高中英语必修四 Unit 5 Music说课

高中英语必修二《Unit5Music》全英文说课稿《Unit 5 Music》说课稿Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning abilityThirdly, I’d like to talk about teaching aims and demands1 Knowledge aims:（1）to help students to understand and master the words, phrases and sentence patterns.（2）to know some basic information about music2 Ability aims:(1) To improve the students’ organizing and using skills of English as thesecond language(2) To understand the main idea, to scan for the needed information and tograsp the details3 Emotional aims:(1) Help students understand different type of music and how to form aband(2) Develop students’ sense of cooperative learningFourthly, teaching key points is1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.2. To understand how Monkees formed, developed and succeed.Teaching difficult points is1. The students use their own words to express their own ideas.2. the prep+ whom/which attribute clauseAcc ording to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.a. Communicative Language TeachingLa nguage is used for communication. It’s learner-centered and emphasizes communication and real-life situations.b. Task-based Language TeachingA task resembles activities which our students or otherpeople carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.c. Computer Assisted Language TeachingLanguage learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.Part 3 Learning MethodsTask-based, self-dependent and cooperative learningPart 4 Teaching ProcedureStep One Lead-in“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.Question:What kind of music they like?Which band they know best?The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2 Step 2 Reading for information: skimming and scanningIn this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.Task 1 General ideaThe students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in thetext. And they’ll be divided into groups of four to have a discussion.The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.Task 2 Main idea of each paragraphCooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.Step 3 Reading for comprehensionThe purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.Step 4 Solving difficult language problems through reading It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, thestudents must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.Step 5 ConsolidationLanguage is learnt by communicating. It is my job to createan atmosphere for students to use the language. Here I design 2 activities1 Reading for comprehensionI’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.2 DiscussionDuring making discussion, the students will deepen their understanding of the main idea of the passage.a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?Step 6 HomeworkAsk the students to write down sth about their favorite singers, band or music and list the reasons.The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.Part 5 Blackboard designUnit 4 MusicPassage The Band That Wasn’tTopic Sentences:1. Many people want to be famous as singers or musician2. Form a band3. Began as a TV4. They became even more famous than the BeatlesDiscussion:a. Why Monkees can be successful? Give reasons.b. What’s the most important thing for a successful band? Why?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.。

高中英语必修二unit5 music说课稿各位老师：大家好！作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。

多年来，我为实现自己的梦想和追求不懈地努力着。

今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。

一、说教材内容和学情我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。

本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。

它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。

而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。

在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。

而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。

我的教学对象是高一学生。

高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。

二、三维教学目标根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：（一）知识目标和能力目标学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。

比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。

能用英语表达建议、偏好和爱好。

学生熟悉掌握不同的音乐类型。

学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。

（二）情感态度1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。

高中英语Unit5Music教案1新人教版Unit 5 MusicTeaching goals:1. To have a good understanding of music.2. To learn about a band that was popular long ago.3. Talk about the function of music.The importance of this period:By leaning the text, get to know something of music.The difficulty of this period:Understand the main idea of this text.Teaching aids: Computer, recorder and projectorTeaching procedures:Step 1: Warming-upThrough listening to an English song” Take me to your heart”, attract the student’s attention.Step 2: Pre-reading1. Ask the them what kind of music they like best.2. List some kinds of music.3. Present some different music and let them guess.4. lead to some bands5. Focus on the Monkees(通过英语歌曲、音乐的分类、以及他们所熟悉的乐队来增长学生的音乐知识，激发学生的兴趣，引出课文的主题“门基乐队。

