外研版八年級英語上冊Module 5 Western music全模塊教案

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1、 外研版英語八年級上Module 5 Western music全模塊教案 I. Teaching objectives 教學目標 技 能 目 標 聽 Listen for matching people with the music they like 說 Talk about opinions about music 讀 Read a passage about music for information 寫 Write a biography of a composer 語 言 目 標 功 能 句 式 Talk about

2、 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?

3、詞匯 1. 重點詞匯: 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 2. 認讀詞匯 blues, classical, jazz, rock, dramatic, German

4、, rap, organ, trumpet, waltz, younger, addition, actually, type, gospel, string, part-time, milkman, recording, artist, figure 3．短語 in addition to 語法 Tag questions Ⅱ. Teaching materials analyzing 教材分析 本模塊以Western music為話題，設計了三個部分的內(nèi)容。旨在通過模塊教學使學生了解西方音樂的有關(guān)知識；了解奧地利著名作曲家——約翰施特勞斯；學會表述反意疑問句及其回答；能談論

5、對不同類型的音樂及對于音樂的愛好和理解；談論最喜歡的音樂；練習通過閱讀找出信息的能力；能根據(jù)所給的信息寫音樂家的傳記。 Unit 1 談論不同類型的音樂，學習能描述音樂的一些形容詞；認識反意疑問句及其回答；談論對音樂的喜好。 Unit 2 學習關(guān)于著名音樂家約翰 施特勞斯和莫扎特的文章，并從文章中找出細節(jié)信息；利用所個的信息寫音樂家的小傳。 Unit 3 在練習中復現(xiàn)本單元重點詞匯、句型和語法；讀關(guān)于the orchestra的文章；談論并描述最喜歡的音樂。 III．Class types and periods 課型設計與課時分配 Period 1 Listening

6、 and speaking (Unit 1) Period 2 Reading and writing （Unit 2) Period 3 Language in use (Unit 3) Ⅳ Teaching plans for each period分課時教案 Period 1 Listening and speaking Target language 目標語言 1. Words & phrases生詞和短語 pop, techno, beautiful, fun, lively, sad, serious, slow, traditional, sure,

7、Austrian, composer, fan, on earth, noise 2. Key sentences重點句子 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 t

8、hat? Ability goals 能力目標 Enable students to listen to different types of music and learn tag questions. Teaching important/difficult points 教學重難點 Learn to talk about different types music and tag questions. Teaching aids教具準備 A projector or some pictures and a tape recorder. Teaching procedures

9、 and ways教學過程與方式 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? L

10、earn 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 stude

11、nts 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, sl

12、ow, 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 differ

13、ent 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 mus

14、ic. 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, the

15、re 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 Activ

16、ity 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

17、. 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 i

18、n 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

19、 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

20、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 ca

21、pital 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

22、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 questions in the dialogue. T: Sometimes, tag questions may help us ask a real question or check information, but we must use different tones. Listen t

23、o the tape carefully, find out what tone we use when we ask a real question or check information. Play the tape and help students find out the different tones. T: When we want to ask a real question, will we use rising tone or falling tone? S: Rising tone. T: What about checking information? S:

24、 Falling tone. T: Well now, listen to the recorder and find out if the four sentences given are used to ask a real question or check information according to different tones. Help students understand and check the answers. Speaking In this procedure, ask students to work in pairs and descri

25、be their opinions of music. T: In this lesson, we have learnt many different types of music. We can use some adjectives to describe them. Let’s talk about your opinion of music. Work in pairs, ask and answer what music you like or don’t like. Give your reasons. Sample conversation: S1: What music

26、 do you like? S2: I like pop. It’s lively and good to dance to. I don’t like rock. It’s noisy. What about you? S1: I like… Ask some pairs to make a conversation before the class. Step VI Homework 1. Ask the students to learn and remember the new words and expressions of this unit. 2. Ask the

27、 students to read the dialogue and grasp some important sentences. Period 2 Reading and writing Target language 目標語言 1. Words & phrases生詞和短語 centre, drum, guitar, violin, elder, die, rest, younger, in addition to 2. Key sentences重點句子 There were two composers called Johann Strauss: a father a

28、nd a son. His Waltzes made him famous all over Europe. Before he was six he played not only the piano, but also the violin and the organ. Ability goals 能力目標 Enable students to talk about composers and musicians. Teaching important/difficult points 教學重難點 Talk about composers and musicians. Tea

29、ching aids教具準備 A projector and a computer. Teaching procedures and ways教學過程與方式 Step I Revision In this procedure, review some words and expressions in unit 1. Do pair work, using important sentences and tag questions. T: Hello. Boys and girls. Nice to see you again. S: Nice to see you. T:

30、In the last unit, we have learnt many different types of music. What are they? S: Blues, classical, jazz, opera, pop, rock, techno T: How are these types of music? (Do chain work) S1: Blues is sad. S2. Classical is serious. S3: Jazz is beautiful and slow … T: Next work in pairs and ask a

