人教版高中英语必修2 Unit5 阅读课说课稿
人教版高中英语必修二unit5 musicwarming up and reading教案
人教版高中英语必修二unit5 musicwarming up and reading教案教学基本信息题目学科教材内容设计者 Book2 Unit5 Music-Warming up and reading 年高中英语高一级 Book2 Unit5 Music-Warming up and reading 第一课时个人信息姓名单位谷琴霞江西省金溪县第一中学 1.教材分析 1．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，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。
话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。
2.Warming �Cup 由八幅图片和四个问题组成。
图片呈现给学生的是他们熟悉的音乐家、歌唱家、乐队、组合等。
学生能很直观地了解音乐无处不在，让学生感受音乐魅力。
四个问题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。
3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。
4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成乐队以及他们如何获得成功的过程。
阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。
文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。
2.学情分析 1.知识结构：虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。
2.心理特征：现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。
新人教版高中英语必修二unit5课文讲解
新人教版高中英语必修二unit5课文讲解摘要：1.课文概述2.词汇解析3.语法讲解4.实用句型及用法5.练习与解答正文：**【课文概述】新人教版高中英语必修二Unit 5课文以生动有趣的故事为主线，引导我们学习一系列实用的英语表达。
本文讲述了主人公Tom在日常生活和学习中遇到的种种趣事，通过这些故事，我们不仅可以学到很多实用的英语单词和短语，还能掌握一些常用的语法规则。
**【词汇解析】本文中出现了一些重点词汇，如：astonish（使惊讶）、recognize（认出）、confuse（混淆）、cooperate（合作）等。
通过学习这些词汇，我们可以更好地理解课文内容，并在实际生活中运用这些词汇。
**【语法讲解】Unit 5的语法重点包括：一般现在时、一般过去时和一般将来时的用法。
一般现在时用于描述现在的习惯、事实和状态；一般过去时用于描述过去发生的动作或存在的状态；一般将来时用于描述将来要发生的动作或存在的状态。
在本文中，我们可以看到这些时态的典型例子，如：- I astonish my friends when I tell them my story.（当我告诉他们我的故事时，我的朋友都惊讶了。
）- He recognized her at once.（他立刻认出了她。
）- They will cooperate with us on this project.（他们将在这个项目中与我们合作。
）**【实用句型及用法】本文中包含了一些实用的句型，如：- What do you think of...？（你觉得……怎么样？）- That"s because...（那是因為……）- Let me show you how to do it.（让我告诉你怎么做。
）- It"s important to......（做……很重要。
）这些句型在日常交流中非常实用，通过学习这些句型，我们可以更好地表达自己的观点和想法。
人教版必修二UNIT5 阅读教案
Unit5 MusicTHE BAND THAT WASN’TPART 1 Analysis of the Teaching Material(I )Teaching Aims1 Knowledge objects（1）Get students to know how the Monkees began and the development of the band（2）Let students learn about different types of music2 Ability objects（1）Enable students to learn to talk about different kinds of music （2）Develop students’ scanning and listening ability3 Moral objects（1）Arouse students’ great interest in music and let them like music （2）Develop students’ sense of cooperative lear ning（II）Teaching Key Points:（1）Let students learn more about different kinds of music（2）Get students to know the development of the Monkees（III）Teaching Difficulties（1）Develop students’ scanning ability（2）Enable students to learn to enjoy different kinds of musicPART 2 Teaching Methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionPART 3 Teaching Process:I Step 1 Warming up (5’)1 Asking a question:If you’re free today, what would you like to do ?(sleeping, go shopping, dancing, sing karaoke etc)2 IntroductionWe know there’re some different kinds of music, can you name any music style? ( classical music, orchestra, Jazz, country music, choral , rock` n’ roll, rap folk music, pop music)(Let students learn more about different kinds of music) Teaching Key Points3 Playing a gameI’ll let you listen to some songs, you can guess who sings them, and then tell me what style music they belong to. (Moral objects)Step 2 lead-in (1’) Q: All these are Chinese singers, have you ever heard about any of the famous bands in the world? ( black street boy, the Beatles ) Do you know the Monkees? It was the most popular band in the USA from 1966 to 1968. Today we’ll learn a story about the Monkees. It is called “The Band That Wasn’t”Step 3 Fast-reading (5’) Scan the passage and try to find the main idea of each paragraph(let the students have a chance to practice their reading ability. (Ability objects) Teaching DifficultiesStep 4 Listening (6’)Let students decide if they are true or false. (Ability objects)1.If we are honest with ourselves, most of us are afraid of being famous.2.Most musicians meet and form a band because they like to write and play music.3. “The Monkees”began as a Fashion show.4.The TV organizers had looked for five musicians at first.5. “The Monkees”broke up in about 1960,but reunited in the mid-1980. Step 5 Careful-reading (8’)Join the correct parts of the sentences together.(Teaching Difficulties) Step 6 Consolidation (5’)1 Retelling how the Monkees formed according to the given information. (Knowledge objects) (Teaching Difficulties)2 What does the title mean ？It wasn’t a real band at first; They played jokes on each otherwhen playing musi cStep 7 Discussion ((Moral objects) (5’)Now in pairs discuss the following questions with your partner1.What kind of music do you like?2.Which singer do you like best and why?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.Step 8 Listening to a song given by the Monkees (3’)Step 9 Summary (1’) Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.Step 10 Homework (1’)1. Read the text fluently and prepare to retell the text.2. If you could start a band, what type of music would you play? why? Teaching Key Points\ Teaching Difficulties\ (Moral objects)the Blackboard design :。
人教课标版高中英语必修二 Unit5 Reading 教案-新版
