the new style of blues was played with electric guitars that “wailed” and with mouth instruments called harmonicas. The music often included a steady, strong drumbeat. The loud, intense Chicago blues was excellent dance music. Chicago blues led to the creation of a new music style: rock and roll.
Tips: holler叫喊n. spirituals圣歌n. clap拍手vt. stomp跺脚vt. stringed有弦的adj. soulful深情的adj. define解释，表明vt.
活动步骤：
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活动步骤
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设计说明
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Step 1 Lead-in
1. Watch a video, enjoy a classic blues song and use some words to describe the feelings or the characteristics of the blues：Can you say something about the music? Features? Or your feelings?
2. Think about why you read. What do you predict the article will be about? What do you want to know about the blues?
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1. 通过观看相关视频和欣赏经典蓝调歌曲导入和激活话题，同时带给学生对蓝调音乐的直观感受，并初步引入话题相关目标词汇。
2. 预测文本并找到主动阅读文章的主观目标和动机，为后续主动阅读设下铺垫。
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Step 2 Organizing Ideas
1. Skim the article to find out the development process of blues.
2. Go through the article to complete a web about the features of blues.
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1. 指导学生以时间节点为线索，理清蓝调音乐的发展史及文章脉络。
2. 图表填空帮助学生直观加工信息，其中的讨论和全班交流能进一步强化提升学生说的技能。
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Step 3 Comprehension Skills
Mark box a, b, or c with a √before the choice that best completes each sentence for the following two parts: Recalling Facts and Understanding Ideas.
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在适当提示解题技巧的基础上，以事实回忆和观点理解两大题型为依托，帮助学生进一步理解文章内容。
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Step 4 Reading Strategies
Finish the exercises with the guidance of five reading strategies.
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指导和训练学生理解文章的五大技巧并渗透阅读技巧运用的意识：结合语境理解词汇、区分事实与观点、作出正确的推断、理解大意、回应文本。
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Step 5 Expanding Vocabulary
1. Content-Area Words: Complete each sentence with a word from the box. Write the missing word on the line.
2. Academic English: Read, learn and make new sentences.
3. Talk It Over: Share your new sentences with a partner.
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拓展词汇训练：
1. 在内容词汇的处理上因为能级要求不高，只需学生认识，所以习题的设置为简单的选词填空。
2. 学术词汇这一块对学生的掌握程度要求相对较高，不光要理解词义，还要知晓用法，所以借遣词造句这一环节复习和巩固、深入掌握学术词汇，了解词义、语境的多样性及区别，并进行直接的灵活运用。
3. 口头运用环节的设置旨在给学生口头交流学习成果的机会，也让学生有把语言技能当作交际工具的意识，并在交流收获时培养语言表述的自信心。
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Step 6 Homework
Make a summary for The Blues in 120 words.
Requirements:
1. Words like ballad, rhythm, origin, intense, wail, response and adapt should be included in your summary.
2. In content, the blues’ development process and features should be well-explained.
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通过概括或者缩写文章的作业设置帮助学生深入回顾和理解文章内容并熟练运用目标词汇，同时对当天所学进行有机整合和高效巩固。
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NOTE: The students will be divided into 8 groups, with 6 or 7 students in each one. There shall be a competition all over the class to encourage student’s cooperation and engagement.
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