外研英语八上教案Module5 Unit1 You like western classical music, don't you?

Module 5 Western music
Unit1 You like western classical music, don′t you?教案
Period 1: Listening and Vocabulary and Pronunciation and Speaking
Teaching Content : Listening and Vocabulary and Pronunciation and Speaking
Teaching Aims and Demands:
1. Language Knowledge
Key vocabulary and phrases: blues, classical, jazz, pop, rock, techno, beautiful, dramatic, fun, lively, sad, serious, slow, traditional, sure, German, Austrian, composer, fan, rap, on earth, noisy
Key structure: You’ve heard of him, haven’t you?
He was German, wasn’t he?
…so she doesn’t like pop music, doesn’t she?
No, she doesn’t.(重点)
2, Listening skill: To understand conversations about music. (难点)
3. Speaking skill: To talk about music, give comments on music. Improve the students’ speaking ability.
4. Affection and attitudes: We should be polite to the others.
Learning strategies:
Bottom –up approach and listening to the tape and do some exercises.
Teaching Aids: Multi-Media (Tape recorder, video, OHP, handout)
Teaching Procedures:
Part I， Lead in:
Task 1 : Introduce to them the new words in activity 1 on page 34.
Directions:
Step one: Read through the words and phrases in activity 1 on page 34 and have the Ss. repeat them after you chorally and individually.
Step two: Ask the students to talk about the picture in activity 1 on page 26.
Step three: Collect some descriptions in a whole- class setting. Listen some types of music and let the Ss speak out their types.
Step four: Pair the Ss to discuss what else they know about music.
Step five: Collect any other information they can provide from them and list them on the board.
Task 2: Introduce to them some types of western music.
Directions:
Step one. The teacher can show them some music by playing the tape.
blues - a type of folksong that originated among Black Americans at the beginning of the 20th century; has a melancholy sound from repeated use of blue notes
classical music - traditional genre of music conforming to an established form and appealing to critical interest and developed musical taste
Opera -drama set to music; consists of singing with orchestral accompaniment and an orchestral overture and interludes
Jazz- A style of music, native to America, characterized by a strong but flexible rhythmic understructure with solo and ensemble improvisations on basic tunes and chord patterns and, more recently, a highly sophisticated harmonic idiom.
Rock- a genre of popular music originating in the 1950s; a blend of Black rhythm-and-blues with White country-and-western; "rock is a generic term for the range of styles that evolved out of rock'n'roll."
pop music - music of general appeal to teenagers; a bland watered-down version of rock'n'roll with more rhythm and harmony and an emphasis on romantic love
Techno-Any of various styles of dance music characterized by electronic sounds and a high-energy, rhythmic beat.
Step two: Elicit their Chinese names from the Ss. and write them on the blackboard.
Step three: Listen and match the with the music in Activity 2 on page 34.
Part II: Listening
1. Task:. To understand conversations about music
Directions:
Step one: Give the Ss one question:
Was Strauss Austrian?
Make sure the Ss. understand the question:
Step two: Play the recording and have them listen.
Step three: Play the recording again and have them write the answer individually.
Step four:. Play the recording and have them check their answer with a partner
Step five: Call back the answer from the whole class.( Yes, he was.)
2..Task: activity 4 on page 35.
Directions:
Step one: Play the recording again and have them check the people and the types of music they like in Activity 4. Have them check their answers with a partner
Step two: Play the recording again .Have them check their answers with a partner
Step three:. Call back the answer in a whole- class setting.
3. .Task: Listen and read:
Directions:
Step one: Play the recording and ask the Ss. to listen and read the conversation.
Step two: Play the recording again and pause after each phrase, asking the Ss. to repeat chorally and individually.
Step three: Put the Ss. into groups of 4 to practise the dialogue.
Step four: They should repeat it several times, changing the roles each time.
4.Task: activity 5 on page 35.
Directions:
Step one: Check the true sentences in Activity 5. Explain by saying “This activity is designed to check if you have understood the main idea of the dialogue.
Step two: Play the recording again and have them check the true sentences in Activity 5.
Step three: Call back the answers in a whole- class setting.
Part III: Pronunciation and Speaking
Task 1 : Listen and repeat the sentence
Directions:
Step one: Play the recording and ask the Ss. to listen to the sentences and repeat the sentences.
Step two: Ask the Ss to pay attention to the intonation.
Step three: Summing up: If you ask a real question, you can use rising intonation.
If you want to check information, you can use falling intonation.
Step four: Ask them to listen and write if the speaker is asking a real question of if she is checking information in Activity 7.
Step five: Play the recording again and have the Ss repeat chorally and individually.
Step six: Pair them to practise.
Task 2 : Ask and answer
Directions: Put the Ss into pairs. Ask and answer the questions in Activity 6 and in Activity 8.
Part IV: A test
Listen to the tape and translate some of the sentences into Chinese.
Homework
Act out the short dialogue as fluently as possible.