高中英语必修二unit5 music说课稿

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高中英语 Unit 5《Music》说课稿新人教版必修1

高中英语必修二unit5 music说课稿各位老师：大家好！作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。

多年来，我为实现自己的梦想和追求不懈地努力着。

今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。

一、说教材内容和学情我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。

本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。

它中心话题是“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。

而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会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。

我的教学对象是高一学生。

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。

二、三维教学目标根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：（一）知识目标和能力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。

比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。

能用英语表达建议、偏好和爱好。

学生熟悉掌握不同的音乐类型。

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，并且从更深一层上去把握不同音乐所表达的不同意义。

（二）情感态度1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。

人教版高中英语必修二unit5-music-warming-up-and-reading教案

1. 利用多媒体课件，展示图片，播放音乐，小组赛等形式最大限度地吸引学生的注意力，使学生对学习产生浓厚的学习兴趣。

2.教学环节层次清楚，衔接自然，环环相扣。

The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。

教学设计分成四个部分：热身—阅读前—阅读中—阅读后。

热身部分学生通过听音乐、口头交流、看图片及游戏等多种形式来了解音乐的形式和风格，由组合SHE的歌曲Super Star导入阅读教学。

阅读前呈现The Monkees组合的信息和欣赏其代表作品及学生谈自己对该乐队的初步认识这三个活动组成，为阅读提供背景知识。

阅读过程主要通过快速阅读和仔细阅读完成阅读任务来达到阅读教学目标。

然后完成课文内容填空，回顾The Monkees发展历程。

阅读后展开讨论，引导学生总结本节课所学并谈自己的感受和想法，并复述课文和写一篇自己喜欢歌手和乐队的内容教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。

3. 采用了新课标提倡的任务型教学途径。

在教学设计中设计了多项学习任务，如；跟学英文儿歌谈感受，看图和听音乐配对音乐的形式，读文找主题句，查找细节信息，完成内容填空等，促使学生在整个教学过程中参与各种活动，自主探究，合作学习，真正获得学习成功的乐趣。

教学反思这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。

这堂课的完成使我感到欣慰，值得我深思。

首先，良好的导入是整个课堂成功的一半，它能够紧紧抓住学生的心理和兴趣，使课堂教学更具趣味性和艺术性。

总体来说，这节课的导入是比较成功的，切入点是让学生欣赏音乐，激发了学生的学习兴趣。

这不由得让我想起一句话“教有趣，必乐学”。

学习兴趣的形成有利于激发学生的学习动机，促进学生智能的发展。

其次，教学内容设计符合本班学生的实际情况，难度适中，尽量满足不同类型和不同层次学生的要求。

教学设计新部编版高中英语必修2Unit5music

精选教课教课方案设计| Excellent teaching plan教师学科教课方案[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校高中英语必修 2 Unit5 Music Reading 教课方案龙海二中蔡燕观一一一一一一一1.一一一一一一一一一一 music 一一一一一一一一一一一一一一一一一一一一一一“一一”一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2.一一 (Warmingup) 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一“一一”一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一3. 一一一 Pre-reading一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一4. 一一一Reading 一一一一一一一一一一Monkees一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一Comprehending 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一1一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一1一一一一一一一一一一一一一一一一一一一一一一一一一一一roll, folk, jazz, musician, pretend, attach, form, paaser-by, instrument ,perform, pub, performance, dream of, be honest with, play jokes on, or so, break up 2一一一一一一一一1)一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2)一一一一一一一一一一一一一一一一一一一一一一一一一一3一一一一一一一一一一一一一1一一一一一一一一一一一一TheMonkees一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2一一一一一一一一一一一一一一一一一一一1一一一一一一a. 一一 The Monkees 一一一一一一一一一一b.一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2一一一一一一 a. 一一一一一一一一一一一一一一一一b. 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一1一一一一一一一一—一一一—一一一一一一一一一一一一一一一一一2一一一一一一一一一一一一一一一一一一一一 The Monkees一一一一一一一一一一一一一一一一一一一一一一一3一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一4一一一一一一一一一一一一一一a.一一一一一一一一一一一一一一一一一一一一一一一一一一一一b.一一一一一一一一一一一一一一一一一一; c.一一一一一一一一一一一一一一一一一一一一5一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一1一一一一一一一一一1一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2一一一一一 TheMonkees一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一2一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一The Monkees 一一一一一一一一一一一一一一3一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一Step 1 Warmingup 1) Lead inBefore class, show the students four pictures on the screen.Then ask them: What do these people have in common.(ask the students to answer thequestion together)Then ask them:How much do you know about music?[ 一一一一 ] 一一一一一一一一一一一一一一一一一一一一一一一一一一2) Task 1: Brain-stormingAsk the students to name different music styles. Show some styles of music thatthey are not familiar with.Then ask the students to turn to page 33. Look at the pictures.And listen to some music.See if the students can guess which music matches with which picture.Classical music Country music Rock ‘ n’ RollRap Orchestra Folk music Forreference: Yes, you are right. I’ m sure you will really enjoy yourselves after listeningto all these beautiful music.[ 一一一一 ] 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一Step 2 Pre-reading1.一 Ask the students : Have you heard about any of the famous bands in the world?List some if you can.For reference: I’ ve heard about“ The Beatles” ,“ Back Street Boys” ,“ The Ea “ West life” and“ Pink Floyd”.[ 一一一一 ] 一一一一一一一一一一一一一一一一一reading 一一一一一一一一一一一一一一一一一一一Step 2 Fast readingAsk the students to read the title and try to understand what it mean.Then ask the two questions: How many band are there mentioned in reading? Whatdoes the band in the title refer to?2.Read the passage quickly and try to find out the main idea of each paragraph.Para 1.Para.2Para3FivePara.4minuteslater,check the answers with the whole class.Para 1.Dreaming of being a famous musician or singer.Para.2How musicians form bands.Para3How the Monkees got their start.Para.4How the Monkees become serious about the music business.[ 一一一一 ] 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一Step 3 Careful readingRead the passage carefully and finish the following taTask 1. How do people get to form a band?MembersReasonsPlacesFormsResultsFive minutes later,check the answers with the whole class.Members High school studentsReasons They like to write and play music.Places They practice their music in someone’ s home.Forms They may play to passers-by in the street or subway.They can earn some extra money.ResultsThey may also have a chance to dream of becoming famous. Task 2.How was the monkees formed and became a real band?Beginning of the bandStyle of the performanceFirst music and jokesDevelopment of the bandChanges of the bandFive minutes later,check the answers with the whole class.beginning of the band It began as a TV showstyle of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called“ beatles ”.They became more serious about their work and started todevelopment of the band play their own instruments and write their own songs like a real band.Theyproducedtheir own records and started touring and playing their music .The band broke up in about 1970,but reunited in the mid-changes of the band1980s. they produced a new record in 1996,which was aclcbration of their time as a real band.[ 一一一一 ] 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一 TheMonkees一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一Task 3 Retell thepassageIf we are ____ ____ourselves, most of us have ____ ____being famous sometimesin our live. Most musicians often meet and ____a band. Sometimes they play in thestreet to _______ so that they can earn some _____money and this also give them a_____ to realize their dreams. There was once a band started in a different way. Themusicians of whom the band was formed __________ each other as well as playedmusic, whose music and jokes were loosely __ ____ “ TheBeatle ”Their. excitingperformances were copied by other groups. “ TheMonkees” played their own_________ and wrote their own music. Though it _______ in 1970, it reunited in themid-1980s and it is still popular today.[ 一一一一 ] 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一The Monkees 一一一一一一一Step 4 SummaryToday we’ velearnt the passage about the band “ TheMonkees”and learntsomething about music. Besides, we know their success lies in their hard work andtheir unique style of performance.[ 一一一一 ] 一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一一Step 5.Homework1.Group work:(a group per day)Introduce the kind of music/a band/a singer you like to the class (the history, themusician and something interesting about it) and tell us why you like it. (P.75)2.Find the music in our daily life andthink about the functions of music.。

Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）

Unit5Music全单元教学设计（新课标版高一英语必修二教案教学设计）Unit 5 Music广东省广州市第43中学黄小红【教学内容分析】本单元的话题是音乐（music）。

音乐是学生熟悉而喜爱的话题。

但许多同学对“音乐”的概念理解较狭窄，甚至以为流行音乐就是音乐的全部，对其他形式的音乐及其相关知识了解甚少。

通过对本单元的学习，带学生走进音乐的殿堂，帮助学生了解有关的音乐知识，同时潜移默化地培养审美的情趣，引导学生对社会生活、价值观、人生观等进行深入的思考。

热身(Warming up)部分提供了八幅图及八段不同形式的音乐，要求学生听音乐进行配图活动，并讨论对音乐的感受及喜好的原因。

这部分的目的是呈现本单元的中心话题－音乐，激活学生头脑中关于“音乐”的图式，激发他们对此话题的兴趣，为整个单元的学习做好铺垫作用。

读前（Pre-reading）提出三个问题，引导学生谈论有名的乐队。

在学课文前拓展学生的思维，为学课文做好准备。

阅读（Reading）部分介绍了知名乐队Monkees 的相关情况。

这是一篇富含信息量，以音乐作为一个侧面反映了近几十年来美国社会和价值观变化的文章。

理解（Comprehending）设计了四种题型，第一题要求学生用合适的形容词归纳乐队的特点，第二题是连线题，旨在加深对课文的理解，让学生学会正确理解句子。

第三题是开放性的思考题，让学生基于对课文的理解上发表个人的看法。

第四题是归纳段意题，让学生掌握一般说明文的阅读、写作方法。

语言学习（Learning about language）部分包括词汇和语法学习两部分，教材中设计了相关的语境帮助学生学习和掌握有关音乐的词汇。

其中第三题是一个开放性题，通过做游戏，帮助学生正确使用短语dream of与to be honest with。

语法部分主要是引导、启发学生结合阅读内容，去发现、归纳、感悟目标语言结构――介词＋which(whom)引导的定语从句。

高中英语必修2·Unit5·Music教案新部编本(人教新课标

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 5 Music教案Contents: (1) Enable students to appreciate and classify different kinds of music by doing the exercise in Warming up(2) Developing their abilities to express their feeling on music and enlarge theirknowledge on music(3) Moral aim:Procedures:Step1warming up1、Introduce the topic of music through asking some question such as “Are you fondof music ,Are you good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducingdifferent kinds of music in the world.Step2 pre—reading(1)Get the students to discuss the questions with their partners and then ask themto report their work.. Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them ifyou have (Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introd uce something about “The Monkeys”Step2 skimmingLet the students listen to the tape and find out the answers to the following twoquestions.1、What are the benefits if students former a band to play in the street?2、When did “The Monkeys” break up and when did it reunite?Step3 Second readingIn this part, students will read the text again and try to understand the sentences andthe main idea of each paragraph, and then finish the exercise 2 and 4 in ComprendingStep4 Homework: Fin out some language points in Reading and recite the new words in unit 5Step5:FeedbackPeriod 2Contents: Deal with the language points in the textAim: Master the usage of the important pointsProcedures:Step1: Ask students to retell the storyStep2: Deal with the following language points.(1)famous adj well or widely knownHe is famous as a teacherBe famous forThis town is famous for its beautiful buildings(2)dream of sth/doing sth梦想dream of a better futuredream of becoming famouswhen she was young, she dream of being a doctor in the future.(3)with +n + 现在分词或过去分词构成复合结构在句中做状语With winter coming it’s time for us to prepare for oust final exam.With she was young, she dream of being a doctor in the future.With +n/pron doing sth (伴随的动作)Done (已经完成被动的动作)To do (将来执行的动作)AdjAdvPre phraseThe professor came in with a lot students following.With the problem solved, we all feel very happy.With lily to help us, we can finish the work in an hour.He likes to sleep with the door open.With her son away from home, the girl went home happily.With a bag on her back, the girl went home happily.(4)clap(clapped, clapping) vt拍，轻拍，振翼，拍翅膀vi 拍手They clapped their hands.The audience clapped after his speech.（5）pretend “假装，假扮”.后面常跟不顶式作定语He pretend not to know the faces.He pretend to be reading an important when the boss entered.He pretended that he was ill so that he could stay at home.(6)be honest with 对….说老实话，对…诚实I shall be quite honest with you.我会跟你说实话的.(7)extra adj 剩余的，特别的adv 剩余地，特别地He is strong enough to carry the cargo , I don’t think he need some extra help.I bought this picture at an extra high price.(8)play jokes on sb : speak highly of or amusingly about sb/sth 拿某人开玩笑，与某人开玩笑He is a serious , don’t play jokes on himDon’t play jokes on the disables.(9)be based on: use something as grounds 根据….以….为基础.The story is based on real life.The news repose is based on entirely on fact.(10)at first,起初，开头，含有后来不好的意思At first, she was afraid of water, but she soon later to swim.(11) attractive adj 有吸引力的，有魅力的.Attract vt 吸引力，引起Attraction n 吸引力The girl is very attractiveLike attracts like 物以类聚（12）even +比较级It’s even colder than yesterdayEven/much/a lot/far+比较级The garden is much more beautiful than one(13) break up: make something separated using force 解散，分裂，解体，驱散The crowd started to break up when the night fellTheir marriage broke up a few years later.