Unit-5教案.doc

Unit Five Music语言知识目标 1.功能：（1）提出建议（making suggestions） Id like How / What about Lets Let me say that What do you think.?What if we.? Why dont we .?I think we should Maybe we could（2） Talking about preference 2. 语法学习并掌握The Attributive Clause /in/for/with/by +which /whom 的句子变化及使用 3词汇及短语必会： roll dream of to be honest attach attach to form earn perform in cash play jokes on rely rely on be/get familiar with or so break up in addition sort out above all 了解： folk jazz musician pretend passer-by extra instrument performance pub cash studio millionaire actor broadcast humorous familiar attractive addition dip confident brief briefly devotion afterwards invitation beard sensitive painful 认识： classical rocknroll orchestra rap choral the Monkees karaoke fame reunite excitement ballad overnight tadpole 情感态度目标 很多人因为音乐而成名，但是成名的背后充满了艰辛。本文“门基乐队”的成长过程及成功经验向人们揭示了；我们要想将来在某一方面有所成就，必须付出努力。富有和成名是伴着艰辛而来的。人人要有自己的独到之处，一技之长。同时要有团结友爱精神。文化意识目标：一个人的艺术修养及品位不是一朝一夕得来的。它是长时间积累的结果。音乐既是一门很好的艺术。通过课文学习，可以丰富同学们的课外知识，陶冶情操，富世界以美感，使同学们更加热爱生活。同时积累一定的文化底蕴。教学内容建议教学内容建议教学内容建议教学内容建议教学活动建议教学活动建议教学活动建议教学活动建议教学活动建议 单元整体教学分析单元为普通高中课程标准实验教科书英语必修II模块中的第五单元。这个单元的主要话题是“Music”。音乐是人人所喜爱的一门艺术，所以更能激发学生学习的积极性，激活学生的思维，开启心智，发挥创新精神，提高实践能力。通过介绍“音乐”及“音乐类型”，逐步切入本单元的中心话题个乐队是怎样形成的。这种学生感兴趣的话题，与切身相关的情节，很容易使学生兴趣盎然。教学内容贴近现实生活，富有较强的时代气息，特别有助于开阔学生的文化视野。 本单元在完成听，说，读，写的活动中，听和说尤为重要，因为音乐是一门供人欣赏的艺术，是人们茶余饭后谈论的话题之一。所以“任务型” 活动和完成项目实现教学目标是本单元主要的教学活动。 教师应该引领学生们总结： 音乐的种类有多少？哪种音乐是他们的最爱（Chinese or Western , classical or modern ）? 乐队的形式、作用是什么？本单元中提到的乐队与以往人们所熟悉的乐队有什么不同？通过课文“The Band That wasnt”可以让学生们在学习语言知识的同时，兼顾懂得成功的背后要有 “坚毅不拔的精神，团结互助的原则” 。教学资源补充建议：1 发动学生搜集有关音乐的书籍，录音带，录象带。2 具有影响力的音乐人的宣传画册。3 班级有音乐特长的同学的作品。Warming up , Pre-reading , Reading and Comprehending 词汇知识：可以通过教师讲授与学生自主探究相结合的方式落实重点词汇 1. musician noun 音乐家，乐师：作曲家 musicianly adj 有音乐家的才能的2dream of /about (dream, dreamed, dreamed ) (dream, dreamt , dreamt )1）做梦，梦见 2）梦想，空想 3）向往，渴望 eg: I never dreamt of such a thing. The delegates dreamed of peace. Stop dreaming and get to work!弹性要求： dream up 虚构，凭空想出 dream a dream 做一个梦3pretend verb 1) 跟不定式 pretend t to do something eg: She pretended to be friendly with me, and she mended my socks. 2) 跟从句eg: He was very anxious to pretend that he did not mind. 3) 跟名词 eg: He pretended sleep when his mother called him . 4. to be honest 实在说 frankly speaking 5. attach to 附上，连接eg: She attached a chain to the dogs collar. The boy attached a rope to his sled.弹性要求： 用于成语 attach to 是属于，是参加；认为有责任 1) He attached himself to the group of climbers. 2) No blame attaches to him for the accident. be/become attached to 喜欢，依恋，对有感情 1)She was so attached to her home. 2)We are much attached to one another. 6. form noun 1) 形式（可数名词） It is a new art form . 不可数名词 They are different in form but not in meaning. 2) 表格Fill up the form, please! 