Unit 5 Music教学设计

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Book 2 Unit 5 Music 大单元教学设计人教版必修第二册单元整体教学设计

Book2UnitSMusic单元主■及遢直观念I1构就
单元目标
1.了解中外常见的不同类型的音乐特点和表现形式，在日常交际中得体恰当地表达关于音乐的偏好和喜爱。

2.阅读介绍虚拟合唱团及其创始人的说明性文本，理解和体会音乐在日常生活和社会发展过程中的积极作用。

并对
虚拟合唱团的评价，评价其价值和意义。

3.阅读和体会公众演讲文本所传递的信息和情感，分析和把握其语言特征和手修辞手法，写一篇关于音乐积极作用
的演讲短文。

通过本节课学习，学生能够:
1预测通知类听力文本内容，从而根据要求筛选获取重要信息。

2说出通知类听力文本的语言特点和结构特点。

3能够根据文中对话所呈现的这场音乐会通知的关键信息制作一份音乐会口头通知。

备课人李培睿学科高一英语
备课人李燕玲学科。

【人教版】高中英语必修二：Unit 5 Music 教案

Unit 5 Music I. 单元教学目标II. 目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以music为话题，通过对本单元的教学，使学生了解有关的音乐知识，了解乐队The Monkees的形成,表演风格及发展历程，让学生在理解文章，理解音乐的同时，潜移默化培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行思考。

并通过学习一个有趣的寓言故事，侧面了解演员成名后，歌迷给其带来的苦恼；暗示过分痴迷所带来的负面影响。

同时让学生利用目标语言学会表达自己的观点，征询建议及把握介词提前的定语从句的使用；能利用本单元所学知识写e-mail 或短文介绍中国有关的民间音乐。

1.1 Warming up 是听八段不同的音乐，然后与书上的八幅图片相搭配，目的是通过听不同的音乐，让他们了解有关类型的音乐，讨论对于音乐的感受和喜欢听音乐的原因，激发他们对此话的兴趣，带他们进入话题。

1.2 Pre-Reading 提出三个问题，引导学生谈论有名的乐队，尤其是与课文相关的门基合唱组。

在学课文前扩展学生的思维，为学课文做好准备。

1.3 Reading 课文以知名乐队The Monkees的成立和发展为切入点，从通俗音乐的题材，特点，内容以及半个世纪来的发展历程等多个方面介绍了这种音乐艺术形式，并以音乐作为一个侧面反映了近几十年来美国社会和价值观的变化，是一篇涵盖了大量的信息量，同时又可以给学生艺术和思想双重启迪的优美文章。

通俗音乐发展历史悠久，六十年代开始成为美国社会流行音乐主流，节奏强烈，主题鲜明，歌词率真，容易引发人的共鸣，尤其是在喜爱音乐的年轻人中可以产生感官和心灵上的触动。

同时，流行音乐歌曲所负载的是整个社会所接受和追求的一种价值观。

学习这篇课文，学生在理解文章，理解音乐的同时，潜移默化中也在培养一种审美的情趣，也会对社会生活，人的思想观，价值观以及人应该追求什么进行一定的思考。

因此，作为一篇谈论音乐的文章，它提供了较广泛的教学资源拓展空间，它可以博得学生的喜爱，可以使学生有较大的热情积极投入到课堂教学中来，和教师在探究中共同学习。

新人教版必修二Unit5-Music全单元教案

Unit 5 MusicPart One: Teaching Design (第一部分：教学设计）Period 1：A sample lesson plan for reading(THE BAND THAT W ASN’T）Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e—mailProceduresI. Warming upWarming up by describingGood morning，class. Today we are going to talk about an interesting topic -——music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm，harmony and counterpoint。

Music can produce a lively and happy atmosphere and bring people relaxation after hard work，which can reduce the tiredness。

