八年級英語上冊 Unit 3 Our Hobbies Topic 2 What sweet music P3教案 （新版）仁愛版.doc

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Unit 3 Our Hobbies Topic 2 What sweet music! 教學(xué)內(nèi)容分析及課時(shí)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(shí)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(jì)音樂會海報(bào)、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(gè)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(gè)課時(shí)來完成： 第一課時(shí)：Section A—1a,1b,1c,3 第二課時(shí)：Section A—2,Section B-1a,1b,1c 第三課時(shí)：Section B—2,3a,3b,Section D-2 第四課時(shí)：Section C—1a,1b,1c,2a,2b 第五課時(shí)：Section D-Grammar and Functions,1a,1b,Project 第三課時(shí)（Section B—2,3a,3b,Section D-2） 教學(xué)設(shè)計(jì)思路： 本課主要是繼續(xù)學(xué)習(xí)感嘆句和學(xué)習(xí)各類音樂的特點(diǎn)。首先讓學(xué)生完成Section D-2，在復(fù)習(xí)的過程中進(jìn)一步學(xué)習(xí)感嘆句。然后讓學(xué)生玩聽音樂辨種類的游戲，既復(fù)習(xí)前一課的知識，又順勢導(dǎo)入到本課，充當(dāng)了Pre-reading 的作用。接著讓學(xué)生快速閱讀短文并補(bǔ)全短文，隨后處理語言點(diǎn)。復(fù)述是本課的重要學(xué)習(xí)策略，在學(xué)生對短文充分理解后，讓他們自己列出關(guān)鍵詞，然后再利用關(guān)鍵詞復(fù)述課文，完成對2的教學(xué)。3a,3b屬于語音方面的訓(xùn)練。處理完短文后，直接把它們逐個(gè)處理即可。最后，教師再設(shè)計(jì)一個(gè)表格，相當(dāng)于換個(gè)方式再次復(fù)述短文。完成本課時(shí)。 Ⅰ. Teaching aims 1. Knowledge aims： （1） 學(xué)習(xí)并掌握新詞匯 type, quickly （2） 繼續(xù)學(xué)習(xí)感嘆句。 2. Skill aims: （1）能夠找出短文的關(guān)鍵詞。 (2）能夠利用關(guān)鍵詞復(fù)述課文。 （3）能夠利用句子的重讀來表達(dá)觀點(diǎn)。 3. Emotional aims: 4. Culture awareness: 了解不同類型的音樂 Ⅱ. The key points and difficult points 1. Key points: （1) 理解各種音樂的特點(diǎn)。 (2) 學(xué)習(xí)句子的重讀。 2. Difficult points： （1）利用首字母完成短文。 （2）合理地確定關(guān)鍵詞。 Ⅲ. Learning strategies 1. 在做首字母填空的任務(wù)型閱讀時(shí)，要學(xué)會判斷所填單詞的詞性和詞形。 2. 學(xué)會找關(guān)鍵詞并利用關(guān)鍵詞來復(fù)述、背誦課文。 3. 學(xué)會利用句子的重讀來強(qiáng)調(diào)自己的觀點(diǎn)。 Ⅳ. Teaching aids 多媒體課件/演唱會視頻或圖片/歌手圖片/錄音機(jī) V. Teaching procedures Stage 1（5mins）：Revision Step Teacher activity Student activity Designing purpose (Class activity) Greet the Ss and let them finish Section D-2 to revise exclamations. T: Good morning ,class. How are you today ? T: Now，look at the screen, please plete the sentences with What or How . Xxx, can you try first ? T: Yes or no ? T: In fact , two words can be added at the end of this sentence . What are they ? T: They are “it is ”. So the full sentence should be “What a cute dog it is !” . S2, can you say this sentence with “How ” ? T:Wonderful ! Now, Picture 2, Xxx, you please . T: Can we say “What wonderful !”? T: Right ! We can use “How + adj. !” ,but we can’t use “What +adj. !” . Who can try Picture 3? T: ... Finish Section D-2 to revise exclamations. Ss: Fine , thanks . S1: What a cute dog ! Ss: Yes. Ss: Sorry. S2: How cute the dog is ! S3: How wonderful ! Ss: No. S4: ... S5: ... 復(fù)習(xí)并進(jìn)一步學(xué)習(xí)感嘆句。完成Section D - 2 。 Remark：教師可以把Section D-2 的圖片通過屏幕展示出來，讓學(xué)生用What或How組成感嘆句。教師可以提高要求，讓學(xué)生用兩種結(jié)構(gòu)來完成。引導(dǎo)學(xué)生利用這個(gè)環(huán)節(jié)繼續(xù)學(xué)習(xí)感嘆句。 Stage 2（5mins）：Pre-reading Step Teacher activity Student activity Designing purpose 1( Class activity) Let the Ss listen to some music and judge what kind of music it belongs to . T: We have already revised exclamations and you have done very well . Next ,I will test how much you know about music. Xxx, how many types/kinds of music do you know ? T: What are they ? Can you name them ? T: Wonderful . Next, I will play some music ,please listen and try to speak out quickly what type of music it is . Are you ready ? T: (Plays the music ) T: How great ! Who sings it ? T: Yes . Next one ! T: Right ! Who sings ? T: How about this ? T: ... Listen to some music and judge what kind of music it belongs to . S1: Five. S1: Pop music, folk music,classical music, jazz music and country music. Ss: Yes . Ss: Folk music . Ss: Song Zuying. Ss: Pop music. Ss: Zhou Jielun. Ss: ... Ss: ... 