高中英语book2,unit3,语法说课稿

导读：　高中英语book2,unit3,语法说课稿(共5篇)人教版高中英语必修三 Unit 2 说课稿人教版高中英语必修三 Unit 2 说课稿尊敬的评委老师：大家上午好，我是外语组 号和晓鸥。今天我说课的题目是“Healthy Eating”，接下来我会从教材分析、教学目标、教学重难点、教法学法、教学过程、教学反思六个方面来展开我的说课。一、首先说一下我...

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高中英语book2,unit3,语法说课稿(一)
人教版高中英语必修三 Unit 2 说课稿

人教版高中英语必修三 Unit 2 说课稿

尊敬的评委老师：

大家上午好，我是外语组 号和晓鸥。今天我说课的题目是“Healthy Eating”，接下来我会从教材分析、教学目标、教学重难点、教法学法、教学过程、教学反思六个方面来展开我的说课。

一、首先说一下我对教材地位和内容的认识

本课选自人教版高中英语必修三第二单元的“Warming-up”和“Reading”部分，。本单元主要话题是健康饮食，阅读部分通过两个餐馆之间的竞争来说明健康饮食的重要性。通过对这节课的学习学生可以了解什么是健康饮食，也可以通过阅读练习和语法学习来提高自己的英语水平。

二、教学目标

根据新课程标准以及教学大纲，我把本节课的教学目标确定为以下三个方面。

首先是知识与能力：知识方面学生能够了解健康饮食的真正含义；能够听懂、读懂并且正确使用文中重点单词和短语。能力方面能够提升学生的听说读写能力，尤其是文章的跳读和精读；培养学生的共同协作能力。

其次是过程和方法：引导学生用英语谈论不同食物以及食物的不同作用。借助现代教学媒体，扩展学生思维并培养协作学习的能力。

最后是情感、态度和价值观：通过对健康饮食的学习和讨论，使学生掌握有关健康饮食方面的知识，了解平衡饮食的重要性，培养学生自主探究与团队合作的能力。

三、教学重难点

依据本节课的教学目标，我把本节课的教学重难点界定为以下几点： 教学重点：重点短语ought to、lose weight、get away with、tell a lie、win„„back的含义以及基本用法

教学难点：语言的运用，ought to用法归纳；几个情态动词must、may、might、should、can辨析

四、教法学法

俗话说教学有法，教无定法。高中阶段的学生已经掌握了一定的英语基础知识以及听说能力，正向读写能力过度，在本节课上我将使用双方互动教学法：问答法和自由讨论教学法，借助多媒体教学设备让学生相互交流、合作学习；鼓励学生抓住英语交际的机会，大胆实践。

五、教学过程

教学过程是一个动态的生成过程，根据学生的认知特点，我设计了以下教学环节：

1、课前导入（5分钟）

为激发学生的兴趣，我借助教具图片展示设计了如下导语：“大家看这三幅图片里的食物都是什么？（学生英语回答，分别是rice/meat/vegetables）你们平时喜欢吃哪一类比较多，它们在营养方面对我们身体的作用有什么不同呢？你们认为自己的饮食习惯健康吗？”让学生通过思考，了解什么是健康饮食。

2、快速阅读（7分钟）

这一部分主要考察学生的跳读能力。我会首先将重点短语写在黑板上，领读

并讲解。要求学生快速阅读文章，了解大意并能准确归纳出每段段意。

3、仔细阅读（20分钟）

通过前面的快速阅读，学生们已经对文章有了大致的了解，接下来仔细阅读课文。开始之前我会给学生留下一个问题“what do you think Wang Peng will provide to win his customers back？”让学生带着这个问题精读课文。阅读完成后我会提问之前留下的问题，并且让学生完成PPT上的六道判断正误题和四道选择题，完成后我揭晓答案并解答学生的疑问。这一部分主要培养学生在阅读过程中认真仔细的好习惯。