3) 体型 She has a tall graceful form . 弹性要求： be in(out of) form 处于良好的（不良）的竞技状态 form -verb 形成，组成 He found it hard to form an original opinion. They formed the so-called “third force”. 7 passers-by 过路人，行人sisters-in-law / editors-in-chief 8 earn verb1） 挣得，赚得How much do you earn a week? 2） 可以获得利息等The money earns 75% interest.3） 因努力而得到 His achievement earned him respect and admiration. 扩充：earn ones living 谋生earnings noun 赚得的钱9. extra adj do extra work /run extra trains on holidays 10. in cash 用现金，有现钱弹性要求：in despair /in pain /in vain /in trouble/ in surprise/ in danger/in charge/in relief/ in search of/in return/in a way/in peace/in addition/in height/in design/in distance/ in insurance 11. play jokes on 戏弄12rely on /depend on 依赖，依靠 You can not rely on his assistance. 13. get familiar with 熟悉，与、熟悉起来 She was familiar with the atmosphere. 14. break up 打碎，分裂，解体 break out 爆发，叫嚷，突然发生 break away 脱离 break down 损坏；故障；倒塌 break through 突围，冲突 break into pieces （使）成为碎片 课文中的重点句子1 句子结构分析与句型连接1） To be honest, a lot of people attach great importance to becoming rich and famous .2） .for whom practicing their music in someones house is the first step to fame 3） The musicians were to play jokes on each other as well as play music 2. 注意课文中五个介词定语从句的句子 1） .at which everyone is clapping and appreciating your music 2 ).for whom practicing their music in someones house is the first step to fame 3) .for which they are paid in cash 4) most of which was based loosely on the Beatles 5) with which they celebrated their former time as a real band Learning about language词汇知识基本要求： 采取教师讲解与学生自主学习的方式来完成重点词汇的教学任务。1.in addition 此外（还）In addition, David was taught how to tie up parcels.Aunt Wang gave us sandwiches for our picnic and a bag of cookies in addition. in addition to 除了之外（还有）We saw a Mickey Mouse cartoon in addition to the cowboy movie.2. pay attention to 注意. to 为介词，其后接名词或动名词 弹性要求：devote oneself to / look forward to /get down to /stick to / object to / be used to 3. suggest , verb sb. suggest that sb + should it is suggested that sbs suggestion is that 4. mix up 混合，搅乱5. pay attention to 注意 pay attention to doing 6. compose 组成，构成；创作；作曲7. practise verbpractise doing 8. tour verb tour the world / a medical team touring the countryside 9. make upmake up missed lessons 祢补，补偿make up a bottle of medicine 配置 10. swap verb swap date 交换资料 Using language词汇知识：（采用自主学习和教师指导的方式相结合）1. brief .adj/ noun /verb 1)简要的，简短的 He arose and made a brief speech. 2) 短暂的，短时间的 The doctor attended her with a brief examination. 用于成语： in brief 简言之，总而言之 In brief Jane was no longer a stranger. 2. afterwards afterward. adv 后来，在这之后 Afterward they had lunch in the garden. Afterwards he went back to his rooms. 3. perform vt/ vi performance noun 执行，履行，表演 1) 进行，履行，执行The doctor performed the operation. The chairman performed his duties perfectly. 