人教版高中英语必修2第5单元课文教学设计
作者： 乌日古木拉 (高中英语 赤峰英语四班) 评论数/浏览数： 0 / 160 发表日期： 2011-11-18 19:40:37
. Teaching Content (教学内容)
(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”的阅读部分《并非乐队的乐队》)
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。
5. 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, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive
2) 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)
l 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。)
l Learning objectives for Affection情感目标
(1) Arouse students‟ great interest in music and bands .(激发学生对音乐、乐队
的兴趣)
6. Teaching Important Points (教学重点)
(1) Learn the words and phrases listed above. (学习上列单词和短语)
(2) Let students to learn different reading skills.. (让学生学习不同的阅读技巧)
7. Teaching Difficult Points (教学难点)
(1) To improve the students‟ reading skills and reading strategies. (怎样提高学生
的阅读理解能力和阅读策略)
(2) To help the students understand the implied meaning of the passage.
(怎样帮助学生更好地理解这篇课文的内涵意义)
8．Teaching Methods (教学方法)
(1) Task-based approach to interesting learning. (任务型学习法)
(2) Skimming for the general idea of the passage. (略读策略 )
(3) Scanning for the detailed information. (细读策略)
9. Teaching Aids: (教学辅助手段)
1. A blackboard (黑板)
2. A tape-recorder（录音机）
3. A projector and a computer for multimedia (投影仪、多媒体)
10. Teaching procedures (教学程序)
Step I Warming up (6 minutes) (热身，6分钟)
(1) Warming-up through introductions
T: Good morning, class. Today we are going to talk about music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a 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.
教师活动：老师问学生 Can you talk about different kinds of music?
学生活动：Now turn to page 33, look at the pictures. (描述你在图片中所看到的音乐风格)
(音乐风格：Classical music，Country music Rock „n‟ Roll, Folk music, Jazz, Rap, Choral, Orchestra)
设计意图：通过图片展示，让学生了解不同的音乐风格，激发学生的学习兴
趣。
(2) Warming up by listening
T ：Hi, everyone. Do you like listening to music? Please listen to the music and look at the pictures on Page 33 (播放音乐)
学生活动：Look at the pictures & listen to some music to guess which music matches with which picture.
(把听到的音乐风格和每幅图片连起来)
设计意图：通过播放不同的音乐让学生辨别出不同的音乐风格。
(3) Warming up by discussing
I‟m sure you really enjoy the beautiful music, right? 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.
教师活动：让学生在小组中自由谈论自己所喜欢的音乐。
学生活动：在小组中和同伴们分享自己喜欢的音乐和喜欢的理由。
设计目的：培养学生的口语表达能力和合作性学习的精神。
Step II Pre-reading (8 minutes) (读前，8分钟)
(1) Thinking and saying
T: Have you heard about any of the famous bands in the world? List some if you can.
学生活动：说出自己熟悉的乐队的名称。
设计目的：以提问的方式让学生说到一些乐队的名称，从而让学生了解到不同的乐队，为下面学习“门基”乐队做好铺垫。
(1) Listening, talking and sharing
T ：Let‟s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
学生活动：在小组中谈论自己喜欢的乐队并说明喜欢的理由。
T ：Do you know anything about “The Monkees”? “The Monkees”： 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
Step IV Post-reading（6minutes ）(读后，5分钟)
教师活动：教师展示一些具有归纳总结性的问题：
① Do you think the TV organizers were right to call “the Monkees” a
band when they did not sing or write their own songs? Why?
② Do you agree that the jokes were more important than the music for
this band? Give a reason.