(14) by chance=by accident 偶然地，意外地反义词on purposeI met her quite by chance(15) sort out: separate from a mass or a large group分类，拣出The farmer sorted the best apples for eatingStep3:Homework1、Use the language points in this period to make sentence2、Exercise1,2,3 in using languageStep4:FeedbackPeriod 3Contents: (1)Learning about language(2)Grammar: Discovering useful structureAims: (1)Let Ss can use correct words and expressions to finish the exercise(2)Master the grammar on P36-37Procedures:Step1、Dictate the new words and phases which we learnt in the last periodStep2、Check the answer of the Ex 1,2,3and explain some language pointsStep3、The Attributive clause with preposition ahead of the relative clauseAsk students to find the Attributive clause out of textFinish the exercise on P36Summary up the usage of the Attributive clause with preposition ahead of relativeclause with help of teacherStep4、Homework: preview the Using language on P37Step5、FeedbackPeriod 4Contents: Listening and Reading on P37Aims: Train the students to listen to the story about FreedTrain the students’ abilities to express the advantages and disadvantages ofbeing famousMoral Aims: Tell students everything has both advantage and disadvantage ,just like every coins has two sidesTeaching procedures:Step1: Listen to the tape and answer the following questions1、Let’s listen to the story about Freed and see what Freed found when he swamslowly towards the sound2、Listen to for the detail information and decide which of the statements aretrue or false on P37Step2: Fast readingRead the text, then answer the following questions1、Did Freedy and his hand get a great success in Britain?2、What disadvantages of Freed become famous?3、Did Freedy and his band leave Britain at last? WhyStep3: The language points in the reading1、be confident +从句对---有信心be confident of (about, in)对---有信心He is quite confident that he’ll pass the driving textDon’t be too confident in your own opinionTom is confident of his ability to overcome the difficulty2、afterwards v: Later, after that以后，后来，然后We saw the film and afterwards home together.我们看完电影后一起走回家3、performance n 表演performer n 表演者perform v 表演，履行，执行，表现perform one’s promise 履行perform one’s duties 尽责任perform an operation 施行手术perform an experiment 做实验You should always perform what yourpromise 你永远履行你的诺言He has successfully performed a brain operation on the patients 他已成功为病人实施了胸部手术Step4: If time permitted deal with the exercise on P38Step5: HomeworkTranslate the five sentences on P71Step6: Feedback:Period 5Contents : Speaking and writing on P38Aims : (1)Get students to be familiar with the steps to write an e —mail(2)Enable the students to write an e —mail to ask for advicesStep1: Retell the story of the Freedy with the help of the following chartStep2: 1、Ask the students to list of the things they have to consider when forming a band2、group work: form the band and out the most difficult thing for them to decide whilediscussing the questions , students have to give out the information w hy it’s hard forthem to decide and why they need helpStep3: Read the freed reply and explain some language points1、stick to sth信守，遵守，坚守stick to rules =obey the rulesWe said we’d give her the cash , and we must stick to our agreement2、above all首先，首要的是Step4: Read some saying about musicStep5: HomeworkWrite a letter to the Freedy to ask for helpStep6: FeedbackPeriod 6Contents: Listening on P69 and Reading task on P72Procedures:Step1: ListeningStep2: Reading task1、Introduce the background: cat’s in the cradle was Harry Chapin’s most popularsong ,becoming the biggest hit of 1974 and one of the best ---loved songs of the1970s,It is about the relationship between a father and son and the missedopportunities or them to be together.2、Get the main idea of each partStep3: FeedbackPeriod 7A quiz on vocabulary and deal with the exercise in the newspaperFeedback:Translation:(1)教学是建立在科学的基础之上的艺术（be based on）(2)这两个孩子计划捉弄一下他们的父母亲（play tricks on）(3)警察驱散人群以防斗殴（break up）(4)如果你坚持真理，你就会无所畏惧（stick to）(5)我年轻时经常梦想成名（dream of）（6）孩子躺在床上，我没法上床睡觉（用with短语）Key to translations(1)Teaching is an art based on a science(2)The two children planned to play tricks on their parents(3)The police broke up the crowd to stop the fighting(4)If you stick to the truth, you will have nothing to fear(5)I often dream of being famous when I was young(6)With the baby lying on the bed, I can’t go to bedUnit 5 Useful expression1、hear about 听说42、cross out划出2、want to do 想要做….. 43、hate doing讨厌干某事3、dream of 梦想44、give advice给建议4、in front of 在…..前面45、would like to愿意干…5、be honest with对…说实话，对….诚实46、share…with…和…分享6、most of大多数47、add…to…增加…到…7、get to do 48、ask sb for advice向…要建议8、pass-by过路人49、agree with同意..意见9、earn some extra money赚额外的钱50、comp up with提出想出，赶上10、give sb a chance 给某人一次机会51、stick to坚持11、play jokes on sb戏弄某人52、above all首先，最重要的是12、look for寻找53、decide to do决定干…13、make good music熟练地演奏音乐54、pay for付款14、put an advertisement登广告55、leave a note留言15、be able to do sth 能够干某事56、help sb do sth帮助某人干…16、at first起初，首先57、according to根据17、pretend to do sth 假装干某事58、pay attention to注意18、or so大约，…..左右用于数词之后59、as a result of由于…结果19、start to do/doing sth开始做某事60、as a long as只要20、break up打碎，分裂，解体61、a piece of一段音乐21、join….together把…连接在一起62、be ready to 准备22、get together聚在一起63、in church在教堂23、come true变成现实64、in the cradle在摇篮里24、by chance偶然地，无意地65、the other day前天25、in different directions朝…不同方向66、learn to do学会26、get out of从小汽车里下来67、have a good time玩的开心27、expect sth to happen期望某事发生68、walk away走开28、send message传递信息69、be proud of以..为自豪29、mix up迷惑，弄错，搅和，搅拌70、move away走开30、sort out分类，拣出，整理，解决71、call up（给）..打电话31、change from…to…从…变成… 72、have the flu流感32、as well as和…一样好73、hang up放下听筒挂断电话33、not long after在…之后不久74、occur to sb (想法)被想起not long before在…之前不久75、grow up长大34、on a tour观光，巡回演出35、be confident of/about对…有信心36、enjoy doing sth喜欢干某事37、go wrong出了毛病38、try to do试图干…39、as if好象，似乎40、at last最后41、go back to 返回育人犹如春风化雨，授业不惜蜡炬成灰。

