人教版必修第二册 Unit5 Music 教案.docx

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1、课题：Book 2 Unit 5 Music (Listening and Talking)授课教师XXX工作单位XXXXX主题语境人与社会一文学、艺术与体育语篇类型对话课型听说课指导教师XXX一、教学文本分析本单元以音乐为主题，该听力文本是本单元第三个板块，是一则有关校园音乐节的通知。由于这是一项 口头通知，有一些特定结构。例如：活动内容(Whal) “We will hold our musicestival” ；活动时间(When) “nexl month” ；活动地点(Where) “on the school sports field ；活动参加者(Who) “ Anyone wit

2、h music talent can try out. Volunteers of all kinds are welcome.n ； 活动目的(Why) “The money we raise from this festival will be given to charityw以及参与方式(How) 4just get in touch with your teacherM 0另外，通知具有一定的语言特征，如 常使用一般现在时和一般将来时态。口头通知还会含有吸引听众注意的表达，如“Hi, everyone! Can I have your attention please? ” 通知最后

3、，还会有激励大家踊跃参加的话语，如 “Everyone, come and join us to make this years music festival the best ever! ”该听力文本属于通知，通知不同于对话，对话含有很多冗余信息，听者即使遗漏某条信息一般也不会影 响整体理解对话，而通知在不长的篇幅中却包含了大量的关键信息。比如：活动内容、活动时间、活动地点、 活动参加者、活动目的以及参与方式。如果听者在听前没有对通知的文本特点进行了解，听时容易忽略或漏 掉一些关键信息。因此，听前活动中可以让学生了解并明确通知的几大构成元素，即5W1H (what, when, where,

4、 why, who and how),然后对学生说明即将要听的对话的情境，即他们即将听到一个关于学校音乐节的通知， 让学生思考what is the announcement about? v When will the music festival held? ” Where will it be held?” and “ Who will be involved in the festival? v二、学情分析本节课授课需象如xxxxxxxxxxx,属手年级中等层水的班级，且举生的摹莪度较现真，系热情也艮 高。绝大部分学生具备了在听力中获取细节信息的基本能力。该板块为本单元的第三个板块内容

5、，在前两个 板块内容中，学生基本具备了识别音乐种类的能力，也了解了虚拟合唱团的相关知识，且前两个板块中关于 音乐的话题词汇、话题句型为本板块的听说活动提供了一定的支架。该板块的听力文本是一则关于校园音乐 节的通知，学生在日常生活中虽然经常接触学校发出的通知，但是学生对通知的文本特点不是很了解。另外， 听力文本中有不少学生有理解困难的地方，如听力文本中的“people【0 run food stands , 44people to set up equipment,T ,人名 “Grace Davis “Patty Williams”，生词短语music talent”等对多数学生来说应该有一

6、定难度。此外，听力文本设计的两个活动一个为勾选，一个为问答，若是在听前没有处理好理解相对困难的 短语句型，学生在听时就会比较茫然。最后，学生在复述对话的过程中，会涉及谈论偏好的相关表达，尤其 用prefer来表达自己的喜好，比如would you prefbr doing？ I would prefer.to.,学生常用like, love来表达 自J的偏好，因此在复朝话前也要先给学生搭建用prefer表”偏好的支架。三、教学目标By the end of this class, students will be able to listen to an announcement about

7、a school music festival, get the structure of an announcement, leani to talk about preferences and plan a music festival.四、教学策略选择情景教学法、任务型教学五、教学重点及难点教学重点：引导学生学会使用表达偏好的功能结构来谈论对音乐的喜好。教学难点：引导学生获得通知文体的主要特点，即5W1H (what, when, where, why, who and how),然后听出 听力文本中关于学校校园音乐节通知的5W1H的内容。用替换的方法去表达自己偏好(学会用prefer去

