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高中英语必修2 Unit5 Music Reading教学设计

一、教材分析
“阅读 ”部分主要介绍了门基乐队的成长过程。文章先介绍了一个乐队形成的通常过程：许多音乐人因喜欢写音乐和喜欢表演自己的音乐而相聚在一起形成一支乐队，其中也不乏在校的学生，他们在不同场合进行表演，一方面展示自己的音乐，一方面赚钱来养活自己，支付乐器等方面的开销。每支乐队的成员都希望有朝一日能入棚录制音乐，自己的光盘销售数以百万计，成为百万富翁。然后，一转笔锋，又描述了一支有特殊成长经历的门基乐队，一次失败的电视选秀，一支流行乐队的诞生。这个乐队开始是由一个摇滚歌手和三个演员组成，歌手和其他幕后音乐人唱歌，三个演员和歌手一起在台前表演，他们以诙谐幽默的表演著称，经过努力，大约时隔一年后，他们有了自己的歌，成了名副其实的乐队。他们曾红极一时，录制的音乐销量甚至超过了当时最流行的甲壳虫乐队。他们曾解散，又重出江湖，依然受到歌迷的爱戴。这个乐队在中国并不为大多数人所熟悉，但他们独特的音乐风格和成名经历使他们在乐坛上独树一帜。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，并引发学生对“明星梦”的反思。
二、学情分析
1．新的教材、新的教学方法，需要新的评价体系。那种陈旧的以终结性考试区分好、中、差学生的方法，不能充分反映学生平时的学习效果，不能有效检查他们的学习方法是否正确；同时，给教师平时的工作成效打了折扣。
2．学生可能遇到的问题是在阅读课文中，不能在较短的时间内把握文章的脉络，概括出文章大意；不能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。
3．学生在这节课的学习过程中要用到预习策略、搜集分析信息策略及高效复习策略等。
三、教学目标
1．语言知识目标：
1)学生能够正确读写及运用以下单词和词组：
roll, folk, jazz, musician, pretend, attach, form, paaser-by, instrument ,perform, pub, performance, cash, studio, millionaire, addition,rely,humurous,attractive,confident， dream of, be honest with, play jokes on, or so, break up
2)学生能够认出并运用 介词＋which/whom 的定语从句
2．语言技能目标：
1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。
2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。
3．情感态度与文化意识目标：
1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。
3）培养学生自主学习的能力。
四、重点难点
1、教学重点：a.获取The Monkees组合发展历程的信息；
b.训练学生掌握、理解文章细节的阅读能力。帮助学生在体验中与人合作的能力
2、教学难点：a.通过阅读更好地发展各种阅读技巧；
b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。
五、教学策略与手段
1．本课采用 阅读前—阅读中—阅读后 三大板块构成的阅读教学模式。
2．培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。
3．培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。
4．培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律并能运用规律举一反三。
5．采用多媒体课件作为主要的教学手段。多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。同时，借助黑板、粉笔等辅助手段开展教学活动。
六、课前准备
1． 学生的学习准备
（1）学生三人或四人一组，根据下表对自己周围的人作一个小型的社会调查，了解不同年龄阶段的人最喜欢的音乐类型、乐队，并分析结果，作出总结(Conclusion)：
Name Age Favorite music Favorite band Conclusion





学生通过完成这张表格，一方面复习不同类型的音乐名称，另一方面引出不同的乐队组合，同时了解到不同音乐类型，不同乐队受到哪个年龄层次的人的喜爱。学生的现实生活与教材的内容相结合，有利于学生尽快接受教材中的信息，从而更好地掌握教材。
（2）查找关于The Monkees的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息制作成海报，在课堂上向其他同学展示。这个预习任务提高了学生的学习兴趣，把被动的学习变成主动的学习。
2．教师的教学准备
了解各种类型的音乐及其特点，深化对于音乐的认识和感受，提高音乐修养；详细了解美国知名乐队The Monkees的发展历程和他们的代表作品。
3．教学用具的设计和准备
制作与阅读课文相关的多媒体课件；录有The Monkees歌曲的磁带或CD。

