《Book3Module2 Music》復習課說課稿

時間：2021-06-10 12:28:35 說課稿我要投稿

　　《Book3Module2 Music》復習課說課稿

《Book3Module2 Music》復習課說課稿

　　● 教材分析

　　1、出處：今天我說的課題是外研版必修三《Module2 Music》第二課時復習課的內容。

　　2、地位與作用：在第一課時我們系統(tǒng)地復習了Module2 Music這一模塊中所呈現(xiàn)的與音樂相關的詞匯,重點講解了四個單詞及兩個短語在不同語境中的運用。本節(jié)課為第二課時,重點復習兩個句式即:強調句式; by the time 引導的時間狀語從句。縱觀近幾年高考卷，我們可以看出這兩個句式的理解與運用一直是復習的重點.

　　通過在課堂中多種形式的訓練，學生將對這兩個句式有更進一步的理解與運用，為基本詞匯的積累奠定堅實的基礎．

　　根據(jù)我班學生的情況，我制定了以下教學目標：

　　● 目標分析

　　1、情感目標：在復習活動中讓學生體驗詞匯在不同語境中的含義，培養(yǎng)學生的英語應用意識，激發(fā)學生成功學習英語的自信心。

　　2、能力目標：培養(yǎng)學生歸納、總結等自我復習能力及團隊合作精神，加強生與生之間的合作學習能力。

　　3、知識目標：梳理所學知識，形成一定的體系，并逐步掌握強調句式的一般式,特殊疑問式及not---until的強調;體會并合理運用by the time 引導的時間狀語從句中謂語動詞的時態(tài)變化

　　重點、難點

　　重點強調句式 by the time

　　難點：強調句式的多種變化尤其是not，until的強調結構

　　● 教法分析與教學設計

　　充分確立學生在教學中的主體地位，貫徹師生合作的精神。為此我采用了“五標教學法”。基本流程：1）創(chuàng)設情景，引標展標————2）任務性教學：自主學習，合作探究，解標——3）個性展示, 反饋拓展，檢測學習效果————4)課堂小結，及時評標——5)布置作業(yè)。

　　在本節(jié)課中，多媒體始終貫穿課堂，并及時的穿插紙介的習題訓練，以避免學生視覺疲勞，同時學生也更能集中注意力進行自主學習。

　　教學流程

　　（一）創(chuàng)設情景、導入課題 -------引標展標

　　聆聽音樂激發(fā)興趣：本模塊的中心話題就是music，通過第一課時復習，學生回顧相關的詞匯，掌握了對不同音樂喜好的表達，為此，我播放不同類型的音樂，讓學生用英語表達出自己最喜歡的音樂及原因。這樣我既檢查了學生對上節(jié)課內容的掌握情況，也調動了他們的積極性。最后，我運用強調句式、by the time表達我最喜歡的音樂，并用大屏幕展示句子。通過展示語句，向學生明確本節(jié)課的目標，從而出示本節(jié)課主題。教師板書主題及目標。

　　(二) 多媒體呈現(xiàn)教材原句、明確高考中的地位

　　1. It was Haydn who encouraged Beethoven to move to Vienna. （撥弦鍵琴曲）piano and violin, as well as for orchestras.（管弦樂團）

　　2013重慶卷、全國卷、天津卷

　　(2013天津卷）she mentioned her own plan. A. that

　　B. where C. why D. when

　　2014福建卷、湖南卷、四川卷

　　(2014四川卷）Was it because jack came late for school ___ Mr. Smith got angry?

　　A. Why B. who C. where D. that

　　(2012北京卷)

　　By the time you have finished this book, you meal ____cold.

　　A. gets B. has got C. will get D. is getting

　　(2011遼寧卷)

　　By the time Jack returned home from England, his son ___ from college.

　　A. graduated B. has graduated C. had been D. had graduated

　　做法及意圖：用大屏幕展示課本中含有強調句式、by the time引導得時間狀語從句的兩個句式并呈現(xiàn)本節(jié)課目標。目的是讓學生再次回顧所學過的內容，感受其用法。然后以四個高考題為例，向學生展示2011—2014高考中所出現(xiàn)的對這兩種句式的用法考查點。詣在幫助學生認識到它們在高考中的重要地位，從而引起學生足夠的重視。

　　（三）任務性教學：自主學習、合作探究------- 解標

　　Task1:

　　教材原句：It was Haydn who encouraged Beethoven

　　to move to Vienna.

　　強調句型

　　It is/was +被強調部分+that /who /whom+…

　　Is/Was it… who/that…?

　　特殊疑問詞+is/was it? who/that??

　　1. It is in the street that I met the young man.

　　2. It’s Nancy whom you should ask.

　　3.It was on Monday night that all this happened.

　　4. It was only when I reread his poems recently that I began to appreciate their beauty.

　　5. Was it you who broke the window?

　　6.Where was it that you found your lost pen?