Listening to music also makes people feel happy and nice。

How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures，read the captions and listen to the different kinds of music。

unit5-music-教学设计

A Teaching Plan for Book TwoUnit Five Music学院：外国语学院班级：13级英语1班姓名：马琴学号：41304017学科：英语教材版本：人教版年级：高一课时：必修2第5单元第1课时A Teaching Plan for Book TwoUnit Five MusicⅠ. Teaching aims：After the lesson, students will be able to:A. Knowledge aims:1.Further understand the text and enlarge their vocabulary.2.learn some basic information about the music;3.learn some useful expressions and sentences in the text:◆To be honest，a lot of people attach great importance tobecoming rich and famous.◆So during the broadcasts they just pretended to sing.◆Then they produced their own records and started touring andplaying their own music.B. Ability aims:1.Foster their ability to comprehend passages, especially their abilityof analyzing the structure of this article.2.Learn how to scan the text and get useful information.C. Emotional aims and culture awareness:1.Learn the knowledge of the music and arose students'great interest inmusic and let them like music.2.Learn the spirits of the music and improve t he students’ spirits ofcooperation.3.Know the development of the MonkeesⅡ. Analysis of characteristics of the learners：A. Cognitive characteristics:1.Thinking way:At this period, the students are not good atabstract thinking but concrete thinking. So as teachers, we should use some concrete materials to help them comprehend the text. What’s more, the students are willing to think at this period and we should often encourage them to think more.2.Attention: As we all know, students cannot focus on one thing for along time, so in the teaching process, we should keep the class actively and change the way of teaching from time to time and then to draw the students’ attention.B. Knowledge base :Students have been learning English for at least six years and they were just elected by Senior High School Entrance Exam, they have relatively good knowledge base of English learning so they have gained some basic reading skills and accumulated some knowledge in class. It is not too difficult for themto comprehend this text. But their English levels are different, so we should take into the different account when we teach, and encourage all of them to be active in the class.C. Nonintellectual factor:As we all know, music can be listened to everywhere in our life. We should make full use of the interests and let them change the interests into motivation of study. In class, we can arouse the students’ emotion to keep them active and make the class atmosphere free and easy. Furthermore, we should give students some chances to practice themselves, so we can let them show up and encourage the silent students to be active. All these are beneficial to their study. However, they are teenagers so they are restless, curious and eager to see new sights. Most of them dream of travelling around the world. Hence they will be very interested in the contents of this unit. That is very beneficial to arousing their enthusiasm of learning.Ⅲ. Analysis of the teaching contents:This unit is about the music which is the most important part in our life. From this unit, the students should know some basic information about it. This class is a reading class and we will learn the text THE BAND THAT WASN'T. It describes the Monkees which wasn't a real band at first but they worked together after that, finally they became a real band. The text shows us that students the importance of the spirit of hard working and cooperation.After reading, the students can know more and more about the Monkees. IV. Teaching important points:1.Enable the students to know some information of theMonkees.2.Foster the students’ reading ability.3.Talk about the different kinds of music.V. Teaching difficult points:1.Based on the reading lesson, i mprove the students’ abilities to listen,speak, read and write.Train the students’ ability to grasp keyinformation and comprehend the text while reading2.Help the students build the habit of self-teaching by using the readingskills.3.Enable students to learn to enjoy different kinds of musicVI. Teaching methodology:1. Communicative Language Teaching (CLT);2. Task-based Language Teaching (TLT);3. Grammar—translation Language Teaching.Ⅶ. Teaching aids：1. Multi-media2. The traditional teaching tools such as blackboard and chalks and so on. Ⅷ. Learning strategy:1. Cooperative Learning(合作学习)2. Autonomous Learning（自主学习）3. Learning by being told(讲授学习)Ⅸ. Teaching procedures：A.leading in: Do you like music？How much do you know the music? Canyou tell the different kinds of music? Now turn to passage 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.B.Pre-reading:4.Thinking and Saying: talk about the famous bands in the world. (P33pre-reading) Ask the students: Have you heard about any of the famousbands in the world? List some of you have.(‘The Beatles’, ‘Back Street Boys’, ‘SHE’, ‘TF Boys’, ‘Beyond on’,and so on.)5.Listening, talking and sharing,Play some pieces of music from different bands. Work in pairs of 4 andtell group members which band you like best, and why? Then the oneof the group member is to stand up and share the idea with the class.Do you know anything about “The Monkees”?(I will divide the whole class into some groups. Every student cananswer the questions.)C.While-reading;1. SkimmingListen to the recording of the text THE BAND WASN'T. Then ask some students to tell the main idea.Skim the text and underline the topic sentences of each paragraph.2. ScanningRead the text again to finish the tablesThe MonkeesTask 1: Do the exercise T or F;(1)Most musicians like to form a band because they enjoy playingto passers-by in the street. (F)(2)Bands in American are all formed by high school students. （F）(3)Only the band “The Monkees” is mentioned in the text. (F)(4)It was “The Beatles” that started in a different way. (F)(5)It was hard for the TV organizers to look for good rock musicians.(T)(6)Though the band pretended to sing at first, they were popularwith fans. (T)(7)“The Monkees” never pl ayed their own songs. (F)D.Post-reading;e the finished form to introduce the Monkees to your partner.2.Choose the adjectives that you think best describe “TheMonkees”. Give your reasons.prehending: Pair workFrom what we have learned from this text, please write a short passage.(After fast reading and careful reading, the students have gained both the general meaning and detailed information about the text. We can help them retelling the text by this way. It can train the students’ ability of summari zing and expressing.)F. Summary:As we have finished the passage, we’ll sum up what we have learned. We know the basic knowledge of a band and the importance of cooperation.(This part can help the students review what they had learned in this class and strengthen their knowledge.)Ⅺ. Assignment: From what we have learned from this text, please write a short passage about a band you knew.、-----WORD 格式--可编辑--专业资料-------完整版学习资料分享----Symbols:The teaching contents and the teacher ’s activitiesThe students ’ activitiesThe use of the multimedia。