人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案

人教版高中英语必修二《Unit 5 Music》优质课公开课课件、教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and disc uss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2:PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words an d give some examples.News words: classical, energy, soul…Talking projectGuide student s to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●∙Suppose you are a reporter and interviewing the students who about music.➢∙I like to…➢∙Chinese traditional song/classical music/hip-hop music/country music…➢∙Listen to/play/sing…。

高中英语必修二Unit5-Music说课设计

Unit5 Music-- Lesson 1 The Band that wasn’t说课设计一、教学内容分析本课是人教版高中英语必修二Unit 5 Music,Lesson 1 The Band that wasn’t。

本册书共分为五个新授课单元，不论是Cultural[kʌltʃərəl] relice、The Olympic Games 、Computers 、Wildlife protection 还是本单元Music ，都是与我们日常生活联系紧密的内容，对培养学生的综合素质和视野的拓展都有着十分积极的作用；本单元的中心话题是“音乐和音乐类型”，本课开篇作者以设问方式Have you ever wanted to be part of a band as a famous singer or musician [mju:ziʃən]?这种与学生个人的梦想、生活经历等切身相关的内容，来逐步切入本文的中心—一个乐队怎样形成，引导学生掌握话题语言的运用，思考话题背后的更深层次的内容，学会深入发掘和探讨。

二、教学目标通过本课的学习，学生可以了解各种各样的音乐形式，深化对音乐的认识，增添音乐欣赏趣味，提高音乐修养，另外，通过课文的学习，使学生通过上下文克服生词困难，理解语篇意义，学会从一般文字资料中获取主要信息。

能够传递信息、就熟悉的音乐话题表达看法，懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；培养合作精神和积极乐观的人生态度。

三、教学重点本单元所涉及的要点是：1、了解各种各样的音乐形式，增加音乐知识，增添音乐欣赏趣味，提高音乐修养。

2、学习由介词+which/whom引导的定语从句。

3、进一步熟悉有关建议与偏好的表达方式。

4、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语。

四、学情分析高中学生对英语知识已经有了比较好的储备，具有较强的英语听说读写技能和自主学习能力以及与同伴合作交流的能力。

必修二Unit5-Music-Using-Language说课讲解

He began to swim slowly towards the sound. Suddenly he knocked into a large lily pad. On it sat three confident frogs and they were playing instruments. Freddy climbed onto the leaf. “Can I sing with you?” he asked quietly. “Of course,” they said. He opened his mouth wide and began:
Make sure you know the meaning of
the following words. Tick those you
know and look up the others in the
dictionary.
dip
tadpole
lily
confident grown-up knock into
band and became famous singer.
Read the following statements, and then listen to the tape again. Decide which are true and which are false.
F 1. Freddy had appreciate
Listen to the story of “Freddy the Frog (I)” once and then What’s the main idea of the story?
This story is about a singer who joined a

