《Unit5Music》教案高中必修2英语
教科书语法项目呈现相对集中,便于教学。教师可帮助学生复习并加深理解,提高他们的实际运用能力。下面是小偏整理的《Unit5Music》教案高中必修2英语，感谢您的每一次阅读。
《Unit5Music》教案高中必修2英语
教学准备
教学目标
1.知识目标：1)Studentsshouldlearnsomeusefulwordsandphrases:musician,clap,passer-by,form,extra,earn,advertisement,2attractive,instrument,loosely,actordreamof,behonestwith,playjokeson,orso,breakup.3)Studentsshouldunderstandthegeneralideaofthepassage2.语言能力目标：1)DeveloptheSs’skillsofskimming,scanningandcarefulreading.2)TraintheSstofindthekeywordsandthetopicsentences.3)EncouragetheSstoguessthenewwordsaccordingthereading.3.情感态度与文化意识目标：1)EncouragetheSstosharethedifferentkindsofmusic.2)Improvethecooperationandshareamongthestudents.
教学重难点
1、教学重点：a.Tounderstudendthepassagebetterb.Tofindthemainideaofeachparagraph2、教学难点：a.Masterthereadingabilityb.Developtheskillsofreading
教学过程
教学设计
本节课共45分钟，具体教学步骤如下：
StepILeading-in
播放一段小视频，内容为歌曲Ifyouarehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。随后，展示几张国内外流行乐队的图片，转入对本课阅读内容的探讨。
StepIIWhilereading
TaskI.Fastreading快速大声阅读文章，完成练习1和2.
1.Readthepassageandtrytofindout:
1)Howmanybandsarementionedinthepassage?Whataretheirnames?
_________________________________________________________
2)Whichbandis“TheBandThatWasn’t”?
_________________________________________________________
2.Readthepassagequicklyandmatchmainideaswithparagraphs.
Para.1HowtheMonkeesformedtheband?
Para.2Dreamingofbeingfamous.
Para.3HowtheMonkeesbecamepopularanddevelopedasarealband?
Para.4Thecommonwaythatbandsform.
TaskII.Carefulreading分段阅读。分别默读每一段，完成相应练习。
1.(Para.1)ReadPara.1carefullyfindouthowdopeopleformaband.
Step1
Topracticemusic____________________.
Step2
Toplay__________________________.
Step3
Togiveperformances____________________________.
Step6
Tomakerecords__________________.
2.(Para.3&4)Putthefollowingstepsintherightorder.小组合作，比赛式进行。
A.Hadtouseactors
B.Brokeup,thenreunited
C.Producedtheirownrecords
D.Producedanewrecord
E.Reliedonothermusicians
F.Sangtheirownsongs
G.Tofindfourmusicians
H.Advertisedinanewspaper
I.Sangsongsbyothers
J.Pretendedtosing
Therightorder__________________________________
StepIIIPost-reading
TaskI.Promotionanddiscussion.小组讨论，分组展示。
ThisisapressconferenceandyourfavoritebandTheMonkeesishere.Whatdoyouwanttosaytothemorwhatelsedoyouwanttoknowaboutthem?Workingroupsanddoaroleplay.FourofyouplayasmembersofTheMonkeesandtheothersworkasjournalists.Andyoucanrefertothefollowingquestions.
1.Howdidyourbandstart?
2.Whatarethedifferencesbetween…and…?
3.Whydidyouchangetosingyourownsongs?
4.What’syourfutureplan?
5.Whatdoyouwanttosayto....?
TaskII.Summaryofthepassage归纳总结所学。
Thearticleis_________(main)abouttheband--______Monkees.It_________(believe)thatmanypeoplewanttobefamoussingersormusicians,_______theyformabandthroughdifferent______(way).
However,thereisaband______isdifferentfromothers.Atfirst,theysangthesongs________(write)byothermusicians.Later,theyplayedandsang_____(they)ownsongs.After_______(reunite)inthe1980s,theymade_____newrecordinthe1990s.
StepIVHomework
1.writeanewsreportabouttheMonkeesbasedontheinterview.
2.LearnthesongI'mabelieverbytheMonkees.
StepVenjoythesongI’mabelieverbyTheMonkees.Herearethelines.