1. Usually Wang Peng’s restaurant was full of people.

2. Yong Hui could make people thin in two weeks by giving them a good diet.

3. Wang Peng’s regular customers often became fat.

4. Yong Hui’s menu gave customers more emery-giving food.

5. Wang Peng’s menu gave customers more protective food.

6. Wang Peng decided to compete with Yong Hui by copying her menu.

1. Why did Wang Peng go to Yong Hui’s restaurant? He wanted to___.

A. know where his customers had gone B. spy on the slim lady Yong Hui

C. have lunch with Li Chang D. have something special

2. Wang Peng found the following EXCEPT ___ in Yong Hui’s restaurant.

A. There were only raw vegetables, meat and water.

B. There were a lot of customers.

C. The prices here were higher.

D. The only drink here is water.

3. What’s wrong with Yong Hui’s menu? The following statements are right EXCEPT ___.

A. The food here was too limited.

B. It did not give enough energy-giving food.

C. The food on the menu was more delicious.

D. It offered slimming food only.

4. Which of the following is TRUE according to the passage?

A. Wang Peng’s customers often became fat after eating in his restaurant.

B. Wang Peng provided a balanced diet.

C. Yong Hui could make people thin in 2 weeks by giving them a good diet.

D. Wang Peng’s menu gave people food containing enough fiber.

4、课堂小结（7分钟）

为进一步培养学生归纳、总结的能力，接下来我会以填空的形式检测学生对文章的理解程度及听课效果。我会抽取4个代表将自己的答案写在黑板上，接着带学生一起批改和讲解。

Wang Peng felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____ Li Chang into a newly-opened restaurant. He found that the owner 4____ Yong Hui was

serving slimming foods to make people thin. Driven by 5_____, Wang Peng came 6____ to take a close look at the menu. He could not even 7_____ his eyes. He was 8_____ at what he saw. He hurried outside and got 9_____ to do some 10_____. After a lot of reading, he 11_____ that Yong Hui’s food made people become 12_____ quickly because it was no 13_____ food. Arriving home Wang Peng rewrote his own sign.

（Key：1.frustrated 2.ever 3.followed 4.named 5.curiosity

6.forward 7.believe 8.amazed 9.online 10.research 11.realized

12.tired 13.energy-giving）

5、讨论（5分钟）

在对课文有了深入的学习之后，我会问学生这样一个问题：How do you think the story will end？这个故事并没有结束，如果你是作者，你认为事情会如何发展下去呢？让学生分成小组讨论3分钟，挑选代表站起来发言。我会就发言的情况做出陈述性的总结，鼓励发散思维。

6、在本节课的最后我给学生布置了课下作业：将自己设想的故事结尾以作文的形式写下来，不少于120个单词。

7、最后是板书设计。这样的板书设计简洁明了，使学生能够很好的把握本课的重难点。

六、教学反思

本节课主要训练的是阅读技巧，学生的阅读能力得到了提高，小组合作环节增强了学生的团队意识。我作为教师在整堂课的过程中都应该把重点放在学生身上，老师的教是为学生的学服务的。

高中英语book2,unit3,语法说课稿(二)
人教版高二英语必修5 Unit3 Future Life说课稿

Unit 3 Life in the future说课稿

高二级 Joyee 2014.12.23

一、说教材

1. 教材内容分析

本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计。

2. 说教学目标的确立及其依据

本节课是以谈论未来生活为主题的口语课，根据本课的内容和要点制定以下的三维目标：

(1) 语言知识目标：学习文章中在“未来世界”的跨时空旅行、交通、住房、环境和空气质量等五个方面的英文描述；学习使用有关预测和猜测的表达方式。

(2) 能力目标：从素质教育的要求和学习语言的目的来看，高中英语教学重视培养学生运用英语进行交际的能力。这堂课重视培养学生的口语表达能力，体现英语教学的交际性、准确性和实践性。因此本节课教学着重培养学生的口语表达能力。

(3) 德育目标：学生在本单元的学习过程和开展的小组讨论活动中，除了增长语言知识、提高用英语交际的意识和能力外，更要拓展对未来生活的想象力；并且从分享“未来生活”的主题活动感受的过程中，加强合作意识、陶冶情操，提高自身素养。 3. 说重点和难点

1) Inspire the students to imagine the future life and say something about the future, for example, transportation and housing, using the proper expressions. 2）Enable the students to understand the meaning of the text, and say something according to the text.

