Unit5Music教案-高一英語人教版必修第二冊

Unit5Music

ReadingandThinking教學(xué)設(shè)計

課程標(biāo)準(zhǔn)：

i、能根據(jù)上下文和構(gòu)詞法推斷理解生詞的含義

2、能理解各句子之間的邏輯關(guān)系

3、能找出文章的主題，理解文章內(nèi)容

4、能根據(jù)不同的閱讀目的運(yùn)用簡單的閱讀策略獲取信息

教材分析：

ThislessonisselectedfromtheReadingsectionofMusic,Unit5,CompulsoryHighSchool

English,HumanEducationEdition.Thecentraltopicofthislessonismusic,musicgenres,

andbands.Theauthorfirstintroducestheformationofabandandthendescribestheband*s

unusualgrowthfromafakebandtoarealone.Throughthestudyofthisarticle,studentswill

understandthecharmofbandmusicandtheprocessoffame,andsummarizethefactorsofsuccess

oftheband.Intheteachingprocess,theteachershouldletthestudentssummarizethe

developmentofthebandandthedifferencesbetweenitandotherbands,guidethestudents

todiscusstheelementsofthesuccessoftheband,andfurtherguidethestudentstothink

abouthowtouseitssuccessintheirownstudyanddailylife.

學(xué)情分析：

Highstudents'Englishlearningisstillinthehighcohesionintheearlystage,influenced

bytheinterestinlearning.Thecontentofthisarticleisverystrangeandthebandisan

oldbandinvolvedinthelastcentury.Forstudentsit'stoofarawayforalongtime.They

areunfamiliarwithit.So,atthetimeofimportyoushouldchooseredbandtostimulate

students'enthusiasm.Thenarousethelearninginterestofthislessoncontent.

Unit5Music—Thevirtualchoir

ReadingandThinking教學(xué)設(shè)計

教學(xué)目標(biāo)：

基礎(chǔ)性目標(biāo)：

Tolearnaboutexperiencingmusiconline.

Toscanandcircletheinformationinthetext.

Tofindthenumbersanddatestofillinthetimeline.

拓展性目標(biāo)：

Tolearnmoreaboutmusicbycompletingthesentenceswiththecorrectformsofthe

phrases.Andphrases.Andthenmakeamindmapabouttheoutlineofthepassage.

挑戰(zhàn)性目標(biāo)：

Toknowthemusicaboutdifferentchoirsandimprovethequalityofmusic.

教學(xué)重難點：

1.Toguidestudentstopayattentiontoreadingstrategies,suchas

prediction,self-questioningandscanning.

2.Tohelpstudentssortoutthemainmeaningofeachparagraphandunderstand

thenarrativecharacteristicsof"timeline“inillustrativestyle.

3.ToleadstudentstounderstandthechangesthathavebeencausedbytheInternet.

學(xué)法指導(dǎo)：Cooperativelearning

教學(xué)過程設(shè)計：

教學(xué)環(huán)節(jié)教學(xué)內(nèi)容學(xué)生活動設(shè)計意圖

1.ToshareasongwithStudents,

showingmusichasitsmagic.

1.Introducethe

2.Freetalk:Students

topicof

Lead-in:likelisteningtomusicand

thisunit

Showasongsingingsongs,soaskthem:What

2.Let

Activity1:forstudentsandarethewaysforyoutoexperience

studentshave

(5minutes)arisetheirmusic?3.Videotime:Shareashort

abrief

curiousaboutvideotomakethemknowsomething

understanding

reading.aboutthevirtualchoir.

ofthepassage.

Fastreading:AskSstolookatthetitleandthe1.Train

Havestudentsreadpictureandanswer:Ifyouwerestudents

Activity2:thethewriter,whatwouldyouwritesomereading

(lOminutes)

passagequicklyaboutthistopic(TheVirtualskills.

forthe2.Develop

the

firsttimeChoir)?prediction

J

QI:Whatsthemainability.

ideaof

thepassage?

Q2:What'sthe

structureoftext?

