人教版（2019）必修 第二册Unit 5 Music as an example 听力文本微课教学设计
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| 名称 | 人教版（2019）必修 第二册Unit 5 Music as an example 听力文本微课教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 93.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-02-27 20:16:21 | ||
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文档简介
How to analyse the listening text
Take Talk about music preferences from B2Unit 5 Music as an example
如何分析听力文本微课教学设计
以人教版高中英语必修二第五单元听说课谈论音乐喜好为例
文本解读
听力文本为3个短对话，每个对话话轮为3轮，是一名记者对三个学生的采访，采访学生喜欢的音乐类型及其原因。三个对话结构大体相同，以获取信息和发表见解为主。在获取信息的文本中，一人询问一人作答，询问者作出回应或评价。
学生情况分析：
学生为高一学生。因本届学生网课时间长，因此学生说的能力较弱，英语词汇呈现碎片化。表达比较单一，学生语言表达水平参差不齐，但学生对于音乐的话题比较感兴趣。
整体设计思路及依据
设计思路：本节微课首先让学生研读听力文本，从而厘清文本的结构。其次运用思维导图，梳理并扩展主题语言，通过句式操练，突出相关词汇的复现。最后创设真实情境迁移所学语言知识。
依据：深入的文本解读有利于学生借鉴和模仿，掌握文本解读的方法，增强文本解读能力，实现“输入—内化—输出”的循环。文本解读是英语听力教学的起点，是高效听力教学的保障。教师课前研读文本，整合提炼听力文本结构和文本内容，关注文本语言，厘清内在逻辑关系，提高学生的日常交流和听力理解能力，助力英语学科核心素养的落实。
教学目标
By the end of this micro-lecture, students will be able to：
1. learn about the structure and the language features of the text,.
2. express opinions and reasons for liking music
教学过程设计
Step 1: Lead in
A reporter from the school newspaper is interviewing 3 students about music.
设计意图：吸引学生的注意力，激发学生的学习兴趣，引导其关注听力文本的类型。
Step 1: Students read the listening text about music preferences and study the structure of the text.
Listening text:
Dialogue 1:
R: What kind of music do you like
S1: I like country music. I really love Billy James.
R: Why
S1: His music touches my heart.
R: So you like music that' s full of feeling.
S1: Yes, that's what country music is all about.
Dialogue 2:
R: Do you like hip-hop
S2: I love it!
R: What makes it so special to you
S2: When I listen to hip-hop, I just have to move!
R: Oh, so it makes you want to dance
S2: That's right! I just can't stop.
Dialogue 3:
R: And what kind of music do you like
S3: I play the piano, so I like classical music.
R: What do you like about it
S3: When I play, I get carried away. I feel like I'm sitting beside a quiet stream（小溪）and enjoying nature.
R: So, to you, it's peaceful and beautiful
S3: Yes.
设计意图：让学生分析对话是如何围绕主题意义组织起来的，帮助其把握文本结构，厘清内在逻辑联系，提炼结构化框架。所给任务简单，学生很容易完成任务，并为下一步做好铺垫。
Step 2: Students study the language features in the text and find out the sentences of asking for music preferences, expressing opinions and reasons for liking music and share their sentences in pairs.
Dialogue Ask for music preference Express opinions Ask for reasons State reasons
Dialogue 1 What kind of music do you like His music touches my heart.
Dialogue 2 Why
Dialogue 3 I play the piano, so I like classical music.
Sum up
设计意图：让学生从内容角度解读听力文本，用思维导图来提炼文本的具体内容，梳理目标词，从中积累主题语言，使其碎片知识结构化，实现对文本主题的充分理解。从而能提高学生的日常交流和听力理解能力，助力英语学科核心素养的落实。
Step 3: Students think of more words and expressions to express their liking and reasons and Choose the suitable words and expressions to fill in the blanks. Then they make up sentences with the findings and share their sentences in groups of four.
1. I __________Chinese traditional music, because it can make me ________（adj.) .
2. I ____________ classic music , because listening to it can give me ___________. （n.)
3. I ____________ hip hop music, because dancing to it can help me _______________(v.).
4. I_________country music, because it's so special to me that it reminds me of _________(n.).
设计意图：头脑风暴让学生整理文本中有关音乐喜好的词汇，帮助学生收集更多与此相关联的主题词汇。通过句式操练，不断突出这些词汇的复现，引导学生突破词汇难点，丰富听力和口语的语言素材，为后面的输出活动奠定词汇基础。
Step 4: Students combine sentences into a dialogue according to the situation “School Music Festival”. Interview each other about music preferences according to what you have learnt. Students work in groups to talk about music preferences.
EXAMPLE:
A: What kind of music do you prefer
B: I ____________ country music.
A:What makes it special to you
B: I_______________________________，because________________________.
A: So, to you, it can____________________________________
B: Yes！
设计意图：为学生创设真实的情境和提出相似度极高的表达要求，有利于学生主动迁移所学语言知识，补充扩展的词块为学生提供了足够的语言范例供其参考和选择，降低了迁移任务的难度，并为不同层次的学生提供了选择的空间。
Step 5: Students summarize what they impressed them most in this micro-lecture.
设计意图：让学生总结本次微课中印象最深刻内容，如，文本的结构；重点句式；扩展主题词汇表达；自己创作的新对话等，可以让学生回顾所学内容，培养学生查找关键信息的能力，给学生提供展示的机会与舞台，从而锻炼学生的表达与思维。
Step 6: Students write down and polish the dialogue about your music preferences with your partners.
