必修2 unit 5 music 教学设计与反思.doc

必修2 Unit 5 Music教学设计与反思
陈俊杏陆丰市林启恩纪念中学
课型：Warming Up, Pre-reading and Reading
分析学生：
木现学生的英语水平一般，有部分学生的英语基础较差。

但是通过对不同层次的学生进行合理的小组分配，加上大部分学生对英语学习感兴趣，能积极参与各种课堂活动，因此很多教学活动都能顺利开展。

课堂中除了关注语言知识学习和语言技能训练外，也能通过感受文中乐队的成功经历，让学生明白成功是需要不断努力的。

分析教材：
本节课的话题是“音乐”和“音乐类型”，涉及门基乐队，主要围绕着门基乐队的形成和成长历程展开的。

对于这种学生感兴趣的话题、学生比较感兴趣，思路也比较开阔，可谈的内容也就比较多。

教学目标：
1.知识目标：
了解和熟悉各种音乐的形式和课文中黑体标注的英语词汇，如：Classical music, Orchestra, instruments, studio, broadcast etc；掌握表达偏好和爱好的基本句型，如：I prefer/hate...because it makes me feel bored... If I'm I prefer to listen to...etc （重点）；了解The Monkees 乐队的一些情况以及如何组建乐队的一些常识。

2・能力目标：
1）强化略读、杏读等方式查找关键词、主题句，更快速并准确地确定文章的段落大意。

2）能用英语表达建议、偏好和爱好；能用已有知识和所学的新知识进行讨论。

3 .情感态度与文化意识目标：
1）了解各种音乐形式，了解The Monkees组合的发展历程，感受中西方音乐以及古典音乐与现代音乐之间的差异，增进对中西方音乐文化的了解，提高音乐修养。

2）在小组合作互动中，增强学生的团队合作精神与分享意识。

教学重点
1.获取The Monkees组合发展历程的信息；训练学生掌握、理解文章细节的阅读能力。

2.培养学生在体验中与人合作的能力，增强对中西方音乐文化的了解，提高音乐修养。

教学难点：
1.通过阅读更好地发展各种阅读技巧；训练用英语获取信息、处理信息、分析问题和解决
问题的能力。

2.能用英语表达建议、偏好和爱好；能用已有知识和所学的新知识进行讨论。

教学手段与策略
1.采用多媒体课件作为主要的教学手段。

录W The Monkees歌曲的磁带或CD。

多媒体
课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。

同时，借助黑板、粉笔等辅助手段开展教学活动。

2.自主探究学习和小组合作学习策略。

学生的课前学习准备
记忆本单元的新单词，查找关于The Monkees的信息。

预习任务把学生被动的学习变成主动的学习。

教学过程：
Step 1: Warming-up
T: Good morning, class. Today we are going to talk about an interesting topic —music. I think you are very familiar with this topic. First, answer my questions.
T: Do you like music? S: Yes/No.
T: Can you tell different kinds of music? S: Yes/No.
T: Now, we will have a guess game. I will play some kinds of music for you .Guess what kind of music it is. Let's see which group does the job best.
Step 2: Pre-reading
T: Do you know any famous bands in the world? List some if you can.
(The Beatles, Back Street Boys, The Eagles, West Life and Pink Floyd, Beyond, Zero Point , ect )
T: In the last period, I ask you to collect some information about the Monkees. Now, each group chooses one student to show the information you found on the internet about the Monkees to us.
(The teacher should give some comments on their job properly.)
T: You did a good job. Among the songs they played, which song do you like best? (The answers may vary.)
［设计思路］通过让学生呈现他们收集到的信息以及听过的音乐，让学生体验到了成就感。

并对门基乐队的作品有了一些认识。

Step 3: Reading
L Fast reading
Read the passage quickly and try to find out the main idea of each paragraph.
Paragrap h Main idea
1 Many people want to be famous as singers or musicians.
2
3
4
Five minutes later, ask three students to give out their answers. Then show the answers.
Paragrap h Main idea
1 Many people want to be famous as singers or musicians.
2 How most bands start.
3 The Monkees started in a different way.
4 How the Monkees became popular and how they developed as a real band.
［设计思路］要求学生快速阅读后找出每段的大意。

