外研版四年級(jí)《英語(yǔ)》下全冊(cè)教案

四年級(jí)全冊(cè)備課教學(xué)內(nèi)容：全書(shū)共分十一個(gè)模塊，內(nèi)含一個(gè)期末復(fù)習(xí)模塊。Module1FriendsModule2LondonModule3PicnicModule4RobotsModule5SizeModule6MusicModule7CountriesModule8ChangesModule9WeekendModule10AccidentsReviewModule教材分析：本冊(cè)教材是供小學(xué)四年級(jí)下學(xué)期使用的。全書(shū)共分11個(gè)模塊，內(nèi)含一個(gè)期末復(fù)習(xí)模塊。每一個(gè)模塊分為兩個(gè)單元。一般情況下，第一單元呈現(xiàn)本模塊所要學(xué)習(xí)的語(yǔ)言?xún)?nèi)容，第二單元提供假設(shè)干任務(wù)型練習(xí)，包括一首歌或小詩(shī)。歌謠或小詩(shī)的學(xué)習(xí)，目的有三：一是培養(yǎng)學(xué)生的語(yǔ)感和節(jié)奏感；二是提高發(fā)音的正確性；三是通過(guò)這些英語(yǔ)國(guó)家兒童所熟知的歌謠，介紹一定的西方文化。其中的一些不常用的單詞，不要求學(xué)生在歌謠之外學(xué)會(huì)使用。在本冊(cè)中，我們將學(xué)習(xí)星期的表達(dá)方法，談?wù)撚嘘P(guān)郊游的情況，初步了解有關(guān)倫敦和美國(guó)的根底知識(shí)；我們將進(jìn)一步學(xué)習(xí)如何表達(dá)能力，如何談?wù)搶?lái)發(fā)生的事情；我們還將學(xué)習(xí)如何描述過(guò)去的動(dòng)作與狀態(tài)，特別是如何在講故事的進(jìn)修講述過(guò)去的動(dòng)作與狀態(tài)。教學(xué)目的：一、培養(yǎng)學(xué)生的語(yǔ)感和節(jié)奏感。二、提高發(fā)音的正確性。三、通過(guò)這些英語(yǔ)國(guó)家兒童所熟知的歌謠，介紹一定的西方文化。教具準(zhǔn)備：錄音機(jī)、課件等教學(xué)措施：一、確定恰當(dāng)?shù)慕虒W(xué)目標(biāo)。二、創(chuàng)造良好的學(xué)習(xí)氣氛。三、在課堂上盡量使用英語(yǔ)，適當(dāng)使用漢語(yǔ)。四、鼓勵(lì)、幫助學(xué)生，恰當(dāng)糾正錯(cuò)誤。五、利用多媒體教學(xué)。教學(xué)進(jìn)度表:第一模塊單元分析本模塊分兩單元Unit1She'saniceteacher.anUnit2He'scool.整個(gè)模塊介紹了怎樣描述人物的性格特征？要求學(xué)生能夠用簡(jiǎn)單的句子對(duì)好友的性格、外形進(jìn)行描述。同時(shí)復(fù)習(xí)了上學(xué)期學(xué)過(guò)的一些單詞fatthinsmallbigtallshort，從而引出naughtyshyniceclever等幾個(gè)新單詞。在本模塊中，出現(xiàn)了兩個(gè)表示程度的副詞abitvery，分別表示‘非?！汀幸稽c(diǎn)兒’可以修飾后面的形容詞，鼓勵(lì)學(xué)生在造句時(shí)使用適當(dāng)?shù)母痹~。ModuleoneUnitOneSheisaniceteacherTeachingaims:ThisisMsSmart.She'saniceteacher.TeachingImportanceanddifficulties:Howtodescribe?Teachingtools:RecorderTeachingsteps:Step1:Warmup1)Singasong.2)SimplygreetingsStep2:LearningandPractising1〕ListenandpointTellthestudentsopentheirbooks,andlookatthefirstpicture.Answertheteacher'squestion"Isthisadog?"Thestudentsrespond.Now,I'mgoingtoplaythetape.Iwantyoutolistenandtellmewhoisnice?(Theteacherplaysthetapeasmanytimesasnecessary.)Writethenewwordsontheblackboard:niceshyclevernaughtyTheteachershouldexplaintheneaningofthesefourwords.nice:meanspleasant.shy:meansnervousandembarrassed,especiallywhenyouarewithpeopleyoudon'tknow.clever:meansintelligentnaughty:meansbadlybehaved.Thentheteachershouldmakestatementscontainingthosewords.2)ListenandsayPleaselookatAcitivity2.I'mgoingtoplaythetapeagain.ThistimeI'mgoingtopauseitaftereachpersonspeaks.ThenIwantyoutorepeatthesentence.Thenyouwilltellmethecorrectadjectivetodescribethatperson.(Theteacherdoesmoreexampleswiththeclassandalsowithindividualstudents.)3)PointandsayLookatAcivity3,theteacherholdsupthebookandpointstothepictureofXiaoyong.Explaintothestudentsthatwhenwearesomedistanceawayfronanobjectorperson,wemustuse'that'insteadof'this'.Anddescribeshim\her\itusingasuitableadjective.Theteachermonitorsthedialogues.Step3:HomeworkWritethenewwordstwice,andlistenthetapecarefully.unit2He'scool.Teachingaims:Thisismybigbrother.He'scool.TeachingImportanceanddifficulties:Howtodescribe?Teachingtools:RecorderTeachingsteps:Step1:Warmup1)Singasong.2)Greeting.Step2:LearningandPractisingOpenyourbookstoModule1unit2,Lookatthepictures.Whatcanyousee?Now,I'mgoingtoplaythetape.Iwantyoutolistencarefullyandfindoutwhoisclever.