3）To improve the students’ oral ability. Practise two topics:

①What do you suppose the future transportation will be like? ②4) Retelling the text.

二．说学生

教学对象是高二（6）班的学生，这个班学生的英语基础整体比较好。

1

三. 说教法

在具体教学中以情景教学法为主，充分利用直观教具和多媒体手段，配以适当的视频画面，给学生以直观生动的体会，培养学生直接用英语理解、表达和思维的能力。让学生积极参与，充分调动他们的学习积极性，以有限的课堂为载体，带学生进入广泛的知识天地。 四. 说学法

本课内容是未来生活环境的想象、猜测和思考，因此在教学过程中指导学生从跨时空旅程、交通、住房、空气和环境等方面谈论，运用相应的词汇，强化记忆、发现学习，培养学生的观察力、记忆力、想象力、思维能力。

五．说教具: 电脑，多媒体教学设备. 六．说教学程序

本课通过 Lead-in 、Skimming 、Q&A、Discussion、Summary 五步骤培养学生的分析和概括能力。

Teaching procedures: Step1: Lead-in .

Enjoy a short video, cut from a science fiction film I, robot, to lead the students to imagine the future world. Step2: Fast Reading

Ask the students to read the text quickly, then find out the main idea of the text, and answer several questions according to each paragraph.

purpose: These questionts are simple questions, just to help the students get a brief acquaintance to the future world described in the text.

Step3: Listening and retelling according to paragraph 4. Show some tips to help the

students retell the sentences.

Purpose: This exercise is a practice for oral test part C in NCEE.

Step4: Design two topics while talking about the hovering carriage and Wang Ping’s

house. Practise the dialogues of making predictions.

Topic 1 Topic 2 The students may use these structures :

I suppose the transportation will be something like a ….

2

I suppose , in the future, the house will be built in….. I imagine that ….

Purpose: To practise the structure orally I suppose that… , I imagine that.. .

Step5: Summary of the text orally.

Step6: Discussion.

“What’s the writer’s attitude towards the future, optimistic or pessimistic?” “How do you know? “

The students may begin like these :

• In my opinion, the writer’s attitude towards the future is _________ . • As far as I am concerned, the writer feels _________ to the future. • I think the writer has an _________ view of the future.

Purpose: To learn to analyze the writer’s attitude and express your conclusion. Step7 Homework

1. To talk with your chairmate on the topic: Imagine, what the future world will be? 2. Review the reading passage and find out the difficult language points to you. 3. Finish exercises 1,2&4 on page 19.

4. Review the words and phrases of this unit. A dictation tomorrow.

Unit 3 Life in the Future wh- do you suppose ….? I suppose ….. I imagine that….

And some words, perhaps they will be: science fiction film, high-tech, time tunnel

3

1. What did Wang Ping’s house look like?

large, brightand clean

His house is a large bright, clean room.

It had a green wall, a brown floor and soft lighting.

4

5

高中英语book2,unit3,语法说课稿(三)
必修四_Unit_3_人教版高中英语说课稿 2

必修四 Unit 3 人教版高中英语说课稿

各位老师：

大家下午好，我这节课的内容是高中英语必修四第三单元A taste of English humor的Warming-up和Reading部分。我准备从以下6个方面来展开我的课：教材分析、教学目标、教学方法、学习方法、教学步骤、板书设计。【高中英语book2,unit3,语法说课稿】

第一部分：教材分析

本单元主要关于不同类别的英式幽默，向我们展示了卓别林的工作和生活，以及为全世界人们所喜欢的幽默—无声幽默。通过学习本单元，能够让学生了解Charlie Chaplin滑稽但是却鼓舞人心的幽默，本单元阅读部分不但能让学生了解到关于Charlie Chaplin的相关信息，同时也能够让学生通过本篇课文，提高英语学习的能力。

