高中英语_Book2 unit5 Music教学设计学情分析教材分析课后反思
高中英语_Book2 unit5 Music教学设计学情分析教材分析课后反思
Unit 5 The band that wasn’tⅠ.Warming upDo you like listening to music ? And why?_____________________________________________________________________ Could you list some styles of music ?_____________________________________________________________________Ⅱ.ReadingFast reading1.To predict what the text is mainly about .2. To find out top sentences of each paragraph_________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________ Careful readingPara. 11.Why the names of Song Zuying and Liu Huan are mentioned in P1?A. Because they are very famous.B. Because they can sing very well.C. Because the text only want us to know them.D. Because the text is giving us some examples of the famous singers that we might want to be like.2.Translation:Have you ever dreamed of playing in front of thousands of people at a concert , at which everyone is clapping and appreciating your music?_____________________________________________________________________ Para 2:Why do some people form a band? How do people form a band?They may start as…practise music inThey may play to… earn extra money to…Later, they may give performances in_____________________________They hope to…_______________________in a studio andto become millionaires.Para. 3&4 To put the following events in the right orderHad to use actorsProduced their own recordsRelied on other musiciansSang their own songsTo find four musiciansAdvertised in a newspaperSang songs by othersPretended to sing思考：The Monkees wasn’t a real band. why?_____________________________________________________________________ III. SummaryHow did the Monkees develop?It began as a ______________.As some actors could not sing well, they had to ________________________. So during the broadcast, they just_____________________.After a year_______, they started to _________________________________ like a real band.Then they _____________________and _____________. They became very popular.In about 1970, the band __________.In the mid-1980s, they ___________.In 1996, they__________________________.Ⅳ. Discussion2018Taixi School Music Festival(2018泰西校纪音乐节) is coming . It's your turn to form your own band.(pick a name kind of the music practice in… play to passers-bywork well together your own music /songs determinaion )Ⅴ.Homework1.Search more information from/default.htm . /wiki/The_Monkees and write a news report about the Monkees.2 . Learn the song daydream believer by the Monkees.Oh, I could hide 'neath the wings Of the bluebird as she sings.The six o'clock alarm would never ring. Whoops its ringing and I rise,Wipe the sleep out of my eyes. My shavin' razor's cold and it stings.Cheer up, Sleepy Jean. Oh, what can it mean.To a daydream believer And a homecoming queen.You once thought of me As a white knight on a steed.Now you know how happy I can be. Oh, and our good times starts and endWithout dollar one to spend. But how much, baby, do we really need.[Repeat and fade]My love - WestlifeAn empty street an empty house a hole inside my heart I'm all alone and the rooms are getting smallerI wonder how I wonder why I wonder where they areThe days we had the songs we sang togetherOh yeahAnd oh my love I'm holding on foreverReaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there Where the skies are blue to see you once again my love Over seas and coast to coastTo find a place I love the mostWhere the fields are green to see you once againMy loveI try to read I go to work I'm laughing with my friendsBut I can't stop to keep myself from thinkingOh noI wonder how I wonder why I wonder where they areThe days we had the songs we sang togetherOh yeahAnd oh my love I'm holding on foreverReaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there Where the skies are blue to see you once again my love Over seas and coast to coastTo find a place I love the mostWhere the fields are green to see you once againTo hold you in my armsTo promise you my loveTo tell you from the heartYou're all I'm thinking ofI'm reaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there学情分析1. The Students have known something about music.They all love music.2.The Students don’t often use English to express themselves or communicate with others.3.Some students are not active enough in English class because they’re afraid of making mistakes.4.Students: at the age of 15 or 16,full of curiosityeager to show their abilities,expect to win others’ respecthope to succeed in their study,motivated to make progressby teacher’s praise.效果分析本堂课主要想体现新课标形势下的教学模式。
