1、牛津高中英语教学设计Thoughts on the design:本节课是以听、说、读、写互相融合的综合训练课。首先，教学前让学生以“组”为单位采集本课相关内容与知识，既节省了课堂花在解释此相关知识方面的时间，又激发了学生学习的兴趣。其次，根据学生认知规律设计教学，从他们身边耳熟能详的、已学的知识谈起，着眼点低且容易，让每个学生都能融入到课堂教学中来，为后面知识的输入作好准备。另外，本单元涉及了有关音乐的知识，所以在设计这部分内容时不能仅仅局限于只是传授词汇语法知识，而应立足在培养兴趣、扩大视野之上；以丰富多彩的图片和不同的生动有趣的活动有效辅助，帮助学生在“有准备”的前提下“听”、“说”与“
2、写”，输出已有知识。最后，注意教学过程中的师生间的有效情感互动，适当的情感交流能够帮助学生更快更好地吸收所学，也能进一步增进师生之间的友谊。 Teaching aims:After learning Task, the students will be able to know how to get important facts about peoples lives and how to write a life story about a famous composer.Teaching procedures: Step 1 Before teaching, teacher will h
3、ave to ask the students to work in groups and get information about famous classical music composers. Their introductions must include personal information (i.e. birth/death dates, nationality, etc.) and achievements and their family. The students have to be ready for the presentation in class. PPT
4、and other computer facilities are welcome to be used by the students.课前准备：教师须将学生分组，布置他们去查找世界著名古典音乐作曲家的个人信息、主要成就以及家庭生活，同时做好课上展示的准备。Step 2 Teacher asks the students if they know any famous operas and where can be the best the play to enjoy them. (PPT 46)Teacher asks questions about Turandot that the s
5、tudents have learned in the Reading part. Questions can be usedn According to the writer, where did she watch Turandot?n Who is the writer?n When did she watch it?n What is the opera about?n Who wrote the opera?n Why did he write the opera about an ancient Chinese princess?While the students are giv
6、ing answers, draw their attention to the way people tell time and place in English. 教师从已学Reading部分发问入手，提醒学生注意用英文表达时间地点的正确方法。Step 3Teacher draws a conclusion about the way people list facts about events and asks the students to think about what facts about people are important. (PPT 7)Teacher uses Pu
7、ccini as an example to show the students the way to talk about facts about people. (PPT 8)Teacher asks the students to think about what questions can be used when one wants to find more about others and shows Skill Building 2 on page 28 to help the students if they find it difficult. (PPT 9) 通过一系列有关
8、歌剧图兰多内容的问题总结怎样去谈论事情，进而引导学生思考怎样去谈论一个人，当谈论人时，哪些问题是能够使用的。这边涉及了Skill Building 2 的内容。Step 4Teacher asks the students to listen to the instructions and fill in the blanks after listening. Slide 10 Teacher asks what preparation the students need to make for a music festival and asks them to present what th
9、eyve found about world-famous classical music composers group by group. (PPT1112)After the presentation, the teacher shows the images of Mozart, Tchaikovsky and Paul Simon and asks for the differences. (PPT 13) (PPT1013)教师指导学生听第一部分有关“教师说明”的内容；请几组同学上来展示他们找到的有关世界著名古典音乐作曲家的介绍。之后，教师展示Mozart, Tchaikovsky
10、 and Paul Simon的图片，请学生思考这三位作曲家有哪些不同。Step 5Teacher asks the students to estimate what for each of the blanks before listening with the knowledge theyve got about these three composers. (PPT 14)Teacher shows the answers part by part by asking some questions after listening to see if the students total
11、ly understand. (PPT 1517)Teacher asks the students to read the three introductions about the composers on page 27 and use the information to fill in the rest of the blanks. (PPT 1820) (PPT1420)在听有关这三位作曲家的介绍之前，教师激励学生看是否能用已知知识推测填空。听完介绍之后，教师逐步展示答案，可请若干学生以完整的句子告知答案，以锻炼其整句表达能力。Step 6Follow-up (PPT2122)Teacher asks the students to make up dialogues about one of the composers by using the information from listening and reading in Skill Building 1.Homework.小组活动：通过做对话的形式，展现Skill Building 1和2 所学成果。布置家庭作业，预习Skill Building 3。
