人教版必修二UNIT5 阅读教案
人教版高中英语必修2Unit5ReadingTheBandThatWasn't教学设计
教学设计Unit 5 Reading: The Band That Wasn't ?一、教材分析：1. 教材所处的地位和作用：本课是人教版《普通高中课程标准实验教科书·英语（必修）2》第五单元第二课时Reading 部分。
中心话题是音乐。
本篇阅读讲述The Monkees乐队的故事，具体介绍乐队的组建、发展、演奏特点和受欢迎程度，有助于学生了解更多音乐知识，培养热爱生活、音乐的美好情感，领会乐队对音乐的不懈追求，培养认真做事的好习惯。
获取更多知识，扩展词汇量；并通过课文内容学习和相关课堂交际活动，为下一课时的学习做好铺垫。
2.教育教学目标：根据上述教材分析，结合课程标准,考虑到学生已有的认知结构心理特征，制定如下教学目标：本课教学目标：知识目标：（1）掌握和运用关键词汇、短语、有用的表达。
（2）阅读并理解文章大意,弄清门基乐队的发展过程。
能力目标：（1）培养学生阅读技能和获取、处理、运用信息反应及推理判断的能力。
（2）培养学生探究、小组合作学习能力。
情感目标：（1）培养热爱音乐感情。
学习The Monkees乐队对音乐的执著.3. 教学重点、难点：本着课程标准，立足教材基础上，我确立了如下的教学重点、难点：（1）重点：培养学生对细节理解的能力及归纳能力。
（2）难点：以小组合作的方式用英语进行交流讨论。
二、说教法基于上面的教材分析，我根据自己对研究性学习“启发式”教学模式和新课程改革的理论认识，结合学生实际，主要突出了几个方面：（一）是创设问题情景，充分调动学生求知欲，并以此来激发学生的探究心理。
（二）是运用启发式教学方法，就是把教和学的各种方法综合起来统一组织运用于教学过程，以求获得最佳效果。
（三）小组合作，让学生在探索学习知识的过程中，培养学生的探索能力和创造性素质。
三、说学法抓住学生特点，积极采用形象生动，形式多样的教学方法和学生广泛的积极主动参与的学习方式，定能激发学生兴趣，有效地培养学生能力，促进学生个性发展。
高中英语人教版必修二Unit5 Music reading and thinking 教案
Unit5 Music教学重难点Key points :1.To understand the basic knowledge of Virtual Choir, including its background and itscomposer, as well as some information about its composer.2.To express their own views correctly and appropriately.3.Can retell the story with the help of the outline.Difficult points:1.To understand the 1st paragraph well.2.To express their own opinion.教学过程与设计意图教师活动学生活动设计意图Step1 Warming up1.Enjoy 2 videos and try to tell their differences.2.Check the new words in this article.Ss listen and think carefullySweep away the wordobstacles. 过视频引导，激发学生兴趣。
为是新文章，所以在学习课文前，给学生扫清个别单词障碍，帮助学生理解课文。
Step 2 Presentation Task 1 Scan and MatchPara1. B. some knowledge of virtual choirPara2-3. C. brief introduction of its composerPara4 A. Virtual choir’s influence.1.Read paragraph 1Try to finish the mind mapQ1: What is virtual choir?Q2: Who can take part in the virtual choir?2.Read para 2-3 to find out more information aboutvirtual choirQ1: Who is virtual choir’s creat or? Students try to learn thestructure of the article.Ss read and to get some basicinformation.Ss give a definition of virtualchoir.ss: Anyone can take part inthe virtual choir fromanywhereSs: Eric Whitacre.学生大体了解文章结构。
人教版必修二UNIT5 阅读教案
Unit5 MusicTHE BAND THAT WASN’TPART 1 Analysis of the Teaching Material(I )Teaching Aims1 Knowledge objects（1）Get students to know how the Monkees began and the development of the band（2）Let students learn about different types of music2 Ability objects（1）Enable students to learn to talk about different kinds of music （2）Develop students’ scanning and listening ability3 Moral objects（1）Arouse students’ great interest in music and let them like music （2）Develop students’ sense of cooperative lear ning（II）Teaching Key Points:（1）Let students learn more about different kinds of music（2）Get students to know the development of the Monkees（III）Teaching Difficulties（1）Develop students’ scanning ability（2）Enable students to learn to enjoy different kinds of musicPART 2 Teaching Methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionPART 3 Teaching Process:I Step 1 Warming up (5’)1 Asking a question:If you’re free today, what would you like to do ?(sleeping, go shopping, dancing, sing karaoke etc)2 IntroductionWe know there’re some different kinds of music, can you name any music style? ( classical music, orchestra, Jazz, country music, choral , rock` n’ roll, rap folk music, pop music)(Let students learn more about different kinds of music) Teaching Key Points3 Playing a gameI’ll let you listen to some songs, you can guess who sings them, and then tell me what style music they belong to. (Moral objects)Step 2 lead-in (1’) Q: All these are Chinese singers, have you ever heard about any of the famous