本站QQ客服在線 |
視頻標簽：THE BAND,THAT WASN’T
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：人教版高一英語 (必修2 )unit 5 reading 課文教學THE BAND THAT WASN’T石
教學設計、課堂實錄及教案：人教版高一英語 (必修2 )unit 5 reading 課文教學THE BAND THAT WASN’T石
人教版高一英語 (必修2 )unit 5 reading
課文教學: THE BAND THAT WASN’T.
2. The basic theory of teaching plan (教學設計的理論依據(jù))
根據(jù)《高中英語新課程標準》的要求，英語教師在課堂教學中必須以學生為主體，教師在教學中起主導作用。為此，我采用任務型教學方式設計本課的教學，為學生提供任務，以便引導學生帶著自主學習的愿望，在與其他同學交流與合作的過程中完成學習任務。教學由圖片開始，引入本課閱讀文，讓學生通過快速閱讀和細讀等活動，按照教材要求理解課文。此外，本設計還注意到閱讀活動由整體入手，步步推進，由淺入深、由易到難的自然教學結構。 3. The analysis of student (學生分析)
本節(jié)課的教學對象是高中一年級的學生，他們已經(jīng)掌握了略讀、跳讀等一定的閱讀技巧以及識別關鍵詞、確定主題句、預測等閱讀微技能，形成了初步的閱讀策略。但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差；主動學習的動力不夠，然而他們學習比較認真，好勝心強，渴望在班集體里得到他人的承認，很在乎別人對他們的評價；求知欲旺盛，思維比較活躍。部分學生的基礎較好，能主動開口表達自己的意見，有著高中生獨立、愛表現(xiàn)自我的特點。因此，只有設置使他們感興趣的學習活動，因材施教，才能讓他們投入到課堂活動中來。
4. The analysis of textbook (教材分析)
本課是高一英語第3單元的第一課時，課文內(nèi)容包括介紹不同類型音樂的一些知識和一篇關于“門基”樂隊特殊成長歷程（從“失敗”，電視選秀，到一支流行樂隊的誕生）的文章。課文“THE BAND THAT WASN’T.”，由“讀前”、“閱讀”和“讀后”三個過程組成。我在教學中將教師對語言點和語法知識的簡單傳授改變?yōu)閷W生在任務完成過程中的小組合作和探究性學習，從而擴大課堂的語料輸入量及學生的語言輸出量。
5. Design of Teaching Objectives教學目標設計（三維目標） l Learning objectives for knowledge (知識目標)
(1) Get students to learn and grasp the important useful new words and
expressions. (讓學生學習并掌握重要的新單詞、短語) 1) Important words (重點單詞)：
roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive
2) Important phrases (重點詞組)：
dream of, to be honest, attach…to…, in cash, play jokes on, rely on, get familiar with, or so, break up
(2) Let students learn about different types of music (讓學生學習不同種類的音樂風格)
l Learning objectives for language skills能力目標
(1) Enable students to learn to talk about different kinds of music. (使學生學會談論不同種類的音樂風格)
(2) Improve the students‟ reading ability through reading about bands. (通過閱
讀提高學生的閱讀理解能力。)
l Learning objectives for Affection情感目標
(1) Arouse students‟ great interest in music and bands .(激發(fā)學生對音樂、樂隊
的興趣)
6. Teaching Important Points (教學重點)
(1) Learn the words and phrases listed above. (學習上列單詞和短語)
(2) Let students to learn different reading skills.. (讓學生學習不同的閱讀技巧)
7. Teaching Difficult Points (教學難點)
(1) To improve the students‟ reading skills and reading strategies. (怎樣提高學生的閱讀理解能力和閱讀策略)
(2) To help the students understand the implied meaning of the passage.
(怎樣幫助學生更好地理解這篇課文的內(nèi)涵意義) 8．Teaching Methods (教學方法)
(1) Task-based approach to interesting learning. (任務型學習法) (2) Skimming for the general idea of the passage. (略讀策略 ) (3) Scanning for the detailed information. (細讀策略)
9. Teaching Aids: (教學輔助手段)
1. A blackboard (黑板) 2. A tape-recorder（錄音機）
3. A projector and a computer for multimedia (投影儀、多媒體)
10. Teaching procedures (教學程序)
Step I Warming up (6 minutes) (熱身，6分鐘)
(1) Warming-up through introductions
T: Good morning, class. Today we are going to talk about music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice.
教師活動：老師問學生 Can you talk about different kinds of music?
學生活動：Now turn to page 33, look at the pictures. (描述你在圖片中所看到的音樂風格)
(音樂風格：Classical music，Country music Rock „n‟ Roll, Folk music, Jazz, Rap, Choral, Orchestra)
設計意圖：通過圖片展示，讓學生了解不同的音樂風格，激發(fā)學生的學習興
趣。
(2) Warming up by listening
T：Hi, everyone. Do you like listening to music? Please listen to the music and look at the pictures on Page 33 (播放音樂)
學生活動：Look at the pictures & listen to some music to guess which music matches with which picture.