高中英语必修二Unit5_Music教案

Unit5 Music （一）[教学目标]：一、知识与技能1、掌握话题语言的运用、就熟悉的音乐话题表达看法；2、了解各种各样的音乐形式，深化对音乐的认识；3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学会深入发掘和探讨。

二、过程与方法1、听音乐，感受音乐风格；2、分组讨论、合作练习；3、结合所知，分类整理与归纳。

三、情感态度与价值观1、增添音乐欣赏趣味，提高音乐修养；2、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；3、培养合作精神和积极乐观的人生态度。

[教学重点]：1、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[教具准备]：多媒体、音乐文件[引入新课]：提出问题；同学们最喜爱的音乐类型是什么？理由？[讲解词]：音乐是我们日常生活中表达喜悦、忧伤、幸福、忧愁等诸多情感的媒介，也是大家十分喜爱的艺术形式，要让大家说出自己喜爱的歌手或者音乐家我相信大家一定可以说出好多来。

今天我想和同学们探讨一下，大家平时喜爱的音乐类型，对这些音乐类型的了解和体会，我也很想听听同学们对这些音乐类型的看法，给大家讲讲为什么喜欢这种音乐类型？（选若干同学们回答）（适当总结学生所讲）同学们对所喜爱的音乐类型理由的阐述也是各有道理，所谓萝卜白菜各有所爱，每个人都有自己独特的个人喜好，对音乐类型的偏好也是如此。

也许某一天你们之中有人会成为音乐家，或者有人会成立乐队，给大家带来好听的音乐作品，丰富大家的精神生活。

[讲授新课]：一、介绍门基乐队[提出问题]：同学们有没有听过门基乐队？门基乐队有哪些作品？[学生讨论]：对门基乐队的了解。

门基乐队是一只美国本土乐队，由四人组成，于二十世纪60年代兴起，最初，乐队成员是应一则电视广告走到一起的。

主要作品有《Waiting For The Sun》、《The Unknown Soldier》、《The Soft Parade》、《Morrison Hotel》[运用教具]：播放门基乐队的《I'm a believer》给学生听，使他们亲耳感受门基乐队的风格特点。