高中英语_Unit 5 Music教学设计学情分析教材分析课后反思
本单元的话题很容易使学生兴趣盎然，思路开阔，有话可谈，作者先以设问的方式引发学生从个人的梦想，生活经历和熟悉的人物等角度来思考或许某一天也可能发生在自己生活中的事，即富有和成名，来逐步切入本文的中心话题本节课的学习目标是学习写一封建议信，按照短语，句子，文章的顺序完成，进行的比较顺利，完成了需要达到的学习目标。
同学们在小组讨论中积极发言，虽然展示的句子有个别错误，但在篇章布局和句子结构上已基本达到既定目标。
在本课的学习中，无论是短语的铺垫还是句子的练习，都为最后的作文做了充足的准备。
本单元的话题是“音乐”和“音乐类型”，内容分三个文段展开，涉及门基乐队，费雷迪和他的乐队等子话题，而其中主篇课文是围绕着门基乐队的形成和成长历程展开的。
用复习的写建议信的单词短语句型, 给世界野生动物保护基金会写一封求助信。
调查研究证明，中国江豚受人类活动影响而濒临灭绝，目前总数不足1,000只。
假设你是李华，请用英文给WWF写一封信，请他们关注这个现象并提供帮助。
内容包括：①说明写信目的；②简述江豚现状；③希望WWF如何帮助。
本节课的课前课中课后环节都突出了学生在评价中的主体地位，有效促进了学生英语学科核心素养的形成，学生在参与这些活动的同时，发展了听说读写看的能力，学生在中外文化的对比中汲取了正确的世界观和价值观，提升了对比、分析、综合、归纳等思维品质，展示了自主学习、拓展学习、合作学习等方面的学习能力。
在今后的教学中，应着重培养学生的书法练习。
普通高中英语课程的具体目标是培养和发展学生在接受高中英语教育后应具备的语言能力、文化意识、思维品质、学习品质、学习能力等学科核心素养。
本节课涉及的是文化意识目标：获得文化意识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，举备一定的跨文化沟通和传播中华文化的能力。
人教版高一英语必修二《Unit5 Music》说课稿
人教版高一英语必修二《Unit5 Music》说课稿一、教材背景《Unit5 Music》是人教版高一必修二的一篇教材内容，主要围绕音乐这一主题展开。
通过学习本单元，可以帮助学生了解音乐在不同文化中的作用和影响，并培养学生的音乐欣赏能力、口语交际能力和阅读能力。
二、教学目标1. 知识目标•学习并掌握本单元的核心词汇和短语，如composer、genre、instrument等；•理解和掌握本单元的重点短语和句型，如能够运用“Where was he/she born?”、“What kind of music do you like?”等进行口语表达；•了解英语国家和中国的音乐文化差异。
2. 能力目标•培养学生的口语交际能力，能够用正确的语法和词汇表达自己的音乐喜好和观点；•培养学生的阅读理解能力，能够阅读并理解关于音乐的文章；•培养学生的听力理解能力，能够听懂关于音乐的对话和讲述。
3. 情感目标•帮助学生发展对音乐的兴趣和热爱；•培养学生欣赏不同风格音乐的能力，增强跨文化交流的能力；•通过学习音乐，培养学生的审美情操和情感表达能力。
三、教学重难点1. 教学重点•理解并掌握本单元的核心词汇和短语；•进行口语表达，用正确的句型和词汇谈论音乐喜好和观点；•阅读和理解关于音乐的文章。
2. 教学难点•帮助学生理解并掌握不同风格音乐的特点和背景；•培养学生批判性思维，提高阅读和分析音乐文章的能力。
四、教学内容与方法1. 教学内容本单元主要包括以下几个部分：•单词学习和词汇拓展：学习与音乐相关的词汇，如composer（作曲家）、genre（风格）、instrument（乐器）等；•语法学习和句型运用：学习问句和回答的句型，如“Where was he/she born?”、“What kind of music do you like?”；•阅读理解：阅读文章《Music Around the World》，了解不同国家的音乐文化差异；•口语表达：谈论音乐喜好、音乐家和音乐风格，学生进行口头交际。
高中英语人教版必修2教案-Unit_5_Music_教学设计_教案_2
教学准备1. 教学目标Teaching Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mail2. 教学重点/难点To learn to read about bands。
To study The Attributive Clause (in/ for/ with/ by＋which/ whom)。
To learn to write an e-mail。
3. 教学用具4. 标签教学过程ProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a livel y and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do youlike better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave 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 Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles”best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest, form a band, high school students, practice one’s music, first step to fame, play to passers-by, in the subway, earn some extra money, give performances in pubs or clubs , be paid in cash, make records in a studio, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, put an advertisement in a newspaper, look for rock musicians, rely on , pretend to do sth., become more serious about…, play their owninstruments, produce one’s own records, start touring, break up, in the mid-1980s,celebrate one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: Many people want to be famous as singers or musicians.2nd paragraph: This is how most bands start.3rd paragraph: The Monkees started in a different way.4th paragraph: How the Monkees became popular and how they developed as a real band.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?4. Readin g and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.Do you agree that th e j okes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to singPeriod 2: Learning about LanguageTeaching AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expr essions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 36 and do exercises 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees”started to play their own instruments and write their own songs like a real band.2.Doing exercise 2 on page 37Turn to page 34. Look at the sentence in the text: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.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show you a store in which you may buy all that youneed.