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1、2020年精編仁愛版英語資料
八年級上冊教案設計
Unit 3 Our Hobbies
Topic 2 What sweet music!
Section C
Ⅰ. Material analysis
本節(jié)課的主要活動為1a和2b。
Section A 通過歌手席琳·迪翁談論音樂會，Section B談論不同風格的音樂，在內(nèi)容上Section C是對Section A 和Section B的升華，從音樂會到不同形式的音樂再到人們熟悉的偉大作曲家莫扎特，通過層層遞進的方式步步拓展到閱讀和寫作的綜合能力的培養(yǎng)。在培養(yǎng)學生能力的方面也從培養(yǎng)學生聽說能力過渡到培養(yǎng)寫作能力。老師們在設計課
2、堂的時候應用教材上所設計的表格和問題等多種讀中和讀后活動。以此為基礎，通過競賽、將自己已有知識和文章進行對比等方式，逐一完成信息輸入、閱讀技能培養(yǎng)、信息輸出的過程。
Ⅱ. Teaching aims
Knowledge aims：
1. 在圖片、同義句替換等方式的幫助下，能自己拼讀下列單詞：age, wonder, note, papa,
press, smile, amazing。
2. 能通過游戲快速記憶本課生詞，如：wonder, note, smile, understand等。
3. 能在練習中使用感嘆句表達自己的情感。
4. 能夠用感嘆句評價某人或某物。
3、Skill aims：
1. 能基本聽懂本課文本材料，及與其水平相當?shù)膫ト私榻B。
2. 能流利地和他人談論自己或朋友喜歡的音樂家。
3. 能正確地使用因特網(wǎng)，能從中獲取有用信息并基本讀懂其中介紹音樂家的文章。
4. 能正確模仿本課課文，有條理地寫出自己喜歡的音樂家的故事。
Emotional aims：
通過對偉大人物事跡的學習，從偉人平凡的故事當中領悟做人做事的態(tài)度。明白天才源
于汗水和努力。
Ⅲ. The key points and difficult points
Key points：
1. 用感嘆句表達自己的情感。
2. 根據(jù)關鍵
4、詞復述文章，如：composer, start writing, a child等。
3. 學習寫作文時，先確定中心，然后圍繞中心，找出相應的事例來支撐你的觀點。
Difficult points：
使用感嘆句表達自己的情感。
Ⅳ. Learning strategies
1. 借助關鍵詞對你復述本課的文章是很有幫助的。
2. 在寫作的時候先寫出自己的觀點，然后用故事或者闡述去支撐你的觀點。這樣可以
讓你的文章條理清楚。
3. 交談的時候注意語音和語調(diào)可以幫助你感受語言的藝術(shù)。
Ⅴ. Teaching aids
Computer multi
5、media projector
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
(6 minutes)
1. The whole
class work
and group
work
2. Individual
work and group work
3. The whole
class work
4. The whole
class work
1. Take ou
6、t their notes to share the information about Mozart. They
can only speak English, if they need help they can hand up.
2. One student comes to
the platform. Others
check his / her spelling
mistakes.
3. Read sentences. Know
about Mozart and try to guess the meanings of new words. (Gues
7、s the meanings according to the word-formation and the context.)
4. Compare the knowledge
on the blackboard with the facts on 1a. Guess the meaning of “age” by comparing “at the age of three” and “when he was five”.
1. Make a competition.
Ask students to discuss
Mozart, according to t
8、he
information they
searched yesterday.
2. Ask each group to choose
one student to come to
the platform to write down their answers on the
blackboard.
3. Ask students to read these statements, providing
students with help, such
as new words and
understanding, because
some s
9、entences are from
the Internet.
4. Ask students to compare the knowledge on the
blackboard with the facts on 1a.
Presentation
(10 minutes)
1. The whole
class work
and group work
2. The whole
class work
3. The whole
class work
4. Individual
10、work
5. Individual
work and
group work
1. Read and guess the
meanings according to the comparison, pictures and so on.
(1) Mozart wrote
many music, so he is a great composer.
(2) When we start to
learn music, we
should pay attention to every note.
(3) My father
11、/papa
used to enjoy
classical music.
