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Unit 5 MusicTeaching & Learning Objectives/ Aims: (学习目标)I Language knowledge:Topic: Music; different types of music.V ocabulary: roll, folk, jazz, musician, pretend, attach, form, passer-by, earn, extra, instrument, perform, performance, pub, cash, studio, millionaire, actor, rely, broadcast, humorous, familiar, attractive, addition, dip, confident, brief, briefly, devotion, afterwards, invitation, beard, sensitive, painful, dream of, to be honest, attach…to, in cash, play jokes on, rely on, be/get familiar with, or so, break up, in addition, sort out, above all.Functions: Making suggestions and talking about preference.Grammar: Attributive Clause (4) (prep + which/ whom-Attributive Clause).II Language SkillsListening: Listen to the story of “Freddy the Frog (1), learn to summarise the main idea, do the true or false exercises and give reasons. Complete the listening exercises and tasks inWB to improve the Ss’ listening ability.Speaking: Talk about different types of music bands, singers and musicians. Learn how to make suggestions and talk about preference with the given phrases and sentences.Complete the speaking and talking task in the textbook and workbook to improvethe Ss’ speaking ability.Reading: Get the Ss to read the text The Band That Wasn’t to know about the development of a special band. Practise making predictions before reading. Read and understand thetext, and learn to summarise the main idea of each paragraph and the main idea of thetext. Have a further discussion about the band and do the comprehending exercises tohave a better understanding of the text. Meanwhile, learn the new words, phrases andsentence structures in the texts to i mprove the Ss’ language ability. Read andunderstand the short story Freddy the Frog (2) after listening the first part of the story,learn the new words and phrases in it, discuss and think about the life of beingfamous overnight. Read and enjoy the song Cat’s in the Cradle in the workbook anddo the comprehending exercises.Writing: Get the Ss to write a letter of to ask for advice on how to make a band successful based on what the Ss have discussed, paying attention to using the proper form. Read andanalyse the reply letter given in the textbook to help the Ss to organize their ownwriting. Complete the Writing Task in WB to describe a musician or a singer.Integrating skills: Get the Ss to develop the four skills comprehensively by completing the teaching materials, doing the exercises and using the language. Talk about and enjoy different types of music to enrich their knowledge of music. Read the text to know the development of special band, learn to summaries the main idea and learn the new language points in the text. Do the vocabulary exercises to consolidate the language items learned in the text and use them properly. Get the Ss to grasp the grammar item prep + which/ whom-Attributive Clause by observing and analysing the sample sentences. Do the grammar exercises in the textbook and workbook to revise the grammar Attributive Clause comprehensively. Complete the listening, reading, speaking and writing exercises in Using Language part to improve the Ss’ language ability. Learn to organize letter for advice.III Emotion & Attitudes: Get the Ss to know different types of music and learn to enjoy different types of music. Have the right attitudes towards music and the life of being famous overnight.IV Learning Strategies: Learn to judge the meaning of a word according to the context. Learn to classify and conclude the vocabulary into categories. Learn to conclude the main idea according to the given information. Learn to conclude the grammar rules by observing the sample sentences.V Cultural consciousness: learn to appreciate and accept different kinds of music.Main Points: (重点) new words, language points and language skills listed above, the reading comprehension of the text and main idea summary, the grammar items, thepractical writing—a formal letter for advice.Difficult points: (难点) new words and new language points, listening, the reading comprehension of the text, the persuasive writing—a formal letter of advice. Teaching Mode: (教学模式) Task-based TeachingTime: (课时)Period (45min×8 )Teaching Aids: (教具)Multi-media teaching systemPeriod 1Date: (日期)______月______日Class: Class 8 Grade 1 高一_____班Teaching & learning contents: (教学内容) Warming up and Listening & Talking in WB. Teaching & learning goals: (教学目标)1. Introduce different types of music, identify different types of music and talk about their feelings to different types of music and their preferences to music.2. Practise listening to the short text about Mozart and do the listening exercises in WB. .3. Talk about “Mozart effect〞with the give expressions on P69 in the workbook.Main points: (重点) Warming up and talking.Difficult points: (难点) Different types of music and the identification of different music.Class type: (课型)Warming up, listening and talkingTeaching & learning procedures: (教学步骤)Step 1 Lead-inUse the questions “D o you like music? What kind of music do you like best? Who is your favourite singer/musician/ or band? Are you good at singing and enjoying music?