人教版新课标高一英语必修2第5单元Music_2

人教版新课标高一英语必修2 第5单元Music

Warming up and Reading教学设计

乐平中学康艳梅

一．教学设计的理论依据

根据《高中英语新课程标准》的要求，英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同学交流与合作的过程中完成学习任务。教学由提问开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。

二、教材分析

1．本单元的话题是音乐（music）。音乐是学生最乐于学习，也是最感兴趣的话题之一。初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。

2．The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。在本单元的Warming up中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。另一方面，课文中出现了两个介词＋which/whom的定语从句，引出了即将要学的语言知识。所以说，这节阅读课在整个单元模块中起着承上启下的作用。

3．《普通高中英语课程标准（实验稿）》明确指出要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。所以，本节阅读课的教学设计力求达到这两个方面的要求。

三．学情分析

本节课的教学对象是高中一年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动开口表达自己的意见，有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的学习活动，因材施教，才能让他们投入到课堂活动中来。

四. Design of Teaching Objectives教学目标设计（三维目标）

Learning objectives for knowledge (知识目标)

(1) Get students to learn and grasp the important useful new words and expressions.

1) Important words ：

roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive

2) Important phrases ：

dream of, to be honest, attach…to…, in cash, play jokes on, rely on, get fami liar with, or so, break up （2）Let students learn about different types of music

Learning objectives for language skills能力目标

(1)Enable students to learn to talk about different kinds of music.

(2)Improve the students? reading ability through reading about ban ds.

Learning objectives for Affection情感目标

(1) Arouse students? great interest in music and bands

五. Teaching Important Points (教学重点)

(1) Learn the words and phrases listed above.

(2) Let students to learn different reading skills..

六. Teaching Difficult Points (教学难点)

(1) To improve the students? reading skills and reading strategies.

(2) To help the students understand the implied meaning of the passage.

七．Teaching Methods (教学方法)

(1) Task-based approach to interesting learning.

(2) Skimming for the general idea of the passage.

(3) Scanning for the detailed information.

八. Teaching Aids: (教学辅助手段)

1. A blackboard

2. A tape-recorder

3. A projector and a computer for multimedia

九. Teaching procedures (教学程序)

Step I Warming up(6 minutes)

(1)Warming-up through introductions

T: Good morning, class. Today we are going to talk about music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy

atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice.

教师活动：老师问学生 1.Do you like music? How does music make you feel?

2.Can you talk about different kinds of music?

学生活动：Now turn to page 33, look at the pictures. (描述你在图片中所看到的音乐风格)

(音乐风格：Classical music，Country music Rock …n? Roll, Folk musi c, Jazz, Rap, Choral, Orchestra)

设计意图：通过图片展示，让学生了解不同的音乐风格，激发学生的学习兴趣。

(2) Warming up by listening

T：Hi, everyone. Do you like listening to music? Please listen to the music and look at the pictures on Page 33 (播放音乐)

学生活动：Look at the pictures & listen to some music to guess which music matches with which picture.

(把听到的音乐风格和每幅图片连起来)

设计意图：通过播放不同的音乐让学生辨别出不同的音乐风格。

(3) Warming up by discussing

I?m sure you really enjoy the beautiful music, right? What kind of music do you like better, Chinese or

Western, classical or modern? Why? Do you want to be a singer/a musician or an instrument player? Let?s discuss these questions in small groups. Try to share your opinions with one another.

教师活动：让学生在小组中自由谈论自己所喜欢的音乐。

学生活动：在小组中和同伴们分享自己喜欢的音乐和喜欢的理由。

设计目的：培养学生的口语表达能力和合作性学习的精神。

Step II Pre-reading

(1) Thinking and saying

T: Have you heard about any of the famous bands in the world? List some if you can.

学生活动：说出自己熟悉的乐队的名称。

设计目的：以提问的方式让学生说到一些乐队的名称，从而让学生了解到不同的乐队，为下面学习“门基”乐队做好铺垫。

(2) talking and sharing

T：from the above, we know so many famous bands, Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

学生活动：在小组中谈论自己喜欢的乐队并说明喜欢的理由。

T：Do you know anything about “The Monkees”? “The Monkees”：a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let?s come to the reading --- The Band That Wasn?t and find more about them.

设计意图：通过让学生谈论自己喜欢的乐队，从而引出今天的主题---------“门基”乐队。

Step III. While-reading (16minutes)

(1) Fast reading

教师活动：Skim the text and find the right answer to each question

1.How many musicians were there when the band was formed at the beginning?

A. Four

B. Three

C. Two

D. One

2.When did the Monkees break up and when

did it reunite?

A1970; 1996 B. 1970; 1990

C. 1970; the mid-1980s

D. 1968; 1986

3.Which of the following statements is true?

A. All the bands are formed because they like to write and play music.

B. The Monkees played songs written by other musicians for many years.

C. The Beatles is more popular than the Monkees.

D. Forming bands for high school students can realize their dream of becoming famous.

学生活动：学生分组合作，快速浏览课文，回答问题。

设计意图：训练学生快速阅读的能力

(2) Scanning

教师活动：要求学生认真阅读课文，寻找相关信息并连线。

Read the text again to Join the correct parts of the sentences together.

1 They produced a new record in 1996 A but only one person was accepted.

2 Most musicians get together and B but reunited in the mid-1980s.

3 They put an advertisement in the newspaper looking for

four rock musicians, C form a band because they like to write and play music.

4 The first TV shows D to celebrate their time as a band

5 However, the band broke up about 1970, E was a big hit.

学生活动：认真阅读课文完成任务，然后向全班汇报。

设计意图：训练学生快速查读细节、捕捉信息的能力。

(3) read the text quickly and finish the following statements “T” or “F”

1.The band began as a TV show.

2.The TV organizers had looked for five musicians who were lovely and who could make good music.

3.Each week the group that was called “The Monkees”would play a song or two written by themselves.

4.The band broke up in 1970, but reunited in the mid-1980s.

5.In 1996, they produced a new record to celebrate their time as band .

参考答案：

being famous sometimes in our lives. Most musicians often meet and a band. Sometimes they play in the street to so that they can earn some money and this also gives them a to realize their dreams. There was once a band started in a different way. The musicians of whom the band was formed each other as well as played music, whose music and jokes were loosely “The Beatles”.Their exciting performances were copied byother groups. “The Monkees”played their own and wrote their own music. Though it in 1970, it reunited in the mid-1980s and it is still popular today.

学生活动：让学生回忆课文，填出空格

设计意图：培养学生反馈信息的能力。

Step IV Post-reading（6minutes）(读后，5分钟)

教师活动：教师展示一些具有归纳总结性的问题：

①Do you think the TV organizers were right to call “the Monkees” a band when they did not sing or write their own songs? Why?

②What do you think of “The Monkees”? Discuss in pairs using the adjectives that you think best describe them. Give reasons for your choices.

学生活动：学生思考并讨论上述问题，然后向全班同学汇报。

设计意图：①帮助学生进行课堂反思，自己学到了些什么知识；

②学生收集课文中没有解决的问题，以便课后进一步讨论。

Step V Homework (作业布置)

(1) Learn the useful new words and expressions by heart.

(2) Read the reading passage again and finish off the exercises in Comprehending.

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