TheMonkees------NowI'mABeliever
作词：NeilDiamond
Ithoughtlovewasonlytrueinfairytales
Meantforsomeoneelsebutnotforme
Lovewasouttogetme,that'sthewayitseemed
Disappointmenthauntedallmydreams
ThenIsawherface,nowI'mabeliever
Notatraceofdoubtinmymind
I'minlove,I'mabeliever
Icouldn'tleaveherifItried
Ithoughtlovewasmoreorlessagiventhing
SeemsthemoreIgavethelessIgot
What'stheuseintryin'?Allyougetispain
WhenIneededsunshineIgotrain
ThenIsawherface,nowI'mabeliever
Notatraceofdoubtinmymind
I'minlove,I'mabeliever
Icouldn'tleaveherifItried
人教版高中英语必修2《Unit5Music》教案【二】
教学准备
教学目标
Tolearntotalkaboutkindsofmusic
Tolearntoreadaboutbands
TostudyTheAttributiveClause(in/for/with/by+which/whom)
Tolearntowriteane-mail
教学重难点
TostudyTheAttributiveClause(in/for/with/by+which/whom)
Tolearntowriteane-mail
教学工具
课件
教学过程
I.Warmingup
Warmingupbydescribing
Goodmorning,class.Todaywearegoingtotalkaboutaninterestingtopic---music.Asweknow,musicisakindofartofmakingpleasingcombinationsofsoundsinrhythm,harmonyandcounterpoint.Musiccanproducealivelyandhappyatmosphereandbringpeoplerelaxationafterhardwork,whichcanreducethetiredness.Listeningtomusicalsomakespeoplefeelhappyandnice.Howmanydoyouknowaboutmusic?Canyoutellaboutdifferentkindsofmusic?Nowturntopage33,lookatthepictures,readthecaptionsandlistentothedifferentkindsofmusic.Seeifyoucanguesswhichmusicmatcheswithwhichpicture.
Warmingupbydiscussing
Hi,everyone.Doyoulikemusic?Howmuchdoyouknowaboutmusic?Canyoutellaboutthedifferentkindsofmusic?Pleaseturntopage33.Lookatthepictures.Let’slistentosomemusic.Let’sseeifyoucanguesswhichmusicmatcheswithwhichpicture.
ClassicalmusicCountrymusicRock‘n’Roll
RapOrchestraFolkmusic
Yes,youareright.I’msureyouwillreallyenjoyyourselvesafterlisteningtoallthesebeautifulmusic.Whatkindofmusicdoyoulikebetter,ChineseorWestern,classicalormodern?Why?Howdoesmusicmakeyoufeel?Whydoyouliketolistentomusic?Let’sdiscussthesequestionsinsmallgroups.Trytoshareyouropinionswithoneanother.
II.Pre-reading
1.Thinkingandsaying
Haveyouheardaboutanyofthefamousbandsintheworld?Listsomeifyoucan.
Forreference:I’veheardabout“TheBeatles”,“BackStreetBoys”,“TheEagles”,“Westlife”and“PinkFloyd”.
2.Listening,talkingandsharing
Let’slistentosomepiecesofmusicfromdifferentbands.Workingroupsoffour.Tellyourgroupmateswhichbandyoulikebest.Why?Thenthegroupleaderistostandupandsharethegroupideawiththeclass.
Forreference:IamfromGroup1.Ourgrouplikes“TheBeatles”best.Weliketheirstyleofperformances.Listeningtotheirperformances,wewillfeelrelaxed,amused,andtheirperformancesmakeusthinkalotaboutlife.
Doyouknowanythingabout“TheMonkees”?
Forreference:“TheMonkees”isabandthatwasfirstpopularinthe1960sinAmerica.Unlikemostbandsofthetime,theMonkeeswerenotformedbyitsmembersbutratherbyTVproducers.TheywereafictionalbandintheTVshowofthesamename.ThebandwascomposedofMikeNesmith,MickeyDolenz,DavyJones,andPeterTork.Allthemembershadsomemusicalexperience.Let’scometothereading---TheBandThatWasn’tandfindmoreaboutthem.
III.Reading
1.Readingaloudtotherecording
NowpleaselistenandreadaloudtotherecordingofthetextTHEBANDTHATWASN’T.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.
2.Readingandunderlining
Nextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.
CollocationsfromTHEBANDTHATWASN’T
dreamofdoing,ataconcert,withsb.clappingandenjoying…,singkaraoke,behonestwithoneself,gettoformaband,highschoolstudents,practiceone’smusic,playtopassers-by,inthesubway,earnsomeextramoney,beginasaTVshow,playjokeson…,bebasedlooselyon…,theTVorganizers,makegoodmusic,putanadvertisementinanewspaper,lookforrockmusicians,pretendtodosth.,theattractiveperformances,becopiedby…,supportthemfiercely,becomemoreseriousabout…,playtheirowninstruments,produceone’sownrecords,starttouring,breakup,inthemid-1980s,acelebrationofone’stimeasarealband
3.Readingtoidentifythetopicsentenceofeachparagraph
Skimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.
1stparagraph:Howdopeoplegettoformaband?
2ndparagraph:Mostmusiciansmeetandformaband.
3rdparagraph:OnebandstartedasaTVshow.
4thparagraph:“TheMonkees”becameevenmorepopularthan“TheBeatles”.
3.Readingandtransferringinformation
Readthetextagaintocompletethetables,whichlisthowpeopleformedabandandhowTheMonkeeswasformedbytheTVorganizersandbecamearealband.
Howdopeoplegettoformaband?
MembersHighschoolstudents
ReasonsTheyliketowriteandplaymusic.
PlacesTheypracticetheirmusicinsomeone’shome.
FormsTheymayplaytopassers-byinthestreetorsubway.
ResultsTheycanearnsomeextramoney.Theymayalsohaveachancetodreamofbecomingfamous.
