人教版（2019）高中英语必修第二册 Unit 5 Music Listening and Talking_名师教学设计

Unit5 Listening and Talking 名师教学设计
课时内容
Plan a music festival
主题语境：人与社会
主题群：文学、艺术与体育
子主题：音乐
语篇类型：录音、文本、图片
文本分析：
[What]本节课为听说课，学习语篇为一段谈论学校音乐节的对话。文本首先设置导人环节，提供图片，让学生熟悉听力材料所提到的关于学校音乐节的信息，然后设置四个问题以获取对话里的具体的内容。口语活动围绕学生熟悉的校音乐节及音乐节志愿者类型等内容，通过讨论，学生提出自己的观点，进行对话练习。
[Why]谈论音乐节的相关活动。
[How]通过听说，使学生明白校音乐节所需的志愿者类型及有关活动，有利于提升学生对艺术的认识及兴趣。
课时目标
1.能够听懂录音对话中的谈话人物、谈话地点、他们正在做的事情等细节内容。
2.能够根据实际情况使用恰当的语言谈论自己对自身特长及音乐节的观点和看法。
重点难点
重点：
获取对话的主要信息。
难点：
使用恰当的语言谈论自己对自身特长及音乐节的观点和看法。
教学准备
教师准备：
校园音乐节的相关文字资料或视频。
学生准备：
1.阅读或观看老师提供的有关校园音乐节的文字或视频资料。
2.利用课外调查了解校音乐节的举办情况。
教学过程
Step I 学习理解
活动一：感知与注意（Match)(SB，P55，Part 1)
Have you taken part in a school music festival Talk about what you did at the music festival.
2.Let students listen to an announcement about a school music festival. Tick the kinds of volunteers the festival needs.
□ people to give music lessons
□ choir members
□ people to run food stands
□ people to sell festival tickets
□ people to sell music CDs
□ people to set up equipment
□ musical performers
3.Share and check the answers.
【设计意图】在听之前，通过谈论自己曾经参与的校园音乐节，激活背景知识；通过读和看认识听力材料，有目标地听，有助于降低理解难度。
活动二:获取与梳理
1.Listen to the announcement again and answer the questions. ( SB，P5 5，Part 2)
(1)What kind of songs will Grace Davis sing at the festival
(2)Who can try out as a performer
(3)What can those who think they do not have musical talent do
(4)How can students volunteer to take part
2.Ask students to：
(1)First go through the questions and make sure they understand their meanings.
(2)Then listen and answer the questions.
【设计意图】通过第一次听，已经选择了校园音乐节所需要的志愿者类型，第二次听则是为了获取对话里的具体信息如人物、地点、所做事情等，回答问题，更深层次地理解听力材料。
Step II 应用实践
活动三:获取相关背景信息
1.Work in groups, role-play the conversation in Activity 3 on Page 55 or make a new one.
2.Ask students to：
(1)First role-play the conversation.
(2)Then make a new conversation in groups.
活动四：语言学习（Expressing purposes)
1.Ask students to read the following structures：
Would you prefer doing...
What would you prefer to do
Would you rather do...or...
What would you rather do
I’d prefer...to...
I’d rather have...than...
2.Ask students to read the above structures over and over again unless they can speak fluently.
【设计意图】在口语对话之前，教师提供给学生一些关于谈论喜好的语言结构，为后面口语练习提供支持，使学生有话可说。
活动五：描述与阐释（SB，P55，Part 4)
1.Ask students to talk about their preferences, using the above structures.
Students work in pairs to make a conversation. Then ask several groups to show their conversations.
2.Discussion.
In pairs，talk about what you would do at the music festival.
(1) Would you like to sing or play a musical instrument How else could you help in addition to what has already been mentioned
(2) Whom would you invite What other activities could you do at the music festival
【设计意图】在英语课堂教学中，在学生有充分准备的情况下，设计口语讨论活动，有利于调动课堂气氛，使学生在轻松愉快的环境中学习，激发学生主动学习的愿望，培养学生语言运用能力。
Step I 迁移与创新
活动六：Make a presentation
Ask students to make a presentation about the activities they will take part in at the school music festival.
板书设计
Unit 5 Music
Period IV Listening and Talking
I.学习理解
活动一：感知与注意（Match)
活动二 ：获取与梳理
I.应用实践
活动三：获取相关背景信息
活动四：语言学习（Expressing purposes)
活动五：描述与阐释
III.迁移创新
活动六：Make a presentation