(4) Press the key then
you can enjoy the
music.
2. Read and remember
the new words.
3. Girls try to speak out
new words while boys spell them out. Then change.
4. Read through 1a and
fill in the blank.
5. Read 1a carefully. Writ
12、e down their own
answers and check the answers in groups.
1. Deal with the new words
by showing some
statements. Ask students to guess the meanings.
2. Teach those new words.
Ask students to remember them.
3. Design a competition
between boys and girls.
Eras
13、e the new words. Ask
girls to speak out new
words, while boys should
spell them out.
4. Ask students to read 1a quickly and fill in the blank, “Mozart is a/an
boy.” (20 seconds to cultivate their ability of reading for general idea.)
5. Ask students to read for details. (Remind students t
14、o use the sweet tip we studied in Section B: “Key words help us understand important details, and use them when you retell the passage.”)
Consolidation
(15 minutes)
1. The whole
class work
and individual
work
2. Individual
work
3. Group work
and individual
work
4.
15、The whole
class work and group work
1. One student tries to
retell the passage
while others can help him/her.
2. Read 1a carefully and write down the answers. Underline the place where they can find out the answer.
3. Check the answers in groups. Find each
others’ mistakes, and te
16、ll others where they find out the answer.
4. Each group answers a question, and tell
others where to find the answer.
1. Finish 1c. Ask students to try
to retell the passage according to the table. Praise the student no matter good or not, because this passage is long.
2. Give students 3 min
17、utes to
read the passage for details. Tell students to read and understand the questions first, and then find where the key information occurs.
3. Give students 2 minutes to
check the answers in groups.
4. Check the answers.
Practice
(6 minutes)
1. The whole
class work and
pair wo
18、rk
2. Pair work and
group work
1. Ask and answer in
pairs about their
favorite musicians. At
first, get a general
opinion, then use a
story to support their
ideas. When writing a
story, students should
pay at
19、tention to the
following aspects:
general opinion
Who...?
What do you think of the person?
details to support your
idea
Why do you like ...?
How did...learn music?
Do you know anything about ...?
2. One student reports on the platform. Others
listen
20、to him carefully and try to remember what he said. Then
answer the questions: Who...?
What do you think of the person?
Why do you like ...?
How did ... learn music?
Do you know anything about ...?
1. Design an activity to talk
about students’ favorite
musicians. (Tell them a
sweet tip
21、 “When we write
about a person, it is
important to mention the
general opinion first and
then use a story to support
your opinion.”)
2. Choose several groups to
report in the class.
Production
(8 minutes)
1. Individual work
2. The whole
22、class work and
individual work
3. The whole
class work
4. Individual
work
1. Write a short passage.
2. Review the new words
and reading skills.
Review how to write a passage about a musician.
3. Students finish these
homework after class.
23、
4. Students review Sections
A-C to prepare for
Section D.
1. Ask students to write a short passage about their or others’ favorite
musicians according to 1a and 2a.
2. Teacher summarizes what students learned today:
some new words, how to get the main idea quickly, how to writ
24、e a passage of their favorite musicians.
3. Homework.
The homework includes
three parts: ask students to
(1) Search the information
about a musician on the Internet.
(2) Make notes when
reading. Take the
notes to school
tomorrow.
(3) Tell a story about
a musician before class.
25、4. Teacher assigns the students
to review Sections A-C to prepare for Section D.
Teaching Reflection
Students like the story a lot. This kind of topic can attract students’ attention very easily. It is necessary for students to search some information about great persons. For students, talki
26、ng about their own favorite musicians is not easy. Before writing, teachers should give them more chances or provide more information to put in.
Ⅶ. Blackboard design
Unit 3 Our Hobbies
Topic 2 What sweet music!
Section C
(1) Mozart wrote many mus
27、ic, so he was a great composer. G1 G2 G3 G4
(2) When we start to learn music, we should pay attention to every note.
(3) My father/papa used to enjoy classical music.
(4) Press the keys then you can enjoy the music.
A musician
general opinion
Who...?
What do you think of the person?
details to support your idea
Why do you like ...?
How did...learn music?
Do you know anything about ...?
年仁愛版八年級上英語Unit 3 Topic 2 Section C教學設計
