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外研版必修2 Module3 Music课堂实录

外研版必修2 Module3 Music课堂实录
外研版必修2 Module3 Music课堂实录

外研版必修2 Module3 Music 阅读第2课时

Analyzing for Writing

Class Record

Yucai Middle School, Fuxin City

(阜新市育才中学)

Zhang Hongliang

(张洪亮)

This is the second period of the reading lesson. In the last period, we have learnt the new words and expressions and have read the passage many times.

(Greetings!)

T: Today, let’s go on learning Music. In the last lesson, we have read the passage several times, so I believe that you must know what the passage is about. Right?

Ss: Yes!

T: Now, who can tell us what the passage is about?

S: It’s about three composers, they’re Haydn, Mozart and Beethoven.

T: You’re right. Thank you! Sit down, please.

T: In the last lesson, we know it’s about the life stories of three composers. In this lesson, we’ll analyze the three life stories for writing a life story. Are you clear?

Ss: Yes!

(write the TITLE on the Bb)

T: With this purpose, I’ve designed the following teaching aims.

(show the first aim on the screen)

T: Read the first aim. All together!

Ss: Analyze the three life stories, and get to know how to write a life story。

T: Great! Now, I’d like to divide the big aim into two small aims. The first one is…

Ss: Get to know what can be written in a life story.

T: And the second one is…

Ss: Learn some excellent and useful expressions for writing a life story.

T: EXCELLENT! Then, let’s see, after we know what can be written in a life story, and after learning some expressions for writing a life story. Can you guess, what’s the next aim?

Ss: Writing!

T: You said it! (show the ppt) It’s to write a life story.

T: Now, everybody, please look at the aims again. With all the aims and after you read them, can you guess what’s out first job for this class?

Ss: Analyzing.

T: You said it again!

T: Now, who’d like to read the instructions for us?

S: Read the passage carefully again and analyze it.

Then, try to find out what aspects we can learn about the composers?

T: Thank you! Please sit down!

T: For this job, I’d like you to work in groups, please have a discussion with your group members. Later on, when you share your ideas, please tell us the sentence is from which paragraph, which sentence, and what aspect have you found. Are you clear?

Ss: Yes!

T: I give you 5 minutes, please do it.

(Ss discussion)

(5 minutes later)

T: Time is up! Who’d like to share your idea?

S1: From paragraph one sentence one “Joseph Haydn (1732--1809) was an Austria composer and is known as the father of the symphony”, we can know where Haydn was born?

T: Good example! We can also say “the place of birth”.

(write “the place of birth” on the Bb)

(other information got in the same way)

S7: From the last sentence “He became completely deaf during the last years of his life, but he continued composing.”, we can know the comments from the writer.

T: Terrific!

(write “comments from the writer” on the Bb)

T: Now, let’s look at the sentence again. Do you think it is easy for a deaf man to compose? Ss: No!

T: Yes! Of course not. Then, what can we learn from him?

S1: Where there is a will, there is a way.

T: Great job! It’s a famous saying.

S2: We can know Beethoven is a strong-willed man.

T: Yes. A good idea!

S3: I think he could face and overcome difficulties bravely.

T: Quite right! This is also what we should learn from him.

T: Ok, just so much! Now, I’d like to have your attention. Please think, when we write a composition, we usually divide the passage into several parts. Yes or No?

Ss: Yes!

T: Then how many parts do we usually do?

Ss: There parts.

T: Exactly! They usually come as the Beginning, the Middle and the End. We call them the “Frame”. Then, how about the “frame of a life story”?

(write the key words on the Bb)

T: Let’s see. These are the aspects which should be written in a life story, and this is the frame.

Now, I want you to think: What aspects should be put into the “beginning”part, what aspects should be put into the “middle” part, and what aspects the “end” part? Are you clear?

Ss: Yes!

T: Only one minute for you to think it over. If you get the answers, please match them on the Bb, ok?

(one minute later.)

T: Ok. Who’d like to come to match the beginning part? The middle part? The end?

(three Ss come to the Bb to match)

T: Do you agree with them?

Ss: Yes.

T: Ok. You really did a good job.

T: Now, we have known what can be written in a life story. But to know what to write is one thing, to know how to express them IN PROPER ENGLISH EXPRESSIONS is another thing. So, our next job will be….

Ss: Learn some expressions.

T: Clever! Who’d like to read the instructions for us?

S: Find out some sentences that you think are excellent.

Then, make a sentence by imitating.

T: Thank you! Please sit down!

T: This is also a group work. You’re allowed to discuss it for 5 minutes before sharing your ideas. Are you clear?

Ss: Yes!

T: Please go.

(Ss discussion)

(5 minutes later)

T: Time is up! Who’d like to be the first one?

S1: I think paragraph 2 sentence 1 is excellent ---- “He was born in a village in Austria.” My sentence is “Helen Keller was born in America.”

