【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SectionA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.TeachingaidsComputermultimediaprojector,fam

ousstarphotosⅥ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivity1.Thewholeclasswork2.Thewholeclassworkandindividualwork

1.Focustheirattentionontheteacher.2.Studentslookatthepictureandpredictthemeaningaccordingto“like”and“music”.

Theymaygivetheseanswers,suchas“hobby”,“music”...1.Greetstudentsreadyforlearning.2.Playagame.Findoutwhoisthepersonwithforeseeability.Askstude

ntstolookatthepicturecarefully.Andpredict“WhatareJaneandLiMingtalkingabout?”Introduction(5minutes)3.Thewhol

eclasswork4.Thewholeclasswork5.Thewholeclasswork3.Listento1averycarefully.Andcheckwhethertheirpredictionisr

ight.Thestudentswhogetthecorrectanswerareveryhappy.4.Listentotheteacherandtrytopreviewnexttime.5.Try

toguessthemeaning.Itisdifficultforthemtoguessthecorrectmeaningwithoutanypreviewing.ItisOKthattheyjustknowitmaybeakindofmusic.Andknowtheimpor

tanceofpreviewing.3.Play1a.Askstudenttocheckwhethertheirpredictionisright.4.Tellstudentsthatpreviewingisveryimportantfortheirstudy.Somestudentsg

ettheanswerbecausetheypreviewed.5.Combiningthepicturewiththepassage,askstudentstoguessthemeaningsof“folk”and“jazz”.Presentation(15minutes)1.Thewho

leclasswork2.Thewholeclasswork3.Individualwork4.Individualwork5.Groupworkandindividualwork6.Thewholeclasswork

andindividualwork7.Groupwork1.Listento1acarefully.Fillinthenewwordsaccordingtothepronunciationandthememory.2.Readthesewords.Imitatethepronunciationan

dintonation.Trytospellthemsystematically.3.Listento1acarefully.Makesuretheyunderstandthetitle.Scrapthekeyinformation.4.Scrapthekeyinformat

ionandwritedowntheanswersveryquickly.5.Discusstheanswersingroupsandhandsup.Read1atogether.6.Read1aandunderline.Handsuptoreadyouranswersloudly.Readthe

sesentencestogether.7.Makeadialoguelike1a,expressingtheirfeelingsaboutdifferentkindsofmusic.1.Teachershows1aonthescreenbutthere’snonewwords.2

.Checktheanswers.Andteachnewwordsbyclassifyingthem.3.Play1aagain.Askstudentstoreadthetitlecarefully.Payattentiontotheke

ywords“hobby,usedto,now,dislike”.4.Play1a.Stopwhencomingupwiththekeyinformation,andgivestudentssometimetofil

lintheblanks.5.Checktheanswersandaskstudentstoread1atogether.6.Askstudentstoread1aandunderlinethesentences

whichcanexpressthefeelings.7.Askstudentstomakeadialoguetoexpresstheirownfeelingsaboutdifferentkindsofmusic.Remindstudentstofol

low1aandthetablein1c.musicfolkrockclassicaljazzConsolidation(10minutes)1.Thewholeclassworkandgroupwork2.Thewholeclasswork3.Thewholeclassw

ork4.Thewholeclassworkandindividualwork5.Individualwork6.Groupworkandindividualwork7.Groupworkandindividualwork1.Twostudentsperformwhileoth

erslistentothemcarefully.Findouttheirmistakes,thencorrectthem.2.StudentsanswerAlikespop/jazz/classicalmusic.3

.Thestudentswhopreviewedmayknowsomethingwhileothersdon’t.4.Read2forthefirsttimetotrytogetthemainideaofthewholepassage.5.Fillintheblanksaccordi

ngtothefirstletter.Study“bepopularwith”.6.ReadPart2andunderlinethekeywords.Keywordshelpusunderstandimportantdetails.Underlineth

ekeywordsandusethemwhenyouretellthepassage.7.Retellthepassagewiththehelpofthekeywords.1.Askstudentstoperformontheplatform.2.Leavethelastgroupo

fstudentsontheplatform.Askothers,“WhatkindofmusicdoesAlike?”3.Teacherasksstudents,“Howmanythingsdoyouknowaboutpop/jazz