〞to lead in the topic music, and then introduce the main contents of this unit.Step 2 Warming upTask 1: Name different types of music that you know about in pairs without looking at the textbook, and then give a report.Possible answers: classical music, folk music, rock and roll, jazz, orchestra, choral, country music, rap(hi-pop), pop, blues, etc.Task 2 Look at the pictures in the warming up and give a brief introduction to the different types of music with the help of PPT and learn the new words.Introduction to different types of music:Classical music---Music that people consider to be serious and has been popular for a long time.Folk music---It has been passed down from one generation to another. At first it was never written down. People learnt it from their parents. Most of the songs are about country life, the seasons, animals, and about love and sa dness in people’s life.Rock ’n’ Roll ---A style of music that was popular in the 1950s, and has a strong loud beat. Jazz ---It was born in the US around 1890. It was sung by black people and its roots in Africa. Orchestra---A large group of people playing all kinds of musical instruments among together. Country music is popular music in the style of music from the southern and western US.Rap ---A popular music in the style of music form the southern and western US.Choral---A traditional Christmas song, which is often sung in the church on Christmas Day. New words: classical, folk, roll (vt. & vi), rock and roll, jazz, orchestra, choral, rapNotes:1. roll vt.滚动, 滚转, n.摇摆, (一)卷, 卷形物, 摇晃, 面包圈2. folk n. 人们(复数形式可加s, 也可不加, 表示家里人, 父母(常加s) adj. 民间的eg. They are the best folks on the earth. 他们是天底下最好的人。
说课稿四题目：Music（人教版必修2 第五单元课时1 :warming up and reading）Good morning, dear judgeI’m number 1 for English. Today my topic is travel journal (part 1 warming up and pre-reading)下面我将从说教材、说学情，说教法和学法、说教学过程、说板书设计五个方面来对本课进行说明。
第一，说教材本课时是人教版高中英语必修2第五单元，本单元主题是音乐，是高中生学习英语知识的重要板块之一。
生活中，音乐无处不在，音乐是社会文化的重要组成部分。
所以本单元对于学生学习音乐常识，了解音乐具有重要作用，同时也有利于培养学生对音乐的热爱，提高英语素养。
根据教材，学生知识水平以及情感需求，我确定本节课的教学目标分为三个方面：1、知识目标1. To activate the Ss in learning “music”.2. To develop the Ss’ ability of reading.3. To help the Ss know something about the different styles of music.2、能力目标1. be able to talk about kinds of music2. To know different of music3. To develop the Ss’ ability of reading.3、感情目标1. arose students’ interesting in music.2. Learn to appreciate music.教材重难点方面,本课主题是音乐，主在使学生了解音乐及与音乐相关的英语知识，所以Teaching important points:To know something about the different styles of musicEnable the Ss to understand the main ideal of the passage The Band that Wasn’t.Teaching difficult points:Make student know the styles of differentDevelop reading skills二、说学情在对音乐方面，高一学生可以说是流行音乐爱好者主力军，他们喜欢音乐，并随时把一些喜欢的歌转为自己喜欢唱的歌，把喜欢的歌手作为崇拜偶像。
高三英语MUSIC 说课稿
高三英语MUSIC 说课稿
英语MUSIC 说课稿一、说教材：
1、教材分析
本节课是出自外研版高中必修六Module 4 MUSIC 的阅读材料，本阅读材料既具备了大量的信息又集中了有用的词汇和语言结构。
前面的INTRODUCTION 已经为本阅读做了铺垫，介绍和呈现与乐器有关的英文词汇。
为进一步学习本模块的内容奠定基础。
该部分通过阅读人物专访An Interview with Liu Fang 开展教学活动，使学生了解音乐，增进对音乐的了解，了解音乐在人们的文化生活中起的作用。
二、教学目标：
1. 学习和掌握新的词汇，句型和习惯表达法。
2. 学习和训练阅读微观技能，本模块的微观技能为根据课文的语境，确定文中带刺的指代对象和意思。
3. 围绕文章内容设计听，说，读，写活动，尽量多地为学生提供技能训练的机会。
Teaching plan for Unit 5 book 2各位评委老师上（下）午好，我是高中英语253号我今天说课的题目是music。
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 ability Thirdly, 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 asthe second language(2) To understand the main idea, to scan for the needed informationand to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to forma band(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 clauseAccording 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 TeachingLanguage 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 other people 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 cent re 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 2Step 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 the text. 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 readingIt’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, the students 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 create an 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.。
Step One: Warming upTeacher: Do you like music, okay，Today we will start a new lesson about music.Let’s begin our lesson with a brainstorming session. I will provide you with two famous sayings about music. What positive effects can music have on our lives?Student 1: Music can bring joy and happiness, as it has the power to uplift our spirits.Teacher: Great! Can anyone name different music genres that they are familiar with?Student 2: There are various genres such as pop, rock, classical, hip-hop, jazz, and country.Teacher: Wonderful! Now, let’s discuss the different ways in which we can enjoy music. Share your ideas!Student 3: We can enjoy music through attending live performances, concerts, music festivals, or even by simply listening to our favorite songs through headphones.Teacher: Excellent! Lastly, let’s think about the benefits that computers and the internet bring when it comes to listening to m usic. Any thoughts?Student 4: Computers and the internet have made music more accessible than ever before. We c an easily stream or download music from different artists and genres around the world. It allows us to discover new music and broaden our musical horizons.Step Two: Thinking and appreciatingTeacher: Now, let’s analyze the title and picture. What do you think is the definition of a “virtual choir”based on the