必修2 Unit5Music-Reading教学设计
高中英语人教版必修二Unit5 Music reading and thinking 教案
Unit5 Music教学重难点Key points :1.To understand the basic knowledge of Virtual Choir, including its background and itscomposer, as well as some information about its composer.2.To express their own views correctly and appropriately.3.Can retell the story with the help of the outline.Difficult points:1.To understand the 1st paragraph well.2.To express their own opinion.教学过程与设计意图教师活动学生活动设计意图Step1 Warming up1.Enjoy 2 videos and try to tell their differences.2.Check the new words in this article.Ss listen and think carefullySweep away the wordobstacles. 过视频引导，激发学生兴趣。
为是新文章，所以在学习课文前，给学生扫清个别单词障碍，帮助学生理解课文。
Step 2 Presentation Task 1 Scan and MatchPara1. B. some knowledge of virtual choirPara2-3. C. brief introduction of its composerPara4 A. Virtual choir’s influence.1.Read paragraph 1Try to finish the mind mapQ1: What is virtual choir?Q2: Who can take part in the virtual choir?2.Read para 2-3 to find out more information aboutvirtual choirQ1: Who is virtual choir’s creat or? Students try to learn thestructure of the article.Ss read and to get some basicinformation.Ss give a definition of virtualchoir.ss: Anyone can take part inthe virtual choir fromanywhereSs: Eric Whitacre.学生大体了解文章结构。
Book 2 Unit 5 Music 大单元教学设计 人教版必修第二册单元整体教学设计
Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。
2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。
并对
虚拟合唱团的评价，评价其价值和意义。
3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。
通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。
2说出通知类听力文本的语言特点和结构特点。
3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。
备课人李培睿学科高一英语
备课人李燕玲学科。
高中英语人教版必修2Unit 5 Music教学设计
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 高中英语人教版必修2Unit 5 Music教学设计课题授课时间教学目标教学准备重点难点教学科英语教师吴秋必修 2 Unit5 MusicPeriod 1 Reading课时 12017.12.29主备人：吴秋知识目标：1.Train the students’reading ability.2.Learn some useful words，expressions and some important sentences.能力目标：1.Enable the students to sum up the main idea of each paragraph.2. Express their opinion by answering the questions.情感态度与价值观：1.A tape recorder.2.A multimedia.教学重点：1.Help the students to understand the passage better. 2.Learn and master some important words and phrases in this period.3.Help the students to understand the details of the text by helping them to answer the following questions.教学难点：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.3.How to help the students express their ideas on the two questions.教师活动学生活动个人修改1/ 18学Step 1 Lead-inStep 1 Lead-in过1.Greet the students as1.Greet the students ual.程 2.Introduce the topic of2.Introduce the topic of教music.music.学T：Do you know whoSs answer the questions过they are?（The teacher shows Step 2 Skimmingthe pictures of some famousSs find out the main ideas 程singers.）of each paragraph.Time islimited to 3 minutes.Step 4 Intensive Readingthe students to lookthrough the questions on thescreen and read the textsilently.Students are expectedto find out all the answers bythemselves.Step 5 Retell the StoryCheck whether you havecomprehended the text.Step 6 Language Points FocusStudents do some exercises toconsolidate theirunderstanding.Step 8 Summary andHomework1.Recite the keysentences on the text.2.Finish the wordSs：SHE，Jay，Jacky Zhang，Celine Dion.exercise，Ex.1 on Page 35， Ex.2 on Page 36.Ex.1&2 on Page 70.T：Correct.So you all like listening to music.Then what kind of music do they sing?3.Collect some information about your favourite music or musicians.S1：Pop music. T：What other kinds ofmusic do you like listening to?---------------------------------------------------------------最新资料推荐------------------------------------------------------S2：Rap，Classical music ， folk music，Rock ‘n’ RollT：Well，good job.It seems you know quite a lot about music.Now let we check whether you are really good at music.Have a look at the eight pictures.Then I’ll play a tape to you and you will hear 8 kinds of music.After listening， you have to tell me what kind of music you hear，clear?Let’s enjoy some kinds of music.Suggested answers： Choral，Country music， Rap，Folk music，Rock ‘n’ Roll，Orchestra，Jazz，Classical music T：Excellent.I am sure you are interested in music and know a lot about songs and music.Now