新外研版高中英语必修第二册Unit 3 教学设计
2.Tasks students to write a letter to a foreign friend John, introducing why table tennis enjoys popularity in China.
Suggested answers:①Great Britain
②They put down their guns and played football together.
③Open
Leadstudents to have some details in the text.
Activity 4
T asks Ss to read the passage again and complete the chart in.Activity 4 with expressions from the passage.
Starting out板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing+ Speaking
主题语境
人与社会——运动
内容分析
活动1呈现一段与运动主题相关的视频，介绍了英国流行的运动：足球，板球，英式橄榄球、网球和马拉松，介绍了赛季和一些比赛规则等。接下来的活动2要求学生看攀岩、网球、瑜伽、骑行和冲浪的图片，并根据自己对这些运动的了解，选择自己喜欢的一项运动进行简单介绍。该板块旨在激活学生已有的背景知识和语言知识，为接下来整个单元的学习活动做铺垫和预热。
1.Sswatch the video.
2. Ss answer the two questions.
Suggested answers:1. Football, cricket, rugby, tennis, marathon 2. open
To encourage students to think about the benefits of exercise.
教学目标
1.通过带领学生观看英国流行的运动的视频，激发对话题的兴趣；
2.激活学生已有语言和知识，介绍不同的运动方式；
3.引导学生对运动的益处这一话题作出初步思考
教学重点
1.引导学生通过图片和视频了解不同的运动方式；
2.引导学生选择自己喜欢的运动，并简单的介绍 did British and German soldiers react when World War I met with a football game?
③What is your understanding of the last sentence of the passage?
Ss read the passage carefully and share their answers.
2. T asks students to brainstorm more ways of exercise.
3. T introduces the background of one sport and asks students to discuss the features of the other sports.
2. T asks students to guess what the signals represent in a football game.
1. Ss watch the video while making notes of related terms.
2. Ss guess what the signals represent in a football game.
Ssmake a presentation on his/her favourite sport
To encourage student to talk about sports they like.
Activity 2
1.Tshows students pictures of cycling, surfing, tennis, rock climbing and yoga…
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——足球
内容分析
该板块呈现一篇反映单元主题的课文，语篇类型为论说文，分析了足球在世界流行的原因。读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标
1.带领学生略读课文内容，在文中快速找到相关信息；
2.引导学生找出并理解足球这项运动风靡世界的三个原因；
3.引导学生基于课文内容，思考哪些体育运动与足球一样在中国盛行，并分析其背后的原因；
4.通过了解其他国家的流行运动，提高学生对不同文化的认识。
教学重点
引导学生通过自主阅读和小组合作等形式了解足球风靡世界的原因，并思考中国流行的体育运动有哪些。
1. Ss watch a video introducing table tennis, and have a discussion about what makes table tennis so popular.
2. Ss write a letter to a foreign friend John, introducing why table tennis enjoys popularity in China.
creativity and excitement
pass score and defend
bringspeople together
played football together
Leadstudents to figure out the structure of the text.
Activity 5
2.引导学生对运动的益处这一话题作出初步思考。
教学策略
听说法
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
Tasks a student who is interested in sports to prepare an introduction on tennis/football/...
Stimulatestudents’passion for sports, especially Chinese national sports and apply what they learn into writing.
Activity 6
1. T shows students a framework and invitessome students to conclude what they learn in terms of knowledge, strategy and inspiration.
Add students' background knowledge of football and stimulate their interest.
Activity 2
1. T asks the Ss to read the passage quickly and choose the author’s purpose in writing the passage.
2. T lets students assess themselves according to the rules.
2. Ss check the answer and explain the reason.
Help students get a brief understanding of the general idea and the writer’s purpose.
Activity 3
T asks students to read the passage carefully and answerthesequestions:①Where did modern football start?
2. T asks the Ss to check the answer and invitesa few students to explain why.
1. Ss read the passage quickly and choose the author’s purpose in writing the passage.
Book 2Unit 3On the move教案设计
单元主题
本单元的主题语境是“人与社会”，涉及的主题语境内容是体育运动和健康的生活方式。阅读课文介绍了目前世界上流行的运动——足球，以及跑步者的运动故事。语言运用部分介绍了不同的运动方式，尤其是中国传统运动。通过本单元的学习，学生能够了解不同的运动方式，思考运动对身心的影响，并学会如何介绍自己的运动故事。
Ss read the passage again and complete the chart in Activity 4.
