2023-2024学年北师大版（2019）必修 第三册Unit 7 Art Lesson 3 A Musical Genius名师教学设计.docx

Unit7Lesson3名师教学设计课时内容：AMusicalgenius主题语境：人与社会主题群：文学、艺术与体育子主题：音乐等领域的概况及其发展语篇类型：人物传记文本分析：WhatAMusicalgenius”是一篇记叙文，讲述的是音乐天才贝多芬创作D小调第九交响曲的过程及这部交响曲首演的故事。贝多芬是德国作曲家，被认为是世界音乐史上最伟大的作曲家之一，一生共创作了130多部音乐作品，其中D小调第九交响曲是在贝多芬失聪的情况下耗时几年完成的。第九交响曲的首演是在维也纳一个非常著名的剧院里，这部交响曲取得了空前的成功。Why通过阅读故事及补充的课外资料，使学生了解贝多芬一生坎坷，尤其是双耳失聪，这对于音乐家来说，是致命的打击，但是贝多芬没有接受命运的安排，他一生忍受着痛苦，不断地与自己苦难的命运作斗争，创造了一曲又一曲享誉世界的名曲。这些乐曲或雄壮、或欢快、或静逸、或优美，都是他对命运最有力的反抗。他的名言“我要扼住命运的咽喉，它休想使我屈服”，正是他对生活的态度，也是他一生的精神写照。从贝多芬身上，学生可以学习他与命运抗争的不屈精神。How本文作者以时间顺序，从Wha3who,whenwhere,why,how及用第三人称展开描述，直接把故事的情节展现在读者面前，文章的客观性很强。作者最后用直接引语代替间接引语的陈述，可以更客观、生动地反映他人对贝多芬的真实评价，使文章更加生动、具体。课时目标：1 .获取、梳理贝多芬创作D小调第九交响曲的过程及这部交响曲首演的主要信息。2 .能用恰当的语言介绍贝多芬和D小调第九交响曲首演等细节。3 .学习和练习构词法。4 .推断故事背后的价值取向，学习贝多芬顽强的毅力，深化对主题的认识。重点难点：重点：获取关于贝多芬创作D小调第九交响曲的过程及这部交响曲首演的主要信息。难点：通过阅读、讨论和分享，学习贝多芬百折不挠、和命运顽强抗争、永不言弃、挑战自己的精神。数学准备：教师准备：1.贝多芬和D小调第九交响曲的故事。5 .D小调第九交响曲的音频。6 .贝多芬其他作品的音频。学生准备：1 .预习本课词汇。2 .上网查找贝多芬的生平。教学过程：StePl学习理解活动一：感知与注意1. Discussion(1) PlaySymphonyNo.9inDminorandaskstudentstosharetheirfeelings.(2) AskstudentstolookatthepictureaboutLudwigvanBeethovenanddiscussthefollowingquestionsingroups.(3) Whatcanyouseefromthepicture?(4) Whatdoyouthinkofthequote“Iwilltakefatebythethroat,anditwillnotbendmecompletelytoits2. Askstudentstocompletethequiz.WhatdoyouknowaboutLudwigvanBeethoven?WhatisBeethovenmostfamousfor?aHispianoperformances.bConductingorchestras.cComposingmusic.（2）WherewasBeethovenborn?aInGermany.bInCanada.cInFrance.WhatbigchallengedidBeethovenface?aHebecamedeaf.bHebecameblind.cHewasunabletowalk.HowmanypiecesofmusicdidBeethovenwrite?aMorethan100.bmorethan200.cMorethan300.【设计意图】通过欣赏D小调第九交响曲、讨论和小测验，教师获悉学生对贝多芬、D小调第九交响曲和贝多芬名言的了解，激发学生积极参与课堂活动及对主题的思考，激活学生的背景知识，提高学习效率。活动二：获取与梳理1. Scan(1) AskstudentstoscanthestoryaboutBeethovenandreadtheitalicisedparagraphandthefirstparagraph.(2) Givestudentsafewmomentstocorrecttheiranswerstothequiz.Suggestedanswers:(1)c(2)a(3)a(4)a2. Skim(1) Askstudentstoreadthefollowingquestions.WhenandhowwasSymphonyNo.9completed?WhatwasBeethoventhinkingwhenhefinishedthesymphony?HowdoyouthinkBeethovenfeltwhilehewasconductingtheorchestra?Findevidencefromthetext.(2) Dividestudentsintogroupsbasedontheirreadinglevel.Allowhighlevelstudentstoreadindependentlyandcompletethequestionsalone.Encouragemiddlelevelstudentstoreadandworktogethertofindtheanswers.Supportlowlevelstudentsbyexplainingunknowntermsandtrickysentencestructures.Ifnecessary,providesentenceframesforlowlevelstudentstoanswerthequestions.(3) Discusstheanswersasaclass.Suggestedanswers: OnedayinFebruary1824,athislittlehouseinVienna,Austria,thefamousSymphonyNo.9wasfinallycompletedbyLudwigvanBeethoven.Inspiredbyhisstruggleswithdeafness,thecomposerproducedsomeamazingpieces,includingninesymphonies.Writingthepiecehadtakenseveralyears. Hewasproudofitandtriedtoimaginehowpeoplewouldrespondwhentheyhearditforthefirsttime. Hewastotallylostintheperformance.Evidence:"ButBeethovencontinuedconducting,hisheadburiedinthescore.ItwasnotuntilCarolineUnger,oneofthesingers,tookhisarmandturnedhimtofacetheaudiencethatthegreatmanrealisedhissymphonywasasuccess.