第二部分：教学目标

众所周知，阅读在英语学习的过程中属于语言的输入过程，而语言的输入过程又对语言的输出过程，比如说和写又有很大的作用，那么，在研究完新课程标准和教学大纲后，我的教学目标将会是知识目标、能力目标、情感目标。

1. 知识目标

学生能够听懂，读懂，并且能够正确地使用文中重点的单词，短语

重点单词：humor content astonishing unfortunately ordinary bored entertain throughout homeless worn failure overcome leather chew convince convincing direct outstanding 重点短语：up to now, badly off, pick out, cut off, star in

学生能够理解文章的内容

2．能力目标

增强学生的听，说，读，写能力，尤其是说和写的能力

训练学生共同协作的能力

增强学生阅读能力，尤其是跳读和精读的能力

3. 情感目标

通过本文，学生能够从Charlie Chaplin那学到乐观面对生活的苦难，并且能够自己去发掘我们生活中的幽默

第三部分：教学方法

英语教学过程中最重要的是什么呢？我认为最重要的莫过于如何让学生读懂文章，并且能够让他们将课文中重要的单词或短语能够自由的在日常生活中使用。

如何才能将教学方法改进地更加好呢？通过对文章内容以及学生学习背景的分析，我将使用以下的教学方法：

理论依据

新课程标准和教学大纲，整体语言教学

具体方法

任务型教学 围绕核心任务，设定小任务 开展自主性学习的小组活动 合作探究和自主学习相结合

教学模式

Task-based Language Teaching

在教学过程中可能会碰到的重点与难点为：

重点：帮助学生了解重点单词及短语的用法，提高学生的阅读能力

难点：帮助学生理解中式和英式幽默的区别

同时，在教学过程中，我也会使用到多媒体，图片，黑板和录音机等教学辅助工具。

第四部分：学习方法

这个阶段的学生思维非常敏捷，并且他们也非常渴望展示自己，而他们自身也存在着一定的阅读能力，但是他们缺少相应的外国文化背景以及表达自己思想的勇气，因此，作为老师，就应该非常注意他们的学习策略，在本节课上，我将会教会我的学生以下策略：

自学与团队协作相结合的学习方法，并用这种能力去获得和处理语言信息

练习策略

鼓励学生的质疑精神来提高学生发现，分析并解决问题的能力

第五部分：教学步骤

学生是学习的主体，在教学过程中，我会更多地让他们参与到我的教学过程中来，为了达到这个目标，我将会采用以下的教学步骤：

Step one: Lead-in and Warming up (7 mins)

Step Two: Reading ( 22 mins)

Step Three : Retelling （5 mins）

Step Four: Pair work. (Enjoying 4 mins)

Step Five : Interview ( Group activity 8mins)

Step Six : Home work

Step 1:

我认为最有效地引导学生进入课文的方式是积累兴趣以及相互讨论，首先，我会先播放the Gold Rush中的幽默片段，与此同时我也会引出几个小问题，通过这几个小题，把全文的主题引出来：Do you know what this film is?

Are you familiar with the actor Charlie Chaplin?

What makes his performance funny?

之后，我会向学生展示许多国内外著名幽默大师的图片，并且通过展示这些图片，在最后也把Charlie Chaplin的图片展示出来，以及他的经典形象。

（设计理念：这一环节的设计将会激发学生对文章中这一话题的兴趣并能引起让学生在短时间内集中精力，这对于学生完成下面的阅读任务很有帮助。）

Step 2:

接下来就是主题阅读的阶段。这一阶段中，我将会以两种形式的阅读呈现：跳读及精读。首先进行的是跳读，这需要学生在短时间内，快速地浏览文章，并且得到课文大意及每个自然段的段落大意，为了降低阅读难度，我分别设置了单选题和连线题的任务模式考察学生这个阶段的任务完成。

Task 1.What’s the passage mainly about?