Suggested answers:①Ancient China
②a simpleand cheapgame to play
③a ball made ofplastic bags
新外研社(19)高中英语必修二Unit3Onthemove-Understandingideas教案
新外研社（19）高中英语必修二Unit 3 On the move--Understanding ideas公开课教案Teaching objectives:1.Help students understand what the signals represent in a football match and lead to the topic of the understanding ideas.2.Lead students to master the skills of finding out the topic sentence of each paragraph. Help students understand the writing purpose of the writer and the genre of a passage.3.Lead students to understand the reasons for the popularity football in the world through independent reading and group cooperation, and think about the popular sports in China.Evaluation objectives:1.Ask students to master the skill to find out the topic sentences and understand the writing purpose of the writer.2.Ask students to learn something about the argumentation and get to know how to analyze the structure of a passage.3.Ask students to find out the detailed information in a passage.Teaching key points:1.Lead students to find out the topic sentences and understand the writing purpose of the writer.2.Lead students to learn something about the argumentation and get to know how to analyze the structure of a passage.3.Lead students to understand the reasons for the popularity of football in the world through independent reading and group cooperation, and think about the popular sports in China.Teaching difficult points:1.Lead students to understand the writing purpose of the writer.2.Lead students to analyse the structure of the passage.3.Lead students to read the text, accurately obtain the information about thepopularity of football in the world, and improve their understanding of different cultures.Teaching methods:Cooperative Teaching Method, Task-based Approach, Communicative Approach Teaching procedures:Language points:1.Given that Neil Armstrong wanted to take a football to the Moon,we could even say that it is also the most popular sport out of this world!想想当年尼尔·阿姆斯特朗曾想把足球带上月球,我们甚至可以说它也是地球之外最受欢迎的运动。
新外研版高中英语必修第二册Unit-3-教学设计
1. Ss read the passage quickly and choose the author’s purpose in writing the passage.
2.引导学生对运动的益处这一话题作出初步思考。
教学策略
听说法
Teaching contents
Procedures
Purposes
Teacher’s பைடு நூலகம்ctivity
Students’activity
Activity 1
Tasks a student who is interested in sports to prepare an introduction on tennis/football/...
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
人与社会——足球
内容分析
该板块呈现一篇反映单元主题的课文，语篇类型为论说文，分析了足球在世界流行的原因。读前的导入活动介绍了足球比赛相关术语，帮助学生提前熟悉课文话题，为课文学习做铺垫。读中活动考查学生对文章题目的理解。读后活动则是通过主旨大意、细节理解和开放性问答等活动，启发学生深入思考，探究主题意义。
1.Tplays a video introducing table tennis, and ask students to have a discussion about what makes table tennis so popular.
外研版(2023) 必修第二册 Unit 3 On the Move Presenting i
外研版（2023）必修第二册Unit 3 On the Move Presenting ideas 教学设计（表格式）必修2 Unit 3 Presenting ideas & Project教学设计设计理念：《普通高中英语课程标准》（2023年版）提出的英语课程六要素整合的英语学习活动观与英语核心素养都属于英语课程建设的重大发展和创新，其中要求教师应“通过学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学生基于已有的知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进语言知识、语言技能、文化理解、思维品质、学习策略等多方面能力及水平的提升”。
《课标》强调英语教学要更加突出其育人目的，英语并不是单纯的语言技能学习，而是通过语言的学习培养学生的学科核心素养，即语言能力、文化意识、思维品质和学习能力。
在新课标的指引下，很多教师逐渐开始从传统的“灌输式教学”的误区中走出，积极探索更符合新课标要求的科学有效的课堂，开展课堂自主学习、合作学习、探究学习等学习方式，教师更加注重学生的“学”，而不仅是着眼于教师的“教”，课堂逐渐有了生机和活力，学生的兴趣也随之提升。
另外，深度学习理论提倡基于高阶思维发展的理解性学习，注重批判理解、强调内容整合、促进知识建构、着意迁移运用，学生积极参与学习，全身心投入，获得健康发展的、有意义的学习过程。
要达成这样的学习效果，教师在进行教学设计和教学实施时要本着以生为本的理念，通过丰富有趣有价值有意义的学习活动，积极将深度学习的五个特征落到实际教学中，包括活动与体验、联想与结构、本质与变式、迁移与创造、价值与评判，让学生获得全面的自身发展。
本单元On the Move的主题语境为人与社会中的体育运动，通过介绍不同种类的体育运动项目，旨在让学生发现自我的运动潜能，体会到运动带来的益处，从而有选择性地开展体育运动。
通过本单元的学习，学生能提升对于运动和自我的认知，形成正确的运动观，在平时生活中积极开展运动。
高中英语新课标外研版必修2教案(Module 3 Music the 1st Period)