I’d like to have a discussion.What kinds of music do you like better， Chinese or Western，classical or modern?How does music make you feel?And why do you like to listen to music?I’ll give you 5 minutes to talk with your partners. T：OK.Who is ready to share with us your opinions? S3：I like Chinese music.Because I think Chinese music is easier to understand.And I like listening3/ 18to modern music，because it reflects the modern life.S4：I like Western music.Because I think Western music is lively and the singers’ voices are beautiful.I like classical music since it can make me calm down if I have a bad mood.And the classical music often inspires us.It can last longer than the modern music.T：I enjoy your talk.Continue.Who would like to talk more?How does music make you feel?S5：I feel inspired when listening to music.When I’m not having a good mood， music can calm me down.When I listen to the beautiful music，I feel happy and recall some good memories and beautiful things in life.S6：When I am reading， I would like to listen to music， because it helps me concentrate on my reading.T：Well，so music can be used as the background music which helps us to be concentrated.What’s more?S7：I like to listen to music，because I feel relaxed when listening to music.Music tells us the real life.---------------------------------------------------------------最新资料推荐------------------------------------------------------ 3.Introduce “The Monkees”.T：Excellent!I really enjoy your opinions and I also have learnt a lot from your ideas.So you are really music fans.Now，I have a problem and I would like you to give me some advice.I want to listen to some bands’music.Would you recommend some bands and their famous songs for me?S1：There are several famous bands，like “Beatles”.I like their style of performances.Their famous song is “Let it be”.It is fantastic.Every time I listen to it，I recall the good old days with my classmates.S2：I like “Back-street Boy” best.The musicians in the band always seem very young and handsome.Their performances are perfect.Their famous song is “The Call”.The rhythm of the song is very strong and it is often used as the catwalk background music.S3：I like “West life” best.Their songs are full of deep feelings.They tell us about the love between lovers， friends and parents and5/ 18children.When listening to their songs，my heart is full of warm.Their famous song is “My Love”.It’s really worth listening.T：Good.Thank you for your recommendation.I have many choices to consider.But here I have a photo of a band.Can you tell me who they are?S4：“The Monkees”. T：Great!Can you tell more about them? S5：It is a band formed of 4 persons.They followed the style of “The Beatles”. T：Right.Well，it seems you know little about them.It doesn’t matter.Now let’s go on to the reading and find more information about them，“The Band That Wasn’t”. Step 2 Skimming T：First，I would like you to skim the passage about “The Monkees” and Suggested answers：Paragraph 1：Dreaming of being famous musician or singer. Paragraph 2：How musicians form bands. Paragraph 3：How the band got their start. Paragraph 4：How “The---------------------------------------------------------------最新资料推荐------------------------------------------------------ Monkees” became serious about their business.Step 3 Scanning T：Now you have got the general idea about the passage.For this time，I would like you to scan the text and find out whether the following statements are true of false.Time is limited to 4 minutes. 1.Most musicians meet and form a band because they like to write and play music. 2.The TV organizers had looked for five musicians who were lovely and who cou ld make good music.3.Each week the group that was called “The Beatles” would playa song or two written by oth er musician. 4“. The Monkees” broke up in about 1960，but reunited in 1980. Suggested answer：1.T 2.F 3.F 4.T Step 4 Intensive Reading Ask the students to look through the questions on the screen and read the text silently.Students are expected to find out all the answers by themselves. T：OK，boys and girls.Now let’s read the text in detail and answer the7/ 18following questions. Questions： 1.Why do most musicianslike to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do bands that are formed by high school students earn some extra money?4.When did “The Monkees” break up and when did it reunite?5.Why was “The Monkees” successful in their work?Suggested answers：1.Because they want to write and play music together. 