(把聽到的音樂風格和每幅圖片連起來)
設計意圖：通過播放不同的音樂讓學生辨別出不同的音樂風格。 (3) Warming up by discussing
I‟m sure you really enjoy the beautiful music, right? What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let‟s discuss these questions in small groups. Try to share your opinions with one another. 教師活動：讓學生在小組中自由談論自己所喜歡的音樂。
學生活動：在小組中和同伴們分享自己喜歡的音樂和喜歡的理由。 設計目的：培養(yǎng)學生的口語表達能力和合作性學習的精神。 Step II Pre-reading (8 minutes) (讀前，8分鐘)
(1) Thinking and saying
T: Have you heard about any of the famous bands in the world? List some if you can.
學生活動：說出自己熟悉的樂隊的名稱。
設計目的：以提問的方式讓學生說到一些樂隊的名稱，從而讓學生了解到不同的樂隊，為下面學習“門基”樂隊做好鋪墊。 (1) Listening, talking and sharing
T：Let‟s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.
學生活動：在小組中談論自己喜歡的樂隊并說明喜歡的理由。
T：Do you know anything about “The Monkees”? “The Monkees”： a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let‟s come to the reading --- The Band That Wasn‟t and find more about them. 設計意圖：通過讓學生談論自己喜歡的樂隊，從而引出今天的主題---------“門基”樂隊。
Step III. While-reading (16minutes) (閱讀，16分鐘) (1) Fast reading (4minutes) (快速閱讀，6分鐘)
教師活動：Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 學生活動：學生分組合作，快速瀏覽課文，了解課文大意。 設計意圖：訓練學生快速閱讀，歸納各段落的中心意思的能力。 參考答案：（教師用投影儀展示）
Paragraph1: How do people get to form a band? Paragraph2: Most musicians meet and form a band. Paragraph3: One band started as a TV show.
Paragraph4: “The Monkees” became even more popular than “The Beatles”. (2) Careful reading (10minutes) (細讀，10分鐘) 教師活動：要求學生認真閱讀課文，尋找相關信息：
Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.
教師活動：教師用投影儀展示出下面問題：
1) How do people get to form a band?
Members Reason Places Forms Results
2) How was the Monkees formed and became a real band?
beginning of the band
style of the performance first music and jokes development of the band changes of the band
學生活動：認真閱讀課文完成任務，然后向全班匯報。 設計意圖：訓練學生快速查讀細節(jié)、捕捉信息的能力。 參考答案：
How do people get to form a band? Members High school students
Reason They like to write and play music. Places They practice their music in someone‟s 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.
How was The Monkees formed and became a real band?
beginning of the band It began as a TV show.
style of the performance
They played jokes on each other as well as played
music.
first music and jokes
Most of them were based loosely on the band called
“The Beatles”.
development of the band
They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.
changes of the band
The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.
Step IV Post-reading（6minutes）(讀后，5分鐘) 教師活動：教師展示一些具有歸納總結性的問題：
① Do you think the TV organizers were right to call “the Monkees” a
band when they did not sing or write their own songs? Why?
② Do you agree that the jokes were more important than the music for
this band? Give a reason.
學生活動：學生思考并討論上述問題，然后向全班同學匯報。 設計意圖：①幫助學生進行課堂反思，自己學到了些什么知識；
②學生收集課文中沒有解決的問題，以便課后進一步討論。
Step V Language study(10minutes)(語言學習，10分鐘)
(1) Read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. There are some useful words and expressions the students should learn to use in the passage:(本課中學生應學會使用的單詞和習慣表達)（見教學目標中的語言目標部分） (2) Reading aloud to the recording
Now please listen and read aloud to the recording of the text THE BAND THAT WASN‟T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too. 教師活動：教師放課文錄音帶。
學生活動：學生小聲跟讀課文，并注意語音語調(diào)。
設計意圖：讓學生更進一步鞏固課文內(nèi)容，并訓練其語音語調(diào)。
Step VI Homework (作業(yè)布置)
(1) Learn the useful new words and expressions by heart.(記住所有的新單詞和短語) (2) Read the reading passage again and finish off the exercises in Comprehending. (再次閱讀課文和完成理解部分的練習)
Step VII The Design of the Writing on the Blackboard（板書設計）
Unit3 Music
Reading: THE BAND THAT WASN‟T
Words：
roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, instrument, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous,
familiar, attractive Phrases：
dream of, to be honest, attach…to…, in cash, play jokes on, rely on, get familiar
with, or so, break up Sentence pattern:
in/ for/ with/ by＋which/ whom (the Attributive Clause)
視頻來源：優(yōu)質(zhì)課網(wǎng) www.jixiangsibao.com
首頁 | 網(wǎng)站地圖| 關于會員| 移動設備| 購買本站VIP會員
本站大部分資源來源于會員共享上傳，除本站組織的資源外，版權歸原作者所有，如有侵犯版權，請和本站聯(lián)系并提供相關證據(jù)，我們將在3個工作日內(nèi)改正。
Copyright© 2011-2021 優(yōu)質(zhì)課網(wǎng) 版權所有 by dedecms&zz 豫ICP備11000100號
工作時間: AM9:00-PM6:00 優(yōu)質(zhì)課網(wǎng)QQ客服:983228566 投稿信箱：983228566@qq.com
