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1.熟练运用正确的语句就自己的某一特长或兴趣爱好和同学进行交流。
2.掌握部分动词变名词的方法eg. dance-dancer.
4教学过程
Step 1 Warming-up
1. Several pictures to realize the musical instrument.
2. Ask students two questions:
Do you like listening to music?
Can you dance?
【设计意图】：此环节的步骤1的目的是让学生通过图片直观感受乐器，简单认识乐器，为下一个听力环节中让学生回答通过听听力找出对话中将要提到的乐器做准备；此环节的步骤2的目的是通过学生对谈论音乐和舞蹈的话题来进入新课。
Step 2 Listening
1. With flash’s help, students listen to the dialogue and find out the answer“what kind of instrument will the dialogue talk about?”
2. With flash’s help, students listen to the dialogue again and tick the correct answers. (This exercise is on page 25.)
【设计意图】：此环节中步骤1的目的是让学生通过听听力来判断对话中提到的乐器的名称；步骤2的目的是在锻炼学生听力的同时对对话的内容有一个粗略的了解。
Step 3 True (T) or False (F)
1. Firstly, the teacher reads the statements together with the students. （The statements are on page 25.）
2. Secondly, students read the dialogue silently and write true or false.（PPT上已经呈现了需要判断正误的表述。）
【设计意图】：学生们自主学习, 通过判断正误来加深对对话的理解。
Step 4 Circle the correct words to complete the sentences
1. Firstly, the teacher reads the dialogue and students underline the words or phrases or sentences they don’t understand.
2. Secondly, students circle the correct words and the teacher checks.
3. Solve the words or phrases or sentences the students don’t understand.
4. Translate several important sentences.
(1) I want to learn to play the erhu.
我想学习拉二胡。
(2) I can’t wait to play music for all my friends.
我迫不及待为我的朋友们演奏音乐。
(3) Why don’t you learn a traditional Chinese dance?（=Why not learn a traditional Chinese dance? ）
为什么不学习一种传统的中国舞蹈呢？
【设计意图】：让学生进一步理解本节课的内容,并且通过让学生自己找不理解的词、短语、句子来达到分层教学的目的。
Step 5 Role-play