31、nd say about your favourite music, using tag questions. Write some tag questions and everyday English on the blackboard. Help students to revise them and make a conversation. Sample conversation: S1: You like pop music, don’t you? S2: No, I like rock music. You don’t like rock music, do you? S1

32、: Yes. I do. I am a classical fan. S2: What on earth is that? S1: Classical music. S2: I don’t believe it. Ask some pairs to act out a conversation before the class. Step II Vocabulary In this procedure, make students familiar with some new words of musical instrument. T: There are many dif

33、ferent types of music. How do people play them? What instrument do you know? S: Drum, guitar, violin, piano Ask students to read the pictures in activity 1 and help them answer. Present the new words: organ, trumpet. Ask students to read these words. Make sure they understand the meaning of each

34、 word. Then ask them to look at pictures on page 36, and match the pictures with the words. Step III Listening and Reading In this procedure, ask students to listen to and read the passage and decide whether the sentences are true or false to help them understand better the passage. T: We have

35、 known some types of music and instruments. There are also many great musicians in the world. Who do you know? Help students to say some famous musicians, in Chinese if necessary. T: There is a country called the capital of music. On the first day of every year, there is a New Year Orchestra in th

36、is city. Do you know the name? S: Yes, it is Vienna. T: There were also two great musicians in Vienna… S: Johann Strauss and Mozart. T: You are quite right. Today, let’s come to know the two great musicians. First please listen to the tape with your books closed. After listening, you’ll check th

37、e true sentences below the passage. Play the tape and check the answers after listening. Pair work In this procedure, ask students to read the passage again and find more information in the passage. T: Let’s read the passage again and answer the questions in Activity 3. Read slowly and car

38、efully this time. After a few minutes, ask students to work in pairs, and ask and answer the questions. Check some pairs. Deal with any difficulty points in understanding. Explain the meaning of the difficult sentences if necessary. Careful reading In this procedure, ask students to read more ca

39、refully to find out some important and difficult sentences. Explain these sentences and give some other examples. Write some sentences on the blackboard: 1. He is famous all over the Europe for his waltzes. 2. When he was 12, he wrote his first opera. 3. There were two composers. We call them Jo

40、hann Strauss: a father and a son. 4. He played the piano, the violin and the organ. T: Please read the passage more carefully and find out the sentences in the passage which have the same meaning as the sentences on the blackboard. After about 6 minutes, ask some students to do this task. Explain

41、 the language points to the students. Show the following and ask students to make sentences with them. 1. make…famous: This song made him famous. 2. at the age of: He went to school at the age of 7. 3. called: That boy is called Tom. 4. Not only…but also: He not only reads a lot, but also re

42、members a lot. Step IV Reporting In this procedure, help students report the passage, using information given in the passage to practice speaking and to be prepared for writing. T: We have learnt the passage about the two famous musicians. If you are a reporter, can you tell us the story of Moz

43、art? Show the following key words and ask the students to make a report. Austria, 1756, not only…but also, around Europe, give concerts, at the age of 12, 1791, greatest composer Ask some students to report the story of Mozart. Step V Writing In this procedure, ask students to say something

44、about Xian Xinghai and write a passage about it. T: There are many famous musicians in China. Who do you know? S: Nie’er, Xian Xinghai and… T: Yes, Xian Xinghai was one of the most famous musicians in China. Today, can you say something about him? Please look at Page 37. There are some notes

45、about him. Work in pairs and say something about him according to the information given. Sample version: Xian Xinghai is one of the great composers of classical and traditional music. He was born in … Ask two students to make a report. Then ask students to write the passage down. Ask one student

46、to write on the blackboard. Correct mistakes after writing. Step VI Homework Ask students to 1. read the passage for several times. 2. finish exercises 4—7 on page 129 in the workbook. Period 3 Language in use Target language 目標語言 1. Words & phrases生詞和短語 maybe, phone, instrument, of cour

47、se, loud, record, own, century 2. Key sentences重點句子 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? Ability goals 能力目標 Enable students to understand the tag quest

48、ions and use them. Teaching important/difficult points 教學重難點 Revision of the tag questions. Teaching aids教具準備 Some pictures and a tape recorder Teaching procedures and ways教學過程與方式 Step I Revision Check the homework with the class and then have a dictation of some new words and expression

49、s. Ask some students to read the passage about the composer of Xian Xinghai. Step II Grammar In this procedure, revise the important points of this module. Do pair work to practise tag questions. T: Look at page 38, activity 1. Let’s play a game called “l(fā)ooking for friends”. One student

50、reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and answer. Sample conversation: S1: You like rock music. S2: don’t you? S1: They sing well. S3: don’t they? S1: He has written ten new songs this year. S4: hasn’t he? … T: Well done! Let’

