高中英语人教版必修2 Unit 5 Music reading教案
文档属性
| 名称 | 高中英语人教版必修2 Unit 5 Music reading教案 |  | |
| 格式 | zip | ||
| 文件大小 | 14.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（新课程标准） | ||
| 科目 | 英语 | ||
| 更新时间 | 2019-09-26 16:00:50 | ||
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教案设计
教学课题：人教版《英语》必修2 Unit 5 Music The band that wasn’t
课型描述: 阅读课 (Reading)
教学目标 (Teaching objectives):
1.Knowledge objectives:
(1) Target language:
①New words and phrases: form, passer-by, earn, extra, instrument, pretend, hit (n.), dream of, be honest with, play jokes on, be based on, put an advertisement, or so, be serious about, break up, etc.
②Important sentences:
The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles, etc.
(2) Learn about what a band is.
(3) Describe the formation and development of a band.
2.Ability objectives:
To train students’ reading abilities:
(1) Learn to predict the possible contents of the text through the title and the pictures.
(2) Learn to sum up the main idea of each paragraph by reading the topic sentences as well as key words or phrases.
(3) Learn to scan for key information by spotting the verbal phrases and transitional words.
3.Affection objectives:
(1) To learn what music is by talking about different singers and bands.
(2) To learn about the important factors to success such as the full love of music, the hard work, the passion to the career, the team spirit, etc.
学时分配: 6 periods
Period 1: Warming up
Period 2-3: Pre-reading, Reading and Comprehending
Period 4-5: Comprehending, Learning about language and Using language
Period 6: “介词+which/whom”引导的定语从句的使用规则
教学方法: Task-based Language Teaching
教学手段: A projector
教学重难点:
1. Help the students to find out the main idea of each paragraph.
2.Sum up the differences between an ordinary band and the Monkees.
3. Discuss the questions.
教学过程及步骤:
Teaching procedures:
Step 1: Pre-reading stage: revision and warming up
1. Teacher has students review different styles of music, well-known singers and bands that they are familiar with according to the pictures given.
2. Teacher gets students to know more about a famous band named Beatles by asking “What’s the music style of Beatles?” “What did they write in their songs?” “When did they become famous?”, etc.
3. Teacher indicates students that they are going to learn about a band (the Monkees) that was of the same time with the Beatles.
4. Teacher plays a music video named “Daydream believer” by the Monkees and asks students how they like the Monkees’ songs or their style of performance. What’s more, teacher makes a short introduction of the Monkees and stimulates students’ great interest in today’s reading passage.
Step 2: While-reading stage: presentation
1. Students predict the possible contents of the text according to the title and the pictures on page 34.
2. Fast reading:
(1) Students skim the text and choose right answers.
(2) Teacher guides students to sum up the main idea of each paragraph by going through topic sentences. Meanwhile, a new reading skill is given, that is, often the topic sentence is placed in the first or last sentence of the paragraph, but sometimes it is in the middle of the paragraph.
3. Careful reading:
(1) Students read paragraph1 carefully and think about one question, “What do most people think is important?.”
KEYS: To be honest, a lot of people attach great importance to becoming rich and famous.
(2) Students read paragraph 2 and fill in the blanks about how people usually form a band.
How do people usually form a band?
Why
Who
Where
Aim
(3) Students read paragraph 3-4 and finish the flow chat about the formation and development of the Monkees.
4. Comparison: Ask students to make a comparison between the Monkees and other bands.
Comparison
Other bands (Para 1-2)
The Monkees (para 3-4)
Motivation
Members
Performance
5. Deep reading: Get students have a deep reading of the text and guide them to think what the title “The band that wasn’t” really means. Choose the right answer.
KEYS: The Monkees was not a real band at first. However, after their hard work they finally became a real and successful band.
Step 3 Post-reading stage
1. Discuss in groups about the following questions:
(1) What do you think makes the Monkees successful?
KEYS: They are talented and skilled.
They are serious about their work, etc.
(2) If you want to achieve your dream and be successful like the Monkees, what should you do? What can you learn from their success?
2. Sum up students’ discussing with the following sentences:
To know what you are good at, and then stick to it.
All success lies in hard work.
3. Guide students to sum up what they have learned in this lesson and evaluate their leaning of the text by using the self-evaluation form.
Summary:
Words and phrases:_________________________________
Sentences: ________________________________________
Self-evaluation:
Good: ( )___________________
Not bad: ( )_________________
Poor: ( )____________________
4. Homework: Write a short passage of about 100 words, describing your favourite band or singing group, focusing on its formation, development and the factors for its success.
板书设计:
Unit5 Music
The band that wasn’t
Words and phrases:
form, passers-by, extra, earn, instrument, play jokes on, be based on, break up, etc.
Sentences:
The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles, etc.
Reading skills:
Predict
Fast reading: skim & sum up the main idea of each paragraph
Careful reading
Deep reading
ALL SUCCESS LIES IN HARD WORK!
