人教版高中英语必修2 unit 5 Music教学案例 山西省平顺县 平顺中学 魏 宁
《高中英语新课程标准》中指出的总体培养目标是“高中英语要着重培养学生获取信息、处理信息、分析问题和解决问题的能力，特别注重培养学生用英语思维和表达的能力。”高考大纲对阅读理解能力测试也提出了新要求，越来越重视考查语言知识与语言能力的紧密结合。
因此，我们在教学中要整合发展学生语言知识、语言技能、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。所以，本人在平时阅读课上，注重落实《高中英语新课程标准》所提出的培养目标，对学生作有指导性的阅读，有思考的阅读，有大家互动交换信息，理解阅读的过程，和提升阅读有效性的阅读。以下为本人教授高中英语必修2 unit 5 Music，Warming-up, Pre-reading, Reading的教学案例。 一、 Teaching thought(教学设计思想)
1、运用任务型语言教学模式，培养学生对语言的综合运用；2、课堂以学生为主体，以任务为主线，教师起到“设计者、引导者”的作用；3、在教学中，突出交际性，注重听、说、读、写的综合技能的培养，促进语言实际运用能力的提高。 二、Analysis of Teaching contents(教学内容分析)
本单元的话题是Music，音乐是学生最乐于学习，也是最感兴趣的话题之一。初中已有课文涉及到乡村音乐、古典音乐（country music, classical music）等词汇，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。阅读材料The Band That Wasn’t以音乐为侧面反映了近几十年来美国社会和价值观的变化。本单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。
三、Analysis of the Learners' characteristics(学情分析)
教学对象为高中一年级学生，他们的思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，认知能力比初中阶段有了进一步的发展：渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力；他们的学习英语方法由死记硬背转型向理解型并应用到交际上；但他们的学习技能和策略还不够成熟，阅读能力有待进
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一步发展，并在此基础上形成自己对待事物的情感态度和正确的价值观，因此教师要精心准备能突出学生体验性特点的学习活动，关注语言知识学习和语言技能训练，让其主动参与到活动中去，成为课堂的主体，加强与他人交流合作的能力并注重其内心的理解和个人对事物的看法。 四、Teaching goals(教学目标) 1、Knowledge goals (知识目标)
⑴学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。比如：动词prefer, feel, enjoy, appreciate, find、calm ,形容词relaxed, sleepy, cheerful, energetic, lively。能用英语表达建议、偏好和爱好。
⑵了解The Monkees组合的发展历程。 2、Ability goals（能力目标）
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主旨大意，段落大意，理清文章的总体框架与脉络；
2) 培养学生自主学习的能力，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养英语思维表达能力。
3、Emotion Attitude and value(情感态度价值观) 1）通过学习，深化对音乐的认识，提高音乐素养；
2）通过谈论The Monkees组合的成功，使学生认识到凡事都需要付出艰辛的努力。深化学生的德育教育，进一步激发学生学习的动力。
3）通过指导学生在小组合作互动中，积极与人合作，相互学习，相互帮助，培养其团队精神与分享意识。
五、Teaching important and difficult points(教学重点及难点) 1、教学重点：
a.获取The Monkees组合发展历程的信息；
b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成一般乐队形成的四个步骤及The Monkees组合发展历程排序等。 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。
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C．让学生开口用他们学到的知识来谈论音乐以及相关的知识。 六、Learning strategy(学法指导)
教学方法：任务教学法，合作式教学法，师生互动教学法 学法指导：自主探究学习法、小组合作法、课堂讨论法，归纳法 七、Teaching aids 多媒体课件
八、Teaching procedures(教学流程)
I. Warming up
Leading in by discussing.
T: Do you like music? How much do you know about music? Can you tell about different kinds of music? Please turn to page 33, and look at the pictures. Now Let`s listen to some music. Please guess which music matches which picture. S: Yeah!
[设计说明]要求学生尽可能地说出自己所知道的音乐形式，活跃课堂气氛。要求学生欣赏不同类型的音乐，训练学生思考音乐种类和用英语进行思维和表达的能力。让他们听不同的音乐并且找到与音乐种类相应的图画，训练学生听力的同时，也激发学生进一步学习的兴趣。 II.Pre reading
T: You did a good job. Have you heard about any of the famous bands in the world? What are they? You can discuss in groups of four. (Students can say many bans out eg. Westlife, Back Street Boy, The Beatles and so on.).
T: Do you know the Monkees? S: No.
T: It is an American band that was popular in the 1960s in America, and it is still very popular in the world today. Today we will learn something more about the Monkees?
[设计说明]通过提问来激发学生对这方面信息的捕捉和想象，扩大知识面。通过进一步提问和简述，激发学生进一步学习的好奇心和欲望。 III. Reading 1. Skimming
Ex.1 Listen to the passage “The Band That Wasn’t” and try to answers to these questions:
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1. How many bands are mentioned in the passage? What are their names? 2. Which band is “The Band That Wasn’t”? (Check the answers.)
Ex.2 Read the passage quickly and try to match the main idea of each paragraph. Para.1 ( ) A. How the Monkees got their start
Para.2 ( ) B. Dreaming of being a famous musician or singer Para.3 ( ) C. How Monkees become serious about the music business Para.4 ( ) D. How musicians form bands
(Let students write down the answers on the blackboard and then check the answers.)
[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。这培养了学生整体把握文章的能力。第二个任务还可以改为把各段与段落大意相搭配，适合于阅读理解能力普遍较弱的班级。提醒学生在写作中注意运用主题句构思作文的方法。 2. Scanning
Ex.3 Read paragraph2 carefully and work in groups to find out how common people form a band. Step1 to practise music at home. Step2 to play in the street or subway. Step3 to give performances in pubs or clubs. Step4 to make records in a studio. 3. Consolidation
Ex.4. Work in groups to put the steps how the Monekees formed and how they developed in the right order according to the last two paragraphs.
T: Let`s have a competition. Here are ten steps how the Monekks formed and how they developed , Please put the steps in the right order. Had to use actors Broke up ,then reunited Produced their own records Produced a new record Relied on their musicians Sang their own songs To find four musicians
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Advertised in a newspaper Sang songs by others Pretended to sing
(Suggested answer: 3-9-8-10-4-7-1-2-6-5)
[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。通过这两个小组活动来帮助学生把握文章的细节，进一步加深对课文内容的理解。讨论普通乐队和The Monekees乐队发展的不同，给学生留下深刻的印象：成功需要多年的准备和磨炼。同时也引导学生思考自己的人生。而且小组竞赛的形式，激起同学们参予的欲望和热情，也培养了其团队精神。 III. Post reading 1. Summary.
Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success results from their hard work and their wonderful performance. 2. Practice
Now in pairs discuss the following questions and make up a dialogue. ① What kind of music do you like ? ② Which singer do you like best and why? These phrases will help you. I prefer…; I hate….; I am fond of…; I like …best because…; My favorite singer is…; I enjoy listening to…; Why do you prefer…;I don’t like… very much. Sample dialogue: A: What kind of music do you like, pop music or …? B: I like…, because… A: Who is your favorite singer?
B: Well, I prefer /like… Her/his music makes me feel…Who do you prefer? A: I like ….
( After 5-minute discussion, encourage them to act out what they prepare in front of the class. Praise them. )
[设计说明]回顾一下本节课的内容，总结The Monkees的成功是靠努力获得的，从侧面反映了近几十年来美国社会和价值观的变化。而且要求学生模仿例子编成对话，培养了他们的用英
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人教版高中英语必修2unit5music教学案例魏宁