2).演出，上演 What play will be performed tonight? 3) noun.The theater gives two performances a day . It was her duty, and she would not shrink from the performance of it. 4.sensitive, adj 敏锐，敏感的be sensitive to Alice is sensitive when scolded. An artist is sensitive to beauty. 5.devotion , noun devote verbdevote oneself to doing sth. 6. invitation noun invite verb invite sb. to do sth. 7. painful ,adj pain , noun painful lessons Warming up ,Pre-reading, Reading and Comprehending “热身”(warming up) 首先呈现了八幅图片，分别代表了八种大众所熟悉的音乐形式，并配有音乐带。学生可以依据对音乐常识知识的理解以及有声教学的配合，很轻松地判别出八种图片的音乐类型：古典音乐，摇滚乐，管弦乐，说唱乐，民族音乐，爵士乐，乡村音乐，合唱音乐。这种形式为学生提供了欣赏音乐，缕顺思路的机会。 “读前”（Pre-reading ）为我们设计了四个问题：1，你知道哪些著名的乐队，并列举一些乐队的名字。2，你最喜欢哪支乐队？为什么？3， 你对“门基乐队” 的了解有多少？ 4，读文章的标题，看相应的图片，预测一下本篇文章的内容。通过这几个问题的预设，使同学们的思路逐步向文章靠拢，从而激活学生的思维及求知欲望。 “阅读”(reading)部分的前两段向读者提出了这样一个问题：是否有过在音乐方面成名的梦想？成名的背后蕴涵着辛苦与辛酸。后两段笔锋一转，描述了一支有特殊成长历程的门基乐队。一次“失败”的电视选秀，一支流行乐队的诞生。 “理解”(comprehending) 由理解和拓展两个部分组成。前两道练习题紧扣文章主题。可直接检测学生对文章的浅层理解和深层理解。归纳段落大意，从篇章的整体理解考察学生对文章的把握。本道设题是提高学生阅读理解能力的有效途径。 应该说一篇主课文的顺利完成，让学生对阅读文章有一个明晰的记忆和深刻的理解，达到语言运用自如的程度，它应该包括“热身，读前，阅读，理解”四个部分。如何把这四个部分自然的结合起来，让学生在欣赏中完成教学任务，一直让是教师苦思冥想的事情，因为教无定法。但有一点，教学有机的整合，思维一体化，是教学的主导思想。现将整合后的教学步骤及模式展示如下： 热身（warming up）教学方法：交际教学法，启发式教学法， 教学步骤： Step 1 -Ask some students who have been assigned their homework to show the songs and music that they have prepared . After the songs ,try to tell the feelings from the listeners . Try their best to use some adjectives such as: feel / happy/ comfortable/ confident / calm/ relaxed/ sleepy/ bored/ cheerful/ lively/ tired 通过这一任务型教学环节起到热身的作用，有一个全员参与的意识，用同学们所熟悉并喜欢的方式快速集中注意力，引起教学学习兴趣,在欢快中复习以前学过的形容词。开启心智，激起学习积累新词汇的学习动力.Step 2- Listen to the tapes which are popular and modern to them and ask if they are familiar with them about the singers or even more important about the forms of the music . Say the names out. 这是一种交际式教学法。它能让教师了解学生的文化底蕴，更能激发学生的求知欲望，为下一个教学任务做铺垫。Step 3 -There are so many kinds of music in the world. Teachers show the students different kinds of music and look at page 33, guess which music matches which pictures . 这一环节让学生开阔视野，明确教学任务。Step 4- Introduction about the different kinds of music. The origins of the music . 英语学科集各学科与一身，它是人们用来学习世界知识的一门工具，也是享受美育的不可缺少的一步，达到综合知识普及。教学整合建议：在”warming up”这一环节中主要是教师领入为主，既在教师指令命令的前提下完成教学任务。那么可以结合练习册69 页 “listening talking” 的话题，密切结合相关语境帮助学生学习和掌握有关音乐的词汇。提高英语口语的表达能力。让同学们展开自由讨论，以此来丰富课堂教学形式。使同学们真正地从听，思考，模仿到说，直致容入到课堂教学中来，成为课堂教学的主体。即可以复习以往学过的形容词，又可以激发学生们拓展新词汇的积极性。读前：（Pre-reading）教学方法： 提问启发式教学法，交流法。 Step 1: Review the eight kinds of music again . Step 2: Questions for the students: what is a band ? Do you know any famous band ? Which is your favourite band? Do you know anything about the Monkees? Whats the point of the success? 本环节是向学生命令指派阅读课文中的教学内容。迅速引起学生的有意识注意。 阅读（reading）教学方法：任务型教学法，分析理解法。