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视频课题：高中英语人教版必修二Unit5 Music 宜昌
教学设计、课堂实录及教案：高中英语人教版必修二Unit5 Music 宜昌市夷陵中学
Unit 5 Music
Learning about Language
Teaching context: Prep+ whom/which attributive clauses Class type: Grammar
Teaching objectives:
(1) Knowledge objectives: To help students understand attributive clause with prep+ whom/which structure;
(2) Ability objectives: To practice students’ listening skills, enable students to work in groups and output with prep+ whom/which attributive clauses;
(3) Emotional objectives: To lead students to know the great singer, John Lennon, and get inspired by him that everyone has his own talent and peace is worth fighting for.
Teaching key and difficult points:
(1) Key point: To make students understand the rules of using prep+ whom/which structure and sing along the music;
(2) Difficult point: To make students output with prep+ whom/which attributive clauses.
Analysis of students:
The students in my class are not good at English, so they tend to be inactive and some can be really naughty in class. Most of them have difficulties listening and speaking smoothly, so they need relevant practice. Therefore, I prepared songs for listening and material for reading. The whole class will be in the suitable pace for them to digest. Teaching aid: multi-media, blackboard, PPT
Teaching procedures: Step 1: Lead-in
1) Greet the class.
2) Introduce the Beatles by singing Hey, Jude and playing a music video. From this video, students can get to know how crazy their fans
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were.
3) After the video, the topic grammar is introduced by replacing: They were so popular that when their fans met idols, they were just like you class in sports meeting, where everyone of you took an active part. (Show them pictures for contrast.)
T: Here, the underlined word “where” can be replaced by “in which”, and that’s what we are to learn today-- attributive clauses with preposition and which/whom.
4) Lead students to the main character of this class-- John Lennon, the leader of the Beatles.
Step 2: Get close to John Lennon through his photo album 1) Introduce the three periods of John’s life:
T: When we open John’s photo album, we can find there are three periods of John’s life: Youth of A Troublemaker, Road to A Musical Master, Fighter for Peace and Rights.
2) Listening Practice: Lead in to Youth of A Troublemaker with a photo, and appreciate a happy song written by little John and complete the lyrics.
Through the lines with attributive clause, students will recall some knowledge about attributive clause. 3) Conclude from the lyrics and get a form: Antecedent
Relative Word(关系词)
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4) Period 1-- Youth of a Troublemaker
Give a short summary of John’s youth with some pictures, and show John’s autobiography to make students replace where, when, why in the passage with prep+ which/whom. Step 3: Period 2--Road to A Musical Master
1)Listening Practice: Listen to the songs recommended by John and fill in the blanks in lyrics with prep+ which.
2) Group work: Show students a piece of report about John in album, some of whose words are missing. Students need to discuss in groups to find the correct words from three answer cards and then stand up holding their answers.
When asked for answer, a student of each group stands up showing their answer cards-- whom, by, which. Step 4:Period 3-- A Fighter for Peace and Rights
1) Review the three periods of John Lennon, through which he matured from a boy to a man, and finally he became a warrior. Introduce period 3 with Yoko’s letter.
time when= at/in/on/during... + which place where=in/at...+ which reason why= for which
person
with/to/for/by...+ whom
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2) Read together and appreciate the prep+ which structures in the letter, and make students discuss to combine the underlined simple sentences into prep+ which/whom attributive clause.
3) Explore John’s dream for which he died through a music video
and sing along it.
Step 5: Group work-- Present John with our own awards.
Brainstorm to award Lennon with a title and design the prize for him. students have to give comments with prep+which/whom on the prize. Through this activity, students will get a deeper impression and better understanding of this music talent, meanwhile they will output what they have learned today. Step 6: Reflection
1. I was always introducing John Lennon, so I spoke too much but students didn’t.
2. Students can be more active, so I should really arouse their interest and attention, and give instructions more clearly.
3. My gesture and body language were not confident or graceful enough.
4. At the end of the class, I should lead students to recall what we’ve learned today, and set homework.
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