Unit5Music大单元整体教学设计-高中英语人教版

高一英语大单元整体学习学程设计U5 MusicExplore different aspects about music班级：_________________小组：_________________姓名：_________________单元概述【单元内容】The theme of this unit is music.The relationship between music and modern tech nology willthen be examined.We will also learn about music festivals and also speech giving,exp ressingopinions on music,its power and influence.Finally,the music of films is introduced a s a further example of the power of music.It is hoped that we can use the information in this unit to reflect upon our own lives and build further appreciation for the wonder of music. As the saying goes, “Music is the universal language of mankind”. Let's learn from the great musicians and start an musical life!【课标要求】核心素养课标要求语言能力语言知识语音熟悉和掌握不完全爆破的发音规则，能够在日常交流中，利用这些规则听音辨音及自然流畅地进行表达。

词汇能正确使用与“音乐”主题相关的词和词块来理解和表达。

高中英语人教版(2022)必修第二册Unit5Music单元教案案(含答案)

B2U5 Music---单元目标与要求语法：过去分词作表语和状语一、过去分词作表语1.过去分词可放在系动词be, get, feel, look, sound, taste, smell, remain, seem,become等之后作表语, 表示主语所处的状态。

1). He seemed quite ______________(delight) at the news.2). The door remained ____________(lock) when we arrived.2. 过去分词作表语多表示人自身的感觉、感受或事物自身的状态；现在分词作表语则多表示事物具有的特征，常译作“令人...的”。

常用的这类词有：exciting/excited; astonishing/astonished delighting/delighted moving/moved disappointing/disappointed encouraging/encouraged frightening/frightened interesting/interested3). The story they heard over the radio was very _____________(move).4). They were _____________ to hear the _______________ sound.(frighten)3. 过去分词作表语和被动语态的区别“be+过去分词”表状态时，是系表结构，此时过去分词通常已形容词化；表动作时，是被动语态，且绝大多数被动结构中的动作执行者由介词by引出。

5). 这本书写得好。

______________________________________________________________6). 这本书是鲁迅写的。

__________________________________________________________二、过去分词（短语）作状语1. 主从句主语一致，可以省略状语从句中的主语，省略的主语和动词主动关系用doing，被动关系则用done。

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Unit 5 Music
教学内容分析
1．本教学设计将对人教版必修二的第五单元Music的阅读教学进行分析。

本篇阅读——The Band That Wasn't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，并在轻松愉快的音乐主题下学习用英语表达喜好，领会乐队对音乐的不懈追求，培养认真做事的好习惯。

2．学生们在初中阶段以接触到定语从句，但进入高中之后才系统学习定语从句的相关知识，介词+关系代词which/whom的定语从句就是本单元的语法重点。

3．在本单元的Warming Up中，学生已经了解了不同的音乐类型，这位阅读课奠定了一定的基础。

同时，课文中出现了两个介词+关系代词which/whom的定语从句，引出了即将要学的语言知识。

因此，本节阅读课在整个单元中起着承上启下的重要作用。

学情预设和分析
1．学生经过初中解读的英语学习，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，抓主要点等等，并且大部分学生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，无法在较短的时间内准确地把握文章的脉络，概括出文章大意；很难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。

教学目标设计
1．语言目标
掌握关键词汇、短语、句子和一些交际用语。

如musician, clap,passer-by,form,extra,earn,advertisement,attractive,instrument,loo sely,actor;dream of,be honest with,play jokes on, or so,break up等。

2．能力目标
1)培养并强化学生的阅读技能，训练通过寻找关键句、关键词等方
式，又好又快地确定文章大意，把握文章脉络。

2)培养学生的猜词技巧，增强阅读理解能力。

3)通过小组合作等多种互动的方式，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，以实施和提高语言运用能力，激发学习兴趣，培养探究、合作意识与能力。

