人教版高中英语必修二第五单元阅读课教学设计

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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 :。

通过有效课堂提问,深入挖掘文本涵义——人教版必修二Unit5阅读教学设计

⑤Ｗｈｙｄｏｙｏｕｔｈｉｎｋｔｈｅｙｂｅｃａｍｅｍｏｒｅｓｕｃｃｅｓｓｆｕｌ？
⑥Ｄｏｔｈｅｔｗｏｗａｙｓｈａｖｅａｎｙｔｈｉｎｇｉｎｃｏｍｍｏｎ？
师追问学生如何得出该答案，从而引导学生重回文本。学生在教师引导下，慢慢开始挖掘文本内容，深入理解文章主题：成功的具体方式有所不同，但是成功的
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阅读前（Ｐｒｅ－ｒｅａｄｉｎｇ）：通过提问引入主题
标第二模块第五单元Ｍｕｓｉｃ的第一篇阅读ＴｈｅＢａｎｄ
① ＨＯＷａｒｅｔｈｅｔｗｏｗａｙｓｄｉｆｅｒｅｎｔ？
②ＨｏｗｄｏｏｕｙｋｎｏｗｔｈｅＭｏｎｋｅｅｓｂｅｃａｍｅｓｕｃｃｅｓｓｆｕｌ？ ③Ｗｈａｔｉｄｄｔｈｅｙｄｏｌａｔｅｒａｆｔｅｒａｃｃｉｄｅｎｔａｌｌｙｂｅｃｏｍｉｎｇ
教师播放门基乐队的一段表演视频，然后依次提问：
＠Ｗｈａｔｄｉｄｙｏｕｓｅｅｉｎｔｈｅｖｉｄｅｏ？ ② Ｗｈａｔｄｏｍｕｓｉｃｉａｎｓｎｅｅｄｉｎｏｒｄｅｒｔｏｐｌａｙｇｏｏｄｍｕｓｉｃ？ ③Ｗｈａｔｃａｎｓｕｃｃｅｓｓｂｉｒｎｇｔｈｅｍ？

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。

人教版,必修二,unit5,reading,教学设计

高一英语 Unit 5 The Band That Wasn't1.教材分析：本案例是人教版《普通高中课程标准实验教科书· 英语（必修）2》第五单元第二课时Reading 部分。

中心话题是音乐。

本篇阅读讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度，有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。

同时，扩大学生的视野，获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，为下一课时的学习做好铺垫。

2.教学目标：（1）知识目标：A.学习并运用以下词汇：单词： pretend,passer-by,musician,earn,attach,perform,confident短语：dreamof,to be honest,attach…to,play jokes on,be/get familiar to/wirh ,break upB.通过skimming 和scanning 的阅读策略，培养学生的阅读技能，养成良好的阅读习惯。

C.通过careful reading,进一步提高学生捕捉信息，理解信息和利用信息解决问题的能力。

D.通过discussion, 巩固所学知识，并利用所学知识表达问题的能力。

（2）能力目标：通过不同渠道让学生了解更多的音乐知识，出一期以乐队为主题的英语板报。

培养多种微观阅读技能和获取、处理、运用信息进行快速反应及推理判断的能力。

激发学习激情与兴趣，培养探究、合作意识与能力。

（3）情感目标：培养热爱音乐、热爱生活的美好感情。

领会The Monkees乐队对音乐的执著追求，培养认真做事的良好习惯。

3. 教学重点、难点：（1）重点：培养学生对细节理解的能力及归纳能力。

（2）难点：以小组合作的方式用英语进行交流讨论。

4.Teaching Procedures：Step I Lead inUse some pictures and questions to lead in the topic.Step II Fast readingTask1 . Find the main idea of each paragraph(1)The main idea of the passage?A. It is important for a band to play to the passers-by and in clubs.B. How most bands start and How the Monkees developed.C. Pretending to sing and copying are the keys to becoming famous for a band.(2) How does the author introduce the topic of passage?A. By listing some factsB. By asking questionsC. By making comparison(比较)（设计说明：快速阅读后要求学生先找出每段的main idea，但对于一中的好学生来说连线题太简单，所以设置为表格，也是有点难度，就把比较难的1段和4段改造成填空的形式.完成此任务后整篇文章的main idea也就很容易总结出来（对高一学生来说，开始就找整篇文章main idea 有难度，特别是这篇文章。

