仁愛版英語精品資料（精修版）八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 3 Our HobbiesTopic 2 What sweet music!Section C. Material analysis本節(jié)課主要活動(dòng)為1a和2b。Section A 通過歌手席琳·迪翁談?wù)撘魳窌?huì)，Section B談?wù)摬煌L(fēng)格的音樂，在內(nèi)容上Section C是對(duì)Section A 和Section B的升華，從音樂會(huì)到不同形式的音樂再到人們熟悉的偉大作曲家莫扎特，通過層層遞進(jìn)的方式步步拓展到閱讀和寫作的綜合能力的培養(yǎng)。在培養(yǎng)學(xué)生能力的方面也從培養(yǎng)學(xué)生聽說能力過渡到培養(yǎng)寫作能力。老師們?cè)谠O(shè)計(jì)課堂的時(shí)候應(yīng)用教材上所設(shè)計(jì)的表格和問題等多種讀中和讀后活動(dòng)。以此為基礎(chǔ)，通過競(jìng)賽、將自己已有知識(shí)和文章進(jìn)行對(duì)比等方式，逐一完成信息輸入、閱讀技能培養(yǎng)、信息輸出的過程。. Teaching aimsKnowledge aims：1. 在圖片、同義句替換等方式的幫助下，能自己拼讀下列單詞：age, wonder, note, papa, press, smile, amazing。2. 能通過游戲快速記憶本課生詞，如：wonder, note, smile, understand等。3. 能在練習(xí)中使用感嘆句表達(dá)自己的情感。4. 能夠用感嘆句評(píng)價(jià)某人或某物。Skill aims：1. 能基本聽懂本課文本材料，及與其水平相當(dāng)?shù)膫ト私榻B。 2. 能流利地和他人談?wù)撟约夯蚺笥严矚g的音樂家。3. 能正確地使用因特網(wǎng)、能從中獲取有用信息并基本讀懂其中介紹音樂家的文章。4. 能正確模仿本課課文，有條理地寫出自己喜歡的音樂家的故事。Emotional aims： 通過對(duì)偉大人物事跡的學(xué)習(xí)，從偉人平凡的故事當(dāng)中領(lǐng)悟做人做事的態(tài)度。明白天才源于汗水和努力。. The key points and difficult points Key points： 1. 用感嘆句表達(dá)自己的情感。 2. 根據(jù)關(guān)鍵詞復(fù)述文章，如：composer, start writing, a child等。 3. 學(xué)習(xí)寫作文時(shí)，先確定中心，然后圍繞中心，找出相應(yīng)的事例來支撐你的觀點(diǎn)。 Difficult points： 使用感嘆句表達(dá)自己的情感。 . Learning strategies1. 借助關(guān)鍵詞對(duì)你復(fù)述本課的文章是很有幫助的。2. 在寫作的時(shí)候先寫出自己的觀點(diǎn)，然后用故事或者闡述去支撐你的觀點(diǎn)。這樣可以讓你的文章條理清楚。3. 交談的時(shí)候注意語音和語調(diào)可以幫助你感受語言的藝術(shù)。 . Teaching aids Computer multimedia projector. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction(6 minutes)1. The whole class work and group work2. Individual work and group work3. The whole class work4. The whole class work1. Take out their notes to share the information about Mozart. They can only speak English, if they need help they can hands up.2. One student comes to the platform. Others check his / her spelling mistakes.3. Read sentences. Know about Mozart and try to guess the meanings of new words. (Guess the meanings according to the word-formation and the context.)4. Compare the knowledge on the blackboard with the facts on 1a. Guess the meaning of “age” by comparing “at the age of three” and “when he was five”.1. Make a competition. Ask students to discuss Mozart, according to the information they searched yesterday. 2. Ask each group to choose one student to come to the platform to write down their answers on the blackboard.3. Ask students to read these statements, providing students with help, such as new words and understanding, because some sentences are from the Internet.4. Ask students to compare the knowledge on the blackboard with the facts on 1a.Presentation(10 minutes)1. The whole class work and group work2. The whole class work3. The whole class work4. Individual work5. Individual work and group work1. Read and guess the meanings according to the comparison, pictures and so on.(1) Mozart wrote many music, so he is a great composer.(2) When we start to learn music, we should pay attention to every note.(3) My father/papa used to enjoy classical music.(4) Press the key then you can enjoy the music.2. Read and remember the new words.3. Girls try to speak out new words while boys spell them out. Then change.4. Looking at the title, they can get “wonder”. Reading the last sentence they can find “amazing”.5. Read 1a carefully. Write down their own answers and check the answers in groups.1. Deal with the new words by showing some statements. Ask students to guess the meanings. 