A. The history of English humor.

B. The films Chaplin made.

C. The life and humor career of Charlie Chaplin

D. The Gold Rush in California.

Task 2:summarize the main idea of each paragraph and match the paragraph with its main idea. Para 1: (E ) A. His achievements

Para 2: (C ) B.An example of a sad situation that he made funny.

Para 3: ( D) C. What Charlie’s childhood was like.

Para 4: ( B ) D. What his most famous character was like.

Para 5: ( A) E. Charlie Chaplin brightened the people’s lives through two world

wars and the hard years in between.

然后进行的将是精读，在这个阶段，我会播放这篇课文的听力，让学生跟着磁带去进行这 篇课文的阅读，这个时候，我也会设置不同的任务，来考察学生对这篇课文的细节了解。 Task 3: Listen to the passage and read it again and then fill in the chart. . Notes on Charlie Chaplin’s career.

Born: _______

Died:_______

Job: _______

Famous Character: _______

Costume: _______

Reason for success:_______

Task 4: Explain in your own words the sentence “Charlie brightened the lives of American

and British through two world wars”.

Task 5: Complete the following statement with words from paragraph 4

In the end, Charlie attempted _________ _______

Task 6: Why was “The Little Tramp ”loved by many people around the world?

A. Because the appearance of the character is so funny.【高中英语book2,unit3,语法说课稿】

B. Because the tramp is a social failure.

C. Because he is always made fun of by others.

D. Because of his optimism and determination to overcome all difficulties.

Task 7: What does the word “he” refer to ?(line 30 on Page 18. )

(设计理念:这一环节沿用了英语阅读教学中最重要的两种阅读技能，即略读和详读，这也 是本课设计的重点。同时，在详读这一环节的任务5和7中，我设计了高考新题型的相 关练习，如补全句子，代词指代等等，这样就有效地把高考和日常教学联系了起来，也锻炼了学生应答这种练习的能力。）

Step 3: Retelling

在这个阶段，我会呈现出这篇的课文的压缩版，但是会省略部分信息，要求学生按照 章内容补全短文

People may laugh at others_______ on a banana skin, or falling down a hole, for it makes them _______ with themselves seeing others _______ _______ than themselves.

As an outstanding humorous actor, Chaplin could always _______ in the people

deep feelings by using _________ forms of acting in the time of silent films. His charming _________ “the little tramp” is well-known all over the world, a poor and _________ person

wearing large trousers, ________ shoes, and carrying a walking _______.

A social _______ as he was, he was loved by all the people for his ____________ in overcoming difficulties and being kind to people _______ to him. When playing the famous film The Gold Rush, Chaplin managed to make the sad situation—eating a _______ shoe, entertaining by using __________ humor.

Such is Charlie Chaplin who produced, _______, and wrote the movies that he _______ in. He was given a special Oscar for his lifetime work ___________of bringing humor to us all.

（设计理念：这一环节是一巩固练习，使得学生对文章中的既得信息有所加强，并对这篇 文章有了更加整体的理解）

Step 4,5: Pair work and Group work

在这两个环节中，我分别会让学生自己组成对和小组，一起来完成阶段任务，比如英语笑话对话，及角色扮演。

（设计理念：这两个环节是为了知识转化, 即让学生切实体会到nonverbal humor is really universal, 又给了学生练习口语的机会，同时也体现了本课时的情感目的。）

Step 6: Homework

高中英语book2,unit3,语法说课稿(四)
高一必修二第三单元说课稿

外国语学院2011级13班 舒琴 201105121331

Book2 Module3 Music

Good morning /afternoon,my name is Shuqin. I’m very glad to stand here to interpret my lesson.the lesson I’m going to talk about is from foreign language and research press-signer one book 2 module3 music.

一、Analysis of the book:

Features and status in the textbook: this module is about “music”. In this module student can learn some famous musicians and some knowledge of music. For example, student can get to know some musical instruments and knowledge of the symphony and orchestra. At the meanwhile, through this lesson students can get to know the cultural background of the music. The part i’m going to teach is reading and vocabulary. This part is mainly talk about the three great musicians of the eighteenth century.