1.Dividethepassage

Carefulreading:intoseveralpartsaccordingthe

Havestudentsworkmainidea.

inpairtocomplete2.Carryoutthegroupdivision

anddiscussion.Complete

Activity3:

thetask.Explain3.Analyzethefunctionofthethestructureof

(15minutes)quote:"Musichelpsmetoforgetthetext.

thePassage

myproblem.Withmusic,Ibecome

detailedforsomeoneelse

students.

Summary:1.ReviewthefulltextandthinkStimulate

Letstudentslookabouttherelationshipbetweenstudents

Activity4:backatthetextthetitleandtext.toproduce

(lOminutes)andthinkaboutthe2.Thinkabouttheimportanceoftheirown

structureoftext.music.thinking.

Homework：1.SearchtheInternettogetmoreinformationaboutthevirtualchoir.

2.Writeasummaryaboutthemusicrefertothevirtualchoir.

板書設(shè)計:

Unit5Music-Thevirtualchoir

ReadingandThinking

Themainidea:

paragraph!：thedefinition(what)-definitionandsignificance

paragraph2:thefounder(who)--EricWhitacre

paragraphs：thecreation(how)

paragraph4:thedevelopment

paragraphs：theinfluence(what)-awonderfulwayandabetterplace

教學(xué)反思：

Book2Unit5Music

Discoverusefulstructures教學(xué)設(shè)計

課程標(biāo)準(zhǔn)：

《英語課程標(biāo)準(zhǔn)》對于語法的要求：高中階段英語語法知識的學(xué)習(xí)是義務(wù)教育階段語法學(xué)習(xí)的

延伸和繼續(xù)，應(yīng)在更加豐富的語境中通過各種英語學(xué)習(xí)和實踐活動進(jìn)一步鞏固和恰當(dāng)運(yùn)用義務(wù)教育

階段所學(xué)的語法知識，學(xué)會在語境中理解和運(yùn)用新的語法知識，進(jìn)一步發(fā)展英語語法意識。

教材分析：

本單元的話題是Music,本節(jié)課的教學(xué)內(nèi)容Discoverusefulstructures是文本的第三個課時。

結(jié)合上一單元對過去分詞作定語和賓語補(bǔ)足語的學(xué)習(xí)，本節(jié)課將對文本中出現(xiàn)的過去分詞作表語和

狀語的用法進(jìn)行學(xué)習(xí)，幫助學(xué)生更好地運(yùn)用這一結(jié)構(gòu)表達(dá)情感和描述情境。

學(xué)情分析：

Thisclassisagradeoneordinaryparallelclass,mostofthestudentshave

poorEnglishfoundation.However,manystudents'learning

enthusiasmandself-consciousnessisnotstrong,sometimescannotfinishthetaskassigned

bytheteacherindependentlyontime,soteachersneedtostrengthentheguidanceand

supervision.Thelogicalthinkingabilityofthestudentsisnotstrong,soitisnecessary

toguidethestudentstosummarizeintime.

教學(xué)目標(biāo)：

Mitt目標(biāo)】：

1、學(xué)生能夠了解過去分詞作表語的基本用法。

2、學(xué)生能夠了解過去分詞作狀語的基本用法。

【拓展性目標(biāo)】：

1、學(xué)生能掌握過去分詞作表語與在被動語態(tài)中的區(qū)別。

2、學(xué)生能掌握過去分詞作狀語的功能。

【挑戰(zhàn)性目標(biāo)】：

讓學(xué)生能在翻譯和書面表達(dá)中靈活運(yùn)用過去分詞，表達(dá)自己的觀點。

教學(xué)重難點：

教學(xué)重點：學(xué)生能掌握過去分詞作表語與在被動語態(tài)中的區(qū)別，及過去分詞作狀語的功能。

教學(xué)難點：學(xué)生能正確使用過去分詞作表語和狀語。

學(xué)法指導(dǎo)：

Teachingmethods:Questionandanswerteachingmethod;Freediscussionmethod;

Pairworkandindividualworkmethod;Exploring.