2024秋季人教版高中英语必修第二册Unit5Music《5.Readingforwriting》

教学设计：2024秋季人教版高中英语必修第二册Unit 5 Music《5.Reading for Writing》一、教学目标（核心素养）1.语言能力：通过阅读相关音乐主题的文本，学生能够提取关键信息，学习并模仿文本中的语言结构和表达技巧，提升书面表达能力。

2.思维品质：培养学生批判性思维和创造性思维能力，通过分析和讨论文本内容，形成自己对音乐及其影响的独特见解。

3.学习能力：引导学生掌握“以读促写”的学习策略，通过阅读积累素材，学习写作技巧，提高自主学习能力。

4.文化意识：增强学生对音乐文化的理解和尊重，通过阅读和写作活动，拓宽国际视野，增进跨文化交流能力。

二、教学重点•学习并模仿文本中的语言结构和表达技巧，如描述性语言、对比手法等。

•提取文本中的关键信息，构建写作框架，为写作任务做准备。

三、教学难点•如何将阅读中获得的信息和技巧有效转化为自己的写作内容。

•如何在写作中灵活运用所学语言结构和表达技巧，使文章内容丰富、表达流畅。

四、教学资源•人教版高中英语必修第二册教材•相关音乐主题的阅读材料（如音乐评论、音乐家传记片段）•多媒体教学资源（如PPT、音频、视频片段）•写作指导手册或范例文章五、教学方法•阅读指导法：引导学生分析文本结构、语言特点和表达技巧。

