高中英语人教新课标必修二 unit5 music 教学设计.doc

高中英语教学设计教学课题NSEFC BookII,Unit5 Music, The first period (高一英语必修二第五单元第一课时)教学设计思路根据高中英语新课程标准的要求，在“有效教学”的教学策略的指导下，本课节侧重培养学生听力和阅读能力，引导学生小组活动，使合作,探究与独立思考相结合，从而提高课堂效果。 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。教学由音乐开始，引入本课阅读文章，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。教材分析本课是高一英语第5单元的第一课时，课文内容包括介绍不同类型音乐的一些知识和一篇关于“门基”乐队特殊成长历程（从“失败”，电视选秀，到一支流行乐队的诞生）的文章。课文“THE BAND THAT WASNT.”，由“读前”、“阅读”和“读后”三个过程组成。我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习，从而扩大课堂的语言输入量及学生的语言输出量。学习者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、预测等阅读技能，形成了初步的阅读策略。高一学生对一个乐队是怎样形成的这个话题很感兴趣，尤其是热身Warming up 中的八幅图会开启学生的记忆和追述，从而体现音乐及 图的魅力。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。教 学重 点1.To activate the Ss in learning “music”. 2. To develop the Ss ability of reading. 3. To help the Ss know something about the different styles of music. 教学难 点Enable the Ss to understand the details about the passage The Band that Wasnt. 2.Enable students to learn to use reading strategies such as skimming，scanning 教学目标1.Knowledge objectives 知识目标1.Important words (重点单词)：extra, advertisement, attractive, instrument, saying, reputation, unknown, reunite, supporter, compose, loosely, clap, classical, passer-by, form, actor 2. Important phrases(重点词组)：dream of, to be honest, attachto, in cash, play jokes on, rely on, be/get familiar with, or so, break up, in addition, sort out, above all Important sentence pattern(重点句型)1) Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music? 2)The musicians of whom the band was formed played jokes on each other as well as played music.2.Ability objective能力目标Improve the students reading ability through reading activities.3.Affective objectives 情感价值目标1.了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养。 2. 在小组合作互动中，增强团队协作精神。 3.通过学习、了解世界各地不同形式的音乐文化，培养世界意识。 4.通过中外音乐文化的对比，加深对中国音乐文化的理解。 教学方法1.培养收集和处理信息的能力（“ 有意义接受学习” 教学法）2.培养学生获取新知识的能力（探究式教学法）3.培养学生分析和解决问题的能力（问题式学习教学法、任务型教学法）4.培养学生交流和合作的能力（ 合作学习教学法）教具A recorder , multimedia教学评价设 计1思维是否活跃2学习是否积极3是否能较好地进行自主、合作学习4是否能进行探究式英语学习5知识掌握程度板 书设 计 Unit5 Music Reading: The band that wasntattach great importance to to be honestplay jokes on rely on be familiar with教学过程设计教学步骤活动内容设计意图Step1 Greetings and leading-in(5)Guessing gameLet students guess the topic by listening to a song and showing several attractive pictures to the students.Task 1: Can you name any more music style? （1）激活学生已有的信息，使学生具备摄入新知识的心理定势。（2）激发学生的学习兴趣。（3）帮助老师引入课文的主题。Step2Pre-reading(5)Give some descriptions about music styles and lets the students guess. According to this game, let the students to learn the styles of music.Task 2:Listen and see if you can guess which music matches which picture.Have you heard about any of the famous bands in the world? List some if you have.本活动旨在让学生通过自己对已有信息的主动加工和组织来了解音乐的背景知识。该设计教师不再是背景呈现者，而是资源库的提供者。Step3 Skimming(7)（略读）Task 3 Comprehending(Fast reading)1. What does the title of the passage mean?A.The band wasnt a famous one.B.The band was formed in a different way.C.The band didnt play their own music.D.The band wasnt supported buy his fans.1.How many bands are mentioned in the passage? What are their names?2.Which band is “The Band That Wasnt”? Para. 1. How the Monkees got their startPara.2 Dreaming of being a famous musician or singerPara.3 The development of the MonkeesPara.4 How musicians form bands本活动属于fast-reading，旨在利用图示理清思路，帮助学生快速获取信息，同时训练学生Skimming的阅读技巧。由于本篇文章每个自然段的主题句很明确，通过略读技巧可以训练学生找寻主题句的能力。从而快速的了解文章的主要内容。Step4 Scanning（查读）(12)Get the students to listen to the text and then decide whether the following statements are true(T) or false(F).1.They produced a new record in 1970 to celebrate their time as a band.2.Most musicians get together and form a band because they like to become famous.3.They put an advertisement in the newspaper looking for five rock musicians but only one person was accepted.4.The first TV show was a big hit.5.However, the band broke up in about 1970, but reunited in the1990s. Task4: Detailed ReadingParagraph 1-2:Attach great importance to sth1.How does a band become famous step by step?They like to write and play their own music.Put them in the right order._ - _ - _ - _a. practice their music at someones homeb. play to passers-by in the street or subway c. make records in a studiod. give performances in pubs or clubsInformation of The Monkeeswhich band was the Monkees based on? The Monkees was based loosely on “The Beatles”.NameThe MonkeesBeginA TV showMembersA singer and three actorsStylePlay jokes on each other as well as sing本活动属于careful-reading，旨在深入理解课文内容。通过此练习来讲解文章的语言知识和篇章结构，锻炼学生寻找并理解文章细节的能力。总结并学习写文章概要的能力。Step5 consolidation(5)Bands nameInformationA band based on The Beatles_each other as well played music.It began as _.The TV organizers had looked for four _ who were lively and who could _,but they only found one _musician who was good enough, but their performances were _.The Monkeesto play their own_and write their own _.Then they produced their own _.In 1970, “The Monkees ”_In the mid-1980s, “The Monkees ”_At first“The Monkees”would play a song or two written by _.In 1996, “The Monkees ”_.本活动通过巩固练习，加深学生对文章的理解Step6 Role play(6)Task6:Role playSuppose The Monkees are invited to China and youve got the chance to attend their concert, which questions will you ask after learning this passage? 任务型活动：本活动为学生创设了一个新型的语言学习环境。该活动能帮助提高学生的合作和探究能力，同时在小组活动中也能锻炼学生的口语表达能力，让学生体会学习的快乐。Step7Summary(3)Task7: Summarize the mian idea of the passage Appreciate a song played by The Monkees.通过总结增强学生对语篇的整体意识，音乐欣赏提高学习兴趣Step8Homework(1)Task8 :Homework1. Read the text fluently and prepare to retell the text. 2. If you could start a