高中英语_Music教学设计学情分析教材分析课后反思

【教学设计】Unit5 Book2—Music Learning objectives：

By the end of the lesson, students will be able to:

1.have a basic understanding about many kinds of music forms.

https://www.360docs.net/doc/ff11340797.html,e some basic reading skills in their daily study.

3.find out the differences and similarities of the most bands and the Monkees.

4. inspire their interest to the music and realize the importance of the music. Focus：

Analyze how the Monkees became a successful band.

Difficulties：

Master the different stages of the most bands and the Monkees.

Teaching process ：

板书设计:

【学情分析】Unit5 Book2--Music

As for this class, a reading of Book2 Unit5 Music, I have analyzed the situations of the students as follows. First of all, though the students are still interested in the topic of this unit, they have forgotten much content. So how to lead them to recall the reading material is a problem. Besides, new patterns: filling in blanks and essay correction are newly added to their study. So 5. The stages of the Monkees. 6. Understanding about the title -the band that wasn’t way.

Lead ss to find out the

differences and similarities

about the most bands and

the Monkees in different

stages.

Discussion

(10mins) Discuss in small groups:

Choose some words to describe the Monkees. What is the most important thing for a

successful band? Why?

Encourage ss to have a critical thinking . Homework

How would you start a new band? Provide a chance for

students

students are still unfamiliar with these new patterns and have much difficulty in dealing with them. They need summarize some skills while practicing. As for speaking and writing, some students are very interested and are making progress in it while some are still weak. They need strengthen their resolve and build up confidence in speaking more fluently and write more smoothly. For all the situations I have analyzed, I will design diverse class activities which can not only arouse their interest but help them feedback and improve.

【效果分析】Unit5 Book2—Music

In this class, based on the original reading material, we deal with the text in a new creative way. The students showed great interest in the text and devoted much efforts and attention to the content. After the learning of this class, students have summarized some effective skills both of dealing with new patterns and writing. More importantly, they have improved their awareness of cooperation, which is of great benefit to their future study.

However, some students still find it a bit hard to follow in class, who need more preparation before class and more practice. Besides that, they should consider arranging using their time more reasonably. Also, I think we need design more new creative questions to consolidate the skills we have summarized in this class. After all, practice makes perfect.

【教材分析】Unit5 Book2--Music

【What】

就主题语境而言，本篇阅读材料是关于文学与艺术话题。

按照语篇类型分析，本单元主课文The band that wasn’t是一篇记叙文，介绍了门基乐队的形成和成长历程展开的。作者先以设问的方式启引发读者从个人的梦想、生活的经历和熟悉的人物等角度来思考或许某一天也可能发生在他/她自己生活中的事，即富有和成名，来逐步切入本文的中心话题—一个乐队是怎样形成的。这种学生感兴趣的话题、与切身相关的情节，很容易使学生兴趣盎然，思路开阔，有话可谈。全文共分为4段：

第一段，通过一连续三个设问，引出很多人想成为歌手或音乐家，从而一举成名。

第二段，具体介绍了大多数乐队形成的过程和经历。

第三段，介绍了门基乐队具体形成的过程。

第四段，介绍了门基乐队受欢迎的原因和发展成为真正乐队的过程。

【Why】

作者通过对比介绍大多数乐队和门基乐队在初期、发展、结果三方面的不同点与相似点，不仅突出了门基乐队奇特的发展经历，也让读者明白了为什么作者把门基乐队称之为不是乐队的乐队。从更深层的角度而言，作者通过明显的对比，不仅让读者了解到门基乐队成功的真正原因，也增强了人们对音乐的全面认识，增添了音乐欣赏的趣味，提高了音乐的修养。【How】

本文先介绍了一个乐队的形成的通常过程，然后，一转笔锋，又描述了一支特殊成长历程的门基乐队，一次“失败”的电视选秀，一支流行乐队的诞生。这个乐队开始是由一个摇滚歌手和三个演员组成，他们以诙谐幽默的表演著称，经过努力，大约时隔一年后，他们有了自己的歌，成了名副其实的乐队。他们曾红极一时，录制的音乐销量甚至超过当时最流行的甲壳虫乐队（the Beatles）。这个乐队在中国并不为大多数人所熟悉，但他们独特的音乐风格和成名经历使他们在乐坛上独树一帜。更重要的是，乐队成员“从平民到明星”的过程能让学生产生共鸣，并引发学生对“明星梦”的反思。

【评测练习】Unit5 Book2--Music

Lead-in

1.Listen to the music and guess which music matches which picture.