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise 3 on page 37, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...)•Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also usethat or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:• Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which ratherthan whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, allof which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However,it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I would never have finished the work.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered.S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how toplay chess.7. The book is enjoyed by adults as well as children, about whom it was primarily written.8. There are still many things in our solar system, about which we know nothing.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate forformal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: Using LanguageTeaching AimsTo read the story about Freddy and then enjoy and understand Beatles’songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 38 and read these exercises before listening to the tape. Then listen to the tape and finish them.II. Guided reading1. Reading and translatingRead more about FREDDY THE FROY and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after classas homework.Collocations from FREDDY THE FROGbecome famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performanceto a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags3. Doing exercisesNow you are going to do exercise 6 on p age 39 following thearticle.Suggested answers to exercise 6:This is a story about a band that became famous and did not like it.III. Guided writing1.Writing a letter for advicePlease turn to page 39 writing. Let’s read the instructions.You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first; then add extra information to show Freddy why you need help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. U se a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?附：同步备课资料I. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to producedifferent notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Moza rt was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器V. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.。
英语说课稿高一英语Book2Unit5Music（5篇模版）
英语说课稿高一英语Book2Unit5Music（5篇模版）第一篇：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。
人教版高中英语必修第二册 《Unit 5 Music》教案
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。
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。
高中英语_必修二unit5 Music(Reading)教学设计学情分析教材分析课后反思
Unit5 Music（reading）教学设计引起高度重视。
仍然运用以往的以考试成绩来刺激学生学习的作法显然只能是适得其反了。
教师在教学设计以及教学过程等方面应突出以学生为主体的思想，结合学生实际因材施教，才能激发学生的学习兴趣。
2.教师在课堂中要有大量情景的设置，应该有梯度的设置任务，使用分层教学，提高学生的参与度，使不同层次的学生有机会展示自己，获得成就感，体验学习的快乐。
Unit5 Music测评练习课文复述填空If we are ____ ____ourselves, most of us have ____ ____being famous sometimes in our live. Most musicians often meet and _____a band. Sometimes they play in the street 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. The musicians of whom the band was formed ____________ each other as well as played music, whose music and jokes were loosely __ ____ “The Beatle”. Their exciting perfo rmances were copied by other groups. “The Monkees”played their own _________ and wrote their own music. Though it _______ in 1970, it reunited in the mid-1980s and it is still popular today.。
2019统编人教版高中英语必修第二册unit 5《Music》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 5《Music》全单元备课教案教学设计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 discuss 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 and give some examples.News words: classical, energy, soul…Talking projectGuide students 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…Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3. Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words:perform,enable,prove,award,and fall in love with…New words practiceIn order to have a good _______________ (perform), I have made good preparations for it．At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．Step 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know我们都知道as we can see正如我们所看到的as is reported正如报道的as is often the case这是常有的事as is mentioned above如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: enable•Paragraph 2: award•Paragraph 3: performanceTask of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Which paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you want to take part in a virtual choir, you need….Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】Step 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。