8、替换常 见的like love来表达偏好)，在一节课中要完成如下任务：识别通知六要素一听听力文本的主要大意一听听 力文本的细节信息一了解偏好表达方式和学会如何表达偏好一计划音乐节。六、教学资源教材、多媒体课件、白板、白板笔。七、教学过程步骤教师活动学生活动设计意图核心素养提升点Step 1 Pre-listening5 minutesAim: to get students quickly on the genre of announcement by providing students with the feature of announcement and to enable stude

9、nts to get ready to listen for main idea of the listening material.1. Asks students what kind of activity the picture shows.2. Asks students to look at the picture of school music festival held by their school and answer what information they1. .Answer teachers questions.2. Answer teachers questions

10、.3. Write down the 5W1H (What, when, where, who, why and how) on a piece of paper.利用图片和问题，激 发学生思考通知的文 体特征，为听力文本 主要内容(what,why, who, where)的 获取打下基础。can get from the picture.3. Asks students to pay attention to the 5W1H element of an announcement and write down the 5WlH(What, when, where, who, why and

11、 how) on a piece of paper.Step 2 While-listening20 minutesAim: to help students have a clear listening targe of catching main idea of this announcement. To practice students, ability to get detailed information after they listened for the main idea.1. Asks students to listen to (he announcement for

12、the first time to catch the main idea, the information of what, when, where and who. Then,check answers.2. Asks students io listen for the second time to get the detailed information, the volunteer needed1. Listen for the first time (o catch (he main idea of the announcement by writing down the info

13、rmation of what, when, where, and who. Then, check answers.2. Listen for the second time to get the the detailed information, the volunteer needed by the music festival. Then check answers and learn the English expressions of (he锻炼学生的听力能 力，主要是抓取听力 文本主要内容和细 节信息的能力。by the music festival. Asks them to

14、finish the exercise 1 on page 55, listen and tick the kinds of volunteers needed. Then, check answers and shows the pictures of the volunteers needed3. Asks students to listen for the third time to finish exercise 2, answer questions. Then, check answers.volunteers who are needed by the music festiv

15、al.3. Listen for the third time and answer the questions in exercise 2. Then check answers.Step 3 Post-listening15 minutesAim: to enable students to retell and consolidate the 5W1H elements of an announcement and to equip students with the ability to talk about their preferences. To provide students

16、 with opportunity to make a plan for music festival.1. Asks students to retell the 5W1H elements of the announcement of this listening material.2. Asks students if they have a chance to join in a music festival.1 .Retell the 5WIH elements of an announcement.2. Answer teachers questions and talk abou

17、t preferences.让学生畅谈自己的偏 好，表达自己的偏好, 以及角色扮演练习3 中的对话，谈论如何 计划一场音乐节。语言能力：在讨论和对 话中有效表达个人偏 好。学习能力：合作学习what would they prefer to do?3. Asks 3 to 4 students to express their preferences and timely presents the sentence patterns used for expressing preferences.4. Asks students in 3 groups to role-play the con

18、versation of exercise 3. After students role-play, instructs the language point involved in the conversation.5. Asks students to talk with groups members to make a plan for a music festival. Then, provides students with a sample to organize what they have talked into an announcement. Finally, asks 3

19、-4 group leaders to present (heir plans fbr music festivals.3. Express preferences and learn new sentence patterns for expressing preferences.4. Role-play the conversation of exercise 3 and learn the language points involved in the conversation.5. Talk with groups ineinbers about a plan for a music

20、festival. Group leaders present their plans fbr musical festivals.Step 4 Homework1 minuteMake and improve a plan for music festival. It must include the time, place, purpose, participants and programs of the music festival.八、板书设计5W1H of an announcementWhatWhenWhereWhoWhyHowUnit 5 MusicListening and Talking Preferences:1. What would you prefer=like to do?2. Would you prefer doing.?3. What would you rather do?1. I prefer to do.2. I prefer doing to doing.3. Id rather do. than do.