必修2 Unit 5music教学设计

人教新课标高中英语必修2 Unit5 Music Reading教学设计蒙城县第一中学周汝照【中图分类号1G615.36 【文章标识码】D 【文章编号】1326-3587 (2012) 09-0054-03一、教材分析1.木单元的中心话题是“音乐”和“音乐类型”，内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中主体内容是围绕着门基乐队的形成和成长历程展开的。

作者先以设问的方式引发读者从个人的梦想，生活经历和熟悉的人物等来思考或许某一天也可能发牛在他或她自己牛活中的事，即富有和成名，来逐步切入木单元的中心话题一一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，很容易使学牛兴趣盎然，思路开阔，有话可谈。

2 •“热身”部分首先呈现了八幅图片分别代表八种为大众所熟悉的音乐形式，即古典音乐、摇滚乐、管弦乐、说唱乐、民族音乐、爵士乐、乡村音乐、合唱音乐。

图片的直观展示可以摆脱语言形式的束缚，学生可能对图片下的英文文字或许不全认识，但大多数学牛可以通过图片中音乐的表演形式、乐器搭配、代表人物和乐手风格等识别出音乐的类型，而图片中蕴含的丰富内容也会开启学牛的记忆和追述，甚至喜欢音乐的学生慧现场模仿上一段或有什么灵性的创作都未可知，者就是音乐和音乐图片的魅力；其次，三个问题从了解学生自身对音乐的感觉、音乐知识的认识和喜好三个维度为学牛提供了自我审视、缕顺思路的机会，也为度过到中心话题做了一定的准备。

3.“读前”部分设计了四个问题，①了解学生对乐队的熟悉程度，如: 知道哪些著名的乐队，并列举一些乐队的名字；②你最喜欢哪个乐队，原因是什么?③你对门基乐队了解有多少。

④读文章标题，看相应的图片，预测一下木篇阅读文章的内容，并速读，判断自己的推测是否正确。

如果说“热身”部分是让学生在音乐的海洋中自由畅游，那么“读前”部分就是让学生分流并进入一个枝杈进行潜水的过程。

正是通过一个个问题学生的思路一步步被锁定在本单元的第一个话题中一门基乐队，为正式进入阅读内容做好了铺垫。

Unit 5 The band that wasn’tⅠ.Warming upDo you like listening to music ? And why?_____________________________________________________________________ Could you list some styles of music ?_____________________________________________________________________Ⅱ.ReadingFast reading1.To predict what the text is mainly about .2. To find out top sentences of each paragraph_________________________________________________________________________________________________________________________________-________________________________________________________________________________________________________________________________ Careful readingPara. 11.Why the names of Song Zuying and Liu Huan are mentioned in P1?A. Because they are very famous.B. Because they can sing very well.C. Because the text only want us to know them.D. Because the text is giving us some examples of the famous singers that we might want to be like.2.Translation:Have you ever dreamed of playing in front of thousands of people at a concert , at which everyone is clapping and appreciating your music?_____________________________________________________________________ Para 2:Why do some people form a band? How do people form a band?They may start as…practise music inThey may play to… earn extra money to…Later, they may give performances in_____________________________They hope to…_______________________in a studio andto become millionaires.Para. 3&4 To put the following events in the right orderHad to use actorsProduced their own recordsRelied on other musiciansSang their own songsTo find four musiciansAdvertised in a newspaperSang songs by othersPretended to sing思考：The Monkees wasn’t a real band. why?_____________________________________________________________________ III. SummaryHow did the Monkees develop?It began as a ______________.As some actors could not sing well, they had to ________________________. So during the broadcast, they just_____________________.After a year_______, they started to _________________________________ like a real band.Then they _____________________and _____________. They became very popular.In about 1970, the band __________.In the mid-1980s, they ___________.In 1996, they__________________________.Ⅳ. Discussion2018Taixi School Music Festival(2018泰西校纪音乐节) is coming . It's your turn to form your own band.(pick a name kind of the music practice in… play to passers-bywork well together your own music /songs determinaion )Ⅴ.Homework1.Search more information from/default.htm . /wiki/The_Monkees and write a news report about the Monkees.2 . Learn the song daydream believer by the Monkees.Oh, I could hide 'neath the wings Of the bluebird as she sings.The six o'clock alarm would never ring. Whoops its ringing and I rise,Wipe the sleep out of my eyes. My shavin' razor's cold and it stings.Cheer up, Sleepy Jean. Oh, what can it mean.To a daydream believer And a homecoming queen.You once thought of me As a white knight on a steed.Now you know how happy I can be. Oh, and our good times starts and endWithout dollar one to spend. But how much, baby, do we really need.[Repeat and fade]My love - WestlifeAn empty street an empty house a hole inside my heart I'm all alone and the rooms are getting smallerI wonder how I wonder why I wonder where they areThe days we had the songs we sang togetherOh yeahAnd oh my love I'm holding on foreverReaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there Where the skies are blue to see you once again my love Over seas and coast to coastTo find a place I love the mostWhere the fields are green to see you once againMy loveI try to read I go to work I'm laughing with my friendsBut I can't stop to keep myself from thinkingOh noI wonder how I wonder why I wonder where they areThe days we had the songs we sang togetherOh yeahAnd oh my love I'm holding on foreverReaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there Where the skies are blue to see you once again my love Over seas and coast to coastTo find a place I love the mostWhere the fields are green to see you once againTo hold you in my armsTo promise you my loveTo tell you from the heartYou're all I'm thinking ofI'm reaching for a love that seems so farSo I say a little prayerAnd hope my dreams will take me there学情分析1. The Students have known something about music.They all love music.2.The Students don’t often use English to express themselves or communicate with others.3.Some students are not active enough in English class because they’re afraid of making mistakes.4.Students: at the age of 15 or 16,full of curiosityeager to show their abilities,expect to win others’ respecthope to succeed in their study,motivated to make progressby teacher’s praise.效果分析本堂课主要想体现新课标形势下的教学模式。

