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Unit 3 Our Hobbies Topic 2 What sweet music! 教學(xué)內(nèi)容分析及課時分配建議： 本話題圍繞音樂而展開。主要內(nèi)容包括：由Jack和 Sally談?wù)撝苣┤ヂ犗盏衔痰囊魳窌鲈掝}——美妙的音樂 ,同時引出語法：感嘆句。談?wù)撘魳纷匀灰婕暗礁鞣N常見中外樂器、音樂的分類、各類音樂的特點(diǎn)、閱讀和設(shè)計音樂會海報、音樂家的軼聞趣事及交流音樂愛好等等內(nèi)容。另外，通過談?wù)撘魳?，繼續(xù)學(xué)習(xí)喜歡和不喜歡的功能句。通過學(xué)習(xí)本話題，學(xué)生可以對音樂有一個比較全面的認(rèn)識，培養(yǎng)學(xué)生的音樂素養(yǎng)，陶冶學(xué)生的情操。 本話題建議用5個課時來完成： 第一課時：Section A—1a,1b,1c,3 第二課時：Section A—2,Section B-1a,1b,1c 第三課時：Section B—2,3a,3b,Section D-2 第四課時：Section C—1a,1b,1c,2a,2b 第五課時：Section D-Grammar and Functions,1a,1b,Project 第二課時（Section A—2,Section B-1a,1b,1c） 教學(xué)設(shè)計思路： 本課主要是繼續(xù)學(xué)習(xí)感嘆句和學(xué)習(xí)音樂的分類。首先讓學(xué)生展示家庭作業(yè)，復(fù)習(xí)感嘆句并進(jìn)一步學(xué)習(xí)感嘆句。然后讓學(xué)生通過圖片復(fù)習(xí)樂器的名稱，隨后完成Section A-2的聽力任務(wù)。接著教師出示幾組歌手圖片，讓學(xué)生說出這些歌手的演唱風(fēng)格，借此引出有關(guān)音樂分類的新詞匯。然后讓學(xué)生聽1a，完成1b的表格，初步了解對話內(nèi)容。接著讓學(xué)生讀1a，找出并解決難點(diǎn)。掃除了詞、句障礙后，就讓學(xué)生利用1b的表格復(fù)述1a的內(nèi)容。完成1a的教學(xué)。有了大量的信息輸入，接下來就可以讓學(xué)生進(jìn)行語言輸出。學(xué)生可以利用1c的信息并結(jié)合自身的實(shí)際情況，編對話，完成1c。最后回顧本課內(nèi)容完成本課時。 Ⅰ. Teaching aims 1. Knowledge aims： （1） 學(xué)習(xí)并掌握新詞匯 rock , folk,classical, jazz （2） 繼續(xù)學(xué)習(xí)感嘆句和表達(dá)喜歡與不喜歡。 2. Skill aims: （1）能夠表達(dá)對音樂的喜好。 (2）能夠聽懂與音樂有關(guān)的話題。 3. Emotional aims: 學(xué)唱英文歌曲也是培養(yǎng)學(xué)生興趣愛好的一種途徑。 4. Culture awareness: 了解不同的音樂類型及其產(chǎn)生的文化背景。 Ⅱ. The key points and difficult points 1. Key points: （1) 掌握感嘆句的基本表達(dá)方法。 (2) 表達(dá)喜歡與不喜歡。 2. Difficult points： (1)理解音樂的分類。如：搖滾樂 ，民歌，鄉(xiāng)村音樂。 (2)用What 和 How 來轉(zhuǎn)換感嘆句。 Ⅲ. Learning strategies 1. 利用圖片來學(xué)習(xí)新知識。善于從圖片中找出共性。如：學(xué)習(xí)音樂的分類。 2. 利用圖表等來復(fù)述課文。 Ⅳ. Teaching aids 多媒體課件/樂器圖片/歌手圖片/錄音機(jī) V. Teaching procedures Stage 1（5mins）：Revision Step Teacher activity Student activity Designing purpose 1 (Class activity) Greet the Ss and check the HMK to revise exclamations . T: Good morning , class ! Nice to see you again. T: I asked you to make up five exclamations last period . Who will be the first volunteer to present ? T: Sorry ，you can’t use “a”, because “weather” is a uncountable noun . So you should say... T: Right !Next volunteer ,please ! T: Correct . More volunteers ,please . T: You should use “How” instead of “What” in this sentence. Please say it again , S3 ! T: Who can use “What” to say this sentence in another way? T: Great ! Who else ? T: ... Present the HMK Ss: Good morning ,Mr.. S1: What a good weather ! S1:What good weather ! S2: How beautiful the flowers are ! S3: What interesting the story is ! S3: How interesting the story is . S4: What an interesting story ! S5: ... 讓學(xué)生讀出上一次課布置的家庭作業(yè)來復(fù)習(xí)感嘆句，并進(jìn)一步學(xué)習(xí)感嘆句。 Remark：如果學(xué)生在展示自己的感嘆句中有明顯的錯誤，教師要及時指出來。如果學(xué)生水平可以的話，教師可在這個復(fù)習(xí)的環(huán)節(jié)，把感嘆句更深入地講解。如：用what, how 進(jìn)行轉(zhuǎn)換、感嘆句的省略部分等。 Stage 2（8mins）：Finishing Section A-2 Step Teacher activity Student activity Designing purpose 1( Class activity) Let the Ss revise and learn more names of musical instruments . T: Just now , we revised exclamations . Next , let’s look at some pictures . What this in English ? T: Yes ! Play the piano or play piano ? T: This one ? T: Play ... T: Ok. Go on . T: Play ... T: No , we should say “play erhu”. For traditional Chinese musical instruments, we don’t use “the ” . ... T: Now ，please read these musical instruments and the phrases together. Ready, go ! Revise and learn more names of musical instruments . Ss: Piano. Ss: Play the piano. Ss: Guitar Ss: Play the guitar. Ss: Erhu. Ss: Play the erhu. Ss: ... Ss: piano, play the piano , ... 