高一英语陈花第三周六课时教案和教学反思.docx
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高一英语陈花第三周六课时教案和教学反思
Unit5Music
Period1WarmingUpandNewWords
Teachingaims
1.Knowledgeaims
(1)Enablestudentstoappreciateandclassifydifferentkindsofmusicbydoingtheexerciseinwarmingup
(2)Developingtheirabilitiestoexpresstheirfeelingonmusicandenlargetheirknowledgeonmusic
2.Abilityaims
Developstudents'spellingabilitiesandpronouncingabilities
3.Emotionaims
Arousestudents'greatinterestinappreciatingmusic
Teachingdifficultandimportantpoints
Developingtheirabilitiestoexpresstheirfeelingonmusicandenlargetheirknowledgeonmusic
Teachingmethods
1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussion
Teachingproceduresandways
Step1Teachingnewwords
1.LetSslistentothetapeandthenfollowthetapetoreadthewords
2.AskSstoreadthenewwordsthreetimesbythemselves
Step2Warmingup
1.Introducethetopicofmusicthroughaskingsomequestionsuchas“Areyoufondofmusic,Areyougoodatsinging,Canyouplayamusicalinstrument”.
2.Showpicturesofeightkindsofbandstothestudents.
3.PlaydifferentkindsofmusicandgettheSstoanswerthequestionsintheWarming-up
[设计意图]展示一些有名的乐队种类的照片及播放音乐,激发学生进一步学习的兴趣,训练学生分析信息的能力和用英语进行思维和表达的能力。
4.Askstudentstoanswerthe4questionsingroupsactivelywhileintroducingdifferentkindsofmusicintheworld.
Period2~4Pre-reading,andReading
Teachingaims
1.Knowledgeaims
1)Studentsshouldlearnsomeusefulwordsandphrases:
musician,clap,passer-by,form,extra,earn,advertisement,attractive,instrument,loosely,actordreamof,behonestwith,playjokeson,orso,breakup.
2)Studentsshouldunderstandthegeneralideaofthepassage
2.Abilityaims
1)DeveloptheSs’skillsofskimming,scanningandcarefulreading.
2)TraintheSstofindthekeywordsandthetopicsentences.
3)EncouragetheSstoguessthenewwordsaccordingthereading.
3.Emotionaims
1)EncouragetheSstosharethedifferentkindsofmusic.
2)Improvethecooperationandshareamongthestudents.
Teachingdifficultandimportantpoints
Teachingdifficultpoints:
a.Tounderstandthepassagebetter
b.Tofindthemainideaofeachparagraph
Teachingimportantpoints:
a.Masterthereadingability
b.Developtheskillsofreading
Procedures:
Step1pre—readingGetthestudentstodiscussthequestionswiththeirpartnersandthenaskthemtoreporttheirwork..Encouragethemexpresstheiropinionfreely
1、Haveyouheardaboutanyoffamousbandsinthewords,pleaselistthemifyouhave(Beatles,Back—streetboy,West—life)
Whichonedoyoulikebest?
Introducesomethingabout“TheMonkeys”
Step2skimming
Letthestudentslistentothetapeandfindouttheanswerstothefollowingtwoquestions.
Whatarethebenefitsifstudentsformerabandtoplayinthestreet?
Whendid“TheMonkeys”breakupandwhendiditreunite?
Step3Fastreading
1.Readthepassagequicklyandtelluswhatthepassageisabout.
2.Trytofindoutthemainideaofeachparagraph.
Para1Manypeoplewanttobefamoussingersandmusicians
Para.2Howmostbandsstart.
Para.3TheMonkeesstartedinadifferentway.
Para.4HowtheMonkeesbecamepopularandhoetheydevelopedasarealband
[设计意图]快速阅读后要求学生先找出全文的大意,再找出每段的大意。
培养学生整体的能力。
Step4Carefulreading
1.Readthepassagecarefullyandjointhecorrectpartsofthesentencestogether.
1.Theyproduceanewrecordin1996DA.butonlyoneperson
wasaccepted
2.MostmusiciansgettogetherandCB.butreunitedinthemid-1980s
3.TheyputanadvertisementintheC.formabandbecausetheyliketowrite
NewspaperlookingforfourrockmusiciansAandplaymusic
4.ThefirstTVshowED.tocelebratetheirtimeasaband
5.However,thebandbrokeupabout1970BE.wasabighit
3.ReadthepassagecarefullyanddotheexerciseTorF:
(1)Mostmusiciansliketoformabandbecausetheyenjoyplayingtopassers-byinthestreet.(F)
(2)Onlytheband“TheMonkees”ismentionedinthetext.(F)
(3)ItwashardfortheTVorganizerstolookforgoodrockmusicians.(T)
(4)Thoughthebandpretendedtosingatfirst,theywerepopularwiththefans.(T)
(5)"TheMonkees"neverplayedtheirownsongs.(F)
4.Choosetheadjectivesthatyouthinkbestdescribe“TheMonkees”.Giveyourreasonsforthechoice.
popularlivelyfunnyfoolishattractivebravecrazynoisyclassicalrichhonest
5.Fillintheblanksaccordingtothereading.