title and the picture?Student 5: A virtual choir is a choir that performs together remotely, using technology to connect and synchronize their voices.Teacher: Well done! To enhance our understanding, let’s appreciate a video clip of a virtual choir.Step Three: Fast ReadingTeacher: Please scan the text and identify the following information:The person who came up with the idea for a virtual choir.The place where he studied musical composition.The name of his song.Student 6: Eric Whitacre came up with the idea for a virtual choir. He studied musical compositio n at the Juilliard School. His song is called “Lux Aurumque.”Teacher: Excellent job! You have successfully grasped the key information from the text.Step Four: Reading & thinkingTeacher: Now, let’s delve deeper into the topic by completing a mind map based on the first paragraph.Students work on completing the mind map, exploring the concept and significance of a virtual c hoir.Teacher: Well done! Now, let’s engage in a discussion to analyze the advantages and disadvantages of being a member of a virt ual choir.Students discuss in groups and share their opinions, considering aspects such as flexibility, global collaboration, and potential challenges faced in a virtual setting.Teacher: Great discussions! For your homework, I would like you to reflect on whether a virtual c hoir truly brings people together and explain why or why not.Step Five: Careful Reading and ExerciseTeacher: Carefully read the text and ponder the reasons behind Eric’s successful creation of a virtual choir. Also, pay attention to the transition sentences that connec t different parts of the text.（Students read and contemplate independently, considering factors such as innovative use of t echnology, the ability to reach a wider audience, and the impact on artistic collaboration.）Step five: post-readingTeacher: Now, let’s discuss the reasons behind Eric’s success in creating a virtual choir. Share your thoughts and opinions, drawing from the text and your own insights. Who would like to start?Student 1: I believe Eric’s success can be attributed to his strong leadership and clear vision. He was able to inspire and g uide the participating singers towards a common goal, ensuring everyone understood their role i n the virtual choir.Teacher: That’s an excellent point! Eric’s leadership skills were instrumental in bringing together a diverse group of singers and fostering a sense of unity. Clear communication and guidance are essential in any collaborative project, es pecially in a virtual setting.Student 2: Another factor contributing to Eric’s success is his innovative use of technology. By utilizing video conferencing platforms and editin g software, he was able to connect and synchronize the voices of the singers, creating a seamless virtual choir experience.Teacher: Absolutely! Eric’s ability to embrace technology and leverage its potential played a crucial role in overcoming the physical barriers and bringing together singers from different locations. This showcases the powe r of technology in facilitating collaboration and artistic expression.Student 3: I think one of the reasons behind Eric’s success is the dedication and commitment of the participating singers. Despite the challenges o f recording their individual parts separately, they put in the effort to ensure the quality of their p erformances.Teacher: Well said! The dedication and commitment of the participating singers were indeed vita l in creating a cohesive virtual choir. Their individual efforts combined to produce a harmonious p erformance, showcasing the importance of individual contributions within a collective endeavor. Step six: summary and homeworkSummary: Let the students to summarize what they have learned today then the teacher sublima te it like this:Let the music heal the world! Music has the remarkable power to ignite passion and evoke emotions that transcend boundaries. It is a universal language that speaks to the core of o ur being, connecting people from different cultures, backgrounds, and experiences. In times of h ardship and despair, music has the ability to uplift our spirits, provide solace, and bring a sense of unity.When we immerse ourselves in the melodies and rhythms of music, we embark on a transformat ive journey. It has the potential to heal wounds, mend broken hearts, and bring forth feelings of j oy and happiness. Music has the ability to transcend language barriers, allowing us to express ou r deepest emotions and thoughts without the need for words.Moreover, music has the power to bridge gaps and foster understanding among diverse commun ities. It serves as a catalyst for dialogue, encouraging individuals to embrace cultural diversity and appreciate the richness of different musical traditions. Through music, we can celebrate our shar ed humanity and promote peace and harmony in a world that often feels divided.As we navigate the challenges of the world, let us turn to music as a source of inspiration and ho pe. Let us use our musical talents and passions to create positive change and make a difference. Whether it’s through performing, composing, or simply listening, we can all contribute to the healing power of music.So, let us come together and let the music heal the world. Let us spread love, joy, and unity throu gh the universal language of music. With each note, rhythm, and melody, we can create a harmo nious symphony that transcends borders, unites hearts, and inspires us to build a better world.Homework:For that we are still faced with a serious epidemic situation around the world, please make a poster to call for music lovers from all over the world to take part in a virtual choir of an i nspirational song.。