2. Teach those new words. Ask students to remember them.3. Design a competition between boys and girls. Erase the new words. Ask girls to speak out new words, while boys should spell them out.4. Ask students to read 1a quickly and fill in the blank, “Mozart is a/anboy.” (20 seconds to cultivate their ability of reading for general idea.) 5. Ask students to read for details. (Remind students to use the sweet tip we studied in Section B: “Key words help us understand important details, and use them when you retell the passage.”) Consolidation(15 minutes)1. The whole class work and individual work2. Individual work3. Group work and individual work4. The whole class work and group work1. One student tries to retell the passage while others can help him/her.2. Read 1a carefully and write down the answers. Underline the place where they can find out the answer.3. Check the answers in groups. Find each others mistakes, and tell others where they find out the answer.4. Each group answers a question, and tell others where to find the answer.1. Finish 1c. Ask students to try to retell the passage according to the table. Praise the student no matter good or not, because this passage is long.2. Give students 3 minutes to read the passage for details. Tell students to read and understand the questions first, and then find where the key information occurs.3. Give students 2 minutes to check the answers in groups.4. Check the answers.Practice(6 minutes)1. The whole class work andpair work2. Pair work and group work1. Ask and answer in pairs about their favorite musicians. At first, get a general opinion, then use a story to support their ideas. When writing a story, students should pay attention to the following aspects: general opinionWho.?What do you think of the person?details to support your idea Why do you like .?How did.learn music?Do you know anything about .?2. One student reports on the platform. Others listen to him carefully and try to remember what he said. Then answer the questions: Who.?What do you think of the person?Why do you like .?How did . learn music?Do you know anything about .?1. Design an activity to talk about students favorite musicians. (Tell them a sweet tip “When we write about a person, it is important to mention the general opinion first and then use a story to support your opinion.”)2. Choose several groups to report in the class.Production(8 minutes)1. Individual work2. The whole class work andindividual work3. The whole class work4. Individualwork1. Write a short passage.2. Review the new words and reading skills. Review how to write a passage about a musician.3. Students finish these homework after class.4. Students review Sections A-B to prepare for Section D.1. Ask students to write a short passage about their or others favorite musicians according to 1a and 2a.2. Teacher summarizes what students learned today: some new words, how to get the main idea quickly, how to write a passage of their favorite musicians.3. Homework.The homework includes three parts: ask students to(1) Search the information about a musician on the Internet. (2) Make notes whenreading. Take the notes to school tomorrow. (3) Tell a story about a musician before class.4. Teacher assigns the students to review Sections A-C to prepare for Section D. Teaching Reflection Students like the story a lot. This kind of topic can attract students attention very easily. It is necessary for students to search some information about great persons. For students, talking about their own favorite musicians is not easy. Before writing, teachers should give them more chances or provide more information to put in. Blackboard designUnit 3 Our HobbiesTopic 2 What sweet music!Section C (1) Mozart wrote many music, so he was a great composer. G1 G2 G3 G4(2) When we start to learn music, we should pay attention to every note.(3) My father/papa used to enjoy classical music.(4) Press the keys then you can enjoy the music. A musician general opinionWho.?What do you think of the person? details to support your idea Why do you like .?How did.learn music?Do you know anything about .?