(Theteacherplaysthetapeasmanytimesasnecessary.)NowlookatAcitivity2,please.Readthedialoguewithapartner.(Thestudentsreadthedialogue.)Nowworkwithapartner,please.StudentAtellsStudentBtolookatacharacterinActivity1.StudentBdescribesthatcharacterusinganadjective.(Thestudentsworkinpairsandtheteachermonitorsthedialogues.)Step3:HomeworkListentothetapecarefullyandwritethenewwords.教后小結(jié)：學(xué)生對(duì)本單元內(nèi)容掌握較好，能根據(jù)所學(xué)巨型進(jìn)行自由交流。第二模塊單元分析本模塊由LondonsithecapitalofEngland和ThisistheRiverThames.兩個(gè)單元組成，介紹怎樣描述一座城市或一處景物？本模塊向我們介紹了倫敦是英國(guó)的首都、世界著名的大城市，是英國(guó)的金融、文化、藝術(shù)和教育中心，泰晤士河穿越而過(guò)。倫敦歷史悠久，名勝古跡眾多，擁有許多著名的建筑物和旅游景點(diǎn)，其中包括倫敦橋、倫敦塔、塔橋、大本鐘、白金漢宮、海德公園等。歌曲LondonBridgeisfallingdown.是一首傳統(tǒng)的英國(guó)歌曲，讓我們感覺(jué)一下歌曲的旋律和內(nèi)容，并邊唱邊做游戲。Module2Londonunit1LondonsithecapitalofEnglandTeachingaims:LondonsithecapitalofEngland.Andit'sverybig!TeachingImportanceanddifficulties:Howtodescribe?Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Moveroundtheclassroom,pickupanobjectandsay,"What'sthis?"Pointtoanotherobjectandsay'What'sthat?"Thestudentscanrespond,"It'sa(n)...\That'sa(n)..."(Domanyexampleswiththeclass.)3)Havethestudentsdotheactivityinpairs.Remindthemthattheword'this'isusedforpeopleorobjectswearetouchingorcloseto.'That'isusedforpeopleorobjectsthatsomedistanceaway.Step2:Learningandpractising1)Getthestudentstolookaatthepicturesandseeiftheycanworkoutwhatishappening.AskthemquestioninChinese.e.g:Whatarethechildrenlookingatinthefirstpicture?Whatarethechildrendoinginpicture4?Whataretheylookingatinthelastpicture?2)Revise'big'and'small',andpickuporpointtoobjectsintheclassroom,say,'Thisis\Thatissmall'or'Thisis\Thatisbig.'(Domanyexampleswiththeclass.)3)Tellthestudentsthatyouaregiongtopickuportouchthingsandtheyhavetosayiftheyarebigorsmall.Remindthestudentsthattheywillhavetouse'that's'astheywillbesomedistanceawayfromtheobjects.(pointtosomeofthethingsinthestoryandhaveindividualstudentstellyouiftheyarebigorsmall.)4)Pointandsayrevisetheadjectivesthestudentsknow,includingcolours,e.g.bigsmall,naughty.clever,short,thin,fat,small,long,red,yellow.Nowpointtoobjectsondifferentpagesinthebookandsaywhateachoneis.Thestudentshavetomakeastatementabouteachobjectusinganadjective.(Havethestudentscontinuetheactivityinpairs.)Step3:Homeworkunit2ThisistheRiverThames.Teachingaims:ThisistheRiverThamesIt'slongandwide.TeachingImportanceanddifficulties:Howtodescribe?Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Rebiseadjectives.Tellthestudentsthatyouaregoingtosayanadjetive.Theyhavetofindsomethingintheirbooksthattheadjectivedescribes.Asktwoorthreestudentstosaywhichobjecttheychose.Step2:Learningandpractising1)Afterdoing'Listen,pointandsay',telltehstudentstoclosetheirbooks.Explainthatyouaregoingtosaythefirstwordofatwo-wordplacename.TheseplacesareallinLondon.Thestudentshavetosaythesecondwordofthetwo-wordname.2)Ifpossible,havethestudentssomtinuetheactivityinpairs.Theyshouldtaketurnstosaythefirstword.3)Whenplayingguessinggames,thestudentsshouldbefreetoaskasmanyquestionsastheywanttofindoutwhattheobjectis.e.g.Isit...?However,theycanonlyguessthenameoftheobjectonce.e.g.Isit...?TellthestudentsthatyouaregoingtosayadjectivesandtheyhavetothinkofmonumentsinChinathattheseadjectivesdescribe.