　　1. It強調句的特征是：

　　把句中的"It is/ was …that/who…”劃去，所剩的正好是一個完整的句子。

　　2. 強調句型指現(xiàn)在或未來的情況用It is,指過去用It was。

　　3. 強調人時可用who 或that，如果不強調人一律用that，不可誤用which, when, where 或why等。

　　4. 強調句型的疑問句結構

　　Is/Was it… who/that…?

　　特殊疑問詞+is/was it… who/that…?

　　▲ 5. 含not…until…結構的句子, 變?yōu)閺娬{句時應將not until 放在is/was 后

　　原句：Tom didn’t leave until Mr. White came back.

　　→It was not until Mr. White came back that Tom left.

　　原句：I didn’t realize she was a famous film star until she took off her dark glasses .

　　→It was not until she took off her dark glasses that I realized she was a famous film star.

　　Practice：

　　1.(2013天津卷) It was not until near the end of the letter _____she mentioned her own plan.

　　A. that B. where C. why D. when

　　2.It____ we had stayed together for a couple of weeks _____ found we had a lot in common.

　　A was until ; when B. was until; that C. wasn’t until ; when D. wasn’t until; that

　　3.(2014四川卷）Was it because jack came late for school ___ Mr. Smith got angry?

　　A. Why B. who C. where D. that

　　4.(2014湖南卷)It’s not doing the things we like, but liking the things we have to do ____makes life happy.

　　A. that B. which C. what D. who

　　5.It was ____ he said ____ disappointed me.

　　A. what; that B. that; that C. what; what D. that; what

　　6. Was ______ that I saw last night at the concert?

　　A. it you B. not you C. you D. that yourself

　　7. It is____ who____ reasonable.

　　A. me；am B. me；is C.I；am D.I；is

　　8. ____ find my wallet，Tom？

　　A. Where did you that B. Where was it you C. Where have you D. Where was it that you

　　9.It was in the factory____ produced TV sets ____our friend was murdered.

　　A. which；which B. that；which C. which；that D. where；that

　　10. It was in Beihai Park____ they made a date for the first time ____ the old couple told us their love story.

　　A. where；that B. that；that C. where；when D. that；when

　　做法及意圖：

　　用大屏幕呈現(xiàn)任務一：強調句式

　　展示課本原句及有關該句型六個不同考點的句子，教師布置如下任務：：

　　1. 強調句式的結構是什么？

　　2. 當我們要分別強調時間、地點、原因、人物等時，強調句式是否發(fā)生變化？

　　3. 如何判定是否是強調句式？

　　4. 強調句型的疑問句結構是什么？

　　這一環(huán)節(jié)要求學生自主學習，即：大聲反復朗讀句子，并自己總結老師提出的四個問題。然后前后小組討論匯總強調句式應注意的問題，最后小組長總結，教師點評。緊接著，學生獨立完成輔導書《名師對話》中對應的練習題，完成后小組內核對答案，教師處理難點。同時板書強調句式結構。練習目的在于要求學生即學即練，當堂掌握。該練習的最后一道為not…until 的強調句式，我想會有大部分同學不知從何入手，所以我利用這一習題再次導入到這一特殊句式的講解上。這一句式結構是我們這一節(jié)課的難點。

　　原句：Tom didn’t leave until Mr. White came back.

　　→It was not until Mr. White came back that Tom left.

　　我的做法是首先呈現(xiàn)出not…until的原句即：Tom didn’t leave until Mr. White came back. 然后引出not…until的強調結構：It is/ was not until….. that……..。要求學生觀察It was not until Mr. White came back that Tom left. 這一強調句式與原句until后的`內容有無變化。既然沒有變化我們能總結出什么規(guī)律來：小組討論，并展示討論結果，學生能總結出無論在原句還是強調句中，until后出現(xiàn)的內容要緊跟它走，即：until后有什么你抄什么！that后用肯定。根據(jù)我班學生英語的學習水平，我就用最通俗易懂的話幫助他們掌握疑難點。教師提示完畢后，要求學生緊接著做兩組同義句轉換，即：將原句改為強調句的訓練。第一組until 后接詞第二組until 后接句子；此習題的設計在于讓學生在變化中仍然能找到其根源。

　　針對not…until的高考考查點全部訓練完畢后，學生自主完成在上課初呈現(xiàn)給大家的2011---2014 的高考題，我想這個時候，學生做起題來，一定會就得得心應手。

　　Task2:

　　教材原句：By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras.

　　by the time+ 主語+did, 主語+had done

　　1.By the time I got to the station, the train had already gone.

　　2.By the time l got home, they had already left。

　　3. By the time I received his letter, he had left Shanghai.

　　By the time + 主語+does/ do, 主語+ will have done

　　1.By the time I get home，they will have left。

　　2.By the time I graduate next year, I will have lived here for 5 years.

　　如果主句動作不強調已經完成，只是說明某個時候的狀況，此時主句不用完成時，而應根據(jù)實際需要選用適當?shù)臅r態(tài)，此時by the time相當于when。

　　1.He was out of breath by the time he reached the top.