Module 3 MusicPeriod 1 Introduction; Reading and Vocabulary整体设计教材分析This period includes Introduction as well as Reading and Vocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passage, the teacher may first lead the students to some new words concerning the topic in this module. And in this way the teacher can stimulate the students’ interest in the study of the new module. Then the teacher can let them complete the two activities individually and check their answers through pair work. If the class is good enough, other options can be provided for reference. In the reading and vocabulary part you can first lead the students to learn some new words which will appear in the reading passage. This may decrease the difficulty they come across in the reading process. Then require the students to read the passage fast, getting its main idea. After this, instruct the students to read the passage again, completing the third and fourth activities. Next, ask the students to read through the passage once again and learnsome useful language points. Finally, require the students to discuss the questions in the last activity. If the class is of high level, refer to other given options. l5DWdhE5wK 三维目标1. 知识与技能1>Train the students’ speaking skills.2>Develop the students’ reading ability.3>Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, lose, musical, peasant, symphony, talent, Austria, prince, compose, tourl5DWdhE5wKPhrases: listen to, be known as, change into, of all time, as well as, give concerts, be impressed by, the rest of, go deafl5DWdhE5wKSentence patterns:having done作状语; 强调句; however引起的句式2. 过程与方法1>Train the st udents’ speaking ability through individual, pair work and group work.l5DWdhE5wK2>Train the students’ reading skills by dealing with some reading activities.l5DWdhE5wK3>Explanations to make the students master some language points.l5DWdhE5wK4>Fast reading to make the students get the main idea of the passage.l5DWdhE5wK3. 情感与价值1>Try to raise the students’ cooperative awareness in their study by pair work or group work.l5DWdhE5wK2>Request the students to love music and enrich their emotion. l5DWdhE5wK教学重点1. Encourage the students to talk about music as well as music instruments.l5DWdhE5wK2. Help the students make sense of the passage.3. Help the students to improve their reading ability. l5DWdhE5wK教学难点1. Lead the students to talking in class actively.2. Deal with some difficult language points.教学过程→Step 1 Lead-in and Introduction1. Ask the students the following questions and lead in the new class.l5DWdhE5wKDo you enjoy music?Which kind of music do you like most?What do you know about music?2. Option 1Ask the students to read through the listed words individually. Make sure they understand what they mean. If they come across any trouble in understanding any of them, give some explanations in English or just give their Chinese meanings. Then the students complete the following exercise by themselves. After this, put the students into pairs to compare their answers. Finally, show the answers on the screen for the whole class to refer to.l5DWdhE5wK Option 2A volunteer reads out the listed words and other students repeat them after him or her. Put the students into pairs or groups of four to discuss the words and understand their meanings. If they have any difficulty in their understanding, they can look them up in the dictionary. Then answer the questions and compare their answers. Finally, call back the answers from the class.l5DWdhE5wKOption 3Read through the words in the first activity one by one as the students follow you. Make sure they understand what these words mean. Then have the students work in pairs and complete the first activity. After this, compare their answers with other pairs. Next, volunteers speak out their answers and other students check if they are correct. At last, show the correct answers on the screen for the whole class to refer to.l5DWdhE5wKSuggested answers:1 composer2 choir3 drums, guitar, piano, saxophone4 drums, piano, violin, saxophone5 drums, piano, saxophone, violin6 erhu, drums3. The teacher reads out the listed questions and make sure the students understand what they all mean. If not, give some necessary explanations. Then the teacher asks the students to have a discussion in groups of four. Next, ask some representative groups to report their discussion results. Finally, call back answers from the whole class.l5DWdhE5wKSuggested answers:The pictures show(from left to right: violin, classical guitar, drums, saxophone, erhu, piano>1-3 Students’ own answers.