高三英语复习课案例分析

高三英语复习课案例一 教学课型：高三复习课（45分钟） 二 教材分析： 1. 教学内容 新课标人教版Module 2 Unit 5 Music 2. 教材处理 本节课的教学内容是对新课标人教版Module 2 Unit 5 Music的复习。主要任务是通过填空的形式复习课文内容，掌握本单元一些重点短语。通过对话题进行说，听，写等活动，使学生了解到各种音乐形式，国内外著名的乐队，熟悉使用有关偏好的表达方式，表达自己对音乐的偏好及认识，最后能利用课堂讨论所积累到的语言素材和听力材料完成一篇读写任务，实现从语言输入到语言输出的迁移。 3.教学目标： 1) Knowledge targets Words and expressions about the topic Expressions about preference 2) Ability targets Listening：听取信息 Writing: 读写任务 3) Culture targets Music；bands; kinds of music; effect of music 3. 教学重难点 1) Topic discussion 2) Listening 3) Writing 三教学设计 1.总体思路 本节课总的思路是复习基础，活用知识，拓展能力。借助多媒体教学，以多种形式的活动来组织教学，让学生在学习的过程中发展自主学习和合作学习的能力，提高学生用英语进行思维和表达的能力。 本节课首先以课本内容为依托，采用填空的形式作为回顾检测，复习重点短语和表达。在完成对基础知识的复习的基础上重点训练学生综合语言运用能力（说，听，写）。围绕Do you like music? Why? 和 What kind of music do you prefer？Why？这两个问题进行讨论，在讨论和呈现讨论结果的过程中复习表达偏好的方式及积累语言表达材料。 最后通过听力训练，来培养学生在听力当中获取信息和处理信息的能力。通过对听力材料的理解也使学生明确了音乐对我们生活的影响和作用，让他们对音乐有了更全面的认识。通过讨论和听力材料增加有效的语言输入，让学生有足够丰富的语言材料来完成最后的写作任务，达到知识活用和能力拓展的教学目的。 四教学过程 I. 话题引入 Song appreciation: Listen to a song - Yesterday by the Beatles Some famous bands: Beyond / Backstreet boys / Westlife / the Beatles / the Monkees （设计说明）此环节以歌曲引入话题，能引起学生的兴趣，使学生迅速进入上课状态。此外也使学生能熟悉国内外著名的乐队，从而自然地引入到对乐队the Monkees的课文复习。 II. 语篇领悟 Summary of the text: Blank-filling If we are ourselves, most of us have being famous sometimes in our lives. Most musicians often meet and a band. Sometimes they play in the street to passers-by so that they can some money and this also gives them a chance to their dreams. “The Monkees” started in a different way. The musicians of whom the band was formed each other as well as played music, whose music and jokes were loosely “The Beatles”. Their exciting performances were copied by other groups. However, after one year or so, they became more their work and played their own music like a real band. Though it in 1970, it reunited in the mid-1980s and it is still popular today. （设计说明）采用填空的形式作对课文的回顾检测，复习重点短语和表达。学生对答案不肯定的空格可以和同学进行谈论，体现合作学习的精神。 III. 知识活用 A. Topic discussion（group work） 学生分组讨论下面问题： 1. Do you like music? Why? 教师可先进行示范和引导，例如: I myself am a music lover, because music can make me in a good mood after an exhausting working day. 这时可以引导学生思考表达喜欢的方式，最后由教师进行总结归纳 Possible expressions: be fond of / be a lover / is ones hobby （表达偏好的方式） 接着教师布置学生分组讨论：Do you like music? Why? 此时教师应鼓励学生的不同表达，充分发挥学生的自主性。另外小组成员之间也可以交流信息，体现合作探究的精神。 学生讨论完毕，小组代表在全班进行信息的交流。此时教师应对学生进行鼓励和表扬，使学生有成就感和近一步学习的动力。 最后，由教师给出参考的文段给全班同学欣赏。 Sample version: Almost everyone is fond of music. I myself am a music lover. Listening to music is my hobby in my life. Listening to music makes me feel relaxed. Whenever I feel sad, I will just turn on the radio and listen to some music. Music can cheer me up. Music can also relieve the tension caused by my study and work. 2. Can you name any music style? l Classical Rock and roll Orchestra l Rap Hip-hop Blues l Jazz Country music l Choral Folk music 4. What kind of music do you prefer？Why？ （对这个问题的讨论教师应引导学生回答时要针对不同音乐的特点来说明原因，否则学生有可能会只是简单的重复喜欢音乐的原因） Sample version I enjoy a large range of different types of music. Light music fills my heart with joyfulness. Country music features simple themes and describes day-to-day situations and the feelings of country people. Pop songs tell me the young peoples concern and I am willing to share their trouble. Indeed, through listening to various kinds of music, I find myself richer in sympathy with other people and things around me. Music comes from the heart and flows into the heart. (设计说明) 讨论部分的话题为学生所熟悉，学生基本上有话可说。这两个问题也都是开放性的，没有所谓的标准答案，学生也可以各抒己见。采用小组讨论的方式可以让不同层次的学生都充分的参与到活动中来，讨论结束后，每组推选出一位同学为代表来做presentation。教师在这个过程中要引导学生留意不同学生的表达和内容并将的一些重点词，句板书，让学生可以利用到最后的写作部分中去。 B. Listening Some researchers have shown that if you listen to _ music, especially Mozart while studying, it will improve your ability to remember. This is called the “_.” But not all kinds of music seem to have the same effect. It seems that the regular rhythm of classical music help develop ones _. Scientists also think that learning _ helps improve your _. （设计说明）训练学生