仁爱版八年级上册Unit 3 Our Hobbies Topic2 Section A教案教学反思教学设计

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仁爱版八年级上Unit 3 Our Hobbies Topic 2  What sweet music!Section A教学设计

The main activities are1aand2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1. Learn some new words and a phrase:
  concert, go on, language, lend, tape, violin, drum, price, ad, pay
2. Learn about exclamation:
  (1) How exciting!
  (2) And it sounds beautiful!
  (3) Oh, wonderful!
(4) That’s too bad!
3. Talk about concert and musical instruments.
4. Enjoy music and musical instruments.

Ⅱ. Teaching aids 教具

多媒体课件/录音机/音乐磁带/小黑板/挂图/幻灯片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1  Review 第一步  复习(时间:10分钟)

复习上一单元的功能话题与本课相关的内容。再由多媒体课件导入新课。
1. (请学生将上次调查结果汇报给全班同学，每人汇报一名教师的兴趣和爱好。)
  T:  From last topic, we’ve learnt how to express our interests and hobbies. Now I’ll ask some of you to report your teachers’ interests and hobbies. You’d better use these words and phrases, such as “used to do sth.”, “now” and “because”. Please go.
S1: Our headteacher used to stay at home, but now he often climbs mountains. Because he thinks climbing mountains is good for his health.
S2: Our Chinese teacher used to …
S3: Our maths teacher …
S4: Our English teacher …
S5: Our P.E. teacher …
T:  Most of us like going to the movie or listening to music in our spare time, because they can make us relax after daily work. Let’s see some parts of a movie and guess what its name is.
2. (师生对话，导入新课。)
(教师展示五个有关电影Titanic的多媒体课件：片头音乐MTV；电影开始场景；撞击冰山场景；沉船场景；甲板上小提琴手的画面。)
T:  Are you moved by the pictures?
Ss: Yes, we are.
T:  Have you seen the film, S6?
S6: Yes, I have.
T:  Who knows the name of the film?
S7: Titanic.
T:  Do you like the music in it?
Ss: Yes, we do.
(教师播放My Heart Will Go On这首英语歌曲。)
T:  It sounds beautiful! Right?
Ss: Yes. Very beautiful!
T:  Please tell me its name, S8.
S8: My Heart Will Go On. (教师可以帮助回答。)
T:  Can you sing this song?
(再放Titanic的主题曲My Heart Will Go On, 鼓励全班同学一起唱。)
T:  Do you know who sings the song?
S9: I know. Her name is Celine Dion.
T:  Yes. And she is my favorite singer.
(板书，要求学生掌握go on，理解singer，并让学生体会感叹句“It sounds beautiful!”的语气与情感。)

My Heart Will Go On      Celine Dion      singer It sounds beautiful!

T: Who has some tapes of her songs?
(教师手举磁带让学生理解tape的含义。)
Ss: I have.
T:       Can you lend some to me?(加上手势) It means“May I borrow some from you?”
Ss: Of course.
(板书，然后解释，并要求学生掌握tape和lend，讲解lend与borrow的区别。)

tape lend … to … borrow … from …

T: Boys and girls, I have good news to tell you. Celine Dion is going to give a concert. Would you like to go to the concert?
(板书并要求学生掌握。)

concert         give a concert         go to the concert

Ss: Yes, we’d like to.
T: OK. When and where is she going to give the concert? Let’s listen to the tape and you will know the answer. (由此导入1a。)

Step 2  Presentation 第二步  呈现(时间:7分钟)

学习1a。初步了解感叹句的句子结构，并体会感叹句的语气与情感。
1. (设置听力环节，播放1a录音，让学生听后回答小黑板上的问题。)

(1)Where is Celine Dion going to give the concert? (2)What time is the concert going to start?

(核对答案。)
(让学生朗读1a，边读边找出文中生词，并回答小黑板上的另外两个问题。)
T:  Please read1a. Find out the new words and find the answers to the other two questions on the small blackboard.

(1)What is Sally going to do this Sunday evening? (2)Is Jack going to the concert? Why?