T: Good example! From your sentence, we should pay attention to the structure “be born in…”

(write “be born in…” on the Bb)

(other structures got in the same way)

T: Ok. Just stop here! We have to stop because of the limited time.

Now, let’s have a conclusion. Up until now, we’ve learnt what can be written in a life story, and also we have learnt some good expressions for writing a life story. Can you guess, what’s our next job?

Ss: Writing!

T: That’s right! (show the ppt)Please write a life story with what we learnt just now. Here I provide you with some information about Yuan Longping, Yi Jianlian and JK Rowling.

You can choose one of them to write, and of course you can choose other person you like to write. Are you clear?

Ss: Yes!

T: I give you only 8 minutes, so just writing a short passage is ok. Are you clear?

Ss: Yes!

T: Ok, please do it.

(Ss discussion)

(8 minutes later)

T: Now, I’d like you to exchange your works in your groups, and have a discussion about which one is the best, and then choose a group leader to read it. Ok?

(Ss discussion)

(2 minutes later)

T: Now, which group want to be the first one?

(each group share their works)

T: Which group is the best?

Ss: Mine!

T: Yes. Maybe everyone thinks that your group is the best, because all of you have done your best. Right? Well, although all your compositions are excellent, they’re not perfect, just because of the limited time. So our homework will be to perfect your writing after class.

Are you clear?

Ss: Yes!

T: Ok. So much for today! Class is over!

Ss: Goodbye, teacher!

T: Goodbye, everyone!

Reflection of the lesson

Ⅰ. Type of the lesson

Since I got the assignment to prepare a lesson, I had been thinking about what kind of lesson I should prepare this time. We have seen a lot of modal lessons which were designed as such type as Reading, Writing, Listening, Speaking and so on. But I think they are too common, and I want something special. So I had been thinking about the type of the lesson for a long time, and at last I came up with an idea---- to design the lesson as “analyzing for writing ”. I’ve never seen a teacher design his lesson as “analyzing ”, so I just wanted to do it for a try.

Ⅱ. General idea of the lesson

The purpose of the lesson is to analyze the three life stories in the passage, and then get the steps of how to write a life story. The analyzing job is finished in two steps: the first one is to know what can be written in a life story, the second one is to know how to express the aspects in proper English. After these two steps comes the final job: Writing a life story.

Ⅲ. Satisfying points:

1. Through correct guidance and inspiration, draw students ’ attention. With the help of asking one question after another, stimulate students' thirst for knowledge and satisfaction for correct answers.

2. Naturally transit from one step to another with proper transition expressions.

3. Stimulate students ’ passion of actively studying by discussing in the form of group work. Then, with the form of competition, promote student s’ spirits of teamwork, strengthen student s’ collective sense of honor.

Ⅳ. Shortcomings

1. Short of encouragement languages and classroom evaluation, with which student s’ enthusiasm of study can be encouraged, and the harmonious relationship between teachers and students can be achieved.

2. The power of being close to Ss is not enough, so that the Ss ’

passion of learning has not

been fully stimulated. In fact, body language, such as a gesture or an eye contact, is a good way to shorten the distance between students and the teacher.

Ⅴ. My understanding of the new curriculum

By designing this modal lesson, I have a better understanding of the new curriculum from the following aspects.

1. To make a lesson a success, the teacher should have a deep understanding of teaching materials. After this, the teacher should classify the content in detail, and express it in a way that students can accept it easily and happily, thus to achieve the teaching goal and get an ideal effect.

2. The teacher should pay much attention to the small things which happen in class, because each incident can reflect the process of student s’ thinking. If the teacher can take notice of this and make good use of it, students can be better led, and their ideas can be expressed with confidence. Thus, the teacher can better decide whether students have understood and mastered the teaching content, which will lay a good foundation for further teaching.

3. The teacher should give his lesson in his own way and style. Of all the teachers who give lessons, most of them are still giving lessons in a more traditional way, which is of little interest to students. Now that the goal of teaching is to make students learn, the teacher should come up with his special ways to make students learn in a lively and happy atmosphere. Students should be willing to take the lesson. At least, they don’t object to the lesson. So we can play some games or do some riddles in class. In addition, some funny facial expressions or gestures may stimulate students’ passion of learning, and make students like you and be ready to accept yu, so that the lesson can go on at its best.

4. The evaluations on students should be accurate, timely, efficient and diverse. A timely and efficient evaluation will play an important part in improving students’ motivation of learning and desire of showing up. But we usually find the teacher doesn’t act properly in two aspects. The first one is that the evaluations usually come late. After a student answers a question, the teacher doesn’t give a timely evaluation, which will discourage the student’s motivation to answer another question, and also gradually makes the atmosphere in class die away. The second one is the shortage of the evaluation expressions. One the expressions the teacher always adopt is “good”, and another is “very good”, and then, none. After some time, students will feel fed up. This kind of evaluations won’t fully play the part of motivating students. As a matter of fact, the diversity of evaluations is also a good way to achieve the moral goal which is required in the new curriculum. We should give thumbs up to the correct answers with various evaluations, such as excellent, well-done, good job, lovely girl, etc. In this way, students get acknowledged and improved. The evaluations will not only come in the form of words, but also in the form of the body language. An encouraging gesture or an eye contact showing acknowledgement can also make students feel relaxed and encourage students to be active in answering another question.