•讨论交流法：组织小组讨论，分享阅读感受，激发写作灵感。

•模仿练习法：通过模仿文本中的语言结构和表达技巧进行写作练习。

•反馈评价法：教师及时给予学生写作反馈，指导学生改进不足之处。

六、教学过程1. 导入新课（5分钟）•音乐话题引入：播放一段具有代表性的音乐片段，引导学生讨论音乐在他们生活中的作用和意义，激发学生对音乐话题的兴趣。

•明确任务：介绍本节课的教学目标，即通过阅读相关音乐主题的文本，学习写作技巧，为接下来的写作任务做准备。

2. 新课教学（30分钟）•阅读文本（10分钟）：•学生自主阅读提供的音乐主题文本，注意文本的语言结构、表达技巧和关键信息。

人教版高中英语必修二Unit5 Music-Reading and Thinking教案

2019新人教高中英语必修二Unit 5Music-Reading and Thinking公开课教案Analysis of the materials:The reading passage of this article introduces a new form of music, the Virtual Choir and its founder Eric Whitacre. This paper is divided into four sections, mainly by explanation and supplemented by narration. The first paragraph briefly introduces the definition, advantages and positive effects of virtual choir. The second and third paragraphs introduce the story of composer and conductor Eric Whitacre, the founder of the virtual choir, and how he founded the virtual choir. The two paragraphs are divided into one part by a transitional sentence. The fourth paragraph summarizes the role and significance of the virtual choir in one sentence, which reflects the author's point of view.Analysis of the students:The students are in senior one,who have a high enthusiasm for learning, but students have different English foundations and lack of autonomous reading ability. They have good learning ability and strong culture cognition ability. It would be better to give guidance in terms of thinking ability. In the aspect of language competence, most students are deficient. They may be a bit lacking in oral expression, so it is necessary to enhance oral expression in the post-reading. Students like active classroom atmosphere.Teaching aims:By the end of this section, students will be able to:1. predict what they will read based on some related information, like the title of the text;2. get the key information about the virtual choir through scanning the text;3. fill in the timeline of Eric Whitacre’s lifetime;4. grasp the structure of this text by completing a mind map;5. express their attitude to the virtual choir and give their reasons.Teaching key points:1.Lead students to better understand how the virtual choir is formed.2.Help students identify the structure of the text and grasp and use somewords and phrases to describe their music experiences.Teaching difficult points:1.Enable students to figure out the main structure of the passage.2.Get students to express their own opinions on whether a virtual choir can really bring people together.Teaching procedures:StepⅠLead-inLead students to talk about the following questions.1.How do you experience music in your daily life?2.How can computers and the Internet help us experience music differently?Suggested answers:1.I can listen to the radio, watch TV or attend concerts.puters and the Internet can help us experience a wide range of musical genres. The Internet gives us access to millions of songs in many different genres , so we can find exactly what we like. Computer technology today can also help us create the sound of an orchestra on our home computer.StepⅠPredicting for possible informationLook at the picture and the title,and then predict what the text is about.Suggested answers:The text is about some background information about the virtual choir.StepⅠ Scanning for specific informationScan the text and find out the following information.The man who came up with the idea for a virtual choir Eric Whitacre The place where he studied musical composition Juilliard School The name of his song What IfStepⅠ Intensive readingActivity 1Read Paragraph 1 and find out the key elements of virtual choir.Anyone interested in music can take part in a virtual choir.They can recordthemselves at any place while they perform and then upload their videos onto the Internet.They join in the virtual choir because they love it and can relax themselves.Activity 2 Find out the differences between a virtual choir and a real choir.（红色部分为学生填写）Virtual choir Real choir Formvideo recorded live Placeon the Internet (at any place) stages of musical halls Identity of singers anyone interested in music usually professionalsNumber of singers not limitedlimited to the required programmeActivity 3 Read Paragraph 2 and describe Eric Whitacre’s life experience according to thetimeline.Suggested answers:In 1970,he was born.In 1988,he began studying music at the University ofNevada.In 1995,he graduated from university.In 1997,he received a master’s degree in musical composition from the Juilliard School in New York.Over the next 10 years,Whitacre’s original compositions began to become quite popular among choirs and singers.Activity 4 Read Paragraph 2 again and answer the following questions.(1)What can you learn from what Whitacre said?(2)Why does the author mention Eric Whitacre’s studying experience andhisachievements in music?Suggested answers:(1)It shows his experience in music which is full of surprise.(2)The author wants to stress that it was his great passion and achievements in music that led to the creation of the virtual choir.Activity 5Read Paragraph 3 and 4 and answer the following questions.(1)What gave him the inspiration to make his first virtual choir?(2)Does the writer hold a positive attitude toward the virtual choir?How do you know?Suggested answers:(1)He was inspired by a video in which a girl was singing one of his works gave him the inspiration to make his first virtual choir.(2)Yes,the writer holds a positive attitude toward the virtual choir,because he says “The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place”.Activity 6Figure out the structure of the passage.Suggested answer:ThevirtualchoirStepⅠPracticeActivity 1 Complete the sentences with the correct forms of the words and phrase.st night I went to see my friend’s new rock band on at a small local music festival.2.This new pop song me of an old song that was sung by Billy White but later made popular by another singer.3.I’m so happy!My favourite singer just won a music .This that all the she put into her work was worth it.4.I with rap music when I was a teenager.Listening to it me to relax and forget about my problems.5.Five years ago,he was finally given a(n) to record his song at a(n) .Ever since,his success has shown the world that even people can become famous.6.Nowadays millions of musical performances are uploaded the Internet every day by different who may or may not be professional musicians or singers.Suggested answers:1.perform;stage2.reminds;originally3.award;proves;effort4.fell in love;enabled5.opportunity;studio;ordinary6.onto;individualsStepⅠ Creative thinkingSuggested answers:Pros:(正方)People from every corner of the world can upload their videos onto the Internet,which is like a great stage where people come together to sing.Different people sing the same song,share similar interests and values,which makes them feel like family.In the global community,people can exchange feelings and thoughts with each other like real-life communication.Cons:(反方)A virtual choir cannot have people together on stage where people can communicate in person.A virtual choir is unreal because it is just something made up.A virtual choir concert can’t have real actor-audience interaction.StepⅠ Homework1.Read the text aloud.2.Write a short passage to express your attitude to the virtual choir and give your reasons.The blackboard will be divided into three sections:Vocabulary: Key words and expressions related to music and technology.Main Points: A summary of the main ideas and key details of the text.Discussion Points: Questions and topics for classroom discussion to promote deeper understanding.。

