Learning about Language公开课参赛课教案

Unit5 Music ---Warming up,Pre-reading and Reading 教学内容分析

1．本节课学习人教版必修二的第五单元

Music Warming up,Pre-reading and Reading 进行学习。通过Warming-up 和Pre-reading引入这节课要学习的话题并且激发学生的学习兴趣。Reading-The Band That Wasn't讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度；有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。

2．学生们在初中阶段以接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+关系代词which/whom的定语从句就是本单元的语法重点。

3．在本单元的Warming Up中，学生已经了解了不同的音乐类型，这节阅读课奠定了一定的基础。同时，课文中出现了两个介词+关系代词which/whom的定语从句，引出了即将要学的语言知识。因此，本节阅读课在整个单元中起着承上启下的重要作用。

学情分析

1．学生经过初中解读的英语学习，已经具备了一定的阅读技能，如查找细节信息，获取主要信息，抓主要点等等，并且大部分学生对于音乐这个话题感兴趣，对音乐也有一定的了解与认识。

2．学生可能遇到的问题是在阅读课文中，无法在较短的时间内准确地把握文章的脉络，概括出文章大意；很难在学习中借助音乐作品、图片等非语言信息进行语言表达。另外，这篇课文中出现了较多的新词汇，有一部分词汇对于学生而言有难度。

Teaching Aims 1.Language Aims Learning some words and expressions such as musician, clap,passer-by,form,extra,earn,advertisement,attractive,instrument,loosely,actor;dream of,be honest with,play jokes on, or so,break up and so on. 2.Ability Aims

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(1)Enable students to master some reading skills. (2)Enable students to develop the ability of discussing in English and cooperating with others. 3.Emotional ability (1)Encourage students to love music and life. (2)Learn something about The Monkees to raise the awareness of learning foreign culture. (3)Enable students to learn that the path to success is to work hard.

Teaching Important Points 1.

Train students to find out the details of The Monkees in the reading passage. 2.

1.How to help the students improve their reading ability and understand the passage better. Teaching Difficult Points 1.How to help the students improve their reading ability and understand the passage better.

2.How to master the important language points in this passage.

3.How to help the students express their ideas. Teaching Methods：

Task Based method and Group Discussing method. Teaching Aids：

1.A blackboard.. 2.A

multimedia. Teaching Procedures Step1 Warming up（6min）

1.Greet the students as usual.

2.Introduce the topic of music. T: Do you like music?

Ss:Yes. T: How does music make you feel? S1:Music makes feel happy S2:It can make me feel relaxed. T:OK,next we will do a guessing game.You will hear some pieces of music,and you should guess what kind of music it is.Is it clear? T:Play the first piece of music.What kind of music is it? Ss:Rap. T:Yes.It is Rap,which is also called Hip-Hop.It is a form of talking and singing. T:Play the second piece of song.Can you guess? Ss:Folk music

T:Yes. Folk music is o kind of music or song in the traditional style of a country has been passed down from one generation to another.

……

Step2.Pre-reading(5min) T:Now we’ve known some music styles.Do you know any famous bands?

Which one do you like best? Why?(Show some pictures on the screen.) Ss:I like…because…

T：Are you familiar with The Monkees? This class we are going to learn something about the band.----The Band that Wasn’t. Step3. Fast reading(5min) T:Scan the text and answer the Following questions.

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1.What’s the main idea of the passage?

A. How to be a famous singer. B. How most bands start and the introduction of the

Monkees. C. The importance of music. D. Famous bands in the world.

2.

Match the main idea of each paragraph.

Para.1

A. How most bands start. Para.2

B. How the Monkees became popular and

how they developed as a real band. Para.3

C. Many people want to be famous as

singers or musicians. Para.4

D. The Monkees started in a different way.

T:Ok.Stop here.Let’s check the answers. S1:1.B S2:CABD T:Good.Do you agree with them ? Ss:Yes. T:We have known the main ideas of the text and each paragraph.Let’s learn some details about The Monkees. Step4.Careful Reading T:Read paragraph1 and do the exercise on you paper.You will have two minutes.

教学过程设计

步骤

Step 1

Pre-reading 活动内容

1．Play several different kinds of music to the students and ask them to listen and guess. 2．Show some pictures of some famous bands to the students by asking them a question—Can you name any bands?

设计意图

阅读前通过Listen and Guess这个活动创设不同的精彩音乐情景，营造宽松和谐的气氛，使学生的现实生活与教材内容产生共鸣。接着展示一些有名的乐队组合的照片，激发学生进一步学习的兴趣，同时引导学生思考该Reading的题目的由来。

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Step 2

While reading 

Scanning 1．Read the passage quickly and tell us what the passage is about. 2．Try to find out the main idea of tach paragraph Para.1 Dreaming of being a famous musician or singer. Para.2 How do people form bands. Para.3 How the Monkees got their start. Para.4 How the Monkees became popular and how they developed as a real band.



