1、1Unit 3 Our HobbiesTopic 2 What sweet music!教学内容分析及课时分配建议：本话题围绕音乐而展开。主要内容包括：由 Jack 和 Sally 谈论周末去听席琳迪翁的音乐会引出话题美妙的音乐 ,同时引出语法：感叹句。谈论音乐自然要涉及到各种常见中外乐器、音乐的分类、各类音乐的特点、阅读和设计音乐会海报、音乐家的轶闻趣事及交流音乐爱好等等内容。另外，通过谈论音乐，继续学习喜欢和不喜欢的功能句。通过学习本话题，学生可以对音乐有一个比较全面的认识，培养学生的音乐素养，陶冶学生的情操。本话题建议用 5 个课时来完成：第一课时：Section A1a,1b,1c,3
2、第二课时：Section A2,Section B-1a,1b,1c第三课时：Section B2,3a,3b,Section D-2第四课时：Section C 1a,1b,1c,2a,2b第五课时：Section D-Grammar and Functions,1a,1b,Project 第四课时（Section C1a,1b,1c,2a,2b）教学设计思路：本课主要是学习神童少年莫扎特的逸闻趣事。因为回顾性的文章一般都是以过去式进行的。所以首先安排了一个复习过去式的游戏，把 1a 中涉及到的过去式基本都包括了进去。然后让学生观看斯洛伐克神童音乐天才的短片来导入到 1a 并解决了部分词汇。
3、因为他们都被誉为“神童” ，具有相似性。接着让学生利用关键词迅速定位信息，完成 1b ，大致了解了短文的主题。随后让学生运用扫读法，完成 1c 。然后让学生讨论，合作学习并在教师的帮助下处理难点，完成 1a 。紧接着让学生把思维转到课外的内容，交流偶像的信息完成2a。然后把 2a 的内容进行整理，由口头输出变成书面输出，完成 2b 。最后师生一起回顾莫扎特的童年完成本课时。2. Teaching aims1. Knowledge aims：（1）学习并掌握新词汇age, wonder, note, smile, composer, press, amazing（2）理解短文中的新语法。2. S
4、kill aims: （1）学会运用关键词定位信息。(2）学会扫读找到所需的信息。（3）学生运用中心句来写短文。3. Emotional aims:4. Culture awareness:通过对莫扎特的了解，知道一些关于西方古典音乐的文化知识。. The key points and difficult points1. Key points:（1) 了解莫扎特的童年音乐之路。 (2) 复习动词的过去式。（3）学习介绍人物的写作方法。2. Difficult points： (1) 理解短文中的过去进行时态。(2) 理解短文中的各种状语从句。. Learning strategies1. 运
5、用关键词定位并快速寻找信息。2. 运用扫读，快速找到问题的答案。3. 在写作中，运用中心句统筹全文。. Teaching aids多媒体课件/视频资料/录音机/小黑板3V. Teaching proceduresStage 1（5mins）：RevisionStep Teacher activityStudent activityDesigning purpose1 (Class activity)Greet the Ss and revise the simple past tense .T: Good morning , boys and girls !T: Do you like pla
6、ying games ?T: This game is called “Testing your Memory”. I will show you groups of words . There are ten words in simple past tense in each group . You have to tell us the infinitive of the words after seeing them only once . Are you clear ?T: Great Lets try the first group . Begin !T: How many hav
7、e you seen ? Hands up ,please !Revise the simple past tense .Ss: Good morning , Mr.Ss: Yes.Ss: Yes .S1: say-said, have-had,go-went,.S2: leave-left,is/am-was.复习过去时，让学生熟悉 1a 中相关动词的过去式。4T: Very good . More words are coming ! T: .S3: .S4: .S5: .Remark：教师可以设计一个“最强大脑”PPT 游戏，让动词的过去式一个一个飘过去，每十个为一组，然后让学生回忆，它
8、们分别是有哪些动词的过去式。这些过去式最好要包含 1a 中绝大部分动词，而且教师最好同时板书，游戏完成后再齐读。Stage 2（5mins）：Pre-readingStep Teacher activity Student activityDesigning purpose1( Class activity)Let the Ss watch a video and lead to 1a.T： Good memory! Now, lets enjoy a piece of video. (Plays the video )T: What do you think of the boy ?T: D
9、o you believe if I tell you he is blind?T: In fact , he was born blind .His name is Branko Dvorecky. He is from Slovakia .At the age of two, he could play the piano music after watching cartoon programs only once .The Watch a video and lead to 1a. S1: Very clever.Ss: Impossible!通过观看视频，导入到 1a,解决部分新词汇
10、。5wonder boy is called “ Little Mozart” . What an amazing boy ! Do you think so ?T: Today , we will learn about another born musician and composer. Its Wolfgang Amadeus Mozart . Now ,lets read the facts in 1a together. Ss: Yes .Ss: Mozart was .Remark:教师也可以播放一段莫扎特传的宣传片，导入到新课。教师可以把 1a 中的 Pre-reading 信
11、息展示出来，让学生从整体上感知莫扎特的音乐天赋。Stage 3（5mins）：While-reading Step Teacher activity Student activityDesigning purpose(Individual work)Let the Ss read 1a and finish 1b.T: He was really a born musician , wasnt he ?T: Now ， read 1a quickly and you will get more information about Mozarts childhood. While reading
12、, you should fill in the blanks in 1b. T: Can we check now ?T:Xxx, please.Read 1a and finish 1b.Ss: Yes . Ss: Yes.S1: music , littleS2: well, beautiful训练学生任务型阅读的能力。培养学生运用关键词去寻找、定位信息的能力。完成 1b 。6S3:.S4:.Remark：教师可以让学生先阅读 1b 的表格，再读 1a。1b 的任务比较简单，可以培养学生运用关键词定位的能力。Stage 4（10mins）：Post-reading Step Teache
13、r activity Student activityDesigning purpose1 （Individual work )Let the Ss read 1a again and answer the questions in 1c.T: Well done . Do you know why Mozart was a wonderful boy and a born musician ?T: Next, please read the passage again and find the answers to the questions in 1c . T: Finished read