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。

人教版新课标高一英语必修二Unit5Reading教学设计

人教版新课标高一英语必修二 Unit5-Reading 教学设计Design of Teaching Objectives 教学目标设计（三维目标）l. Learning objectives for knowledge知识目标(1) Get students to learn and grasp the important useful new words and expressions. (让学生学习并掌握重要的新单词、短语)1) Important words (重点单词)：roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, i nstrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive2) Important phrases (重点词组)：dream of, to be honest, attach…to…, in cash, play jokes on, rely on, get familiar with, or so, break up(2) Let students learn about different types of music (让学生学习不同种类的音乐风格)2.Learning objectives for language skills能力目标(1) Enable students to learn to talk about different kinds of music. (使学生学会谈论不同种类的音乐风格)(2) Improve the students’ reading ability through reading about bands.(通过阅读提高学生的阅读理解能力。

高中英语人教版必修第二册Unit 5 Reading and Thinking教案

新人教必修2 Unit 5 MUSICReading and Thinking: The Virtual Choir文本简析本单元阅读文本的话题是美国音乐制作人埃里克·惠塔克(Eric Whitacre)创作的一种合唱形式——虚拟合唱团，旨在让读者不仅对其组织形式、制作方式和产生的原因等有所了解，还对这种形式给人们歌唱方式和整个世界带来的积极影响有所认识。

该文本采用了说明性文体，共四段：第一段介绍了虚拟合唱团的组织形式、制作方式，以及所产生的积极影响；第二、三两段介绍了虚拟合唱团创始人埃里克·惠塔克在音乐方面的经历，重点介绍了他于2009年创办首个虚拟合唱团“金色光芒(Lux Aurumque)”的前因后果和2014年为联合国儿童基金会(UNICEF)创办的“虚拟青年合唱团(Virtual Youth Choir)”；第四段是作者对虚拟合唱团的形式和影响的感悟。

阅读策略上，学生可快速浏览文本，利用标题和图片等信息了解文本框架，把握文本大意，判断文本体裁，理解作者态度，并融入自己的思考，训练学生的批判性思维。

第1课时一、教学内容本节课的重点为处理文本信息，在了解何为虚拟合唱团及其创始人主要信息的基础上，进一步理解为什么会出现虚拟合唱团以及它的出现对人们和社会又产生了什么样的影响。

二、课时目标1. 通过整体阅读活动，获取虚拟合唱团及其创始人的基本信息，并梳理虚拟合唱团的发展历程及其给人类社会带来的正面影响。

2. 通过寻读、细读等阅读活动，总结虚拟合唱团的成因，并深入理解作者要传递的深层含义。

3. 通过梳理文本介绍虚拟合唱团的篇章布局，了解写作特点，为第二课时的仿写做好铺垫。

三、教学过程Activity 1：Activating background knowledge of the virtual choir本活动为实现课时目标1做铺垫。

1. Talk about what a choir is.Q1: What did you see in the video？Q2: What is a choir？2. Talk about whether people can sing together with hundreds of people while they are alone at home.Q: Could you imagine singing together with hundreds of people while you were at home alone？【设计意图】通过课前播放One Voice Children’s Choir的视频，创设情境，引出主题；引导学生根据自身经验给合唱团下定义；通过提问，激活学生背景知识，提升其阅读兴趣。