TheMonkeesismadeofabandoffourmusicians,who_playedjokeson__eachotheraswellasplayedmusic.Theygavesogoodperformancesthattheirfanssupportedthemfiercely.Ayearorso_theybecamemoreseriousabouttheirwork,TheMonkees_producedtheirownrecordsandplayedtheirownmusic.Theband_brokeup_inabout1970,but_reunited_inthemid-1980s.
[设计意图]仔细阅读是快速阅读的延续。
学生可以用以上这篇短文填空来进行语言输出,进一步加深课文内容的理解。
Step5.Dealwithdifficulties(8minutes)
1.Readingandunderstandingdifficultsentences.
2.Underlinealltheattributiveclausesinthepassage:
(1)ManytimesinAmerica,bandsareformedbyhighschoolstudentswhopractisetheirmusicinsomeone’shome.
(2)However,therewasonebandthatstartedinadifferentway.
(3)Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.
(4)TheTVorganizershadlookedforfourmusicianswhowerelivelyandwhocouldmakegoodmusic.
(5)Theyputanadvertisementinanewspaperlookingforrockmusicians,buttheycouldonlyfindonethatwasgoodenough.
(6)Eachweekthegroupthatwascalled“TheMonkees”wouldplayasongortwowrittenbyothermusicians.
(7)However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.
[设计意图]在这个环节,加深了学生对本课中出现的重点及难点的印象。
找出定语从句的目的,一方面是复习已经学过的由that/which/who等引导的定语从句,另一方面要求学生仔细观察第3、7句与其余各句的区别,导出本单元的语法重点:
介词+关系代词which/whom的定语从句。
由于后面的语言学习部分将会详细介绍,此时无需详细讲解。
Step7Homework:
FindoutsomelanguagepointsinReadingandrecitethenewwordsinunit5
Step5:
Feedback
Period5~6Listening
Learningaims
GettheSstomastersomelisteningskills
HelpSstodeveloptheirlisteningskills
Objectivesofprocessandmethod
Cooperativelearninganddiscussionandpresentation
Importantanddifficultpoint
Learntheusageofsomeimportantwords:
due,thedayaftertomorrow
教学反思:
1、激发学生学习兴趣是前提。
学习是学生的自主行为。
我们的教学更重要的是唤醒和激发学生主动参与学习的意识,使学生产生学习需求。
因为兴趣是儿童认知活动的动力,最好的学习是学生对所学有内在兴趣。
从上面的教学过程可以看到,jumbels与memorychallenge等环节,使学生激动不已,他们都能精心准备,全身心地投入,主体性参与极高。
这样就激活了学生的内驱力,变“要我学”为“我要学”,由被动地学转为主动地学。
真正体现了教学的艺术不在于传授本领,而在于激励、唤醒、鼓舞。
2、营造和谐的课堂氛围是保证。
现代教学论认为,民主、和谐、宽松的课堂教学氛围是促进学生自主学习、主动发展的关键所在。
上述教学过程充分体现了师生间的民主合作性。
课堂上师生合作、生生合作、平等讨论、相互补充的气氛极浓。
给学生提供充分展示自己的机会,张扬自己的个性。
学生们无拘无束地表现自己的感受,轻松愉快地用语言表达自己的见解。
在言语实践中学习语言,在积极思维中发展思维,在交流表达中提高表达能力。
3、让学生获得成功的喜悦是关键。
苏霍姆林斯基说:
“成功的欢乐是一种巨大的情绪力量,它可以促进儿童好好学习的愿望。
请你注意无论如何不要使这种内在力量消失,缺少这种力量,教育上的任何巧妙措施都是无济于事的。
”要想促进学生主动发展,在教学过程中就要创设使学生能够获得成功的条件和情境,才能有效地培养学生的自信心,才能激发学生的学习主动性。
在本课例中,教师以情景为基本原则,重点放在学习活动的开展上,让学生在恰当的情境中学会用英语交流,从而获得学习的成就感。
总之,教师只有立足于学生的发展,从根本上转变教育观念,树立新的素质观、人才观、质量观,变课堂为学堂,变灌输为引导,变指令为合作,真正确立学生的主体地位,才能使学生学习的潜能得到极大的发挥,促进学生积极主动、生动活泼地学习,从而全面提高学生的素质。