外研版8年级上module5教案.doc

外研版8年级上module5 教案
Module 5 Western music
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 favorite 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, center, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century
2. 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 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 to 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: 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 describe 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 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 students to read the dialogue and grasp some important sentences.
Period 2 Reading and writing
Target language 目标语言
1. Words & phrases生词和短语
centre, drum, guitar, violin, elder, die, rest, younger, in addition to
2. Key sentences重点句子
There were two composers called Johann Strauss: a father and 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 能力目标
Enable students to talk about composers and musicians.
Teaching important/difficult points 教学重难点
Talk about composers and musicians.
Teaching aids教具准备
A projector and a computer.
Teaching procedures and ways教学过程与方式

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: 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 and 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: 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 different 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 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 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 this 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 the 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 carefully 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 carefully 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 Johann 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 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 remembers 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 Mozart?
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 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 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 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 目标语言
1. Words & phrases生词和短语
　maybe, phone, instrument, of course, loud, record, own, century
2. Key sentences重点句子
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 能力目标
Enable students to understand the tag questions and use them.
Teaching important/difficult points 教学重难点
Revision of the tag questions.
Teaching aids教具准备
Some pictures and a tape recorder
Teaching procedures and ways教学过程与方式

Step I Revision
Check the homework with the class and then have a dictation of some new words and expressions.
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 "looking for friends". One student reads a sentence in column A, if you can choose the correct tag question in Column B, you can stand up and ans