外研英语八年级上教案 Module 5全模块.doc

外研版英语八年级上Module 5 Western music全模块教案 I. Teaching objectives 教学目标 技 能 目 标 听 Listen for matching people with the music they like 说 Talk about opinions about music 读 Read a passage about music for information 写 Write a biography of a composer 语 言 目 标 功 能 句 式 Talk about music You like western classical music, don’t you? Yes, I do. Who’s your favourite classical composer? Beethoven. She doesn’t like pop music, does she? You’ve heard of him, haven’t you? He was German, wasn’t he? You listen to pop music, don’t you? It’s certainly very traditional, isn’t it? 词汇 1. 重点词汇: pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, composer, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century 认读词汇 blues, classical, jazz, rock, dramatic, German, rap, organ, trumpet, waltz, younger, addition, actually, type, gospel, string, part-time, milkman, recording, artist, figure 3．短语 in addition to 语法 Tag questions Ⅱ. Teaching materials analyzing 教材分析 本模块以Western music为话题，设计了三个部分的内容。旨在通过模块教学使学生了解西方音乐的有关知识；了解奥地利著名作曲家——约翰·施特劳斯；学会表述反意疑问句及其回答；能谈论对不同类型的音乐及对于音乐的爱好和理解；谈论最喜欢的音乐；练习通过阅读找出信息的能力；能根据所给的信息写音乐家的传记。 Unit 1 谈论不同类型的音乐，学习能描述音乐的一些形容词；认识反意疑问句及其回答；谈论对音乐的喜好。 Unit 2 学习关于著名音乐家约翰· 施特劳斯和莫扎特的文章，并从文章中找出细节信息；利用所个的信息写音乐家的小传。 Unit 3 在练习中复现本单元重点词汇、句型和语法；读关于the orchestra的文章；谈论并描述最喜欢的音乐。 III．Class types and periods 课型设计与课时分配 Period 1 Listening and speaking (Unit 1) Period 2 Reading and writing （Unit 2) Period 3 Language in use (Unit 3) Ⅳ Teaching plans for each period分课时教案 Period 1 Listening and speaking Target language 目标语言 1. Words & phrases生词和短语 pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure, Austrian, composer, fan, on earth, noise 2. Key sentences重点句子 Who’s it by? You’ve heard of him, haven’t you? He was German, wasn’t he? You like western classical music, don’t you? But Sally is a classical musician, so she doesn’t like pop music, does she? No, she doesn’t. What on earth is that? Ability goals 能力目标 Enable students to listen to different types of music and learn tag questions. Teaching important/difficult points 教学重难点 Learn to talk about different types music and tag questions. Teaching aids教具准备 A projector or some pictures and a tape recorder. Teaching procedures and ways教学过程与方式 Step I Lead-in In this procedure, show some pictures to let the students know different types of music. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T: Do you like music? S: Yes. T: There are many different kinds of music. What kind do you know? Learn new words of music types with the students. Ask students to read the new words: blues, classical, jazz, opera, pop, rock, techno, make sure they know the meaning of each word. T: We can use some adjectives to describe different kinds of music. For example, how is pop music? Help the students to say modern. T: OK. Next please work in pairs, and ask and answer questions about your favourite types of music and describe it. Sample conversation: S1: What kind of music do you like? S2: I like blues. S1: How is blues? S2: It is sad. Help students learn the words dramatic, lively, slow, serious. Ask some pairs to make up a short conversation in front of the class. Step II Listening and matching In this procedure, ask students to listen to the tape and match different types of music and the adjectives. Help students learn and remember the new words. T: There are many different kinds of music and we can use many adjectives to describe them. Now, let’s look at the picture on page 34. Listen to the tape and decide which type of music the people in the photo play. Play the recording and check the answers. Then ask students to listen again and match the words with the music. Check the answers with students. Step III Listening and reading Listening In this procedure, students will listen to and read a dialogue. Ask students to do pair work to find the people and the types of music they like. Learn some words in real situations. T: In these types of music, there is western classical music, do you like it? S: Yes. T: Sally’s school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Let’s listen. Ask students to listen to the tape and fill in the blanks of Activity 4. Go through the answers with the students. Reading In this procedure, ask the students to read the dialogue again and find some details. Do Activity 5 as a competition to see if the sentences are true or false. T: Read the dialogue again and do Activity 5. Check if they are true or false. Let’s have a competition between boys and girls. If a boy or a girl first stands up and correct the question correctly, he / she will get a star. Those who get more stars will be the winner. Sample conversation: S1: They’re listening to western classical music. S2: True. S1: Strauss was born in the capital of Australia. S2: False. Strauss was born in the capital of Austrian. Add another three sentences for the students to decide. Show the following. The music Tony is listening is by Strauss. Sally doesn’t like pop music. Daming likes rap music. At the same time, help students find out some difficult points. Deal with them together. Give students some other examples to make them understand further. In the end, count the numbers of stars with the whole students to see which side is the winner. Step IV Discussion In this procedure, practice some words and expressions in Activity 5 by having a discussion. T: There are some new words in the dialogue. Let’s read these new words and try to remember them. Show the following. capital, composer, fan, musician, river T: Work in pairs. Ask and answer questions in Activity 6. Sample conversation: S1: What’ s the capital of Shandong Province? S2: Jinan. S1: Who is your favourite composer? S2: My favourite composer is Beethoven. … Check the answers. Ask some pairs to make up a short conversation. . Step V Pronunciation and speaking Pronunciation In this procedure, ask students to listen to the tape and pay attention to the tone of tag questions. T: In the dialogue, there are some tag questions, can you find them? Help students to find the tag q