高中英语必修二《Unit 5 Music》全英文说课稿
《Unit 5 Music》说课稿Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilityThirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as thesecond language(2) To understand the main idea, to scan for the needed information and tograsp the details3 Emotional aims:(1) Help students understand different type of music and how to form aband(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed.Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLa nguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, thestudents must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.。
高中人教版高中英语必修二unit5music音乐说课精品ppt课件
说课难点
难点
我们现在的高中学生，缺少的就是英语口语表达能力，所 以如何让学生开口用他们学到的知识谈论音乐以及相关的知识， 这是对学生语言表达能力的一种检测，也是本节课的难点。
教法
讨论式教学法
1
教法和学法
学法
1
小组合作法
合作式教学法 2
教法和学法
2
课堂讨论法
视听结合法
3
3
归纳法
教学程序
本课共45分钟，具体教学步骤如下：
说课稿
1、教学内容和学情 2、教学目标 3、教学重点击难添点加标题 4、教法和点击学添法加标题 5、教学程序 6、教学反思
提纲
一、说教材内容和学情
教材内容
我说课的内容是高中英语必修二第五单元warming up部分。英语学科中 warming up 部分的重要性：
（1）让学生初步了解本单元的内容。 （2）利用warming up 部分激起学生对本单元内容的兴趣。 （3）warming up部分的目的就是鼓励学生自由讨论，大胆思考，表达自己的见解。 （4）warming up 部分对促进学生主体参与课堂活动，促进学生的 创造性思维发展以及交 际能力有非常重要的作用。
第一步：Words .古典的，古典文艺的
Roll
v滚动; (使)摇摆
Rock ’n’ roll n.摇滚乐
rap
n.说唱乐
folk
adj. 民间的
Jazz
n. 爵士音乐
orchestra n.管弦乐队
choral
adj.唱诗班的，合唱队的
教学程序
教学程序 本课共45分钟，具体教学步骤如下：
教学程序 本课共45分钟，具体教学步骤如下：
高中英语必修二《Unit5Music》全英文说课稿
⾼中英语必修⼆《Unit5Music》全英⽂说课稿《Unit 5 Music》说课稿Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilityThirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as thesecond language(2) To understand the main idea, to scan for the needed information and tograsp the details3 Emotional aims:(1) Help students understand different type of music and how to form aband(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed.Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAccording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLa nguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or other people carry out in everyday life, Learners should be givenopportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions. Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other. Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation. Step 4 Solving difficult language problems through readingIt’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, thestudents must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.。
人教版必修第二册 Unit 5 music Reading and Thinking 英文说课稿
Step One: Warming upTeacher: Do you like music, okay，Today we will start a new lesson about music.Let’s begin our lesson with a brainstorming session. I will provide you with two famous sayings about music. What positive effects can music have on our lives?Student 1: Music can bring joy and happiness, as it has the power to uplift our spirits.Teacher: Great! Can anyone name different music genres that they are familiar with?Student 2: There are various genres such as pop, rock, classical, hip-hop, jazz, and country.Teacher: Wonderful! Now, let’s discuss the different ways in which we can enjoy music. Share your ideas!Student 3: We can enjoy music through attending live performances, concerts, music festivals, or even by simply listening to our favorite songs through headphones.Teacher: Excellent! Lastly, let’s think about the benefits that computers and the internet bring when it comes to listening to m usic. Any thoughts?Student 4: Computers and the internet have made music more accessible than ever before. We c an easily stream or download music from different artists and genres around the world. It allows us to discover new music and broaden our musical horizons.Step Two: Thinking and appreciatingTeacher: Now, let’s analyze the title and picture. What do you think is the definition of a “virtual choir”based on the title and the picture?Student 5: A virtual choir is a choir that performs together remotely, using technology to connect and synchronize their voices.Teacher: Well done! To enhance our understanding, let’s appreciate a video clip of a virtual choir.Step Three: Fast ReadingTeacher: Please scan the text and identify the following information:The person who came up with the idea for a virtual choir.The place where he studied musical composition.The name of his song.Student 6: Eric Whitacre came up with the idea for a virtual choir. He studied musical compositio n at the Juilliard School. His song is called “Lux Aurumque.”Teacher: Excellent job! You have successfully grasped the key information from the text.Step Four: Reading & thinkingTeacher: Now, let’s delve deeper into the topic by completing a mind map based on the first paragraph.Students work on completing the mind map, exploring the concept and significance of a virtual c hoir.Teacher: Well done! Now, let’s engage in a discussion to analyze the advantages and disadvantages of being a member of a virt ual choir.Students discuss in groups and share their opinions, considering aspects such as flexibility, global collaboration, and potential challenges faced in a virtual setting.Teacher: Great discussions! For your homework, I would like you to reflect on whether a virtual c hoir truly brings people together and explain why or why not.Step Five: Careful Reading and ExerciseTeacher: Carefully read the text and ponder the reasons behind Eric’s successful creation of a virtual choir. Also, pay attention to the transition sentences that connec t different parts of the text.