) Step 3: Reading1. PredictionWith the help of pictures of the band and the title, let the students understand the meaning of the title and predict the text.What does the title mean “The band that wasn’t”2. Scan the text and get the main idea of each paragraph.Para1 Dreaming of being a famous musician or singer.Para2 How a band is formed?Para3 The Monkees got their start in a different way.Para4 How The Monkees became popular and developed asa real2. Detailed readingTrue or False Exercises.( T )1.Most musicians meet and form a band because they like to write and play music.( F)2. Each week the group that was called “The Beatles” wo uld play a song or two written by other musicians.(T)3. “The Monkees” broke up in about 1970, but reunited in mid-1980s.(F)4. Students form a band to play in the street so that they can attract passers–by.3. Replace the following sentenceMany people think it important to have money and become famous.A lot of people attach great importance to becoming rich and famous4. Explain the difficult phrases.1)To think something is important and should be considered seriously（看重，重视）2) The musicians were to play jokes on each other as well as play music, most of whichwas based loosely on the Beatles.3) What’s the writer’s attitude towards the band?A. LikesB. DislikesC. Not mentioned(因为高考中阅读理解和阅读表达有替换、翻译以及深层理解题目的考查，这些又是学生的难点，所以我在阅读中加强了此类题目的训练)5 . a brief Summery of the band1) At first not a real band2) Play jokes as well as play music3) A year or so became serious about their music4) Became the most popular band in the USA.5) “I’m a believer”, top 10 hits6) Broke up in about 1970and reunited in the mid-1980s.Step4 Enjoy the VideoThe m ost famous song” I am A believer” by the Monkees Step 5 DiscussionHow does music make you feel ?It makes me feel happy/confident ….I prefer /hate… because….If I am worried/frightened…I like to….I enjoy/appreciate…because….I attach great importanc e to…Step 6 SummaryMusic is fun and for your spirit!Try many different styles of music, and always remember that music will never be a waste of time.Without music, life is a journey through a desert.Step7 HomeworkWrite a short passage about what you feel about music.。

Unit 5 MusicPeriod 4 Listening and Talking教材分析该板块以“策划举办音乐节”（Plan a music festival）为活动主题。

旨在让学生展示自己音乐才能、陶冶情操的同时，将举办音乐节挣到的钱捐献给慈善机构，培养学生对他人和社会的爱心与责任心。

听力文本是一则通知（announcement）,包含丰富的信息。

该板块设计了四个活动，活动1和2是听力理解活动，活动3和4是口语表达活动。

教学目标1. 能正确理解使用下列词组：equipment, talent, assume, addition, prefer, would rather。

2. 引导学生关注听力文本中的词组，在具体语境中理解和应用表达偏好的词组。

3. 在听说活动中培养学生对他人和社会的爱心与责任心。

教学重难点【教学重点】引导学生学会使用表达偏好的功能结构来谈论对音乐的喜欢。

【教学难点】运用所学简单表达个人在音乐节上想参与的项目。

教学过程Plan a music festivalStep 1 Warming-upWork on activity 1. Think and share views.设计意图：用问题导入的方法介绍本课话题，引起学生兴趣的同时，为后面的任务做铺垫。

Step 2 Pre-listeningWork on activity 2. Work in groups. Discuss the questions.设计意图：引导学生通过观察和分析通知的要素，为下面的听力活动做准备。

Step 3 While-listening1.Work on activity 3. Listen and answer the questions.2.Work on activity 4. Listen and tick the kinds of volunteers the festival needs.3.Work on activity 5. Listen again and answer the questions.设计意图：通过一个录音材料的多角度、多层次的听力练习活动，激活学生与文化内容相关的图式，在体会用地道英语表达偏好的同时，又能激发学生的对人和社会的责任心。

