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


更多相关文档:

教学设计模板及案例

) 教师活动 学生活动 设计意图 教学评价设计 (设计创建教学评价量规,向学生展示如何评价。另外,可以创建一个学生自测评 价表,这样学生可以用它对自己的学习进行评价...

教学设计模板

如果是一节 (课) 的统一设计,教学目标也应是整节(课)的;若是按学时分别设计的,则教学目标应是对应该学时教学内容 的那一部分,而不是该节(课)的全部。 4...

教学设计和教案的区别

另外,从定义中我们也会得到这样一个结论,作为现代教育技术 的一个重要组成部分,教学设计技术将使我们从感性的教案设计走向更加理性 的技术应用,掌握教学设计的技术将...

教学设计与教案的区别

教学设计教案的区别_教学案例/设计_教学研究_教育专区。教学设计教案的区别 教案教学设计的区别教案也称课时计划,即教师经过备课,以课时为单位设计的具体 教学...

教学设计格式

二、教学设计教案的区别 教案是教师以课时为单位设计的具体教学方案, 直接应用于课堂教学中。 教案只体现教师教什么和学生学什么,如何通过一些教与学的方法和手段...

教学设计与教案的区别

三、教学设计教案的区别 (一)、范畴上的不同 教案是教育科学领域这的一个基本概念,又叫课时计划,是以课时为单元设计的具体 教学方案,是教学中的重要环节。...

主题学习的教学设计

如何选取一个合适的主题,进而进行合理有效的教学过程设计是很多教师困惑的地方,该方案从选取主题、分析学习者特征和环境、主题教学过程的设计教学评估都有一个详细的...

《同类项》教学设计

《同类项》教案设计 新蔡县化庄中学【三维目标】 1.知识目标: 在具体设置的生活实际情景中,让学生去认识、去理 解同类项的概念。 2.能力目标: 在通过事物归类的...

教学设计的基本环节

篇二:完整的课堂教学设计主要包括以下几个环节 完整的课堂教学设计主要包括以下几个环节: 1.教学目标设计; 2.根据学生已有水平确定教学起点设计; 3.教学内容设计;...

前后教学设计

前后教学设计_营销/活动策划_计划/解决方案_应用文书。《前后》教学设计〖教学目标〗 1. 使学生能在具体的生活实践和游戏中,体验前、后的位置与顺序。能准确 地...
更多相关标签:
教学设计模板 | 教学设计案例 | 教学设计与教案的区别 | 网页设计教程视频 | 平面设计教学 | 教育品牌设计公司 | 小学数学教学设计 | 英语教学设计 |
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