→Step 2 Pre-reading1. Background knowledge of the three composersOption 1First put the students into groups of four and ask the students to discuss how much they know about the Haydn, Mozart as well as Beethoven and tell as much as they know about them. Then some volunteers report their discussion results to the whole class.l5DWdhE5wKOption 2The teacher shows the following chart on the screen. Ask the students to work in pairs, first having a discussion and then fill in the chart to see how much they know about the three world famous composers.l5DWdhE5wKBirth place About hisfatherAbout hisachievementsRelationshipwith theother twoHaydnMozartBeethoven2. Show the following words on the screen. Have the students read them after you and make sure they know what they mean. If they can’t understand any of them, they ca n turn to you for help or look them up in the reference book, for example, a dictionary.l5DWdhE5wK(Show the following on the screen. >court director genius harpsichord impressed lose musical peasant piece(of music>singer successful symphony talent teenager→Step 3 While-reading1. SkimmingThe teacher first reads out the listed three titles to the whole class and make sure they can understand them clearly. Then the teacher has the students look through the passage quickly to catch the main idea. Next, the students complete the second activity and choose the best title. Finally, the teacher calls back the answers from the class.l5DWdhE5wKSuggested answers:Three Great Composers of the Eighteenth Century.2. ScanningOption 1First ask the students to look through the four questions in activity three on P23 quickly and try to understand them. Then have the students read the passage and find out the answers. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.l5DWdhE5wKSuggested answers:1>Haydn, Mozart2>Beethoven3>Haydn4>Mozart 5>Beethoven6>They all met each other. 7>Beethoven, Mozart 8>HaydnOption 2Ask the students to reread the passage and make the chart shown in Step 2 perfect.l5DWdhE5wK3. Careful readingOption 1The students are required to look through the seven questions in activity four on P23 before reading the passage one more time. Work in pairs to ask and answer them. One reads the listed questions, and the other gives his/her answers. Then exchange their roles and repeat this once again. Finally, check their answers according to what is shown on the screen.l5DWdhE5wKSuggested answers:1>He made them longer and for a larger orchestra.2>He worked in eastern Austria for 30 years.3>He composed over 600 pieces of music.4>He was six years old.5>They were friends for ten years.6>His father taught him.7>No, he continued composing when he became deaf.Option 2(Show the following on the screen. >1>Mozart is famous as “the father o f the symphony”.l5DWdhE5wK2>Beethoven spent his last years of life in the Austria capital.l5DWdhE5wK3>Mozart helped Beethoven move to Vienna.4>Haydn thought highly of Mozart.5>Among the three composers, Haydn was the oldest while Mozart the youngest.l5DWdhE5wKFirst, ask the students to read through the sentences above quickly and try to understand them.l5DWdhE5wK Then have the students read the passage again and decide if these sentences are true(T>or false(F>. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class.l5DWdhE5wKSuggested answers:1>F 2>T 3>F 4>T 5>F4. ConsolidationOption 1First ask the students to review the table dealt with in Step 2. And then put the students into groups of four and discuss how to retell the passage using related information in it. Give them some time to make fullpreparations. When the time is up, let some group representatives retell the whole passage. (You can also lead the whole class to doing this together as a sample. >l5DWdhE5wKOption 2First the students are requested to read the questions listed in the fifth activity quickly and make sure they understand what they mean. Put the students into groups of four to have a discussion about these questions. When they finish their discussion, some groups can be ordered to report their discussion results.l5DWdhE5wKOption 3The teacher invites three students, respectively playing the roles of the three great composers. Other students can ask them questions about their life and they need to answer the questions which must be based on the passage. l5DWdhE5wK→Step 4 Related Language Points in This PeriodWords and phrases:1. Is the Chinese instrument different from the other instruments? Describe the difference, if there is one. 中国的乐器与其他的乐器不同吗? 如果有，描述不同点。