课前预测:
1.本节精读课“The band that wasn’t”以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，是一篇涵盖了大量信息量，同时又给学生艺术和思想双重启迪的优美文章。通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
2.由于介绍的是美国早期的乐队，音乐类型和年代都离当代中国学生所接触的音乐较远，使学生需要在感性层面上接受这种音乐，导致了学生对课文的兴趣不足。
3.本文脉络结构清晰，但细节信息丰富，且含有大量的的定语从句，学生理解有一定的困难。因此在阅读的过程中，既要引导学生归纳段落大意，把握篇章结构，又要教会学生删繁就简，抓住关键词，把握主要信息和细节信息，又快又准地理解课文。
教学课题：人教版《英语》必修2 Unit 5 Music The band that wasn’t
课型描述: 阅读课 (Reading)
教学目标 (Teaching objectives):
1.Knowledge objectives:
(1) Target language:
①New words and phrases: form, passer-by, earn, extra, instrument, pretend, hit (n.), dream of, be honest with, play jokes on, be based on, put an advertisement, or so, be serious about, break up, etc.
②Important sentences:
The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles, etc.
(2) Learn about what a band is.
(3) Describe the formation and development of a band.
2.Ability objectives:
To train students’ reading abilities:
(1) Learn to predict the possible contents of the text through the title and the pictures.
(2) Learn to sum up the main idea of each paragraph by reading the topic sentences as well as key words or phrases.
(3) Learn to scan for key information by spotting the verbal phrases and transitional words.
3.Affection objectives:
(1) To learn what music is by talking about different singers and bands.
(2) To learn about the important factors to success such as the full love of music, the hard work, the passion to the career, the team spirit, etc.
学时分配: 6 periods
Period 1: Warming up
Period 2-3: Pre-reading, Reading and Comprehending
Period 4-5: Comprehending, Learning about language and Using language
Period 6: “介词+which/whom”引导的定语从句的使用规则
教学方法: Task-based Language Teaching
教学手段: A projector
教学重难点:
1. Help the students to find out the main idea of each paragraph.
2.Sum up the differences between an ordinary band and the Monkees.
3. Discuss the questions.
教学过程及步骤:
Teaching procedures:
Step 1: Pre-reading stage: revision and warming up
1. Teacher has students review different styles of music, well-known singers and bands that they are familiar with according to the pictures given.
2. Teacher gets students to know more about a famous band named Beatles by asking “What’s the music style of Beatles?” “What did they write in their songs?” “When did they become famous?”, etc.
3. Teacher indicates students that they are going to learn about a band (the Monkees) that was of the same time with the Beatles.
4. Teacher plays a music video named “Daydream believer” by the Monkees and asks students how they like the Monkees’ songs or their style of performance. What’s more, teacher makes a short introduction of the Monkees and stimulates students’ great interest in today’s reading passage.
Step 2: While-reading stage: presentation
1. Students predict the possible contents of the text according to the title and the pictures on page 34.
2. Fast reading:
(1) Students skim the text and choose right answers.
(2) Teacher guides students to sum up the main idea of each paragraph by going through topic sentences. Meanwhile, a new reading skill is given, that is, often the topic sentence is placed in the first or last sentence of the paragraph, but sometimes it is in the middle of the paragraph.
3. Careful reading:
(1) Students read paragraph1 carefully and think about one question, “What do most people think is important?.”
KEYS: To be honest, a lot of people attach great importance to becoming rich and famous.
(2) Students read paragraph 2 and fill in the blanks about how people usually form a band.
How do people usually form a band?
Why
Who
Where
Aim
(3) Students read paragraph 3-4 and finish the flow chat about the formation and development of the Monkees.
4. Comparison: Ask students to make a comparison between the Monkees and other bands.
Comparison
Other bands (Para 1-2)
The Monkees (para 3-4)
Motivation
Members
Performance
5. Deep reading: Get students have a deep reading of the text and guide them to think what the title “The band that wasn’t” really means. Choose the right answer.
KEYS: The Monkees was not a real band at first. However, after their hard work they finally became a real and successful band.
Step 3 Post-reading stage
1. Discuss in groups about the following questions:
(1) What do you think makes the Monkees successful?
KEYS: They are talented and skilled.
They are serious about their work, etc.
(2) If you want to achieve your dream and be successful like the Monkees, what should you do? What can you learn from their success?
2. Sum up students’ discussing with the following sentences:
To know what you are good at, and then stick to it.
All success lies in hard work.
3. Guide students to sum up what they have learned in this lesson and evaluate their leaning of the text by using the self-evaluation form.
Summary:
Words and phrases:_________________________________
Sentences: ________________________________________
Self-evaluation:
Good: ( )___________________
Not bad: ( )_________________
Poor: ( )____________________
4. Homework: Write a short passage of about 100 words, describing your favourite band or singing group, focusing on its formation, development and the factors for its success.
板书设计:
Unit5 Music
The band that wasn’t
Words and phrases:
form, passers-by, extra, earn, instrument, play jokes on, be based on, break up, etc.
Sentences:
The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles, etc.
Reading skills:
Predict
Fast reading: skim & sum up the main idea of each paragraph
Careful reading
Deep reading
ALL SUCCESS LIES IN HARD WORK!
课前预测:
1.本节精读课“The band that wasn’t”以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，是一篇涵盖了大量信息量，同时又给学生艺术和思想双重启迪的优美文章。通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。
2.由于介绍的是美国早期的乐队，音乐类型和年代都离当代中国学生所接触的音乐较远，使学生需要在感性层面上接受这种音乐，导致了学生对课文的兴趣不足。
3.本文脉络结构清晰，但细节信息丰富，且含有大量的的定语从句，学生理解有一定的困难。因此在阅读的过程中，既要引导学生归纳段落大意，把握篇章结构，又要教会学生删繁就简，抓住关键词，把握主要信息和细节信息，又快又准地理解课文。