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。

人教版必修二Unit5 Reading and thinking 教学设计

通过课前播放歌曲whatif，课上播放what if的演唱视频，创设情景，引出主题；引导学生根
据自身经验给
语言能力：培养口头表达的能力。
思维品质：观察各种现象，根据所获得的信息，建构新的概念。
2’ CW
合唱团下定义；通过提问，激活学生背景知识，提升其阅读兴
趣。
Activity2
Prediction
The teacher asks students to look at the picture and the title,andpredictwhatthetext is about.
2.实践英语学习活动观，促进核心素养的有效形成。
高中英语课程倡导指向学科核心素养的英语学习活动观和自主学习、合作学习、探究学习等学习方式。教师应设计具有综合性、关联性和实践性特点的英语学习活动、使学生通过学习理解、应用实践、迁移创新等一系列融语言、思维、文化于一体的活动，获取、阐释和评判语篇意义，表达个人观点、意图和情感态度，发展多元思维和批判性思维，提高英语
学习的能力和实际运用语言的能力。
课标要求
1.知识要求:能够根据语篇标题预测语篇的主题和内容，阅读和理解文章的语篇结构，学习如何在语篇中提取主要信息和观点，并能批判性地审视语篇内容。
2.核心素养要求:在阅读学习中提高语言技能，培养态度和行为价值取向，增强学生的语言能力、文化意识和学习能力;了解在互联网等新技术发展的影响和推动下，音乐在表现形式、发展趋势等方面所呈现出的新特点，挖掘探究音乐的深层力量——音乐能够突破时空限制，跨
(2)figureoutthebasicinformationaboutthevirtualchoir
(3)explore anddeeplyunderstandthe significanceofvirtualchoirandits positive influenceover theworld

必修二unit5阅读教学设计

必修二unit5阅读教学设计必修二Unit 5阅读教学设计I. 教学目标通过本节课的阅读教学，学生将能够：1. 提升阅读理解能力，掌握关键信息；2. 运用阅读策略，提高阅读速度和准确性；3. 发展学生自主学习能力，培养良好的阅读习惯；4. 培养学生批判性思维和分析能力。