Book-2-Unit-5-Music-说课稿---(新课标版高二英语选修六教案教学设计)培训讲学

Book 2 Unit 5 Music 说课稿(新课标版高二英语选修六教案教学设计)Book 2 Unit 5 Music 说课稿Teaching arrangement1st Period ------ New words & Warming-up2nd Period ------Reading3rd &4th Period ------Language study5th Period ------Grammar6th Period ------Using language7th Period ------ Writing8th Period ------ RevisionPeriod 1 New words &Warming upTeaching important point:Learn the new words of this unit and Warming upTeaching procedures:Step 1 Learn New Words &Expressions of this unitStep 2 Warming up1.Questions:Do you like music?Can you list some kinds of music?What kind of music do you like best?Then enjoy some different kinds of music in Warming up and match the music with the right picture.2.Discussion: What kind of music do you like best? Why? What can this kind of music do for you?Step 3 Listening (Page 69)1. Listen for the first time and do Ex3 on P69.2. Listen again and finish Ex 2 on P69.Step 4 Homework1. Remember new words2. Preview the reading text3. Finish Part 1 of 22nd EW.Period 2 ReadingTeaching important point:Enable Ss to understand the text and learn about thehistory of a music band.Teaching procedures:Step 1 Leading inTalking about the questions in Pre-readingStep 2 Reading1. First readingRead the text to find the basic information about The Monkees.Who The MonkeesWhat to do Played and sang musicWhen to break up In 1970When to reunite In the middle 1980sAchievements Very popular and sold many records2. Second readingRead Para 1 together.Read Para 2 to answer the questions:1) Why do most musicians form a band with others?2) How do they always start and develop their band?3) What is their dream as a band?And then sum up the main idea of the Para 2 to finish Ex 2 on P35.Read Para 3&4 to fill in the blanks.1.The Monkees is made of a band of four _________, who_____________each other as well as played music. It began as a ______.2.Their performances were humorous enough to be copied by other groups.3.After a year _____ in which they became more serious about their work, The Monkees started to play and singtheir ___________.4.The band ________ in about 1970, but _________in the mid-1980s.And finish the rest of Ex 2 on P35.Step 3. Post-readingDo the Ex1 on P35.Discuss in groups to finish Ex 3 on P 35.Step 4. Summary and Homework1. Finish Reading Task of EW 22nd.2. Find the difficult sentences in the text and prepare for the Language study.Period 3&4 Language studyTeaching important points:Learn the key words & expressions in the textTeaching procedures:Step 1 Review the text and check the homeworkStep 2 Difficult sentences in the textStep 3 Language points1. pretend vt. 假装，装作pretend sth. She pretended sickness.pretend to do sth She pretended not to see us. pretend to be doing sth. She pretended to be doingher homework when I opened the door.pretend to have done sth. She pretended to have seen that movie.pretend that + clause She pretended that she had seen that movie.Ex：我们假扮加勒比海盗吧！当他妈妈进来的时候他假装在睡觉。

人教版高中英语必修2《Unit5Music》教案

人教版高中英语必修2《Unit5Music》教案人教版高中英语必修2《Unit 5 Music》教案【一】教学准备教学目标1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。

Unit5Music教案-高一英语人教版必修第二册

Unit 5 MusicReading and Thinking 教学设计1、能根据上下文和构词法推断理解生词的含义2、能理解各句子之间的逻辑关系3、能找出文章的主题，理解文章内容4、能根据不同的阅读目的运用简单的阅读策略获取信息This lesson is selected from the Reading section of Music, Unit 5, Compulsory High School English, Human Education Edition. The central topic of this lesson is music, music genres, and bands. The author first introduces the formation of a band and then describes the band's unusual growth from a fake band to a real one. Through the study of this article, students will understand the charm of band music and the process of fame, and summarize the factors of success of the band. In the teaching process, the teacher should let the students summarize the development of the band and the differences between it and other bands, guide the students to discuss the elements of the success of the band, and further guide the students to think about how to use its success in their own study and daily life.High students' English learning is still in the high cohesion in the early stage, influenced by the interest in learning.The content of this article is very strange and the band is an old band involved in the last century . For students it’s too far away for a long time.They are unfamiliar with it. So, at the time of import you should choose red band to stimulate students' enthusiasm. Then arouse the learning interest of this lesson content.Unit 5 Music--The virtual choir Reading and Thinking 教学设计To learn about experiencing music online.To scan and circle the information in the text.To find the numbers and dates to fill in the timeline.To learn more about music by completing the sentences with the correct forms of thephrases.Andphrases.And then make a mind map about the outline of the passage.To know the music about different choirs and improve the quality of music.1.To guide students to pay attention to reading strategies,such as prediction,self-questioning and scanning.2.To help students sort out the main meaning of each paragraph and understand the narrative characteristics of "timeline”in illustrative style.3.To lead students to understand the changes that have been caused by the Internet.Cooperative learning1.Search the Internet to get more information about the virtual choir.2.Write a summary about the music refer to the virtual choir.Unit 5 Music-The virtual choirReading and ThinkingThe main idea:paragraph1：the definition (what)--definition and significance paragraph2:the founder(who)--Eric Whit acre paragraph3:the creation(how) paragraph4:the developmentparagraph5:the influence(what)--a wonderful way and a better placeBook 2 Unit 5 MusicDiscover useful structures 教学设计《英语课程标准》对于语法的要求：高中阶段英语语法知识的学习是义务教育阶段语法学习的延伸和继续，应在更加丰富的语境中通过各种英语学习和实践活动进一步巩固和恰当运用义务教育阶段所学的语法知识，学会在语境中理解和运用新的语法知识，进一步发展英语语法意识。

必修二unit5Music说课稿

高效课堂必修二unit5 Music第一课时说课稿英语组一、教材内容分析本节课为高一必修二第五单元的第一课时，包括介绍不同类型音乐的相关知识和一篇关于“门基乐队”特殊的成长历程的文章。

