必修二unit5-music-阅读教案

必修二unit5-music-阅读教案

《人教版高中英语必修2》Unit5第一课时教学案例

学情分析

教学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，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现，张扬个性的特点。因此，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。

教学目（一）、知识和能力目标

1．通过阅读课文和完成所给的任务，能使用本课重点的词汇对课文作出简单复述；

2．能够说出世界音乐的种类；

3．能够简单运用速读、跳读、精读阅读文章（二）、情感目标

教学步骤一．Warming up（热身）——5minutes

1. Attract students’ attention

Play the song Knocking On Heaven’s Door about the “I am a singer”with students which quite famous during this time to attract students attention to the learning content, especially mention the kind of music “Rock ‘n’roll

lead students to the textbook on page33.

2.Show pictures

Show students those pictures in the textbook

音乐这个课题，这样可以引起他们对该单元内容的兴趣并可以自然而然地引入到课文阅读。

二．Pre-reading（读前）——8minutes

Task one：Discussion and Talking

Four students in one group to discussion

Give students some questions ask them to speak out 1.Do you know any famous bands? List some if you do.

2.Which one do you like best? Why?

3.Do you know anything about the Monkees?

设计目的：把学生分小组讨论有利于学生的合作学习能力的提高，这些问题起到过渡作用，能够顺利地进入到接下去的阅读阶段。

Reading the passage quickly and do the exercise1 in page 35.

Task three: intensive reading

record in 1996

was accepted. 2. Most musicians get

together and

but reunited in the mid-1980s. 3. They played an

advisement in the

newspaper looking

for four rock

musicians.

formed a band because they like to write and play music. 4. The first TV show

to celebrate their time as a band.

5. However, the band

broke up about 1970,

was a big hit.

4

Reading the passage the second time carefully and do the exercise2 in passage 35.

Task three: discussion

After reading the passage, thinking and answer the following two questions:

1.Do you think the TV organizers were right to call the Monkees a band when they did not write or sing their own songs? Give reasons.

2.In your opinion, what is the most important thing for a successful a band? Why?

设计目的：分别设计略读和精度可以帮助学生对文章从大致意思到具体内容准确的有把握，从而精准地理解课文内容，也帮助他们练习这种阅读方法。而小组讨论和表达可以帮助提高学生的口头表达能