Learning about Language教学实录与评析

Teaching

design

Book 2

Unit 5

Music

By Chen Fengyun

一．Analysis of the students: This is the first period of this unit. Students are familiar with the topic, and they want to know more about music. 二．Analysis of teaching contents: The central part of this period is Reading Part, which can inspire the students to have a better understanding of a band named “Monkees”. 三．Teaching aims: 1.

Knowledge aim: Get the students to know about different styles of music and how to form a band. 2.

Ability aim: to develop the students’

reading ability and train the students’

reading strategies such as skimming ，

scanning and prediction. 3.

Affection aim: Guide students how to judge different kinds of music and appreciate music, and let them know that loving music is loving life. 四.

Important and difficult points:

1. Get the students to describe different kinds of music.

2. Get the students to know how to form a band.

3. How to develop the students ability to get the important information quickly.

4. Help the students think creatively and actively. 五．Teaching procedures: Step 1

warming up

1.

Ask students to think about some words related to music.(brain storm) 2.

Ask students to listen to the music and match the pictures they see. 设计意图：

预热升温，通过Brain storm, 让学生知道即将要学习的主题是有关音乐的.

Step 2

Leading-in

(Pre-reading) 1.

Ask some questions to arouse the students’ interest of studying.

1). Do you like listening to songs? 2). What is the difference between music and songs? 3). Do you know any bands? List some names. Which one do you like best,why? 4).Teach new words. 设计意图：

任务型活动，以回答问题的形式既锻炼学生的口语表达能力，又激发学生的学习热情。

Step

3

Fast-reading

(While-reading) 1.

Read the text named

“the band that wasn’t” , and then finish

the exercises on student’s learning sheet. 2.

Match the main idea with each paragraph. 设计意图：

快速限时阅读，在学生阅读的同时播放课文录音，既让学生有限时阅读的概念，也让学生自查每个单词的正确发音，同时检查学生对课文内容的表层理解，培养学生主旨大意题的归纳能力。

Step

4

Detailed-reading 1.

Read the passage again and find how the band Monkees was formed. (students mark the information in the book) 2.

Fill in the blanks and retell the text in your own words. 设计意图：

帮助学生理清文章结构，把握段落主旨，理解文章主要信息和事实，培养学生的阅读理解能力，尤其是细节题，观点题和推理题的能力。

Step

5

Creative Thinking (post-reading) 1. Students think about the question:

Why the title is “The band that wasn’t” instead of “The band that isn’t”? 2. Students use some adjective words to describe the Monkees Band in their own words. 设计意图：拓展学生的思维, 让学生领悟一个道理:只要努力就会有结果.

Step

6

Demonstration Time 1.

Group work : Each group forms a band, and then gives their performances. 设计意图：

讨论可以充分发挥学生的主观能动性，让学生动起来，投入到语言学习的活动中，提高学生的创新能力。

Step

7

Summary and Assessment 1.

Have a dictation of the new words in the text. 2.

The students fill in the table

and Choose the best group out. 3.

Play a song and finish the class. 设计意图：

这一部分是本节课

的总结，学生回顾本节课所学到的知识,并进行自我表现和他人课堂表现的评价, 能自我反思学习的结果.

Step

8

Homework 1.

Finish the vocabulary exercises in the workbook . 2.

Write a short passage about your favorite band. 设计意图：

任务型活动：听，说，度，写，每一项都是学好英语的必备技能，该环节是所有教学环节的延续，通过写的练习，使学生逐步学会使用文段中的语言素材，同时也是从知识输入到知识输出的有效转换。