高中英语外研版高中必修2Module3Music-Module3教案
Module 3 MusicReading and V ocabulary一.Teaching content: reading and vocabulary二.Learning aims:1.To learn something about the three composers.2.To learn to get the main idea and details of this text.三.Teaching key point: Information about three composers四.Teaching difficulty: How to make students understand the content about the passage.五.Teaching proceduresStep 1 Pre-reading (Warm up)Give students three pictures about Chinese composers.Step 2 Fast ReadingRead quickly and fill in the tableStep 3 Careful reading(1)Read P1-P2, and answer the following questions.①what is Haydn known as?①How did Haydn change the form of symphonies?①How long did he work in eastern Austria?(2)Listen P3-P5 and answer questions.①How many pieces of music did Mozart compose?①How old was he when he learned to play the harpsichord?①How old was he when he stared composing music?①How old was he when he played for the Empress of Austria?①How long were Mozart and Haydn friends?(3)Read P6-P7 and fill in the blank.Beethoven was born in Bonn, Germany. He showed musical ___ when he was very young ,and learned to play the ___ and ___from his father.Then Mozart met Beethoven and was ___ by him. It was____ who encouraged Beethoven to move to Vienna. Beethoven became very ____ in the Austria. As he grew older, he began to go ___ . He became completely deaf during the last years of his life, but he ____.Step4 Post Reading(T or F)(1). Haydn and Mozart were born in Austria.(2). Mozart had a good singing voice.(3). Haydn died before his fortieth birthday.(4). Beethoven became deaf when he grew older.(5). Haydn and Mozart had fathers who were musicianStep 5 Interview(Which composers do you like best and tell us the reason) Step6 Homework: Reading the passage again after class.。
外研版高中英语必修二模块三教案
Book2Module 3 Music（教案）I. 教学内容分析本模块以Music 为话题，通过本模块的学习使学生对古今中外的音乐家有所了解，增强他们的音乐欣赏能力，并培养他们的评价和鉴赏能力。
从而丰富学生的音乐知识，提高学生的艺术修养。
Introduction 该部分通过设计两个活动来复习和学习常见的乐器的名称，激发学生对本模块话题的兴趣。
培养了学生的审美能力。
Reading and V ocabulary 该部分向同学们介绍了音乐家海顿、莫扎特和贝多芬以及他们的伟大成就。
让同学们在阅读的过程中感受到名人的魅力，树立正确的人生观和价值观。
通过相关的活动训练学生的综合技巧。
Grammar (1) 学习并巩固时间状语从句。
Function通过回答问题和完成句子练习让学生懂得如何表达喜好和厌恶，从而初步培养学生的鉴赏能力。
Listening and V ocabulary 通过听力活动来了解和学习有关英国The Beatles 乐队的知识，然后联系实际体验来谈谈自己对于不同音乐的感受以及音乐和生活的关系。
Grammar (2) 复习过去完成时态。
通过练习帮助学生巩固过去完成时态的基本用法。
Pronunciation 学会如何在日常交际中使用升调和降调。
Writing 要求学生阅读一封外国朋友的电子邮件，并根据问题写一封回信。
Everyday English 要求学生掌握表达喜好的一些用语和有关音乐器材的名称。
Culture Corner 学习一篇有关著名音乐家的叶小刚的文章。
了解他的音乐经历和音乐成就。
树立学生的民族尊严。
Task 训练学生仿写一篇介绍著名音乐家生平和作品的文章。
Module File 对整个模块的学习内容进行小结，巩固本模块的知识。
II. 教学重点和难点1. 教学重点(1) 本单元的有关音乐的生词和短语。
(2) 弄清楚时间状语从句和过去完成时态的用法。
(3) 谈论有关音乐的话题。
2. 教学难点(1) 学会谈论对音乐的喜好。
高中英语外研版必修2【教学设计】Module 3
Module 3 Music本模块的话题是music, 旨在通过模块教学使学生通过讨论古今中外的音乐家,增强他们的音乐欣赏能力, 并培养他们的评价能力。
在此基础上表达自己的好恶。
INTRODUCTION通过对乐器知识的了解, 激发学生对本模块中心话题的兴趣；同时也使本模块的授课更具有针对性, 从而培养学生的音乐审美能力。
READING AND VOCABULARY 介绍了国外的三位音乐家及他们的伟大成就, 让学生在阅读中学习音乐知识, 树立正确的评价观、人生观, 为日后走向社会作铺垫。
课文重点讲解了三位音乐家的生平经历, 以及他们对音乐所做的巨大的贡献。
通过阅读, 学生学习了新的词汇和句型, 提高了阅读水平,并能学习音乐家们坚持不懈的精神。
GRAMMAR 1 && GRAMMAR 2学习并灵活运用由when, while, as等引导的时间状语从句, 然后对比过去时和过去完成时。
FUNCTION通过问答形式表达对音乐的喜好, 培养学生的评价能力。
LISTENING AND VOCABULARY让学生通过听一段关于介绍英国历史上的披头士的文章来练习学生的听力能力, 并且完成相关的练习题, 然后介绍自己对音乐的感受及音乐在生活中的意义。
VERYDAY ENGLISH 要求学生掌握如何表达自己最喜爱的音乐及如何听音乐的一些用语。
PRONUNCIATION 听并跟读语法材料中出现的句子, 注意语调的起伏。
CULTURAL CORNER 了解著名音乐家叶小刚的生平经历及音乐成就。
他为中国音乐的发展做出了巨大贡献, 了解他，引导学生向他学习, 学习他勤奋钻研, 不断追求完善的精神, 更要学习他时刻不忘祖国, 为国争光的爱国情怀。
WRITING要求学生阅读一封来自Sandra的电子邮件,并根据一些问题写一封回信。
TASK 训练学生写一篇关于中国著名音乐家的生平介绍及作品简介的文章。
【知识目标】1.重点词汇与短语Austria, Vienna, Germany, symphony, compose, composer, completely,Deaf, from an early age。
高中英语外研版高中必修2Module3Music-music教案(lhq)