高中英语必修二《Unit 5 Music Section Ⅱ》优质教案Section Ⅱ Listening and Speaking & Reading and Thinking—Language Pointsenergy n．能源；能量；精力(教材P51)I like to listen to it when I exercise．It gives me energy．我喜欢在运动的时候听音乐。

它给我动力。

(1)save energy 节省能源be full of energy 精力旺盛(2)energetic adj． 精力旺盛的①It is of great importance for us to save energy．节约能源对我们非常重要。

②The healthy foods provide enough energy for your body to function well．健康的食物为你的身体提供足够的能量使其正常运作。

[即学即练]——单句语法填空①In addition, the more you work out, the more energetic(energy) you will become．②He is such a man full of energy, for which I admire him very much．perform vi. & vt.表演；履行；执行(教材P52)Virtual choir members record themselves while they perform alone on video．虚拟唱诗班成员在独自表演时录制视频。

(1)perform a(n)．．．role in．．． 在……中起……作用perform an operation 进行手术perform one’s duty 尽某人的责任(2)performance n． 执行；表演；履行put on/give a performance 表演(3)performer n． 执行者；表演者①Each member of the family has to perform his own duty．家庭的每个成员都应履行自己的职责。

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 WASN’TAims◆ To learn to talk about kinds of music◆ To learn toread 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. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let‟ s listen to some music. Let ‟ s see if you can guess which music matches with which picture.Classical music Country mu sic Rock ‘ n ’RollRap Orchestra Folk musicYes, you are right. I‟ m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let‟ s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.2.Listening, talking and sharingLet ‟ s listen to some pieces of music from different bands. 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” ?III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN‟T. Pay attention to the pronunciation of each word and the pauses with in each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?How was The Monkees formed and became a real band?The Monkees in 1968 (left to right: Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV . Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “ The Monkees” a band when they did not sing or write their own songs? Why?Do you agree that the jokes were more important than the music for this band? Give a reason.I shall write some key words and expressions on the board. You are to retell the form of the bandaccording to these words.Period 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by+which/ whom.AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates‟.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN‟ t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by +which/ whom, that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:“ The Monkees” started to play their own instruments and write th eir own songs like a real band.--- which and whom --- can be used in the Attributive Clause, with a preposition put before the clause. That can‟ t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by+which/ whom In formal styles we often put a preposition before the relative pronouns which and whom:∙∙∙∙Notice that after a p reposition you can‟t use who in place of whom , and you can‟t use that or zero relative pronoun either:∙they are accountable? (not --- the public to who they are accountable.∙∙Arnold tried to gauge the speed they were traveling. (not --- the speed at they were traveling.In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:∙∙Jim‟s footballing ability,∙The playground wasn‟t used by those childrenIn this case we prefer who rather than whom (although whom is used in formal contexts. In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that it was built for.If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on we don‟t usually put the preposition at the beginning:∙Your essay is one of those (which/that I‟ll go through tomorrow. (rather than...through which I‟ll go tomorrow.∙She is one of the few people (who/that I look up to. (not ... to whom I look up.In formal written English, we often prefer to use of which rather than whose to talk about things: ∙A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.∙The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...Note that we can‟t use of which in place of whose in the patterns described in Unit 71B:∙Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...We can sometimes use that...of in place of of which. This is less formal than of which and whose , and is mainly used in spoken English:∙The school that she is head of is closing down. (or The school of which she is head...Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:∙We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.∙I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (Aa. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Are these correct or appropriate? If they a re, put a√ . If they are not, give a reason, correct them and give alternatives if you can. (AI. It's a piece of jewelry across which I came which I came across inan antique shop. (‘ came across’ is a two-word verb.2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (BI. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles‟ songs.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about Fr eddy‟ s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “ Top of the Pops” .3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let‟ s read the instructions.You ‟ d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.2.Reading Freddy’ s replyLet‟ s read Freddy‟ s reply and answer the questions:--- How was Freddy‟ s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV . Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V . Closing down by filling a formMake use of the text and others to fill in the form below.Closing down by describing a bandTo end this period, I am going tohave two of you to describe to the class a band whom you appreciates . Who‟ d like to speak first?Part Two: Teaching Resources (第二部分:教学资源Section 1: A text structure analysis of THE BAND THAT WASN’ TI. Type of writing and summary of the ideaII. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous.However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments andwriting their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today.Section 2: Background information on music, musicians and the band The MonkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people‟ s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people• Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had itsroots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt pla ys an important part in people‟s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt‟s not written down. There i s a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn (1732-1809 was an Austrian composer and is known as “the father of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra.He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is thegreatest composer the world has known,” he said. The tw o were friends until Mozart‟s death in 1791.Ludwig van Beethoven (1770-1827was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Haydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV . What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enj oy •Express people‟s feeling•Make people feel good•Help people forget their pain•Attract people‟s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time.Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’ TI. Words for Readingclassicaladj. (of musicput together and arranged(composed with serious artistic intentions; having an attraction that lasts over a long period of time(as opposed to popular or folk music(音乐古典的 Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi.1. to (cause to move along by turning over and over(使滚动 We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as on wheels(车轮滚动; 转动 The train rolled slowly into the station. The waves rolled over the sand. 3. (of a shipto swing from side to side with the movement of the waves摇摆 ; 摇晃 The ship rolled so heavily that we were all sick.4.keep the ball rolling: to keep things active and moving(使事情, 工作等继续进行下去; 不松懈 5. set the ball rolling: to be the first to do something, hoping that others will follow带动; 带头 (希望他人跟随I ‟ ll sing a song first, just to set the ball rolling. folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area, trade, etc., or that has been made in modern times as a copy of this(音乐;艺术民间的;民俗的 folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n. 爵士音乐 traditional jazz/ modern jazz/ jazz music/ a jazz bandmusician n. 音乐家 a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep梦 2. sth. imaged, not real, but believed in or greatly and hopefully desired理想; 梦想 v. 梦见; 梦想 dream of/about (doing sth./ dream a dreamclapvi. 鼓掌Clap one‟ s hand in time to the music/ clap sb. on sth./ clap sb. on theback/clap eyes on sb.be honest with = be frank with/ to tell you the truthformvt.&n.(使组成; 形成 form some ideas or opinion about sth./ form a nation/ form a line/ form good habits/ in the form of/ in form/ fill in the form/ take the form of passer-by n. 过路人;行人 passers-by/ ask the passer-byearnvt. 1. to get (money by working赚;挣(钱 He earns $10000 a year(by writing stories.2. to get(sth. that one deservesbecause of one ‟ s qualities 博得;赢得 He earned the title of “ The Great ” by his victories in the war. earn money/ earn one‟ s living / earn sb. successloosely adv.宽松的;松散的 loosely speaking/ loosely translatedadvertisementn. also ad--a notice of sth. for sale, service offered, job position to be filled, room to let, etc., as in a newspaper, painted on a wall, or made as a film广告 the advertisement page/ advertisement for sb./sth./ put an advertisementactor n. 男演员;行动者 actor and actress/ an excellent actorattractiveadj. having the power to attract 有吸引力的 The idea is very attractive. sound attractive/ at attractive pricefann. 1. 扇子 turn the fan on 2. a very keen follower or supporter, as of a sport, performing art, or famous person迷;狂热者 fan clubinstrumentn. 工具;器械;乐器play an instrument/ the instruments of the orchestra/ a ship ’ s instrumentsII. Words for Learning about Languagehitn. (演出等成功; 打击 a direct hit on an enemy ship/ a final score of two hits and six misses/ a hit with everyone/ His film is quite a hit/ They sang their latest hit./ make a hitsortn.& vt.种类;类别;分类;整理 the sort of person I really dislike/ What sort of paint are you using?/ sort sth. out (into sth./ sort through sth.III. Words for Using Languageafterwardsadv. later; after that以后 ; 后来Let ‟ s go to the theatre first and eat afterwards.performvt.& vi. 1. to do; carry out(a piece of work实行;做 The doctor performed the operation. 2. to fulfill (a promise, order, etc. 履行; 执行 (允诺, 命令 3. to give, act or show(a play, a part(rolein a play, a piece of music, tricks, etc. esp. before the public表演perform a task/ perform one‟ s duty/ perform an operation to save one‟ s life/ perform the piano/perform skillfully on the flute/ perform live on television/ perform a ceremonyperformancen. 表演;履行faithful in the performance of one ‟ s duty/ the evening performance/give a performance of “ Hamlet ” / in performancestickvi 1. to (cause to be fixed with a sticky substance粘贴;张贴 Stick a piece of paper over the old address and write the new one on it.stick to one‟ s fingers/ stick a stamp on aletter 2. stick to : to refuse to leave or change/stick up a note on the note-board/ stick the pen behind the ear坚持 ; 固守stick to one‟ s plan/to stick to one‟ s promiseabilityn. power and skill, esp. to do, think, act, make, etc.（尤指工作, 思考，行动，创造等）能力 a machine with the ability to copy with large loads/ have the ability to do the work/ a woman of great ability/ have a great musical ability saying n. 话；俗话‘More haste, less speed,’ as the saying goes. reputation n. (an opinion held by others(about someone or sth.; the degree to which one is well thought of 名誉；名声: a school with an excellent reputation/ a good reputation as a doctor/ have a reputation for laziness/ ruin sb.’s reputation/ make a reputation for oneself/ live up to one’s reputation unknown adj.& n. 不知道的；未知的人或物 unknown forces/ an unknown actor/ unknown to sb./ a journey into the unknown。