学生活动：学生思考并讨论上述问题，然后向全班同学汇报。
设计意图：①帮助学生进行课堂反思，自己学到了些什么知识；
②学生收集课文中没有解决的问题，以便课后进一步讨论。
Step V Language study(10minutes)(语言学习，10分钟)
(1) Read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. There are some useful words and expressions the students should learn to use in the passage:(本课中学生应学会使用的单词和习惯表达) （见教学目标中的语言目标部分）
(2) Reading aloud to the recording
Now 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. 教师活动：教师放课文录音带。
人教版高中英语必修2第5单元课文教学设计
作者： 乌日古木拉 (高中英语 赤峰英语四班) 评论数/浏览数： 0 / 160 发表日期： 2011-11-18 19:40:37
. Teaching Content (教学内容)
(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”的阅读部分《并非乐队的乐队》)
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。
5. 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, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive
2) 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)
l 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。)
l Learning objectives for Affection情感目标
(1) Arouse students‟ great interest in music and bands .(激发学生对音乐、乐队
的兴趣)
6. Teaching Important Points (教学重点)
(1) Learn the words and phrases listed above. (学习上列单词和短语)
(2) Let students to learn different reading skills.. (让学生学习不同的阅读技巧)
7. Teaching Difficult Points (教学难点)
(1) To improve the students‟ reading skills and reading strategies. (怎样提高学生
的阅读理解能力和阅读策略)
(2) To help the students understand the implied meaning of the passage.
(怎样帮助学生更好地理解这篇课文的内涵意义)
8．Teaching Methods (教学方法)
(1) Task-based approach to interesting learning. (任务型学习法)
(2) Skimming for the general idea of the passage. (略读策略 )
(3) Scanning for the detailed information. (细读策略)
9. Teaching Aids: (教学辅助手段)
1. A blackboard (黑板)
2. A tape-recorder（录音机）
3. A projector and a computer for multimedia (投影仪、多媒体)
10. Teaching procedures (教学程序)
Step I Warming up (6 minutes) (热身，6分钟)
(1) Warming-up through introductions
T: Good morning, class. Today we are going to talk about music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a 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.
教师活动：老师问学生 Can you talk about different kinds of music?
学生活动：Now turn to page 33, look at the pictures. (描述你在图片中所看到的音乐风格)
(音乐风格：Classical music，Country music Rock „n‟ Roll, Folk music, Jazz, Rap, Choral, Orchestra)
设计意图：通过图片展示，让学生了解不同的音乐风格，激发学生的学习兴
趣。
(2) Warming up by listening
T ：Hi, everyone. Do you like listening to music? Please listen to the music and look at the pictures on Page 33 (播放音乐)
学生活动：Look at the pictures & listen to some music to guess which music matches with which picture.
(把听到的音乐风格和每幅图片连起来)
设计意图：通过播放不同的音乐让学生辨别出不同的音乐风格。
(3) Warming up by discussing
I‟m sure you really enjoy the beautiful music, right? 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.
教师活动：让学生在小组中自由谈论自己所喜欢的音乐。
学生活动：在小组中和同伴们分享自己喜欢的音乐和喜欢的理由。
设计目的：培养学生的口语表达能力和合作性学习的精神。
Step II Pre-reading (8 minutes) (读前，8分钟)
(1) Thinking and saying
T: Have you heard about any of the famous bands in the world? List some if you can.
学生活动：说出自己熟悉的乐队的名称。
设计目的：以提问的方式让学生说到一些乐队的名称，从而让学生了解到不同的乐队，为下面学习“门基”乐队做好铺垫。
(1) Listening, talking and sharing
T ：Let‟s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
学生活动：在小组中谈论自己喜欢的乐队并说明喜欢的理由。
T ：Do you know anything about “The Monkees”? “The Monkees”： 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
Step IV Post-reading（6minutes ）(读后，5分钟)
教师活动：教师展示一些具有归纳总结性的问题：
① Do you think the TV organizers were right to call “the Monkees” a
band when they did not sing or write their own songs? Why?
② Do you agree that the jokes were more important than the music for
this band? Give a reason.
学生活动：学生思考并讨论上述问题，然后向全班同学汇报。
设计意图：①帮助学生进行课堂反思，自己学到了些什么知识；
②学生收集课文中没有解决的问题，以便课后进一步讨论。
Step V Language study(10minutes)(语言学习，10分钟)
(1) Read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. There are some useful words and expressions the students should learn to use in the passage:(本课中学生应学会使用的单词和习惯表达) （见教学目标中的语言目标部分）
(2) Reading aloud to the recording
Now 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. 教师活动：教师放课文录音带。