Teaching Design (Music)I. Teaching Objectives1.Knowledge Objectives(1)Learn some detailed information about the three composers.(2)Learn how to retell a person’s life story.2. Ability Objectives(1) Improve the students’ ability of listening, reading, speaking, writing and summarizing.(2) Enable the students to retell their life stories.3. Emotional Objectives(1)Arouse the students’ interest in music.(2) Inspire the students to learn the spirit of never giving up from the three great composers.Ⅱ. Important Points & Difficult Pointspoints(1) Get the Ss to learn something about Joseph Haydn, Mozart and Beethoven.(2) To train the students’ reading skills: skimming, scanning and summarizing.pointsEnable students to retell the three composers’ life stories.Ⅲ. Teaching Methods1.Task-based teaching method2.Game teaching method3.Cooperative learning method4.Multi-media assistanceⅣ. Teaching ProceduresStep I Lead-in (3mins)Show a video and ask students a series of questions：who is she, what is she doing,who composed this piece of music？Step II Fast-reading (5mins)Task1: SkimmingAsk students to divide the passage into three parts.Task2: ScanningAsk students to scan the passage and get some key information from the following three aspects:birthplace, his father, title.Step III Detailed-reading(18mins)Task1 Ask students to read part 1 and complete the sentences.What happened to him in these places?____________in Austria.________________ in Vienna._____________________________in Eastern Austria.____________________ in London.Task2 Read part 2 and find out some numbers and the related information.Task3 Read part 3 and draw a mind-map to show the relationship among the three composers.Task4 A guessing gameShow some information about the composers, and ask students to guess whom it refers to.Step IV Post-reading (13mins)Task1 Make a summaryLead students to sum up what the three composers have in common to be successful.Task 2 RetellingAsk students to choose one of the three composers, and then retell his life story according some key information in the table.Step V Homework (1mins)Write a composition about your favorite musicians or actors.Ⅴ. Blackboard DesignⅥ. Teaching Effective and ReflectionThrough the learning of this lesson, students are supposed to1.Have a good understanding of the framework of the passage.2.Know more about the three composers.3.Be able to retell the life story of each composer.4.Be able to respect the great persons and learn from them.。
高中英语新课标外研版必修2教案(Module 3 Music the 5th Period)
Period 5Cultural Corner; Task; Module File整体设计教材分析This period contains three parts. The first part to be dealt with is Cultural Corner. When dealing with this section, you can first ask the students to brainstorm as much information about Ye Xiaogang as they can. Then they are demanded to read the text passage trying to see whether they could catch some new information. Next, they read the passage once again and answer the two questions listed in the third activity individually. Later put them in pairs or groups to pare their answers. At last call back the answers from the class. If the class is of high level, more exercises can be designed for consolidation and extension.The second part is Task. You can put the students into groups of three or five. Each group chooses a poser they want to know. Then the group members gather materials related to the very poser within this module or through other approaches on the basis of the notes. Then the students discuss within their groups on how to organize what they collect in order. Next, the group members cooperate with each other to prepare a passage introducing the poser they choose and perfect it. Finally, group representatives report their passages to the whole class.The last part is Module File. You can design some exercises for the students to consolidate what they learn in this module.三维目标1. 知识与技能1)Train the students’ reading ability.2)Words: lecturer mix3)Phrases: a group of show musical ability at an early age from. . . till. . . be famous for mix. . . with. . . part of4)Sentence patterns: It is a good idea to. . . (It作形式主语)2. 过程与方法1)Make the students know more things about the poser Ye Xiaogang by designing some reading activities.2)Help the students have a good knowledge of what they learnt in this module.3)Individual work, pair work as well as group work to get every student to participate in class.4)Explanations to make the students master some difficult points that appear in this period.3. 情感与价值1)Make it fun to municate with others.2)Try to raise the students’ cooperative awareness in their study by pair work or group work.3)Teach the students to enjoy music and spread Chinese traditional music worldwide.