復(fù)習(xí)并進(jìn)一步學(xué)習(xí)更多樂器的名稱。 2(Individual work ) Guide the Ss to finish SA-2. T：Now, you are familiar with the musical instruments . Please match the pictures quickly with the musical instruments. T: Matched ? T: Now, listen to conversations and number their orders. Ready? T: Have you numbered ? T: Tell me your order,Xxx? T: Do you agree with him ? Match the pictures with the names of musical instruments. and listen to 2 and number the pictures. Ss: Yes . Ss: Yes. Ss: Yes. S1: 1-3-4-2-5 Ss: Yes . 訓(xùn)練學(xué)生聽并排序的能力，完成Section A -2 。 Remark: 教師最好把所有提到的樂器名稱及其短語都板書在黑板上，歸類記憶單詞也是一種很好的學(xué)習(xí)方法。 Stage 3（5mins）：Pre-listening Step Teacher activity Student activity Designing purpose 1 (Class activity ) Let the Ss to classify the singers to learn the new words and lead to Section B. T: We have learned many musical instruments , next, I will show you some groups of singers . Try your best to speak out what kind of music they are good at . Let’s begin with the first group . Who are they ? T: What kind of music are they good at ? T: Yes, they are all folk song singers . Now, the second group ? T: Right . What kind of songs ? T: Great ! Pop music e on ! The third group ! T: Folk music , too ? T: Yeah. They are rock music singers . Maybe the following group is difficult for you . Do you know them ? T: They are Mo Wenwei, Taozhe and Zhang Ying. They are jazz music singers . The last group ? They aren’t singer,they are pianists. Do you know them ? T: And Yin Chengzong. They are all good at playing classical music. There are many famous classical pieces ,such as ... T: ... T：Now, please look at the Bb and read the new words together. Classify the singers to learn the new words . S1: Song Zuying, Peng Liyuan ,A Bao . Ss: 民歌。 Ss: Liu Dehua, Zhou Jielun, Cai Yilin. Ss: Pop music . S2: Wang Feng, Cui Jian, Beyond. Ss: No. Ss: No . S3: Langlang, Li Yundi,... Ss: ... Ss: folk song, ... 讓學(xué)生把歌手歸類來學(xué)習(xí)新詞匯并導(dǎo)入到新課。 Remark：教師要選擇很有代表性的歌手讓學(xué)生歸類，通過歌手的類別來代表音樂類別。每個類別的至少有3個學(xué)生的歌手。為了降低難度節(jié)約時間，教師把同一類別的歌手一起展示出來。至于古典音樂，教師可以用漢語表述，如：《高山流水》，《二泉映月》，《命運(yùn)交響曲》等。 Stage 4（10mins)：While-listening Step Teacher activity Student activity Designing purpose （Individual work ) Let the Ss listen to 1a and plete the table in 1b. T: We have learned the types of music . Jane and Li Ming are talking about their likes and dislikes about music . Next , you will listen to their conversation and plete the table in 1b. Please read the table first. T: You should take notes while listening . And just write down some hints. You can plete the blanks after listening. Let’s begin. T: It’s a long conversation . Shall we listen to the tape again? T: Can we check now ? T: What did Li Ming use to like ？ T: ... T: ... Listen to 1a and plete the table in 1b. Ss: Yes . Ss: Yes. S1: He used to like pop music . ... S2:... S3: ... 訓(xùn)練學(xué)生的聽力技能，完成1b。 Remark: 1b的聽力任務(wù)難度較大，學(xué)生需要注意的點(diǎn)很多，而且還要完成表格，教師要讓學(xué)生先觀察表格再聽，以便明確重點(diǎn)。對話內(nèi)容較長，建議聽兩遍。教師最好把此表格用小黑板或者PPT展示出來。 