14、ing ?T: Then lets check the answers. Xxx,will you please answer Question 1 ?T: Do you think so ?T: Question Two , who can try ?Read 1a again and answer the questions in 1c.Ss: Yes .Ss:Yes.S1: He was a great composer.Ss: Yes.S2: She was Mozarts sister .S3: .训练学生扫读的阅读策略。完成1c。7T: .2（Group work)Deal wit
15、h the language points.T : Nice job . After reading the passage twice, you know much about Mozarts childhood. Look at the Bb, I have listed some difficult points .Next , work in groups and discuss them . T: First , lets start with Point One . What does “note” mean?T: .Work in groups and discuss the d
16、ifficult points .Group One : .Group Three : .Group Two: .训练学生的合作学习能力，思考能力。完成 1a。Remark: 本课有比较多的难点，教师可以直接把这些难点展示出来，注明要求，让学生讨论解决。比如：猜测新词汇的意思(不准学生看词汇表）、翻译含有从句的句子。对于学生不能解决的问题，教师给予帮助。本课中的出现过去进行时态和状语从句，不要求深入讲解，只要知道句子意思即可。Stage 5（5mins）：Finishing 2aStep Teacher activity Student activityDesigning purposeLet
17、 the Ss work in pairs and interview their partners about their Work in pairs and interview their partners about 训练学生的交际能力和作记录的习惯。完81(Pair work)favorite musicians story .T: Besides these difficult points, do you have more questions ? If you have , please speak out right now .T: Good question. No, you
18、 cant . Because .T: Any more ?T : Yesterday, I asked you to collect some information about your favorite singer . Have you done it yet ?T: Great. Then lets make an interview . Work in pairs and interview your partner about his or her favorite musicians life story .You can use the questions in 2a . S
19、tart your interview now .their favorite musicians story.S1: Can I use “so” instead of “such” in “.could write such beautiful music.”Ss: No.Ss: Yes.成 2 a。Remark: 教师要给学生讲清楚采访后还要写短文，要求他们在采访的过程中一定要作记录。教师也可以设计一个表格，让学生在采访的过程中填写表格。Stage 6（10mins）：Finishing 2b9Step Teacher activity Student activityDesigning
20、 purpose(Individual work)Guide the Ss to use the information in 2a to write a passage.T: Hi, boys and girls ! Stop interviewing. You should start writing your passage now .Remember to use the tips under the golden key . Look , I have prepared a passage for you . The sentence“He is very famous now ,
21、but his way to success is not easy ” is my general opinion. And the following paragraphs are used to support this opinion. Do you know how to write your passage now ?T: Get started writing now .T: Have you finished writing ?T: Now , exchange your writing with your partner. Use the information in 2a
22、to write a passage.Ss: Yes .Ss: Yes.训练学生的写作能力。完成2b 。10Remark: 教师要让学生在写作时运用金钥匙里的写作方法。要运用合理的连接词来组段成篇。教师最好先展示一篇范文。短文完成后，教师鼓励学生相互阅读各自的短文。Stage 7（5mins）： Summarizing and assigning HMKStep Teacher activity Student activityDesigning purpose1(Class activity )Let the Ss summarize what they have learned today
23、.T: Hey ,class ! Stop reading . We should summarize what we learned today . I think you know Mozarts childhood very well , dont you ?T: Fine . Now, look at the Bb, lets finish the table together.You can use the information in the Pre-reading.T: Mozart was born in .in 1756. At the age of three, he .h
24、is sisters music lesson. .Summarize what they have learned today.Ss: Yes.Ss: Austria .Ss: watched and listened to Ss: .回顾本课所学的内容，加深印象。2 (Class activity)Assigning the HMK.T: For todays HMK, I d like you to copy your writing on your excise Finish the HMK after class.让学生把课堂上的写作任务，抄写到作业本上，以便教师掌握学11VI. B
25、lackboard design第四课时（Section C1a.1b,1c,2a,2b） Words and expressions : Mozarts Childhood born at the age of 3: watched and listened to wonder-wonderful then :played the piano without any helpcomposer next:had music lessonamazing soon:played very wellnote at the age of five :started to write musicpress at the age of seven: played music for peoplesmilebook and finish the Grammar and Functions in Section D .生的真实情况。提前完成Section D-Grammar & Functions 可以直接进入下一次的复习环节。Remark：回顾课文时，教师可以设计一个莫扎特的生平时间表，师生一起复述。为了扩展学生的视野，教师还可以鼓励学生课后观看莫扎特传电影。
