人教版高中英語必修2unit5music教學案例魏寧

1、人教版高中英語必修2 unit 5 Music教學案例 山西省平順縣 平順中學 魏 寧高中英語新課程標準中指出的總體培養(yǎng)目標是“高中英語要著重培養(yǎng)學生獲取信息、處理信息、分析問題和解決問題的能力，特別注重培養(yǎng)學生用英語思維和表達的能力。”高考大綱對閱讀理解能力測試也提出了新要求，越來越重視考查語言知識與語言能力的緊密結合。因此，我們在教學中要整合發(fā)展學生語言知識、語言技能、情感態(tài)度、學習策略和文化意識五個方面的素養(yǎng)，培養(yǎng)學生綜合運用語言的能力。所以，本人在平時閱讀課上，注重落實高中英語新課程標準所提出的培養(yǎng)目標，對學生作有指導性的閱讀，有思考的閱讀，有大家互動交換信息，理解閱讀的過程，和提升閱

2、讀有效性的閱讀。以下為本人教授高中英語必修2 unit 5 Music，Warming-up, Pre-reading, Reading的教學案例。一、 Teaching thought(教學設計思想)1、運用任務型語言教學模式，培養(yǎng)學生對語言的綜合運用；2、課堂以學生為主體，以任務為主線，教師起到“設計者、引導者”的作用；3、在教學中，突出交際性，注重聽、說、讀、寫的綜合技能的培養(yǎng)，促進語言實際運用能力的提高。二、Analysis of Teaching contents(教學內容分析)本單元的話題是Music，音樂是學生最樂于學習，也是最感興趣的話題之一。初中已有課文涉及到鄉(xiāng)村音樂、古典音

3、樂（country music, classical music）等詞匯，但這個單元將使學生更為全面地了解音樂類型，體驗不同的音樂，從而提高學生的音樂素養(yǎng)。閱讀材料The Band That Wasnt以音樂為側面反映了近幾十年來美國社會和價值觀的變化。本單元的各項活動的設計都是圍繞著以音樂類型和不同音樂對人的影響展開的。三、Analysis of the Learners' characteristics(學情分析)教學對象為高中一年級學生，他們的思想逐漸成熟，對美的追求和對成功的渴望也越來越強烈，認知能力比初中階段有了進一步的發(fā)展：漸漸形成用英語獲取信息、處理信息、分析問題和解決問

4、題的能力；他們的學習英語方法由死記硬背轉型向理解型并應用到交際上；但他們的學習技能和策略還不夠成熟，閱讀能力有待進一步發(fā)展，并在此基礎上形成自己對待事物的情感態(tài)度和正確的價值觀，因此教師要精心準備能突出學生體驗性特點的學習活動，關注語言知識學習和語言技能訓練，讓其主動參與到活動中去，成為課堂的主體，加強與他人交流合作的能力并注重其內心的理解和個人對事物的看法。四、Teaching goals(教學目標)1、Knowledge goals (知識目標)學習一些相關的單詞、短語和句式,特別是關于音樂種類的詞匯和表達對音樂感受的詞。比如：動詞prefer, feel, enjoy, apprecia

5、te, find、calm ,形容詞relaxed, sleepy, cheerful, energetic, lively。能用英語表達建議、偏好和愛好。了解The Monkees組合的發(fā)展歷程。2、Ability goals（能力目標）1)強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞、主題句等方式更快速并準確地確定文章的主旨大意，段落大意，理清文章的總體框架與脈絡；2) 培養(yǎng)學生自主學習的能力，利用所教句型和所學知識積極與同學進行真實交流，提高交際策略，培養(yǎng)英語思維表達能力。3、Emotion Attitude and value(情感態(tài)度價值觀)1）通過學習，深化對音樂的認識，提高音樂

6、素養(yǎng)；2）通過談論The Monkees組合的成功，使學生認識到凡事都需要付出艱辛的努力。深化學生的德育教育，進一步激發(fā)學生學習的動力。3）通過指導學生在小組合作互動中，積極與人合作，相互學習，相互幫助，培養(yǎng)其團隊精神與分享意識。五、Teaching important and difficult points(教學重點及難點)1、教學重點：a.獲取The Monkees組合發(fā)展歷程的信息；b.閱讀能力的培養(yǎng)和閱讀技巧的訓練，如快速閱讀找出各段主題句和精讀課文完成一般樂隊形成的四個步驟及The Monkees組合發(fā)展歷程排序等。2、教學難點：a.通過閱讀更好地發(fā)展各種閱讀技巧；b.訓練用英語獲

