Learning about Language名师教学设计2

阅读课教学案例———基于新课标六要素整合的高中英语阅读教学设计和反思

南康二中 许莲凤

一、教学内容

以Book 2 unit 5 Music “The Band That Wasn’t”为素材开展阅读教学。

二、教学内容分析：

本单元的话题是“音乐”、“音乐类型”、和“乐队”。本课“The band that wasn’t”(“并非乐队的乐队”)是单元的精读课文。文章先介绍了一个乐队形成的通常过程。然后描述了门基乐队（The Monkees）由“假乐队”发展为“真乐队”、“成功的乐队”的特殊历程。通过对课文的学习，学生将了解音乐的价值、乐队的成名过程，并领悟乐队成功的要素。

本课理解的关键点在于门基乐队由“假”变“真”的过程。因此在热身环节中要引导学生理解什么是乐队（许多学生分不清乐队和音乐组合），为理解课文做铺垫。

在阅读环节中，应让让学生归纳出普通乐队和门基乐队不同的形成和发展历程，比较两者之间的区别，进而理解门基乐队起初“不是”真乐队，后来“发展成为”真乐队。最后引导学生讨论乐队成功必备的因素。让学生在理解文章同时，引发对音乐人人生价值的思考。

本文脉络结构清晰，但细节信息丰富，且含有大量的的定语从句，学生理解有一定的困难。因此在阅读的过程中，既要引导学生归纳段落大意，把握篇章结构，又要教会学生删繁就简，抓住关键句，把握主要信息和细节信息，又快又准的理解课文。

二、教学目标

1、知识目标：

1.Learn about what a band is. 2.Describe the formation and development of a band. 3.Master the words and phrases related to the formation and development of a band. Musician, instrument, performance, dream of,pretend, to be honest, attach…to, form, earn, studio, millionaire, play jokeson, rely on, get familiar with, or so, break up. 2、技能及学习策略目标：

1.Learn to predict the possible contents of a text through the title and the pictures. 2.Learn to sum up the main idea of a paragraph by reading the topic sentences as well as key words or phrases.

3.Learn to scan for key information by spotting the verbal phrases and transitional words. 3、情感目标：

1.To learn what music is from enjoying different styles of music and talking about different bands; 2.To Learn about the important factors to success such as the full love of music, the hard working, the passion to the career, the team spirit etc. 三、教学重点与难点

1.To understand what a band is. 2.To sum up the differences and similarities between anordinary band and the Monkees. 四、教学过程

Step1.Lead-in& Warming up 1.Enjoy the song：Daydream Believer. And answer these questions: Do you like music? Can you play a musical instrument?

Why do you like to listen to music? 设计反思: 这部分是新课的导入,运用门基乐队的一首歌让学生再行上中体会音乐，了解音乐从而导入本课,简洁明了.然后再运用三个发散性思维的问题让学生对本科的内容充满着想象，兴趣并且在问题的引导下很快进入了新课的内容.从而直接导入到新课的学习

2. Ask students to turn to page 33, Listen to the different kinds of music on the tape and guess which music matches which picture.

____________ ____________ ___________ ____________

____________

____________

____________

____________

设计反思:音乐及图片的介入让学生更加直观的了解到音乐类型，从而扩展自己的知识视野，体会自己所钟爱的音乐风格。

Step2.Introduction of the Monkees Q: Do you know any famous band in the world?

Do you know anything about “The

Monkees”?

设计反思: 这部分进行的是本节课新的内容学习,然后通过给出相关问题提前了解门基乐队及其他学生熟悉的乐队,各抒己见,交互学习. Step3: Fast reading Task1: Read the text as quickly as possible and try to answer the following questions below. 1. How many bands are mentioned in the passage? What are they? 2. Which band does “The Band That Wasn’t” refer to? 3. When did “The Monkees” break up and when did it reunite ?

Task 2: Go over the passage and look for the main idea of each paragraph. (这是一个穿插在本课的一个小组活动,让学生尝试地进行讨论总结，为下面的主要活动能够顺利进行做好铺垫) Paragraph.1

Paragraph 2

Paragraph 3

Paragraph 4 设计反思: 这部分是知识的输入阶段,通过让学生快速阅读并迅速抓住有效信息，找出关键词，并能够指出信息在原文中的位置，从而有助于学生快速了解关基本大意。从而使教学内容趣味化,小组活动培养了学生的合作精神;为本节课的重点内容顺利完成做了很好的铺垫. Step4. Detail reading

Read par 3 and 4 carefully and fill in the blanks. The Monkees Not a real band

A real band TV organizers put an ____________ in a newspaper to find four musicians. They played and sang their own songs.

Three _______ and one musician formed the band. They produced records and started _______ and playing their own music. The Monkees Not a real band

A real band They played _____ on each other as well as played music. They _________ about 1970. They pretended to sing during the __________. They _________ in the mid-1980s. They played and sang songs written by ______________. In 1996, they produced a new record, with which they ___________ their former time. 设计反思:

这是本课的重点,对于学生来说,英语阅读当中的重要信息点与一些细节性的信息点往往会隐藏在不同语境中，因此我在前三步做了大量铺垫,让学生在后面这一练习当中可以少犯错误, 进而理解门基乐队起初“不是”真乐队，后来“发展成为”真乐队。最

后引导学生讨论乐队成功必备的因素。让学生在理解文章同时，引发对音乐人人生价值的思考。这样可以很好地帮助学生树立信心. Step 5. After reading How does a band become famous step by step? Put them in the right order. _____ - ______- ______ - ______ a. practice their music at someone’s home

b. play to passers-by in the street or subway c. make records in a studio d. give performances in pubs or clubs 设计反思:

通过这一训练有利于加强学生会对文章的进一步理解与学习，从而增强其学习英语的积极性，也就是说使复杂的复杂阅读学习进一步的趣味化，生活化。是枯燥的语言学习进一步简单化灵活化。从而更加热爱英语这门功课的学习

Step6. Summary ( Fill in the blanks & Retell the story ) form play jokes on passers–by extra dream of

be based on intruments break up chance

To be honest, 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 in a different way. The musicians were to ______ _______ ______ 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 reunited in the mid-1980s and it is still popular today. 设计反思: Summary的设计一方面是为了提高学生对重点词语的运用能力，另一方面更重要的则是为了提高学生的表达能力，从而最终打到写作的飞跃。

Step7. Homework 1. Write a news report about the Monkees based on the interview. 2.Learn the song I'm a believer by the Monkees.

Step 8.enjoy the song I’m a believer

by The Monkees. Here are the lines. The Monkees------Now I'm A Believer 作词：Neil Diamond

I thought love was only true in fairy tales Meant for someone else but not for me Love was out to get me, that's the way it seemed Disappointment haunted all my dreams

Then I saw her face, now I'm a believer Not a trace of doubt in my mind I'm in love, I'm a believer I couldn't leave her if I tried

I thought love was more or less a given thing

Seems the more I gave the less I got What's the use in try in'? All you get is pain When I needed sunshine I got rain

Then I saw her face, now I'm a believer Not a trace of doubt in my mind