高中英語-Module 3 Music教學設計學情分析教材分析課后反思

PAGE1PAGE教學設計Module3Book2ReadingandVocabularyTeachingaims:1.Developthereadingskills.2.Learnsomeusefulwordsandexpressions.3.Enablethestudentstounderstandthetextbetterandgettoknowmoreaboutthreegreatmusicians4.HelptheSslearnhowtotalkaboutsomefamouscomposersintheworld.5.Learntocooperatewithothersbyworkinginpairsoringroups.AnalysisofstudentsThestudentsareGradeoneseniorhighschoolstudents.Generallyspeaking,students'listeningandspeakingabilityofthisclassisrelativelypoorincomparisonwithotherstudents.Besides,withinclass,students'Englishproficiencyisalsodifferent,thatis,someofthemare

relativelyhighandothersmayberelativelypoor.Thestudentshavelearnedsomewordsandphrasesonmusic,buttheyknowlittleaboutthethreegreatmusicians.Itistheteacher’sdutytohelpthemtogetasmuchinformationastheycanaftertheylearnthetext.Importantpoints:Howtoimprovestudents’readingability;Helpstudentssummarizethecontentsofthepersonalintroduction.Difficultpoints:1.Howtoletstudentsmastertherelateddifficultphrasesandnewwords;2.Helpstudentsthinkabouthowmusicinfluenceourlife.Teachingmethods:CommunicativeApproachTask-basedApproachTeachingaids:Multi-mediacomputer;Software;PowerPointTeachingprocedures:Step1Lead-inAsksomequestionstoarousestudents’interestandcuriosity.Showavideorelatedtomusictostudents.Step2Fast-readingActivity1:Readthewholetextfastandsilentlyandcompletethefollowingtasks.1.Choosethebestansweraccordingtothetext.Thetextismainlyabout_____.A.ThreegreatAustriancomposersB.ThreegreatcomposersoftheeighteenthcenturyC.Thegreatchildcomposers2.Skimitagaintodividethepassageinto3parts:Part1Paragraph1-2HaydnPart2Paragraph3-5MozartPart3Paragraph6-8BeethovenStep3Careful-reading=1\*ROMANI.ReadPara1carefullyandanswerthequestionsActivity2:1.HowdidHaydnchangetheformofsymphonies?(nomorethan12words)Activity3:2.ReadPara.2toanswerthefollowingquestion:Whathappenedineachoffourplaces?=2\*ROMANII.ReadPara3-5carefullyandfinishthefollowingtasksActivity4:1.Findouttherightinformationforthetime.①Fromaveryearlyage…②Whenhewas4…③Whenhewas5…④Whenhewas6…⑤Bythetimehewas14…⑥Whenhewasateenager…Activity5:2.Analyzethefollowingdifficultsentence.Bythetimehewas14,Mozarthadcomposedmanypiecesfortheharpsichord,pianoandviolin,aswellasfororchestras.Explanation:①bythetime“到……時候”，可用作連詞，引導時間狀語從句，主句多用完成時。Bythetime﹢一般過去時，主句一般用過去完成時。②aswellas既……又……；不僅Translation:莫扎特到14歲的時候，不僅已經(jīng)譜寫了很多管弦樂曲，還譜寫了許多撥弦鍵琴曲、鋼琴曲和小提琴曲。 =3\*ROMANIII.ReadParagraphs6-8carefullyandfinishthefollowingtasks.Activity6:1.Choosethebestanswer.Whichofthefollowingstatementsistrue?A.BeethovenwasborninAustria.B.BeethovenmetHaydenin1790.C.HaydenencouragedBeethoventomovetoVienna.D.WhenBeethovenbecamecompletelydeaf,hestoppedcomposing.Activity7:2.Fillintheblankswithproperwords.BeethovenwasborninGermany.Heshowedmusical______whenhewasveryyoung,andlearnedto____theviolinandpianofromhisfather____wasasinger.ItwasHaydnwho__________BeethoventomovetoVienna.Beethovenbecamevery_______inAustria,andstayedthereforthe____ofhislife.Evenafterhebecame_________deaf,hecontinued__________.Step4SummaryActivity8:FillinthetableHaydnMozartBeethovenBirthplaceFamilybackgroundmusicianandMusicalachievements(成就）Knownas“thefatherofthe_________Composedmorethan______piecesofmusicpopularintheAustriaand___________composingafterbeing_____Step5Development(GroupWork)Activity9:Howdoesmusicinfluenceourlife?Somethoughts:Musicbringsusbeautyandhappinessandmakesthingsmorelivelyandinteresting.Musichelpsustogetridofourtirednessandforgetourpain.Musichelpsustorememberthingswellandmakesthingsbetterforustounderstandandenjoy.Whenyouenjoymusic,neverforgetthegreatmusicians,whocomposedbeautifulmusicforus!Step6HomeworkWriteashortpassageintroducingyourfavoritesingers.學情分析：AnalysisofstudentsThestudentsareGradeoneseniorhighschoolstudents.Generallyspeaking,students'listeningandspeakingabilityofthisclassisrelativelypoorincomparisonwithotherstudents.Besides,withinclass,students'Englishproficiencyisalsodifferent,thatis,someofthemare

