Unit 1 Music B Music preferences (Speaking)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册

Unit 1 Music-B Music preferences (Speaking) This speaking lesson from Unit 1 Music of Shanghai Education Press (Five - Four Academic System, 2024) focuses on music preferences. It aims to enable students to express their own and inquire about others' likes and dislikes in music. The lesson provides various types of music samples such as pop, classical, rock, and jazz, along with relevant vocabulary and sentence patterns. Through listening, speaking, and group discussions, students will be exposed to different musical styles and enhance their communicative skills in the context of music. 教学目标 Students will be able to master vocabulary related to music genres, such as "pop music", "classical music", "rock music", "jazz", "folk music", etc. Students will learn and use sentence patterns for expressing music preferences, like "I like... best.", "My favorite music is...", "I prefer... to...", "How do you like...?", "What do you think of...?" 教学重难点 1. Key Points The acquisition of vocabulary about music genres and the correct usage of sentence patterns for expressing music preferences. Helping students use the learned language knowledge to conduct simple conversations about music preferences. 2. Difficult Points How to guide students to express their reasons for music preferences in more detail and fluently. Training students to listen for specific information about music preferences in dialogues and extract key points accurately. 1. Vocabulary Music Genres: pop music: characterized by its catchy melodies, simple lyrics, and wide appeal. For example, many popular singers like Taylor Swift and Ed Sheeran create pop music. classical music: often associated with symphonies, concertos, and sonatas. Composers such as Mozart, Beethoven, and Chopin are famous for their classical works. rock music: features strong beats, electric guitars, and a rebellious spirit. Bands like The Beatles and Queen are iconic in the rock music scene. jazz: known for its improvisation, syncopated rhythms, and rich harmonies. Jazz greats include Louis Armstrong and Ella Fitzgerald. folk music: reflects the culture and traditions of a particular region or group. It usually has simple, narrative lyrics. Adjectives for Describing Music: lively: full of energy, like a fast - paced pop song. relaxing: making people feel calm and at ease, such as some gentle classical pieces. exciting: thrilling and full of passion, often associated with rock music. boring: uninteresting, perhaps referring to a song with a monotonous melody. beautiful: having an appealing and harmonious sound, commonly used for classical or some folk music. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Then play a short, well - known pop song (e.g., "Shape of You" by Ed Sheeran) in the classroom. After the song, ask students some simple questions: "Do you know this song?" "Who is the singer?" "How do you feel when you listen to this song?" This activity can quickly draw students' attention, create a lively classroom atmosphere, and lead in to the topic of music. 2. Presentation (10 minutes) Show pictures of different music scenes on the PPT, such as a pop concert, a classical orchestra performance, a rock band on stage, and a jazz club. Teach students the vocabulary of different music genres one by one, for example, point to the picture of the pop concert and say, "This is pop music. It is very popular among young people. The melodies are usually easy to remember." Let students repeat the words after the teacher several times. Then, present the sentence patterns for expressing music preferences on the PPT. Explain the usage of each pattern with examples. For instance, for "I like... best.", say "I like pop music best because it always makes me feel energetic." Encourage students to make their own sentences using the patterns and share them with the class. 3. Listening (8 minutes) Play a dialogue recording about two students talking about their music preferences. The dialogue might include sentences like "A: What kind of music do you like? B: I like classical music. It's so beautiful and relaxing. What about you? A: I prefer pop music. It's more lively." Before playing the recording, ask students to read the questions on the textbook, such as "What kind of music does A like?" "What's B's reason for liking classical music?" Play the recording for the first time. Students listen carefully and try to get a general idea of the dialogue. Then play the recording again, and this time, students listen and answer the questions. Check the answers together as a class. This activity can train students' listening skills, especially their ability to listen for specific information. 4. Pair Work (12 minutes) Divide students into pairs. Each pair is given a set of cards with different music genres written on them. Students take turns to pick a card and use the learned sentence patterns to talk about their preferences for that genre. Their partners ask follow - up questions, such as "Why do you like it?" or "Do you know any famous singers/ composers in this genre?" Walk around the classroom, monitor the pairs' conversations, and offer help and guidance when necessary. After a few minutes, ask some pairs to come to the front of the class and act out their conversations for the whole class. This pair work can provide students with more opportunities to practice speaking and improve their communicative ability. 5. Group Discussion (8 minutes) Arrange students into groups of four or five. Pose a discussion topic: "If you are going to hold a school music festival, which kinds of music should be included? And why?" Each group member expresses their opinions, and the group secretary records the main points. Encourage students to use the vocabulary and sentence patterns they have learned. For example, a student might say, "I think we should include pop music because most students like it. It can make the festival more lively. What do you think?" After the discussion, each group selects a representative to report their group's ideas to the class. This group discussion can cultivate students' cooperation ability and their ability to express complex ideas. 6. Summary and Homework (2 minutes) Summarize the key points of this lesson with students, including the vocabulary of music genres and the sentence patterns for expressing preferences. Emphasize the importance of respecting different music preferences. Assign homework: ask students to write a short passage about their music preferences, using at least three of the learned sentence patterns. They can also share their favorite song with their family members and talk about why they like it. 教学反思 Positive Aspects: The warming - up activity with a popular song successfully engaged students' interest at the beginning of the class, making it easier to introduce the topic. The combination of vocabulary teaching with vivid pictures and sentence pattern explanations with examples helped students understand and remember the knowledge effectively. The pair work and group discussion provided students with sufficient opportunities to practice speaking, and most students actively participated in these activities, showing improvement in their oral communication skills. Areas for Improvement: In the listening part, some students had difficulty catching all the key information, especially when the speakers spoke a bit fast. Next time, more listening practice with different speeds and more guidance on listening skills, such as predicting the content before listening, could be provided. During the group discussion, a few groups spent too much time on unimportant details and did not fully explore all aspects of the topic. Teachers need to give clearer instructions and better time management guidance in future group activities. When students were expressing their reasons for music preferences, their language was relatively simple. In future lessons, more sentence patterns and vocabulary for giving reasons could be introduced to enrich students' expressions. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$