2.Beatles & Monkees 3.They may play to passers-by in the street or subway so that they can earn some extra money. 4.They broke up in about 1970 and it reunited in the mid-1980. 5.Because they were serious about their work and they also worked very hard. T：You ar e so smart to get all the answers right.Then let me check whether you have really understood the passage.Have a look at the---------------------------------------------------------------最新资料推荐------------------------------------------------------ Ex.2 on Page 35.Try your best to review what you have learnt in your heart without looking back to the passage.And see who can get all the answers right.Time is limited to 2 minutes.（After 2 minutes，the teacher checks the answers.）Suggested answers： 1.（D）They produced a new record in 1996 to celebrate their time as a band. 2（. E）Most musicians get together and form a band because they like to write and play music. 3.（A）They put an advertisement in the newspaper looking for four rock musicians，but only one person was accepted. 4.（B）The first TV show was a big hit. 5（. C）However，the band broke up about 1970，but reunited in the mid-1980s. Step 5 Retell the Story T：Since you have read the text for three times，I guess you have totally understood the text.Now let’s check whether you have comprehended the text.On the blackboard，it’s the summary of our reading text.But it’s not9/ 18complete.You have to think out a proper word to fill in each blank without reading your textbook.After filling the missing words，you will have a complete summary of the text.Now，I will give you 5 minutes to do this task.If we are ______ ______ ourselves，most of us have ______ ______ being 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 ______ ______ ______ ______.The musicians of whom the band was formed ______ ______ ______ each other as well as played music，whose music and jokes were loosely ______ ______ “The Beatles”.Their exciting performances were copied by other groups.“The Monkees” play ed their own ______ and wrote their own music.Though it ______ ______ in 1970，it ______ in the mid-1980s and it is still popular today.Suggested answer：honest with；dreamed of；---------------------------------------------------------------最新资料推荐------------------------------------------------------ form；passers-by；extra； chance；in a different way； played jokes on；based on； instruments；broke up；reunitedStep 6 Language Points FocusTeacher explains the important words and expressions from the reading.Try to use as many examples as possible to illustrate the point.After illustration，teacher can give students some exercises to consolidate their understanding.1.Have you ever dreamed of being in front of thousands of people at a concert，with everyone clapping and enjoying your singing?你曾否梦想过在音乐会上面对成千上万的观众，观众一边欣赏你的歌唱一边为你鼓掌？dream of 向往、梦想 She often dreams of being a teacher. 她经常梦想成为一名老师。
必修二unit5-music-阅读教案
必修二 unit5-music-阅读教课设计《人教版高中英语必修2》Unit5 第一课时教教事例教学Unit5 Music—Reading课题课程阅读课讲课对象高一年级类型教人教版高中英语必修讲课时间40 分钟材2本单元的话题是“音乐”。
“热身”（ Warming Up）部分经过直观形象的图教片展现了为大众所熟习的多种音乐形式，包含摇滚、爵士、农村音乐、民族音乐等，能使学生对音乐的材丰富内容有较为宽泛的认识。
分“阅读”（ Reading）部分主要从大众对歌手和析乐队的心理到介绍 The Monkees 乐队的一些状况，如他们怎样组合成乐队，他们闻名以后的发展。
课文后配有相应的练习题，能够帮助学生从整体和细节双方面充足地理解课文。
教课对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获守信息、办理信息、剖析问题和解学情分决问题的能力。
他们学习比较仔细，求知欲旺盛，思想比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意张口讲。
他们有着析高中生独立、爱表现，张扬个性的特色。
所以，设置他们感兴趣的活动，就能让他们投入到讲堂活动中来。
（一）、知识和能力目标1．经过阅读课文和达成所给的任务，能使用本课要点的词汇对课文作出简单复述；2．能够说出生界音乐的种类；教3．能够简单运用速读、跳读、精读阅读文章学（二）、感情目标目熟习各样音乐形式，认识音乐在人们生活中的标重要性，提升音乐涵养。
从讨论“音乐人的成功”下手使学生认识到做什么事都需要付出艰辛的努力。
所谓“台上一分钟，台下十年功”，深入学生的德育教育，进一步激发学生学习的动力。