Unit 5 MusicTeaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees〞 started to play their own records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. 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 Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees〞?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees〞 break up and when did it reunite?3). Why was “ The Monkees〞 successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. 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 pairs 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.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 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 decide which of the statements are true orfalse.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)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 the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. 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 Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。

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。

必修二 unit5-music-阅读教课设计《人教版高中英语必修2》Unit5 第一课时教教事例教学Unit5 Music—Reading课题课程阅读课讲课对象高一年级类型教人教版高中英语必修讲课时间40 分钟材2本单元的话题是“音乐”。

“热身”（ Warming Up）部分经过直观形象的图教片展现了为大众所熟习的多种音乐形式，包含摇滚、爵士、农村音乐、民族音乐等，能使学生对音乐的材丰富内容有较为宽泛的认识。

分“阅读”（ Reading）部分主要从大众对歌手和析乐队的心理到介绍 The Monkees 乐队的一些状况，如他们怎样组合成乐队，他们闻名以后的发展。

课文后配有相应的练习题，能够帮助学生从整体和细节双方面充足地理解课文。

教课对象为高中一年级学生，智力发展趋于成熟。

他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获守信息、办理信息、剖析问题和解学情分决问题的能力。

他们学习比较仔细，求知欲旺盛，思想比较活跃，同时表现欲也很强。

部分学生的基础较好，能主动配合老师，愿意张口讲。

他们有着析高中生独立、爱表现，张扬个性的特色。

所以，设置他们感兴趣的活动，就能让他们投入到讲堂活动中来。

（一）、知识和能力目标1．经过阅读课文和达成所给的任务，能使用本课要点的词汇对课文作出简单复述；2．能够说出生界音乐的种类；教3．能够简单运用速读、跳读、精读阅读文章学（二）、感情目标目熟习各样音乐形式，认识音乐在人们生活中的标重要性，提升音乐涵养。