Unit5 Reading 教学设计1.Teaching Analysis 教情分析1) Teaching objectives-教学目标①Language objectives-语言目标a. Key words & expressions 重点词汇和短语For applying: musician, pretend, attach, form, earn, extra, broadcast, humorous, attractive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.b. Sentence structuresHave you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fa me.Later they may give performances in pubs or clubs, for which they are paid in cash.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.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work .They produced a new record in 1996, with which they celebrated their former time as a real band.② Ability goals 能力目标a. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 1. (page 35)b.Enable the students to sum up the main idea of each paragraph.(page 35)③Emotion goals情感目标a. Enable the Ss to have a general idea about how a band to be famous.b. Enable the Ss to appreciate and have a basic knowledge of different kinds ofmusic.2) Important & difficult teaching points-教学重难点① Important teaching points-教学重点Control the main ideas and details of the passage.② Difficult teaching points-教学难点Understand some attributive clauses with prep.+which/whom.2. Students analysis学情分析1) Fundamental state基本情况音乐，是学生比较感兴趣的话题，尤其是rap和pop，但是对于classical music 以及folk music，同学们可能有些陌生；教师需要根据学生的情绪，进行适当的引导，让同学们对不同种类的音乐都有所了解，甚至有自己个性化的理解。
必修二unit5英语说课稿
必修二unit5英语说课稿Unit 5 of the compulsory curriculum is designed to enhance students' English language skills, particularly focusing on the theme of "The Natural World." The lessons in this unit will cover a variety of topics related to nature, environmental issues, and the importance of conservation. Here is a detailed outline for the teaching plan:Objectives:1. To enable students to understand and use vocabularyrelated to the natural world.2. To improve students' listening and speaking skills through discussions on environmental topics.3. To develop students' reading comprehension through texts about nature and conservation.4. To encourage students to express their views on environmental issues in writing.Materials:- Textbooks with the relevant unit.- Multimedia resources, such as videos and images of natural landscapes and environmental issues.- Handouts with vocabulary lists and discussion questions.Teaching Procedures:1. Introduction (10 minutes)- Begin the class with a short video showcasing the beautyof the natural world and some of the environmental challenges it faces.- Introduce the theme of the unit and the objectives.2. Vocabulary (15 minutes)- Present and explain new vocabulary related to nature and the environment.- Use flashcards or a PowerPoint presentation to engage students.- Conduct a quick vocabulary matching activity toreinforce learning.3. Listening (20 minutes)- Play a recording of a lecture or a conversation about an environmental issue.- Pause at key points to check understanding and toclarify any unfamiliar terms.- After listening, have students answer comprehension questions.4. Speaking (20 minutes)- Organize students into small groups.- Provide each group with a discussion topic related to the natural world.- Encourage students to use the new vocabulary in their discussions.- Invite a few groups to share their discussions with the class.5. Reading (20 minutes)- Distribute a text about a specific aspect of the naturalworld, such as a case study of a conservation effort.- Have students read the text silently, then answer guided questions.- Discuss the main points and any challenging vocabulary or concepts.6. Writing (15 minutes)- Ask students to write a short essay expressing their views on an environmental issue.- Provide a prompt and a structure to guide their writing. - Encourage the use of the vocabulary and concepts learned in the unit.7. Conclusion (10 minutes)- Review the main points covered in the lesson.- Assign homework that includes further reading andwriting tasks related to the unit's theme.8. Assessment (Ongoing)- Continuously assess students' progress through quizzes, participation in discussions, and written assignments.Differentiation:- Provide additional support for students who struggle with vocabulary by offering simpler explanations or visual aids. - Challenge advanced students with more complex discussions or research projects on environmental topics.Homework:- Reading: A related article or chapter from the textbook.- Writing: A reflective piece on what they have learned aboutthe natural world and its conservation.This lesson plan aims to create an engaging and interactive learning environment where students can deepen their understanding of the natural world and develop their English language skills.。
人教版必修第二册 Unit 5 music Reading and Thinking 英文说课稿
Step One: Warming upTeacher: Do you like music, okay，Today we will start a new lesson about music.Let’s begin our lesson with a brainstorming session. I will provide you with two famous sayings about music. What positive effects can music have on our lives?Student 1: Music can bring joy and happiness, as it has the power to uplift our spirits.Teacher: Great! Can anyone name different music genres that they are familiar with?Student 2: There are various genres such as pop, rock, classical, hip-hop, jazz, and country.Teacher: Wonderful! Now, let’s discuss the different ways in which we can enjoy music. Share your ideas!Student 3: We can enjoy music through attending live performances, concerts, music festivals, or even by simply listening to our favorite songs through headphones.Teacher: Excellent! Lastly, let’s think about the benefits that computers and the internet bring when it comes to listening to m usic. Any thoughts?Student 4: Computers and the internet have made music more accessible than ever before. We c an easily stream or download music from different artists and genres around the world. It allows us to discover new music and broaden our musical horizons.Step Two: Thinking and appreciatingTeacher: Now, let’s analyze the title and picture. What do you think is the definition of a “virtual choir”based on the title and the picture?Student 5: A virtual choir is a choir that performs together remotely, using technology to connect and synchronize their voices.Teacher: Well done! To enhance our understanding, let’s appreciate a video clip of a virtual choir.Step Three: Fast ReadingTeacher: Please scan the text and identify the following information:The person who came up with the idea for a virtual choir.The place where he studied musical composition.The name of his song.Student 6: Eric Whitacre came up with the idea for a virtual choir. He studied musical compositio n at the Juilliard School. His song is called “Lux Aurumque.”Teacher: Excellent job! You have successfully grasped the key information from the text.Step Four: Reading & thinkingTeacher: Now, let’s delve deeper into the topic by completing a mind map based on the first paragraph.Students work on completing the mind map, exploring the concept and significance of a virtual c hoir.Teacher: Well done! Now, let’s engage in a discussion to analyze the advantages and disadvantages of being a member of a virt ual choir.Students discuss in groups and share their opinions, considering aspects such as flexibility, global collaboration, and potential challenges faced in a virtual setting.Teacher: Great discussions! For your homework, I would like you to reflect on whether a virtual c hoir truly brings people together and explain why or why not.Step Five: Careful Reading and ExerciseTeacher: Carefully read the text and ponder the reasons behind Eric’s successful creation of a virtual choir. Also, pay attention to the transition sentences that connec t different parts of the text.（Students read and contemplate independently, considering factors such as innovative use of t echnology, the ability to reach a wider audience, and the impact on artistic collaboration.）Step five: post-readingTeacher: Now, let’s discuss the reasons behind Eric’s success in creating a virtual choir. Share your thoughts and opinions, drawing from the text and your own insights. Who would like to start?Student 1: I believe Eric’s success can be attributed to his strong leadership and clear vision. He was able to inspire and g uide the participating singers towards a common goal, ensuring everyone understood their role i n the virtual choir.Teacher: That’s an excellent point! Eric’s leadership skills were instrumental in bringing together a diverse group of singers and fostering a sense of unity. Clear communication and guidance are essential in any collaborative project, es pecially in a virtual setting.Student 2: Another factor contributing to Eric’s success is his innovative use of technology. By utilizing video conferencing platforms and editin g software, he was able to connect and synchronize the voices of the singers, creating a seamless virtual choir experience.Teacher: Absolutely! Eric’s ability to embrace technology and leverage its potential played a crucial role in overcoming the physical barriers and bringing together singers from different locations. This showcases the powe r of technology in facilitating collaboration and artistic expression.Student 3: I think one of the reasons behind Eric’s success is the dedication and commitment of the participating singers. Despite the challenges o f recording their individual parts separately, they put in the effort to ensure the quality of their p erformances.Teacher: Well said! The dedication and commitment of the participating singers were indeed vita l in creating a cohesive virtual choir. Their individual efforts combined to produce a harmonious p erformance, showcasing the importance of individual contributions within a collective endeavor. Step six: summary and homeworkSummary: Let the students to summarize what they have learned today then the teacher sublima te it like this:Let the music heal the world! Music has the remarkable power to ignite passion and evoke emotions that transcend boundaries. It is a universal language that speaks to the core of o ur being, connecting people from different cultures, backgrounds, and experiences. In times of h ardship and despair, music has the ability to uplift our spirits, provide solace, and bring a sense of unity.When we immerse ourselves in the melodies and rhythms of music, we embark on a transformat ive journey. It has the potential to heal wounds, mend broken hearts, and bring forth feelings of j oy and happiness. Music has the ability to transcend language barriers, allowing us to express ou r deepest emotions and thoughts without the need for words.Moreover, music has the power to bridge gaps and foster understanding among diverse commun ities. It serves as a catalyst for dialogue, encouraging individuals to embrace cultural diversity and appreciate the richness of different musical traditions. Through music, we can celebrate our shar ed humanity and promote peace and harmony in a world that often feels divided.As we navigate the challenges of the world, let us turn to music as a source of inspiration and ho pe. Let us use our musical talents and passions to create positive change and make a difference. Whether it’s through performing, composing, or simply listening, we can all contribute to the healing power of music.So, let us come together and let the music heal the world. Let us spread love, joy, and unity throu gh the universal language of music. With each note, rhythm, and melody, we can create a harmo nious symphony that transcends borders, unites hearts, and inspires us to build a better world.Homework:For that we are still faced with a serious epidemic situation around the world, please make a poster to call for music lovers from all over the world to take part in a virtual choir of an i nspirational song.。