II. 教学准备1. PowerPoint投影仪和PPT课件；2. 学生教材和练习册。

III. 教学过程1. 导入（5分钟）引导学生回顾上节课所学的阅读策略，例如预览题目、标题、图表等。

并与学生讨论阅读的重要性及应用场景。

2. 预测与导读（10分钟）将一篇文章的开头段落呈现在学生面前，其中去掉了一些关键词句。

要求学生根据文章的标题和剩下的句子猜测即将阅读的内容，从而激发学生的阅读兴趣。

3. 阅读训练（30分钟）将学生分成小组，发放每组一篇阅读文章，并要求学生在规定时间内独立阅读，并回答相应的问题。

同时，老师巡视辅导，引导学生运用阅读策略。

4. 理解检测（20分钟）放映答案解析PPT，让学生核对答案，同时讲解解题思路和关键点。

根据学生回答的情况，进一步解释及补充相关知识。

5. 拓展训练（20分钟）要求学生以小组形式互相交流，分享他们在阅读过程中的心得和体会。

同时，提供额外的阅读材料，让学生自主选择阅读并回答问题。

6. 总结反思（10分钟）引导学生回顾本节课所学的阅读策略和技巧，并让学生总结并分享他们在学习中存在的问题和困难。

IV. 课堂作业要求学生选择一篇自己感兴趣的英文文章，运用本节课所学的阅读策略进行阅读，并写一篇100词的读后感。

V. 教学反思通过此次阅读教学设计，学生在小组合作中进行阅读训练，激发了他们的学习兴趣和主动性。

同时，通过巡视辅导和答案解析的方式，有效帮助学生解决了阅读过程中的困惑和问题，提高了学生的阅读理解能力和自主学习能力。

在课后作业中，学生将继续运用所学的阅读策略并写一篇读后感，有助于巩固所学内容。

人教版高中英语必修二Unit5 Music-Reading for Writing教案

2019新人教高中英语必修二Unit5Music-Reading for writing公开课教案Analysis of the materials:1. What- Theme: Write a speech on how music changed your life.- Thematic Context: Man and self-Main content: A speech shares a personal story about how music changed people’s life.2. WhyAuthor’s intention:to inform readers of the positive influence of music on our daily life;to inspire readers to draw energy and power from music;to draw readers’ attention to relationship between music and personal life.Value Orientation:Thematic Meaning: Exploring the power of music, live a passionate life.3. HowText type: practical writing - speechLanguage features:the language is concise and touching. By using rhetorical devices, transitional words and contrastive words, it’s not difficult for students to summarize the structure, learn its writing techniques, imitate it and apply some into practical writing.Teaching aims:1. Get students to have a good understanding of what a speech is and how to write a speech.2. Enable students to use some writing skills flexibly.3. Develop student’s writing and cooperating abilities.Teaching key and difficult points:1.Enable students to analyze the organization and language features of a speech and learn how to write a good speech.2.Enable students to write an effective speech.Teaching procedures:StepⅠWarming upPlay a video of a speech for students to watch.StepⅠReading for informationRead the speech and answer the questions.1.What was Sarah’s problem?2.How did music help her during her difficult time?3.What is her advice to others?Suggested answers:1.Sarah had a serious disease that was difficult to cure.2.It made her feel much better and helped her recover.3.Her advice to others is to use music to help when they have problems.StepⅠ Reading for structureRead the speech again and figure out the structure.Suggested answers:Part 1Greeting Introduce yourself Introduce the topicPart 2(body)Tell your story State your opinionPart 3(Closing the speech)Give your advice Summarize your speechPart 4Thank your audienceStepⅠReading for language featuresActivity 1Match the names of rhetorical devices to the lettered sentences in the speech.Metaphor______________________________Personification__________________________________Quote________________________________Repetition_________________________________rhetorical question_________________________________Simile_______________________________Suggested answers:metaphor E personification F quote Brepetition C rhetorical question A simile DActivity 2Further learn about rhetorical devices.(1):It is a question that isn’t meant to get an answer,but is asked to make a point.E.g.Have you ever faced a difficult time?(2):A thing,an idea or an animal is given human features.E.g.The city of Wuhan cries.(3):To quote is to repeat a short passage,word,phrase,or sentence that came from somewhere or someone else.E.g.As Longfellow says,“Music is the universal language of mankind.”(4):It refers to the use of the same word or phrase in a poem,a speech,etc.E.g.I came,I saw,I conquered.(5):A simile compares two things by using words such as “like” or “as”.E.g.John is as cunning as a fox.(6):Metaphor is when you use two nouns and compare them to one another.Unlike simile,you don’t use “ like” or “as” in the comparison.E.g.As a soldier,you can’t be a mouse.You have to be a tiger.Suggested answers:(1)Rhetorical question(设问)(2)Personification(拟人)(3)Quote(引用)(4)Repetition(重复)(5)Simile (明喻)(6)Metaphor(隐喻)Activity 3Read the following poem and find out the sentences that use rhetorical devices.If you want to be a...If you want to be a spy like James Bond 007,you need to be as cool as a cucumberand as sly as a foxand you need cast-iron nerves.If you want to be a model,you need to be as tall as a treeand eat like a bird.If you want to be an actorand a martial arts expert like Jackie Chan,you cannot be a weed.If you want to be successful like Bill Gates,you need to have a mind like a computerand be as sharp as a spear in business.If you want to be a magician like David Copperfield.you need to make people see that blackis white and white is black.If you want to succeed in life,you need to be as hungry as a lion.Suggested answers:Simile/repetition:You need to be as cool as a cucumber and as sly as a fox.You need to be as tall as a tree and eat like a bird.You need to have a mind like a computer and be as sharp as a spear in business.You need to be as hungry as a lion.Metaphor:You cannot be a weedStepⅠPreparing for writingWork in groups.Think of ways that people experience music and how music can help people.（红色部分为学生作答）Ways people experience music How music can help peoplesinging(in a choir)•give encouragement •provide joy •express emotions ...listening to a piece of music or a song •share similar feelings •bring about happiness •make listeners strong in mind ...playing the piano/guitar/guqin...•express feelings from heart •imagine a dream world •have fun...StepⅠ Writing a speechActivity 1Complete the outline and use it along with rhetorical devices to draft your speech.•Introduce yourself.•Write about how music made you/him/her feel.•Give the topic of your speech.•Relate your/his/her experience to the audience.•Write about your experience with music,or the experience of someone you know.•Close the speech.Hello, my name is,and I’m here to talkabout .years ago,__________________________________________________________________ Suggested answer:Answers may vary.This is one of the versions.Hello,my name is Jane,and I’m here to talk about how music influenced my father’s life.Have you ever encountered a time when everything went wrong and you were discouraged?Five years ago,my father was diagnosed to develop a serious disease,which was hard to cure.It seemed as if the world was at an end.The doctor suggested that we should keep calm and help my father fight with the disease bravely.He also advised my father to listen to music often.Just as Walter Haddon once said,“Music is the medicine of a troubled mind.” My father followed the doctor’s advice and listened to soft music from time to time.Music gave my father encouragement,music gave my father strength and music gave my father confidence.Music became my father’s best friend,helping him get through the hardest time.I do hope none of you have to meet with tough times in your life.In case you come across the same situation,I advise you to turn to music,for it does help.Thank you for listening.Activity 2Exchange drafts with your e the checklist to help you revise the draft.√Does the writer explain how music has changed his/her/someone else’s life?√Are some of the rhetorical devices included and used properly?√Does the writer talk about how music makes him/her/someone feel?√Is the first word in each sentence capitalized?√Does the writer use correct punctuation?StepⅠ HomeworkRequired: Polish your speech writing according to the suggestions given by your partners.Optional:1. Select one piece of music as the BGM of your speech.2. Practice your speech skills for a better performance.教学反思：本节课总体上实现了教学目标，学生都能有很完整的演讲习作生成，并能将本课难点修辞手法攻克。