(ItisacceptableforthestudentstosaythenamesofthemonumentsinChinese.4)Havethestudentslookatthepictureanddescribeit.Telltehstudentsthatthissong.'LondonBridgeisfallingdown'isatraditionalEnglishsong.ExplainthatLondonBridgePlaythespokenversionofthesongandhavethestudentsrepeateachline.Nowplaythetapeandhavethestudentssingthesong.Step3:Homework教后小結(jié)：學(xué)生對(duì)本單元內(nèi)容掌握較好，能根據(jù)所學(xué)巨型進(jìn)行自由交流。根本能夠認(rèn)讀所學(xué)的幾個(gè)著名的建筑物。并對(duì)其進(jìn)行簡(jiǎn)單的描述。單元分析本模塊由Unit1Willyoutakeyourkite?和Unit2OnSundayI'llgoswimming兩個(gè)單元組成。向我們介紹怎樣特定并談?wù)摲桨?、討論一周七天的方案？本模塊單詞量稍微多一點(diǎn)，學(xué)習(xí)星期的表達(dá)方法和運(yùn)用‘willyou...?''Yes,Iwill.''No,Iwon't.'Module3PicnicUnit1Willyoutakeyourkite?Teachingaims:We'regoingtohaveapicnic.Willyoutakeyourkite?Yes,Iwill.\No,Iwon't.TeachingImportanceanddifficulties:Makeanddiscusstheplanation.Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Tellthestudentstopretendtheyaregoingonapicnic.Getthemtothinkofthingstheymighttake.Writethewordsontheboard.Encouragethestudentstothinkofbothobjectsandfood.3)Tellthestudentstoclosetheirbooks.saythatyouaregoingtoplaythetape.ThestudentshavetotellyouwhichobjectsAmywilltakeonthepicnic.Ifyoumadealistinthewarmeractivity,leaveitontheboard.Afterlistening,askthestudentsifanyofthethingsonthelistarenentionedonthetape.Tickthoseitems.4)Tellthestudentstochooseoneobjectthattheyaregoingtotakeonthepicnic.Itdoesn'thavetobeonthelisttheymadeinthewarmer,buttheymustknowthewordinEnglish.5)Nowaskthestudentsquestions.Ifyouaskaboutsomethingthatanyofthestudentshavewrittendown,thosestudentsmuststandup.Thewinneristhelaststudenttostayseated.Step3:HomeworkUnit2OnMondayI'llgoswimming.Teachingaims:OnMondayI'llgoswimming.WillyouplayfootballonMonday?Yes,Iwill.\No,Iwon't.TeachingImportanceanddifficulties:Discussiontheplan.Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Writethenumbers1-7ontheboard.WritethewordsMondaytoSundayunderthenumbers.Havethempredictthemeaningofthewords,Monday,Tuesdayandsoon(Thedaysoftheweek.)3)Pointtothewordsandsaythem.Havethestudentsrepeatthem.4)Nowtellthestudentsthatyouaregoingtosayadayandtheyhavetouseanordinalnumberandsaywhichdayitis?Step2:Learningandpractising1)Havethestudentssuggestactivitiesthattheydoandwritealistontheboard,e.g.playfootball,rideabike,goswimming,readabook,watchTV,gotothecinema,gotoschool,walkinthepark,playwithafriend,dohomework.2)Thendrawthefollowingcalendarontheboard:3)Havethestudentscopythecalendarintheirexercisebooks.Theyshouldwriteactivitiesonthecalendar.Thesecanberealthingsthattheywilldooractivitiestheywouldliketodo.4)Thenhavethestudentsworkinpairsandtelloneanotherwhattheywilldoonthesevendaysoftheweek.e.g.OnMondayIwillwatchTV.5)Havethestudentslookatthepictureandsaywhattypeofsongthisis(aclappingsong).6)Havethechildrensaythenamesofanyclappingsongsorgamestheyknow.Writetheirsuggestionsontheboard.7)Playthetapeandletthestudentslistentothemelody.Thenplaythespokenversionofthesongandhavethestudentsrepeateachline.8)Dividetheclassintosevengroups.Assigneachgroupadayoftheweekrespectively.i.e.Monday,Tuesday,Wednesday,Thursday,Friday,Saturday,Sunday.Havethestudentsineachgroupwritetheirassigneddayonapieceofpaper.9)Explainthattheymustholduptheirdayoftheweekastheysingathatwordinthesong.10)nowhavetheclasssingthesong.Step3:Homework單元分析本模塊由unit1Robotswilldoeverything和unit2WillitbewindyinBeijing兩個(gè)單元組成。分別向我們介紹怎樣用‘will’談?wù)搶?lái)可能發(fā)生的事情；運(yùn)用動(dòng)詞‘can’描述能力；談?wù)搶?lái)的天氣狀況等等。解釋‘rain’與‘rainy’的區(qū)別：‘rain’所指的是短時(shí)性的降雨，而‘rainy’的意思是“多雨的〞，指的是一段時(shí)期內(nèi)的氣候特征。與它一樣的還有‘snow’與‘snowy’的區(qū)別。單元小結(jié)：Module4RobotsUnit1Robotswilldoeverything.Teachingaims:Itcanwalk.Robotswilldoeverything.TeachingImportanceanddifficulties:Howtouse'will'and'can'?Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Ontheboarddrawarobot(drawasquareforthehead,rectangleforthebody,rectanglesforthearmsandlegs,squaresorrectanglesfortheeyes,noseandmouthonthehead).3)Thenwrite'Itcan...'underthepicture.4)Pointtotherobotandsay,'Thisisarobot.'Havethestudentsrepeatthesentence.Thensay,'Itcanwalk'andbegintowalkaroundtheclass.Trytowalkinaveryawkward'robot'way.(domoreexamplebypointingtotherobobtandsaying,'Itcan...'andthenmimingtheaction.)5)Nowhaveindividualstudentssaysomethingtheythinktherobotcandoandyouhavetomimetheaction.6)Havepairsofstudentscometothefront.StudentAsayswhattherobotcandoandStudentBdoestheaction.Youmaywanttowritealistofsuitableverbsontheboard.Step2:Learningandpractising1)Havethestudentslookatthepictures.AskquestionsinChinese,e.g.WhatisSamlookingatinpicture1?Whatistherobotdoinginpicture2?Whathastherobotdoneinthelastpicture?2)Nowsaythatyouaregointtocalloutthenamesofdifferentobjectsandpeopleinthepicturesandthestudentshavetopointtothem.3)PointandsayExplaintothestudentsthatyouaregoingtopointtothedifferentpicturesinAcitivity3andmakestatementsaboutthem.Theyhavetotellyouiftheyaretrueorfalsebycallingout'True'or'False'.(doalotexampleswiththeclass.)4)Nowhavethestudentssontinuetheactivityinpairs.Afterthreeturns,theyshouldswaproles.Step3:HomeworkUnit2WillitbewindyinBeijingTeachingaims:ItwillbewindyinBeijing.WillitbewindyinBeijing?Yes,Iwill.\No,Iwon't.TeachingImportanceanddifficulties:DiscussiontheweatherTeachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Introducesomeofthenewvocabularybydrawingsomepicturestorepresentthedifferentweatherpatterns.Copythepicturesfromthetextbook,drawyourownorgetthestudentstodrawsome.3)Writetheappropriate'weather'wordsunderneathandplacethepicturesonthewalloftheclassroom.4)Lookoutsideandsay,'It's...today'Holduporpointtotheappropriateweathersymbol.Youwillhavetosay'raining'or'snowing'iftheresirainorsnow.Notethatyouwillalsohavetoteach'cloudy'asitisinthepoem.5)Nowperformmimestoshowthestudentsthemeaningoftheotherweatherconditionsormakeastatementandhavethestudetsdoanappropriatemime.Step2:Learningandpractising1)PlaythismemorygamebeforedoingActivity2.Havethestudentsclosetheirbooks.Calloutacityandthestudentshavetosaythetypeofweatherinthatcity.