冀教版七年级下册英语 Unit 2 It's Show Time! Lesson 10 Music and Dance 教案

Lesson 10 Music and Dance
一、教材依据：本课是冀教版七年级英语第二册第二单元第十课
二、设计思路：
1、 指导思想：
根据新课标，教师应把握好教学设计的系统性、科学性、有效性；时间分配的合理性，知识传递的准确性，学生学习的高效性；培养学生发现问题、解决问题的能力，帮助学生养成独立思考、共同讨论、合作探究的习惯；同时培养学生综合运用语言的能力，课后师生及时交流，教师反思。
2、设计理念：
本单元围绕展示古丝绸之路这一话题展开教学。本课是本单元的对话课文，以中国的二胡和传统舞蹈这个话题为主线展开教学活动。本课涉及到本单元的重点内容有：
了解二胡和中国舞蹈的常识。
学习一些用于介绍乐器和舞蹈的句式：
It’s a part of ancient Chinese culture.
Many western people call it the “Chinese violin.”
I will play music and you can dance!
进一步掌握一般过去时的用法。
而本课以听说训练为主线通过听说读写和操练等一系列手段来组织教学，使学生获得基本能力的训练，同时通过对话表演，体验学习成功的快乐，激发学习兴趣。
3、教材分析：
本课紧切本单元的话题，通过谈论中国传统音乐和舞蹈，进一步扩展了有关文化背景的生词、习语和日常用语，能够学会介绍中国文化，进一步巩固一般过去时的构成和用法，提高学生的听说能力和自我表达能力。
4、学情分析：
授课班级为七年级三班，七年级学生已经掌握了一些基本的英语交际知识，而且很感兴趣。本课教学以对话为基本内容，学习如何谈论中国传统文化。本课为本单元第十课。前三课介绍了马可波罗之旅和丝绸之路的情况，以及兵马俑、骆驼和丝绸。学生对相关的文化常识、词汇和句型的应用有了较为深入的了解和掌握。本课以对话的形式全面承载本单元的语法和话题，在学生对本单元的词汇进行提前预习后，相信对课文的理解不会有太大的难题。
三、教学目标：
1、知识与能力：帮助学生掌握语言目标知识，灵活应用本课的重点词汇、短语、句型。
2、方法与途径：帮助学生掌握语言技能知识，能熟练运用谈论传统文化的相关交际用语。
3、情感与评价：能产生传统文化的自豪感，能体会英语学习中的乐趣。
现代教学手段的运用：充分运用电子白板、录音机等现代化教学手段进行教学。
四、教学重点：
1、词汇：realize, rich, western, violin, dancer
2、短语：think about, play music, take part in
3、句型：
I want to learn to play the erhu!
I can’t wait to play music for all my friends.
I hope so.
Why don’t you learn a traditional Chinese dance?
Maybe I can wear some traditional Chinese clothing, too!
五、教学难点：一般过去时态的掌握和应用。
六、教学准备：PPT, audiotape, a picture of erhu, a picture of violin
七、教学过程：
Lesson 10 Music and Dance
Teaching Procedure:
Step 1 Leading in
Lead in by discussing the following questions:
What do you know about erhu and Chinese traditional dance?
Discuss in group for three minutes. Then let students listen to the music of erhu, watch the video of Chinese traditional dance.
（导入阶段：通过话题讨论，音乐欣赏，视频观看来导入新课。）
Step 2 present
show the picture of erhu and violin on the whiteboard.
Teacher: what are these things called?
Students: erhu and violin.
Teacher: Right, they are musical instruments. Many western people call the erhu ---- the 揅hinese violin. Does anyone in your class know how to play the erhu or the violin?
Student A: I can play the erhu.
Student B: I don抰 know how to play the violin.
Write western, play the erhu and play the violin on the blackboard. Students should understand the meaning of the phrases.
instruct the students to look at the picture of a girl playing erhu, the other playing violin and Yang liping dancing.
Teacher: Look! What is this girl doing?
Students: She is playing the erhu ---- the Chinese violin.
Teacher: what about the other one?
Students: She is playing the violin.
Teacher: Right, they抮e playing music. And what is Yang liping doing?
Students: She is dancing.
Teacher: Right! She is dancing to the music.
Write play music and dance at the top of the blackboard.
（第一阶段：热身准备。通过读生词，说短语，列举句型等方式来检查学生课前的预习情况，使学生快速调节心情，进入学习状态。）
Step 3: Listening
Class work: Let’s do it! No. 1
play the audiotape for Lesson 10. Play it once and ask the students just to listen.
Explain the meaning of the word realize before you play the audiotape again.
Play the audiotape a second time and ask the students to complete the exercise by tick the correct answer.
Step 4: Reading
INDEPENDENT\PAIR WORK: Let抯 do it! No. 2
Read the text and decide if the following statements are true or false.
ask the students to read Lesson 10 silently and complete the exercise independently.
Students can check their answers in groups and then as a class. remember to correct any false statements.
Finish the task in class in oral.
Step 5:listen and read
play the audiotape for Lesson 10 a third time, and ask the class to listen and read aloud along with the audiotape.
Remind the students to role-play the pronunciation they hear. （第二阶段：呈现感知。）
（第二阶段：呈现感知。通过听读环节和对课文相关信息练习题的勾选和判断，创设情境等手段，让学生对要学的语言项目建立第一印象，实现初步的信息输入和课文内容的全面掌握。）
Step 6: role-play
Pair work: role-play the lesson
Instruct the students to role-play the dialogue in pairs.
If time allows, select some students to present their role-play in front of the class.
（第三阶段：操练体验。在学生理解对话的基础上，完成音、意、句子等交流信息的实践性练习，以达到进一步的内化、吸收和深化理解的目的。）
Step 7: task
Pair work: Let’s do it! No. 4
Instruct the students to discuss the following questions in pairs:
What are you good at? Can you sing or dance? Can you draw or play an instrument?
Then each pairs should write a short passage about their talents together.
Select some pairs to read their passage and perform their talents in front of the class.
（第四阶段：运用生成。“学是为了用，在用中学，学了就用”的理念下，设计真实的活动任务，在真实的情景中运用所学语言完成真实的任务，获得在实践中生成语言运用能力的体验。）
Step8: summary
Finish the exercise on the screen. Fill in the blanks with the correct forms of the words and phrases in the dialogue.
（第五阶段：巩固提高。通过“小结”和“检测”等评价方式来检测和巩固学生所获得的语言知识和经验，让学生在评价中反思，在反思中进步，提升学生对知识点掌握程度。）
Step 9: class closing
Complete Let’s do it! No. 3.
Students do the exercise independently, then check the answers in groups, and finally as a class.
assign homework:
complete Let’s do it! No. 4.
八、板书设计：
New words:
realize, rich, western, violin, dancer
Language points:
think about, can’t wait to do, play music, I hope so. Take part in
九、教学反思：
本课以谈论中国传统音乐和舞蹈为主线，使学生增加了口语练习的机会，学生主动参加，形成了互助互动的学习氛围，师生互动为学生提供了巩固知识的平台，拓宽了知识面。我觉得不足之处是有部分同学在角色扮演环节口语练习时害怕发音错误而不敢开口。下一节要创造更民主宽松的课堂氛围，让全体学生不畏犯错，敢于开口，进一步提高口语表达能力。