3．情感目标和文化意识
1)培养学生热爱音乐、热爱生活的美好情感。

2)了解The Monkees组合的发展历程，接触不同地区的音乐，培养
跨文化交流的意识。

教学重、难点
1．教学重点
1)培养学生对The Monkees组合的细节信息的获取。

2)阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句
和精度课文完成表格填空等。

2．教学难点
1)以小组合作的方式完成英语讨论交流的任务。

2)训练用英语获取信息、处理信息、分析问题和解决问题的能力。

教学过程设计
Result s They can earn some extra money.they may also have a chance to dream of becoming famous.
Task3. Read para.3&4 and find out some information about the Monkees.
Task4. Let’s speak out the road to the success of the band. Then Watch a video from the Monkees. 图表的优势是能够比较清晰的展现这个过程，给学生留下较为深刻的印象。

因此，利用图表可以帮助学生回顾乐队的发展历程，进一步加深对课文内容的理解和把握。

任务4的活动旨在给学生提供语言输出的机会，因此他们的Introduction可能如下：
The Monkees was made of a band of four musicians, who played jokes on each other as well as played music. They gave so good performances that their fans supported them fiercely. A year or so they became more
serious about their work. The Monkees produced their own records and played their own music. The band broke up in about 1970,but reunited in the mid-1980s.
看视频是通过亲身感受与目睹，让学生进一步了解当年The Monkees 为什么会成为The Beatles 之后又一著名乐队。

Step 3 Post reading 1)Consolidation(Fill in the blanks)
2)Discussion: In your own words,
describe the Monkees to your
partners.
3)Interview.
Encourage four students to be the
members of the Monkees, and one
is the interviewer. The interviewer
asks any questions to the Monkees,
then delivers a speech to the class.
针对全文的练习可以帮助学生
进一步把握文章的内容和加强
词汇知识点的巩固。

通过小组讨论，畅所欲言，最
后教师根据学生的回答进行总
结，乐队成功的秘诀在于对音
乐的不懈追求，激励大家也要
为自己的理想而奋斗。

通过以上的阅读能力训练，学
教案设计反思
根据“二语习得理论”、“整体语言教学”的理论，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）来设计本节课的教学。

本节阅读课教学设计的思路是：
1．教学层次清晰，给学生深刻的印象
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—
—阅读过程——阅读后。

阅读前通过Listen and Guess这个活动创设不同的精彩音乐情景，营造宽松和谐的气氛，使学生的现实生活与教材内容产生共鸣；接着由问题引出著名乐队组合图片和呈现The Monkees组合，为阅读提供背景知识。

阅读过程则设置不同层次的阅读技巧训练任务，由浅入深，提高不同层次学生的阅读能力，掌握阅读策略。

具体是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True or False, 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形容词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；完成针对整篇文章的巩固练习。

并引导学生分角色表演队The Monkees的采访。

而作业的设计则是根据提示完成写作任务“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．运用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）》提倡中学英语教学应“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地学习和运用语言。

因此，在此教学设计中，围绕文章设计了多种活动，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，重点在于以自主合作等多种形式，让学生参与、体验、实践，从中品味在活动中的乐趣，培养良好的学习习惯，
发展自主学习和合作，提高交际和综合运用能力，并真正获得语言运用的成功乐趣。

3．实施小组合作学习
小组合作学习不仅能让学生了解对方的观点，而且让他们学号表达自己的观点，并在此基础上学号讨论问题的要领和方法。

根据教学内容的特点，在课堂中设计了多个合作学习的机会，如三人或四人一组再现采访The Monkees的情景；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。

这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。

尽管周密计划、精心设计了这堂课，但还是遗憾多多。

自己在英语课堂用语上不是特别严谨，存在着较多个人习惯性的用语，说话的语速不够平稳，这点需要在以后的教学过程改正。

今后的教学中，我还要多听课，多钻研教材，多了解学生，努力学习，不断完善自己。