(doalotofexamples.Thenhavethestudentcontinuetheactivityinpairs.Afterthreeturns,theyshouldswaproles.)2)Havethestudentslookatthebooksandsaywhattheythinkthechantwillbeabout(theweather)3)Askthestudentswhatistheirfavouritetimeofyearandwhy.Findoutiftheypreferbeinghotorcold4)playthespokenversionofthechantandgetthestudentstorepeat.5)Playthetapeandhavetheclasssaythechantastheylisten.6)Dividetheclassintothreegroups.Explainthateachgroupwillsayonestanzaofthechant.7)Explaintothestudentsthattheycandosomeactionsastheysaythechant.Theycanmovetheirbodiesslightlyastheysay'windy'toindicatethattheyarebeingblownaboutbythewind.Theycanfanthemselveswiththeirhandsastheysaytheword'hot'Whentheysay'cloudy',Theyshouldlookupwardsasthoughtheyarelookingaatthesky.Theycanshiverastheysay'snow'.Whentheysay'play'inthelaststanza,theyshouldgiveabigsmile.Step3:Homework單元分析本模塊由Unit1Amy'stallerthanLingling.和Unit2BeijingisbiggerthanTianjin兩個(gè)單元組成。分別向我們介紹了怎樣比擬和描述兩個(gè)人的差異和怎樣比擬和描述兩個(gè)事物。同時(shí)介紹了中國(guó)的文化：北京長(zhǎng)城、黃河、長(zhǎng)江、頤和園、天津等等。復(fù)習(xí)上學(xué)期學(xué)過(guò)的形容詞，并學(xué)習(xí)它的比擬級(jí)形式。單元小結(jié)：Module5SizeUnit1Amy'stallerthanLingling.Teachingaims:Amy'stallerthanLingling.TeachingImportanceanddifficulties:Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Reviseinstructions.Tellthestudentsthatyouaregoingtogivethemsomeinstructionsandtheyhavetodowhatyousay.Writethefollowingstructuresontheboard:Sitdown,Standup,Pointto...Touchyour...Lookat...Openyour...Say...andsoon.3)Domanyexampleswiththeclassandusethegametorevisevocabulary.Makesurethatthestudentscanfollowtheinstructionswhileseated;theyshouldn'tmovearoundtheclassroom.4)Nowhavethestudentscontinuetheactivityinpairs.Step2:Learningandpractising1)Beforelisteningtothetape,havetwostudentscometothefrontoftheclass.Standthemnexttoeachotherandsaywhoistaller.Duringthisactivity,becarefrlnottoembarrassanyonewhoissensitiveabouthis\herheight.2)Domoreexampleswithotherpairsofstudentstogivethemplentyofexposuretothe'[adjective]+-er+than...'structure.3)Nowhaveanotherpaircometothefrontoftheclass.Chooseacompetentstudentandhavehim\hermakethecomparison.Youmayneedtowrite'...is[adjective]+-er+than...'ontheboard.4)Findouttheagesofthestudentswhoareoutinthefront.Iftheyarethesameage,youwillneedtofindoutwhichmonththeywereborn.Thensaywhoisolder.e.g.HuWeiisolderthanLiQing.Domoreexampleswithotherpairsofstudents.5)ListenandsayTellthestudentstoclosetheirbooks.Saythatyouaregointtoplaythetapeagain.However,thistimewhenyoupauseit,theyhavetosaywhatthenextsentenceis.Thenstartthetapeandtheycancheckiftheyarecorrect.6)PointandsayDrawsomestickfiguresontheboard.Namethemorlabelthem'A','B','C'and'D'respectively.Writetheageofeachcharacterunderneaththedrawings.Nowdividetheclassintotwogroups.Explainthateachgroupmusttaketurnstomakestatementsaboutthefiguresontheboard.Theothergroupmustrespond.Step3:HomeworkUnit2BeijingisbiggerthanTianjinTeachingaims:BeijingisbiggerthanTianjinTeachingImportanceanddifficulties:Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Introducesomeifthenewvocabularybydrawingsomepicturestorepresentthedifferentweatherpatterns.Copythepicturesfromthetextbook,drawyourownorgetthestudentstodrawsome.3)Writetheappropriate'weather'wordsunderneathandplacethepicturesonthewalloftheclassroom.4)Lookoutsideandsay,'It's[typeofweather]today.'HolduporpointtotheappropriateweathersymbolYouwillhavetosay'raining'or'snowing'ifthereisrainorsnow.Notethatyouwillalsohavetoteach'cloudy'asitisinthepoem.Thenperformmimestoshowthestudentsthemeaningoftheotherweatherconditionsormakeastatementandhavethestudentsdoanappropriatemime.Step2:LearningandPracitising1)Havethestudentsclosetheirbooks.Calloutacityandthestudentshavetosaythetypeofweatherinthatcity.(Doalotofexamples.Thenhavethestudentscontinuetheactivityinpairs.Afterthreeturns,theyshouldswaproles.)2)Havethestudentslookatthebooksandsaywhattheythinkthechantwillbeabout(theweather),andaskthestudentswhatistheirfavouritetimeofyearandwhy,Findoutiftheypreferbeinghotorcold.3)Playthespokenversionofthechantandgetthestudentstorepeat.4)Playthetapeandhavetheclasssaythechantastheylisten.5)Dividetheclassintothreegroups.Explainthateachgroupwillsayonestanzaofthechant.6)Explaintothestudentsthattheycandosomeactionsastheysaythechant.Theycanmovetheirbodiesslightlyastheysay'windy'toindicatethattheyarebeingblownaboutbythewind.Theycanfanthemselveswiththeirhandsastheysaytheword'hot'.Whentheysay'cloudy',theyshouldlookupwardsasthoughtheyarelookingatthesky.Theycanshiverastheysay'snow'.Whentheysay'play'inthelaststanza,theyshouldgiveabigsmile.7)Playthetapeagainandhaveeachgroupsaytheappropriatestanzaanddotheassignedactions.Step3:Homework四年級(jí)英語(yǔ)備課中興小學(xué)田冬梅03、3、18單元分析本模塊由Unit1Thisgirlisgood.和Unit2LinglingisbetterthanDaming.兩局部組成，它的目的是向我們介紹進(jìn)行評(píng)價(jià)和比擬，同時(shí)講解了一些與音樂(lè)相關(guān)的背景知識(shí)，例如：‘Popmusic’中的‘pop’是‘popular’的縮寫(xiě)，意思是‘流行的’；‘Chinesemusic’在這里指的是‘Chinesetraditionalmusic’，演奏這類(lèi)音樂(lè)常用的樂(lè)器有二胡、古箏等；‘classicalmusic’比擬嚴(yán)肅而正統(tǒng)；‘jazzmusic’是爵士樂(lè)，發(fā)源于美國(guó)南部，節(jié)奏感強(qiáng)，含有大量即興成分。Module6MusicUnit1Tthisgirlisgood.Teachingaims:Thisgirlisgood.Thisboyisbetterthanthegirls.Thispictureisbad.Thispictureisworse.TeachingImportanceanddifficulties:Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Thisunitintroducessomeoftheirregularcomparatives.Writethefollowingadjectivesatrandomontheboard:bigsmallgoodbadfatthin3)Getindividualstudentstocalloutoneoftheadjectivesandyousaythecomparativeform.4)Askthestudentswhatisdifferentabout'good'and'bad'comparedtotheotheradjectivesinthelist(theydon'tadd'-er'tomakethecompatative).Explainthattheseaareadjectivesthathaveirregular(meaating'nottheusual')comparatives.5)Nowgetthestudentstoworkinpairsandcontinuetodotheactivity.Theymusttaketurnstosaytheadjective.Step2:Learningandpractising1)Tellthestudentstoclosetheirbooks.Saythattheyaregoingtolistentothetapeandtellyouwhichcomparativestheyhear.2)Playthepassageonceandletthestudentslisten.Theyshouldhearboth'better'and'worse'.3)PointandsayTellthestudentstotryandbringthefollowingmagazinepicturestoclass:aholidayplace,acar,ahouse,astereo,aroom.Iftheycan'tfindmagazinepictures,theycandrawtheseplacesandobjects.Inthenextlesson,invitetwostudentatothefrontandgetthemtoholduptheirpicturesofhouses.Thestudentshavetosaywhichoneisbetterandwhichoneisworse.Nowhaveanotherpaircometothefront.Theyshouldholduptheirpicturesofcarsandtherestoftheclasssayswhichoneisbetterandwhichoneisworse.Step3:HomeworkUnit2LinglingisbetterthanDamingTeachingaims:LinglingisbetterthanDaming.AmyisworsethanSam.TeachingImportanceanddifficulties:Teachingtools:RecorderTeachingsteps:step1:Warmup1)Singasong2)Ontheboardwritethefollowingwords:popmusicChinesemusicjazz3)Ifyouhaveatapewithexamplesofthedifferentmusic,playitforthestudents.Say,'Thisis[adjective]music\jazz.'Havethestudentsrepeatthesentence.Ifthestudentscan'tlistentothesetypesofmusic,youwillhavetoexplaininChinesewhattheyare,i.e.popmusic(shortfor'popular',modern),Chinesemusic(itmeans'traditionalChinesemusic'here,seriousandtraditional,playedbytraditionalChineseinstruments),jazz(musicwhichoriginatedintheAmericansouth;ithasstongrhythmandalotofimprovisation).4)Tellthestudentsthatyouaregoingtocalloutthenamesofdifferenttypesofmusic.Iftheylikethatmusic,theyshouldstandup.5)Ifyouhaveextractsofmusicontape,playthemandletthestudentsidentifythetypeofmusic.Step2:LearningandPractising1)Youmaywanttoremindthestudentsofthedifferentkindsofmusic.e.g.popmusic,Chinesemusic,jazz,dancemusic,rapmusic.Youcanextendthisbyteaching'rockmusic'(modernpopularmusicwithastrongbeat;oftenplayedloudly)and'folkmusic'(traditionalstyle).2)Putthestudentsintogroupsofthreeandgetthemtolookatthebook.Havethemreadtheexampledialogueintheirgroups.3)Doanexample.Choosetwocompetentstudentsandsaytothefirstone,'Whatmusicdoyoulike?'Promptthestudentstoanswer,'Ilike[typeofmusic].'Thesecondstudentsshouldeitheragreeorsaywhichtypeofmusiche\sheprefers.(nowhavethestudentscontinuetheactivityintheirgroups.)4)Tellthestudentsthatyouaregoingtoplaythetapesotheycanlistentothemelody.Nowhavethestudentslookatthewordsofthesong.Playthetapeofthewordsandhavethestudentsrepeat.5)Explaintothestudentsthattheyshouldmimeplayingtheinstrumentsastheysingthenamesofthoseinstruments.6)Playthetapeagainandhavethestudentssingandalsomimeplayingeachinstrument.7)Havethestudentsworkinpairs.StudentAmimesplayinganinstrumentandsays,'WhaatamIplaying?'StudentBhastorespondbysayingthenameoftheinstrument.Thenthestudentsshouldswaproles.Theycanmimeplayingalltheinstrumentstheyknow.8)Game:Bringindifferentpicturesofobjects,animalsorplaces.Thenwritethefollowingstructureontheboard:This\That...isbetter\worse.Holduppicturesoftwosimilarobjects,e.g.tworooms.Askindividualstudentstotalkabouttheroomsusingthestructureontheboard.(domoreexampl