高中英語(yǔ) Unit2 The Universal Language Word power教學(xué)設(shè)計(jì) 牛津譯林版選修8

1、單元：Unit 2 The universal language板塊：Word powerThoughts on the design:本節(jié)課是以說(shuō)、讀為主的詞匯教學(xué)課。首先，根據(jù)學(xué)生認(rèn)知規(guī)律設(shè)計(jì)教學(xué)，從他們身邊耳熟能詳?shù)氖虑檎勂穑埸c(diǎn)低且容易，讓每個(gè)學(xué)生都能融入到課堂教學(xué)中來(lái)，為后面知識(shí)的輸入作好準(zhǔn)備；其次，由于本單元word power生詞較多且有一定難度，所以這節(jié)課應(yīng)立足在培養(yǎng)興趣、擴(kuò)大視野之上，以豐富多彩的圖片有效輔助，幫學(xué)生掌握并認(rèn)知詞匯；再次，知識(shí)的輸出是認(rèn)知過(guò)程中重要而不可缺少的一環(huán)，通過(guò)此環(huán)節(jié)查缺補(bǔ)漏，鞏固教學(xué)成果；最后，詞匯教學(xué)不能單純地教授詞匯，教學(xué)過(guò)程中的師生間的有效的

2、情感互動(dòng)能夠幫助學(xué)生更快更好地吸收所學(xué)，而教學(xué)主要過(guò)程中多問(wèn)幾個(gè)“為什么”由這些詞匯想到什么？能用它們表達(dá)什么？什么時(shí)候使用它們？幫助學(xué)生解決“怎么用”的疑惑。Teaching aims:After learning Word Power, the students will be able to learn words and expressions related to musical instruments.Teaching procedures: Step 1 Warming upTeacher plays several pieces of music and asks the st

3、udents to tell the different musical instruments.Teacher asks the students which musical instrument they like most and motivates the students to think about the theme of each piece of music. Explanation用幾段有顯著識(shí)別度的音樂(lè)導(dǎo)入，學(xué)生的回答“鋼琴，吉他，小提琴”引入主題Music is a universal language.Step 2 Getting to know music inst

4、ruments (PPT49)The students will be working in groups to write down the musical instruments theyve known.Teacher shows different pictures of musical instruments and helps the students with the new words if any.Teacher asks whether these musical instruments belong to the same type.The students will b

5、e given some time to read the text on page 22 to find the names for the different groups of musical instruments: strings, woodwinds, brass and percussion. Explanation“頭腦風(fēng)暴”學(xué)生分小組把他們已經(jīng)掌握的有關(guān)樂(lè)器的詞匯列在紙上，請(qǐng)最快的一組同學(xué)讀出他們的列表，其他組同學(xué)在他們展示時(shí)，劃去相同的項(xiàng)目，之后，其他組學(xué)生可作補(bǔ)充。教師補(bǔ)充有關(guān)樂(lè)器的詞匯，并讓學(xué)生將幻燈片4-5上所展示的樂(lè)器分類，并通過(guò)閱讀課文找出這些樂(lè)器類別的名稱。St

6、ep 3 Memorizing the words relating to music instrumentsMore time will be given to the students to find answers to the following questions and also finish the exercises in Part B on page 23 after reading:Teacher asks the students if there are fixed groups for strings, brass, woodwinds and percussion.

7、 The students may get help from the information in Part D on page 23. Explanation閱讀課文并回答問(wèn)題，并完成書(shū)上P23 C和D部分練習(xí)。Part CWed, 18 May, I had a really wonderful time this afternoon. After school, Grace and I went to see Phils jazz band practise. I have learned a lot about jazz bands, especially the different

8、 (1) musical instruments played by the members. Grace told me that there are four different groups of musical instruments. These include the (2) strings, brass, woodwinds and (3) percussion. The two (4) guitarists in Phils band play the guitar pretty well. Phil plays the (5) jazz drums, which are pe

9、rcussion instruments. They give rhythm to the music, so they can be called the soul of the jazz band. Sometimes, they need a saxophone, which is a kind of (6) woodwind though it is made of brass. I am really interested in the (7) keyboards and I am going to learn how to play them. I saw the keyboard

10、s player in Phils band sometimes sing together with the singer. I like singing, too. I want to be a performer like her, playing and singing in a jazz band.Part DstringsbrasswoodwindspercussionviolintrumpetflutedrumcelloFrench hornoboegongguitarsaxophone(3) recorder (5) triangle (1) harp (2) tuba (4) piccolo (6) cymbalsStep 4 Consolidation (PPT10)Each group has to send up one student to group the given flash cards with names of different musical instrument. Some musical instruments may not have been mentioned in the previous teaching. They will be timed while