【文档说明】Unit 3 Topic 2《What sweet music》（SectionB）教案-八年级上册英语【仁爱版】.doc，共(8)页，53.000 KB，由小喜鸽上传

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（最新版）Unit3Topic2SectionB参考教案Ⅰ.MaterialanalysisSectionB的主要教学活动为1a、2和3。本节课主要通过Jane和LiMing之间的对话配合相应的图片，引出跟音乐有关的单词和表达喜好及各自观点的句子。SectionB的内容是对S

ectionA的延伸，谈论的内容也从上个话题谈论歌手CelionDion的演唱会，扩展到介绍不同类型的音乐及各种音乐特点。音乐、明星的话题是学生们最感兴趣的话题之一。但是要学会用不同的方式表达喜欢不喜欢的话题也是有困难的，所以在设计这堂课的时候，老师应该紧抓学生的兴趣点，通过采访、问答、

编对话、视频、声音等不同形式练习表达情感的句型。Ⅱ.TeachingaimsKnowledgeaims：1.能根据音标，正确朗读出单词表中的单词：folk,rock,classical,jazz等。2.能在老师的引导下，读出重音、弱读及连读，并了解不同的读法可以表达不同的含义

及情绪。3.能正确拼读并运用单词表中的单词,如：folk,rock,classical,jazz,type,quickly等。4.能掌握what,how引导的感叹句。5.能谈论就某个观点表示同意或者不同意的话题。Skillaims：1.能听懂有关表达喜好和谈论音乐的简单对

话和陈述。2.能用感叹句正确地口头表达自己的情感。3.能正确朗读课本的文本材料，能通过弱读或重音表达同一句子的不同意思。4.能用感叹句正确地运用书面表达写出自己和他人的情感。Emotionalaims：通过对SectionB的学习，学生能感受到音乐带给大家的乐趣、生

活应该是充满阳光和欢乐的，用积极的态度对待每一件事。Ⅲ.ThekeypointsanddifficultpointsKeypoints：1.学习本课生词、了解不同的音乐类型。2.通过本课学习能够用感叹句表达自己的

情感。3.复习表示过去喜好的短语usedtodosth，和表示现在喜欢的单词及短语。4./e//I//2/的读音及区分。Difficultpoints：1.能够正确使用感叹句表达自己的情感。2.表示喜欢和不喜欢的功能句的表达。Ⅳ.Learningstrategies

:1.通过句子的重音，突出自己所要表达的意思，可以帮助你说一口地道的英语。2.课前收集不同类型的音乐不但可以帮助你更快、更好地掌握课文大意，还能帮助你了解不同的文化。Ⅴ.TeachingaidsComputermultimed

iaprojector,famousstarphotosⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Thewholeclasswor

kandindividualwork1.Focustheirattentionontheteacher.2.Studentslookatthepictureandpredictthemeaningacc

ordingto“like”and“music”.Theymaygivetheseanswers,suchas“hobby”,“music”...1.Greetstudentsreadyforlearning.2.Playagame.Findoutwhoisthep

ersonwithforeseeability.Askstudentstolookatthepicturecarefully.Andpredict“WhatareJaneandLiMingtalkingabout?”Introduction(5minutes)3.Thewholecla

sswork4.Thewholeclasswork5.Thewholeclasswork3.Listento1averycarefully.Andcheckwhethertheirpredictionisright.Thestudentswhogetthecorrectanswera

reveryhappy.4.Listentotheteacherandtrytopreviewnexttime.5.Trytoguessthemeaning.Itisdifficultforthemtoguesstheco

rrectmeaningwithoutanypreviewing.ItisOKthattheyjustknowitmaybeakindofmusic.Andknowtheimportanceofpreviewing

.3.Play1a.Askstudenttocheckwhethertheirpredictionisright.4.Tellstudentsthatpreviewingisveryimportantfortheirstudy.S

omestudentsgettheanswerbecausetheypreviewed.5.Combiningthepicturewiththepassage,askstudentstoguessthemeanings

of“folk”and“jazz”.Presentation(15minutes)1.Thewholeclasswork2.Thewholeclasswork3.Individualwork4.Individualwork5.Groupworkandindividualwork

6.Thewholeclassworkandindividualwork7.Groupwork1.Listento1acarefully.Fillinthenewwordsaccordingtothepronunciati

onandthememory.2.Readthesewords.Imitatethepronunciationandintonation.Trytospellthemsystematically.3.Listento1acarefully.Makesuretheyunderstan

dthetitle.Scrapthekeyinformation.4.Scrapthekeyinformationandwritedowntheanswersveryquickly.5.Discusstheanswersingroupsandh

andsup.Read1atogether.6.Read1aandunderline.Handsuptoreadyouranswersloudly.Readthesesentencestogether.7.Makea

dialoguelike1a,expressingtheirfeelingsaboutdifferentkindsofmusic.1.Teachershows1aonthescreenbutthere’snonewwords.2

.Checktheanswers.Andteachnewwordsbyclassifyingthem.3.Play1aagain.Askstudentstoreadthetitlecarefully.Payattentiontothekeywords“ho

bby,usedto,now,dislike”.4.Play1a.Stopwhencomingupwiththekeyinformation,andgivestudentssometimetofillintheblanks.5.