（人教新课标）必修2Unit1-5Reading说课简案（新课标版高一英语必修二说课）
（人教新课标）必修2 Unit 1-5 Reading 说课简案(新课标版高一英语必修二说课)New Senior English For China Student’s Book2(Reading Part)P1 Unit1 Cultural relics(Period 1 Warming up and Reading)(IN SEARCH OF THE AMBER ROOM)I. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A. What kind of old things are cultural relics?B. Are all the old things cultural relics?C. What is the definition and classification of cultural relics?D. To whom do cultural relics belong?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A. What kinds of things can result in their disappearing?B. Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance of “amber”?B. What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. 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. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.1st paragraph the introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor 3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design 4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference:This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of AmberRoom in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.Ⅳ Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.P9 The Olympic Games(Period 1 Warming up and Reading)I. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like t o know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.Finish the form on page 9.Warming up by describingNow, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, youdid a good job. Let’s summarize your answers.2. Imaging and introducingPlease look at the three pictures in the reading. Please talk about them. Imagine whatever you can.3. Talking and SharingWe know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?4. Reading and collecting informationOk, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?Ⅳ Closing downClosing down by doing exerciseTo end the lesson you are to do the comprehending exercises 1 & 2.P17 Unit3 Computers(Period 1 Warming up and Reading)I. Warming upLook at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?II. Pre-reading1. Questioning and answering What do you know about computer?2. Discussing and sharing How have computers changed our lives?III. Reading1. Listening and reading to the recording of the text WHO AM I?Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.2. Reading aloud and underlining expressionsNow we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.3. Reading, identifying and settlingAttention, please! It is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.IV. Comprehending1. Scan the text for information to complete the table below, describing the development of computer.In 1642 The computer began as a calculating machine.In 1822 The analytical machine was made by Charles Babbage.In 1936 The computer grew rapidly both in size and in brainpower.1940s The computer had grown as large as a room.In 1960s The first family of computer was connected to each other.In 1970s Computers were used in offices and homes.Now Computers connect people all over the world Together.2. Read the text again and complete the chart below.Topic sentence of Paragraph1 Over time I have been changed quitea lot.Topic sentence of Paragraph2 These changes onlybecame possibleas my memoryimproved.Topic sentence of Paragraph3 Since the 1970s many new applications have been found for me.P25 Unit 4 Wildlife protection(Period 1 Warming up and Reading)Teaching Aims:1. Enable the Ss to say something about wildlife protection2. Help the Ss to get to Know "How to help wildlife"by reading3. Cultivate the Ss' awareness of protecting wildlife.Teaching Procedure:Step1. Warming upT: We live in a world where there are all kings 0f animalsaround us.Can you name as many as you can.(show some pictures to the students)Ss: polar bear, Milu deer, rhino, panda, toger, crocodile, giraffe, penguin, whale, dolphin, zebra,etc..T: As we know, some wild animals are dying out because of the loss of food, their habitatsbeing destroyed or over hunting.Free Talk(Page 25, the chart )T: after reading the information in the chart, please give us your conclusion of your readingThe conclusion of the discussion:S1:Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.T: well done. BUt a still have a question: Why should we protect wildlife?(3minutes for discussion)S1--S4:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.Step 2. ReadingT: so today we'll read a passage about a girl who learnt to help wildlife. Now let's read how she learnt to helop wildlife.Task1. Listeningwhile listening, get the main idea of the passage( Try to fill in the blanks).Main IdeaDaisy took ___________ to travel and talked with ____________,which made her know _____________ of the wildlife protection.Task2. Skimming and scanningRead the passage as quickly as possable to answer the 3 questions.1.Where did Daisy arrive?2.Who did Daisy talk to?3.What did they talk about?Task3. Careful readingA. read the passage again and do the exerciseabout T &F1.Daisy saw many antelopes in Tibet.2.Daisy’s sweater was made of sheep wool.3.In three years the antelope may die out.4.The elephant used to be well protected in Zimbabwe.5.In Zimbabwe, tourists love to see the rhinos and elephants.6.The farmers in Zimbabwe get nothing from the elephants and rhinos now.7.This is a real story in Daisy’s life.B. Comprehending work.Read it again and answer the following questions.1.Who is hunting and killing the Tibetan antelope?