二、Teaching aims:

Teach student how to introduce a person to others and how to introduce themselves.

三、Teaching adjectives:

1、 By the end of the lesson,students should be able to :

<1> have the basic knowledge of music, for example symphony an orchestra.

<2>get to know the three musicians basically after learning the lesson.

<3>know how to introduce a person briefly.

2、Ability aims:

<1>train students’ speaking ability through pair work, group work,individual work.

<2>train students’ reading ability by reading.

3、Emotion aims:

<1>try to raise students’ cooperative awareness in their study.

<2>develop students love music and enrich their emotion.

4、Cultural awareness：

<1>let students to learn some works of music and the differences of the music between China and western countries.

<2>develop students awareness of communication through music.

四、Teaching key point:

<1>The introduce of music

<2>The knowledge of the three musicians

<3>Reading ability

五、Type of lesson:

This lesson is a reading lesson,therefor the mainly purpose of the lesson is train students’ reading ability.

六、Teaching producer：

Step1、introduction

Use a piece of a music and pictures to lead in the text. And draw

students attention to the class.

Step2、fast reading

In this part students should reading these passages fastly and find the information as required.

Step3、group work

Students work in pairs to talk about how to introduce the musicians according to the information they have found from the textbook. Step4、careful reading

In this part students should reading these passages carefully and answer the question gave by the teacher.【高中英语book2,unit3,语法说课稿】

Step5、pair work

Students work in pairs to introduce a person known by them.

Step6、summary

That is all my lesson, thank you for your attention.

高中英语book2,unit3,语法说课稿(五)
外研高中英语book 2 module 3 reading 说课稿

外研版英语必修二module 3 Music 说课稿

孙 荣

：

一．教材分析

本模块的主题是音乐，英语是一种语言，通过本节课的学习，学生要在听、说、读、

写等语言技能方面有所提高。由于该主题深受学生喜爱，我在教学当中设计各种活动想方设法调动学生的积极性，发挥学生的主体作用，借助音乐名曲欣赏，音乐知识问答，音乐家介绍等多种形式活跃课堂气氛，提高教学效率。

三维教学目标

1.知识目标：

通过本节课的学习，学生掌握一些与音乐有关的词汇，句型，语篇的中心内容。

2.能力目标：

全面提高学生的听、说、读、写能力。

3.情感目标：

使得学生喜欢音乐，丰富学生的情感。

教学重点:

鼓励学生积极主动地参与课堂讨论，

帮助学生理解文章。

教学难点:

如何引导学生在课堂上主动的说，

二．学情

在教学过程中，高中的学生注意力有一定的稳定性，观察力很强，具有一定的目的性，系统性和全面性。已经初步实现从具体思维向抽象思维的过度，他们喜欢有个性化的教学设计，喜欢接受新鲜事物。同时自我意识增强，拥有强烈的主观能动性。尤其是我校新课改实施以后，我们的学生更是拥有很强烈的自我展现意识和欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏，他们已具有了一定的自主合作和探究能力，具有了一定的英语语言知识和语言应用能力，具有英语表达的基本技能。

因此，在设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起讨论的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的，他们喜爱的音乐为话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。

三．教法

新课程提倡运用任务型教学途径，围绕核心问题，设定小任务，围绕文章内容，尽

可能提供训练学生技能的机会，开展自主性学习的课堂活动，强调合作探究与独立思考相结合。注重“兵教兵，兵强兵，兵练兵”和在“做中学，用中学”。本节课主要采用任务型教学法和活动教学法，借助多媒体展开教学活动，通过运用阅读技巧，如查读等方式提高阅读技能，而是学生掌握阅读策略，同时为绕文章设计各种教学活动，以自主合作等多种形式如在阅读任务完成后，设计一个简单小对话并且展示出来。在这个过程当中，学生需要讨论交流，引导学生根据不同的学习任务学习使用不同的学习策略，是良

好的学习习惯得以培养，自主学习和合作得以发展，交际能力和综合运用能力得以提高。

四．学法

通过本课教学，我将主要培养以下学习方法：

1. 参与式学习法：培养他们从练中学，在学中用，通过设置符合学生知识水平

的活动让学生参与，体验，实践，并从中品味在活动中的乐趣。

2. 知识迁移法：培养学生善于运用所学知识来分析和解决问题的能力。

3. 合作学习法：通过小组形势完成多种活动，培养探究和合作意识与能力。

五．教学过程

Step 1. Lead-in (Brainstorming)

（Ask the students the following questions and lead in the new class.）

T: 1. Do you like music?