Unit 5 Music1.Analysis of teaching materialThe reading material is taken from Unit 5 Music of New Senior English for China Student’s compulsory book 4 published by PEP. The central topic of this unit,music, is closely familiar to our daily life. As a consequence, students will have a great desire to learn this lesson.In the warming-up part, there are 8 pictures, representing different types of music: classic music, rap, rock 'n' roll, country music, jazz, choral, orchestra, and folk music. And then ask students to answer three questions to know and distinguish different kinds of music in our daily life. As for the pre-reading part, four questions are put forward to mobilize students’ subjective initiative and stimulate their original knowledge. At the same time, it guides students to predict the passage. In the reading part, the text is mainly about the road of a bank called Monkees to succeed. Students should learn the important points to be successful, such as independence, cooperation and so on.I.Analysis of studentsStudents are first-grade students of senior high school. They have achieved certain ability in English comprehension. Besides, they are eager to express their opinions but they would have difficulties in formulating ideas due to limited vocabularies. Hereby, teacher should arrange group discussion and present difficult words and good phrases to assist students in breaking through language barriers.Music is closely related to students and it is a quite relaxing topic. As a result, students will take interest in anticipating in class. At this age, students are filled with curiosity and trend to challenge themselves. Moreover, Their study abilities including logical thinking andself-management have improved.II.Teaching aims.1.Knowledge aimsStudents can1)Learn some difficult words and useful phrases in the passage.Words: musician, pretend, form, extra, humorous, millionaire.Phrases:dream of ,to be honest, attach....to, in cash, play jokeson, reply on, get familiar with, break up.2)Know more and distinguish different types of music.2.Ability aimsStudents will1)Practice their reading skills of skimming and scanning predictingtext before reading by using background information, titles.2)Express their views easier in English.3.Emotional aimsHelp students1)Know the important points of success: independence, cooperation,creativity...2)Cultivate the awareness to explore English language culture. III.Teaching key and different points.1.Key points.1)Students will master the usages of the useful words andexpressions mentioned above;2) Students will express their opinions more freely.2.Difficult points.1)Students will improve their reading skills: skimming, scanningand predicting ability.2)Students will cultivate awareness to develop their ability ofindependence, cooperation and creativity..。

人教版必修四英语说课稿尊敬的各位评委、老师，大家好！今天，我将为大家说课人教版高中英语必修四的课程。

本课程旨在通过精心设计的教学活动，提高学生的英语听说读写能力，同时培养学生的跨文化交际能力和自主学习能力。

接下来，我将从教材分析、教学目标、教学方法、教学过程、板书设计和教学反思六个方面进行详细阐述。

教材分析本次说课的内容选自人教版高中英语必修四Unit 5，主题为“Travelling Around”，通过本单元的学习，学生能够了解不同国家和文化的旅行知识，提高英语口语表达和交际能力。

