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“高效课堂，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，创建学生小组活动，使合作,探究与独立思考相结合，从而提高课堂效果。也就是采用任务型教学方式设计本课的教学，为学生提供任务，引导学生自主学习，并在与其他同学交流与合作的过程中完成学习任务。课堂教学由音乐导入，再转入本课阅读文章，学生需要通过快速阅读和细读等活动，按照教材要求理解课文。此外，阅读活动在教学设计中由整体入手，步步推进，由浅入深、由易到难。

教材分析

本课是英语必修二第5单元的第一课时，课文内容包括介绍不同类型音乐特征的一些知识和一篇关于“门基”乐队特殊成长历程的文章。课文“THE BAND THAT WASN’T.”，由“读前”、“阅读”和“读后”三个过程组成。教学中，教师不是对语言点和语法知识的简单传授，而是学生在任务完成过程中的小组合作和探究性学习，因此课堂的语言输入量及学生的语言输出量能得到较大扩展。

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，掌握了初步的阅读策略。一个乐队是怎样形成的这个话题较容易引起学生兴趣，尤其是热身Warming up 中的八幅图片能较好地带学生进入教学主题，从而体现音乐的魅力。虽然大部分学生运用英语进行交际活动的能力较差；主动学习的动力不够，但遇上感兴趣的话题时，他们还是比较认真，思维比较活跃，能积极主动地参与到团队的活动中来。

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.

4. To help the Ss know more about the story of the band.

教学难 点

1．Enable the Ss to understand the details about the passage

“The Band that Wasn’t”.
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, attach…to, in cash, play jokes on, rely on, be/get familiar with, or so, break up, in addition, sort out, above all

3) Important sentence pattern(重点句型)

①Have you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?

②The 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.了解音乐的各种形式，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

multimedia，a recorder

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

      Warming up and Reading: The band that wasn’t

The kinds of music in different ways:  

Phrases:   attach great importance to

to be honest

play jokes on

          rely on

be familiar with

教学步骤

活动内容

设计意图

Step1

Greetings and leading-in

(5’)

Guessing game

Have students guess the topic by playing some music for them and showing several attractive pictures to the students.

Task 1: Can you name any more music style?

Task 2: Listen and see if you can match the music with picture.

Do you know this famous band inChina?

What else do you know?

Task 3: Get them to discuss their preference for music

（1）激发学生的学习兴趣。

（2）帮助老师引入课文的主题。

Step2

Pre-reading

(5’)

1．Give some descriptions about music bands and let’s the students guess. According to this game, help the students to learn the information of some bands.

2．Guess the main idea of the passage according to the title

本活动旨在让学生了解更多音乐知识。

Step3

Skimming(7’)

（略读）

Tasks:   Comprehending (Fast reading)

1. What does the title of the passage mean?

A. The band wasn’t a famous one.

B. The band was formed in a different way.

C. The band didn’t play their own music.

D. The band wasn’t supported buy his fans.

2. How many bands are mentioned in the passage? What are their names?

3. Which band is “The Band That Wasn’t”?

Para. 1  How the Monkees got their start

Para.2  Dreaming of being a famous musician or singer

Para.3  The development of the Monkees

Para.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: DetailedReading

Paragraph 1-2:

Attach great importance to sth

1. 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 someone’s home

b. play to passers-by in the street or subway

c. make records in a studio

d. give performances in pubs or clubs

Information of The Monkees

which band was the Monkees based on?

The Monkees was based loosely on “The Beatles”.

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’)

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 play

Suppose The Monkees are invited toChinaand you’ve 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。

Step7

Summary

(3’)

Task7: Summarize the main 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

Step8

Homework

(1’)

Task8 :Homework

1. Read the text fluently and      

prepare to retell the text.

2. If you could start a band, what type of music would you play? Why?

通过作业检查学生对课堂知识的掌握情况，通过复述增强学生对文章的综合概况能力