1.认识并能运用课文中出现的重要词汇、短语教与句子学2.运用速度、跳读、精度等阅读手段达成阅读重任务，能够找出文章的主题，一些细节内容点3. 组织适合的小组议论和社交1．怎样指引学生在段落篇章阅读中运用略读、教细读、跳读以及对文章细节掌握的训练学 2 ．怎样能使学生踊跃地参加小组的议论，进行难社交，有效达成任务点教教课方法：问答法 (question and answer)法议论法（ discussion ）分任务教课法 (task-based method)教课教具：多媒体软件、音响设施析一． Warming up （热身）—— 5minutes1.Attract students ’ attention教Play the songKnocking On Heaven’s Door.Talk 学about the “I am a singer”with students which is 步 quite famous during this time to attract students’骤 attention to the learning content, especially to mention the kind of music “Rock ‘n’roll ”. Then lead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook about music and ask them to say something about theiropinions of different music.设计目的：放歌引出话题，从近来热火的《我是歌手》下手能够吸引大家的注意力进而指引他们进入音乐这个课题，这样能够惹起他们对该单元内容的兴趣并能够自但是然地引入到课文阅读。
高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)
B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。
1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。
常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。
5). 这本书写得好。
______________________________________________________________6). 这本书是鲁迅写的。
__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。
Unit5MusicReading教学设计-高中英语人教新课标必修第二册
2.Develop the students’reading skills in finding out the topic sentences and summarizing the main idea of each paragraph.
教学设计基本信息
教师姓名
工作单位
联系电话
电子邮箱
所用教科书
书名
英语必修2人教版
所教年级
高一
所教册次、
单元
必修2 Unit5 Music
设计主题（含教学内容主题与思政教育主题）
以提高学生对音乐的审美能力为目设计教学环节，引导学生在合作学习中理解文本内容。同时，鼓励学生做德智体美劳全面发展的好青年。
1.整体设计思路、指导依据说明
2. Develop the students’ reading ability by summarizing the main idea of each paragraph and other exercises.
5.教学过程设计（附课件）
(英语学科可使用英文撰写）
教学流程
教师活动
学生活动
信息技术与教学融合点说明
指导依据说明2（主要依据课程标准和思政教育主题来源撰写）：
高中英语课程关注学生的情感，使学生在英语学习的过程中，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。将阅读教学融入对音乐的欣赏，促进学生发展健全的人格，热爱生活，学会生活。
2.教学背景分析
教学内容分析：（本课时内容在本学期和本单元所处定位分析，以及本课时教学内容与教学目标关系及如何有机融入思政教育主题等）
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。
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2 Unit 5 Music 教学设计
高中英语必修2 Unit 5 Music 教学设计一、Teaching ContentWarming Up and Pre-reading二、Teaching Aims(一) Knowledge Aims: To know of the different kinds of music, Rock’n’Roll, Classical music, Orchestra, Rap, Folk music, Jazz, Country music, and Choral; to know the definition of music band and several music bans.(二) Skills Aims:Ss can express their ideas clearly(三) Affection Aims:To build up Ss ability of appreciating music and getting the knowledge of music.三、Key and Difficult Points:(一) Key Points: thedefinition of music band; the different kinds of music(二) Difficult Point: to lead students get into the topic of this unit.四、Teaching Method and Aids(一) Teaching Methods: Question-and-answer activity; Pair work and group work to make the students work in class.（二）Teaching Aids: PPT；Pictures五、Teaching ProceduresStep1 Greeting (the teacher and students greet each other as usual)Step2 Lead-inThe teacher gives the title “Unit 5” and ask student to speak out the topic of this unit “music”.Step3 Discussion1. Students are asked to discuss the following questions:Do you like music? Why?How does music make you feel?What kind of music do you know?2. The teacher asks some students to share their ideas about these questions.Step4 Listen and Guess1. The teacher plays some music and let students to guess which kinds of music they are. Then the teacher will give the correct answers and the relative introduction to this kind.2. The teacher will ask some students the following questions:What kind of music do you like? Chinese or Western, classical or modern?Why?Step5 Recognize music band1. The teacher will show several picture of different music bands to students, and the students are asked to speak out the names of each band.2. Student are asked to try to definite “ music band”.Step6 Homework1.Look through the Internet, find some information about TheBeatles and The Monkees.2. Look at the title and pictures in the passage, according to what information you get from the Internet, predict what is it about. Next class, we will check if your guess is right.。
人教版高中英语必修2·Unit5·Music-Reading 教案