relativelyhighandothersmayberelativelypoor.Thestudentshavelearnedsomewordsandphrasesonmusic,buttheyknowlittleaboutthethreegreatmusicians.Itistheteacher’sdutytohelpthemtogetasmuchinformationastheycanaftertheylearnthetext.效果分析：學習效果評價：對學生的學習效果進行調查，通過與學生交流，85%的學生認為可以很好的接受并理解教學內容，但仍有少數(shù)學生反映聽課緊張，影響發(fā)揮。結果分析：（一）打造具有個人教學特色的教學。認真?zhèn)湔n，把知識輸入設計的具有“啟發(fā)性”，讓學生在自我預習知識的基礎上，主動利用已有知識構建新的知識體系。（二）轉變教學觀念，落實學生主體地位。簡單指令，讓學生理解教師教學意圖，充分利用肢體語言，教師做到少說不說，學生才能多說多練，簡化教學模式，高效課堂學習。積極探索教學方法，更多的是啟發(fā)學生，留給學生一些思考的空間，教給學生學習的方法，正所謂“授人以魚，三餐之需；授人以漁，終生之用”，帶著知識走向學生，只是“授人以魚”，帶著學生走向知識，才是“授人以漁”。教師應轉變教學觀念，充分發(fā)揮學生的主體性，在切實提高課堂教學質量的同時培養(yǎng)學生的終身學習能力。（三）對待后進生，要有耐心，持之以恒，從課上回答問題可以看出，有個別學生沒有掌握好課堂教學內容，這些學生英語基礎薄弱，教師要做好課后輔導，促其進步。教材分析：Asthemaintextofthismodule,itshouldbetreatedasintensivereading.Andthisperiodshouldfocusonthestudents’abilitytoreadandcomprehend.Guidanceshouldbeofferedtohelpthestudentsimprovetheirabilitytoskimandscan.Thestudentsshouldfirstgetthegeneralmeaningofthetextaftertheskimming,andbeabletofindsomespecificfactsofthetextafterthescanning.Post-readingactivitiesshouldfocusonthestudents’understandingofeachmusician’sfamilybackgroundandachievements.Inthispart,thestudentsshouldbeabletoexpresstheirpreferencetomusicandwritedowntheirthoughtsaboutinfluenceofmusic.Inaddition,thestudentsshouldhaveabetterunderstandingoftheadverbialclausesusedinthetext.評側練習：LudwigvanBeethovenwasborninBonn,Germany.Heshowedmusicaltalentwhenhewasveryyoung,andlearned①________(play)②_____pianofromhisfather,asinger.MozartmetBeethovenand③_________(impress)byhim.“Hewillgivesomething④_______(wonder)totheworld,”hesaid.BeethovenmetHaydenbutwasnotimpressedbytheolderman.Afterthey⑤_________(know)eachotherformanyyears,Beethovensaid,“Heisagoodcomposer,⑥_________hetaughtmenothing.”however,itwasHayden⑦___________encouragedBeethoven⑧___________(move)toVienna.BeethovenbecameverypopularintheAustraliancapitalandstayedthere.⑨________hegrewolder,hebegantogodeaf.Hebecame⑩__________(complete)deafduringthelastyearsofhislife,buthecontinuedcomposing.課后反思：一、本節(jié)閱讀課的成功之處有以下幾點：1.導入精彩。先向學生呈現(xiàn)一些圖片，用問題導入。這幾個問題都具有趣味性和導向性，目的是為了使學生產(chǎn)生明確而強烈的學習期待心理，這種心理會促使學生帶著濃厚的興趣學習，創(chuàng)設輕松的課堂氛圍，能收到事半功倍的效果。接著，再向學生展示一段音樂視頻——貝多芬的《命運交響曲》，引入本課要學的內容。2．為學生獨立學習留有空間和時間。教師在布置每個任務后都留給學生一定的思考時間，比如：在閱讀的Skimming部分，教師給學生留出2分鐘的時間，讓他們獨立思考，準確、快速地歸納段落大意，培養(yǎng)學生的略讀技巧和概括文章內容的能力，也為下一步獲取細節(jié)信息的活動打好了基礎。又如Detailed-reading部分，教師給學生共留出12分鐘的時間，要求他們帶著問題思考，使學生有目的地進行閱讀，了解文章的細節(jié)信息，提高學生獲取信息和處理信息的能力，培養(yǎng)學生的自主學習能力和探究能力，激發(fā)他們的發(fā)散思維。3.