教案示例
教案示例（二）
I. Teaching aims:
1.talk about different kinds of music.
2.Similar dialogue presentation with new words and expressions used within
II. Teaching aids: tape recorder, pictures
III. Grammar: the Passive Voice
IV. Teaching steps:
1. Pre-reading:
1. show pictures of musical instrument.
（钢琴） （吉他）
(长笛) （手风琴）
（萨克斯） （圆号）
（古筝） （腰鼓）
2.T ask: do you know this? Can you play a musical instrument? Which one? Why did you choose it? Do you enjoy playing? Why?
|
It’s … (an electric/ classical) guitar. I chose it because I like… I’ve never played… because I can’t / don’t like. |
What kind of music do you like?
When you listen to a song, do you listen to the words or the music?
Do you like to listen to music from other countries?
II. Reading
1. skimming: let Ss read the text carefully, and find out the answer to questions.
Where does blues music come from?
What does the word “rap” mean?
2. skipping: read the passage carefully and find out all music styles in the passage.
( pop music, blues, jazz, rock music, hip-hop, rap, latin music)
3. scanning: let Ss read the text following the tape, and answer the following question:
why is latin music so popular in the US? Is it popular in China?
4. exercises: finish off the exercise 2 in page 74.
III. Post-reading
1. pairs work: when your friend and you went to buy the tickets for “cats”, they had sold out, what musical do you think they went to that night? Why?
2. pairs work: think of all the different kinds of music you know: disco, rap; jazz; new age; folk music; jungle, funk;
ask what you think about each of them.
Say: in my opinion… is boring/ relaxing/ …
I agree…
I disagree because…
IV. Language points
There is a world of music out there!
Here is a brief look at…
It is a way for sb. to do …
Keep many characteristics.
Have much in common with
A wide wariety of
Be popular in (where)
All over the world
Exercises
Let Ss finish all the exercises in the book
教案点评：
根据新教材中的以阅读为主的教学环节（pre-reading; reading; post-reading）所设计的一课时/两课时教案。本课阅读课的目的是使学生了解音乐，培养学生的鉴赏能力。
这个教学过程分三个步骤：pre-reading, while-reading, post-reading。
pre-reading：在阅读课文之前，教师可适当的讲解与本单元有关的背景知识或通过提问的方式引入课文主题。教师可根据课文的内容和篇章结构，从不同的角，引导学生对课文内容进行预测和讨论。
while-reading：课文分三个步骤：掠读，即带着某个问题进行搜索式阅读，这样能培养学生捕捉关键句的能力；略读，即教师指导学生通读全文，理解课文大意，培养学生发现文章或段落的主题句及概括大意的能力；细读，即加深对课文理解。培养学生的分析和逻辑推理的能力，并帮助学生对文中的难句进行句子结构的分析。
post-reading：教师通过作练习，小组讨论，讲评语言点，复述课文等等让学生加深对课文的理解。
通过这三个步骤的训练，学生对课文理解得比较深刻，同时也掌握了文中的语言知识。
