当前位置:首页 >> 英语 >> 教案设计

教案设计


教学设计

Unit 5 Music

The band that wasn’t

教学内容:人教版《英语》必修 2 课 型:阅读课 教学对象:高一年级学生 授课时间:2 periods 授课教师:吴爱姣 教学内容分析:

Unit 5 Music: The band that wasn’t

本单元的话题是“音乐” 、 “音乐类型” 、和“乐队” 。本课“The band that wasn’t”(“曾不是 乐队的乐队”)是单元的精读课文。文章先介绍了一个乐队形成的通常过程。然后描述了门基乐队 (The Monkees)由“假乐队”发展为“真乐队” 、 “成功的乐队”的特殊历程。通过对课文的学习, 学生将了解音乐的价值、乐队的成名过程,并领悟乐队成功的要素。 本课理解的关键点在于门基乐队由“假”变“真”的过程。 因此在热身环节中要引导学生理解什么是乐队 (许多学生分不清乐队和音乐组合) , 为理解课 文做铺垫。 在阅读环节中,应让让学生归纳出普通乐队和门基乐队不同的形成和发展历程,比较两者之 间的区别,进而理解门基乐队起初“不是”真乐队,后来“发展成为”真乐队。最后引导学生讨 论乐队成功必备的因素。让学生在理解文章同时,引发对音乐人人生价值的思考。 本文脉络结构清晰,但细节信息丰富,且含有大量的的定语从句,学生理解有一定的困难。 因此在阅读的过程中,既要引导学生归纳段落大意,把握篇章结构,又要教会学生删繁就简,抓 住关键词,把握主要信息和细节信息,又快又准的理解课文。

Teaching aims: Knowledge objectives 1. Learn about what a band is. 2. Describe the formation and development of a band. 3. Master the words and phrases related to the formation and development of a band. Musician, instrument, performance, dream of, pretend, to be honest, attach…to, form, earn, studio, millionaire, play jokes on, rely on, get familiar with, or so, break up. Skill objectives 1. Learn to predict the possible contents of a text through the title and the pictures. 2. Learn to sum up the main idea of a paragraph by reading the topic sentences as well as key words or phrases. 3. Learn to scan for key information by spotting the verbal phrases and transitional words.

1

Affection objectives 1. To learn what music is from enjoying different styles of music and talking about different bands; 2. To Learn about the important factors to success such as the full love of music, the hard working,the passion to the career, the team sprit etc. Important and difficult points: 1. To understand what a band is. 2. To sum up the differences and similarities between an ordinary band and the Monkees. Teaching approach:Text-based approach Teaching aids:ppt slides

Teaching procedure (Period 2: Reading)
Pre-reading Stage Revision & warming-up 1. T. guides Ss to say about what they learnt in the last period (whay music means to people, why musicians compose, what a real band is etc.) 2. Ss. define a band orally (A band is a group of musicians who write and play popular music together). 3. Ss. talk about what they have known about the band the Monkees (It was not a band …) While-reading Stage 1. Skimming: (1) T. guides Ss to sum up the main idea of each paragraph. Tell the Ss that they can sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase in each paragraph. Para. 1 Peoples’ dreams of being famous as singers and musicians. Para. 2 The usual way that a band is formed. Para. 3 The formation of the Monkees. Para. 4 The development of the Monkees. (2) Ss read Paragraph 2 and draw a flow chart to show the formation of a band (remind the students to pay attention to verbs that indicate the formation of a band and refer to the time indicator such as “Start” 、 “later”for help.

2

Start as________________

Later,

(3) Ss read Paragraphs 3 & 4 about the formation and development of the Monkees and then fill in the blanks. Remind them to pay attention to verbs that indicate the formation and development of the Monkees. Formation Began as __________ with one ________ and three ______, who _____________with each other while playing music _________ the Beatles. __________other musicians and ____________ to sing during the broadcast; However,after a year or so, Started to sing and play______________; _________ their own records; Became more _________and sold more ______ than the Beatles; ________in 1970; _______ in the mid-1980s.

Development

2. Checking the answers & sharing information with peers: look at the chart and tell which part shows that the Monkees was not a real band, and which part shows that they are a real band. (Draw the students attention to the transitional word “however” that indicate the change of something. ) Post-reading stage 1. Discussion in pairs about the following Qs: (1) In what way do you think the Monkees is different from or similar to other bands? (2) In your opinion,what makes the Monkees successful?

3

2. Sum up Ss’ discussing with the following quotations: It is no use doing what you like; you have got to like what you do. 1 percent inspiration and 99 percent perspiration lead to success. 3. T. guides the students to sum up what they have learned in this lesson and evaluate their learning of the text by using the self-evaluation form.
(Well, we have finished learning the text about Monkees. How do you feel about this lesson? Do you feel you learn something? Ok, what have you learned in this lesson? Can anybody tell me? Here is a self-evaluation chart. Let’s see how well you have learned. How many points do you think you get?)

4


赞助商链接
更多相关文档:

穷人 教学设计

穷人 教学设计 - 《穷人》教学设计 学习目标 ?学会本课的生字新词,积累语言。 ?把握课文内容,能用自己的语言概括出来。 ?感受桑娜和渔夫的美好心灵,学习通过环境...

神奇的磁力 教学设计

神奇的磁力 教学设计 - 《神奇的磁力》教学设计 竹溪镇中心小学 教学目标: 科学探究:能根据观察到的现象,提出自己的猜想,并进行实验。能通过实验 获取事实并做出...

《走一步再走一步》教学设计

《走一步再走一步》教学设计 - 《走一步,再走一步》教案设计 执教者: 漳浦三中七年级备课组成员 【课型】教读课 【教学目标】 1、知识与能力:学会速读,...

草原 教学设计

草原 教学设计 - 《草原》 一、激情导入,揭示课题 师:今天我们要学习的是老舍先生的《草原》 。42 年前,老舍先生到草原参观访问时, 记下了沿途的所见所闻所...

《可能性》教学设计

《可能性》教学设计 - 《可能性》教案 教学内容: 义务教育课程标准实验教科书(西师版)四年级上册第 125~126 页例 1、例 2,第 127 页课堂活动,练习二十五...

7.2爱在家人间教学设计_图文

7.2爱在家人间教学设计 - 2016 年七年级道德与法治上册备课教案 课题 7.2 爱在家人间 情感态度和 价值观目标 学习 目标 能力目标 知识目标 重点 难点 学法 ...

比较大小 教学设计

比较大小 教学设计 - 《比较大小》教学设计 教学内容:12 页比较大小,例 1——例 2 教学目标: 1、认识=、 〈、〉 ,并会正确使用。 2、 初步培养学生具有...

基因突变教学设计

基因突变教学设计 - 基因突变这个知识点是人教版高中生物教材必修2模块第五章第一节的重点和难点。本节课主要采用实例分析与问题探讨相结合的方法展开教学,侧重于...

比的意义和性质 教学设计

比的意义和性质 教学设计_教学案例/设计_教学研究_教育专区。四--比的意义和性质 教学设计 四 比的意义和性质 认识比 教学目标: 1.在具体情境中理解比的意义,...

可能性 教学设计

可能性 教学设计 - 可能性(一) 【教学内容】教科书第 119 页例 1 及相关练习。 【教学目标】 1 通过猜测、试验、验证的过程,让学生体会事件发生的可能性是...

更多相关标签:
网站地图

文档资料共享网 nexoncn.com copyright ©right 2010-2020。
文档资料共享网内容来自网络,如有侵犯请联系客服。email:zhit325@126.com