教学重点1. Learn to research by cooperation.2. Know more about the poser Ye Xiaogang.3. Master and apply what they have learnt in this module.教学难点1. Lead the students to be active in class.2. Develop the students’ reading skills.3. Apply important language points proficiently and correctly.教学过程→Step 1 Review and Lead-inFill in the blanks with a word given in the box, using its proper form when necessary.(Show the following on the screen. )all kinds of can’t stand sth. /doing sth. afford to do sth. offer to do sth. listen to be happy with1. He is able to play__________ musical instruments.2. Patients need have a rest so they__________ loud noises around.3. This car looks fantastic but she can’t __________buy it.4. In order to make us relaxed our English teacher sometimes allows us to __________English songs.Suggested answers:1 all kinds of2 can’t stand3 afford to4 listen to→Step 2 Cultural Corner1. Lead-inOption 1Request the students to work in groups of four and discuss the following questions.(Show the following on the screen. )How many posers at home and abroad do you know? Make a list of them.Which one do you prefer most? Why?What contribution do they make to the development of music?Option 2The teacher prepares some pictures of some famous posers and asks the students to guess who they are. Let the students have a discussion on their great achievements. In this way the students’ interest will be aroused quickly.(Show the following on the screen. )Johann Sebastian BachRichard WagnerFranz SchubertPeter Tchaikovsky2. Option 1Have the whole class brainstorm as much information about Ye Xiaogang as they can. Then they are demanded to read the text passage trying to see whether they could catch some new information. Next, they read the passage once again and answer the two questions listed in the third activity individually. Later put them in pairs or groups to pare their answers. At last call back the answers from the class.Option 2The teacher gets the students into groups of four to discuss how much they know about Ye Xiaogang. Then they read the passage silently and find out the answers to the following chart.(Show the following on the screen. )Name: Sex:Nationality: Job:Main achievements: Style of music:What he did or happened to him in the following years:1955From 1978 to 1983198519861996Meanwhile, they underline the words, phrases or sentences they have problems in understanding, trying to guess what they mean. Get the students into pairs to pare and check theiranswers. Show the correct answers on the screen for the whole class to refer to.Suggested answers:Name: Ye Xiaogang Sex: maleNationality: China Job: poserStyle of music: classical Main achievements: He writes symphonies and pieces for smaller groups ofmusic. He also writes film music.What he did or happened to him in the following years:1955 He was born.From 1978 to 1983 He studied at the Central Conservatory of Music of China.1985 There was a concert of Ye Xiaogang’s symphonies in Beijing.1986 His album Horizon appeared and his music was played at the First ContemporaryChinese posers’Festival in Hong Kong.1996 The group played with Italian musician Enrico Rava at the Beijing International JazzFestival.Next, require the students to retell the passage on the basis of the content listed in the above chart. Finally, divide the class into groups of four to discuss the two questions and find out their answers in the third activity.Suggested answers for activity three:1)He started playing music when he was young. He has posed symphonies. He is famous internationally.2)Students’ own answers.→Step 3 TaskFirst, you can put the students into groups of three or five, asking each group to choose a poser they want to know. Then the group members try their best to gather as many materials related to the very poser as they can within this module or through other approaches on the basis of the notes. Then the students discuss within their groups on how to organize what they collect in order. Next, the group members cooperate with each other to prepare a passage introducing the poser they choose and perfect it. Finally, group representatives report their passages to the whole class.