(核对答案。)
  (让学生找出生词并猜测词义，教师板书，要求学生掌握language，理解Ren’ai English Language School。)

language, Ren’ai English Language School

2. (让学生再读1a对话，试着找出感叹句。)
  T:  OK. Please read1aagain and try to underline the exclamatory sentences. If you want to say something suddenly and loudly, especially because you are surprised, impressed, or in pain, you can use these sentences to express exclamation.(可适当用汉语解释感叹句的用法。)
  Example:
  (When you watch an exciting basketball game)
  You can say like this,“Oh, wonderful! Come on!”
  (When you hear a piece of nice music)
  You can say,“It sounds beautiful! What sweet music!”
(If you hear someone is going to a wonderful concert)
  You can say,“How exciting!”
  (When you invite someone to see a wonderful film, but he can’t come)
  You can say, “That’s too bad!”
  (板书感叹句，帮助学生寻找规律，归纳常见的两种感叹句式，操练并要求学生掌握。)

(1) Oh, wonderful! (2) It sounds beautiful! (3) What sweet music! (4) How exciting! (5) That’s too bad!

  T:   Please change the sentences into English.“多么聪明啊！”S1, please.
  S1: How clever!
  T:   Good!“多么好的天呀！”S2, please.
  S2: What a nice day!
  T:   Well done!“多么有趣的书呀！”S3, please.
  S3: What an interesting book!
  (让学生朗读，体会感叹句的语气与情感。)

Step 3  Consolidation 第三步  巩固(时间:10分钟)

巩固1a，完成1b，使学生在语言实践中充分理解掌握感叹句。
1. (教师播放1a录音，男女生分角色跟读。注意语音语调。)
T: Please listen to the tape. Boys read after Jack and girls read after Sally. Pay attention to the pronunciation and intonation.
2. (学生两人一组，表演对话。)
T:  Great! Now please act the dialog out in pairs in class.
3. (让学生以I’m going to the concert this Sunday evening为题，自编一组对话，可参照小黑板上的提示词。对话中还要包含感叹句。)
  T: Well done. Next, please make a dialog in pairs according to the words on the small blackboard. You must use some exclamatory sentences.

Singer	Place	Time
Song Zuying	at the Music Hall	at 7:00 p.m.

Example:
A: What are you going to do this Sunday evening?
B: I’m going to a concert.
A: How exciting! Who is going to sing at the concert?
B: Song Zuying. Do you know La Mei Zi?
A: Yes. Is that her song?
B: That’s right! And it sounds great!
A: Where is she going to give the concert?
B: At the Music Hall.
A: Oh, wonderful! What time is it going to start?
B: At 7:00 p.m. Why not come with me?
A: I’d like to, but I am going to see my grandparents this Sunday evening.
B: That’s too bad!
4. (让学生根据1b中的海报，编一个类似的对话。完成1b。)
(请2~3组同学表演。)
T:   How clever you are! I hear The Same Song is coming to our school next week.
Ss: How exciting!
T:   Do you want to enjoy exciting hip hop?
Ss: Yes.
(板书并要求学生了解hip hop。)

hip hop

T:  The Same Song is coming to Dabieshan, too. Now, look at the poster in 1b, then make a conversation similar to 1a with your partner.

Step 4  Practice 第四步  练习(时间:12分钟)

利用音乐磁带和教学挂图学习乐器的名称，进一步巩固感叹句的用法。完成2a、2b和3。
1. (先让学生听音乐录音，根据乐器所发出的声音判断是什么乐器，然后教师出示该乐器的挂图并教学单词。)
T:       Now let’s go to the concert. Please listen. Is it the sound of a piano?
S1: No, it isn’t. I think it’s the sound of a violin. (同时，教师出示小提琴的挂图并帮助学生回答。)
T:  That’s right. It sounds great!
(接着教师出示二胡的挂图。)
T:  What’s this? Is this a violin?
Ss: No, it isn’t. It’s an erhu.
(教师用同样的方式教授单词drum，板书并要求掌握violin和drum。)

violin, drum

T:  Violins, pianos, guitars and drums are musical instruments. What kind of musical instrument are you interested in? Please tell us. S2.
(板书，让学生猜测词义并要求学生理解。)