　　2.By the time he went abroad, he was fourteen.

　　3.By the time we arrived， the meeting was over.

　　Practice:

　　1.By the time we got to the station, the train _______________( go).

　　2. By the time you___________ (come )next season, the yellow leaves______________ ( cover) the paths and valley.

　　3（2005天津卷） By the time Jane gets home， her aunt _____for London to attend a meeting.

　　A. will leave B. leaves C. will have left D. left

　　4.(2011遼寧卷)By the time Jack returned home from England, his son ________ from college.

　　A. graduated B. has graduated C. had been D. had graduated

　　做法與意圖：任務二主要是處理在by the time引導的時間狀語從句中，從句與主句謂語動詞時態(tài)的變化。本任務對于我們的學生而言，是較為容易的。總的處理原則仍然是

　　1）重現(xiàn)原句感悟（自主學習）

　　2）再次呈現(xiàn)大量例句，總結規(guī)律（合作探究）在合作完成之后，讓小組長到講臺上來，把他們小組的見解講給其他學生聽，其他小組成員可以適當補充，充分體現(xiàn)學生自主的課堂。

　　3）教師點撥，提煉疑難點

　　4）對應練習訓練，再次總結規(guī)律

　　（四）個性展示, 反饋拓展，檢測學習效果

　　1.It was not until near the end of the letter _____she mentioned her own plan.

　　A. that B. where C. why D. when

　　2.It____ we had stayed together for a couple of weeks _____ found we had a lot in common.

　　A. was until ; when B. wasn’t until; that C. wasn’t until ; when D. was until; that

　　3.(2014四川卷）Was it because jack came late for school ___ Mr. Smith got angry?

　　A. Why B. who C. where D. that

　　4.(2014湖南卷)It’s not doing the things we like, but liking the things we have to do ____makes life happy.

　　A. that B. which C. what D. who

　　5.It was ____ he said ____ disappointed me.

　　A. that; what B. that; that C. what; what D what; that

　　6. Was ______ that I saw last night at the concert?

　　A. you B. not you C. it you D. that yourself

　　7. It is____ who____ reasonable.

　　A. me；am B. me；is C.I；is D.I；am

　　8. ____ find my wallet，Tom？

　　A. Where did you that B. Where was it that you C. Where have you D. Where was it you

　　9. It was in the factory____ produced TV sets ____our friend was murdered.

　　A. which；which B. that；which C. that；that D. where；that

　　10. It was in Beihai Park____ they made a date for the first time ____ the old couple told us their love story.

　　A. where；that B. that；that C. where；when D. that；when

　　1.By the time you arrive in London，we ______in Europe for two weeks.

　　A. shall stay B. have stayed C. will have stayed D. have been staying

　　2.. Hurry up！ By the time we get to the church， the marriage service_____.

　　A. had started B. will have started C. has started D. must have started

　　3. ―Did you see Xiao Li at the party？ ―No，_____by the time I arrived.

　　A. she’d left B. she’s left C. she was left D. she must leave

　　4.（2009北京卷） When I talked with my grandma on the phone， she sounded weak， but by the time we _____ up， her voice had been full of life.

　　A. were hanging B. had hung C. hung D. would hang

　　5. (2008四川卷） The telephone_____， but by the time I got indoors，it stopped.

　　A. had rung B. was ringing C. rings D. has rung

　　(2008山東卷） By the time he realizes he _____into a trap， it’ll be too late for him to do anything about it.

　　A. walks B. walked C. has walked D. had walked

　　7.(2011遼寧卷)By the time Jack returned home from England, his son ________ from college.

　　A. graduated B. has graduated C. had been D. had graduated

　　8.(2005天津卷)By the time Jane gets home， her aunt _____for London to attend a meeting.

　　A. will leave B. leaves C. will have left D. left

　　做法與意圖：以試卷的形式進行限時檢測，共18道習題，由易到難，涵蓋了所有考查點并穿插了7道高考題，讓學生意識到一種句式結構可能會出現(xiàn)多種考查方式，從而進行能力方法遷移，這樣即能訓練鞏固又可以過渡到新問題，并把試題的形式變豐富。學生能順利完成13道以上，其中有3道題是有難度的。

　　（五）課堂小結及時評標

　　以提出問題的形式，要求學生以我的板書為提綱，回顧：

　　1、這一節(jié)課我們一起學習了哪些知識？

　　2、對這些內容你有什么體會，請與你的同伴交流．

　　在授課過程中，我板書了本節(jié)課的知識框架，并不去填寫具體內容，這樣在課堂小結

　　環(huán)節(jié)中，可以讓學生再進一步總結概括，我可以看看學生在本節(jié)課中的學習效果。

　　（七）布置作業(yè)

　　1）作業(yè)與測評p221 單選、完型

　　2）背誦Module3的詞匯，準備檢測

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