人教版英语必修二Unit5（Readingforlanguage）教案

人教版英语必修二Unit5（Readingforlanguage）教案高一英语学本课堂教学设计Module 2 Unit 5 Music （Reading for language）一、教材分析本课是(全日制普通中学教科书(必修)人教版高一英语(必修2 )第五单元“音乐”的语言点部分《并非乐队的乐队》。

课文内容包括介绍一般的乐队如何组成和一篇关于“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。

这节课主要让学生学习并能运用与乐队有关的词汇，并能运用词汇编写最喜欢的乐队的句子和对话。

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，从而扩大课堂的语言材料输入量及学生的语言输出量。

我根据学生水平和教材内容对练习进行合理多样的设计，让不同层次的学生在课堂上都有所收获。

二、学情分析本节课的教学对象是高中一年级的学生，他们对音乐比较感兴趣。

高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性。

他们已不满足老师对语言知识点的简单罗列，而是喜欢富有个性的教学设计。

基于教学对象以上特点的思考，设计本课时，我将用基础的语言启发他们，消除他们的学习语言点的心理障碍。

三、教学思路对语言知识点课，我先设计一些预学活动，如理一理所需要讲解的词汇，试一试归纳总结，问一问你所知道break，form两个重点单词能组成的词组，你所熟悉的乐队。

在课堂活动中我先向学生展示本节课的学习目标再以大脑风暴的形式为导入，让学生回归阅读，再用课文中的门基乐队来引出词汇，然后创设话题世界上其他著名的乐队来创设话题来运用词汇，最后以五月天乐队的主唱阿信的篇章翻译和口头输出你喜欢的歌手和乐队的方式来巩固词汇。

在学习词汇的过程中，我尽量创设情境，运用鲜活的例子让学生学会运用词汇。

四、三维目标【知识目标】1．学生学会用构词法来掌握一些单词如：musician，actor，millionaire，performance，passer-by。

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。

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教案人教版高中英语必修二unit5musicwarmingupandreading教案教学基本信息主题教材内容设计师Book2单元5音乐警告阅读高中英语一级Book2单元5音乐警告阅读一级个人信息姓名单元谷琴霞江西金溪一中1教材分析1。