设计意图：让学生自己课下写出对话并进行自评与同伴互评。在评价的过程中可以发现其问题所在，如，词汇表达，句式表达等，通过自评与他评的方式督促其进步，从而能高学生日常交流与写作的能力，让学生体会到成功的喜悦，助力英语学科核心素养的落实。
Take Talk about music preferences from B2Unit 5 Music as an example
如何分析听力文本微课教学设计
以人教版高中英语必修二第五单元听说课谈论音乐喜好为例
文本解读
听力文本为3个短对话，每个对话话轮为3轮，是一名记者对三个学生的采访，采访学生喜欢的音乐类型及其原因。三个对话结构大体相同，以获取信息和发表见解为主。在获取信息的文本中，一人询问一人作答，询问者作出回应或评价。
学生情况分析：
学生为高一学生。因本届学生网课时间长，因此学生说的能力较弱，英语词汇呈现碎片化。表达比较单一，学生语言表达水平参差不齐，但学生对于音乐的话题比较感兴趣。
整体设计思路及依据
设计思路：本节微课首先让学生研读听力文本，从而厘清文本的结构。其次运用思维导图，梳理并扩展主题语言，通过句式操练，突出相关词汇的复现。最后创设真实情境迁移所学语言知识。
依据：深入的文本解读有利于学生借鉴和模仿，掌握文本解读的方法，增强文本解读能力，实现“输入—内化—输出”的循环。文本解读是英语听力教学的起点，是高效听力教学的保障。教师课前研读文本，整合提炼听力文本结构和文本内容，关注文本语言，厘清内在逻辑关系，提高学生的日常交流和听力理解能力，助力英语学科核心素养的落实。
教学目标
By the end of this micro-lecture, students will be able to：
1. learn about the structure and the language features of the text,.
2. express opinions and reasons for liking music
教学过程设计
Step 1: Lead in
A reporter from the school newspaper is interviewing 3 students about music.
设计意图：吸引学生的注意力，激发学生的学习兴趣，引导其关注听力文本的类型。
Step 1: Students read the listening text about music preferences and study the structure of the text.
Listening text:
Dialogue 1:
R: What kind of music do you like
S1: I like country music. I really love Billy James.
R: Why
S1: His music touches my heart.
R: So you like music that' s full of feeling.
S1: Yes, that's what country music is all about.
Dialogue 2:
R: Do you like hip-hop
S2: I love it!
R: What makes it so special to you
S2: When I listen to hip-hop, I just have to move!
R: Oh, so it makes you want to dance
S2: That's right! I just can't stop.
Dialogue 3:
R: And what kind of music do you like
S3: I play the piano, so I like classical music.
R: What do you like about it
S3: When I play, I get carried away. I feel like I'm sitting beside a quiet stream（小溪）and enjoying nature.
R: So, to you, it's peaceful and beautiful
S3: Yes.
设计意图：让学生分析对话是如何围绕主题意义组织起来的，帮助其把握文本结构，厘清内在逻辑联系，提炼结构化框架。所给任务简单，学生很容易完成任务，并为下一步做好铺垫。
Step 2: Students study the language features in the text and find out the sentences of asking for music preferences, expressing opinions and reasons for liking music and share their sentences in pairs.
Dialogue Ask for music preference Express opinions Ask for reasons State reasons
Dialogue 1 What kind of music do you like His music touches my heart.
Dialogue 2 Why
Dialogue 3 I play the piano, so I like classical music.
Sum up
设计意图：让学生从内容角度解读听力文本，用思维导图来提炼文本的具体内容，梳理目标词，从中积累主题语言，使其碎片知识结构化，实现对文本主题的充分理解。从而能提高学生的日常交流和听力理解能力，助力英语学科核心素养的落实。
Step 3: Students think of more words and expressions to express their liking and reasons and Choose the suitable words and expressions to fill in the blanks. Then they make up sentences with the findings and share their sentences in groups of four.
1. I __________Chinese traditional music, because it can make me ________（adj.) .
2. I ____________ classic music , because listening to it can give me ___________. （n.)
3. I ____________ hip hop music, because dancing to it can help me _______________(v.).
4. I_________country music, because it's so special to me that it reminds me of _________(n.).
设计意图：头脑风暴让学生整理文本中有关音乐喜好的词汇，帮助学生收集更多与此相关联的主题词汇。通过句式操练，不断突出这些词汇的复现，引导学生突破词汇难点，丰富听力和口语的语言素材，为后面的输出活动奠定词汇基础。
Step 4: Students combine sentences into a dialogue according to the situation “School Music Festival”. Interview each other about music preferences according to what you have learnt. Students work in groups to talk about music preferences.
EXAMPLE:
A: What kind of music do you prefer
B: I ____________ country music.
A:What makes it special to you
B: I_______________________________，because________________________.
A: So, to you, it can____________________________________
B: Yes！
设计意图：为学生创设真实的情境和提出相似度极高的表达要求，有利于学生主动迁移所学语言知识，补充扩展的词块为学生提供了足够的语言范例供其参考和选择，降低了迁移任务的难度，并为不同层次的学生提供了选择的空间。
Step 5: Students summarize what they impressed them most in this micro-lecture.
设计意图：让学生总结本次微课中印象最深刻内容，如，文本的结构；重点句式；扩展主题词汇表达；自己创作的新对话等，可以让学生回顾所学内容，培养学生查找关键信息的能力，给学生提供展示的机会与舞台，从而锻炼学生的表达与思维。
Step 6: Students write down and polish the dialogue about your music preferences with your partners.
设计意图：让学生自己课下写出对话并进行自评与同伴互评。在评价的过程中可以发现其问题所在，如，词汇表达，句式表达等，通过自评与他评的方式督促其进步，从而能高学生日常交流与写作的能力，让学生体会到成功的喜悦，助力英语学科核心素养的落实。