高中英語-book2unit5music教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

-PAGE5-Unit5Music教學(xué)設(shè)計(jì)Period1:WarmingupandreadingTeachingAims◆Tolearntotalkaboutkindsofmusic◆Tolearntoreadaboutbands◆TostudyTheAttributiveClause(in/for/with/by＋which/whom)◆Tolearntowriteane-mailProceduresI.WarmingupWarmingupbydescribingGoodmorning,class.Todaywearegoingtotalkaboutaninterestingtopicmusic.Asweknow,musicisakindofartofmakingpleasingcombinationsofsoundsinrhythm,harmonyandcounterpoint.Musiccanproducealivelyandhappyatmosphereandbringpeoplerelaxationafterhardwork,whichcanreducethetiredness.Listeningtomusicalsomakespeoplefeelhappyandnice.Howmanydoyouknowaboutmusic?Canyoutellaboutdifferentkindsofmusic?Nowturntopage33,lookatthepictures,readthecaptionsandlistentothedifferentkindsofmusic.Seeifyoucanguesswhichmusicmatcheswithwhichpicture.WarmingupbydiscussingHi,everyone.Doyoulikemusic?Howmuchdoyouknowaboutmusic?Canyoutellaboutthedifferentkindsofmusic?Pleaseturntopage33.Lookatthepictures.Let’slistentosomemusic.Let’sseeifyoucanguesswhichmusicmatcheswithwhichpicture.ClassicalmusicCountrymusicRock‘n’RollRapOrchestraFolkmusicYes,youareright.I’msureyouwillreallyenjoyyourselvesafterlisteningtoallthesebeautifulmusic.Whatkindofmusicdoyoulikebetter,ChineseorWestern,classicalormodern?Why?Howdoesmusicmakeyoufeel?Whydoyouliketolistentomusic?Let’sdiscussthesequestionsinsmallgroups.Trytoshareyouropinionswithoneanother.II.Pre-reading1.ThinkingandsayingHaveyouheardaboutanyofthefamousbandsintheworld?Listsomeifyoucan.Forreference:I’veheardabout“TheBeatles”,“BackStreetBoys”,“TheEagles”,“Westlife”and“PinkFloyd”.2.Listening,talkingandsharingLet’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’scometothereadingTheBandThatWasn’tandfindmoreaboutthem.III.Reading1.ReadingaloudtotherecordingNowpleaselistenandreadaloudtotherecordingofthetextTHEBANDTHATWASN’T.Payattentiontothepronunciationofeachwordandthepauseswithineachsentence.Iwillplaythetapetwiceandyoushallreadaloudtwice,too.2.ReadingandunderliningNextyouaretoreadandunderlinealltheusefulexpressionsorcollocationsinthepassage.Copythemtoyournotebookafterclassashomework.CollocationsfromTHEBANDTHATWASN’Tdreamofdoing,ataconcert,withsb.clappingandenjoying…,singkaraoke,behonest,formaband,highschoolstudents,practiceone’smusic,firststeptofame,playtopassers-by,inthesubway,earnsomeextramoney,giveperformancesinpubsorclubs,bepaidincash,makerecordsinastudio,beginasaTVshow,playjokeson…,bebasedlooselyon…,theTVorganizers,putanadvertisementinanewspaper,lookforrockmusicians,relyon,pretendtodosth.,becomemoreseriousabout…,playtheirowninstruments,produceone’sownrecords,starttouring,breakup,inthemid-1980s,celebrateone’stimeasarealband3.ReadingtoidentifythetopicsentenceofeachparagraphSkimthetextandidentifythetopicsentenceofeachparagraph.Youmayfinditeitheratthebeginning,themiddleortheendoftheparagraph.1stparagraph:Manypeoplewanttobefamousassingersormusicians.2ndparagraph:Thisishowmostbandsstart.3rdparagraph:TheMonkeesstartedinadifferentway.4thparagraph:HowtheMonkeesbecamepopularandhowtheydevelopedasarealband.3.ReadingandtransferringinformationReadthetextagaintocompletethetables,whichlisthowpeopleformedabandandhowTheMonkeeswasformedbytheTVorganizersandbecamearealband.Howdopeoplegettoformaband?MembersHighschoolstudentsReasonsTheyliketowriteandplaymusic.PlacesTheypracticetheirmusicinsomeone’shome.FormsTheymayplaytopassers-byinthestreetorsubway.ResultsTheycanearnsomeextramoney.Theymayalsohaveachancetodreamofbecomingfamous.HowwasTheMonkeesformedandbecamearealband?TheMonkeesin1968(lefttoright):MickyDolenz,PeterTork,MikeNesmith&DavyJonesbeginningofthebandItbeganasaTVshow.styleoftheperformanceTheyplayedjokesoneachotheraswellasplayedmusic.firstmusicandjokesMostofthemwerebasedlooselyonthebandcalled“TheBeatles”.developmentofthebandTheybecamemoreseriousabouttheirworkandstartedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.Theyproducedtheirownrecordsandstartedtouringandplayingtheirownmusic.changesofthebandThebandbrokeupinabout1970,butreunitedinthemid-1980s.Theyproducedanewrecordin1996,whichwasacelebrationoftheirtimeasarealband.4.ReadingandunderstandingdifficultsentencesAsyouhavereadthetexttimes,youcansurelytellwhichsentencesaredifficulttounderstand.Nowputyourquestionsconcerningthedifficultpointstome.IV.ClosingdownClosingdownbydoingexercisesToendthelessonyouaretodothecomprehendingexercisesNo.1,2,3and4.ClosingdownbyhavingadiscussionDoyouthinktheTVorganizerswererighttocall“TheMonkees”abandwhentheydidnotsingorwritetheirownsongs?Why?Forreference:Idon’tthinktheTVorganizerswererighttocall“TheMonkees”abandwhentheydidnotsingorwritetheirownsongsbecausesingingandwritingitsownsongswasthebasisofaband.Doyouagreethatthejokesweremoreimportantthanthemusicforthisband?Giveareason.Forreference:Yes.Ithinkitisthejokesthatreallyattractmorefans.No.Ithinkthepurposeofformingabandisgettingpeopletoenjoythespiritofmusic.It’smoreimportantthanplayingjokesjusttomakepeoplelaugh.ClosingdownbyretellingtheformofthebandTheMonkees.Ishallwritesomekeywordsandexpressionsontheboard.Youaretoretelltheformofthebandaccordingtothesewords.Forreference:beginasaTVshow,theTVorganizers,lookfor,putanadvertisementinanewspaper,useactorsfortheothermembersoftheband,pretendtosing.?Book2Unit5學(xué)情分析我校高一學(xué)生英語學(xué)習(xí)基礎(chǔ)薄弱，學(xué)生出現(xiàn)了大面積的學(xué)習(xí)困難,不理解課文，沒有自信心。首先表現(xiàn)的是沒有興趣，大面積的學(xué)生表達(dá)了恨英語但不得不學(xué)的心態(tài)。其次是沒有好的學(xué)習(xí)英語的習(xí)慣，基本上是學(xué)了就忘記，不做筆記或者做了筆記沒有養(yǎng)成平時(shí)看筆記的習(xí)慣。再次，經(jīng)過調(diào)查發(fā)現(xiàn)，英語學(xué)習(xí)困難集中在語法、聽力、閱讀和口語中。鑒于以上我校高一學(xué)生英語學(xué)習(xí)困難的現(xiàn)狀，我們首要做的就是克服他們的心理障礙，激發(fā)他們學(xué)習(xí)英語的興趣，幫助他們克服困難，發(fā)揮潛能。學(xué)生英語水平參差不齊，尤其一部分程度較差的學(xué)生需要教師設(shè)計(jì)較基礎(chǔ)的問題來提高參與度與積極性。高一學(xué)生處于高中英語學(xué)習(xí)興趣培養(yǎng)和學(xué)習(xí)習(xí)慣形成階段。他們希望在學(xué)習(xí)過程中享受到樂趣，不希望老師死板地講解字詞及語法。能夠激發(fā)他們好奇心和創(chuàng)造力，并與他們?nèi)粘Ｉ罹o密相連的學(xué)習(xí)語境是他們希望教師在課堂上能呈現(xiàn)的東西。一旦教師走進(jìn)他們的生活，他們就愿意跟著教師走，掌握文化知識，了解學(xué)習(xí)策略，形成良好的人生觀和價(jià)值觀。Book42Unit5效果分析本節(jié)課上完后，我感觸頗深。根據(jù)上課的情況看，我已經(jīng)基本實(shí)現(xiàn)了教學(xué)目標(biāo)，學(xué)生也通過大量不同語境下的練習(xí)，學(xué)到了目標(biāo)設(shè)定的內(nèi)容。效果好的方面是：1.任務(wù)明確，準(zhǔn)備充分。課堂任務(wù)呈現(xiàn)讓學(xué)生有目標(biāo)，學(xué)習(xí)效率高，大多數(shù)學(xué)生完成了任務(wù)。2.學(xué)案設(shè)計(jì)以學(xué)生為中心，設(shè)計(jì)有梯度，由難到易，易于學(xué)生學(xué)有所得，效果好，出錯(cuò)率較低。3.參與的學(xué)生較多，個(gè)人思考和小組活動(dòng)結(jié)合較好。從學(xué)生反映而言，學(xué)生都很認(rèn)真聽課，積極思考，積極回答問題，且完成任務(wù)時(shí)參與面也較廣。效果不好的方面是：1.學(xué)生們沒有完全的融入到課堂中來。2.在各個(gè)步驟的安排時(shí)，順序還應(yīng)做一些調(diào)整。3.但是學(xué)生被動(dòng)思考的情況比較多，這是本堂課最大的不足。Book2Unit5教材分析本課是高一年級模塊2第5單元閱讀課的新授課。本單元的中心話題是音樂和音樂類型，內(nèi)容分三個(gè)文段，涉及門基樂隊(duì)，弗雷迪和他的樂隊(duì)等子話題，而其中主篇課文是圍繞著門基樂隊(duì)的形成和成長歷程展開的。作者先以設(shè)問的方式引發(fā)讀者從個(gè)人的夢想，生活的經(jīng)歷和熟悉的人物等角度來思考或許某一天也可能發(fā)生在自己身上的事，即富有和成名，來逐步切入本文的中心話題，一個(gè)樂隊(duì)是怎樣形成的。這種學(xué)生感興趣的話題，與切身相關(guān)的情節(jié)，很容易使學(xué)生興趣盎然，思路開闊，有話可談。以此為開端，在本單元之后的一個(gè)聽力短文和閱讀材料中，作者又以擬人的手法，為學(xué)生展現(xiàn)了另一個(gè)人物，弗雷迪和他的樂隊(duì)的另一番幾度歡喜幾度憂的明星經(jīng)歷，通過兩個(gè)樂隊(duì)經(jīng)歷的對比展現(xiàn)，作者引導(dǎo)學(xué)生思考話題背后更深層次的內(nèi)容，使學(xué)生有更多的深入挖掘和探討的空間.而這種連續(xù)的話題，集中的相關(guān)語言呈現(xiàn)也為學(xué)生感知和學(xué)習(xí)運(yùn)用話題語言提供了保障。熱身部分首先呈現(xiàn)了八幅圖片分別代表了八種音樂形式，即古典音樂，搖滾樂，管弦樂，說唱樂，民族音樂，爵士樂，鄉(xiāng)村音樂，合唱音樂。圖片的直觀展示可以讓學(xué)生通過音樂的表演形式，樂器搭配，代表人物和樂手風(fēng)格等識別出音樂的類型。。