从讨论“音乐人的成功”下手使学生认识到做什么事都需要付出艰辛的努力。

所谓“台上一分钟，台下十年功”，深入学生的德育教育，进一步激发学生学习的动力。

1.认识并能运用课文中出现的重要词汇、短语教与句子学2.运用速度、跳读、精度等阅读手段达成阅读重任务，能够找出文章的主题，一些细节内容点3. 组织适合的小组议论和社交1．怎样指引学生在段落篇章阅读中运用略读、教细读、跳读以及对文章细节掌握的训练学 2 ．怎样能使学生踊跃地参加小组的议论，进行难社交，有效达成任务点教教课方法：问答法 (question and answer)法议论法（ discussion ）分任务教课法 (task-based method)教课教具：多媒体软件、音响设施析一． Warming up （热身）—— 5minutes1.Attract students ’ attention教Play the songKnocking On Heaven’s Door.Talk 学about the “I am a singer”with students which is 步 quite famous during this time to attract students’骤 attention to the learning content, especially to mention the kind of music “Rock ‘n’roll ”. Then lead students to the textbook on page33.2.Show picturesShow students those pictures in the textbook about music and ask them to say something about theiropinions of different music.设计目的：放歌引出话题，从近来热火的《我是歌手》下手能够吸引大家的注意力进而指引他们进入音乐这个课题，这样能够惹起他们对该单元内容的兴趣并能够自但是然地引入到课文阅读。

2019新人教高中英语必修二Unit 5 Music整单元完整教案Unit5 Listening and Speaking 公开课教案Teaching aims:1. Instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival.2. Develop students’ different listening skills to solve different listening comprehensive problems.3. Help students to understand and talk about preference.Teaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.Listen to the interviews again and complete the sentences with the words you hear.1.A:Country music touches my heart.B:So you like music that’s of ?2.A:When I listen to hip-hop,I just have to move!B:So it makes you want to ?3.A:Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B:So to you,it’s and ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played oninstruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the picturesbelow for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1.Tell one of your friends what kind of music you like best and why.2.Search on the Internet for more kinds of music to enjoy.Unit 5 Reading and Thinking公开课教案Teaching aims:1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to apply the reading skill of scanning to practice and understand past participle as adverbial.Teaching key points:1.Lead students to better understand how the virtual choir is formed.2.Help students identify the structure of the text and grasp and use some words and phrases to describe their music experiences.Teaching difficult points:1.Enable students to figure out the main structure of the passage.2.Get students to express their own opinions on whether a virtual choir can really bring people together.Teaching procedures:StepⅠLead-inLead students to talk about the following questions.1.How do you experience music in your daily life?2.How can computers and the Internet help us experience music differently?Suggested answers:1.I can listen to the radio, watch TV or attend concerts.puters and the Internet can help us experience a wide range of musical genres. The Internet gives us access to millions of songs in many different genres , so we can find exactly what we like. Computer technology today can also help us create the sound of an orchestra on our home computer.StepⅠPredicting for possible informationLook at the picture and the title,and then predict what the text is about.Suggested answers:The text is about some background information about the virtual choir.StepⅠ Scanning for specific informationScan the text and find out the following information.The man who came up with the idea for a virtual choir Eric Whitacre The place where he studied musical composition Juilliard School The name of his song What IfStepⅠ Intensive readingActivity 1Read Paragraph 1 and find out the key elements of virtual choir.Anyone interested in music can take part in a virtual choir.They can record themselves at any place while they perform and then upload their videos onto the Internet.They join in the virtual choir because they love it and can relax themselves.Activity 2Find out the differences between a virtual choir and a real choir.（红色部分为学生填写）Virtual choir Real choir Form video recorded livePlace on the Internet (at anyplace)stages of musicalhallsIdentity of singers anyone interested in music usually professionalsNumber of singers not limited limited to the required programmeActivity 3Read Paragraph 2 and describe Eric Whitacre’s life experience according to the timeline.Suggested answers:In 1970,he was born.In 1988,he began studying music at the University of Nevada.In 1995,he graduated from university.In 1997,he received a master’s degree in musical composition from the Juilliard School in New York.Over the next 10 years,Whitacre’s original compositions began to become quite popular among choirs and singers.Activity 4 Read Paragraph 2 again and answer the following questions.(1)What can you learn from what Whitacre said?(2)Why does the author mention Eric Whitacre’s studying experience and his achievements in music?Suggested answers:(1)It shows his experience in music which is full of surprise.(2)The author wants to stress that it was his great passion and achievements in music that led to the creation of the virtual choir.Activity 5Read Paragraph 3 and 4 and answer the following questions.(1)What gave him the inspiration to make his first virtual choir?(2)Does the writer hold a positive attitude toward the virtual choir?How do you know?Suggested answers:(1)He was inspired by a video in which a girl was singing one of his works gave him the inspiration to make his first virtual choir.(2)Yes,the writer holds a positive attitude toward the virtual choir,because he says “The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place”.Activity 6Figure out the structure of the passage.Suggested answer:ThevirtualchoirStepⅠPracticeActivity 1 Complete the sentences with the correct forms of the words and phrase.st night I went to see my friend’s new rock band on at a small local music festival.2.This new pop song me of an old song that was sung by Billy White but later made popular by another singer.3.I’m so happy!My favourite singer just won a music .This that all the she put into her work was worth it.4.I with rap music when I was a teenager.Listening to it me to relax and forget about my problems.5.Five years ago,he was finally given a(n) to record his song at a(n) .Ever since,his success has shown the world that even people can become famous.6.Nowadays millions of musical performances are uploaded the Internet every day by different who may or may not be professional musicians or singers.Suggested answers:1.perform;stage2.reminds;originally3.award;proves;effort4.fell in love;enabled5.opportunity;studio;ordinary6.onto;individualsStepⅠ Creative thinkingSuggested answers:Pros:(正方)People from every corner of the world can upload their videos onto the Internet,which is like a great stage where people come together to sing.Different people sing the same song,share similar interests and values,which makes them feel like family.In the global community,people can exchange feelings and thoughts with each other like real-life communication.Cons:(反方)A virtual choir cannot have people together on stage where people can communicate in person.A virtual choir is unreal because it is just something made up.A virtual choir concert can’t have real actor-audience interaction.StepⅠ HomeworkSearch for more information about the virtual choir on the Internet.Unit 5 Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past wordsegmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。