5. The interaction between the teacher and students should be frequent and long-lasting, the rhythm should be changeable, and the intonation should vary accordingly. The quality and efficiency will largely depend on the cooperation by students. But how to get students to cooperate with the teacher? The teacher should be full of passion and vigor, which will have a strong influence on students and give students a sense of freshness. As for the rhythm in class, it should be slow at one time and fast at another time. If the question is easy, the teacher should deal with it in a short time; if the question is difficult, students should be given enough time to think it over. Thus, students won’t feel frustrated. The intonation is another important factor in class. A beautiful

and fluent pronunciation will give students a kind of enjoyment to appreciate and hold their attention. And the changing intonation will result in an unexpected consequence. A gentle intonation will ease the anxiety from students while they’re thinking; a pressing intonation will make the competition between groups more fierce. A low voce will cause students to imagine and form a mysterious atmosphere, and a high voice will draw students’ attention. In a word, all these will get students involved in class and be willing to be in.

6. The teacher should be flexible and humorous in class. No matter how fully you prepare your lesson, something unexpected will pop up at any time in class, which may leave the teacher at a loss. So the teacher should flexibly deal with the incidents, and to be humorous will be more helpful.

In conclusion, giving lessons is another form of performance. As teacher, there is no end for us to explore it and practice it, on order to act more outstanding in the stage.

外研版英语必修一课文原文

My first day at senior high My name is Li Kang, I live in Shijiazhuang, a city not far from Beijing, It is the capital city of Hebei Province. Today is my first day at Senior High school and I’m writing down my thoughts about it. My new school is very good and I can see why. The teachers are very enthusiastic and friendly and the classrooms are amazing. Every room has a computer with a special screen, almost as big as a cinema screen. The teachers write on the computer, and their words appear on the screen behind them . The screens also show photographs, text and information from websites, They’re brilliant! The English class is really interesting. The teacher is a very enthusiastic woman called Ms Shen. We’re using a new textbook and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school. She thinks that reading comprehension is important, but we speak a lot in class, too. And we have fun. I don’t think I will be bored in Ms Shen’s class! Today we introduced ourselves to each other .We did this in groups. Some students were embarrassed at first but everyone was very friendly and it was really nice Ms Shen gave us instructions and then we worked by ourselves. Ms Shen wants to help us improve our spelling and handwriting. We do this in a fun way, with spelling games and other activities , I like her attitude very much , and the behaviour of the other students shows that they like her, too. There are sixty-five students in my class- more than my previous class in Junior High. Forty-nine of them are girls. In other words , there are three times as many girls as boys .They say that girls are usually more hard-working than boys , but in this class, working than boys , but in this class, everyone is hard-working . For our homework tonight, we have to write homework tonight, we have to write a description of the street where we live. I’m looking forward to doing it! My New Teachers They say that first impressions are very important. My first impression of Mrs Li was that she was nervous and shy. I think perhaps she was , as it was her first lesson with us .But now , after tow weeks , the class really likes working with her , She’s kind and patient , and she explains English grammar so clearly that even I can understand it! She avoids making you feel stupid! I’ve always hated making mistakes or pronouncing a word incorrectly when I speak English m but Mrs Li just smiles, so that you don’t feel completely stupid! I think maybe she goes a bit too slowly for the faster students, but for me it’s wonderful! I feel I’m going to make progress with her. I’d guess that Mrs Chen is almost sixty. She’s very strict—we don’t dare to say a word unless she asks us to. She’s also very serious and doesn’t smile much. When she asks you to do something. You do it immediately! There are a few students in our class who keep coming to class late but they’re always on time for Mrs Chen’s lessons! Some of our class don’t like her, but most of us really appreciate her because her teaching is so well organized and clear. And a few students even admit liking her! During scientific experiments, she explains exactly what is happening and as a result my work is improving. Physics will never be my favourite lesson, but I think that I’ll do well in the exam with Mrs Chen teaching me. Mr Wu’s only been teaching us for two weeks and he’s already very popular. I think this is because he really enjoys teaching Chinese literature-he loves it, in fact! He’s got so much energy, this is one class you do not fall asleep in! H’s about 28, I think, and is rather good-looking. He talks loudly and fast, and waves his hands about a lot when he gets excited. He’s really amusing and tells jokes when he thinks we’re getting bored. Even things like compositions and summaries are fun with Mr Wu. I respect him a lot. My First Ride on a Train

读小学语文名师古诗文课堂实录有感

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