其次，三個(gè)問題從了解學(xué)生自身對音樂的感覺，音樂知識的認(rèn)識和喜好三個(gè)維度為學(xué)生提供了自我審視，捋順?biāo)悸返臋C(jī)會(huì)。也為過渡到中心話題做了一定的準(zhǔn)備。讀前部分設(shè)計(jì)了四個(gè)問題，1，了解學(xué)生對樂隊(duì)的熟悉程度。2，你最喜歡哪支樂隊(duì)，原因是什么。3，你對門基樂隊(duì)的了解有多少。4，讀文章標(biāo)題，看相應(yīng)的圖片預(yù)測一下本篇閱讀文章的內(nèi)容。正是通過這樣一個(gè)話題，學(xué)生的思路一步步被鎖定在本單元的第一個(gè)話題中門基樂隊(duì)，為正式進(jìn)入閱讀內(nèi)容做好了鋪墊。在閱讀Reading部分主要介紹了美姬樂隊(duì)的成長過程。文章先介紹了一個(gè)樂隊(duì)形成的通常過程；許多音樂人因喜歡寫音樂和喜歡表演自己的音樂二相遇聚在一起進(jìn)而形成一支樂隊(duì)，其中也不乏在校的學(xué)生，他們在不同的場合表演，一方面展示自己的音樂，一方面以此賺錢養(yǎng)活自己，支付樂器等方面的開銷。每支樂隊(duì)的成員都希望有朝一日能入棚錄制音樂，自己的光盤銷售數(shù)以萬計(jì)，成為百萬富翁。然后筆鋒一轉(zhuǎn)，又表述了一支有特殊成長經(jīng)歷的門基樂隊(duì)，他們獨(dú)特的音樂風(fēng)格和成名經(jīng)歷是他們在樂壇獨(dú)樹一幟。更重要的是，樂隊(duì)成員從平民到明星的過程能讓學(xué)生產(chǎn)生共鳴，并引發(fā)學(xué)生對明星夢的的反思。Book2Unit5評測練習(xí)1.WordsreviewMusician__________pretend____________humorous________Attach__________instrument_________performance__________Studio__________actor__________rely_____________Familiar___________attractive__________additionConfident__________brief_____________devotion_____________Form_______jazz_________roll__________folk_______Dreamof________tobehonest_________playjokeson_______2.Whatisaband?_______________________________________________________________________________________________________________________________________________________________3.Whatstagesdomostbandsgothroughbeforetheybecomefomousandrich?___________________________________________________________________.4.HowwastheMonkeesformed?__________________________________________________________________________________________________________________________________________________________5Whydidtheybecomepopular?________________________________________________________________________________________________________________________________________________________________6.retellthepassage___________________________________________________________________________________________________________________________Book2Unit5課后反思在這堂課中，我在過程中注重“以人為本”，發(fā)揮學(xué)生的主動(dòng)性,充分體現(xiàn)以學(xué)生為中心的教學(xué)理念。整堂課師生，生生互動(dòng)性強(qiáng)，在自主、互動(dòng)、探究的方式中展開課堂教學(xué)。以任務(wù)型為教學(xué)原則，本堂課的每一個(gè)任務(wù)都是圍繞學(xué)習(xí)者“學(xué)”的角度設(shè)計(jì)的。通過小組活動(dòng)，培養(yǎng)合作探究能力。注重學(xué)生學(xué)習(xí)策略的培養(yǎng)，如：預(yù)測、讀圖、如何歸納段意等。教授本課時(shí)，注重聯(lián)系實(shí)際生活中的身勢語，體現(xiàn)了英語學(xué)習(xí)中的“學(xué)中用、做中學(xué)”的原則。整堂課亮點(diǎn)在學(xué)生猜測身勢語的含義，和鞏固練習(xí)的處理。另外站在學(xué)生角度，精心設(shè)計(jì)教學(xué)任務(wù)，提高學(xué)生英語學(xué)習(xí)的積極性