然后抽查三位学生，适当给予提示，让学生对如何找主题句有个清楚的认识。

并提醒学生在写作中注意用主题句构思作文的方法。

2.Careful reading
Task 1. Decide if they are true or false.
1). They produced a new record in 1970 to celebrate their time as a band. ( )
()
)written by
A. but only one person was accepted.
B. but reunited in the mid-1980s.
C. form a band because they like to write and play music.
D. to celebrate their time as a
band.was a big hit.
2) . Most musicians get together and form a band because they like to become
famous-( )
3) . They put an advertisements in the newspaper looking for five rock musicians
but only one person was accepted.( )
4) The first TV show was a big hit. ( )
5) However, the band broke up in about 1970, but reunited in the 1990s. 6) . The four members of the Monkees could sing very well at first. ( 7) . Each week on TV the Monkees would play and sing songs themselves.( )
8) . Later, the Monkees became even more popular than the Beatles.( Suggested answers: 1)F 2).F 3).F 4).T 5).F 6). F 7). F 8).T Task 2. Join the correct parts of the sentences together.
1. They produced a new record in 1996
2. Most musicians get together and
3. They put an advertisement in the newspaper looking for four musicians,
4. The first TV show
5. However, the band broke up about 1970, Suggested answers:ID, 2C, 3A, 4E, 5B.
［设计思路］通过做对错和连线题，学生对文中细节有了更深的了解。

Step 4: Discussion
T: Now in pairs discuss the following questions with you partner.
What kind of music do you like: Chinese or Western, classical or modern? Why? (Ask the Ss to use the following sentences to express their own opinion on music:) I prefer/hate ... because ... / I like...best because...
If I'm worried/frightened/ sad..., I prefer to listen to ...
I find that if I listen to ... I feel...
A: What kind of music do you like, pop music or ...?
B: I like..., because...
A: Who is your favorite singer?
B: Well, I prefer /like... Her/his music makes me feel...
Who do you prefer?
A: I like .... B:...
Ask two or three pairs of Ss to act their dialogue.
［设计思路］通过对话的设计和表达爱好的句型，让学生在表演中更加牢固地掌握表达偏好 和爱好的基本句型，如：1 prefer/hate...because it makes me feel bored... If Tm I prefer to listen to...etc.
Step 5: Homework
1. Find five sentences in the reading passage that contain prep + whom / which attributive clauses. Preview the grammar in this unit on page 86.
2. Make sentences using the following words and phrases: dream of, pretend, to be honest, attach... to, earn, play jokes on, rely on, get familiar with, break up.
教学反思
本节课中，我采取了层层推进的教学方法，由浅入深，环环相扣，随着任务的一个个完成, 问题的一个个解决，学生最终都能较流畅的进行语言的输出。

首先通过提问问题，然后播放音乐片段让学生猜测，进而讲到了各种音乐类型，引起学生的兴趣。

通过这一少骤把学生的注意力集中到本节课的中心话题上来。

接着让学生列举他们了解的乐队，从而引出了木深阅读文章中的门基乐队。

教师让学生把课前所收集到的门基乐队的材料和部分音乐呈现出来, 并适当地给予表扬，这个预习任务的完成既有助于学生对阅读文章的理解，又培养了他们自主学习的能力和兴趣。

在读的活动中，我采取先整体阅读，后抓细节的方法。

首先让学生通过跳读找出文章的大意，然后再精读搞清文章的细节，这样更符含人的认识规律。

学完这篇文章，学生对成名这一问题有了故事层面的准备。

最后通过对话的设计和表达爱好的旬型, 让学生在表演中更加牢固地掌握表达偏好和爱好的基木句型，如：I prefer/hate... because it makes me feel bored... If I'm I prefer to listen to...etc.在阅读教学中，我一直在实践这样的课堂设计理念：充分预热出氛围，巧妙设计入正题。

不足之处:没有设置让学生讨论为何门基乐队被称为“ The band that wasn't的问题。

另外，若能在学完整篇文章后，用填空的方式对课文进行一个总的概括，以加深学生对文章的理解，效果会更好。