课文由读前、阅读和读后三部分组成。

本篇阅读为精读课文，对于培养学生收集处理信息的能力，提高阅读各项技能有着重要作用, 是本单元的重点。

二、学情分析高一学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读技能，形成了初步的阅读技巧。

本课主题为音乐，学生求知欲比较旺盛，思维较活跃，对于这个话题比较感兴趣，。

但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够。

因此要设置他们感兴趣的学习活动，让他们投入到课堂活动中来。

三、教学目标根据《高中英语新课程标准》对本课的要求，结合教学内容和学生实际情况制定以下教学目标。

1、知识目标1）Words: folk musician pretend attach form passer-by earn extra instrument perform pub cash studio millionaire rely broadcast humorous familiar2）Phrases: dream of to be honest attach…to play jokes on rely on be familiar with break up2、能力目标1）强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方法快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。

2）运用已经掌握的基本猜词技巧来猜测文章中的部分生词。

3、情感目标1）了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养，培养跨文化意识。

2) 在小组合作互动中，增强团队协作精神。

通过学习门基乐队从“平民到明星”的过程，引发学生对“明星梦”的反思，让学生了解成功来之不易，坚持不懈的努力才是成功的关键。

高中英语必修二Unit5_Music教案

Unit5 Music [教学目标]：一、知识与技能一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。

会深入发掘和探讨。

二、过程与方法二、过程与方法1、听音乐，感受音乐风格；、听音乐，感受音乐风格；2、分组讨论、合作练习；、分组讨论、合作练习；3、结合所知，分类整理与归纳。

、结合所知，分类整理与归纳。

三、情感态度与价值观三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；3、培养合作精神和积极乐观的人生态度。

[教学重点]：1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语2、学习由介词+which/whom引导的定语从句引导的定语从句3、进一步熟悉有关建议与偏好的表达方式[教具准备]：多媒体、音乐文件多媒体、音乐文件[课时分配]：1课时课时[教学过程]：Period 1 Warming up and reading Warming up “Keep Your Head Up”（抬起你的头），What would you like to do if you are free today? Task 1: Can you name any music style? Task 2: Do you know any famous bands in the world? Task 3: Skimming reading Read the passage quickly and match the general meaning of each paragraph. Main idea of each paragraph 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. Scanning reading Para.2 How do people get to form a band? Members High school _________. Reasons They like to_________ and ________music. Places They _________their music in someone’s house. Forms They They may may play to_________ in the street or subway, and and give give give ______________ ______________ ______________ in in in pubs pubs pubs or or clubs. Results They can __________ some _____________ money. They hope to make records in a _____________and become________________. Para.3&4 Information about The Monkees. Began as _____________________ music & jokes based on ________________ after a year or so became serious in about 1970 ________________________ in the mid1980s ________________________ in 1996 a real band True or false 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. Summary If If we we we are are are __________ __________ __________ _________ _________ _________ ourselves, ourselves, ourselves, most most most of of of us us us have have have _________ _________ _________ _______ _______ being being famous sometimes in famous sometimes in our lives. Most musicians often meet and _________ a band. Sometimes they play in the street to ________________ so that they can earn some money and this also gives them a ___________ to realize their dreams. There was once a band started in a different way. The musicians of whom the band was was formed___________ formed___________ _____________ _______each _______each other other other as as as well well well as as as played played music, whose music and jokes were loosely __________ ___________ “The Beatles”. Their exciting performances were copied by other groups.“The Monkees” played their own instruments and wrote their own mu sic. Though it ____________ _________ in in 1970, 1970, 1970, it it it reunited reunited reunited in in in the the the mid-1980s mid-1980s mid-1980s and and and it it it is is is still still popular today. Task 4: Press conference 1. What kind of music do you like? Why 2. Which singer do you like best and why? 3. How does music make you feel? 4. How did your band start? 5. What are the differences between your band and others ? 6. Why did you change to sing your own songs? 7. What’s your future plan?Sample dialogue Journalist A Monkees MemberB A. What kind of music do you like, pop musi c or …?B. I like…, because…A. Who is your favorite singer? B. Well, I prefer /like… Why ? Her/his music makes me feel…A. How did your band start? B. We start as……What are the differences between your band and others ? We often play jo k es on …….kes on …….A. Why did you change to sing your own songs? B. Because…….A. What’s your future plan?B .We want to…….A. Thanks for your coming. B. You are welcome……Task 5: What do you think of “the Monkees”?Discuss in pairs using the adjectives that you think best describe them. 让学生进行重点词汇、让学生进行重点词汇、词组和句型的对话练习，词组和句型的对话练习，词组和句型的对话练习，时间允许的话我也会提问，时间允许的话我也会提问，时间允许的话我也会提问，使学使学生在真实的语言环境中自然地习得新的语言知识，进一步熟悉有关建议与偏好的表达方式。

(人教版)必修二优秀教案 (Unit5 Music--Period5 Speaking)

