Using LanguageⅠ教案1

人教版高中英语必修2

Unit 5 Music

Reading: The band that wasn’t

类 型 教学设计 姓 名 孙俊丽 工

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濮阳职业技术学院附属中学 学 科 高中英语

教学设计

教学

课题

课程

阅读课

类型

教材

人教版高中英语必修2

授课对象

高一年级

课的类型

新授课

Reading: The band that wasn’t

The topic of this unit is Music. 教

In the part of Warming Up, students have already known some different kinds of music, 材

which lays a good foundation for the reading part. This period introduces a band called “The Monkees”. Students will know something about the development of the band and why they 分

are different. Meanwhile students can learn how the Monkees achieved success by some 析

reading strategies such as fast reading and intensive reading. Students will realize the importance of hard work and learn to appreciate music.

1. 知识目标

Get students to know the development of the Monkees and why they are different. 教

2. 能力目标

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Develop students’ reading ability and let them learn different reading skills.

3. 情感目标

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(1) Improve students’ appreciation of music.

(2) Develop students’ sense of cooperative learning.

(3) Enable students to know the importance of hard work.

1. Let students know why the Monkees are different. 2. Get students to learn different reading skills and improve students’ reading ability.

3. Develop students’ sense of cooperative learning.

1. Enable students to know about the development of the Monkees. 2. How to improve students’ reading ability.

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1. Communicative language teaching

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2. Cooperative learning method 分

3.Task-based teaching method 析

4. Situational teaching method

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Step 1: Lead-in (2minutes)

1. Sing a song After greeting with students, I will sing a song 《You are my sunshine》

to attract students’ attention to the learning content, lead students to the topic of Music and show my love for my students. T: Do you like singing songs? /Do you like music?

S: …………

2. Listen to music: Let students listen to the music and guess what the band is.

【Activity】: Free talk

【设计意图】：唱歌导入可以吸引学生的注意力，从而引导学生进入音乐这个话题，这样可以引起他们对该单元内容的兴趣并可以自然而然地引入到课文阅读。

Step 2: Pre-reading (2minutes)

1. Introduce how many people the band is made up of.

2. Show the picture of Davy and pretend I am Davy. “Davy” will tell us something about the Monkees. 教学步

【Activity】: Question- and- answer 【设计意图】：课前阅读部分引入the Monkees 这个乐队，为Reading 部分做好铺垫，然后着重介绍Davy，本人假装是Davy, 以Davy的口气来介绍这个乐队，在之后的阅读中也是这样进行，这样可以拉近与学生的距离，更加形象地帮助学生了解这个乐队。

Step 3:Reading（21minutes）

Divide the class into 6 groups: “the Beatles” group, “Beyond” group, “TF Boys” group, “F.I.R” group, “Big Bang” group and “EXO” group. Then we will have a PK. 5 points each time. The winner can get the prize.

1. Fast reading Task 1: Skim the passage and match the main idea of each paragraph.

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You can skip and ignore some details. Pay attention to the key words. Para 1:

A: The Monkees started in a different way. Para 2:

B: Many people want to be famous as singers or musicians. Para 3:

C: How the Monkees became popular and how they developed as a real band? Para 4:

D: How most bands start? 【Activity】: Individual work

【设计意图】：本环节培养学生快速阅读的技巧及快速捕捉信息的能力

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2. Intensive reading

Task 2: (Para.2) How do most bands start? (Para.2) How do most bands start? Start as a group of_____________→practice music_______________ →play to passers-by________________→give performances____________→make records ___________→sell millions of copies to____________.

(Para.3) The Monkees started in a different way. TV organizers planned to find _______ musicians, who could act __________ sing, so they put an ___________ in a newspaper. However, they could only find _______ musician and have to use three ________who could not sing well. The band was formed. It was called____________and began as a __________. The musicians were to ______________ each other as well as play music. Their music was based loosely on ___________.

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Task 3: How did the Monkees become popular and develop as a real band?

Let students read Para.4 carefully and then put the steps in the right order.

1. About in 1970, the band broke up. 2. We produced our own records and stared touring. 3. In 1996, we produced a new record to celebrate our former time as a real band. 4. We had to rely on other musicians. 5. After a year or so, we became serious about our work and sang our own songs. 6. We pretended to sing. 7. In the mid-1980s, we reunited.

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【Activity】: Group work

【设计意图】：本环节涉及文章细节理解，引导学生合作学习，培养学生正确捕捉重点细节的能力。

Then, watch the video of the band. 《I’m a Believer》

At last, I will introduce the current situation of the Monkees. 【Activity】: Free talk and watch video 【设计意图】：本环节欣赏the Monkees的著名歌曲视频《I’m a Believer》，介绍the Monkees的现状，让学生更深入地了解这个乐队和它的音乐。

Step 4: Role-play（10 minutes）

Form your own band and sing an English song written by yourselves.

1.Pick an English name for your band.

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2.Decide who will play instruments and who will be the lead singer.

The group that will volunteer to act out the part in front of the class will get 10 points. 【Activity】: Group work

【设计意图】：本环节让学生小组合作试着组建自己的乐队，然后上台表演，旨在激发学生的主动性和创造性，让学生参与到课堂中来，提高学生的合作能力。

Step 5: Summary（2 minutes）

Sum up what we have learned in this lesson. 【Activity】: Free talk

【设计意图】：本环节总结本节课所学内容，以加深记忆，实现情感目标。

Step 6: Homework（1 minute）

Retell the passage.

【Activity】: Free talk

【设计意图】：本环节作业布置目的是让学生学会复述课文，对文章有一个整体的把握。

Step 7: Review the classics重温经典

（2 minutes）

【Activity】: Listen to music and look at pictures 【设计意图】：本环节让学生重温the Monkees的经典音乐《I wanna be free》及发展历程，感受the Monkees 的魅力，加深对文章的理解。

The winner is Group_____. Please come up to accept the prize. Congratulations!

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Reading: The band that wasn’t

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“the Beatles” group:

“Beyond” group:

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“TF Boys” group:

“F.I.R” group:

“Big Bang” group:

“EXO” group:

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