教学步骤：Step 1: Translate the title: “ THE BAND THAT WASNT”Step 2: Guess the meaning : “ THE BAND THAT WASNT” 标题是文章的画龙点睛之笔，是阅读文章的中心所在。“并非乐队的乐队”这一标题蕴涵着深刻的内涵，首先它能引起学生的质疑信号，激发学生带着问题去寻找相关问题的信息。在最短的时间内引起学生的注意。调动学生的求异思维能力。 Step 3: skimming - do exercises one on page 35.Step 4: intensive reading Just do the exercise two on the text book at the guidance from the teacher . Maybe discuss it among the groups. In groups, discuss the following questions 1. Do you think what the TV organizer did were right to call the Monkees a band when they did not write or sing their owns? Give reasons 2. In your opinion, what is the most important thing for a successful band? Why? 通过对文章的分析，理解，总括，培养学生的阅读能力，学生的英语思维的能力，欣赏语言美。Step 5.概括全文大意： Please read the passage and tell us what the passage is aboutStep 6. 归纳段落大意：Whats the topic sentence in the first paragraph? 这两项活动目的在于对学生进行阅读指导。Step 7. -Post reading Complete the Exercises Three and Four on page 35 .It is the most suitable way to check the students comprehending ability.复习理解语篇中的重点句子，达到灵活运用。这一环节主要是调动学生语言学习的积极性，在合作学习的过程中，学会用所学语言解决问题，尽量挖掘学生的学习浅能。 Learning about language教学方法：讲授法，交流法，总结法教学步骤：Step 1 - have a dictation about the important new words in the text and finish the exercise One and Two Step 2- show some different ways of using new words in different language environments in order to practise them properly . Finish exercise Three. Step 3-Grammar 定语从句是高中语法学习的重点，是连接语言的不可缺少纽带。建议在这个练习环节中，应采取下列活动方式。1 自主活动：按照教材37 页第一题规定的任务，在教材中找出与定语从句相关的五个句子。2 小组活动：小组互动讨论，将这五个句子分别还原成两个原始的句子，并讨论各个句子的转换关系，体会并总结句子之间的关系。3 教师总结：对学生讨论的结论给予适当的修正和补充，完善定语从句的转换规则。4 实际练习：学生独立完成教材第37页的第二，三练习题。教师帮助修正。本单元的语法教学是通过“观察对比讨论归纳巩固运用的方式达到学习，掌握语法规则的教学目标。教学整合建议：为进一步巩固并完善所学语法知识，建议教师同时让学生做练习册第71页的语法练习。这也是检测学生课堂吸收率的有效的办法Step 4 -Practice /Play a game of definitions (Optional) 将采取“任务型” 语法教学法。根据教材的要求，教师为学生设计些教学任务，让学生通过完成任务，在语言运用中去学习，掌握语言形式和语言规律。当然，要选取学生感兴趣的，熟悉的，学生有话可说的话题。例如：What is a computer? (through which) What is a violin? (with which ) What is a suitcase? (in which ) What is a telescope? (by which) What is a map ? ( with which ) What is an artist ? ( from whom) What is a detective? (to whom ) What is a dancer? (with whom) What is a photographer ? ( to whom) What is president? ( form whom ) Using language 教学方法：听说法，小组讨论法，对比总结法 教学步骤：Step 1 -Exam the content learned in this unit. Prepare for the listening 因为同学们的英语知识储备较大，在备听力课时要注意让学生复习听力材料中涉及到的刚刚学过的单词，短语或者习语搭配。为引导学生运用已有的文化知识理解相关听力内容，在听力课开始的时候可利用一两分钟通过问答进行复习和回顾。Step 2 -Discuss something about “how your life would change if you became famous overnight. Step 3- Ask the students to read Exercises 4 ;the following 6 questions. 因为这段听力材料有些复杂。除陈述的段落外，又加进去了一首短歌。思路容易被歌曲所打断，影响整体听力理解效果。所以在听之前一定要浏览以下练习四中的6 个小题。Step 4 -Using the important language mentioned in the tape ,try to do the speaking exercise 这一语言设计过程主要是培养学生通过阅