Unit 5 Music as an example 听力文本微课教学设计 2023-2024学年高中英语人教版必修第二册

How to analyse the listening text Take Talk about music preferences from B2Unit 5 Music as an example 如何分析听力文本微课教学设计 以人教版高中英语必修二第五单元听说课谈论音乐喜好为例 1、 文本解读 听力文本为3个短对话，每个对话话轮为3轮，是一名记者对三个学生的采访，采访学生喜欢的音乐类型及其原因。三个对话结构大体相同，以获取信息和发表见解为主。在获取信息的文本中，一人询问一人作答，询问者作出回应或评价。 2、 学生情况分析： 学生为高一学生。因本届学生网课时间长，因此学生说的能力较弱，英语词汇呈现碎片化。表达比较单一，学生语言表达水平参差不齐，但学生对于音乐的话题比较感兴趣。 3、 整体设计思路及依据 设计思路：本节微课首先让学生研读听力文本，从而厘清文本的结构。其次运用思维导图，梳理并扩展主题语言，通过句式操练，突出相关词汇的复现。最后创设真实情境迁移所学语言知识。 依据：深入的文本解读有利于学生借鉴和模仿，掌握文本解读的方法，增强文本解读能力，实现“输入—内化—输出”的循环。文本解读是英语听力教学的起点，是高效听力教学的保障。教师课前研读文本，整合提炼听力文本结构和文本内容，关注文本语言，厘清内在逻辑关系，提高学生的日常交流和听力理解能力，助力英语学科核心素养的落实。 4、 教学目标 By the end of this micro-lecture, students will be able to： 1. learn about the structure and the language features of the text,. 2. express opinions and reasons for liking music 5、 教学过程设计 Step 1: Lead in A reporter from the school newspaper is interviewing 3 students about music. 设计意图：吸引学生的注意力，激发学生的学习兴趣，引导其关注听力文本的类型。 Step 1: Students read the listening text about music preferences and study the structure of the text. Listening text: Dialogue 1: R: What kind of music do you like? S1: I like country music. I really love Billy James. R: Why? S1: His music touches my heart. R: So you like music that' s full of feeling. S1: Yes, that's what country music is all about. Dialogue 2: R: Do you like hip-hop? S2: I love it! R: What makes it so special to you? S2: When I listen to hip-hop, I just have to move! R: Oh, so it makes you want to dance? S2: That's right! I just can't stop. Dialogue 3: R: And what kind of music do you like? S3: I play the piano, so I like classical music. R: What do you like about it? S3: When I play, I get carried away. I feel like I'm sitting beside a quiet stream（小溪）and enjoying nature. R: So, to you, it's peaceful and beautiful? S3: Yes.the structure of the dialogue Reporter: ask for _______ ______ Students: express _______ Reporter: ask for _______ Students: _______ reasons Reporter: explain it with easier words An outline of a news repo