7、取信息、處理信息、分析問題和解決問題的能力。C讓學生開口用他們學到的知識來談論音樂以及相關的知識。六、Learning strategy(學法指導)教學方法：任務教學法，合作式教學法，師生互動教學法學法指導：自主探究學習法、小組合作法、課堂討論法，歸納法七、Teaching aids多媒體課件八、Teaching procedures(教學流程)I. Warming upLeading in by discussing. T: Do you like music? How much do you know about music? Can you tell about different ki

8、nds of music? Please turn to page 33, and look at the pictures. Now Lets listen to some music. Please guess which music matches which picture.S: Yeah! 設計說明要求學生盡可能地說出自己所知道的音樂形式，活躍課堂氣氛。要求學生欣賞不同類型的音樂，訓練學生思考音樂種類和用英語進行思維和表達的能力。讓他們聽不同的音樂并且找到與音樂種類相應的圖畫，訓練學生聽力的同時，也激發(fā)學生進一步學習的興趣。II.Pre readingT: You did a goo

9、d job. Have you heard about any of the famous bands in the world? What are they? You can discuss in groups of four. (Students can say many bans out eg. Westlife, Back Street Boy, The Beatles and so on.).T: Do you know the Monkees?S: No.T: It is an American band that was popular in the 1960s in Ameri

10、ca, and it is still very popular in the world today. Today we will learn something more about the Monkees? 設計說明通過提問來激發(fā)學生對這方面信息的捕捉和想象，擴大知識面。通過進一步提問和簡述，激發(fā)學生進一步學習的好奇心和欲望。III. Reading 1. Skimming Ex.1 Listen to the passage “The Band That Wasnt” and try to answers to these questions:1. How many bands are

11、 mentioned in the passage? What are their names?2. Which band is “The Band That Wasnt”? (Check the answers.)Ex.2 Read the passage quickly and try to match the main idea of each paragraph.Para.1 ( ) A. How the Monkees got their startPara.2 ( ) B. Dreaming of being a famous musician or singerPara.3 (

12、) C. How Monkees become serious about the music businessPara.4 ( ) D. How musicians form bands(Let students write down the answers on the blackboard and then check the answers.)設計說明快速閱讀后要求學生先找出全文的大意，再找出每段的大意。這培養(yǎng)了學生整體把握文章的能力。第二個任務還可以改為把各段與段落大意相搭配，適合于閱讀理解能力普遍較弱的班級。提醒學生在寫作中注意運用主題句構思作文的方法。2. ScanningEx.

13、3 Read paragraph2 carefully and work in groups to find out how common people form a band.Step1 to practise music at home.Step2 to play in the street or subway.Step3 to give performances in pubs or clubs.Step4 to make records in a studio.3. Consolidation Ex.4. Work in groups to put the steps how the

14、Monekees formed and how they developed in the right order according to the last two paragraphs.T: Lets have a competition. Here are ten steps how the Monekks formed and how they developed ,Please put the steps in the right order.Had to use actorsBroke up ,then reunitedProduced their own recordsProdu

15、ced a new recordRelied on their musiciansSang their own songsTo find four musiciansAdvertised in a newspaperSang songs by othersPretended to sing(Suggested answer: 3-9-8-10-4-7-1-2-6-5)設計說明仔細閱讀是快速閱讀的延續(xù)。全文分成兩大塊，一二兩段說明如何組建自己的樂隊，三四兩段主要介紹The Monkees的組建、分開又重組的過程。通過這兩個小組活動來幫助學生把握文章的細節(jié)，進一步加深對課文內容的理解。討論普通樂隊

16、和The Monekees樂隊發(fā)展的不同，給學生留下深刻的印象：成功需要多年的準備和磨煉。同時也引導學生思考自己的人生。而且小組競賽的形式，激起同學們參予的欲望和熱情，也培養(yǎng)了其團隊精神。III. Post reading1. Summary. Today weve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success results from their hard work and their wonderful perf

17、ormance.2. PracticeNow in pairs discuss the following questions and make up a dialogue. What kind of music do you like ? Which singer do you like best and why?These phrases will help you.I prefer; I hate.; I am fond of; I like best because; My favorite singer is; I enjoy listening to; Why do you pre

18、fer;I dont like very much. Sample dialogue:A: What kind of music do you like, pop music or ?B: I like, becauseA: Who is your favorite singer?B: Well, I prefer /like Her/his music makes me feelWho do you prefer?A: I like .( After 5-minute discussion, encourage them to act out what they prepare in fro

19、nt of the class. Praise them. ) 設計說明回顧一下本節(jié)課的內容，總結The Monkees的成功是靠努力獲得的，從側面反映了近幾十年來美國社會和價值觀的變化。而且要求學生模仿例子編成對話，培養(yǎng)了他們的用英語表達和互動的能力。Homework assignmentWrite a passage “Music”，using the following sentences as the main idea of each paragraph.Para 1: Music is an expression of the people.Para 2: Music is everywhere.Para 3: Music plays an important part in our li