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

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1、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

2、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

3、、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

4、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,anditwillnotbendmecomp

5、letelytoits2. Askstudentstocompletethequiz.WhatdoyouknowaboutLudwigvanBeethoven?WhatisBeethovenmostfamousfor?aHispianoperformances.bConductingorchestras.cComposingmusic.（2）WherewasBeethovenborn?aInGermany.bInCanada.cInFrance.WhatbigchallengedidBeethovenface?aHebecamedeaf.bHebecameblind.cHewasunablet

6、owalk.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) Givestudents

7、afewmomentstocorrecttheiranswerstothequiz.Suggestedanswers:(1)c(2)a(3)a(4)a2. Skim(1) Askstudentstoreadthefollowingquestions.WhenandhowwasSymphonyNo.9completed?WhatwasBeethoventhinkingwhenhefinishedthesymphony?HowdoyouthinkBeethovenfeltwhilehewasconductingtheorchestra?Findevidencefromthetext.(2) Div

8、idestudentsintogroupsbasedontheirreadinglevel.Allowhighlevelstudentstoreadindependentlyandcompletethequestionsalone.Encouragemiddlelevelstudentstoreadandworktogethertofindtheanswers.Supportlowlevelstudentsbyexplainingunknowntermsandtrickysentencestructures.Ifnecessary,providesentenceframesforlowleve

9、lstudentstoanswerthequestions.(3) Discusstheanswersasaclass.Suggestedanswers: OnedayinFebruary1824,athislittlehouseinVienna,Austria,thefamousSymphonyNo.9wasfinallycompletedbyLudwigvanBeethoven.Inspiredbyhisstruggleswithdeafness,thecomposerproducedsomeamazingpieces,includingninesymphonies.Writingthep

10、iecehadtakenseveralyears. Hewasproudofitandtriedtoimaginehowpeoplewouldrespondwhentheyhearditforthefirsttime. Hewastotallylostintheperformance.Evidence:ButBeethovencontinuedconducting,hisheadburiedinthescore.ItwasnotuntilCarolineUnger,oneofthesingers,tookhisarmandturnedhimtofacetheaudiencethatthegre

11、atmanrealisedhissymphonywasasuccess.【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

12、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.Lowlevelstudentswriteatl

13、east3sentences.Middlelevelstudentswriteatleast5sentences.Highlevelstudentscanresearchfurtherandwritemoresentences.3. Studentsreadtheirsentencestotheirpartnerandreviewwhattheyhavelearnt,thenshareingroups.活动五：内化与应用1.Fillintheblanks.(1)Askstudentstoreadthephrasesbelow.Explainanyunknownones.tookchargeof

14、wavingtheirhatswavinghisarmswildlyjumpedaboutturnedhimtofacebackstageatmospheremadlyturningthepagesjumpedtotheirfeetwithabroadsmile(2)Askstudentstocompletethesentenceswiththephrasesabove.(T)Beforetheperformance,thewastense.(2)MichaelUmlaufjoinedhimandtogetherthetwomentheorchestra. Beethoveninfrontof

15、theorchestra,intheair,andofhisscore. Asthefinalnotesignalledtheend,theaudience,clapping,cheering,and. CarolineUngertookBeethoven,sarmandtheaudience.(6)Inaninterviewafterwards,Carolinesaid,“Theaudiencewasshockedaswell.Suggestedanswers:backstageatmospheretookchargeofjumpedabout,wavinghisanuswildly,madlyurningthepages(4)jumpedtotheirfeet,wavingtheirhatsturnedhimtofacewithabroadsmile2.Focusonlanguage:Wordbuilding.(1)Instructstudentstousetheirdictionariestoassistwithcompletingthetable.NounVerbAdjectivemusicmusiciancompositi