本单元的主题是音乐和音乐类型。

内容分为三段，涉及门基乐队、弗雷迪和他的乐队等子主题，主要内容围绕门基乐队的形成和成长。

主题设置的目的是让学生了解各种形式的音乐，加深对音乐的理解，增加音乐欣赏的兴趣，提高学生的音乐素养，培养热爱音乐和生活的情感。

2.暖杯由八张图片和四个问题组成。

向学生、音乐家等展示图片、歌手等。

学生可以直观地理解音乐无处不在，让学生感受音乐的魅力。

这四个问题有助于教师引导学生说话、动脑、谈论自己喜欢的音乐，激发学生积极参与课堂活动的积极性，为进入本单元主题铺平道路。

3.阅读前提供三个问题。

围绕中心词带开始活动。

让他们列出世界著名的乐队，谈论他们最喜欢哪一个，为什么喜欢，然后引出阅读中的猴子主题。

4.雷丁主要介绍蒙基一家。

这篇文章描述了歌手和充满梦想的menki乐队的过程，如何组建一支乐队，以及他们是如何取得成功的。

阅读活动的目的是培养学生的阅读技能，培养学生的择业思维，认识到机遇与挑战并存。

这篇文章的主题是积极的，它可以激励学生通过努力追求自己的事业。

2、学术情境分析1的知识结构：虽然学生对音乐主题有浓厚的兴趣，并有一定的词汇和表达基础，但他们对门吉乐队并不熟悉，他们的阅读能力有待提高，他们对阅读技能的运用还不够熟练。

因此，教师应结合学生实际，循序渐进地进行引导。

2.心理特征：今天的高中生接受新事物的能力很强，喜欢音乐和各种图像的展示。

因此，教师可以充分利用多媒体调动学生的学习积极性，设置有效的阅读任务，逐步掌握阅读技巧，理解文章的意义。

3.教学目标（包括重点和难点）1）知识目标1）理解并能够区分各种类型的音乐。

人教版高中英语必修二第五单元阅读课教学设计

Hey 》作为导入，学生在课前已经完成了导学案的课前预习任务（见下图），对课文文本已经进行过事先阅读，对本节课的重点词汇和短语已经有了初步了解，文章内容和结构也完成了相关练习，为师生之间有效交流奠定了一定基础。

师生配合默契，课堂互动气氛活跃，学生对如何组建乐队能够进行一定的语言输出。

教学片断1师：Apart from Beatles, can you list any other famous bands?生：One direction, Backstreet Boys,...师：Good. I know all of you have dreams, and some of you may dream of forming a band in the future. You may even pretendfor in 学生边听录音边完成导学案的Task 1（见下图），听两遍之后，几乎所有的学生都填出了空缺的信息。

四位学生分别完整阅读其中一句。

detailed 教师指出，Task 学生默读课文第三段，阅读之后完成导学案的Task 2（见下图），通过对比分析门基乐队和其他乐队的不同之处，对门基乐队有了更深的了解。

教学片断2：师：How is the Monkees different from other bands?生1：The Monkees started as a TV show.师：Great. Then how about other bands? How do they start?生1：er...师：Do you still remember the common ways bands are formed in the second paragraph? Most of them start as...生1：Oh yes, other bands start as high-school students.师：Excellent!group 在听清楚指令以后，同学们立刻紧锣密鼓地准备起来。

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师生配合默契，课堂互动气氛活跃，学生对如何组建乐队能够进行一定的语言输出。

教学片断1
师：Apart from Beatles, can you list any other famous bands?
生：One direction, Backstreet Boys,...
师：Good. I know all of you have dreams, and some of you may dream of forming a band in the future. You may even pretend
for in 学生边听录音边完成导学案的Task 1（见下图），听两遍之后，几乎所有的学生都填出了空缺的信息。

四位学生分别完整阅读其中一句。

detailed 教师指出，
Task 学生默读课文第三段，阅读之后完成导学案的Task 2（见下图），通过对比分析门基乐队和其他乐队的不同之处，对门基乐队有了更深的了解。

教学片断2：
师：How is the Monkees different from other bands?
生1：The Monkees started as a TV show.
师：Great. Then how about other bands? How do they start?
生1：er...
师：Do you still remember the common ways bands are formed in the second paragraph? Most of them start as...
生1：Oh yes, other bands start as high-school students.
师：Excellent!
group 在听清楚指令以后，同学们立刻紧锣密鼓地准备起来。

组员们积极地分配角
色，设置问题，模拟采访，气氛热烈。

准备期间同学们遇到困难，积极向教师
寻求帮助。

三组同学上来进行展示，获
得了同学们的一致好评。

在导学案予以
提示的问题（见下图）基础上，个别小
组发挥主观能动性，自己创造了新的问
题。

在展示过程中，几乎所有的小组都
能不同程度应用本节课所学的语言知
识。

但是由于组内成员水平差异存在，
个别同学表达相对困难，需要成员的帮
助。