本单元包括两篇阅读材料、一篇听力材料、以及相关的语言知识、听力和口语练习。

教学目标1. 知识目标：学生能够掌握与旅行相关的词汇和表达方式，了解不同国家的文化差异。

2. 技能目标：通过听力和口语练习，提高学生的英语听说能力；通过阅读理解和写作练习，提高学生的英语读写能力。

3. 情感态度与价值观目标：培养学生对不同文化的尊重和理解，激发学生探索世界的兴趣。

教学方法1. 任务型教学法：通过设计旅行计划、讨论旅行经历等任务，让学生在真实情境中使用英语。

2. 合作学习：鼓励学生分组合作，共同完成任务，培养团队协作精神。

3. 多媒体教学：利用图片、视频等多媒体资源，增强学生的兴趣和参与度。

教学过程1. 导入（5分钟）通过展示世界各地的风景图片，激发学生对旅行的兴趣，并引导学生谈论自己的旅行经历。

2. 阅读（20分钟）学生阅读课文，了解不同国家的旅行文化，并回答相关问题，检验阅读理解能力。

3. 听力（15分钟）播放与旅行相关的听力材料，学生完成听力练习，提高听力理解能力。

4. 口语（15分钟）学生分组讨论自己的理想旅行目的地，并用英语向其他小组介绍，锻炼口语表达能力。

5. 写作（15分钟）学生撰写一篇关于旅行经历的短文，练习写作技能，并进行小组内互评。

6. 总结（5分钟）教师总结本课所学内容，强调旅行文化的重要性，并布置相关作业。

人教版高一英语必修二《Unit5 Music》说课稿一、教材背景《Unit5 Music》是人教版高一必修二的一篇教材内容，主要围绕音乐这一主题展开。

通过学习本单元，可以帮助学生了解音乐在不同文化中的作用和影响，并培养学生的音乐欣赏能力、口语交际能力和阅读能力。

二、教学目标1. 知识目标•学习并掌握本单元的核心词汇和短语，如composer、genre、instrument等；•理解和掌握本单元的重点短语和句型，如能够运用“Where was he/she born?”、“What kind of music do you like?”等进行口语表达；•了解英语国家和中国的音乐文化差异。

2. 能力目标•培养学生的口语交际能力，能够用正确的语法和词汇表达自己的音乐喜好和观点；•培养学生的阅读理解能力，能够阅读并理解关于音乐的文章；•培养学生的听力理解能力，能够听懂关于音乐的对话和讲述。

3. 情感目标•帮助学生发展对音乐的兴趣和热爱；•培养学生欣赏不同风格音乐的能力，增强跨文化交流的能力；•通过学习音乐，培养学生的审美情操和情感表达能力。

三、教学重难点1. 教学重点•理解并掌握本单元的核心词汇和短语；•进行口语表达，用正确的句型和词汇谈论音乐喜好和观点；•阅读和理解关于音乐的文章。

2. 教学难点•帮助学生理解并掌握不同风格音乐的特点和背景；•培养学生批判性思维，提高阅读和分析音乐文章的能力。

四、教学内容与方法1. 教学内容本单元主要包括以下几个部分：•单词学习和词汇拓展：学习与音乐相关的词汇，如composer（作曲家）、genre（风格）、instrument（乐器）等；•语法学习和句型运用：学习问句和回答的句型，如“Where was he/she born?”、“What kind of music do you like?”；•阅读理解：阅读文章《Music Around the World》，了解不同国家的音乐文化差异；•口语表达：谈论音乐喜好、音乐家和音乐风格，学生进行口头交际。