Unit5 Music学情分析进入我校的高中生，英语是极其薄弱学科，很多学生尤其是不太重视英语学习的，缺少恒心和毅力，还有很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。

他们的主要表现在下面几个方面：1.学习英语的目的不明大多数人把学习英语看作是“被迫无奈”，而没有当作是多掌握了一样人生的语言交流工具。

因此，不少学生缺乏学习动力2. 缺乏积极的学习态度和毅力不少学生对英语学习的努力程度不够。

他们有学好英语的愿望，但缺乏学习的毅力，没有长期努力的思想准备。

他们不愿在英语学习上多花时间与精力，遇到困难很容易产生疲劳感，甚至厌烦感。

作为老师应尽量让课堂充满生气，提高学生自主学习的能力。

所以本节课设计的问题基本都是让大部分同学能够参与进来的，而且课上提倡主动回答问题。

3. 缺乏对英语的兴趣和信心兴趣是推动学习的重要力量。

如果学生对英语学习有兴趣，就会产生学习动力。

学生自信心越强，就越易学好英语，学习进步越大，学习的自信心就越足。

自信心强的学生英语学习水平较高，而缺乏自信心的学生，由于害怕出错，得到的操练机会少，语言能力提高就不明显。

因此提高自信心对提高英语学习水平非常重要。

所以我不会歧视课堂上的每一名学生。

4. 缺乏最基本的学习方法语言学习的最大特点是输出的能力是由输入量的大小来决定的。

也就是说，读得多听得多言语能力就会越强。

尤其是英语学科，就应该让学生尽可能多的“be exposed to English”。

针对以上情况，我在平时的教学中有意识的培养学生的学习兴趣，让学生明确英语学习的重要性。

不断教授一些学习方法，让他们多听多读，提问是有意降低难度，放慢速度，让更多的学生参与到口语练习中来。

对学生及时表扬，以鼓励为主，对缺乏自信的学生更是如此。

对于学生的问题，耐心指导，并表扬其学习态度。

除此之外，我还努力挖掘学生的有优点，做到有的放矢。

但是由于是新教材，他们又是高一新生，对于高中英语教材不是特别熟悉，本来对于新教材的学习就慢，所以本节课的内容讲授有一定难度。