高中英语同步教案：Unit5 Music（听说课）（人教新课标必修2）.doc

《高中英语同步教案：Unit5 Music（听说课）（人教新课标必修2）.doc》由会员分享，可在线阅读，更多相关《高中英语同步教案：Unit5 Music（听说课）（人教新课标必修2）.doc（7页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、2015-2016高中英语同步教案：Unit5 Music（听说课）（人教新课标必修2）Book 2Unit 5 Music Period 1 warming up listening and speaking教学设计教 学 内 容 分 析教学内容英语必修2 Unit 5 Music 音乐课 型听说课教学对象高一（7 ）班授课时长40分钟授课教师 教学内容分析本单元话题是“音乐”和“音乐类型”。本课为单元第1课时。是由“Warming-up（热身）”， “Listening（听力）”和“speaking（口语）”三部分整合而成的一节关于“音乐以及音乐风格”的听说课。在“Warming-up”和

2、“Listening ”的过程中，老师培养学生对某一话题的总结能力以及在听力过程中“速读，预测，定位，速记，精听”的能力；在“Speaking”的过程中提高学生的口语表达能力。教学目标语言知识目标1. 学习并能运用有关音乐以及音乐风格的词汇Classical music, Rock n Roll, Orchestra, Rap, Folk Music, Jazz, Country music, ChoralRhythms, musical instruments2. 学习一些英语句型 Pop music makes me feel happy/ cheerful. I prefer/hate

3、classical music because it makes me feel calm/ sleepy. I enjoy/ appreciate the song because能 力 目 标1. 通过学习，培养学生关于描述音乐以及音乐风格的英语语言运用能力；2. 通过课前的探究以及知识测试，培养学生收集、整合信息的能力。3. 通过听力指导，培养学生“速读，预测，定位，速记”的能力。4. 通过小组讨论，培养学生的自主学习与合作学习的能力。5. 通过“学生汇报”的活动，培养学生组织语言运用语言的能力。情感态度目标1. 让学生了解音乐，热爱音乐。2. 提高学生的音乐鉴赏能力，促进学生热爱生活。

4、教学方法任务型教学法学习方式技巧指导，学生讨论教学媒体幻灯片教学重点音乐风格介绍以及测试，听力练习。教学难点教授如何运用听力技巧，完成高难的听力练习。课堂活动1）不同音频介绍音乐。2）学生表演。课 堂 教 学 过 程时间步骤教师、学生活动设 计 意 图5分钟导入新课教师用几个问题和1首歌 导入新课T: Morning, Guys, what would you like to do if you were free today?教师说：大家好，如果今天放假，你想做什么呢？T： Maybe, you can listen to some music while you are free. Now

5、, lets enjoy a song-. Can you guess what music style it belongs to?教师说：也许我们可以在放假时听听歌，现在我们来欣赏一首歌-柠檬树。你们能猜测这首歌属于什么音乐风格吗？学生活动：听歌，进入话题的讨论及学习。1.通过一首歌引入话题，激发学生的兴趣。2.通过这首歌的风格引入 “音乐风格”的话题。10分钟音乐风格介绍2.通过音频播放，让学生进一步体会，分辨不同的音乐风格。T: Guys, can you name more music styles?Now, lets come to more information about d

6、ifferent music styles.教师说：你们能说出更多的音乐风格吗？ 我们来进一步了解这些音乐风格吧。 ( 1) Choral 合唱 (2) Country music 乡村音乐 (3) Rap 说唱 (4) Rock n Roll 摇滚 (5) Classical music 古典音乐（6）Orchestra 交响乐（7）Jazz 爵士乐（8.）Folk music 民乐学生活动：全班通过图文以及音频介绍，总结各种音乐风格。2.通过听音乐，让学生学会赏析以及分辩各种音乐风格。11分钟听力练习以及技巧指导T: Different people may like different

7、music styles, while different music styles may have different effect on people. Have you ever heard of the “Mozart effect”？Today, we are going to do a piece of listening about it.教师说：不同的音乐风格会对人们产生不同的影响。现在我们来完成课本69页关于“莫扎特效应”的一个听力。学生活动：快速回答问题。（老师适当加以补充） 听力3个部分练习 Pre-listening： Skim & predict While-lis

8、tening: Locate answers Post-listening: Intensive listening.学生完成“ 莫扎特效应”的听力测试同时，进一步了解古典音乐的作用。通过听力练习，进行听力技巧指导。2分钟听力技巧总结听力技巧总结：（Review of listening strategies）1. Skim the key words. (速读) 2. Predict the main idea. (预测) 3. Locate the signal words. (定位) 4. Quick answers. (速记) 5. Intensive listening. (精听)让

9、学生巩固“听前”，”听中”, “听后”的技巧。10分钟小组讨论及汇报T: Do you believe in the Mozart effect? Do you like classical music? Lets have a discussion! 1. What music style do you like? Why? 2.Can you share one of your favorite songs?教师说：你们相信“莫扎特效应”吗？你们喜欢古典音乐吗？ 我们来讨论一下：1.你喜欢那种音乐风格？2.请介绍分享一首你最喜欢的歌曲。1）通过小组讨论与汇报，加强学生的英语交流，小组合作的

10、能力。2）鼓励学生学会鉴赏音乐，并分享自己最喜欢的音乐。2分钟总结Play a video You Raise Me Up, and make a conclusion.视频播放你鼓舞了我，总结音乐在生活中重要性。 总结升华作业Homework: Finish more information about your favorite music or songs.课后作业必修2 Book2 Unit 5 Music教学反思This text is a type of listening and speaking, which provides students with an example

11、of how different multiple intelligences can work together to help the way students learn. In this exercise, students discover the connection between musical and mathematical intelligence. First of all, I want to talk about the advantages of this lesson. I offered different kinds of pictures for stud

12、ents to review some kinds of music styles and provided some key words for students before their listening. I also gave Ss some background information about Mozart and Mozart Effect so that Ss could easily get a better understanding of the content of this lesson. Before their listening, I taught Ss s

13、ome basic listening tips which would be helpful for them in their listening. After listening, I organized Ss to make a dialogue with their partner so that they could practice their speaking skills and put what they have learned into practice. Secondly, there are also some disadvantages in the lesson

14、. Firstly, there was not enough time for Students to demonstrate their dialogue. Secondly, It took lots of time for me to lead in the lesson, which should be shortened next time in my lesson planning. Thirdly, some of the listening questions were a little difficult for Ss. So next time I should pay attention to making assessment carefully.