教學(xué)過程設(shè)計：

教學(xué)環(huán)節(jié)教學(xué)內(nèi)容學(xué)生活動設(shè)計意圖

ReviewReviewtheusageofpastparticiplesusedas

thatthetheattributeandtheobject

pastcomplementandlistsomeexamples.

participlese.g.1.Theyusethesameflag,knownasthe鞏固復(fù)習(xí)

Lead-in

canbeusedUnionJack.明確目標(biāo)

(3minutes)

as2.Theyhadcastlesbuiltal1around導(dǎo)入主題

theattributeEngland.

and

theobject

complement.

1.Describethefollowingpicturesand1.學(xué)生描繪圖

findwhatcomponentdoesthe片，觀察句子，

pastparticipleserveas.關(guān)注句子中

1)._____________

Discusswith過去分詞作

2)._____________表語的用法

yourpartner

2.Lookatthefollowingsentencesand2.學(xué)生合作

and

discussthedifferencebetween探究，討論

Activity1shareyour

pastparticiplesusedasthepredicative發(fā)現(xiàn)過去分

(10minutes)ownideas

andthepassivevoiceinpairs.詞作表語和

withother

1.Thestoreisnowclosed.在被動語態(tài)

students.

2.Thelibraryisusuallyclosedat8：中的區(qū)別

00pm.

Difference:______

1.Lookatthefollowingsentencesand

findwhatcomponentdoesthe

pastparticipleserveas.

1).Builtthirtyyearsago,thehouse1.學(xué)生觀察

1.Theusagelooksverybeautiful.例句，關(guān)注

of2).BornintheUSAon2January1970,句子中過去

pastWhitacrebeganstudyingmusicatthe分詞作為狀

participlesUniversityofNevadain1988.語的用法

usedasthe3).Movedbythismusic,hesaid,uItwaslike2.學(xué)生互相

adverbial

Activity2seeingcolorforthefirsttime."2.Look交流，合作

2.

(10minutes)atthefollowingsentencesandunderlinethe學(xué)習(xí)，并討

Masterpastparticiples.Inpairs,discusstheir論發(fā)現(xiàn)過去

functionsoffunctions.分詞作狀語

the1).Discussedmanytimes,theproblems時的功能及

pastweresettledatlast.功能的種類

participle2).Givenmoretime,wecoulddoitmuch

usedasthebetter.

adverbial

3).Doneinahurry,hishomeworkwasful1of

mistakes.

4).Exhaustedbytheclimb,wecontinued

ourjourney.

5).Hebegantocryasifbittenbya

snake.

6).Mrs.Wucamein,followedbyher

daughter.

Functions:

1.Rewritethefollowingsentencesusing

pastparticiplesastheadverbial.

1)Whenhewastoldthathismotherwas

ill,LiLeihurriedhomequickly.

2)IfIamcomparedwithyou,Istill

havealongwaytogo.

3)Althoughhewasmockedatbyeverybody,he

hadmysympathy.

4)Ashewasgreatlytouchedbythe

teacher?swords,theboydidalotof

thingstohelphisclassmates.

5)Thepatientgotoffthebed,andhewas

supportedbythenurse.學(xué)生能夠發(fā)

現(xiàn)問題，并

2.Completethefollowingsentences通過合作的

Activity3Dosome

1)______theheroicdeeds,thechildren方式解決問

(10minutes)

exercisescouldn,thelpcrying.題，形成體

孩子們被英雄事跡所感動，情不自禁地系化的語法

哭了起來。結(jié)構(gòu)

2)theexaminationresult,the

girlstoodtherewithoutsayingaword.因

為對考試結(jié)果很失望，那個女孩兒一句

話也沒說。

3),thedictionarywillbevery

popular.

一旦出版，這本字典將會很受歡迎。

4),hecontinuedhisstudy.