2．What kind of music do you know?

3. What kind of musical instruments do you know?

4. Who is your favorite singer?

5. Which is your favorite song?

(以基础的语言启发他们，以轻松的，他们喜爱的音乐为话题展开本节课的教学)

T：Would you want to enjoy some pieces of music? Ok! Let’s enjoy together!

(教师呈现视频音乐，让学生感受音乐的美，激发学习兴趣)

T：Do you think they are so catchy? Yes, I think they are so wonderful.

Thanks to those musicians. They give us these beautiful music.

Do you want to know anything about other musicians?

S: Yes.

T: Look at pictures. Do you know who are they?

S: Haydn, Mozart and Beethoven.

T: yes, you are right. Do you want to know anything about them?

S: yes.

Step 2. Fast reading

T: Now turn to page 22, and read the passage quickly and choose the best title of

this passage! (教师在这里强调标题的特点: 高度的概括性，强烈的针对性，充

分的醒目性。目的是通过本环节学生学会如何确立一篇文章的题目)让学生查

找信息-，作出判断-，找出主题句，得出结论。

A：Three Great Austrian Composers

B：Three Great Composers of the Eighteenth Century

C: Three Great Child composers

Step 3. Detailed reading

Passage1:

T: Yes, this passage is talk about three Great Composers of the Eighteenth Century.

(Read part I together and answer following questions )

1. What is Haydn known as all over the world?

2. How did Haydn change the form of symphonies?

3. How long did he work in eastern Austria?

Passage 2:

T: now let’s know about another musician Mozart.

(Listen to the tape and decide if these statements are true or false.)

1. When Mozart was four, he learned to play the piano. ( F )

2. Mozart composed more than 600 pieces of music. ( T )

3. Mozart and Haydn were friends for ten years. ( T )

4. Mozart’s father was a musician and symphony conductor. ( F )

Passage 3:

T: do you think Haydn and Mozart are great? Their experiences are special, right?

Another musician is Beethoven , he showed musical talent when he was very

young . Do you want to know him?

(Read part 3 and fill in the blanks.)(本环节培养学生查找阅读中关键

词的能力)

Beethoven was born in Bonn, Germany. He showed musical ______ when he was

very young, and learned to play the ______ and _______ from his father. Then Mozart

met Beethoven and was __________ by him. It was ________who encouraged Beethoven

to move to Vienna. Beethoven became very _______ in the Austria. As he grew older, he

began to go _____. He became completely deaf during the last years of his life, but he

____________________.

Step 4. Make up a dialogue

对话内容：

A: what do you like doing in your spare time?

B: I like listening to ___________________.

A: what’s your favorite kind of music, Traditional Chinese music, Pop music, Rock

music or Classical music?

B: My favorite kind of music is _________________.

A: Why do you like listening to_________________?

B: Because it can___________________________.

A: Oh, Who is your favorite singer?

B: My favorite singer is ____________. A: Which is your favorite song?

B: My favorite song is ________________.

A: why do you like this song?

Step 5 Homework

Writing:

Haydn, Mozart 和Beethoven是十八世纪三位著名的作曲家。Haydn 被称为交响乐之父，是他把交响乐曲改成了适合交响乐团演奏的长乐曲。 Mozart在年轻时就表现出对音乐的天赋，他仅活了35岁却创作了600多首曲子。 Haydn在1781年与Mozart相遇，并对他留下了深刻的印象。 Beethoven在奥地利一直很受欢迎，并在那里度过了余生。随着年龄的增长，他的耳朵变聋了，但是他继续创作曲子。

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