Period 5 SpeakingThe General Idea of This Period：This period aims at getting the students express themselves what they think of some kinds of music and musicians.T eaching Aim：Enable the students to express what they think of some kind of music and some musicians.T eaching Important and Difficult Points：1.How to express their feelings towards different kinds of music.2.How to express their dislikes or likes.T eaching Methods：1.Group work to practise speaking.2.Task-based activity.T eaching Aid：A projector，some slides and a multi media computer.T eaching Procedures：Step 1 RevisionCheck students’ application form for Inter-school music festival.Interview different groups to see who play what instrument and who sing.Step 2 Warming up：Task one：Choose a managerSuppose the students now have been admitted to take part in the Music Festival.They get a big hit in the festival and their performances are enjoyed by many people.Then they get the reward successfully.Now，they have to find a manager to handle their business.Ask them to choose one person to be their manager.They are also needed to tell the reason why they would like him/her to be the manager for their band.T：So you have been admitted to take part in the Music Festival.Then what you need now is a good and trusted manager.Who would you like to be your manager?S1：I would choose my good friend—Lily as our band’s manager.Because she is patient and considerate，she can organize our performance well.S2：I would prefer my mother to be the manager for our band.Because she is my mother，we can totally depend on her and trust her.S3：I would prefer us to be the manager for our own band.Because we know ourselves best，we can arrange our schedule properly.We know what we can do and what we like to do.Step 3 Task two：Make a list of the songs to play （Group work）T：Since you have picked up the most suitable manager for your band，your manager has arranged your music careers successfully.Now you are the super stars.And you have got many fans.In order to make your band more famous，your recording company advises your band to hold a concert in Tianhe Sport Center.First，you have to decide what songs to play.Make a list of ten songs you will like to play.Y ou would prefer the classical music，folk music，rock ‘n’ roll，rap，or country music.Y ou are also required to sort them out.Possible answers：Step 4 Production and PresentationAsk some groups to come to platform to show their lists to the class and give a presentation why they choose these songs or this kind or music.T：OK，who would like to show us your list?And why do you choose this kind of music to play?S1：We choose pop music to play because we think pop music tells about simple but strong human feelings and events—love，sadness，good times and bad times.S2：We choose rock music since we think rock music can call up our excitement.Life needs excitement.Step 5 Task three：Invite a performance guest to your concert （Group work）T：Usually，it may be a little dull for your band to play during the whole concert.Just see the concert of other singers or band.Twins invited Joey to give a performances in their concert.Now，your recording company wants your band to choose a performance guest to give a performance in your concert，like the famous classical pianist Kong Xiangdong，the Canadian singer Alanis Morissette，the Beatles，Mozart，Beethoven，and Back Street Boys.Who is your favourite musician and which parts of his/her music do you prefer?The useful expressions are given to help the students in their talk.I prefer...I like because...My favourite musician is...I am fond of...Why do you prefer...I hate...I enjoy listening to...I love......is great!...is wonderful!I can’t stand...I don’t like... very much....is awful!...is dreadful!After 5 minutes’ discussion，ask some students to give their opinions.T：OK，who would like to share with us your opinions?S1：Our favourite musician is John Mayer，so we will invite him as our performance guest.We think he is dedicated，and most of his works consist of solo acoustic，energetic，earnest songs.S2：We are fond of Janet Jackson.Her song Miss You Much is wonderful.S3：We prefer Ah Du.He voice is great.We think we have the same feelings as the singer.Step 6 HomeworkFind out a famous singer or musician.Y ou may go to the Internet or the library，or even teen magazines to find the information.Discover what is unique about this person and why he/she loves music.Step 7 The Design of the Writing on the BlackboardUnit 5 MusicPeriod 5Step 8 Record after Teaching。

新课标必修2unit5 music说课

教材分析
要积极发展学生自主学习的能力和合作精神，并且注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
音乐
美国社会和价值观的变化。
《普通高中英语课程标准（实验稿）》要求
学情分析
1．学生经过初中阶段的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓住要点等，并且对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。 2．学生可能遇到的问题是在阅读课文中，不能在较短的时间内把握文章的脉络，概括出文章大意；不能在学习中借助音乐作品、图片等非语言信息进行语言表达。另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。
Unit5 Music
主讲人——朱培莹
பைடு நூலகம்
普通高中课程标准实验教科书英语必修2
说
课
设
计
2013.09
教材分析
01
02 06 05 04 03
教学目标
音乐是学生最乐于学习，也 The Band That Wasn’ 是最感兴趣的话题之一。初 t以音乐为侧面反映了近中已有课文涉及，但这个单几十年来美国社会和价元将使学生更为全面地了解值观的变化。在本单元音乐类型，体验不同的音乐的Warming up中，学，从而提高学生的音乐素养生已经了解了不同的音乐类型，这为阅读课奠。定了一定的基础。
教学环节层次清楚，环环相扣
运用任务型语言教学法采用了小组合作学习作为课堂活动的主要组织形式。
教学用具
声音
图片
视频
黑板
粉笔
The Monkees
教学目标

英语说课稿高一英语Book2 Unit 5 Music

在英语教学中落实新课程标准，就是要整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生的综合运用语言的能力。

开展课堂探究是培养学生综合语言运用能力的最佳手段，所以在我的教学设计里，每个教学活动都有情景创设、学生探究、学生处理问题和巩固训练等环节。

我说课的内容是高一英语Book2 Unit 5 Music. Reading The Band That Wasn’t。

这是一节综合技能课。

说课内容包括以下几个部分：教材分析，学情分析，说教法，说学法以及教学程序。

一，教材分析1，教学内容：本单元的中心话题是“音乐”。

本文的题目是“The Band That Wasn’t”。

这一部分是本单元主题的一种重要体现形式。

本篇阅读讲述了门基乐队的发展历程,乐队成员“从平民到明星”的过程能让学生产生共鸣，并引发学生对“明星梦”的反思。

2，教学目标1）知识目标：注重学生对课文的理解和语言表达，提高学生的阅读能力与技巧。

2）能力目标：围绕这一课题，使学生掌握快速阅读，详细阅读的技巧，能够寻找主题句或归纳总结每段的大意；训练他们捕捉信息，理解信息并整理信息的能力3）德育目标：了解各种各样的音乐形式，深化对音乐的认识，增添音乐欣赏趣味，提高音乐修养；谈论乐队及明星的生活，引导学生用辨证和理智的态度看待明星，树立正确的人生观和价值观。

设计说明：根据新课程标准，在初中英语教学的基础上，侧重培养学生的读写能力；激发和培养学生的学习兴趣，帮助学生树立自信心；教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。