（Students read and contemplate independently, considering factors such as innovative use of t echnology, the ability to reach a wider audience, and the impact on artistic collaboration.）Step five: post-readingTeacher: Now, let’s discuss the reasons behind Eric’s success in creating a virtual choir. Share your thoughts and opinions, drawing from the text and your own insights. Who would like to start?Student 1: I believe Eric’s success can be attributed to his strong leadership and clear vision. He was able to inspire and g uide the participating singers towards a common goal, ensuring everyone understood their role i n the virtual choir.Teacher: That’s an excellent point! Eric’s leadership skills were instrumental in bringing together a diverse group of singers and fostering a sense of unity. Clear communication and guidance are essential in any collaborative project, es pecially in a virtual setting.Student 2: Another factor contributing to Eric’s success is his innovative use of technology. By utilizing video conferencing platforms and editin g software, he was able to connect and synchronize the voices of the singers, creating a seamless virtual choir experience.Teacher: Absolutely! Eric’s ability to embrace technology and leverage its potential played a crucial role in overcoming the physical barriers and bringing together singers from different locations. This showcases the powe r of technology in facilitating collaboration and artistic expression.Student 3: I think one of the reasons behind Eric’s success is the dedication and commitment of the participating singers. Despite the challenges o f recording their individual parts separately, they put in the effort to ensure the quality of their p erformances.Teacher: Well said! The dedication and commitment of the participating singers were indeed vita l in creating a cohesive virtual choir. Their individual efforts combined to produce a harmonious p erformance, showcasing the importance of individual contributions within a collective endeavor. Step six: summary and homeworkSummary: Let the students to summarize what they have learned today then the teacher sublima te it like this:Let the music heal the world! Music has the remarkable power to ignite passion and evoke emotions that transcend boundaries. It is a universal language that speaks to the core of o ur being, connecting people from different cultures, backgrounds, and experiences. In times of h ardship and despair, music has the ability to uplift our spirits, provide solace, and bring a sense of unity.When we immerse ourselves in the melodies and rhythms of music, we embark on a transformat ive journey. It has the potential to heal wounds, mend broken hearts, and bring forth feelings of j oy and happiness. Music has the ability to transcend language barriers, allowing us to express ou r deepest emotions and thoughts without the need for words.Moreover, music has the power to bridge gaps and foster understanding among diverse commun ities. It serves as a catalyst for dialogue, encouraging individuals to embrace cultural diversity and appreciate the richness of different musical traditions. Through music, we can celebrate our shar ed humanity and promote peace and harmony in a world that often feels divided.As we navigate the challenges of the world, let us turn to music as a source of inspiration and ho pe. Let us use our musical talents and passions to create positive change and make a difference. Whether it’s through performing, composing, or simply listening, we can all contribute to the healing power of music.So, let us come together and let the music heal the world. Let us spread love, joy, and unity throu gh the universal language of music. With each note, rhythm, and melody, we can create a harmo nious symphony that transcends borders, unites hearts, and inspires us to build a better world.Homework:For that we are still faced with a serious epidemic situation around the world, please make a poster to call for music lovers from all over the world to take part in a virtual choir of an i nspirational song.。
新课标必修2unit5_music说课课件
教材分析
要积极发展学生自主 学习的能力和合作精 神，并且注重提高学 生用英语获取信息、 处理信息、分析问题 和解决问题的能力， 以及用英语进行思维 和表达的能力。
音乐
美国社会和 价值观的变 化。
《普通高中英 语课程标准（ 实验稿）》要 求
学情分析
1．学生经过初中阶段的英语学习，已经具备了一定的阅读技能 ，如查找细节信息，获取主要信息，抓住要点等，并且对于音乐 这个话题感兴趣，对音乐也有一定的了解与认识。 2．学生可能遇到的问题是在阅读课文中，不能在较短的时间内 把握文章的脉络，概括出文章大意；不能在学习中借助音乐作品 、图片等非语言信息进行语言表达。另外，这篇课文中出现了较 多的新词汇，有一部分词汇对于学生而言有难度。 3．学生在这节课的学习过程中要用到预习策略、搜集分析信息 策略及高效复习策略等。
music & jokes began
based on ? The Beatles a TV show as ?