bands in the world? ( black street boy, the Beatles ) Do you know the Monkees? It was the most popular band in the USA from 1966 to 1968. Today we’ll learn a story about the Monkees. It is called “The Band That Wasn’t”Step 3 Fast-reading (5’) Scan the passage and try to find the main idea of each paragraph(let the students have a chance to practice their reading ability. (Ability objects) Teaching DifficultiesStep 4 Listening (6’)Let students decide if they are true or false. (Ability objects)1.If we are honest with ourselves, most of us are afraid of being famous.2.Most musicians meet and form a band because they like to write and play music.3. “The Monkees”began as a Fashion show.4.The TV organizers had looked for five musicians at first.5. “The Monkees”broke up in about 1960,but reunited in the mid-1980. Step 5 Careful-reading (8’)Join the correct parts of the sentences together.(Teaching Difficulties) Step 6 Consolidation (5’)1 Retelling how the Monkees formed according to the given information. (Knowledge objects) (Teaching Difficulties)2 What does the title mean ？It wasn’t a real band at first; They played jokes on each otherwhen playing musi cStep 7 Discussion ((Moral objects) (5’)Now in pairs discuss the following questions with your partner1.What kind of music do you like?2.Which singer do you like best and why?These phrases will help you.I prefer… Why do you prefer…I like …best because… I hate….My favorite singer is… I enjoy listening to…I am fond of… I don’t like… very much.Step 8 Listening to a song given by the Monkees (3’)Step 9 Summary (1’) Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.Step 10 Homework (1’)1. Read the text fluently and prepare to retell the text.2. If you could start a band, what type of music would you play? why? Teaching Key Points\ Teaching Difficulties\ (Moral objects)the Blackboard design :。
人教课标版高中英语必修二 Unit5 Reading 教案-新版
Unit5 Reading 教学设计1.Teaching Analysis 教情分析1) Teaching objectives-教学目标①Language objectives-语言目标a. Key words & expressions 重点词汇和短语For applying: musician, pretend, attach, form, earn, extra, broadcast, humorous, attractive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.b. Sentence structuresHave you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fa me.Later they may give performances in pubs or clubs, for which they are paid in cash.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work .They produced a new record in 1996, with which they celebrated their former time as a real band.② Ability goals 能力目标a. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 1. (page 35)b.Enable the students to sum up the main idea of each paragraph.(page 35)③Emotion goals情感目标a. Enable the Ss to have a general idea about how a band to be famous.b. Enable the Ss to appreciate and have a basic knowledge of different kinds ofmusic.2) Important & difficult teaching points-教学重难点① Important teaching points-教学重点Control the main ideas and details of the passage.② Difficult teaching points-教学难点Understand some attributive clauses with prep.+which/whom.2. Students analysis学情分析1) Fundamental state基本情况音乐，是学生比较感兴趣的话题，尤其是rap和pop，但是对于classical music 以及folk music，同学们可能有些陌生；教师需要根据学生的情绪，进行适当的引导，让同学们对不同种类的音乐都有所了解，甚至有自己个性化的理解。
必修二unit5-music-阅读教案
必修二unit5-music-阅读教案《人教版高中英语必修2》Unit5第一课时教学案例学情分析教学对象为高中一年级学生，智力发展趋于成熟。
他们的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。
他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现，张扬个性的特点。
因此，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。
