Book6 Unit5 The power of nature单元教学设计.docx

1、Book6 Unit5 The power of nature单元教学设计Book6 Unit5 The power of nature单元教学设计教学目标1、语言知识目标：1)学生能够正确读写及运用以下单词：musician, clap, passer-by, form, extra, earn, advertisement, attractive, instrument, loosely, actor2)学生掌握下列词组的意思并能在句子中熟练运用：dream of, be honest with, play jokes on, or so, break up3)学生能够认出 介词which

2、/whom 的定语从句(The Attributive Clause with the preposition ahead of the relative clause)2、语言技能目标：1)强化略读、查读等阅读微技能，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。3、情感态度与文化意识目标：1）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。2）在小组合作互动中，增强学生的团队合作精神与分享意识。3）培养学生自主学习的能力。本课分为五课时Period 1 Warming up Period 2 R

3、eading Period 3 Learning about languagePeriod 4 Using LanguagePeriod 5 Writing Period 1 Warming up 1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33. 2. Ss discuss and answer: 1). What kind of music do you like better, Chinese or

4、Western, classical or modern? Why? 2). How does music make you feel? 3). Why do you like to listen to music?3. Thinking and sayingT: Have you heard about any of the famous bands in the world? List some if you can. 4.Listening, talking and sharing Listen to some pieces of music from different bands.

5、Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class. Do you know anything about “The Monkees”? Do some research after class.Period 2 Reading Step 1 Pre-reading1、 Ask some students to report the resu

6、lt of their research.2、 Show some pictures of some famous bands to the students.The Beatles S.H.E. The Backstreet Boys Zero Point Rock and Roll 3. Ask some students to show the information they find on the internet about the Monkees to us.Step 2 Fast reading1.Read the passage quickly and tell us wha

7、t the passage is about.2.Try to find out the main idea of each paragraph.Step 3 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise T or F:Task 2. Read paragraphs1& 2 and fill in the form: How do people get to form a band?Task 3. Read paragraphs 3&4 and f

8、ind out some information about the Monkees.Task 4. Use the finished form to introduce the Monkees to your partner.Task 5. Choose the adjectives that you think best describe “The Monees”. Give your reasons.Step 4 Language points1. Fill in the blanks using the important phrases in the passage:2. Under

9、line all the attributive clauses in the passage:Step 5 Discussion1. Listen to a song “Im a believer” sung by the Monkees.2. Four Ss a group. Discuss some questions about music: 3. After discussion, put the answers together and a student of each group report it to the class.Period 3 Learning about la

10、nguageStep 1 Discovering useful words and expressions. 1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class. 2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss their answers in pa

11、irs and then with the whole class. 3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work. Step 2 Discovering useful structures 1). Ex.1 First，ask the Ss pay attention to the structure in the attribu

12、tive clause. When the preposition is put before the relative clause, usually only two relative pronouns are usedwhich and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure. 2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last

13、, check the answers with the whole class.Step 3. Using words and phrases 1. Ss do this exercise by themselves. 2. Check the answers in pairs. 3. Check the answers in class.Step 4. Using structures 1. Ss do exercise 1 on page 71. 2. Correcting: for this exercise, ask the Ss to do it by themselves and

14、 then check the answers with the whole class.Step 5. Assignment Review the attributive clause.Period 4 Using LanguageStep 1. Listening 1. Read and guess: Ss read the sentences and guess what the story is about. 2. Ss listen to the tape and tell the main idea. 3. Ss listen to the tape again and decid

15、e which of the statements are true or false. 4. Check the answers with the whole class.Step 2 Extensive reading1. Pre-reading 1) Ss say something about Freddy who wanted to be famous. 2) Ss read the passage quickly and answer questions:2. Reading Ss read again carefully and do exercise. Step 3 Speak

16、ing 1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss questions: a. What is the name of their band? b. What kind of band will it be? c. What E

17、nglish songs will they play?2. Ask some bands to perform the songs they have chosen.Step 4. AssignmentTalk more about music and musicians with your classmates.Period 5 Writing Step 1. pre-writing 1. Ss read the instructions. 2. Ss read Freddys reply and answer the questions: 1). How was Freddys band

18、 formed? 2). What advice does Fred give?Step 2. Writing 1. Ss writing Freddy a letter to ask him for his advice. 2. Writing tips: a. Think of some questions you would like to ask Freddy. b. Make a list of them. c. Use each question to start a new paragraph. d. Add some extra information to show Fred

19、dy why you need some help. e. Finish the letter politely and thank Freddy for his help.第5单元Music Reading教学设计一、设计思想根据“二语习得理论”、“整体语言教学”的理论和实践，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)来设计本节阅读课的教学。本节阅读课教学设计的最大特色是：(1)教学环节层次清楚，环环相扣。The Band That Wasnt是一篇以介绍美国知名乐队组合The Monkees的发展历程为主

