必修二
Unit 5 music

Content (说课内容)

1. Analysis of teaching background
(教学背景分析)
2. Teaching aims (教学目标)
3.Important and difficult points (教学重难点)
4. Teaching methods (教学方法)
5.Learning methods (学习方法）
6. Teaching procedures (教学过程)
7. Blackboard design (板书设计)
8. Teaching reflection (教学反思)
My understanding of this lesson (教材分析)
我说课的内容选自人教版高中英语必修二第五单元。本单元的话题是Music，是中学生日常生活中比较感兴趣的话题之一。它的中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的，很容易引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。
Analysis of teaching background(教学背景分析)
2. Analysis of the students(说学生)
我的教学对象是高中学生。高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。
Analysis of teaching background(教学背景分析)
二.Teaching aims
Knowledge aims（知识目标）
学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受。
2. Ability aims（能力目标）
培养和提高学生的阅读能力。
3. Emotional aims（情感目标）
1. 了解音乐在人们生活中的重要性，使学生了解到做什么事都需要付出艰辛的努力。深化学生的德育教育，进一步激发学生学习的动力。 2.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
1. Important points（教学重点）
培养和提高学生的阅读能力。
2. Difficult points（教学难点）

让学生掌握本单元重点单词和短语的用法。
提高学生运用语言的听说写的能力。
三. Important and difficult points (教学重难点)
1. Teaching methods（教学方法）
为更好地发挥教师的主导作用和学生的主体地位，突出重点，突破难点，我主要采用以下教学方法：任务教学法，合作式教学法， 师生互动教学 。
2. Learning methods（学习策略）
学生在一定程度上形成自主学习，利用所教句型和所学知识积极进行语言表达，培养学生的英语思维表达能力。
3. Teaching aids（教学手段）

多媒体、黑板
四. Teaching methods (教学方法)
五、说学法
根据学生求知欲旺盛的心理特征和思维特点，主要的学法指导是：小组合作法，课堂讨论法，归纳法。让学生进一步的理解本单元主题，把综合语言运用落到实处，培养学生创造能力，集中体现了学生在学习过程中的主体地位。
1. Warming up
2.Pre-reading
3.Fast reading
4.Careful reading
5.Retelling
6. Dispelling doubts
7.Discussion
8. Homework
六.Teaching procedures (教学过程)
坚持以学生实际结合主题的原则，设计了由浅到深，循序渐进的活动，使学生积极主动参与，进行创造性学习。
lead in
Brain-storming
writing
Warming up
Now let’s enjoy a song sung by the Monkees.
I am a believer
Warming up
Do you like music?How does music make you feel?
Happy
Excited
Relaxed
Comfortable
Peaceful
Calm down
Brain-storming
Can you name any musical style?
Rock ’n’ Roll
Orchestra
Country music
Jazz
Choral
Hip-hop
Pop
Classical music
Folk music
Rap
Blues
第一步：Waring up 这个环节包括lead in和Brain-storming ，运用视听法，借助多媒体播放一首优美的歌曲和展示动画图片。在提供语言和句型支架的基础上鼓励学生讨论，活跃课堂气氛激发学生兴趣。进一步的使学生了解了不同的音乐风格。
Listen and see if you can guess which music matches which picture.
Listening and Matching
2
7
4
3
8
5
6
1
运用视听法，借助多媒体播放不同形式的音乐，要求学生听音配图猜出不同的音乐形式。引导学生了解和熟悉各种音乐形式，激发学生兴趣。同时让学生明白音乐在人们日常生活中的重要性，调动学习积极性。
Pre-reading
Zero
Music & band
Do you know these singers or bands?
The Beatles (甲壳虫)
Music & band
Do you know these singers or bands?
A different band
the Monkees
funny
attractive
lively
popular
crazy
What do you think of “the Monkees”?
Different: wasn’t a real band at first; played jokes on each other when playing music
the Monkees
读前环节的设计，选择学生感兴趣而且熟悉的图片，要求学生根据文中插图和课文标题预测课文内容，为阅读做铺垫。
Read the passage quickly and match the general meaning of each paragraph.
Fast reading
Paragraph 1: Dreaming of being a famous
musician or singer.

Paragraph 2: How the Monkees became serious
about their business.