Unit 5 MusicReading---Teaching PlanPeriod 1: A sample lesson plan for Reading I (The Band That Wasn’t)Aims: (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) Encourage students to organize their bands with the learned language points.(4) Help students to improve the ability of comprehending the passage.Teaching Difficult Points:1.How to help the students improve their reading ability and understand the passagebetter.2.How to help the students express their ideas on their own bands.Teaching Methods1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Explanation to help the students master some language points.4.Discussion to help the students understand better what they’ve learned and to use theknowledge they’ve learned in this period.Teaching Aids: 1. A tape recorder. 2. A multimedia.Procedures:Step 1 warming up1、List the music heard in our daily life such as the school bell, rings of mobile phones,which arouses students’ interest in the topic talked in this unit.2、Guide students to talk about the function of music in our life, which attracts students’attention to the emotional object of this topic.3、Task one brainstorming. The description of each type of music will be given in frontclass. Then students try to guess which kind of music it belongs to. After that, somepieces of music will be played, which requires them to link them to the accordingtype. This is an exercise that helps students to enlarge the knowledge about music.4、Task two discussion. Ask students to work in pairs to talk about their favorite musicand the reasons for that.Step 2 Pre—reading(1)Task two discussionShow students some pictures of famous bands in the world and encourage them totalk about their favorite bands and the reason for that in pair work. Then some ofthem will be picked out to report their work. Some useful expressions will beprovided before the discussion.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.(2)Introduce something about “The Monke e s”“The Monkees” is a band that was first popular in the 1960s in America. Unlikemost bands of the time, the Monkees were not formed by its members but rather byTV producers. They were a fictional band in the TV show of the same name. Theband 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—TheBand That Wasn’t and find more about them.Step 3 SkimmingTask three skinning and skimming. Let the students listen to the tape and do the following exercises:1、The main idea of this passage2、The multiple-choice exercise about some detailed information in this textStep 4 Second readingIn this part, students will read the text again and try to understand the sentences and the main idea of each paragraph. You may find it either at the beginning, the middle, or the end of the paragraph.1st paragraph: How do people get to form a band?/Dreaming of being famous musician or singer.2nd paragraph: Most musicians meet and form a band./How musicians form bands.3rd paragraph: One band started as a TV show./How the band got their start.4th pa ragraph: “The Monkees” became even more popular than “The Beatles”./How “The Monkees” became popular and how they developed to a real band.Do the summary of this textRetell the story by filling the blanks in the following passage in five minutes.If we are ______ ______ ourselves, most of us have ______ ______ being 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 ______ ______ ______ ______. The musicians of whom the band was formed ______ ______ ______ each other as well as played music whose music and jokes were loosely ______ ______ “The Beatles”. Their exciting performances were copied by other groups. “The Monkees”played their own ______ and wrote their own music.Though it ______ ______ in 1970, it ______ in the mid-1980s and it is still popular today.Step 5 Post-readingTask four group workRead 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. Each group will be arranged to finish one part of the table.How was “The Monkees” formed and be came a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones Beginning of the band: It began as a TV show.Style 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 “The Beatles”. Development of the band: They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.Changes of the band: The band broke up in about 1970, but reunited in the mid-1980s.They produced a new record in 1996, which was a celebration of their time as a real band.How do people get to form a band?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.Results: They can earn some extra money. They may also have a chance to dream ofbecoming famous.Task five group discussionFour students will form a group to form their own band, including the name, members,the type of music, the theme, and theStep 5 Homework: Find out some language points in Reading I and write a composition about your own band with the words and phrases learned in this lesson in only five sentences.Step 6: Feedback。
