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教学设计

Unit 3 Our Hobbies 

Topic 2 What sweet music! 

Section C

Ⅰ. Material analysis

本节课的主要活动为1a 和2b。本话题教学设计中Section A 通过歌手席琳·迪翁谈论音乐会，Section B谈论不同风格的音乐，在内容上Section C是对Section A 和Section B的升华，从音乐会到不同形式的音乐再到人们熟悉的伟大作曲家莫扎特，在本课中，读前，读中，读后的教学活动通过层层递进的方式步步拓展到阅读和写作的综合能力的培养。参照本文的结构框架，逐一完成信息输入、阅读技能培养、信息输出的过程。

Ⅱ. Teaching aims

Knowledge aims:

1.Understand and use the following words and phrases：age, wonder, note, papa, press, smile, amazing; used to do ,without help.

2.Understand the sentences to express general opinion in the passage: 

(1)The great composer, Mozart, started writing music when he  was just a little boy.

(2)He was an amazing child, a born musician.

Skill aims:

1.能根据文章内容总结出“鱼型”思维导图的框架：Head (general opinion)， Body(cause，after，effect), Tail(general opinion)

2.能根据本文总结的思维导图，模仿本课课文，练习一篇作文。

Emotional aims:

Learn from the famous musician,and try to understand that to be successful, we must work hard. No one can reach his goal without hard work.

Ⅲ. The key points and difficult points

Key points:

1.Learn to retell the passage according to the key words like composer, start writing, a born musician and so on.

2.Learn to write a composition. First decide on the main idea, choose proper materials and learn to express clearly and properly.

Difficult points：

Learn to write a composition according to the Mind map.

Ⅳ. Teaching aids

 Computer, classical music

教学过程

Step 1  Leading-in

T: Do you like classical music ? Let’s enjoy a piece of music first.

Lead in:Mozart—the Wonder Boy.

Show the teaching aims. Write on the blackboard.

音乐: 莫扎特的代表作：交响乐和奏鸣曲

【设计思路】在阅读前，让学生欣赏节奏明快的音乐，引发兴趣，让学生兴奋起来，为本节读写课,做好铺垫。

Step 2  Pre-reading

Look at the pictures of Mozart and talk about something about him. Then share how much you know about Mozart.

【设计思路】用莫扎特不同时期图片的方式，让学生思考与分享，引导学生进入对Mozart的初步感知。

Step 3  While-reading

1. Read 1a and fill in the blanks.

2. Read 1a again and answer the questions.

Check the answers. Explain the key points. Guide the students to know how the materials are arranged. (Reason-- course--effect)

【设计思路】本篇阅读材料是一篇写人的文章，采取这两种方法可以降低难度，在学生阅读的过程中及时点拨，归纳出关键词，帮助学生形成科学的思维方式。

Step 4  Post-reading

Read the whole passage again, find out general opinions and article structure;

【设计思路】教学进行到这里，是另外一个重要部分—写作的开始。采用“鱼型”思维导图，既有趣，又容易记忆。先让学生通读全文找出关键词语，让学生理解细节；然后根据文章故事的顺序：起因，经过，结果，让学生理解并学会在篇章中怎么去分配不同内容。

Step 5  Practice 1  

Try to speak out a good “Head” and “Tail”。

【设计思路】 根据中考作文题目，指导学生在思维导图的帮助下，设计文章的head和tail.

Step 6  Practice 2

Write about a person with the help of mind map.

The title is “My __________”

【设计思路】训练学生由篇章到框架,由框架到篇章的输入输出过程。检测学生是否能根据思维导图顺利完成作文.

Step 7  Homework

     An unforgettable Person

【设计思路】本节课教学主要目的是：通过阅读文本，分析文本，总结文本框架来指导写作。经过练习1,2，再次检验学生输入后的输出能力。