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视频标签：THE BAND,THAT WASN’T
所属栏目：高中英语优质课视频
视频课题：人教版高一英语 (必修2 )unit 5 reading THE BAND THAT WASN’T山东
教学设计、课堂实录及教案：人教版高一英语 (必修2 )unit 5 reading THE BAND THAT WASN’T山东省 - 潍坊
教学设计——Book 2 Unit 5 Music
Reading Comprehension
【教学目标】
1．语言知识目标：
1)学生能够正确读写及运用以下单词和词组：
Roll, folk, jazz, musician, pretend, attach, form, paaser-by, instrument, perform, pub, performance, cash, studio, millionaire, addition, rely, humurous, attractive, confident, dream of, be honest with, play jokes on, or so, break up.
2)学生能够认出并运用 介词＋which/whom 的定语从句 2．语言技能目标：
1)强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络。
2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。 3．情感态度与文化意识目标：
1）了解各种音乐形式，了解The Monkees组合的发展历程，接触不同地区的音乐，深化对音乐的认识，提高音乐素养。
2）在小组合作互动中，增强学生的团队合作精神与分享意识。 3）培养学生自主学习的能力。
【学习目标】
1.深入理解课文，通过找出各段主题句和精读课文，培养快速阅读、整体理解的能力。 2.自主学习，合作探究：通过对“门基乐队”发展历史的学习，增加对阅读文章的理解。 3.通过学习文章了解更多的音乐种类和乐队类型，激发学生对音乐更加浓厚的兴趣。
【重点难点】
1.重点：获取The Monkees 组合发展历程的信息。快速阅读找出各段主题句和精读课文完成表格填空等。
2.难点：通过阅读更好地发展各种阅读技巧。将所学的与音乐有关的新词运用到情景对话中，实现能力的提升。
【教学策略与手段】
1．本课采用 阅读前—阅读中—阅读后 三大板块构成的阅读教学模式。
2．培养学生与老师、同学交流信息，交换看法，在小组合作学习和自主探究学习中成长的调控策略。
3．培养学生的认知策略：a. 在学习中借助音乐作品、图片、表格等非语言信息进行理解或语言表达; b. 对所学内容能主动复习并加以整理和归纳; c. 注意发现语言的规律
2016-2017学年高一必修2 Reading导学案 编号：1 编制人：赵洪梅 使用时间：
You have to believe in yourself. That’s the secret of success.
- 2 -
并能运用规律举一反三。
4．采用多媒体课件作为主要的教学手段。多媒体课件可以将文字、图象、声音三者结合起来，更加活泼生动，易于为学生所接受，也能够更好地服务于教学。同时，借助黑板、粉笔等辅助手段开展教学活动。
【预习案】
Write the following new words & phrases according to the Chinese meaning. 1. 音乐家 n. ________________ 2.假装，假扮 vt. _____________ 3.系上，附上v. ______________ 4.赚，挣得v ______________ 5.额外的adj _______________ 6.民间的 adj _______________
7.组成；构成vt. _____________ 8.过路人，行人 n _____________ 9.工作室， n ________________ 10.广播 n&v _______________ 11. 欣赏；感激vt._____________ 12. 地铁 n. ___________ 13.广告 n.________________
14. 庆祝 vt.______________ 15. 打击，（演出等）成功__________ 16. 梦见，梦想 _____________ 17. 说实在的，实话说_____________ 18. 认为有（重要意义），附上，系上
___________________ 19. 用现金____________ 20. 打碎，分裂，解体______________ 21. 戏弄 ________________ 22. 依赖，依靠_________________ 23. 与...熟悉起来 ________________ 24. 大约 _______ [设计说明] 词汇的学习和巩固是为了阅读课文扫清词汇上的障碍。当然，词汇还是语言学习的基础好比一整栋建筑物的砖石，对于句子的理解非常重要。
【教学过程】
Step 1 Pre-reading
1. Show some pictures of some famous bands to the students.And ask them whether they know what bands they are。
3. Ask some students to show the information they find on the internet about the Monkees to us.
[设计说明]要求学生报告他们的调查结果，训练学生分析信息的能力和用英语进行思维和表达的能力。展示一些有名的乐队组合的照片，激发学生进一步学习的兴趣，同时引导学生猜测为什么The Monkees被称为“The Band That Wasn’t”。 探究主题一 阅读技能之Fast Reading 【预设处理方式：自我探究】
1. Read the passage and try to find out:
1) How many bands are mentioned in the passage? What are their names? 2) Which band is “The Band That Wasn’t”? ________________________ 3) What’s the text mainly about? A. How to form bands
B. How the Monkees developed into a real band.
C. How to form bands and how the Monkees formed its band in a different way. 2. Match the main idea with each paragraph. Para 1 The Monkees started in a different way. Para 2 Dreaming of being a famous singer or musician.