Unit 10 MusicThe Fifth Period: SpeakingTeaching aimsStudent’s Book: Speaking, Page 38;Speaking, Page 39Workbook: Talking, Page 69; Speaking Task, Page 74ability aimsBe able to talk about music: forming a band and music quotesBe able to make suggestions and talk about preference properly language aimsUseful expressions in making suggestions:I think we should… Should we go…? What if we…?What do you think…? How/what about…? Let’s…We could… You could…Useful expressions in talking about preference:I prefer…(to…)I am fond of…I like … best because…I enjoy –ing…My favourite musician is…I don’t like… very much.I hate…Use what the students have learned to pick out and correct mistakes in sentencesTeaching important pointsTalking about forming a bandMaking suggestions with the expressions mentioned aboveTeaching method: Task-based learning; pair and group work Teaching proceduresStep I Warming upBrainstorm: Do you know what a band is? What is your favourite b and? How many people is a band usually formed?…Step II SpeakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about the band you are going to start. What things do you have to consider? What problems do you have?Step III Activity and performanceForm your own band in groups of four. Decide who will play what instrument and who will sing. Choose a name of your band and an English song and then try perform it to the class.Step IV Talking and writingTalk about the music sayings in groups and tell what they mean and what do you think of them. Then choose the one you like best and write down what it means to you and what do you think of music. Exchange your work with your partner(s).Step V Workbook: TalkingMake suggestions by talking about going to a concert this Friday evening. The students are encouraged to use the expressions on the screen.Step VI Workbook: Speaking TaskIn pairs the students talk about preference about different kinds of music and musicians. The students should be able to use the expressions of preference in their talking.Homework:Use the internet to search for more music quotes.。
Teaching plan for Unit 5 book 2Good 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 ability Thirdly, 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 asthe second language(2) To understand the main idea, to scan for the needed informationand to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to forma band(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 clauseAccording 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 TeachingLanguage 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 other people 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 2Step 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 the text. 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 readingIt’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, the students 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 create an 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.。
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。
Teaching plan for Unit 5 book 2Good 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 ability Thirdly, 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 asthe second language(2) To understand the main idea, to scan for the needed informationand to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to forma band(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 clauseAccording 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 TeachingLanguage 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 other people 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 2Step 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 the text. 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 readingIt’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, the students 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 create an 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 des ign 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.。
Teaching plan for Unit 5 book 2Good 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 ability Thirdly, 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 asthe second language(2) To understand the main idea, to scan for the needed informationand to grasp the details3 Emotional aims:(1) Help students understand different type of music and how to forma band(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 clauseAccording 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 TeachingLanguage 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 other people 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 2Step 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 the text. 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 readingIt’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, the students 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 create an 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.。
