外研版必修Module3Music教学设计

Book Two Module 3 Music Reading

课堂教学设计

阜新市育才中学

张洪亮

Book Two Module 3 Music Reading

课堂教学设计

一、教材内容分析

这是新教材高一第二册第三模块的阅读课型，本模块的主题是音乐，音乐是学生非常感兴趣的一个话题，教师应该在帮助学生应用学到的语言知识，开展听、说、读、写等语言时间活动的同时丰富学生的音乐知识提高学生的艺术修养。我所设计的这部分内容，是其中的阅读部分。本文围绕音乐这一主题向学生介绍了海顿.莫扎特和贝多芬等三位欧洲十八世纪的伟大的音乐家的主要成就和生平细节。特别是贝多芬晚年的坚强事迹会给人很大的心灵触动。根据新课程标准以及高一学生的知识语言能力水平制定以下教学目标：

二、教学目标

1、知识目标：

1）、重点词汇与短语Austria, Vienna, Germany, symphony, compose, composer, completely

deaf, from an early age。

2）、学生了解课文内容并学习如何写作人物生平。

2、能力目标：

1）、培养学生听、说、读、写的能力。

2）、培养学生合作的能力。

3）、提高学生的阅读能力，如略读、查读、细读。

3、情感目标：

1）、学习贝多芬热爱事业、热爱生活的精神。

2）、学习贝多芬勇于面对困难、克服困难的精神。

3）、培养学生坚强的意志品质。

三、教学重难点：

1、了解课文内容。

2、学习如何写作人物生平。

四、教学过程设计

Step 1 Pre-class preparation

Play a piece of music named Qinghuaci by Jay Chou(Zhou Jielun) before class.

[教师活动]播放音乐

[学生活动]欣赏音乐

[设计说明]（1）在课前放松心情，（2）为导课做准备。

Step 2 Lead in

1. Give the following questions according to the music played before class:

Do you know who is the singer of the song?

How much do you know about him?

[设计说明]利用课前音乐，引出周杰伦也是一名作曲家，由此引出composer这个本课的重点单词，也由此引出本课的中心话题----介绍18世纪的三位著名作曲家。

2. Play three pieces of typical music of the three great composers

[教师活动]分别播放三段音乐，引导学生猜测三位作曲家的姓名。

[学生活动]仔细欣赏三段音乐，在教师的引导下，猜出其作曲家的姓名。

[设计说明]引出本课三位作曲家的姓名。

Step 3 Scanning and Skimming

Read the passage quickly and quietly and choose the best title.

1. Three Great Austrian Composers

2. Three Great Composers of the Eighteenth Century

3. Three Great Child Composers

Key: 2

[教师活动]指出备选三个标题的不同点，教授学生做此类题目的方法。

[学生活动]在教师的指导下，完成标题选择。

[设计说明]（1）培养学生带着问题目的性迅速阅读并查找答案的能力，（2）降低接下来阅读的难度，（3）引出本课的课题

Step 4 Careful reading(1)

Read the part about Joseph Haydn, and answer some questions.

1. When and where was Haydn born?

2. What did Haydn’s father do?

3. What is Haydn known as?

4. How did Haydn change the form of symphonies?

5. Where did Haydn study music?

6. Where did Haydn become director of music?

[教师活动]（1）指导学生带问题阅读，（2）先设两个简单问题，让学生齐答，以激起学生回答问题的勇气。

[学生活动] 按要求阅读课文并回答问题。

[设计说明]（1）培养学生提取细节信息的能力，（2）了解海顿的生平，（3）为下一个任务做准备，（4）初步了解如何写人物生平。

Step 5 Careful reading(2)

Read the part about Mozart, then ask and answers questions in pairs or groups. You can also begin your questions with When, Where, Why, What, Who, How…

[教师活动]指导学生模仿前一段的方法在同桌之间进行讨论，自设并回答问题。

[学生活动]认真阅读课文，与同桌之间进行讨论，自设并回答问题。

[设计说明]（1）培养学生提取细节信息的能力，（2）培养学生理解文章结构的能力，（3）培养学生团结合作的能力，（4）进一步了解如何写人物生平。

Step 6 Careful reading(3)

Have Ss volunteer to read this para, meanwhile, the other ss listen to him/her carefully and fill in the following blanks.

Beethoven was born in Bonn, ________. He learned _____and _____from his father. ______met Beethoven and was impressed by him. Beethoven met _____ in 1791, who encouraged Beethoven to move to ______. Beethoven became very popular in_________________. Unluckily, he became ____________ during the last years of his life, but he continued __________.

[教师活动]（1）鼓励学生单独为大家朗读本段课文，（2）指导学生完成填空

[学生活动]仅通过听同学朗读课文来完成填空

[设计说明]（1）培养学生在大家面前张口说话的胆量，（2）培养学生寻找细节的能力，(3)培养学生通过听力来获取信息、转化信息的能力，听力也是信息输入的一种方式，（4）巩固如何写人物生平。

Step 7 Retelling

Retell the main points of the lives of the three great composers.

[教师活动]复述三位作曲家的生平

[学生活动]与教师一起复述三位作曲家的生平

[设计说明]（1）再现三位作曲家的生平和如何写人物生平的方法，（2）通过回顾贝多芬晚年的经历而引出下一步骤。

Step 8 Discussion

Is it easy for a deaf person to compose music?

What can you learn from his spirit?

If you were him, what would you do?

Some hints:

His attitudes towards difficulties, music, life

His character and willpower

[教师活动]提出问题，引发并引导讨论

[学生活动]讨论并给出自己的观点

[设计说明]通过贝多芬的事迹，引发同学们向贝多芬学生的愿望，培养学生坚强的意志品质

Step 9 Homework

Write a passage about a singer, a dancer, a composer or a musician that you like best.

[设计说明]让学生模仿本课对人物生平的写作方法。

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