【设计意图】以任务为目的，鼓励学生从语篇中获取贝多芬及D小调第九交响曲的相关信息。设置跳读和细读两个环节，使学生内化已掌握的信息，强化学习内容。通过对文本的碎片整理，使学生对信息的瞬间记忆转为长期记忆。活动三：概括与整合Askstudentstosharetheirfeelingsofreadingbyansweringthefollowingquestion:Haveyoufoundanythingyoufeelexcited,confidentencouragedandinspired?【设计意图】在获取一定信息后，概括、整合已获取的信息，形成新的知识结构并分享读后感受，感知并理解语言所表达的意义和语篇所承载的文化价值取向，学习贝多芬百折不挠、和命运顽强抗争、永不言弃、挑战自己的精神。Step11应用实践活动四：描述与阐释1. Askstudentstochooseoneofthefollowingtopics.BeethovenasamusicianTheperformanceofSymphonyNo.92. Studentswritesentencesaboutthetopictheychoosebyusingtheinformationtheyfind.Lowlevelstudentswriteatleast3sentences.Middlelevelstudentswriteatleast5sentences.Highlevelstudentscanresearchfurtherandwritemoresentences.3. Studentsreadtheirsentencestotheirpartnerandreviewwhattheyhavelearnt,thenshareingroups.活动五：内化与应用1.Fillintheblanks.(1)Askstudentstoreadthephrasesbelow.Explainanyunknownones.tookchargeofwavingtheirhatswavinghisarmswildlyjumpedaboutturnedhimtofacebackstageatmospheremadlyturningthepagesjumpedtotheirfeetwithabroadsmile(2)Askstudentstocompletethesentenceswiththephrasesabove.(T)Beforetheperformance,thewastense.(2)MichaelUmlaufjoinedhimandtogetherthetwomentheorchestra. Beethoveninfrontoftheorchestra,intheair,andofhisscore. Asthefinalnotesignalledtheend,theaudience,clapping,cheering,and. CarolineUngertookBeethoven,sarmandtheaudience.(6)Inaninterviewafterwards,Carolinesaid,“Theaudiencewasshockedaswell.Suggestedanswers:©backstageatmospheretookchargeof©jumpedabout,wavinghisanuswildly,madlyurningthepages(4)jumpedtotheirfeet,wavingtheirhats©turnedhimtoface©withabroadsmile2.Focusonlanguage:Wordbuilding.(1)Instructstudentstousetheirdictionariestoassistwithcompletingthetable.NounVerbAdjectivemusicmusician×composition×performance×produce×conduct×HesitatejoyEnjoyrespond(2)Askstudentstolookuponeofthewordsintheirdictionary,andfindanswerstothefollowingquestions. Whatpartofspeechisit? Whatistheverbform? Whatistheadjectiveform? Howdidthewordchange?(3)Askstudentstounderlinethesuffixesthatwereadded.(4)Askstudentstoworkindependentlyorinagroup.(5)Askstudentstodiscusstheanswersasaclass.NounVerbAdjectivemusicmusician×musicalcompositioncomposercompose×performanceperformerperform×productionproducerproduce×conductorconduct×hesitationHesitatehesitatedjyEnjoyjoyousresponserespondresponsive(6)Askstudentstocompletethesentenceswiththecorrectformofthewordsabove.Ithasalwaysbeenmydreamtoanorchestra.(3)Themusicianwithnervousnessbeforehebegantoplay.Beethovenisrecognisedasageniusbypeoplearoundtheworld.BeethovenistheofSymphonyNo.9inDminor.©Tohismother,s,hewonfirstprize.Shetoldmeaboutthewonderfulthatshehadbeentolastweek.Theaudience,stotheperformanceofthesymphonywasextraordinary.ThoughBeethovenlosthishearing,hesomeamazingpiecesofmusic.Suggestedanswers： conduct hesitated musical composerjy performance response produced【设计意图】在学习理解的基础上，引导学生通过练习掌握本课重要短语。