高中英语_Music教学设计学情分析教材分析课后反思
Unit5 Music一,教材内容分析人教版必修二第五单元的话题是Music.介绍了各种类别的音乐和门基乐队的形成。
本单元中的”The band that wasn’t”是本课中的精读文章。
文章先通过四个问题引起读者对话题的关注与思考；第二段介绍普通乐队形成的通常过程；第三、四段则描述了门基乐队（The Monkees）由电视节目里的“假”乐队发展为真乐队的特殊历程。
本文学习的关键点在于通过门基乐队与众不同的由“假”变“真”的经历，引导学生了解乐队的成名过程，并领悟乐队成功的要素。
教学目标二、教学目标1、语言知识目标（1）了解有关音乐的词汇；（2）初步学习并掌握课文当中的重点单词和词汇；2、语言技能目标（1）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；（2）能够运用有关于音乐的简单词汇和语句来表达有关音乐话题的相关内容；3、情感态度与文化意识目标（1）了解各种音乐形式及相关的背景知识，深化对音乐知识的认识，提高音乐欣赏力；（2）通过了解门基乐队的发展史，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。
三、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）（2）教学难点：推理并理解题目的含义四、教学方法任务型教学法；多媒体辅助教学法；启发式教学法；活动法五，教学过程Step1 warming-up环节设计：1.给学生展示国内外的一些流行歌手的图片2.播放各种类型音乐的音频并让学生匹配3.让学生小组讨论喜欢什么类型的音乐？并说出为什么喜欢听音乐？意图说明：采用视听结合的方法，用音乐家们的图片和一些不同类型的音乐片段作为导入，极大地激发了学生的兴趣，吸引了他们的注意力，使学生从听觉上感受音乐的美妙让学生了解音乐的分类及背景知识引出文章主题。
既有助于学生初步理解和掌握词汇，扫除阅读障碍，又能激发学习的热情与兴趣，培养合作学习的能力Step2 pre-reading环节设计：帮助老师解决问题，向老师推荐一些著名的乐队和他们成名的歌曲。
book2unit5music教学设计
Book 2 Unit 5 Music. 教学设计教材版本：人民教育出版社教学年级：高一课题名称：Book2 Unit5 Music授课时间：40分钟梅州市兴宁市田家炳中学谢益清温映标罗文杏陈翠梅张苑潘娜〔一〕、学情分析〔1〕本届高一年级大部分学生学习自觉性较好，对英语较感兴趣，能积极参加各种课堂活动，如话题的讨论，在学习中有较强的合作精神，愿意与别人分享各种学习资源。
〔2〕很大一部分学生来自遥远的农村，平时缺乏训练，英语口头表达才能较弱。
教师在课堂教学活动过程中经常跟他们交流，并设计难易适中的话题来鼓励他们积极参与。
〔二〕、教材分析本单元的话题是“音乐〞。
通过阅读“门基乐队〞的故事和听“青蛙乐队〞的故事向学生介绍了几种音乐形式。
学生通过本单元的学习不仅能理解相关的音乐知识，也能通过使用目的语言来表达自己的观点，向别人提建议及正确使用带有介词的定语从句。
“热身〞(Warming Up)部分通过直观形象的图片展现了为群众所熟悉的多种音乐形式,使学生音乐的丰富内容有较为广泛的认识。
“读前〞〔Pre-reading〕部分的四个问题导入学生对现代流行乐队根本常识的理解。
“阅读〞〔Reading〕部分主要介绍The Monkees乐队的一些情况。
“理解〞〔Comprehending〕部分旨在通过四部分练习题帮助学生进一步总结The Monkees乐队的根本情况和细节问题。
本单元的词汇学习主要表达在“语言学习〞〔Learning about Language〕部分,教师应借助于音乐这一通俗话题激发和调动学生的学习积极性与主观能动性,结合相关语境帮助学生学习和掌握有关音乐的词汇,并引导学生学会分类整理与归纳,进步学习效率。
本单元结合阅读的内容和语法构造学习运用“介词+which〞,“介词+whom〞引导的定语从句以及被动语态。
“语言运用〞〔Using Language〕部分，编者安排了青蛙乐队的故事让学生进展听力理解和阅读训练,随后继续在学生用书和练习册中围绕音乐这个话题进展听`说`读`写的互动,然后在〞说〞的部分布置两个任务:组建乐队,写有关音乐的〞名言警句〞。
高中英语_Uint5 Music教学设计学情分析教材分析课后反思
Book 2 Unit5 Music -----The Band That Wasn’tReading教学设计一、Teaching material（教材分析）This period is the 2nd of the unit 5 and the key part. The topic of the reading passage is about music. The students will be asked to finish pre-reading , reading and comprehending within one period. All the materials and exercises are about different musics. Through reading, the Ss are supposed to learn different kinds of them.二、Teaching aims（教学目标）Knowledge aim：Enable students to learn more about musics.Ability aim：Enable students to review and strengthen some reading skills such as: task1 and task2 .Emotional aim：Enable students to become interested in musics and sing some songs.三、Difficulties and importances（重点难点）1.Enable the students to understand the article and master the new reading skillsof solving some problems like guessing new words, inferring, and understanding the tone of the passage.2.Enble the students to learn to finish a mind map of the passage.四、Learning analysis（学情分析）The class is given to senior one student who has mastered a certain amount of English words and phrases as well as acquired some useful reading strategies. However they still have difficulty in dealing with some problems concerned with guessing new words, inferring, and understanding the tone of the passage.五、Teaching methods（教学方法）Co-operative learning task-based discussion六、Teaching aids（教学手段）利用多媒体一体机、网络资源、自制音像等创设教学情景、问题情景，扩大教学容量，增强教学的趣味性和时效性.七、Teaching procedures教学过程Step1：checking(检查)Ask the students to recite some sentences we have learned.[设计意图] 巩固检查，加强学生的记忆能力.Step2：Warming-up (3 minutes)1.Brain-storming：Discuss with your deskmates。