HowwasTheMonkeesformedandbecamearealband?
TheMonkeesin1968(lefttoright):MickyDolenz,PeterTork,MikeNesmith&DavyJones
beginningofthebandItbeganasaTVshow.
styleoftheperformanceTheyplayedjokesoneachotheraswellasplayedmusic.
firstmusicandjokesMostofthemwerebasedlooselyonthebandcalled“TheBeatles”.
developmentofthebandTheybecamemoreseriousabouttheirworkandstartedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.Theyproducedtheirownrecordsandstartedtouringandplayingtheirownmusic.
changesofthebandThebandbrokeupinabout1970,butreunitedinthemid-1980s.Theyproducedanewrecordin1996,whichwasacelebrationoftheirtimeasarealband.
4.Readingandunderstandingdifficultsentences
Asyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstome.
IV.Closingdown
Closingdownbydoingexercises
ToendthelessonyouaretodothecomprehendingexercisesNo.1,2,3and4.
Closingdownbyhavingadiscussion
DoyouthinktheTVorganizerswererighttocall“TheMonkees”abandwhentheydidnotsingorwritetheirownsongs?Why?
Forreference:Idon’tthinktheTVorganizerswererighttocall“TheMonkees”abandwhentheydidnotsingorwritetheirownsongsbecausesingingandwritingitsownsongswasthebasisofaband.
Doyouagreethatthejokesweremoreimportantthanthemusicforthisband?Giveareason.
Forreference:Yes.Ithinkitisthejokesthatreallyattractmorefans.
No.Ithinkthepurposeofformingabandisgettingpeopletoenjoythespiritofmusic.It’smoreimportantthanplayingjokesjusttomakepeoplelaugh.
ClosingdownbyretellingtheformofthebandTheMonkees.
Ishallwritesomekeywordsandexpressionsontheboard.Youaretoretelltheformofthebandaccordingtothesewords.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit5Music
课堂教学方法浅析
1.整合学科拓宽视野。教科书的话题涉及文化知识面广,具有跨学科的性质。其语篇也富含跨文化交际信息,英语国家、非英语国家的文化各占一定比重,体现了教材的国际性和民族性。这对教师自身文化素养及知识层面提出了更高的要求。在准备教学的过程中,教师不但要通过互联网查询相关知识,还要向其他学科教师请教专业知识,在向学生教授知识的同时,提高自身素质。英语课程的学习,既是学生通过英语学习和实践活动,逐步掌握英语知识和技能,提高语言实际运用能力的过程,又是他们磨砺意志,陶冶情操,拓展视野,丰富生活经历,开发思维能力,发展个性和提高人文素养的过程。任何一种语言的功能都是用于交际的,了解一个国家的风土人情和文化背景是进行正确交际的关键,因此,高中英语课堂教学渗透英语背景知识既是大纲的要求,也具有现实意义和交际动能。
2.遵循认知规律开展技能训练。教科书语言知识技能的呈现与训练循序渐进、循环反复,符合我国学生的认知规律。教师在词汇教学中可采用英语释义、类比、联想等方法,并注意采用循环记忆法。
教科书语法项目呈现相对集中,便于教学。教师可帮助学生复习并加深理解,提高他们的实际运用能力。每个单元大部分新的语言现象(部分词汇、重点语法等)都出现在前五个部分,特别体现在阅读课文中。“语言学习”部分采用发现和探究的方法,启发学生通过新词语的英文释义或文中的例句等,找出书中的重点语言项目,即课程标准所要求掌握的语言知识及有关规则。教师可通过安排多种形式的词汇和语法练习等方式,加强学生对所学单词和句法结构的理解,培养他们的语言运用技能。
3.发掘学生学习兴趣。教科书的内容、结构、程度与任务的设计都力求符合学生心理发展的特点,符合他们的年龄特征。如新课标高中英语Module1第二单元的主题是Englisharoundtheworld。教师可通过对这一话题的探讨加强学生对英语语言的了解、对当代语言特别是英语发展趋势的了解。该单元使学生了解语言的变化趋势,明确了为什么除了英国英语和美国英语,还有印度英语、加拿大英语等。旅游、音乐、卫生、体育、文化、戏剧、幽默、娱乐、节日,以及对未来的幻想等话题,都易于引起高中学生的思想共鸣,具有较强的感染力。
4.采取多元教学法。采取多元教学法即采取功能、结构、话题及“任务型”活动相结合的教学方法。在教学中,教师既应吸取现代语言教学理论和实践的成果,又需结合我国国情,继承传统的、行之有效的教学方法。教师可以以话题为核心,以结构和功能项目为主线,组织安排学生的听、说、读、写活动,通过任务型活动实现教学目标。
5.培养学生创新思维。教师应启发学生进行探究式的学习,培养他们的创新精神和实践能力。引导学生由单纯模仿、被动接受地学习变为运用观察、发现、推测、理解、记忆、对比、分析、联想、归纳、内化等策略式学习。在实践中,教师应从灌输式教学转为启发式教学,给学生提供发现和探究的空间。
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