通过探索单词的动词、名词、形容词形式及完成句子练习，达到掌握单词词性、灵活运用单词的目的，逐步实现对语言知识的内化，促进语言运用的自动化。StepIH迁移创新活动六：推理与论证Thinkandshare.(1) ThedescriptionofBeethoven,sbehaviourintheperformanceshowsthathewasdeaf.Canyoufindthehints?Whydidmostoftheaudiencehavenoideathathewasdeaf?(2) HowdidCarolinefeelwhenshesaid“Theonepersonintheroomwhodidn,thearthesymphony一andneverwould一wastheverymanwhocomposedit.''?Suggestedanswers:(1) “Thewholetime,Umlaufstoodquietlybyhisside,skilfullyguidingtheorchestra.,ThemusicendedbutBeethovencontinuedtoconduct.uItwasnotuntilCarolineUnger,oneofthesingers,tookhisarmandturnedhimtofacetheaudiencethatthegreatmanrealisedhissymphonywasasuccess.,TheaudiencemightthinkBeethovenwasdeeplylostinhisownmusic.(2) ShefeltveryverysorrythatBeethovencouldn,thearthemusichecomposed,Itwassuchapityandshemightfeelitunfairforhim.ShemusthavewishedBeethovenwasnotdeaf.【设计意图】通过该活动引导学生对故事中人物的态度进行推理和论证，探讨语篇与主题意义的关联，使学生能感受字里行间透露出的内在信息：对于音乐家最大的打击是失聪，贝多芬在这样的情形下仍与命运抗争，这种坚强的意志和顽强的毅力值得所有人敬佩。活动七：想象与创造1. SkillBuilder.(1) AskstudentstoreadtherubricandtheSkillBuilder.SkillBuilderGraphicOrganisers:GraphicorganisersareapictorialwayofOrganiSIngadillustratinginformationinatextTheseinclude11owcharts,tablesanddiagrams. Determinethetypeofthetext(e.g.narrative,argumentation,descriptionorexposition). AnalysethewtigtechniqueDoesthetextincludesequencing,factsandOPhMcauseandeffect?Doesitcompareacctrast? DeterminewhichtypeofgraphicorganiserwiIillustratethetextinthemosteffectiveway.(2) Encouragestudentstofindtheinformationaboutthethreetopicsbelow.GeneralirformationComposingofSymphonyNo.9."PerformanceofSymphonyNo.9(3) Askstudentstodiscussandchecktheanswersasaclass.Suggestedanswers: Generalinformation:lastsymphonywritten,hewasafraidthatitwouldbeadisaster,musicaldirectortwasMichaelUmlauf,audiencewereshockedthathewasdeaf ComposingofSymphonyNo.9:tookseveralyears,completedinVienna PerformanceofSymphonyNo9:Formorethananhour,Beethovenjumpedaboutinfrontoftheorchestra,wavinghisarmswildlyintheair,andmadlyturningthepagesofhisscore.Thewholetime,Umlaufstoodquietlybyhisside,skilfullyguidingtheorchestrathroughthemostamazingpieceofmusictheworldhadeverknown.(4) Addmoreinformationthatisnotmentionedinthestoryandshareintheclass.2.Expressyourself.(1) AskstudentstodiscusswhichpartofthestoryaboutBeethovenimpressedthemmostandwhy.Studentscansharetheiranswersinpairsoringroups.(2) FindsomepiecesofBeethoven,smusiconlineandplaythepiecesofBeethoven,smusic.Askstudentstodiscusshowtheyfeelwhenlisteningtohismusicbyansweringthefollowingquestions. Howdoesthemusicmakeyoufeel? Whatdoesitremindyouof? Doyoulikeit?Whyorwhynot?【设计意图】用“信息结构图”巩固已学知识，能有效地增进学生的学习能力和创造力，并帮助学生主动思考，增进表达与沟通能力。通过要求学生“谈论本课中最令人印象深刻的部分”和“听贝多芬的作品，并分享感受''两个活动，引导学生加深对主题意义的理解，提高综合运用语言的技能，理性表达自己的观点，学习贝多芬生命不息、创作不止的顽强精神。板书设计：Unit7ArtPeriodIVLesson3L学习理解活动一：感知与注意1. Discussion2. Completethequiz活动二：获取与梳理1. Scan2. Skim活动三：概括与整合II.应用实践活动四：描述与阐释活动五：内化与应用1.Fillintheblanks2.Focusonlanguage:Wordbuilding.In.迁移创新活动六：推理与论证活动七：想象与创造1.Skillbuilder2.Expressyourself