教学目（一）、知识和能力目标1．通过阅读课文和完成所给的任务，能使用本课重点的词汇对课文作出简单复述；2．能够说出世界音乐的种类；3．能够简单运用速读、跳读、精读阅读文章（二）、情感目标教学步骤一．Warming up（热身）——5minutes1. Attract students’ attentionPlay the song Knocking On Heaven’s Door about the “I am a singer”with students which quite famous during this time to attract students attention to the learning content, especially mention the kind of music “Rock ‘n’rolllead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook音乐这个课题，这样可以引起他们对该单元内容的兴趣并可以自然而然地引入到课文阅读。
二．Pre-reading（读前）——8minutesTask one：Discussion and TalkingFour students in one group to discussionGive students some questions ask them to speak out 1.Do you know any famous bands? List some if you do.2.Which one do you like best? Why?3.Do you know anything about the Monkees?设计目的：把学生分小组讨论有利于学生的合作学习能力的提高，这些问题起到过渡作用，能够顺利地进入到接下去的阅读阶段。
新人教高一英语必修2unit5教案
新人教高一英语必修2unit5教案新人教高一英语必修2unit5教案一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。
本节阅读课教学设计的最大特色是：(1)教学环节层次清楚，环环相扣。
The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。
教学设计分成三个部分：阅读前-阅读中-阅读后。
阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees 组合的信息三个活动组成，为阅读提供背景知识。
阅读过程主要通过快速阅读和仔细阅读来实现。
仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。
阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。
教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。
(2)采用了新课标提倡的任务型教学途径。
《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。
任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。
（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。
(3)采用了小组合作学习作为课堂活动的主要组织形式。
小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。
高中英语必修2：Unit+5+Music+阅读教学设计+
英语必修2第5单元阅读教学设计Teaching ContentReading: THE BAND THAT WASN’T.2. The basic theory of teaching plan (教学设计的理论依据)根据《高中英语新课程标准》的要求，英语教师在课堂教学中必须以学生为主体，教师在教学中起主导作用。
为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同学交流与合作的过程中完成学习任务。
教学由图片开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。
此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。
3. The analysis of student (学生分析)本节课的教学对象是高中一年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动开口表达自己的意见，有着高中生独立、爱表现自我的特点。
因此，只有设置使他们感兴趣的学习活动，因材施教，才能让他们投入到课堂活动中来。
4. The analysis of textbook (教材分析)本课是高一英语第3单元的第一课时，课文内容包括介绍不同类型音乐的一些知识和一篇关于“门基”乐队特殊成长历程（从“失败”，电视选秀，到一支流行乐队的诞生）的文章。
课文“THE BAND THAT WASN’T.”，由“读前”、“阅读”和“读后”三个过程组成。
我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习，从而扩大课堂的语料输入量及学生的语言输出量。
必修二unit5-music-阅读教案
必修二 unit5-music-阅读教课设计《人教版高中英语必修2》Unit5 第一课时教教事例教学Unit5 Music—Reading课题课程阅读课讲课对象高一年级类型教人教版高中英语必修讲课时间40 分钟材2本单元的话题是“音乐”。
“热身”（ Warming Up）部分经过直观形象的图教片展现了为大众所熟习的多种音乐形式，包含摇滚、爵士、农村音乐、民族音乐等，能使学生对音乐的材丰富内容有较为宽泛的认识。
分“阅读”（ Reading）部分主要从大众对歌手和析乐队的心理到介绍 The Monkees 乐队的一些状况，如他们怎样组合成乐队，他们闻名以后的发展。
课文后配有相应的练习题，能够帮助学生从整体和细节双方面充足地理解课文。
教课对象为高中一年级学生，智力发展趋于成熟。
他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获守信息、办理信息、剖析问题和解学情分决问题的能力。
他们学习比较仔细，求知欲旺盛，思想比较活跃，同时表现欲也很强。
部分学生的基础较好，能主动配合老师，愿意张口讲。
他们有着析高中生独立、爱表现，张扬个性的特色。
所以，设置他们感兴趣的活动，就能让他们投入到讲堂活动中来。
（一）、知识和能力目标1．经过阅读课文和达成所给的任务，能使用本课要点的词汇对课文作出简单复述；2．能够说出生界音乐的种类；教3．能够简单运用速读、跳读、精读阅读文章学（二）、感情目标目熟习各样音乐形式，认识音乐在人们生活中的标重要性，提升音乐涵养。
从讨论“音乐人的成功”下手使学生认识到做什么事都需要付出艰辛的努力。
所谓“台上一分钟，台下十年功”，深入学生的德育教育，进一步激发学生学习的动力。
1.认识并能运用课文中出现的重要词汇、短语教与句子学2.运用速度、跳读、精度等阅读手段达成阅读重任务，能够找出文章的主题，一些细节内容点3. 组织适合的小组议论和社交1．怎样指引学生在段落篇章阅读中运用略读、教细读、跳读以及对文章细节掌握的训练学 2 ．怎样能使学生踊跃地参加小组的议论，进行难社交，有效达成任务点教教课方法：问答法 (question and answer)法议论法（ discussion ）分任务教课法 (task-based method)教课教具：多媒体软件、音响设施析一． Warming up （热身）—— 5minutes1.Attract students ’ attention教Play the songKnocking On Heaven’s Door.Talk 学about the “I am a singer”with students which is 步 quite famous during this time to attract students’骤 attention to the learning content, especially to mention the kind of music “Rock ‘n’roll ”. Then lead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook about music and ask them to say something about theiropinions of different music.设计目的：放歌引出话题，从近来热火的《我是歌手》下手能够吸引大家的注意力进而指引他们进入音乐这个课题，这样能够惹起他们对该单元内容的兴趣并能够自但是然地引入到课文阅读。