(The hunters who want to get the wool to make sweaters.)2. Why are we humans part of this problem ?(Because humans not only hunt and kill wildlife but also destroy the environment and food of them.)3. How did life improve for the farmers in Zimbabwe?(The government helped and the farmers made a lot of money from the tourism.)4. How did it improve for the animals ?(Farms like the animals and no longer hunt them.)5. In what ways does looking after the rain forest help withwildlife protection.(Looking after the rain forest will give all the wildlife good living conditions and it keeps the balance of nature there . No rain forest, no animals and no drugs.)Step3. Text Structure.PartⅠ What Daisy sawand felt in TibetPartⅡ What Daisy sawand felt in Zimbabwe. The importance of wildlife protection PartⅢ What Daisy saw andfelt in thick rain forestStep 4. DiscussionWhat would you do to protect wildlife?Suggested answers:1.First we should treat them as our friends.2.Then we protect the environment in order to let them have enough food and good living conditions .3. And we collect money to protect the endangered animals.Homework1, Read the text again and underline the words, phrases and sentences you can't understand2, Thinking A Real Story(What would you do if you were the girl.)P33 Unit 5 Music(Period 1 Warming up and Reading)I. 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, harmonyand counterpoint. Music can produce a lively 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 matc hes 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 you like 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 sharethe 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.3.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?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 of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning 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 cal led “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.4. Reading 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 the jokes 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.。
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。
人教课标版高一英语必修2Unit5 阅读课说课稿
Unit5 阅读课说课稿各位老师：大家好一、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。
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。
（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。
所谓“台上一分钟，台下十年功”，深化学生的德育教育，进一步激发学生学习的动力。
3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）学习策略学生在一定程度上形成自主学习，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养学生的英语思维表达能力。
三、说教学目标和教学重难点这一课的重点有两点：1.新课标要求在语言教学的同时必须能够深化学生的德育教育。
人教课标版高中英语必修2 Unit5_Reading_名师教学设计(一)
Unit5 阅读课2 名师教学设计人教版高一英语(必修2 )unit 5 reading课文教学: THE BAND THAT WASN’T.2. The basic theory of teaching plan (教学设计的理论依据)根据《高中英语新课程标准》的要求，英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。
为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同学交流与合作的过程中完成学习任务。
教学由图片开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。
此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。
3. The analysis of student (学生分析)本节课的教学对象是高中一年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
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，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动开口表达自己的意见，有着高中生独立、爱表现自我的特点。
因此，只有设置使他们感兴趣的学习活动，因材施教，才能让他们投入到课堂活动中来。
4. The analysis of textbook (教材分析)本课是高一英语第3单元的第一课时，课文内容包括介绍不同类型音乐的一些知识和一篇关于“门基”乐队特殊成长历程（从“失败”，电视选秀，到一支流行乐队的诞生）的文章。
课文“THE BAND THAT WASN’T.”，由“读前”、“阅读”和“读后”三个过程组成。
我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习，从而扩大课堂的语料输入量及学生的语言输出量。
人教版高一英语必修二课件 Unit 5 教案
Unit 5 MusicTeaching aims and demands: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。
学习由介词+ which / whom引导的定语从句，复习被动语态。
进一步熟悉有关建议与偏好的表达方式。
掌握有关音乐的单词，熟练运用课文中所浮现的重要词汇与短语。
Topicmusic; different types of musicImportant Vocabularyroll,r ock n“”roll,folk,jazz,musician,clap,form(v.),passer-by,earn,extra,loosely, advertisement,actor,attractivef,an, instrumenthit(n.)s,ort,frog,afterwards,perform, stick(v.), ability, saying, reputation, unknowndream of, be honest with, play jokes on, or so, break up, by ch ,k o t out, above all Useful PhrasesMaking suggestions建(议)I think we should...Should we go...?What if we...?What do you think...?How about...?Let’s...We could...You could...If we...Talking about preferen e好(和爱好)I prefer...Why do you prefer...?I like...best because...I am fond of...My favourite musician is...I enjoy listening to... I don’tlike...very much I hate...Grammar定语从句 (IV) (由介词 + which / whom引导的定语从句)1 / 15The musiciansof whom theband was formed playedjokeson each otheras wellasplayed music.However, after a year or so in which they became more serious about“”started to play their own records and started touring and write their own son a real band.Period One Warming up and ReadingTeaching objectives:1. Enable students to talk about different kinds of music.2. Understand the text and do comprehending exercises.3. Learn the important wo k:, jazz, musician, clap, form, passer-by, earn, extra, loos advertisement, actor, attractive, fan, instrument, hit.4. Learn to use the expressdiroenasm: of, be honest with, play jokes on, break up.Important and difficult points:1. Understand the text and talk about music and the band “T.he Monkee s”2.How to use the following expressions:dream of doing,be honest with somebody,pla joke on somebody, break up.Teaching procedures:Step 1. Warming upGood morning, Class. Today we are going to talk about an inter stmiunsgict.opic As we know, music is a k dart of making pleasing combinations ofins yn hsm, harmony and ic can produce a livelyand happy atmosphereand bring peoplerelaxatio fterhardwork, which can reducethe tirednessL.isteningtomusic alsomakes people feel happy and nice. How many kinds of music are you familiar with? Can y tell me about the different kinds of music? Now turn to Page 33, look at the pictures, captions and listen to the different kinds of music. See if you can guess which music m with which picture.Step 2. Pre-reading1. Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For referenc:e’Ive heard about “The Beatles”, “Back Street Boys”, “The Eagles” life” and “Pink Floyd”.2. Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of f Tell yourgroup mates which band you like best. Why? Then the group leader is stand up and sharethe group idea with the class.For referenc:e I am from Group 1u.r Ogroup like “The Beatles” best. We like their sty of performances.Listeningto theirperformances,we willfeelrelaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?2 / 15For referenc:e “TheMonkees” isa band thatwas the firs opularin the 1960s inAmerica.Unlike most bands of the time,the Monkees were not formed by its members bu rather by TV producers.They were a fictional band in the TV show of the same name.T band was composed of Mike Nesmith, Mickey Dolenz,Davy Jones, and Peter Tork.All the members had some musicalexperienceL.et’scome to the reading— THE BAND THATWASN ’T and find more about them.Step 3. Reading1. Reading aloud to the recordingNow pleaselistenand read aloud to the recordingof the textTHE BAND THAT WASN ’T.Pay attentio o the pronunciatio f each word and the pauses withineachsentence. I will play the tape twice and you shall read aloud twice, too. Turn to pag join the correct parts of the sentences together.2. Reading and underliningNext you are to read and underlineallthe usefulexpression r collocationisn the passage.Copy them to your notebook after class as homework.Phases reference:dream of doing, at a concert, with sb. clapping a d,sei jgoykianrgaoke, be honest with oneself, getto form a band, high school students’,s ,is l eto passers-by,in the subway, earn some extra money, begin as a TV show, play jokes on…, be ba sed loo on…, theTV organizersm,a ke good music,put an advertisemen n a newspaper,look forrock musicians, pretend to do sth., the attractive performances, be copied by…, suppo fiercelyb,ecome more seriousabout…,play theirown instruments,produce one’sownrecords,s tart touring, break up, in the mid-1980s, a ce’lsebtriamteioans oaf roenael band 3. Reading toidentify the topic sentence of each paragraph.Skim the text and identify the topic sentence of each paragraph. You may find it eithe beginning, the middle or the end of the paragraph.1st paragrap:h How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragrap:h One band started as a TV show.4th paragrap:h “The Monkees” became even more popular than“The Beatles”. 4. Readingand understanding difficult sentences.As you have read the texttimes,you can surelytellwhich sentencesaredifficult understand.Now put your questions concerning the difficult points to me.5. Choose the adjectives that you thdienskcrbiebsetTh Monkees”. Have a class discussion to see if youall agree. Give your reasons for your choices.The important thing is to encourage your students to examine all the alternativesand accept or reject them with a reason.Step 4. Useful vocabularyAsk the students to look for the words and expressions and see if they understand them Give explanations to show how to use them.3 / 151. match① 与……相配 vi./vt.e.g.Your dress and your shoes match perfectly.The shoes will match your dress. (go with)② vt. be equal与to… …相匹敌，与……势均力敌e.g.No one can match her at chess.n.①相匹配的人、物 a match for sb./sth.e.g.The shoes are a good match for your dress.②(与某人)相匹敌的对手e.g.She’s my match when it comes to chess.(i.e. as good as or better than me…)2. dream of / about sth., sb./(doing) sth. dream+从句憧憬，梦想；梦见e.g. He often dreams of being a scientist.The soldier often dreamed of his hometown.I would not /never drea of3. with +宾语 + 宾补常见形式如下: with +名词/代词 + 形容词with +名词/代词 + 副词with +名词/代词 + doingwith +名词/代词 + to do表(要执行的动作)with +名词/代词 + done 表(动作的完成及被动)with +名词/代词 + 介词…, w ith everyone clapping and enjoying your singing?Example:The o ld man sits on the chair, with his dog lying b(e躺si在de他h身im边. ) With tears inher eyes, she left h含ro m水. )The old musician fell asleep with the wind w开o着pe窗n.子)It was a pity that the great writer died with his wo k作u f完in成is)hed. ( Withproductionup by 60% (生产提高了 60%) the company has had anotherexcellent yea.因状语With the final exams to worry about, I have to work really har原d因th状is month.语With a lot of difficult problems to settle, the newly-elected president is havi time.要执行的动作Practice:She always sleeps with the light on.The teacher entered the classroom with a book on his hand.With China entering the WTO, we are facing more challenges.With her work finished, she listened to some music to have a rest.4 / 154. honest adj.诚实的dishonest adj.不诚实的honesty n. 诚实,忠实be honest with：sbt.ell exactly what one thinksbe honest in (doing) sth.说实话，我认为他们没有获胜的机会。
人教版高中英语必修2 Unit5 Reading 说课课件
Step 5 Discussion What do you think of the Monkees?
