Learning about LanguagePPT配套教学设计内容

M2 U5 Music Reading: The Band That Wasn’t

开课时间：2018.12.13（星期四）下午第二节

开课地点：录播教室

开课教师：刘惠玲

文本分析

本单元的主题是“音乐”，本文是围绕着门基乐队的形成和成长历程展开的。本文共有4个段落，作者先以设问的方式引发读者从个人的梦想、生活经历和熟悉的任务等角度来思考或许某一天也可能发生在自己生活中的事，即富有和成名，来逐步切入本文的中心话题－一个乐队是怎么形成的。接着作者开始讲述一个乐队形成的通常过程，然后笔锋一转，又描述了一支有特殊成长历程的门基乐队，一次“失败”的电视选秀，一支流行乐队的诞生。作者讲述了门基乐队的形成、成长、解散、复出的发展历程，让读者真正感受到这支乐队的独特之处。更重要的是，乐队成员从“平民到明星”的过程能让学生产生共鸣，引发学生对“成功”的思考，明白努力的重要性。

学情分析

授课对象为高一4班学生47人。该班学生整体外向、开朗、思维较为活跃。除了两位学生英语成绩比较突出外，大部分学生处于中等及中等偏下水平。这些学生学习热情较高，刻苦努力，但英语基础薄弱，词汇量较小。整体看，该班学生能用英语获取信息、处理信息，简单表达自己的观点；但是运用英语连贯地描述、阐释意义和批判评价的能力较弱。

教学目标

经过本课学***部分学生能够：

1.

提取语篇大意，梳理文章结构，归纳文中关于门基乐队与大部分其他乐队的事实性信息；

2.

通过阅读活动，基于自主学习与小组合作学习，进一步梳理和整合所读的文章信息，对文本从不同角度进行分析和解读；

3.

基于所读文本，讨论标题含义，以及努力的重要性，发表个人观点。

步骤

Pre-reading Step 1 教学活动

设计意图

互动模式& 时间

Warming-up and Leading-in 1.

T greets Ss and check if they have finished the preparing homework by asking two questions about music: (1)How many kinds of music do you know? List them out.(2)Which kind of music do you like better, Chinese music or Western music? Why？

2.

T shows Ss pictures of bands, make a definition of the word “band” together with Ss. Play a game with Ss－Find Out Which is a Band, help Ss further understand its 本环节通过两4’

个简单的问题，IW & 与学生互动，吸GW 引学生的注意，并引入话题—音乐。从学生熟悉的乐队照片入手，让学生对“乐队”的定义进行思考，并通过“寻找乐队”

definition.

Step 2 小游戏帮助学生进一步理解“乐队”的定义。

1.

T shows a music video of the Monkees, let 首先通过一段3’

Ss find the obvious quality of this band; 门基乐队演奏IW 2.

T asks Ss to look at the title, let them 的视频带动学translate the title and ask them “why is a band 生去寻找视频that wasn’t”?.

中该乐队表现出来的特征—搞笑，帮助他们初步认识门基乐队。接着让学生翻译文章标题，并理解标题的含义，激发学生对阅读内容的期待感，引导学生带着一定的目的阅读文章，并训练学生读前猜测的阅读技巧。

Read the Lines 1.

T shows Ss the task－find out the main idea of each paragraph, but first asks Ss to look at Exercise 2 on textbook Page 35, the main idea of the first paragraph is done for them. T finds out the main idea of paragraph 2 together with Ss, then asks Ss to find out the main idea of the other 2 paragraphs. 2.

T asks Ss to divide the text into 2 parts based on the main idea of each paragraph. Ask them to give reasons or summarize the main idea of each part.

附：学生的课上任务

Paragraph Main idea 1 Many people want to be famous as singers or musicians. 2

3

4

While-reading

Step 3 引导学生快速12’

浏览文章，寻找IW 每个段落的主PW 旨大意，同时教学生注意过渡句的使用。接着引导学生将文章分为两部分，帮助学生理解文章结构。

Step 4

Read Between the Lines 1.

T divides Ss into 2 groups, asks each group to read the specific paragraph

again, find the information about the development of most bands and the Monkees, fill in the chart, discuss with deskmates and show their answers. 门基乐队和大15’

多数其他乐队GW 发展过程的不同之处是全篇课文理解上的一个重点和难点，引导学生在阅读过程中不仅仅要获取表面信息，更要去理解和思考一些细节。同桌讨论形式避免了教师直接灌输答案，有利于学生的探索和思考。

2.

T asks Ss to summarize the differences between most bands and the Monkees based on the chart they have filled in. Post-reading Step 5 Read Beyond the Lines T asks Ss the title again, what does the author mean by saying “the Band that wasn’t”, and asks Ss what makes the Monkees successful. Let them discuss in groups of four, and share 文章的标题是8’

一篇文章的核GW 心，是文章的点睛之处，本环节通过再次回归

their opinions.

标题，引导学生去思考作者为什么称门基乐队为“不是乐队的乐队”，让学生通过讨论得出门基乐队通过努力最终获得成功，引导学生树立正确的价值观。

Homework

3’

Required homework: Use your own words to summarize the development of the Monkees; Optional homework: Surf the website, https://baike.baidu.com/item/Beyond/105997?fr=aladdin to get information about another band-Beyond, try to introduce the development of this band.

备注：

Ss: Students

T: Teacher

IW: Individual work

PW: Pair work

GW: Group work