→Step 4 Module FileGive the students some time to go through it, ticking the things that they know confidently. If they are not sure of something, put a question mark next to it. If there is something they have no idea, put a cross next to it. In order to consolidate what they learnt in this module, you can also design several exercises.→Step 5 Relative Language Points in This Period1. 1)mix vt. 混合，结合，配制，混淆vi. 混合，融合，交往，参与，相容拓展:mix upmix in withmix sth. into sth.mix sb. /sth. up(with wb. /sth. )误以为……是，mix. . . with. . . 把……与……混合mixer n.mixture n.mixed adj.a mixed schoolmixed doublesmixed economy混合经济We can sometimes mix business with pleasure.我们有时候能把工作和娱乐结合起来。
外研版高中英语必修二优秀教案：Module 3 Music Reading
Book 2Module 3MusicI. Teaching Content:Three passagesrelated to musicII. Learning Aims:●Ability Aims:To enhance their ability of concluding and summarizing.● Affective Aims:To learn about the benefits of music and appreciate it.●Knowledge Aims:To improve the writing skills by grasping useful expressions.III Teaching Procedures:Step 1 Lead-inTalk about different kinds of music and play a video to introduce Passage 1.1. What’s the main idea of Para.1?The success of the hit song “Little Apple”. (The hit song “Little Apple”is taking China by storm.)2. What are the scenes in the song related to?A square dance combined with stories about love and romance.3. The underlined word “boost”in Para.4 is closest in meaning to_____.A. changeB. increaseC. reduceD. bring down4. According to the two cinema-goers, why did people go to see the movie “Old Boys: The Way of Dragon”?Because they like the song “Little Apple”very much.(A: I’m brainwashed by the song. B: The reason I’m here at the cinema is thatI like the song. )5. Make a dialogue based on the following hints.A: Hi, Amy! Do you know the hit song “Little Apple”?B: Of course! …take…by storm.A: I agree. And …be related to…combined with…B: Yeah. The reason why…is that…1. Listen:①Why did Rick’s mother suggest that he learn to play the drums?Because he had a brain operation and it prevented him from playing sports.②What did he do after graduating from college?He volunteered as a music teacher and created a music club.2. As the underlined sentence says, “It’s also an escape”, what canwe escape by learning music?We can escape some challenges in life.3. What can we learn from the passage?Music is magic and powerful,which can make us feel likeanything is possible. When we have a tough time, not only can listening to music make us happy and relaxed_, but also develop confidence. What’s more, music can even help escape challenges. Inconclusion, music has a great_influence on our life.1. What is the result of the US review?Musical training can change your brain and lead to improved speech and foreign language skills.2. Match the main idea with its corresponding paragraph.Para.4 ____________ Para.5 ____________ Para.6 ____________A. Music does good to studies.B. Music can improve communicating skills.C. Music develops confidence.D. Music is important to hearing.3.Paraphrase the sentence in Para.5.physical exercise body fitnessmusic auditory fitnessFriendship is to us what water is to fish.A is toB whatC is to D.Music is to auditory fitness what physical exercise is to body fitness.4. Conclude the advantages of musical training.The result of the US reviewMusical training can change your brain and lead to improved speech and foreign language skills.Other human communicationAdvantages hearinglearningMusical training can change your brain and lead to improved speech and foreign language skills. It prepares the brain for human communication.What’s more, music is to hearing what physical exercise is to body fitness. In addition, it also provides learning constructing patterns.Quiz_______people like music is that it is ____ and______, which can make us feel like __________. When we face difficulties, not only can listening to music make us _____ and _____, but also develop ________. What’s more, musical training can ____ and lead to ____and _____. Music ____ hearing ____ physical exercise _____ body fitness. In conclusion, music has a great____ on our life.Homework假如你是Do Re Me音乐培训班的老师，请你为前来咨询的家长做一个演讲，用英语说说学音乐对培养小孩的好处。