Skimming

Read the passage carefully and finish the following tasks: Task1 Do the exercise True or False: 1)

They produced a new record in 1970 to celebrate their time as a band. 2)

A famous singer or musician usually belongs to a band. 3)

Many musicians form a band because of their common interest in music. 4)

Playing music to passers-by in the street is the first step to fame. 5)

When performers make records and sell millions of copies, they are successful. Task2. Listen to the tape of para.1&2 and fill in the form: 快速阅读后要求学生先找出全文的大意，再找出每段的大意。第二个任务在实施的时候将形式换成八个短语段落大意相搭配，更适合我所带的阅读理解能力并非很好的班级。这个步骤的任务还可以帮助学生意识到主题句在文章阅读中的重要性，在写作中也有很强的操作性。

仔细阅读是快速阅读的延续。全文分成两大块，一二两段说明如何组建自己的乐队，三四两段主要介绍

The Monkees的组建、分开又重组的过程。

第一个任务中，按由浅入深、循序渐进的原则设计不同层次的问题，符合多数学生的认知水平，可通过小组抢答的形式力争全班大多数学生都能够积极参与课堂活动。

让学生带着问题细读课文，可以训练阅读

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How do people get to form a band? Members

High School Students Reasons

They like to write and play music Places

They practice their music in someone's 技能，提高阅读的准确率。

home.

Forms

They may play to passers-by in the street or subway. Results

They can earn some extra money.they may also have a chance to dream of becoming famous.

Task3. Read para.3&4 and find out some information about the Monkees.

图表的优势是能够比较清晰的展现这个过程，给学生留下较为深刻的印象。

因此，利用图表可以帮助学生回顾乐队的发展历程，进一步加深对课文内容的理解和把握。

任务4的活动旨在给学生提供语言输出的机会，因此他们的Introduction可能如下：

The Monkees was made of a band of four musicians, who played jokes on each other

Task4.

Let’s speak out the road to the success of the band. Then Watch a video from the Monkees.

as well as played music. They gave so good performances that their fans supported them fiercely. A year or so they became more serious about their work. The Monkees produced their own records and

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played their own music. The band broke up in about 1970,but reunited in the mid-1980s.

看视频是通过亲身感受与目睹，让学生进一步了解当年The Monkees 为什么会成为The Beatles 之后又一著名乐队。

Step 3 Post reading 1)

Consolidation(Fill in the blanks) 2)

Discussion: In your own words, describe the Monkees to your partners. 3)

Interview. Encourage four students to be the members of the Monkees, and one is the interviewer. The interviewer asks any questions to the Monkees, then delivers a speech to the class.

针对全文的练习可以帮助学生进一步把握文章的内容和加强词汇知识点的巩固。

通过小组讨论，畅所欲言，最后教师根据学生的回答进行总结，乐队成功的秘诀在于对音乐的不懈追求，激励大家也要为自己的理想而奋斗。

通过以上的阅读能力训练，学生已经充分掌握了对乐队的认识。因此采访活动既可以调动学生学以致用的积极性，同时也能活跃课堂气氛。

Step 4 Homework Write a passage "Music", using the following 经过讨论，提供主题句，与本堂课的阅读sentences as the main idea of each paragraph. Para1. Music plays a very important role in our life. Para2. We gain a lot from music. Para3. Music is our friend. 教学相呼应，也给后面的写作课打下了基础，帮助学生在一堂课上能够较为完整的做到语言输入——输出。

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教案设计反思

根据“二语习得理论”、“整体语言教学”的理论，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径（Task-based Language Teaching）来设计本节课的教学。

本节阅读课教学设计的思路是：

1．教学层次清晰，给学生深刻的印象

The Band That Wasn't 是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前——阅读过程——阅读后。阅读前通过Listen and Guess这个活动创设不同的精彩音乐情景，营造宽松和谐的气氛，使学生的现实生活与教材内容产生共鸣；接着由问题引出著名乐队组合图片和呈现The Monkees组合，为阅读提供背景知识。阅读过程则设置不同层次的阅读技巧训练任务，由浅入深，提高不同层次学生的阅读能力，掌握阅读策略。具体是通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习True or False, 查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的形容词来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响；完成针对整篇文章的巩固练习。并引导学生分角色表演队The Monkees的采访。而作业的设计则是根据提示完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。

2．运用新课标提倡的任务型教学途径

《普通高中英语课程标准（实验稿）》提倡中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动地学习和运用语言。因此，在此教学设计中，围绕文章设计了多种活动，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，重点在于以自主合作等多种形式，让学生参与、体验、实践，从中品味在活动中的乐趣，培养良好的学习习惯，发展自主学习和合作，提高交际和综合运用能力，并真正获得语言运用的成功乐趣。

3．实施小组合作学习

小组合作学习不仅能让学生了解对方的观点，而且让他们学号表达自己的观点，并在此基础上学号讨论问题的要领和方法。根据教学内容的特点，在课堂中设计了多个合作学习的机会，如三人或四人一组再现采访The Monkees的情景；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作

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学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。

尽管周密计划、精心设计了这堂课，但还是遗憾多多。自己在英语课堂用语上不是特别严谨，存在着较多个人习惯性的用语，说话的语速不够平稳，这点需要在以后的教学过程改正。今后的教学中，我还要多听课，多钻研教材，多了解学生，努力学习，不断完善自己。

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