Stage 5（15mins）：Post-listening Step Teacher activity Student activity Designing purpose 1(Class activity) Deal with the difficult points. T: Good job . Do you know their likes and dislikes now ? T: Fine . Please read 1a now . You’d better underline the difficult parts . T: Have you finished reading ? Any questions ? T: ... T: ... Read 1a and find out the difficult points. Ss: Yes . S1:I don’t understand. “But I don’t mind it ” S2: ... S3: ... 精讀對話，找出并解決難點(diǎn)部分。 2( Group Work) Let the Ss work in groups and retell 1a with the help of the table in 1b. T: Well done ! Now work in groups and try to repeat the conversation with the help of 1b. T: Are you ready to present now ? T: Maybe each group can choose two students to present.Which group begins ? T: Terrific ! Next group , e on ! Retell 1a with the help of the table in 1b. Ss: Yes. Group One : A: Li Ming usually listens to music in his free time . He used to enjoy pop music , but now he ... B: Li Ming doesn’t like classical music at all . Because he thinks it is too serious . Group Three: A: ... B: ... 訓(xùn)練學(xué)生的復(fù)述能力。完成1a。 3(Pair work) Let the Ss work in pairs to make up conversation and finish 1c. T: Up to now , you know what Jane and Li Ming like and dislike . Why not talk with your partner about your own likes and dislikes ? Next, please work in pairs and make up conversation to describe your feelings about different kinds of music . I will choose some pairs soon . Do you know what I mean? T: You had better take some notes , you may use the information in your HMK. T: Which pair is the bravest? Make up conversation and finish 1c. Ss: Yes . Pair Four: A: Xxx, what kind of music did you use to enjoy ? B: I used to enjoy..., A: What about now ? B: ... Pair One: A: ... B: ... A: ... B: ... 訓(xùn)練學(xué)生的口頭運(yùn)用能力。完成1c。 Remark: 這個環(huán)節(jié)有一定的難度，教師要講清楚，學(xué)生只要任選一個去編對話即可。而且重點(diǎn)是“ What ? Who ? Where ? When ? ”等問題。要學(xué)生盡量使用幾個感嘆句。教師還要把“play the +樂器”進(jìn)行強(qiáng)調(diào)。在復(fù)述對話時，可把任務(wù)分解到幾個學(xué)生，實(shí)現(xiàn)多點(diǎn)照顧。教師要鼓勵學(xué)生展示自己的成果，讓學(xué)生獲得成就感。 Stage 6（2mins）：Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose 1(Class activity ) Guide the Ss to summarize the grammar and important points of the lesson . T: Good conversations ! If you want to improve your English , you should practice more. Now, let’s summarize. How many kinds of music did you learn today ? T: That ‘s right . What are they ? T: Anything about grammar ? Summarize the grammar and important points of the lesson . Ss:Six . S1: Folk music. S2: Country music. S3: Rock music . S4: ... S5: ... S6: ... S7: ... S8: ... 回顧本課語法和學(xué)習(xí)內(nèi)容。 2 (Class activity) Assigning the HMK. T: For today’s HMK, I ‘d like you to write a short passage to describe what your group members like and dislike about different kinds of music. Finish the HMK. 讓學(xué)生把小組合作的結(jié)果變成小短文，既可以體現(xiàn)學(xué)生的書面表達(dá)能力，又能體現(xiàn)他們的參與度。讓他們重視小組活動。 Remark：也可以布置學(xué)生去收集自己喜歡的歌手資料。如果可能，也可以讓學(xué)生把自己最喜歡的歌曲帶來與同學(xué)分享。 VI. Blackboard design 第二課時（Section A-2，Section B—1a,1b,1c） Words and expressions : Kinds of music: Grammar points: folk folk music What 引導(dǎo)的感嘆句 rock rock music How引導(dǎo)的感嘆句 jazz jazz 功能句： classical classical music I don’t like it at all. country music I don’t mind it. pop music I hate listening to rock music.