musical, instrument

S2: I’m interested in the piano. It sounds nice.
T:  Can you play the piano?
S2: Yes, of course. I began to play the piano when I was six years old.
T:  Oh, what a clever boy/girl! Can anyone else play the musical instruments? S3, please.
S3: I can’t play the piano, but I can play the guitar.
T:  Who taught you to play it?
S3: Nobody. I taught myself.
T:  Really? How clever! Thank you. Who can play the drums? Nobody? S4, are you going to     learn the drums?
S4: No, I don’t like them.
T:  What kind of musical instruments are you going to learn?
S4: I’m going to learn the violin.
T:  Why?
S4: Because it sounds great.
T:  Good. Thank you.
2. (让学生听2a录音，完成2a。)
  T: Now, please turn to Page 62,2a. Look, listen and number the pictures.
  (核对答案。)
3. (两人一组回答2b中的问题，并编成对话。完成2b。)
  T:Well done! Now can you talk about the following questions on Page62 inpairs?
  (请2~3组表演对话。)
    Example:
    S5: What kind of musical instruments do you know?
    S6: The piano, the violin, the guitar and the drums.
    S5: Which is your favorite? Why?
    S6: The piano. Because it sounds beautiful.
    S5: What kind of musical instruments can you play?
    S6: I can play the guitar.
    S5: What other kind of musical instruments are you going to learn?
    S6: I’m going to learn the piano.
4. (用幻灯片的形式出示3，或指导学生看课本中的3，让学生仔细阅读并选出正确的答案。)
  T: Good. Here’s an ad for our club. S6, if you want to learn the piano, you’ll pay ￥100 for a piano lesson. Would you like to come and have a try?
  S6: Yes, I’d love to. Because it sounds great.
  T:  Very well! I hope you will become a musician when you grow up. S7, an art lesson is ￥60. Would you like to come?
  S7: Yes, I will. I like drawing very much.
  T: Good! I hope you will be an artist when you grow up. S8, are you going to be a folk dancer when you grow up?
  S8: Yes.
  T: Well. The price of dance lesson is ￥50 each. Now let’s read the ad. And finish 3 by yourselves.
    (核对答案。)
    (板书，并要求学生掌握ad, pay, price；理解artist, musician, drawing和folk。)

ad, pay, musician, drawing, artist, folk, price

Step 5  Project 第五步  综合探究活动(时间:6分钟)

通过创设情景设计海报，达到学以致用的目的。
1. (为学生创设情境：元旦即将到来，班里要举办文艺晚会，请你设计一个海报，并附上节目单，欢迎其他学生前来观看。)
  T：Suppose New Year is coming, our class will hold a party. Will you please help me make a poster with the program list?
Example:

Welcome to the New Year Party! Want to spend an exciting evening? Want to enjoy wonderful music? Want to see great performance? Come on! Time: 7:00 p.m.— 9:00 p.m. Saturday, Dec. 25th Place: the School Hall.

Program List:

(1) Ballet            Maria              (6) Kungfu                      Jack (2) Guitar playing     Jane                (7) Dancing the disco      Kangkang,Michael (3) Rock song        Michael           (8) Magic tricks               Tom (4) Poem recitation    Helen              (9) Piano playing              Wen Wei (5) English song      Jenny              (10) Dancing            Lily, Lucy

2. (请学生根据海报内容，自编一段对话。要求对话中要有感叹句。)
     T: Well done! Make a dialog according to the poster. You’d better use the exclamatory
        sentences.
     Example:                        
     S1: What are you going to do next Saturday evening?
     S2: I’m going to the New Year party.
     S1: It sounds great! Who is going to hold the party?
     S2: Class 4, Grade 8.
     S1: Where are they going to hold the party?
     S2: In the School Hall.
     S1: What time is it going to start?
     S2: At 7:00 p.m.
     S1: How many programs are there at the party?
     S2: Ten.
     S1: Which program do you like best?
     S2: I like ballet best.
     …
3. Homework:
(1)为你所喜欢的歌手的演唱会设计一份海报。
(2)查找有关音乐类型的资料，为Section B做准备。
板书设计:

What sweet music! Section A lend … to …          Oh, wonderful! borrow … from … How exciting! give a concert        It sounds beautiful! go to the concert           That’s too bad!