2019-2020年八年级英语Module 5 Western music.doc

2019-2020年八年级英语Module 5 Western musicI. 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 poser语言目标功能句式Talk about musicYou like western classical music, dont you? Yes, I do.Whos your favourite classical poser? Beethoven.She doesnt like pop music, does she?Youve heard of him, havent you?He was German, wasnt he?You listen to pop music, dont you?Its certainly very traditional, isnt it?词汇1. 重点词汇:pop, techno, beautiful, fun, lively, sad, serious, show, traditional, sure, Austrian, poser, fan, on earth, noisy, centre, drum, guitar, violin, elder, die, rest, maybe, phone, instrument, of course, loud, record, own, century2. 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, figure3短语 in addition to语法Tag questions. 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。IIIClass 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) 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, poser, fan, on earth, noise2. Key sentences重点句子 Whos it by?Youve heard of him, havent you?He was German, wasnt he?You like western classical music, dont you?But Sally is a classical musician, so she doesnt like pop music, does she?No, she doesnt.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-inIn 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 matchingIn 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, lets 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 readingListening 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: Sallys school orchestra is playing western classical music. At the same time, Tony, Lingling, Betty, Daming are talking about their favourite types of music. Lets 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 petition 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. Lets have a petition 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: Theyre 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 doesnt 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 DiscussionIn this procedure, practice some words and expressions in Activity 5 by having a discussion.T: There are some new words in the dialogue. Lets read these new words and try to remember them.Show the following. capital, poser, fan, musician, riverT: 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 poser?S2: My favourite poser is Beethoven. Check the answers. Ask some pairs to make up a short conversation. .Step V Pronunciation and speakingPronunciation 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.SpeakingIn 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. Lets talk about your opinion of music. Work in pairs, ask and answer what music you like or dont like. Give your reasons.Sample conversation:S1: What music do you like?S2: I like pop. Its lively and good to dance to. I dont like rock. Its noisy. What about you?S1: I likeAsk some pairs to make a conversation before the class.Step VI Homework1. 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 to2. Key sentences重点句子 There were two posers 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 posers and musicians.Teaching important/difficult points 教学重难点Talk about posers and musicians.Teaching aids教具准备A projector and a puter.Teaching procedures and ways教学过程与方式 Step I RevisionIn 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, technoT: How are these types of music?(Do chain work)S1: Blues is sad.S2. Classical is serious.S3: Jazz is beautiful and slowT: 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, dont you?S2: No, I like rock music. You dont 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 dont believe it.Ask some pairs to act out a conversation before the class.Step II VocabularyIn 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, pianoAsk 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 ViennaS: Johann Strauss and Mozart.T: You are quite right. Today, lets e to know the two great musicians. First please listen to the tape with your books closed. After listening, youll check the true sentences below the passage.Play the tape and check the answers after listening. Pair workIn this procedure, ask students to read the passage again and find more information in the passage. T: Lets 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 readingIn 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 posers. 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. makefamous: 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 onlybut also: He not only reads a lot, but also remembers a lot.Step IV ReportingIn 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 onlybut also, around Europe, give concerts, at the age of 12, 1791, greatest poserAsk some students to report the story of Mozart.Step V WritingIn 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: Nieer, Xian Xinghai andT: 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 posers 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 HomeworkAsk students to 1. read the passage for several times.2. finish exercises 47 on page 129 in the workbook. Period 3 Language in useTarget language 目标语言1. Words & phrases生词和短语maybe, phone, instrument, of course, loud, record, own, century2. Key sentences重点句子 She doesnt like pop music, does she?Youve heard of him, havent you?He was German, wasnt he?You listen to pop music, dont you?Its certainly very traditional, isnt 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 recorderTeaching procedures and ways教学过程与方式 Step I RevisionCheck 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 poser of Xian Xinghai.Step II GrammarIn this procedure, revise the important points of this module. Do pair work to practise tag questions.T: Look at page 38, activity 1. Lets 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 answer.Sample conversation:S1: You like rock music.S2: dont you?S1: They sing well.S3: dont they?S1: He has written ten new songs this year.S4: hasnt he?T: Well done! Lets e 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 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 expressionsIn this procedure, review some important words and expressions, making 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: Its pop music.S1: How is it?S2: Its 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 lets learn more about this famous musician. Lets read the passage of Activity 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 ReadingIn this procedure, read the passage about Elvis Presley and answer some questions and develop the reading skills of students.T: There were many famous pop singers in the world. Elvis Presley is one of the most famous. Lets 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 live in Memphis?S2: He lived there for 29 years.Around the worldT: An orchestra is a large group of musicians who play classical music. What is it made up of? How is it going? Lets read a passage about it.Give the students a few minutes to read this passage.Step V ListeningIn this procedure, 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:S1: Where does Amy study?S2: Go through the answers with students.Step VI Module taskIn 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. Lets talk about your favourite music. Work in pairs, describe 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 follows. T: Lets 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. Its lively and modern. I dont like rock music, because its too noisySample report 2:Li Ming likes pop music, its lively and modern. He doesnt like rock music, its too noisy.Step VII HomeworkAsk students to 1. summarize what they have learned in this Module.2. finish the rest exercises in the workbook. Teaching resources教学资源库I. 重点知识详解(1) 反意疑问句的构成及回答 反意疑问句一般规律是“前否定后肯定；前肯定后否定”。构成反意疑问句的助动词应该和前面的一致，要注意时态、人称和数的变化。 He plays the piano well, doesnt he? They are listening to music, arent they? My brother wont leave for America, will he? 但是情态动词的反意疑问句要注意，must表示“有必要”时，反意疑问句要用neednt；表示“必须”时，用mustnt。 You must go home right now, neednt you? The car must be locked, mustnt it. 祈使句的反意疑问句要用will/wont you? can/cant you? could/would you? 否定祈使句的反意疑问句用will you? Have a cup of tea, wont you?/will you? Dont open the door, will you? Lets的反意疑问句用shall we? Let us的反意疑问句用will/wont you? Lets take a rest, shall we? Let us do it, will you? 在“前否定，后肯定”形式的反意疑问句中，如果表示赞同前者说的话，和前面说的话相一致，用no回答，用汉语可翻译为“是的”；如果表示不赞同前者说的话，用yes回答，用汉语可翻译为“不是”。 He didnt get up early this morning, did he? 他今天早上起床不早，对吗？ Yes, he did. (=He got up early) 不，他起得早。 No, he didnt (=He didnt get up early) 是的，他起得不早。(2) not onlybut also的含义及用法not only A,but also B表示“不但；而且”，可连接两个并列成分，但强调后者；后面的also也可省略。He is not only clever but also hard - working.（强调后者）他不但聪明而且能干。 not onlybut also结构中，not only放在句首时，后面引导的句子要用倒装语序，引起部分倒装；但but also后的句子不倒装，用陈述语序。Not only did he work faster, he worked better also. 他不仅工作更快，而且更好。Not only did I know her, but I was her best friend. 我不仅认识她，而且是她最好的朋友。II. 背景知识1. 施特劳斯父子维也纳华尔兹(Wiener Walzer)和施特劳斯父子维也纳华尔兹，这种源于四分之三拍节奏民间舞蹈的乐曲，经过约翰施特劳斯父子的发展和创新，如今成了维也纳舞曲的象征。 父亲约翰施特劳斯(Johann Strauss, Vater, 1804.3.14.-1845.9.25.)以前只是一家乐团