讓學(xué)生聽歌曲辨類別，導(dǎo)入到新課。 Remark:教師在選歌時(shí)，一定要選學(xué)生可能知道的歌曲，而且只選其高潮部分即可。對于學(xué)生不熟悉的古典音樂，鄉(xiāng)村音樂等只要能夠聽出是哪種類型即可。教師既可以用圖片也可以用視頻來展示。 Stage 3（10mins）：While-reading Step Teacher activity Student activity Designing purpose (Individual work) Let the Ss read the passage quickly and fill in the blanks. T:What sweet music ! Sweet music makes us relaxed and fortable. Different people like different kinds of music. And of course , one kind of music is different from another .Today ,we will learn the differences among them. Next , please read the passage quickly and get the main idea .You have to fill in the blanks according to the given letters while reading. Do it right now ! T: Hi ,class ! We should check the answers now . Hands up ,please . T: Beethoven ,Mozart. T: Do you think so ? T: Please read the names after me . T: Who can try Para 2 ? T: Do you agree ? T: How clever ! Pay attention to the form of the word . Let’s move to the last paragraph. Volunteers are wanted . e on ! T: Tengri. T: Is it right ? T: Great. Let’s read the passage together . Ready ? Go ! Read the passage quickly and fill in the blanks. S1: Classical music Is serious ..People .. .enjoy... . Ss: Yes. Ss: Beethoven , Mozart S2: Pop music...go . It is ...love... popular... Ss: No. “goes ” S3: Folk music ... Guo Lanying... and ... famous ...songs. Ss: Yes. Ss: ... 快速閱讀短文，并完成首字母填空，訓(xùn)練學(xué)生的邏輯思維能力。 Remark：教師可以提醒學(xué)生通過詞語的位置來判斷該填什么詞性的單詞。還要考慮所填單詞的正確形式。核對答案時(shí)，可以讓學(xué)生讀出整個(gè)句子，教師可以適時(shí)教讀難點(diǎn)詞匯。如：Beethoven, Mozart, Tengri 等。 Stage 4（15mins）：Post-reading Step Teacher activity Student activity Designing purpose 1 （Class activity ) Let the Ss read the passage and find out the useful expressions and difficult points. T: Excellent reading! Now, please read the passage carefully. Find out the useful expressions and the difficult points. T: Finished reading ? T: All right . What are the useful expressions ? Raise your hands ,please . T: Then what are the problems ? T: ... read the passage and find out the useful expressions and difficult points. Ss: Yes . S1: at a concert, in a theater, ... S2: everyday life , be popular with sb. ... S3: be famous for ,folk song. S4: What is “the working people ” ? S5: ... S6: ... 讓學(xué)生找出重點(diǎn)詞匯，找出并解決難點(diǎn)問題。 2（Group work) Let the Ss work in groups to circle the key words of the passage and then encourage them to retell the passage with the help of the circled key words. T: You have found out the useful expressions and difficult points . Next, I’d like you to work in groups to circle the key words of each paragraph. Then three students from each group will repeat the passage . Are you clear ? T: OK. Discuss and circle the key words now . T: If you have already circled the key words , try to repeat the passage with the help of the key words .You can try it in your group first. T: Are you ready to repeat now ? T: Great ! Which group first ? T: Perfect performance ! Next group ? Circle the key words of the passage and then encourage them to retell the passage Ss: Yes . Ss: Yes . Group 1: S1: Classical music... S2: Pop music ... S3: Folk music ... Group 3: S1: ... S2: ... S3:... Group 2: ... Group 4: ... 