盡管被許多人嘲笑，他還是繼續(xù)他的研究

O

通過畫思維

導(dǎo)圖鞏固學(xué)

Activity4Summarizewhatyoulearnedbyusingthe

Summarize生對過去分

(5minutes)mindmap詞用法的學(xué)

習(xí)

1.鞏固復(fù)習(xí)過去分詞作表語和狀語的用法

Activity5Homework鞏固提高

。2.完成課本上54頁的練習(xí)。

板書設(shè)計:

Unit4Music

Discoverusefulstructures

usage

Pastparticiplesasthepredicative

predicativeorpassivevoice

usage

Pastparticiplesastheadverbial

functions

教學(xué)反思：所學(xué)內(nèi)容較多，學(xué)生需多觀察例句并通過大量練習(xí)幫助掌握所學(xué)內(nèi)容

Unit5Music

ReadingforWriting教學(xué)?th

課程標(biāo)準(zhǔn)：

《英語課程標(biāo)準(zhǔn)》對于寫作的要求：高中階段英語寫作知識的學(xué)習(xí)是義務(wù)教育階段寫作學(xué)習(xí)

的延伸和繼續(xù)，應(yīng)在通過各種英語寫作和實踐活動進(jìn)一步鞏固和恰當(dāng)運(yùn)用義務(wù)教育階段所學(xué)的

寫作知識，學(xué)會在語境中理解和運(yùn)用新的寫作知識，進(jìn)一步發(fā)展運(yùn)用英語來寫作的意識。

教材簡析：Thewritingprojectofthisunitistowriteaspeech,whichisdifferentfrom

thepreviouspracticalwriting.Speechistofacetheaudiencetopublish,sointhechoice

ofwordsandsentences,weshouldpaymoreattentiontotheselectionofwordsthatcan

conveyemotions,andenhancetheattractionofspeech.

學(xué)情分析:ThestudentshaveenoughEnglishwordstoexpresstheiropinionsandviews.

教學(xué)目標(biāo)：

基礎(chǔ)性目標(biāo)：Summarizethegeneraloutline,theimportantinformationandacquiresome

languagefeaturesofaspeech（rhetoricaldevices:Simile（明喻）Metaphor（隱喻）Rhetorical

question（設(shè)問）Personification（擬人）Quote（引用）Repetition（重復(fù)）:）;

拓展性目標(biāo)：produce,checkandreviseaspeechabouthowmusiccanchangeapersonslife.

挑戰(zhàn)性目標(biāo)：developstudents'writingandcooperatingabilities

教學(xué)重難點：

1.Stimulatestudentstohaveagoodunderstandingofhowtowriteaspeech

2.Cultivatestudentstowriteaspeechproperlyandconcisely.

學(xué)法指導(dǎo)：

Teachingmethods:Doubleactivitiesteachingmethod;Questionandanswerteaching

method;Freediscussionmethod;Pairworkandindividualworkmethod;Exploring.

教學(xué)過程設(shè)計：

教學(xué)環(huán)節(jié)教學(xué)內(nèi)容學(xué)生活動設(shè)計意圖

Stepl.Warmingup:StudentsenjoyAfter學(xué)生聽歌暢所

somepiecesofmusic,thenchooseenjoying欲言，激活他

明確目標(biāo)

suitablewordstodescribeyourthemusic,Ss們的經(jīng)驗知識

情景導(dǎo)入feelingsandemotions.needtoexpress,引出主題。

the為直接

Step2Task1.Studentsscanthetextfeeling切入到這一文本

andjudgethetypeofit:andjudgethe的閱讀做視覺

typeoftext和思維準(zhǔn)備。

Studentsreadthetext,andfindout

thefunctionandmainideasofeach

paragraph.

Paragraph1:

Thewriter,sexperiencewithmusic.

Paragraph2:Welcomethe

audience,makeaself-introduction通過主旨大意

andgivethetopicofthespeech.,讓學(xué)生抓住

Paragraph3:文本關(guān)鍵信息

Relateherexperienceto,更好地理解

活動一theaudience（giveheradvice）Sscanworkin文章，為后面

Paragraph4:pairstofind分析文章的語言

Closethespeech.themainidea.和結(jié)構(gòu)作鋪墊

Paragraph5:

Herfeelingaboutmusic

Comparetheleftsentenceswiththe分析語言表達(dá)

rightones,selectthebetteroneyou特色，關(guān)注與

think,andtellyourpartnerthe感官相關(guān)聯(lián)的用

reasons,andthenunderstand詞與表達(dá)，為

thefollowingdefinition:學(xué)生在后面的

Thedefinition.模仿寫作中豐

1.Simile（明喻）:AsimilecomparesWhen富自己的語言

twothingsbyusingwordssuchaswriting,提供幫助和支

“l(fā)ike”or“as”.eg.“JohnSsneedto撐。

isascunning（狡猾的）asafox.”knowthe其次，分析文中

2.Metaphor（隱喻）：Ametaphorfigure句子的不同位

comparestwothingsthatarespeech,like置，讓學(xué)生弄

活動二unrelated,butwhicharesimilarSimile,明白文本的框

insomeway.eg.Metaphor架結(jié)構(gòu)，為后

Thatbusinessmanisarealfox.”andso面模仿寫作構(gòu)

3.Rhetoricalquestion（設(shè)問）：Aon.Theyneed建框架知識。

rhetoricalquestionistodealwith2.分析文中

aquestionthatisn'tmeanttoitwell.不同的句子，

elicit（弓|出）ananswer,butis讓

askedtomakeapoint,eg."How學(xué)生明白，為學(xué)

couldIbesostupid?”生在自己的習(xí)

4.Personification（擬人）：作中學(xué)會恰當(dāng)

Personificationiswhenathing,使用過渡句使

idea,oranimalisgivenhuman得文章更連貫

attributes（特征）.eg.“Thesky作鋪墊。

weeps.”

5.Quote（引用）:Toquoteisto

repeatashortpassage,word,

phrase,orsentencethatcame

fromsomewhereorsb.else.eg.

“…asLongfellowsays,'Music

istheuniversallanguageof

mankind.’"

6.Repetition（MM）:Repetitionis

theuseofthesamewordorphrasein

apoem,speech,etc.eg.

JuliusCaesar'sfamoussaying”I

came,Isaw,Iconquered.”

Task5.Matchthenames

ofrhetoricaldevicestothelettered

3.在掌握基本

語言特色和基

本框架之后，

再次進(jìn)行延伸

和拓展，細(xì)化詞

匯、框架知識

、文章內(nèi)容，

為后面的模仿

寫作提供更充

足的語言準(zhǔn)備

和更詳細(xì)的框

架知識。

following

speech,thenwritedown

their

names/types.

Forexample:Haveyoueverbeenin

deepsorrowwantingtobenothing?

(l)Hello,mynameisLihua,I'm

greatlyhonoredtosharewithyou

MissXiao,sexperienceofhowmusic

hashelpedher.

(2)Haveyoueverbeenindeep

sorrowwantingtobenothing?(3)0ne

yearago,shegotherfingerhurt

duringtheCOVID-19.(4)Shecouldn't

useherfingertowashfaceand

chopstickstoeat.(5)So,shecried

withtearspouringdownhercheeks

likespring.(6)Shefeltsoaloneand

discouraged.(7)Her

friendssuggestedthatsheshould

listentosomepositivemusic,which

helpedherrecover.

(8)AsJohnA.Loganoncesaid

“Musicisthemedicineofthe

mind."(9)11isabsolutelytrue!(10)

Musichelpshertofaceuptothe

injury,musichelpshertoovercome

loneliness,musichelpshertogain

thejoyofhappiness,

musicencourageshertorelaxhermind

andsoul.(11)It,slikesunshine

alwayswarmingherheart.

(13Hopingthatmusiccanbe

yourcompaniontoo.

Thankyouforyourattention.

Pre-writing:Thinkaboutyour

experienceswithmusicandhowithas

changedyourlife,orthinkabout

howthelifeofsomeoneyouknowhas

beenchangedbyhis/herexperience

withmusic,thenfillintheblanks

活動三belowwithsomeoftherhetorical

devicesyouhopetouseinyour

speech.Studentswillwatch

somepiecesofvideotolearnhowtoSsthinkabout回顧框架結(jié)構(gòu)

startaspeech.their,讓學(xué)生結(jié)合

Metaphor:________________experiences所學(xué)的內(nèi)容進(jìn)行

Personification:________________withmusicand思考，在寫作

Quote:___said,“—write中運(yùn)用并內(nèi)化

Repetition:Musicmakes/gives/thedraft.所學(xué)的內(nèi)容，

helpsme/him/her將知識轉(zhuǎn)化為

1.____________能力，為獨立

2.寫出初稿提供

3.