2.List any famous bands you know.

Read for main idea

1. Read to get the main idea of the passage.

_______________________________________________________

2. Read to get the main idea of each paragraph.

Para.1__________________________________________________ Para.2__________________________________________________ Para.3__________________________________________________ Para.4__________________________________________________

Read for details

1. Why does the author ask three questions in the beginning?

_____________________________________________________________ _

2.What stages do most bands experience before they become famous and rich?

3.How was the Monkees formed?

_____________________________________________________________________________ _____________________________________________________________________________ 4.Why did the Monkees become popular?

_______________________________________________________________________________ 5. Stages of the Monkees

Read to think

Discussion

1. Choose the following words to describe the Monkees. Give your reasons for your choice.

popular lively funny foolish attractive brave intelligent bright crazy noisy classical humorous honest famous smart determined EXAMPLE: The Monkees seem lively and funny because they play jokes on each other.

2. In your opinion, what is the most important thing for a successful band? Why?

【课后反思】Unit5 Book2--Music

新的课程目标基础教育阶段英语课程的目标是以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。此次课改的重点是一改过去过分重视语法和词汇知识讲解与传授，忽视对学生实际语言运用能力的培养的趋向，强调从学生的学习兴趣、生活经验和认知水平出发，采用任务型的教学途径，让学生在体验、实践、参与和交流中发展综合语言运用能力。新标准增加了情感因素、学习策略以及文化意识和跨文化交际能力等方面，体现了以人为本的教育观念，培养学生的终生学习能力，培养学生健全的人格和技能发展能力，提到了教育成功的核心。新的教学模式本课程倡导任务型的教学模式，教学过程应该形成一种师生交往、积极互动、共同发展的过程。让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。在学习过程中进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

1、歌曲热身和巧妙导入。熟话说得好：良好的开端，成功的一半。一节优质课，不但要求教师潜心备课，熟悉教材、了解教材，而且要求教师优化课堂，增强趣味性，最大限度吸引学生，激发其学习兴趣，把注意力放到课堂上来。这得靠教师巧妙构思，设计合情合理的导入方式。这节课从教师放音乐开始，极大地刺激了学生的兴奋神经，一下把他们吸引住了，连后进生也跃跃试试，积极配合。本节课做到了这一点，从学生的反应看，这种导入方式是值得肯定的。

2、教与学有机结合在一起。在教学过程中，既有教师灵活的教，也应有学生积极主动地参与，才是真正意义上的教学。课堂中避免了以往教师满堂灌，学生被动学习这一模式。把学生变被动为主动。让学生亲身听8种音乐，介绍音乐乐队，增强了学习趣味性，引发学生思考、记忆。体现了学生的主体性，教师的指导性。既完成了教学任务，学生在学到知识同时亦学得开心、有趣。

3、学习过程同时也是发现归纳的过程。学生是学习的主体，不但要跟随教师学习，也应在学习过程中善于归纳总结，自己得出结论。所学的知识才印象深刻，牢固掌握。把别人的知识经验变成自己的知识经验。

4、掌控课堂，灵活教学。灵活过渡，必要时采取有效的取舍，游刃有余是每位优秀教师应该具备的素质。我在上课时完全按照备好的课按部就班，觉得每一步骤都很重要，不可少。时间不多时还继续按原来的思路授课，以至内容进账。操作过于呆板，不够灵活机智，影响到教学质量。

通过这节课，我对如何备好课，吸引学生，启发学生思维，培养学生学习能力有了更进一步的认识。也深刻体会到了备课既要备教材，也要备学生的真正含义。

【课标分析】Unit5 Book2—Music

Music may not “make the world go round”, but it certainly is one “language” that people all over the world enjoy. This unit seeks to demonstrate that music can be a bridge to understanding English. Music is an easy means of communication among cultures; it is also a motivational tool for learning another language. Teenagers seldom need encouragement to listen to, consider or appreciate music. For them, music expresses how they feel in ways words cannot. Music can also help some students feel the meaning of foreign words they do not understand. The music your students like also identifies the interests of their generation, in the process providing you with clues about what they value. Most song lyrics also read like poetry, making students feel comfortable with some of the literary aspects of writing. The first reading passage was chosen as an introduction to popular Western music. The Monkees was a very popular band in Europe and the USA at a time when China was experiencing the Cultural Revolution. Few Chinese young people have heard of the Monkees, but they are still famous in Western countries. This reading passage will probably be unfamiliar to the students in your class. However, an example of one of the Mon kees’ songs is included on the tape so that they can get some ideas of the appeal of this group.