Discuss in pairs using the adjectives that you think best describe them. Give reasons for your choices.
♫ Homework: Write a short passage about their favorite band.
Part 7 Teaching Reflection and Inspiration
♫A good lead-in is important for a successful lesson.
Part 4 Analysis of the Learning Methods
♫Train students to study independently ♫Guide students to master and use
reading skills ♫ Guide students to study English
Paragraph 2 How musicians form bands.
Paragraph 3 How the Monkees got their start.
Paragraph 4 How the Monkees became serious about the music business.
Step 3 Detailed Reading
① Develop students’ reading ability. ② Enable students to learn to enjoy music.
新人教版高中英语必修二Unit5-The Virtual Choir教学课件
Para.2&3
United Nations International Children's Emergency Fund
Transition 直观 客观 使人信服的
Para.4
Why does the virtual choir make the world a better place?
Para.1
What is a virtual choir: 1)Who can join it? Anyone can take part in it. 2)How is it organized? Members record their performance on video. The videos are uploaded onto the Internet. They are put together to form one virtual choir. 3)What are needed? You only need a video camera and an Internet connection .
professionals limited
Para.1
客观 使人信服
Para.2&3
Read paragraphs 2 and 3 and complete the timeline.
2 January 1970 1988~ 1995 1997 2009
23 July 2014
Eric Whitacre was born in the USA.
What
The Virtual Choir
高中英语必修二unit5全英说课稿
1 Good afternoon, d ear teachers. I’m glad to be here to take this interview. I hope I can dear teachers. I’m glad to be here to take this interview. I hope I can impress you. My name is..I’m a graduate student from Henan Normal University. I have been dreaming to become a teacher for several years, as my parents are both teachers, and I think teacher teacher is is is a a a glorious glorious glorious profession. profession. profession. During During During my my my past past past several several several years, years, years, I I I tried tried tried my my my best best best to to to enrich enrich myself, learn more knowledge in order to be a qualified teacher in the future. Now, I think it is time to realize my dream. But I think this is just the first step, because to be a good teacher need need more more more things. things. things. So So So I I I hope hope hope you you you can can can give give give me me me a a a chance, chance, chance, I I I won’t won’t won’t let let let you you you down. down. down. That’s That’s That’s all, all, thank you. I have been ready to begin this representation with five parts. Analysis of the teaching material, material, the the the teaching teaching teaching aims, aims, aims, the the the teaching teaching teaching method, method, method, the the the studying studying studying methods, methods, methods, the the the teaching teaching procedure and the black board design. Part 1 Teaching Material The The content content content of of of my my my lesson lesson lesson is is is New New New Senior Senior Senior English English English for for for China China China Book2 Book2 Book2 Module1. Module1. Module1. This This This unit unit unit is is about music. By studying of this unit, we’ll enable students to know various kinds of music and that different music can bring us different influence. At the same time, let the students learn how to express their own ideas about music.Let’s start with reading . This lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit. Part 2 Teaching Aims According to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings: 1.Knowledge objects (1)The Ss can master the usage of the important words and expressions. (2)The Ss can understand the content of the lesson, talk about different music styles and get their own idea about music. 2.Ability objects (1) To develop the Ss’ abilities of listening, speaking, reading and writing (2) To guide Ss to set up effective studying strategies. (3) To improve the student’s reading ability, especially their skimming and scanning ability.(4) To train the Ss’ abilities of studying by themselves and cooperating . 3.Emotion or moral objects (1)By completing the task, the Ss get to know the importance of music in our daily life, and increase their music accomplishment. (2)Teach the Ss that no pains, no gains by telling them the stories of successful musicians, put the moral education in the language study. Part 3 Teaching MethodsAs As is is is known known known to to to us us us all, all, all, a a a good good good teaching teaching teaching method method method requires requires requires that that that the the the teacher teacher teacher should should should help help help Ss Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) . municative Approach(交际教学法) 2.Whole Language Teaching(整体语言教学法整体语言教学法) 3.Task-based Language Teaching (任务教学法) 4.Total Situational Action (情景教学) ) a a a “scene “scene —activity” teaching method , , it it 2 establishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation situation with with with its sound and picture, it its sound and picture, it can develop the Ss creativity in learning English.Part 4 Studying MethodsStudents can learn to study on their own, and use the learned expressions and words to communicate with their partners actively, which is helpful for improving communication strategy, and cultivating the students' thinking skills in English.Part 5 Teaching ProcedureStep 1. Lead-in. I will ask a question what kind of music do you like? And let students have a brainstorm, try to say the music style as much as they know. Purpose of my design: to catch Ss’ attent ion about the class/topic/passage. Step 2. Pre-reading Task Task 1. 