51、s come to activity 2. Please fill in the proper tag questions in the blanks. Give the students a few minutes to write the answers. Then ask students to work in pairs and practise the conversation. Make sure they put the stresses in the right places. Ask some pairs to read the conversation. Then go

52、 through the answers with the class. T: Please tell us whether the speaker in each case is asking a real question or just checking information. Ask students to answer. Then check the answers. Step III Words and expressions In this procedure, review some important words and expressions, making

53、 sure students know the meanings and spelling. Then do some practice. Show some pictures and ask students which type of music each picture is. Ask them to ask and answer in pairs according to the pictures. Sample conversation: S1: What type of music is it? S2: It’s pop music. S1: How is it? S2

54、: It’s lively and modern. T: Please write down the different types of music below the five pictures. Then go on with Activity 5. Call back the answers. T: We have learned something about Mozart in the passage in Unit 2. Now let’s learn more about this famous musician. Let’s read the passage of Ac

55、tivity 6, and then fill in the blanks with proper words from Activities 4 and 5. Ask one student to write the answer on the blackboard. Then check the answers together. Step IV Reading In this procedure, read the passage about Elvis Presley and answer some questions and develop the reading

56、skills of students. T: There were many famous pop singers in the world. Elvis Presley is one of the most famous. Let’s read the passage about him and answer the questions. After reading, ask students to work in pairs and ask and answer the questions. Sample conversation: S1: How long did Elvis l

57、ive in Memphis? S2: He lived there for 29 years. Around the world T: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Let’s read a passage about it. Give the students a few minutes to read this passage. Step V Listening In this proc

58、edure, ask students to listen carefully and grasp the main idea of the passage. Ask and answer questions in pairs after listening. Play the tape twice and ask students to listen carefully. After listening, ask them to work in pairs and ask and answer the questions in pairs. Sample conversation:

59、S1: Where does Amy study? S2: … Go through the answers with students. Step VI Module task In this procedure, ask students to work in pairs and talk about the music they like best. T: In this module, we learned something about music. Let’s talk about your favourite music. Work in pairs, descr

60、ibe the music you like best. Sample conversation: S1: What kind of music do you like best? S2: I like rock music. S1: Why? S2: Because it is lively and fast. S1: Do you like classical music? S2: Yes I do. Ask some pair to act before the class. The ask students to do some group work as follow

61、s. T: Let’s have a discussion. Work in groups of four. Every one will talk about your favourite music. Use the adjectives to describe your feelings when listening. After discussion, report your results to the class. Sample report 1: I like pop music. It’s lively and modern. I don’t like rock mus

62、ic, because it’s too noisy Sample report 2: Li Ming likes pop music, it’s lively and modern. He doesn’t like rock music, it’s too noisy. Step VII Homework Ask students to 1. summarize what they have learned in this Module. 2. finish the rest exercises in the workbook. Teaching resourc

63、es教學資源庫 I. 重點知識詳解 (1) 反意疑問句的構(gòu)成及回答 反意疑問句一般規(guī)律是“前否定后肯定；前肯定后否定”。構(gòu)成反意疑問句的助動詞應該和前面的一致，要注意時態(tài)、人稱和數(shù)的變化。 He plays the piano well, doesn’t he? They are listening to music, aren’t they? My brother won’t leave for America, will he? 但是情態(tài)動詞的反意疑問句要注意，must表示“有必要”時，反意疑問句要用needn’t；表示“必須”時，用mustn’t。 You m

64、ust go home right now, needn’t you? The car must be locked, mustn’t it. 祈使句的反意疑問句要用will/won’t you? can/can’t you? could/would you? 否定祈使句的反意疑問句用will you? Have a cup of tea, won’t you?/will you? Don’t open the door, will you? Let’s的反意疑問句用shall we? Let us的反意疑問句用will/won’t you? Let’s take a

65、rest, shall we? Let us do it, will you? 在“前否定，后肯定”形式的反意疑問句中，如果表示贊同前者說的話，和前面說的話相一致，用no回答，用漢語可翻譯為“是的”；如果表示不贊同前者說的話，用yes回答，用漢語可翻譯為“不是”。 He didn’t get up early this morning, did he? 他今天早上起床不早，對嗎？ Yes, he did. (=He got up early) 不，他起得早。 No, he didn’t (=He didn’t get up early) 是的，他起得不早。 (2) not

66、 only…but also的含義及用法 not only A…,but also B…表示“不但；而且”，可連接兩個并列成分，但強調(diào)后者；后面的also也可省略。 He is not only clever but also hard - working.（強調(diào)后者）他不但聰明而且能干。 not only…but also結(jié)構(gòu)中，not only放在句首時，后面引導的句子要用倒裝語序，引起部分倒裝；但but also后的句子不倒裝，用陳述語序。 Not only did he work faster, he worked better also. 他不僅工作更快，而且更好。 Not only did I know her, but I was her best friend. 我不僅認識她，而且是她最好的朋友。 II. 背景知識 1. 施特勞斯父子 維也