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Unit5 Music
THE BAND THAT WASN’T
PART 1 Analysis of the Teaching Material
(I )Teaching Aims
1 Knowledge objects
（1）Get students to know how the Monkees began and the development of the band
（2）Let students learn about different types of music
2 Ability objects
（1）Enable students to learn to talk about different kinds of music （2）Develop students’ scanning and listening ability
3 Moral objects
（1）Arouse students’ great interest in music and let them like music （2）Develop students’ sense of cooperative lear ning
（II）Teaching Key Points:
（1）Let students learn more about different kinds of music
（2）Get students to know the development of the Monkees
（III）Teaching Difficulties
（1）Develop students’ scanning ability
（2）Enable students to learn to enjoy different kinds of music
PART 2 Teaching Methods
1.Task-based teaching and learning
2.Cooperative learning
3.Discussion
PART 3 Teaching Process:
I Step 1 Warming up (5’)
1 Asking a question:
If you’re free today, what would you like to do ?
(sleeping, go shopping, dancing, sing karaoke etc)
2 Introduction
We know there’re some different kinds of music, can you name any music style? ( classical music, orchestra, Jazz, country music, choral , rock` n’ roll, rap folk music, pop music)
(Let students learn more about different kinds of music) Teaching Key Points
3 Playing a game
I’ll let you listen to some songs, you can guess who sings them, and then tell me what style music they belong to. (Moral objects)
Step 2 lead-in (1’) Q: All these are Chinese singers, have you ever heard about any of the famous bands in the world? ( black street boy, the Beatles ) Do you know the Monkees? It was the most popular band in the USA from 1966 to 1968. Today we’ll learn a story about the Monkees. It is called “The Band That Wasn’t”
Step 3 Fast-reading (5’) Scan the passage and try to find the main idea of each paragraph
(let the students have a chance to practice their reading ability. (Ability objects) Teaching Difficulties
Step 4 Listening (6’)
Let students decide if they are true or false. (Ability objects)
1.If we are honest with ourselves, most of us are afraid of being famous.
2.Most musicians meet and form a band because they like to write and play music.
3. “The Monkees”began as a Fashion show.
4.The TV organizers had looked for five musicians at first.
5. “The Monkees”broke up in about 1960,but reunited in the mid-1980. Step 5 Careful-reading (8’)
Join the correct parts of the sentences together.(Teaching Difficulties) Step 6 Consolidation (5’)
1 Retelling how the Monkees formed according to the given information. (Knowledge objects) (Teaching Difficulties)
2 What does the title mean ？
It wasn’t a real band at first; They played jokes on each other
when playing musi c
Step 7 Discussion ((Moral objects) (5’)
Now in pairs discuss the following questions with your partner
1.What kind of music do you like?
2.Which singer do you like best and why?
These phrases will help you.
I prefer… Why do you prefer…
I like …best because… I hate….
My favorite singer is… I enjoy listening to…
I am fond of… I don’t like… very much.
Step 8 Listening to a song given by the Monkees (3’)
Step 9 Summary (1’) Today we’ve learnt the passage about the band “The Monkees” and learnt something about music. Besides, we know their success lies in their hard work and their unique style of performance.
Step 10 Homework (1’)
1. Read the text fluently and prepare to retell the text.
2. If you could start a band, what type of music would you play? why? Teaching Key Points\ Teaching Difficulties\ (Moral objects)
the Blackboard design :。