Good morning, everyone. It’s my great pleasure to be here sharing my lesson with you. The lesson I’m going to talk about is from the PEP English textbook compulsory 2 unit5 for high school. I’m going to talk about it from five parts. One,teaching material. Two,teaching objects. Three, teaching objections. Four, teaching content. Five, teaching procedure. I’m going to talk about them one by one. The content of this Unit is about music, which is familiar with students. What’s more, they have a great desire to talk about it. My teaching objects are the fresh students of high school. Most of them have a certain English foundation. And they are eager to express their own ideas about music. However, they are bad at expressing themselves in English.Considering their learning state and the theme of Unit 5, music, teaching objectives are settled as follows: 1. knowledge aims. In the course of study, students can know more about different types of music In addition, they can learn some difficult words and good phrases 2. the aims of improving various reading skills such as skimming and scanning. through fast reading and detailed reading. Moreover, students can talk about their views about music. 3. Emotional objectives. After this lesson, students will have more interest in exploring the English language culture. At the same time, they will know the hard work before success after learning the article: The Bank That Wasn’t. As for teaching keys ,after learning the article, students can learn how to distinguish different types of music. What’s more, students will know the difficulties of success, cultivate the independent awareness . Learning how to express their experience about different music in English will be the teaching difficulties. In order to reach these objectives, I will make use of The Audio-lingual Method听说教学法; The Audio-Visual Approach视听法Communicative Approach and Task-based Method.The teaching of the unit 5 Section A takes 45mins. Time allotment goes roughly as is shown here. Warming-up, pre-reading, while Reading, post-reading, assignment.Now, please allow me to clarify these ideas with the article music from Unit5 section A. Making use of brainstorming, ask students whether they like to listening to music and what kinds of music they know? Require students to answer different types of music as much as possible in order to create an active class atmosphere. Subsequently, I will show some pictures about different kinds of music and play the relative music so that students can know more and distinguish different music. After these leading activities, students will focus on the class and have a great interest in the following learning part.Enter into pre-reading, I will ask students to have a discussion:1.Do you know anything about the bank Monkees?2.Look at the title and pictures in the reading passage. Can youpredict what it is about?And ask some students to share their ideas. Through discussion, students will be prepared for the reading class, and it will be helpful to understand the material.Entering into reading, I will arrange three tasks. Task1 is ask students to read the passage quickly and giving a summery of each paragraph. Ask students to share their ideas and help students to analyze the article structure. Subsequently, I will ask students to read the passage again and complete the following table. Then ask some students to show their answers and give assessments. After finishing the table, students will fully understand the passage. At the same time, it’s beneficial for them to improve their reading skills like skimming and scanning. It follows that I will teach them some difficult words and good phrases.After imputing so much information and language, I will play a MV by Monkees to appreciate and lead students to output they learn by thinking: What do you think about Monkees after learning the text ?The assignment today may help students to learn to express themselves. That is to write a composition about What's your favorite band? What's reasons why you like it?Finally, here comes my reflection. To achieve the task-based teaching mode, a combination of lecturing, task-based communicativeteaching and audio-videos, is employed. In fact, Lecturing efficiently in a big class with about 50 or even more students is quite difficult. However, the interest is the point because interest is the best teacher. In this sense, I have made use of pictures and audio-videos from leading-in to assignment in order to attract students’ interest and create a relaxing, active and lifelike study atmosphere in class. With so many pictures, audios and videos, students will have a deep impression on different kinds of music. After discussing with classmates about a few questions, learning some difficult words and good phrases, they can talk about music in English and take initiatives to express their own ideas. Meanwhile, they will gradually build confidence to learn English well when these tasks are finished step by step. Here comes a smooth correlation between inputs and outputs. With the advantage of flexibility, four methods The Audio-lingual Method听说教学法; The Audio-Visual Approach视听法Communicative Approach and Task-based Method are grouped together by complementing one another to improve teaching efficiency and effects, which can help realize the ultimate teaching goal, improve students’English comprehensive quality.。

人教版高中英语必修第二册 《Unit 5 Music》教案一、教学目标1.知识目标o学生能够掌握与音乐相关的重点词汇和短语，如 “classical, folk, jazz, band, perform” 等。

o学生能够理解并运用描述音乐类型、音乐家和音乐表演的句型。

2.技能目标o学生能够听懂有关音乐话题的对话和短文，获取关键信息。

o学生能够阅读并理解关于音乐的文章，分析作者观点和态度。

o学生能够用英语谈论自己喜欢的音乐和音乐家，并简单介绍音乐对生活的影响。

o学生能够写一篇关于音乐的短文，表达个人对音乐的感受和理解。

3.情感目标o培养学生对音乐的欣赏和热爱，丰富学生的精神世界。

o激发学生通过音乐表达情感和展示个性的意识。

二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。

o对课文中关于音乐知识和情感表达的理解。

o培养学生用英语表达对音乐的喜好和见解的能力。

2.教学难点o如何帮助学生准确运用丰富的词汇和句型描述音乐。

o引导学生深入理解音乐的内涵和价值。

三、教学方法1.视听教学法：通过播放音乐、视频等让学生直观感受音乐的魅力。

2.讨论交流法：组织学生讨论音乐相关话题，促进学生思维碰撞和语言表达。

3.情景创设法：创设音乐场景，让学生在情境中学习和运用语言。

四、教学过程（一）导入（5 分钟）1.播放一段不同类型的音乐片段，如古典音乐、流行音乐、摇滚音乐等。

2.提问学生：What kinds of music do you hear? How do they make you feel?（二）词汇教学（10 分钟）1.展示本单元的重点词汇和短语，结合音乐实例进行讲解。