Checktheanswersandaskstudentstoread1atogether.6.Askstudentstoread1aandunderlinethesentenceswhichcanexpressthefeelings

.7.Askstudentstomakeadialoguetoexpresstheirownfeelingsaboutdifferentkindsofmusic.Remindstudentstofollow1aandt

hetablein1c.musicfolkrockclassicaljazzConsolidation(10minutes)1.Thewholeclassworkandgroupwork2.Thewholeclasswork3.The

wholeclasswork4.Thewholeclassworkandindividualwork5.Individualwork6.Groupworkandindividualwork7.Groupworkandindividualwork1.Twostu

dentsperformwhileotherslistentothemcarefully.Findouttheirmistakes,thencorrectthem.2.StudentsanswerAlikespop/jazz/classicalmus

ic.3.Thestudentswhopreviewedmayknowsomethingwhileothersdon’t.4.Read2forthefirsttimetotrytogetthemainideaofthewhole

passage.5.Fillintheblanksaccordingtothefirstletter.Study“bepopularwith”.6.ReadPart2andunderlinethekeywords.Keywordshelpusunderstandimportantdetail

s.Underlinethekeywordsandusethemwhenyouretellthepassage.7.Retellthepassagewiththehelpofthekeywords.1.As

kstudentstoperformontheplatform.2.Leavethelastgroupofstudentsontheplatform.Askothers,“WhatkindofmusicdoesAlike?”3.Teacherasksstuden

ts,“Howmanythingsdoyouknowaboutpop/jazz/classicalmusic?”4.AskstudenttoreadPart2.Trytogetsomeinformationaboutdifferenttype

sofmusicwiththehelpofthepictures.5.Givestudents2minutestofillintheblanks.Emphasizethekeypoint“bepopularwith”.6.Checktheanswers.Andaskstuden

tstofindoutthekeywordsofeachparagraph.7.Askstudentstoretellthepassageaccordingtothekeywordstheyunderlined.Prac

tice(10minutes)1.Thewholeclassworkandindividualwork2.Groupworkandindividualwork3.Thewholeclasswork4.Individualwor

k5.Groupworkandindividualwork6.Groupworkandindividualwork1.Studentsreadthewordsindividually,askingforhe

lpwhennecessary.2.Observetherules.Andhandsuptospeakouttherulestheysummed.3.Read3aand3bloudlyafterthetape.Trytoaddmorewordsacco

rdingtotherules.4.Somevolunteersreadthewordsandphrases,especiallythegroupleader.5.Studentstrytounderstandwhattheteachersays,iftheyarenotabletofollow,

trytoreadmoretimes.6.Payattentiontothepronunciationofeachwordandsentence.Remembertostandupquicklyifthewordappears.1.Askstudentstoobs

ervethewordsandsentencesin3aand3bcarefullyandtrytoreadthemcorrectly.Teacheroffers2or3minutesforthestudentstoreadallt

hewordsandsentences.2.Askvolunteerstosumuptherules.Teachergivesstudentssomeadviceandemphasizesthepronunciation.Askstudentstoc

onsiderthefollowingaspects:tongue,teeth,mouth...3.Play3aand3bandemphasizetherules.4.Teacherneedsseveralvolunteerstoreadallthewordsand

sentencesbravely.5.Teacheranalyzesthestructureofthewordsinashortmomentandemphasizes,“Stressisimportanttoexpressyourmessageinspeaking.”6.OrganizeaPK

game.Showthewordsonthescreen.Givestudentsscoreswhentheyspeaktherightwordsquickly.Production(7minutes)1.Thewholeclassworkandg

roupwork2.Thewholeclasswork3.Individualwork1.Review1a,1cand2.Trytheirbesttocombinethemtogether.Atthesa

metimetheyshouldpayattentiontothepronunciation.Itisnotveryeasy,sotheymayneedhelp.Iftheycanfinishitwell,itshowsthattheyhaveagoodcomprehensivea

bility.2.(1)Studentstrytoreadallthewordscorrectly,knowingtheirmeanings.Theyhavetomemorizetheirspellingafterclass.Trytoretellthepassage.(2)Rev

iewandrememberthem.3.(1)Studentslookupmoreinformationaboutmusicandfinishwritingpassagesafterclass.(2)StudentspreviewSe

ctionCafterclass.1.Tellstudents,“Justnowwestudied3typesofmusic.Doyoulikethem?Discusswithyourpartners.Andsharey

ourideasinclass.Youcangetsomeideasfrom1a.”Trytousethistip“Stressisimportanttoexpressyourmessage.inspeakinga

ndinyourconversations”2.Teachersummarizes:(1)WordsList:Studentshavetoreadandspellthefollowingwordscorrectly,understandingtheirmean

ings:folk,rock,classical,jazz,type,quickly.Encouragestudentstotrytoretellthepassageaccordingtothesekeywo

rds.(2)GrammarFocus：Whatsweetmusic!Howexciting!3.Teacherassignshomework.Theyshouldfinishthreetasks:(1)SearchtheInternetaboutsomeothertypesofmusicand

knowsomethingaboutMozart.(2)Writesomethingabouttheirownopinionsofdifferenttypesofmusic.(3)PrepareforthelearningofSectionC.

TeachingReflectionThistopicisrelatedtostudents’life.Teacherscanpreparemoreinformationaboutmusicandfamousstars.Usuallymorestudentslikepopmusic.Scrapin

gstudents’charactertodesigndifferenttypesofclassactivityismoreuseful.Ⅶ.BlackboarddesignUnit3OurHobbiesTopic2Whatsweetmusic！SectionBG

1G2G3G4musicfolkrockclassicaljazzWhatsweetmusic!Howexciting!It’sgreat!Iloveit!Itisagoodmusic.It’snotmyfavorite,butIdo

n’tmindit.Idon’tlikethiskindofmusic.Ihatelisteningtorockmusic.