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Unit 5 The band that wasn’tⅠ.Warming upDo you like listening to music ? And why?_____________________________________________________________________ Could you list some styles of music ?_____________________________________________________________________Ⅱ.ReadingFast reading1.To predict what the text is mainly about .2. To find out top sentences of each paragraph_________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________ Careful readingPara. 11.Why the names of Song Zuying and Liu Huan are mentioned in P1?A. Because they are very famous.B. Because they can sing very well.C. Because the text only want us to know them.D. Because the text is giving us some examples of the famous singers that we might want to be like.2.Translation:Have you ever dreamed of playing in front of thousands of people at a concert , at which everyone is clapping and appreciating your music?_____________________________________________________________________ Para 2:Why do some people form a band? How do people form a band?They may start as…practise music inThey may play to… earn extra money to…Later, they may give performances in_____________________________They hope to…_______________________in a studio andto become millionaires.Para. 3&4 To put the following events in the right orderHad to use actorsProduced their own recordsRelied on other musiciansSang their own songsTo find four musiciansAdvertised in a newspaperSang songs by othersPretended to sing思考：The Monkees wasn’t a real band. why?_____________________________________________________________________ III. SummaryHow did the Monkees develop?It began as a ______________.As some actors could not sing well, they had to ________________________. So during the broadcast, they just_____________________.After a year_______, they started to _________________________________ like a real band.Then they _____________________and _____________. They became very popular.In about 1970, the band __________.In the mid-1980s, they ___________.In 1996, they__________________________.Ⅳ. Discussion2018Taixi School Music Festival(2018泰西校纪音乐节) is coming . It's your turn to form your own band.(pick a name kind of the music practice in… play to passers-bywork well together your own music /songs determinaion )Ⅴ.Homework1.Search more information from/default.htm . /wiki/The_Monkees and write a news report about the Monkees.2 . Learn the song daydream believer by the Monkees.Oh, I could hide 'neath the wings Of the bluebird as she sings.The six o'clock alarm would never ring. Whoops its ringing and I rise,Wipe the sleep out of my eyes. My shavin' razor's cold and it stings.Cheer up, Sleepy Jean. Oh, what can it mean.To a daydream believer And a homecoming queen.You once thought of me As a white knight on a steed.Now you know how happy I can be. Oh, and our good times starts and endWithout dollar one to spend. But how much, baby, do we really need.[Repeat and fade]My love - WestlifeAn empty street an empty house a hole inside my heart I'm all alone and the rooms are getting smallerI wonder how I wonder why I wonder where they areThe days we had the songs we sang togetherOh yeahAnd oh my love I'm holding on foreverReaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there Where the skies are blue to see you once again my love Over seas and coast to coastTo find a place I love the mostWhere the fields are green to see you once againMy loveI try to read I go to work I'm laughing with my friendsBut I can't stop to keep myself from thinkingOh noI wonder how I wonder why I wonder where they areThe days we had the songs we sang togetherOh yeahAnd oh my love I'm holding on foreverReaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there Where the skies are blue to see you once again my love Over seas and coast to coastTo find a place I love the mostWhere the fields are green to see you once againTo hold you in my armsTo promise you my loveTo tell you from the heartYou're all I'm thinking ofI'm reaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there学情分析1. The Students have known something about music.They all love music.2.The Students don’t often use English to express themselves or communicate with others.3.Some students are not active enough in English class because they’re afraid of making mistakes.4.Students: at the age of 15 or 16,full of curiosityeager to show their abilities,expect to win others’ respecthope to succeed in their study,motivated to make progressby teacher’s praise.效果分析本堂课主要想体现新课标形势下的教学模式。