/classicalmusic?”4.AskstudenttoreadPart2.Trytogetsomeinformationaboutdifferenttypesofmusicwiththehelpofthepictures.5.Givestudents2minutestofillintheb

lanks.Emphasizethekeypoint“bepopularwith”.6.Checktheanswers.Andaskstudentstofindoutthekeywordsofeach

paragraph.7.Askstudentstoretellthepassageaccordingtothekeywordstheyunderlined.Practice(10minutes)1.Thewholeclassworkandindividualwork2.Groupwo

rkandindividualwork3.Thewholeclasswork4.Individualwork5.Groupworkandindividualwork6.Groupworkandindividualwork1.Students

readthewordsindividually,askingforhelpwhennecessary.2.Observetherules.Andhandsuptospeakouttherulestheysu

mmed.3.Read3aand3bloudlyafterthetape.Trytoaddmorewordsaccordingtotherules.4.Somevolunteersreadthewordsandphrases,especiallythegroupleader.5.Studen

tstrytounderstandwhattheteachersays,iftheyarenotabletofollow,trytoreadmoretimes.6.Payattentiontothepronunciationofeachwordandsentence.Reme

mbertostandupquicklyifthewordappears.1.Askstudentstoobservethewordsandsentencesin3aand3bcarefullyandtrytoreadthemcorrectly.Teacheroffers2or3minutesfo

rthestudentstoreadallthewordsandsentences.2.Askvolunteerstosumuptherules.Teachergivesstudentssomeadviceandemphasizesthepronunciation.Asks

tudentstoconsiderthefollowingaspects:tongue,teeth,mouth...3.Play3aand3bandemphasizetherules.4.Teacherneedsseveralvolunteerstoreadall

thewordsandsentencesbravely.5.Teacheranalyzesthestructureofthewordsinashortmomentandemphasizes,“Stressi

simportanttoexpressyourmessageinspeaking.”6.OrganizeaPKgame.Showthewordsonthescreen.Givestudentsscoreswhentheyspeakth

erightwordsquickly.Production(7minutes)1.Thewholeclassworkandgroupwork2.Thewholeclasswork3.Individualwo

rk1.Review1a,1cand2.Trytheirbesttocombinethemtogether.Atthesametimetheyshouldpayattentiontothepronun

ciation.Itisnotveryeasy,sotheymayneedhelp.Iftheycanfinishitwell,itshowsthattheyhaveagoodcomprehensiveability.2.(1)Studentstrytoreada

llthewordscorrectly,knowingtheirmeanings.Theyhavetomemorizetheirspellingafterclass.Trytoretellthepassage.(2)Reviewandrememberthem.3.(1

)Studentslookupmoreinformationaboutmusicandfinishwritingpassagesafterclass.(2)StudentspreviewSectionCafterclass.1.Tellstudents,“Justnowwestu

died3typesofmusic.Doyoulikethem?Discusswithyourpartners.Andshareyourideasinclass.Youcangetsomeideasfrom1a.”Trytousethistip“Stressis

importanttoexpressyourmessage.inspeakingandinyourconversations”2.Teachersummarizes:(1)WordsList:Studentshavetoreadandspellthefollowingwordsco

rrectly,understandingtheirmeanings:folk,rock,classical,jazz,type,quickly.Encouragestudentstotrytoretellthepassage

accordingtothesekeywords.(2)GrammarFocus：Whatsweetmusic!Howexciting!3.Teacherassignshomework.Theyshou

ldfinishthreetasks:(1)SearchtheInternetaboutsomeothertypesofmusicandknowsomethingaboutMozart.(2)Writesomethingabouttheirownopinionsofdiffer

enttypesofmusic.(3)PrepareforthelearningofSectionC.TeachingReflectionThistopicisrelatedtostudents’life.Teacherscanpreparemoreinformationabou

tmusicandfamousstars.Usuallymorestudentslikepopmusic.Scrapingstudents’charactertodesigndifferenttypesofclassactivityismoreuseful.Ⅶ.BlackboarddesignUn

it3OurHobbiesTopic2Whatsweetmusic！SectionBG1G2G3G4musicfolkrockclassicaljazzWhatsweetmusic!Howexciting!It’sgre

at!Iloveit!Itisagoodmusic.It’snotmyfavorite,butIdon’tmindit.Idon’tlikethiskindofmusic.Ihatelisteningtorockmusic.