Paragraph 3: How musicians form bands.
Paragraph 4 How the band got their start.
Main idea of each paragraph
The Band That Wasn’t
Para. 2
How do people get to form a band?
Members
Reasons
Places
Forms
Results
High school students
They like to write and play music.
They practice their music in someone’s house.
They may play to passers-by in the street or subway, and give performances in pubs or clubs.
They can earn some extra money.
They hope to make records in a studio and become millionaires.
(The first step to fame)
Careful reading
Para.3&4
Para. 3&4
Information about The Mooknees.
a TV show
The Beatles
broke up
reunited
1.The writer believes that lots of people attach great importance to becoming rich and famous .
2.Some bands in American must start as a group of high school students.
3.It was" The Beatles" that started in a different way.
4.It was hard for the TV organizers to look for good rock musicians.
5.At first," The Monkees" didn't play their own songs.
T
T
T
F
F
The Monkees
may
True or false
Comprehending（理解），设计为填表、填空、判断正误，作为读中理解活动，检验学生阅读理解过程中获取信息和处理信息的能力。
If we are honest with ourselves, most of us have d of being famous sometimes in our lives. Many musicians often meet and form a band. Sometimes they play to p in the street so that they can earn e money and they also hope to make records in a s and sell millions of copies to become m . There was once a band. It started in a d way.The musicians were to playj on each other as well as play music, whose music and jokes were b on “The Beatles”. It was called the Monkees. Their performances were h enough to be copied by other groups.Though it b up in 1970, it r in the mid-1980s and it is still popular today.
reamed
assers-by
xtra
tudio
illionaires
ifferent
okes
ased
umorous
roke
eunited
Fill in blanks:
Retelling
1. They may start as a group of high-school students, for whom practicing music in someone’s house is the first step to fame.
［句式分析］
a. 本句是一个主从复合句。主句的主语为, _____谓语为 _________, 状语为as a group of high-school students.

b. 逗号后部分为___________从句,其结构是：介词for+关系代词 ______ +主语
_______________________________ +谓语 ____________________(连系动词与表语一起作谓语部分)。其中介词for意思是____。
is the first step to fame
They
may start
非限定性定语
whom
practicing
music in someone’s house
对于
2. However， after a year or so in which they became more serious about their work， the Monkees started to play and sing their own songs like a real band.
[句式分析]
a.本句的主句部分的结构是:主语 _________ +谓语_______ +宾语 ___________________
___________
to play and sing their
own songs
the Monkees
started
b. after a year or so是时间状语。or so 意为“大约，左右”，通常放在数词之后，而about， some， around均有“大约”之意，但都放在数词之__________。
c. in which they became more serious about their work是一个____从句, 修饰________。因表示“在一年里”，为in a year，故此处用介词in+关系代词which引导从句。关系代词which指代 ________。
a year
前
定语
a year or so
难句分析环节的设计进一步为阅读扫清了障碍，复习了定语从句的用法，并为写作打下了基础。
巩固提升
Writing
S.H.E
Pop music
Selina
Hebe
Ella
Hebe
Ella
Selina
三个喜爱音乐的女孩，梦想有一天能成为明星，因为这个梦想她们走到了一起，创建了自己的组合——S.H.E.
刚开始登台表演时，她们尽可能的像明星一样唱歌，后来，她们注重自己的唱法，除此之外，更加注重彼此的依赖，终于成功，并最终红极一时。
最近，据说她们的组合可能会解散，但是不管怎样，我们都希望她们能继续下去，毕竟我们对她们的歌太熟悉了。
自我创作
Three beautiful girls ,who music very much, becoming famous stars. They joined together because of the same thought,and formed a brand called S H E. At the beginning ,they sing like a star to give performances .Later, they
the way they sang. , they paid much attention to each other to act. Fianlly ,they succeeded and .

However,It‘s said that their band will recently.Anyhow, we do hope that they can go on to play,because we their songs.
are fond of
dreamed of
pretended to
great importance to
attached
In addition
relying on
made a big hit
break up
are so familiar with
Writing是我根据教学需要设计的练习而且渗透了德育教育。写作有及时复习和复述课文的功能，填空处均为课文中的重点词汇，整个篇章又是对本单元一个总的概括。此活动有利于学生理解、积累、内化语言，提高学生概括、表达和思维以及写作能力。
Homework
Finish the exercises
on the workbook
作业设计进一步对所复习的内容进行巩固和提升。
7. Blackboard design(板书设计）

are fond of break up
dreamed of
pretended to
attached great importance to are so familiar with
In addition
relying on made a big hit
本节课的设计体现了任务型教学的特点，同时整个任务链的设计均以学生的兴趣为主，由易至难，逐层递进，逐步完成各个任务，使学生在愉快的完成每一个任务的同时，体会到学习英语的乐趣，并使每一位学生都参与到活动中，都有所提高。授课完毕后，反思如下：
达到提高学生阅读技巧，培养学生的阅读能力的目的。在实施的过程中，采取了，略读（skimming）—找主旨大意——跳读(scanning )——找信息（回答问题）——分析文章的结构-布局谋篇-阅读的同时也为今后的写作奠定了基础。
以学生为中心搜集、整理、设计、反馈教学内容，让学生在学习中体验了成功与快乐。
把课堂交给了学生，培养了他们自主学习能力和创新能力，增强了自信心。
不足之处：合理利用时间把握不是很准确。
Teaching reflection（教学反思）
Thanks for your time！
Thank you !
Without music, life is a journey through a desert.