訓(xùn)練學(xué)生尋找關(guān)鍵詞，并利用關(guān)鍵詞來復(fù)述課文。完成2。 Remark: 教師要讓學(xué)生合作確定每一段落的關(guān)鍵詞。并利用關(guān)鍵詞來復(fù)述課文。建議每個(gè)組選三個(gè)學(xué)生來復(fù)述。這樣訓(xùn)練面更廣，難度也降低了一點(diǎn)。不一定要每個(gè)單詞都要和原文一樣，但要求關(guān)鍵詞不能掉?？梢蕴崾緦W(xué)生先在組內(nèi)演示一遍。 Stage 5（3mins）：Finishing 3a Step Teacher activity Student activity Designing purpose (Individual work) Let the Ss read the words in 3a and learn the difference. T:Well done ! We have finished the passage already . Next , let’s learn some phonetics. Look ,here are a few pairs of words . They sound similar . Xxx, please read Pair 1. T: Right . Next pair , Xxx. T: ... T: Now, listen and tick what you hear . Read the words in 3a and learn the difference. S1: lesson-listen S2: well-will S3: ... S4:... S5:... S6:... 辨別發(fā)音，學(xué)習(xí)發(fā)音要領(lǐng)。完成3 a 。 Remark: 教師可以多準(zhǔn)備一些類似的單詞讓學(xué)生訓(xùn)練。也可以播放通過錄音機(jī)，讓學(xué)生勾出所聽到的單詞。重點(diǎn)是聽音模仿，不可過多講解發(fā)音理論。 Stage 6（4mins）：Finishing 3b Step Teacher activity Student activity Designing purpose (Individual work) Let the Ss read after the tape and pay attention to assimilation, stress and liaison. T: In our everyday life , we usually stress the important parts of the speaking . We have difficulty listening to English movies or songs ,because they have lots of assimilation, stress and liaisons . Do you think so ? T: Now, you will listen to two conversations . See if you can follow them . Please don’t look at your book . Let’s begin . T: Can you follow ? T: Now, look at your book and listen and follow . Ready ? T: I’d like two pairs to read for us . Who ? Read after the tape and pay attention to assimilation, stress and liaison. Ss: Yes. Ss: No . Ss: Yes . S1: Listen ! ... S2: Yes,.. S3: Do you ... S4: No, ... S3: Well , ... 學(xué)習(xí)句子中語音的同化、連讀和重讀。完成3b 。 Remark: 教師讓學(xué)生先不看課本聽錄音跟讀，然后再看課本跟讀。讓學(xué)生明白重讀雖有基本規(guī)則可依，但會隨著說話者的側(cè)重點(diǎn)而改變。教師不要講太多的有關(guān)同化，連讀，重讀的理論知識。主要是培養(yǎng)學(xué)生有這方面的意識，更多的還是依靠多聽，多模仿。 Stage 7（3mins）：Summarizing and assigning HMK Step Teacher activity Student activity Designing purpose 1(Class activity ) Let the Ss summarize what they have learned today. T: Very good . If you want to speak like native speakers ,you should listen to tapes ,songs or watch English movies or English programs . Oh, we have to summarize now . Look at the screen ,here is a table. Let’s plete the table together. T: Classical music is ... Summarize what they have learned today. Ss: special , at a concert ,..................... .................................. ................................. ................................. for their folk songs. 回顧本課所學(xué)的內(nèi)容，加深印象。 2 (Class activity) Assigning the HMK. T: For today’s HMK, I ‘d like you to look for some information about Mozart , especial his interesting stories. Finish the HMK. 讓學(xué)生收集有關(guān)莫扎特的逸聞趣事，以便下節(jié)課的順利開展。 Remark：教師可以設(shè)計(jì)一個(gè)表格，包括音樂類別、特征、代表人物等。讓學(xué)生來口頭完成。家庭作業(yè)，教師可以讓學(xué)生課后收集自己喜歡的歌手的趣事，以便下次課使用。 VI. Blackboard design 第三課時(shí)（Section B—2,3a,3b,Section D-2） Words and expressions : Kinds of music: type=kind classical music quick-quickly =fast pop music( country music, rock music, jazz) folk music Grammar: 感嘆句 1.由How 引導(dǎo)的感嘆句： 2.由What引導(dǎo)的感嘆句： 3.相互之間的轉(zhuǎn)換： 4.感嘆句的省略：