七、教学过程
Step 1 Pre-reading
1. Ask some students to report the result of their research.
2. Show some pictures of some famous bands to the students.And ask them wether they know what band they are。
3. Ask some students to show the information they find on the internet about the Monkees to us.
[设计说明]要求学生报告他们的调查结果，训练学生分析信息的能力和用英语进行思维和表达的能力。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，同时引导学生猜测为什么The Monkees被称为“The Band That Wasn’t”。最后，要求学生用海报呈现关于The Monkees的信息。
Step 2 Fast reading
Read the passage quickly and try to find out the main idea of each paragraph.
Para 1.
Para.2
Para3
Para.4



Five minutes later,check the answers with the whole class.
Para 1. Dreaming of being a famous musician or singer.
Para.2 How musicians form bands.
Para3 How the Monkees got their start.
Para.4 How the Monkees become serious about the music business.




[设计说明]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。提醒学生在写作中注意运用主题句构思作文的方法。
Step 3 Careful reading
Read the passage carefully and finish the following ta
Task 1. How do people get to form a band
Members
Reasons
Places
Forms
Results


Five minutes later,check the answers with the whole class.
Members High school students
Reasons 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.


Task 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
Five minutes later,check the answers with the whole class.
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 “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.Theyproducedtheir own records and started touring and playing their 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 clcbration of their time as a real band.
Task3 Choose the adjectives that you think best describe “The Monkees”. Give your reasons.
Students’answer may be:
attractive classical popular lively funny crazy noisy
[设计说明]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。图表能够比较清晰地展现了这个过程，给学生留下深刻的印象。利用图表帮助学生回顾乐队的发展历程，进一步加深课文内容。最后一个任务是文章内容的适度展开，也是学生毫无顾忌地表达自己观点的好机会。它不需要标准答案，学生可以自由地与其他同学交换对于The Monkees的看法和想法。
Step 4 Language points
2. Using who/whom/which/that/prep＋which/whom to finish the following sentences.
(1)The musicians ______ the band was formed played jokes on each other as well as played music.
(2) Many times in America, bands are formed by high school students_______ practise their music in someone’s home.
(3) Each week the group________ was called “The Monkees” would play a song or two written by other musicians.
(4) However, there was one band _______ started in a different way.
(5) They put an advertisement in a newspaper looking for rock musicians, but they could only find one _____ was good enough.
(6)The TV organizers had looked for four musicians ______ were lively and who could make good music.
(7) However, after a year or so ________they became more serious about their work, “ The Monkees” started to play their own instruments and write their own songs like a real band.
[设计说明]在这个环节，填空题加深了学生对本课中出现的重点词组的印象。学生能力强的话，还可以用造句来加强学生对短语意思的掌握。用关系代词填空的目的，一方面是复习已经学过的由that/which/who等引导的定语从句，另一方面要求学生仔细观察有两句与其余各句的区别，导出本单元的语法重点：介词+关系代词which/ whom的定语从句。
Step 5 Discussion
Four Ss a group. Discuss the following questions about music:
1）Do you think music is important in our daily life Why？
2）What would the world be like if there were no music
After discussion, put the answers together and a student of each group report it to the class.
[设计说明]。大多数的高中生都非常喜爱音乐，而且他们正处于人生观、世界观形成的时期，好音乐与好书籍一样，可以帮助高中生培育与发掘人性中的真善美。设计了这两个问题的讨论，引导学生思考。而且要求学生把答案合并成一个段落，注意使用恰当的连接词进行语篇输出。
八、知识结构或板书设计
Unit 5 Reading The Band That Wasn’t
Para 1. Dreaming of being a famous musician or singer.
Para.2 How musicians form bands.
Para3 How the Monkees got their start.
Para.4 How the Monkees become serious about the music business.


说明：由于本节课采用了多媒体课件，所以板书比较简单。


九、作业设计
Write a passage about“Music”，using the following sentences as the main idea of each paragraph.
Para 1: Music is an expression of the people.
Para 2: Music is everywhere.
Para 3: Music plays an important part in our life.

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