1. 1. I I I will will will paste paste paste several several several pictures pictures pictures on on on the the the blackboard blackboard blackboard and and and lat lat lat ss ss ss to to to guess guess guess what what what kind kind kind of of music does these pictures refer to, i will help the ss to get right answers. Task 2. Let ss listen to the different kinds of music on the tape. Guess which music matches which picture. Purpose of my design: (1) to get to know various kinds of music through both visual and acoustic way. (2) To have a better understanding about music. Step 3. While-reading Task 1. Let ss learn the words and phrases, especially some express preference or feelings. Task 2. I will divide ss into several groups, and Let them have a discussion by giving two questions: 1.what kind of music do you like best ? what kind of effect does the music have on you ? At the same time, I will paste a big piece of paper with useful words ,phrases and expressions on the blackboard. Task Task 3.I 3.I 3.I will will will ask ask ask some some some students students students as as as a a a reporter reporter reporter to to to express express express their their their results results results of of of their their their groups. groups. groups. At At last,I will make a conclusion and evaluate their performance , also give my own understanding of music. Purpose Purpose of of of my my my design: design: design: Enable Enable Enable students students students to to to understand understand understand the the the given given given material material material better better better by by by using using different different reading reading reading skills. skills. skills. And And And proper proper proper competition competition competition can can can arouse arouse arouse the the the Ss’ Ss’ Ss’ interest interest interest in in in English English learning. “Ta “Task-sk-sk-based” based” based” teaching teaching teaching method method method is is is used used used here here here to to to develop develop develop the the the Ss’ Ss’ Ss’ ability ability ability of of communication and also their ability of co-operation will be well trained. Step 4. Game. I I will will will divided divided divided the the the class class class into into into several several several groups.then groups.then groups.then I I I will will will give give give each each each group group group a a a picture,let picture,let picture,let one one group to describe their picture and ask others to guess. If a group get the right answer, I will give a reward to it. At last, the group who has the most rewards is the winner. Step 5. Homework 1. Talk about your favourite music with your partners. 2. Write a composition about your favourite musician. Purpose Purpose of of of my my my design: design: design: Homework Homework Homework is is is so so so important important important and and and necessary necessary necessary for for for to to to master master master the the knowledge they learned after class. It will check whether the Ss achieve the teaching aims. 。
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Unit5 阅读课说课稿
各位老师：大家好
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。
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。
（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。
所谓“台上一分钟，台下十年功”，深化学生的德育教育，进一步激发学生学习的动力。
3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）学习策略
学生在一定程度上形成自主学习，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养学生的英语思维表达能力。
三、说教学目标和教学重难点
这一课的重点有两点：
1.新课标要求在语言教学的同时必须能够深化学生的德育教育。
因此，如何调动学生的积极性，使学生理解成功来之不易是本课的重点之一。
要想拥有美好的人生，现在就要做好准备。
然后让学生谈论现在我们可以做些什么样的准备，如何努力追逐中间的梦想。
2．由于这一课的内容非常多样化，要求学生必须通过视觉和听觉对不同音乐类型进行辨别，认识不同的音乐类型，并且可以表达自己对不同音乐形式的感受。
四、说教法和学法
为更好地发挥教师的主导作用和学生的主体地位，突出重点，突破难点，我主要采用以下教学方法：任务教学法，合作式教学法，师生互动教学
根据高一学生好奇心强，求知欲旺盛的心理特征和思维特点，主要的学法指导是：小组合作法，课堂讨论法，归纳法
授之以鱼不如授之以渔，让学生掌握获取新知识的过程和方法尤为重要。
五、说教学程序
本节课共45分钟，教学设计的总体思路是话题导入à视听说结合à新词学习和课堂讨论à小组游戏à作业布置。
具体教学步骤如下：
第一步：话题导入（5分钟）在这个环节，首先我采用头脑风暴法brainstorming ，学生熟悉的话题“What kinds of music do you know?”，要求学生尽可能多地说出自己所知道的音乐形式，活跃课堂气氛。
第二步：让学生以四个人为一个小组，给出两个问题：
1. Do you like music?
2. How does music make you feel?
老师将有用的词汇和句式制作在一张比较大的纸上，贴在黑板的中央，让学生运用这些词汇进行讨论，此环节的设置紧扣上面，帮助学生进行表达，加强对词汇和句式的运用。
然后，让一些同学阐述自己对音乐的看发，表达自己对某种音乐的感受。