资源简介
Unit 5 Music
Listening and Talking 教案
教材分析：
该板块的主题是“策划举办音乐节”（plan a music festival）。听力文本是一则通知（announcement），为学校音乐节召集志愿者。“通知”任务语言方面的一些特征，例如，常常使用现在时和将来时态。学生需掌握通知的框架结构和语言特征，听取关键信息。听力活动后，学生通过对话或角色扮演，掌握表达偏好的功能结构，如“prefer to do sth, prefer doing sth, would rather do sth”，谈论自己对音乐的喜好。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握表达偏好的句式结构，如“prefer to do sth, would rather do sth, ...”；听细节信息和谈论音乐节的主要内容。
思维品质上，发散思维，用多元的视角分析问题，辩证地看待音乐节的优缺点，提高批判性思维和创造性。
文化品格上，了解西方音乐节的特点和文化，感受文化的多样性，陶冶情操，探索文化节蕴含的价值取向，培养对他人和社会的爱心和责任心。
学习能力上，掌握听特定信息的方法和策略；根据特定的情境和人物关系调整说话的语调和节奏，转述信息，表达观点。
教学重点：
学生能够掌握表达偏好的句式结构，谈论对音乐的喜好。
学生能够厘清通知的文体特征和语言特点。
教学难点：
学生对音乐节缺乏背景知识。
学生对通知的文体特征和语言特点还不够熟悉。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: 1. Ss watch a video and think about what the video is about. (the school music festival) 2. T asks Ss questions “Have you ever participated in the school music festival What did you do at the music festival How did you feel ” Suggested answers: Played the guitar, nervous and excited. 播放视频，引入主题——音乐节，创设问题情境，激活学生与主题相关的经历。 5’ CW
Step 2 Background: T introduces some information about the music festival: A music festival is a large event, usually held outdoors, which features some specific theme or genre. Festival organizers may offer things like camping facilities, showers, and bathroom access for attendees. It's not uncommon to find a range of food stalls, fairground games, vendors, and other attractions, either. 进一步了解音乐节的细节知识，激活新知，铺垫文化背景。 5’ CW
Step 3 Warm-up for listening: T introduces the definition of an announcement: An announcement is a written or spoken statement in public or formal words containing a specific purpose .... T teaches the structure of an announcement: (1) Stating Purpose: The text that contains what event will be held (2) Stating Day and Date: Day and Date realization. The text that contains when the event will be held (3) Stating Place: The text that contains where the event will be held (3) Informing Sender: The text that contains name of the person who will be contacted 掌握通知的定义和文体结构，为接下来听通知作好认知上的准备。 10’ CW
Step 4 Language feature: T introduces language feature of an announcement: Using Simple Present Tense and Simple Future Tense. 掌握通知的语言特征，为接下来听通知信息做好语言上的准备。 5’ CW
Step 5 Listen and tick: Ss listen to an announcement about a school music festival and tick the kinds of volunteers the festival needs. 训练学生听取具体信息的能力。 10’ IW
Step 6 Listen and answer: ss listen to an announcement again and answer the questions. (1) What kind of songs will Grace Davis sing at the festival (2) Who can try out as a performer (3) What can those who think they do not have musical talent do (4) How can students volunteer to take part 2. Before Ss listen, T teaches the listening strategy: When you listen for some specific information or a particular detail, you should: (1) Use key words and phrases as alerts to help you find information, but don't rely only on that. (2) Take bullet-point notes to help you remember everything. Suggested answers: She will sing English folk songs. Anyone with musical talent can try out as a performer. Those who think they do not have musical talent can help out by selling tickets or running a food stand. Students can volunteer by getting in touch with their teacher. 训练学生听特定信息的能力。 15’ IW/CW
Step 7 Role-play: T leads Ss to analyse the conversation, and determine what situation is. Ss work in groups and role play the conversation. T leads Ss to learn about the expressions for talking about preferences: Would you prefer doing ... What would you prefer to do Would you rather do ... or ... 习得如何分析对话结构和语境，通过确认对话者身份、内容等 决定对话语调和节奏。运用表达偏好的句式结构，表达自己对音乐的喜好。 20’ GW
Step 8 Presentation: Ss present their conversations to the class. 提高学生语言表达的能力。 10’ CW
Step 9 Discussion: 1. Ss work in pairs and talk about the questions below: (1) Would you like to sing or play a musical instrument How else could you help in addition to what had already been mentioned (2) Whom would you invite What other activities could you do at the music festival 2. T use mind maps to guide Ss to think about the questions. Suggested answers: (1) Run the technical side of the event. (lighting and sound equipment); Join in a security team to monitor the festival; ... (2) I would invite everyone from local schools and colleges as well as their families and friends. Watch comedy acts; dance with friends; ... 发散学生思维，从多元视角分问题。 20’ GW
Step 10 Question: T asks Ss the question “What are the advantages and disadvantages of the music festival ” Suggested answers: Advantages: Musicians have a chance to showcase their talents to many potential new fans at once; ... Disadvantages: large crowds and chaos; ... 提高学生批判性思维，辩证地分析音乐节的优缺点。 10’ IW/CW
Step 11 Key words: T teaches new words by presenting collocations, examples, synonyms and pictures. equipment office/medical equipment办公室设备/医疗器材 assume synonym: presume e.g. It is reasonable to assume (that) the economy will continue to improve. addition in addition (to sb/sth) an addition to the family (= another child) 提高学生词汇学习的效率。 8’ CW
Step 12 Homework: Making a conversation with your partners to plan a school musical festival. (T provides main element (time, place, theme, ...) and some poster samples.) 培养学生的创造能力，复习新知，为下节课内容做准备。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否表达偏好的句式结构，谈论自己的音乐喜好。
学生通过本课时学习，能否发散思维，从多元视角分析音乐节相关的活动，批判地审视音乐节的优缺点。
学生通过本课时学习，能否厘清通知的文体特征和语言特点。
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