3．教学重点和难点1）教学重点：①帮助学生总结归纳段落大意（快速浏览）②分析整理课文中的细节阅读（详细阅读）依据是英语学科新课标要求培养学生综合运用语言的能力，所以我把以上两点做为教学重点，从而起到提纲挈领的效果，便于学生掌握。

2）教学难点：推理并找出门基乐队成功的背后原因。

依据是在教学过程中作为教师必须从自己所教的学生实际情况出发，找出并化解难点以达到预期的教学目的。

Unit-5-Music-说课稿

Unit 5 Music The band that wasn’tGood morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is New Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following six parts,Part 1.Analysis of the teaching materialPart 2.Analysis of the studentsPart 3.The teaching methodsPart 4.The studying methodsPart 5.The teaching procedurePart 6.Backboard designPart 1.Analysis of the teaching materialThe teaching material includes teaching content , teaching aims , teaching key points and teaching difficult points.Teaching contentThis unit is about different kinds of music , and the reading passage plays an important part in this unit . It is about the development of a western popular band called the Monkees and includes many useful words ,expressions and grammar points that students should learn in this unit. Teaching aims1. Knowledge aims:（1）To help students to understand the words and some useful expressions（2）To get the students to know about the development of the western popular band called the Monkees2. Ability aims:(1) To train the students’reading ability by fast reading and careful reading ,and get them to learn more reading skills.(2) To help the students talk about different kinds of music in English.3. Emotional aims:(1) To increase the students’ interest in different kinds of music.(2)To improve the students’ appreciation of music..Teaching key points1. To train the students’ reading ability2. To help the students talk about something about the Monkees in English.Teaching difficult points1. To develop the students’ reading ability2. To help the students grasp the main idea of each paragraph and the whole passagePart 2.Analysis of the studentsOn the one hand ,they’ve learnt English for years, the students have got the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experiences and to develop their self-dependent learning ability and cooperative learning abilityPart 3.The teaching methodsa. Task-based Language Teachingb. Discussionc. Question-and-Answer MethodPart 4.The studying methodsa.Self-dependent learning methodb.Cooperative learning methodPart 5.The teaching procedureStep 1 Lead-inI ’ll introduce many different kinds of music and bands to them,then there is also a guessing game of music followed by the questions belowQuestions :1. What kind of music do you like best?2. Which band do you like best?After that ,I ’ll show a picture of the Monkees to lead to step 2Purpose : arouse the students ’ interest of this lesson and attract their attentionStep 2 Fast readingIn thos part ,the students will be given two tasks:Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text.Task 2 Main idea of each paragraphGet the students to match the main idea with each paragraph Para 1:Para 2:Para 3:Para 4:Match main ideas with paragraphsHow the Monkees formed the band?Dreaming of being famous.How the Monkees became popular and developed as a real band?The common way thatbands form.Methods: self-dependent learning method , Question-and-answer MethodPurpose : To train the students ’ self-depemnent learning ability and have a brief understanding of the passage.Step 3. Careful Reading1. Get the students to read the passage carefully ,and then finish Exercise 1 on page 352. Read and choose the best answers1. What does the title of the passage mean?A.The band wasn’t a famous one.B.The band was formed in a different way.C.The band didn’t play their own music.D.The band wasn’t supported buy his fans.2. How many musicians were there when the band was formed atthe beginning? A. Four B. Three C. Two D. One3. When did the Monkees break up and when did it reunite?A. 1970; 1996B. 1970; 1990C. 1970; the mid-1980sD. 1968; 19864. Which of the following is not correct about “The Monkees”?A. At first, The Monkees copied the style of The Beatles.B.They were not so popular as The Beatles.C.Their performances were really popular and attractive because of their jokes.D.They were copied by other groups and supported by their fans.I’ll divide the students into 2 groups ,and then ask them to finish the tasks by competition and cooperation.If anyone answers the question correctly,his or her group will get 1 point,and the group which get the most points is the winner.Purpose :To train the students to grasp the detailed information and have a better understanding of the text.Through cooperation and competitions,the students get the joy of success which makes the students become more interesed in learning English, at the same time ,it can help the students improve the cooperative learning ability.Step 4 . DiscussionIn order to deepen the students’understanding of the text ,I will get the students to have a discussion in groups about the following questions:1.What is the Monkees like ?2.Why do you think they can succeed?Methods : discussion, cooperative learning methodPurpose :By doing this ,the students can train their thinking ,speaking and communication abilities , in addition ,I want to get the students to know “No Pain ,No Gain.”Step 5. Summary and homework1.Get the students to retell the story with the help of the information on the blackboard.2.To create your band, write a composition about it with the knowledge you have learnt today Purpose:By doing this , the students can review the knowledge they have learnt in this lesson ,and train their writing ability.Part 6.blackboard designThe band that wasn’tThe main idea of the textThe main idea of each paragraghDiscussion:1.What is the Monkees like ?2.Why do you think they can succeed?Purpose: to get the students to have a clear idea to get the main content of this lesson.。

高中英语必修二《Unit 5 Music》全英文说课稿

高中英语必修二《Unit 5 Music》全英文说课稿Good morning professors。

it is a pleasure to be here to share my lesson on r English for China Student's Book 2 Unit 5 Music。

In this lesson。

we will cover the teaching material。

methods。

studying techniques。

teaching res。

and blackboard design。

Let's start with the XXX.The focus of this unit is to introduce different types of bands。

The reading passage is the central component of this unit。

consisting of four paragraphs。

The paragraphs cover topics suchas the desire for XXX musician。

forming a band。

and the success story of the Monkees who XXX than the Beatles。

The text is the most XXX material in this lesson as it expands on the main topicof music and XXX points for students to learn in this unit.Next。

let'XXX.To make the lesson engaging and interactive。

we will use a n of teaching methods。