2.开展词汇游戏，如音乐词汇猜猜猜，加强学生对词汇的记忆和理解。

（三）阅读前准备（5 分钟）1.让学生观察课文标题和图片，预测文章内容。

2.提出一些引导性问题，如：What do you think thepassage will be about music?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括文章的主要内容。

高效课堂必修二unit5 Music第一课时说课稿英语组一、教材内容分析本节课为高一必修二第五单元的第一课时，包括介绍不同类型音乐的相关知识和一篇关于“门基乐队”特殊的成长历程的文章。

课文由读前、阅读和读后三部分组成。

本篇阅读为精读课文，对于培养学生收集处理信息的能力，提高阅读各项技能有着重要作用, 是本单元的重点。

二、学情分析高一学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读技能，形成了初步的阅读技巧。

本课主题为音乐，学生求知欲比较旺盛，思维较活跃，对于这个话题比较感兴趣，。

但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够。

因此要设置他们感兴趣的学习活动，让他们投入到课堂活动中来。

三、教学目标根据《高中英语新课程标准》对本课的要求，结合教学内容和学生实际情况制定以下教学目标。

1、知识目标1）Words: folk musician pretend attach form passer-by earn extra instrument perform pub cash studio millionaire rely broadcast humorous familiar2）Phrases: dream of to be honest attach…to play jokes on rely on be familiar with break up2、能力目标1）强化略读、查读等阅读技能，训练通过寻找关键词，主题句等方法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）运用已经掌握的基本猜词技巧来猜测文章中的部分生词。

3、情感目标1）了解各种各样的音乐形式，深化对音乐的全面认识，从而提高音乐修养，培养跨文化意识。

2) 在小组合作互动中，增强团队协作精神。

通过学习门基乐队从“平民到明星”的过程，引发学生对“明星梦”的反思，让学生了解成功来之不易，坚持不懈的努力才是成功的关键。

高中英语必修四《Unit5 XXX》示范说课稿本节课的重点是让学生了解主题公园的概念、不同类型的主题公园及其特色，以及主题公园带给人们的娱乐和研究体验。

难点在于如何引导学生进行深入思考和探究，发掘主题公园的内涵和未来发展趋势，同时提高学生的英语阅读能力和口语表达能力。

大家好，我是号考生，今天我要向大家介绍《Unit5 XXX》这节课的教学安排。

我将从教材分析、学情分析、教学方法与策略、教学过程、板书设计等几个方面详细讲解。

首先，我们来看看教材的地位和作用。

主题公园是人们休闲娱乐的主要方式之一，因此本单元是一个非常贴近生活、具有时代性、可深度挖掘的教学主题。

通过两篇文章《Theme Parks - Fun and More Than Fun》和《Futuroscope - Excitement and Learning》，我们可以开展听、说、读、写多种教学活动。

单元语言素材涉及摩天轮、旋转木马、过山车、蹦极运动、自由落体车、赛车等娱乐方式及各类主题公园内容，有利于学生了解生活、运动与休闲，了解中外文化，增强世界意识，培养积极的生活态度。

接下来，我们来说一下教学目标的确立及其依据。

由于本节课是介绍主题公园的概念以及世界著名的主题公园的阅读课，因此我们的语言知识目标是：明确主题公园的概念，了解世界著名的主题公园，掌握娱乐项目及有关主题公园的词汇。

同时，我们的能力目标是在围绕主题公园的话题中，训练学生的逻辑思维能力和快速反应能力。

德育目标则是引导学生了解主题公园及其他相关户外活动，理解其主题内涵，激发学生热爱生活、积极进取、合作创新的精神。

最后，我们来看看本节课的重点和难点。

本节课的重点在于让学生了解主题公园的概念、不同类型的主题公园及其特色，以及主题公园带给人们的娱乐和研究体验。

难点在于如何引导学生进行深入思考和探究，发掘主题公园的内涵和未来发展趋势，同时提高学生的英语阅读能力和口语表达能力。

In this lesson。