高中英语book2Unit_5Music说课课件.ppt

Designer: Paula Zhao,READING: The Band That Wasnt,Unit5 Music,STUDENTS BOOK 2,Unit 5 Music Reading: The Band That Wasnt,Part 1 Analysis of Teaching Material,(1)Teaching contents (2)Teaching Aims (3)Teaching Key and Difficult points,(1) Teaching Contents,The topic of this unit is “Music” . Music may not “make the world go around”, but it certainly is one “language” that people all over the world enjoy. This unit seeks to demonstrate that music can be a bridge to understand English. Music is an easy means of communication among cultures. Teenagers seldom need encouragement to listen to, consider or appreciate music. For them, music expresses how they feel in ways words cannot. The title of this reading passage is “The Band That Wasnt”. It was chosen as an introduction to Western popular music . Few Chinese young people have heard of the Monkees, but they are still famous in Western countries.,(2)Teaching Aims,Knowledge objects 1. Get the students to learn the useful words and expressions in this part: roll, folk, jazz, pretend, attach, earn, humorous, familiar, dream of, to be honest, in cash, or so, etc. 2. Let the students learn about different types of music. Ability objects 1. Enable students to learn to talk about different types of music. 2. Develop students reading ability by learning to read about bands and let them learn different reading skills. Moral objects 1. Arouse students great interest in different types of music. 2. Improve students appreciation of music.,(3)Key and Difficult points,Key points Get students to learn different reading skills （skimming, scanning, etc.） Let students learn more about different kinds of music. Difficult points Develop students reading ability. Enable students to learn to enjoy music.,Part 2 Analysis of Students,They have learned English for some years. They are becoming mature. They are active in class. They are full of curiosity.,Part 3 Teaching Methods and Aids,Teaching Methods Task-based teaching and learning Cooperative learning Discussion,Teaching Aids A multi-media computer Tape recorder,Part 4 Analysis of the Learning Methods,Train students to study independently Guide students to master and use reading skills Guide students to study English cooperatively,Part 5 Teaching Procedure,Step 1 Lead-in (3 minutes) Step 2 fast reading (5 minutes) Step 3 Detailed Reading(20 minutes) Step 4 Practice (10 minutes) Step 5 Discussion (5minutes) Step 6 Summary & homework (2minutes),music style,classical music,pop,folk,jazz,country music,rock and roll,hip-pop and rap,Latin,the blues,light,heavy metal,MUCH MORE,Step 1 Lead-in Task 1 Brain-storming Can you name any music style?,Classical music,Rockn Roll,Orchestra,Rap,Folk music,Jazz,Country music,Choral,Task 2 Warming Up Listen to 8 different kinds of music and number the pictures on page 33.,Task 3 Discussion 1. What kind of music do you like best? Why? 2. How does music make you feel? 3. Do you know any famous bands?,the Monkees,They may find the following expressions useful in their discussion,I prefer/hate classical music because it makes me feel calm/sleepy Pop music makes me feel happy/cheerful/tired/energetic If Im worried/concerned aboutI prefer to listen to I attach great importance to,Step 2: Fast Reading Read the passage fast for the general idea and the main idea of each paragraph and then fill in the chart.,Step 3 Detailed Reading,1.Read the text carefully and then answer the following questions. 1）Do you agree that the jokes were more important than the music for this band? Give a reason. 2）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? 3）How was The Monkees formed and became a real band? 4）How do people get to form a band? 2. Pick out the language points and then guess their meanings in the text. dream of doing, to be honest, attachto,be paid in cash, play jokes on ,rely on ,pretend to do, get familiar with, or so, break up.,Step 5 Discussion,What do you think of the Monkees?,Discuss in pairs using the adjectives that you think best describe them. Give reasons for your choices. popular , lively, funny, foolish, attractive, brave, crazy, noisy, classical, rich, honest, famous, etc.,Step 6 Summary & homework,Familiarize them with the text and then remember the words and phrases well. Homework: Write a short passage about their favorite band.,Part 7