20、的文章。教学设计分成三个部分：阅读前阅读中阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要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T or F，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adj. 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)采用了新课标提倡的任务型教学途径。普通高

21、中英语课程标准（实验稿）提出中学英语教学应“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的学习和运用语言。因此，笔者在教学设计中设计了多项学习任务，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，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。(3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题

22、的要领和方法。根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；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。二、教材分析1、本单元的话题是音乐（music）。音乐是学生最乐于学习，也是最感兴趣的话题之一。初中已有课文涉及，但这个单元将使学生更为全面地了解音乐类型，体验不同的音乐，从而提高学生的音乐素养。此外，在初中阶段学生已接触到定语从句，但进入高中之后才

23、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。2、The Band That Wasnt以音乐为侧面反映了近几十年来美国社会和价值观的变化。在本单元的Warming up中，学生已经了解了不同的音乐类型，这为阅读课奠定了一定的基础。另一方面，课文中出现了两个 介词which/whom 的定语从句，引出了即将要学的语言知识。所以说，这节阅读课在整个单元模块中起着承上启下的作用。3、普通高中英语课程标准（实验稿）明确指出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

24、表达的能力。所以，本节阅读课的教学设计力求达到这两个方面的要求。三、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。四、教学目标1、语言知识目标：1)学生能够正确读写及运用以下单词：musici

25、an, clap, passer-by, form, extra, earn, advertisement, attractive, instrument, loosely, actor2)学生掌握下列词组的意思并能在句子中熟练运用：dream of, be honest with, play jokes on, or so, break up3)学生能够认出 介词which/whom 的定语从句(The Attributive Clause with the preposition ahead of the relative clause)2、语言技能目标：1)强化略读、查读等阅读微技能，训

26、练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。3、语言能力目标：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。4、情感态度与文化意识目标：1）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。2）在小组合作互动中，增强学生的团队合作精神与分享意识。3）培养学生自主学习的能力。五、重点难点1、教学重点：a.获取The Monkees组合发展历程的信息；b、阅读能力的培养和阅读技巧的训练，如快速阅读找出各段

27、主题句和精读课文完成表格填空等。2、教学难点：a、通过阅读更好地发展各种阅读技巧；b、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。六、教学策略与手段1、本课采用 阅读前阅读中阅读后 三大板块构成的阅读教学模式。2、培养学生调查搜集信息、分析信息，在查找The Monkees的相关信息的过程中整合网络信息的资源利用策略。3、培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。4、培养学生的认知策略：a、 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b、 对所学内容能主动复习并加以整理和归纳; c、 注意发现语言的规律并能运用规律

28、举一反三。5、采用多媒体课件作为主要的教学手段。七、课前准备1、学生的学习准备（1）学生三人或四人一组，根据下表对自己周围的人作一个小型的社会调查，了解不同年龄阶段的人最喜欢的音乐类型、乐队，并分析结果，作出总结(Conclusion)：NameAgeFavorite musicFavorite bandConclusion在本单元第一节课Warning up中学生已经了解了音乐的基本类型。学生通过完成这张表格，一方面复习不同类型的音乐名称，另一方面引出不同的乐队组合，同时了解到不同音乐类型，不同乐队受到哪个年龄层次的人的喜爱。学生的现实生活与教材的内容相结合，有利于学生尽快接受教材中的信息，

29、从而更好地掌握教材。（2）查找关于The Monkees的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息制作成Powerpoint或海报，在课堂上向其他同学展示。这个预习任务提高了学生的学习兴趣，把被动的学习变成主动的学习。2、教师的教学准备了解各种类型的音乐及其特点，深化对于音乐的认识和感受，提高音乐修养；详细了解美国知名乐队The Monkees的发展历程和他们的代表作品。3、教学环境的设计与布置由于本单元的主题是音乐，可以让学生在周围的墙上贴上流行歌手与乐队组合的照片；并且在课间播放学生喜爱的乐队歌曲，营造一个美妙的音乐氛围，增加学生的学习兴趣。4、教学用具的设计和准备制作与阅

30、读课文相关的多媒体课件；录有The Monkees歌曲的磁带或CD。八、教学过程Step 1 Pre-reading 1、 Ask some students to report the result of their research.2、 Show some pictures of some famous bands to the students.The Beatles S.H.E. The Backstreet Boys Zero Point Rock and Roll 3. Ask some students to show the information they find on

31、the internet about the Monkees to us.Step 2 Fast reading1.Read the passage quickly and tell us what the passage is about.2.Try to find out the main idea of each paragraph.Para 1. Dreaming of being a famous musician or singer.Para.2 How musicians form bands.Para.3 How the Monkees got their start.Para.4 How the Monkees become serious about the music business.Step 3 Careful readingRead the passage carefully and finish the following tasks:Task 1. Do the exercise T or F:(1) Most musicians like to form a band because they enjoy playin