单元：Unit2Theuniversallanguage板块：WordpowerThoughtsonthedesign:本节课是以说、读为主的词汇教学课。首先，根据学生认知规律设计教学，从他们身边耳熟能详的事情谈起，着眼点低且容易，让每个学生都能融入到课堂教学中来，为后面知识的输入作好准备；其次，由于本单元wordpower生词较多且有一定难度，所以这节课应立足在培养兴趣、扩大视野之上，以丰富多彩的图片有效辅助，帮学生掌握并认知词汇；再次，知识的输出是认知过程中重要而不可缺少的一环，通过此环节查缺补漏，巩固教学成果；最后，词汇教学不能单纯地教授词汇，教学过程中的师生间的有效的情感互动能够帮助学生更快更好地吸收所学，而教学主要过程中多问几个“为什么”——由这些词汇想到什么？能用它们表达什么？什么时候使用它们？——帮助学生解决“怎么用”的疑惑。Teachingaims:AfterlearningWordPower,thestudentswillbeabletolearnwordsandexpressionsrelatedtomusicalinstruments.Teachingprocedures:Step1WarmingupTeacherplaysseveralpiecesofmusicandasksthestudentstotellthedifferentmusicalinstruments.Teacherasksthestudentswhichmusicalinstrumenttheylikemostandmotivatesthestudentstothinkaboutthethemeofeachpieceofmusic.[Explanation]用几段有显著识别度的音乐导入，学生的回答“钢琴，吉他，小提琴”引入主题Musicisauniversallanguage.Step2Gettingtoknowmusicinstruments(PPT4—9)Thestudentswillbeworkingingroupstowritedownthemusicalinstrumentsthey’veknown.Teachershowsdifferentpicturesofmusicalinstrumentsandhelpsthestudentswiththenewwordsifany.Teacheraskswhetherthesemusicalinstrumentsbelongtothesametype.Thestudentswillbegivensometimetoreadthetextonpage22tofindthenamesforthedifferentgroupsofmusicalinstruments:strings,woodwinds,brassandpercussion.[Explanation]“头脑风暴”学生分小组把他们已经掌握的有关乐器的词汇列在纸上，请最快的一组同学读出他们的列表，其他组同学在他们展示时，划去相同的项目，之后，其他组学生可作补充。教师补充有关乐器的词汇，并让学生将幻灯片4-5上所展示的乐器分类，并通过阅读课文找出这些乐器类别的名称。Step3MemorizingthewordsrelatingtomusicinstrumentsMoretimewillbegiventothestudentstofindanswerstothefollowingquestionsandalsofinishtheexercisesinPartBonpage23afterreading:Teacherasksthestudentsiftherearefixedgroupsforstrings,brass,woodwindsandpercussion.ThestudentsmaygethelpfromtheinformationinPartDonpage23.[Explanation]阅读课文并回答问题，并完成书上P23C和D部分练习。PartCWed,18May,Ihadareallywonderfultimethisafternoon.Afterschool,GraceandIwenttoseePhil’sjazzbandpractise.Ihavelearnedalotaboutjazzbands,especiallythedifferent(1)musicalinstrumentsplayedbythemembers.Gracetoldmethattherearefourdifferentgroupsofmusicalinstruments.Theseincludethe(2)strings,brass,woodwindsand(3)percussion.Thetwo(4)guitaristsinPhil’sbandplaytheguitarprettywell.Philplaysthe(5)jazzdrums,whicharepercussioninstruments.Theygiverhythmtothemusic,sotheycanbecalledthesoulofthejazzband.Sometimes,theyneedasaxophone,whichisakindof(6)woodwindthoughitismadeofbrass.Iamreallyinterestedinthe(7)keyboardsandIamgoingtolearnhowtoplaythem.IsawthekeyboardsplayerinPhil’sbandsometimessingtogetherwiththesinger.Ilikesinging,too.Iwanttobeaperformerlikeher,playingandsinginginajazzband.PartDstringsbrasswoodwindspercussionviolintrumpetflutedrumcelloFrenchhornoboegongguitarsaxophone(3)recorder(5)triangle(1)harp(2)tuba(4)piccolo(6)cymbalsStep4Consolidation(PPT10)Eachgrouphastosenduponestudenttogroupthegivenflashcardswithnamesofdifferentmusicalinstrument.Somemusicalinstrumentsmaynothavebeenmentionedinthepreviousteaching.Theywillbetimedwhilegroupingthem.[Explanation]活动二：乐器分类每组将派一名代表到台上来把一些印有已学乐器词汇的卡片分到正确的组里，用时少的且正确率高的组胜。Step5Homework(PPT11)TrytoaddmorewordstomusicalinstrumentsinPartBonpage22.