图 片
视 频
白 板
白 板 笔
老 师
The Monkees
教学过程
Teaching Procedures
1
Lead-in 5’ Fast reading 5’
共 计 一 节 课
4
2
3
Careful reading 5’
Summary and retell 15 ’
5
Homework 10’
the Beatles
教学目标
了解各种音乐形式，了解The Monkees组 合的发展历程，接触不同地区的音乐，深 化对音乐的认识，提高音乐素养。 增强阅读理解能力；发展借助音乐作品 、图片、表格等非语言信息进行语言输 出的能力。
高中英语必修二Unit5-Music说课设计
Unit5 Music-- Lesson 1 The Band that wasn’t说课设计一、教学内容分析本课是人教版高中英语必修二Unit 5 Music,Lesson 1 The Band that wasn’t。
本册书共分为五个新授课单元，不论是Cultural[kʌltʃərəl] relice、The Olympic Games 、Computers 、Wildlife protection 还是本单元Music ，都是与我们日常生活联系紧密的内容，对培养学生的综合素质和视野的拓展都有着十分积极的作用；本单元的中心话题是“音乐和音乐类型”，本课开篇作者以设问方式Have you ever wanted to be part of a band as a famous singer or musician [mju:ziʃən]?这种与学生个人的梦想、生活经历等切身相关的内容，来逐步切入本文的中心—一个乐队怎样形成，引导学生掌握话题语言的运用，思考话题背后的更深层次的内容，学会深入发掘和探讨。
二、教学目标通过本课的学习，学生可以了解各种各样的音乐形式，深化对音乐的认识，增添音乐欣赏趣味，提高音乐修养，另外，通过课文的学习，使学生通过上下文克服生词困难，理解语篇意义，学会从一般文字资料中获取主要信息。
能够传递信息、就熟悉的音乐话题表达看法，懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；培养合作精神和积极乐观的人生态度。
三、教学重点本单元所涉及的要点是：1、了解各种各样的音乐形式，增加音乐知识，增添音乐欣赏趣味，提高音乐修养。
2、学习由介词+which/whom引导的定语从句。
3、进一步熟悉有关建议与偏好的表达方式。
4、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语。
四、学情分析高中学生对英语知识已经有了比较好的储备，具有较强的英语听说读写技能和自主学习能力以及与同伴合作交流的能力。
人教版高一英语必修二《Unit5 Music》说课稿
人教版高一英语必修二《Unit5 Music》说课稿一、教材背景《Unit5 Music》是人教版高一必修二的一篇教材内容，主要围绕音乐这一主题展开。
通过学习本单元，可以帮助学生了解音乐在不同文化中的作用和影响，并培养学生的音乐欣赏能力、口语交际能力和阅读能力。
二、教学目标1. 知识目标•学习并掌握本单元的核心词汇和短语，如composer、genre、instrument等；•理解和掌握本单元的重点短语和句型，如能够运用“Where was he/she born?”、“What kind of music do you like?”等进行口语表达；•了解英语国家和中国的音乐文化差异。
2. 能力目标•培养学生的口语交际能力，能够用正确的语法和词汇表达自己的音乐喜好和观点；•培养学生的阅读理解能力，能够阅读并理解关于音乐的文章；•培养学生的听力理解能力，能够听懂关于音乐的对话和讲述。
3. 情感目标•帮助学生发展对音乐的兴趣和热爱；•培养学生欣赏不同风格音乐的能力，增强跨文化交流的能力；•通过学习音乐，培养学生的审美情操和情感表达能力。
三、教学重难点1. 教学重点•理解并掌握本单元的核心词汇和短语；•进行口语表达，用正确的句型和词汇谈论音乐喜好和观点；•阅读和理解关于音乐的文章。
2. 教学难点•帮助学生理解并掌握不同风格音乐的特点和背景；•培养学生批判性思维，提高阅读和分析音乐文章的能力。
四、教学内容与方法1. 教学内容本单元主要包括以下几个部分：•单词学习和词汇拓展：学习与音乐相关的词汇，如composer（作曲家）、genre（风格）、instrument（乐器）等；•语法学习和句型运用：学习问句和回答的句型，如“Where was he/she born?”、“What kind of music do you like?”；•阅读理解：阅读文章《Music Around the World》，了解不同国家的音乐文化差异；•口语表达：谈论音乐喜好、音乐家和音乐风格，学生进行口头交际。
Book-2-Unit-5-Music-说课稿---(新课标版高二英语选修六教案教学设计)培训讲学
Book 2 Unit 5 Music 说课稿(新课标版高二英语选修六教案教学设计)Book 2 Unit 5 Music 说课稿Teaching arrangement1st Period ------ New words & Warming-up2nd Period ------Reading3rd &4th Period ------Language study5th Period ------Grammar6th Period ------Using language7th Period ------ Writing8th Period ------ RevisionPeriod 1 New words &Warming upTeaching important point:Learn the new words of this unit and Warming upTeaching procedures:Step 1 Learn New Words &Expressions of this unitStep 2 Warming up1.Questions:Do you like music?Can you list some kinds of music?What kind of music do you like best?Then enjoy some different kinds of music in Warming up and match the music with the right picture.2.Discussion: What kind of music do you like best? Why? What can this kind of music do for you?Step 3 Listening (Page 69)1. Listen for the first time and do Ex3 on P69.2. Listen again and finish Ex 2 on P69.Step 4 Homework1. Remember new words2. Preview the reading text3. Finish Part 1 of 22nd EW.Period 2 ReadingTeaching important point:Enable Ss to understand the text and learn about thehistory of a music band.Teaching procedures:Step 1 Leading inTalking about the questions in Pre-readingStep 2 Reading1. First readingRead the text to find the basic information about The Monkees.Who The MonkeesWhat to do Played and sang musicWhen to break up In 1970When to reunite In the middle 1980sAchievements Very popular and sold many records2. Second readingRead Para 1 together.Read Para 2 to answer the questions:1) Why do most musicians form a band with others?2) How do they always start and develop their band?3) What is their dream as a band?And then sum up the main idea of the Para 2 to finish Ex 2 on P35.Read Para 3&4 to fill in the blanks.1.The Monkees is made of a band of four _________, who_____________each other as well as played music. It began as a ______.2.Their performances were humorous enough to be copied by other groups.3.After a year _____ in which they became more serious about their work, The Monkees started to play and singtheir ___________.4.The band ________ in about 1970, but _________in the mid-1980s.And finish the rest of Ex 2 on P35.Step 3. Post-readingDo the Ex1 on P35.Discuss in groups to finish Ex 3 on P 35.Step 4. Summary and Homework1. Finish Reading Task of EW 22nd.2. Find the difficult sentences in the text and prepare for the Language study.Period 3&4 Language studyTeaching important points:Learn the key words & expressions in the textTeaching procedures:Step 1 Review the text and check the homeworkStep 2 Difficult sentences in the textStep 3 Language points1. pretend vt. 假装，装作pretend sth. She pretended sickness.pretend to do sth She pretended not to see us. pretend to be doing sth. She pretended to be doingher homework when I opened the door.pretend to have done sth. She pretended to have seen that movie.pretend that + clause She pretended that she had seen that movie.Ex：我们假扮加勒比海盗吧！当他妈妈进来的时候他假装在睡觉。
人教版高中英语必修2《Unit5Music》教案
人教版高中英语必修2《Unit5Music》教案人教版高中英语必修2《Unit 5 Music》教案【一】教学准备教学目标1.知识目标： 1)Students should learn some useful words and phrases: musician, clap, passer-by, form, extra, earn, advertisement, 2 attractive, instrument, loosely, actor dream of, be honest with, play jokes on, or so, break up. 3)Students should understand the general idea of the passage2.语言能力目标：1)Develop the Ss’skills of skimming, scanning and careful reading. 2) Train the Ss to find the key words and the topic sentences. 3)Encourage the Ssto guess the new words according the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the different kinds of music. 2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of each paragraph2、教学难点：a.Master the reading ability b.Develop the skills of reading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you are happy的英文版本，通过介绍演唱乐队twins引出本单元话题。
高中英语 Unit 5《Music》说课稿 新人教版必修1
高中英语必修二unit5 music说课稿各位老师：大家好！作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。
多年来，我为实现自己的梦想和追求不懈地努力着。
今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。
一、说教材内容和学情我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。
本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。
它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。
而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。
在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。
而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。
我的教学对象是高一学生。
高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。
二、三维教学目标根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：（一）知识目标和能力目标学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。
比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。
能用英语表达建议、偏好和爱好。
学生熟悉掌握不同的音乐类型。
学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。
（二）情感态度1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。
人教版高中英语必修第二册 《Unit 5 Music》教案
人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。
o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。
2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。
o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。
o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。
o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。
3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。
o激发学生通过音乐表达情感和展示个性的意识。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中关于音乐知识和情感表达的理解。
o培养学生用英语表达对音乐的喜好和见解的能力。
2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。
o引导学生深入理解音乐的内涵和价值。
三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。
2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。
3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。
四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。
2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。
2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。
（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。
2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。