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.。
高中英语必修2·Unit5·Music-Reading教案(人教新课
Unit 5 MusicReading---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 musicProcedures:Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Areyou good at singing, Can you play a musical instrument”Ask students to answer the 4 questions in groups actively while introducing different kinds ofmusic in the world.Step 2 pre—reading(1)Get the students to discuss the questions with their partners and then ask them to report theirwork.. Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have(Beatles, Back—street boy, West—life )2、Which one do you like best?(2)Introduce something about “The Monkeys”Step 3 skimmingLet the students listen to the tape and find out the answers to the following two questions.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?Step 4 Second readingIn this part, students will read the text again and try to understand the sentences and the main idea ofeach paragraph, and then finish the exercise 2 and 4 in Comp rendingStep 5 Homework: Fin out some language points in Reading and recite the new words in unit 5Step 6:Feedback。
高中英语必修2Unit5MusicReading教学设计 【完整版】
高中英语必修2 Unit5 Music Reading教学设计1．语言知识目标：1)学生能够正确读写及运用以下单词和词组：roll, folk, jazz,musician, pretend, attach, form, paaser-by, instrument ,perform, pub,perfo rmance, cash, studio, millionaire,addition,rely,humu rous,attractive,confident，dream of, be honest w ith, play jokes on, or so, break up2)学生能够认出并运用介词＋which/whom 的定语从句2．语言技能目标：1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更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)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．情感态度与文化意识目标：1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
3）培养学生自主学习的能力。
四、重点难点1、教学重点：a.获取The Monkees组合发展历程的信息；b.训练学生掌握、理解文章细节的阅读能力。
帮助学生在体验中与人合作的能力2、教学难点：a.通过阅读更好地发展各种阅读技巧；b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
五、教学策略与手段1．本课采用阅读前—阅读中—阅读后三大板块构成的阅读教学模式。
2．培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。
3．培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。
4．培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律并能运用规律举一反三。
[必修 2]Unit 5《Music reading》教案
![[必修 2]Unit 5《Music reading》教案](https://img.taocdn.com/s3/m/ade07ada0975f46527d3e1ae.png)
Unit 5 MusicPeriod 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-up1.Before the class begins, let the Ss enjoy “I’m a believer” played by “The Beatles”.2.Let the Ss enjoy some different kinds of music on the tape and ask them to match themusic with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands in the world? List someif you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “Zero O’clock” on the screen and askthe Ss to name the bands and tell the teacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees” and say: If you want to know more about “The Monkees”, please turn to Page33 and let’s come toReading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extra money?4.When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2) Step 4 Post-readingGive the Ss the following adjectives “popular, lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask them to choose the ones that they think best describe “The Monkees” and give their reasons. (Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.1.What can we learn from “The Monkees”?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.。
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新课标高一英语必修2 第5单元Music Reading教学设计一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。
本节阅读课教学设计的最大特色是：(1)教学环节层次清楚，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。
教学设计分成三个部分：阅读前—阅读中—阅读后。
阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，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来实现。
仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。
阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。
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。