Para 3 How the Monkees became popular and developed as a real band. Para 4 The common way that bands form.
[设计说明]快速阅读后要求学生先找出全文的大意，再找出每段的大意。提醒学生在写作中注意运用主题句构思作文的方法。
探究主题二 阅读技能之 Careful reading—Paraphrasing 【预设处理方式：小组合作探究+教师点拨】 1. How do people get to form a band? (para.1&2) Members _______________________ students
Reasons They like to _________ and __________ music. Places They practice their music in________________.
Forms
They may play to __________ in the street or subway, and give performances in ______ or _______.
Results
They can earn some ______ money. They hope to make records in a _______ and become millionaires.
2. How was the Monkees formed and became a real band? ( para.3&4)
Not a real band A real band
TV organizers put an _________ in a newspaper to find four musicians. They played and ____ their own songs.
Three____
and
one
musician _________the band.
They produced records and started
______ and playing their own
2016-2017学年高一必修2 Reading导学案 编号：1 编制人：赵洪梅 使用时间：
You have to believe in yourself. That’s the secret of success.
- 4 -
The Monkees
music.
They played _______ on each other as well as played music. They ________about 1970. They
pretended
to
sing
during the____________.
They __________in the mid-1980s.
They played and sang songs written by ________________.
In 1996 they produced a new record,
with
which
they
________their former time.
[设计说明]仔细阅读是快速阅读的延续。全文分成两大块，一二两段说明如何组建自己的乐队，三四两段主要介绍The Monkees的组建、分开又重组的过程。图表能够比较清晰地展现了这个过程，给学生留下深刻的印象。利用图表帮助学生回顾乐队的发展历程，进一步加深课文内容。最后一个任务是文章内容的适度展开，也是学生毫无顾忌地表达自己观点的好机会。它不需要标准答案，学生可以自由地与其他同学交换对于The Monkees的看法和想法。
探究主题三 阅读技能之Post reading---Group work 【预设处理方式：小组合作共赢 能力提升】
Now, it’s time for you to form your own band (four to six students a group).
[设计说明]。大多数的高中生都非常喜爱音乐，而且他们正处于人生观、世界观形成的时期，好音乐与好书籍一样，可以帮助高中生培育与发掘人性中的真善美。设计了这个问题的讨论并组建自己团队的乐队，即可以引导学生思考，也可以培养学生的团队合作
1. The band’s name? 2. What kind of music you will choose? 3. Who is the lead singer? 4. Who will play which instrument?
(guitar, drum, piano, violin, saxophone…) 5. Where to play? 6. How to make the band famous? 精神。学生们通过小组合作，不仅展示他们根据所学词汇来表达自己的想法，增强了语言输出能力，还展现出各自乐队自己的歌曲，发扬风格鼓舞了团队的气势，实现了情感态度价值观这一教学目标。
【巩固案】
1. After your reading and finishing the above exercises, try to fill in the blanks without referring to the text to check the result of your preview.
A lot of people _______importance_____becoming rich and famous. Most musicians often meet and _____a band. Sometimes they play in the street to ________ so that they can earn some _____money and later they may give___________in pubs or clubs. There was once a band started in a different way.
The musicians of whom the band was formed ____________ each other as well as played music, whose music and jokes were loosely ______ ____ “The Beatle”. Their exciting performances were copied by other groups. “The Monkees” played their own songs like a real_______. Though it _______ ______in 1970, it reunited in the mid-1980s and it is still popular today.
[设计说明] 通过这个完形填空题，再次帮助学生巩固本课所学，更好的掌握文章的结构脉络和主题句，提高学生的语言输入和输出能力。
2. Homework
1. Read the text fluently and prepare to retell the text.
2. Based on your discussion above, write a passage with more than 100 words to introduce your own band.
3. Learn the song “Daydream believer” by the Monkees.
【课堂小结与反思】
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