(2)采用了新课标提倡的任务型教学途径。
《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。
任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。
（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。
(3)采用了小组合作学习作为课堂活动的主要组织形式。
小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。
（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。
这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。
（黄小红）二、教材分析1．本单元的话题是音乐（music）。
音乐是学生最乐于学习，也是最感兴趣的话题之一。
初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。
此外，在初中阶段学生已接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+ 关系代词which/whom 的定语从句就是本单元的语法重点。
2．The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。
在本单元的Warming up中，学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。
另一方面，课文中出现了两个介词＋which/whom的定语从句，引出了即将要学的语言知识。
所以说，这节阅读课在整个单元模块中起着承上启下的作用。
3．《普通高中英语课程标准（实验稿）》明确指出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。
所以，本节阅读课的教学设计力求达到这两个方面的要求。
三、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。
3．学生在这节课的学习过程中要用到预习策略、搜集分析信息策略及高效复习策略等。
四、教学目标1．语言知识目标：1)学生能够正确读写及运用以下单词：musician, clap, passer-by, form, extra, earn, advertisement, attractive, instrument, loosely, actor2)学生掌握下列词组的意思并能在句子中熟练运用：dream of, be honest with, play jokes on, or so, break up3)学生能够认出介词＋which/whom的定语从句(The Attributive Clause withthe preposition ahead of the relative clause)2．语言技能目标：1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更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)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．语言能力目标：增强阅读理解能力；发展借助音乐作品、图片、表格等非语言信息进行语言输出的能力。
4．情感态度与文化意识目标：1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
3）培养学生自主学习的能力。
五、重点难点1、教学重点：a.获取The Monkees组合发展历程的信息；b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成表格填空等。
2、教学难点：a.通过阅读更好地发展各种阅读技巧；b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
六、教学策略与手段1．本课采用阅读前—阅读中—阅读后三大板块构成的阅读教学模式。
2．培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。
3．培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。
4．培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律并能运用规律举一反三。
5．采用多媒体课件作为主要的教学手段。
多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。
同时，借助黑板、粉笔等辅助手段开展教学活动。
七、课前准备1．学生的学习准备（1）学生三人或四人一组，根据下表对自己周围的人作一个小型的社会调查，了解不同年龄阶段的人最喜欢的音乐类型、乐队，并分析结果，作出总结(Conclusion)：在本单元第一节课Warning up中学生已经了解了音乐的基本类型，如：•Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。
•Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。
•Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。
•Classical Music作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。
•Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。
•Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。
•R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues, 但是加入了强劲的低音节奏，让人心跳加快。
•Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。
韩国的H.O.T 就是代表。
•Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。
音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。
学生通过完成这张表格，一方面复习不同类型的音乐名称，另一方面引出不同的乐队组合，同时了解到不同音乐类型，不同乐队受到哪个年龄层次的人的喜爱。
学生的现实生活与教材的内容相结合，有利于学生尽快接受教材中的信息，从而更好地掌握教材。
（2）查找关于The Monkees的信息。
学生可以通过上网等形式搜集信息，并且把搜集到的信息制作成Powerpoint或海报，在课堂上向其他同学展示。
这个预习任务提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备了解各种类型的音乐及其特点，深化对于音乐的认识和感受，提高音乐修养；详细了解美国知名乐队The Monkees的发展历程和他们的代表作品。
3．教学环境的设计与布置由于本单元的主题是音乐，可以让学生在周围的墙上贴上流行歌手与乐队组合的照片；并且在课间播放学生喜爱的乐队歌曲，营造一个美妙的音乐氛围，增加学生的学习兴趣。
4．教学用具的设计和准备制作与阅读课文相关的多媒体课件；录有The Monkees歌曲的磁带或CD。
八、教学过程Step 1 Pre-reading1. Ask some students to report the result of their research.2. Show some pictures of some famous bands to the students.The Beatles S.H.E. The Backstreet Boys Zero Point Rock and Roll3. Ask some students to show the information they find on the internet about theMonkees to us.[设计说明]要求学生报告他们的调查结果，训练学生分析信息的能力和用英语进行思维和表达的能力。
展示一些有名的乐队组合的照片，激发学生进一步学习的兴趣，同时引导学生猜测为什么The Monkees被称为“The Band That Wasn’t”。
最后，要求学生用海报或多媒体课件呈现关于The Monkees的信息。
学生主动参与搜索信息和制作海报或课件，提高了学生自主学习的能力及搜集信息、整理信息的能力。
Step 2 Fast reading1.Read the passage quickly and tell us what the passage is about.2.Try to find out the main idea of each paragraph.Para 1. Dreaming of being a famous musician or singer.Para.2 How musicians form bands.Para.3 How the Monkees got their start.Para.4 How the Monkees become serious about the music business.[设计说明]快速阅读后要求学生先找出全文的大意，再找出每段的大意。