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

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：[What]“AMusicalgenius”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what，who，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。2.D小调第九交响曲的音频。3.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：StepI学习理解活动一：感知与注意1.Discussion(1)PlaySymphonyNo.9inDminorandaskstudentstosharetheirfeelings.(2)AskstudentstolookatthepictureaboutLudwigvanBeethovenanddiscussthefollowingquestionsingroups.Whatcanyouseefromthepicture?Whatdoyouthinkofthequote“Iwilltakefatebythethroat,anditwillnotbendmecompletelytoitswill.”2.Askstudentstocompletethequiz.WhatdoyouknowaboutLudwigvanBeethoven?eq\o\ac(○,1)WhatisBeethovenmostfamousfor?aHispianoperformances.bConductingorchestras.cComposingmusic.eq\o\ac(○,2)WherewasBeethovenborn?aInGermany.bInCanada.cInFrance.eq\o\ac(○,3)WhatbigchallengedidBeethovenface?aHebecamedeaf.bHebecameblind.cHewasunabletowalk.eq\o\ac(○,4)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。StepⅡ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.eq\o\ac(○,1)Beforetheperformance,the________wastense.eq\o\ac(○,2)MichaelUmlaufjoinedhimandtogetherthetwomen________theorchestra.eq\o\ac(○,3)Beethoven________infrontoftheorchestra,________intheair,and________ofhisscore.eq\o\ac(○,4)Asthefinalnotesignalledtheend,theaudience________,clapping,cheering,and________.eq\o\ac(○,5)CarolineUngertookBeethoven’sarmand________theaudience.eq\o\ac(○,6)Inaninterviewafterwards,Carolinesaid________,“Theaudiencewasshockedaswell.”Suggestedanswers:①backstageatmosphere②tookchargeof③jumpedabout,wavinghisarmswildly,madlyurningthepages④jumpedtotheirfeet,wavingtheirhats⑤turnedhimtoface⑥withabroadsmile2.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×hesitationHesitatehesitatedjoyEnjoyjoyousresponserespondresponsive(6)Askstudentstocompletethesentenceswiththecorrectformofthewordsabove.Ithasalwaysbeenmydreamto________anorchestra.Themusician________withnervousnessbeforehebegantoplay.Beethovenisrecognisedasa________geniusbypeoplearoundtheworld.Beethovenisthe________ofSymphonyNo.9inDminor.Tohismother’s________,hewonfirstprize.Shetoldmeaboutthewonderful________thatshehadbeentolastweek.Theaudience’s________totheperformanceofthesymphonywasextraordinary.ThoughBeethovenlosthishearing,he________someamazingpiecesofmusic.Suggestedanswers：conducthesitatedmusicalcomposerjoyperformanceresponseproduced【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。StepⅢ迁移创新活动六：推理与论证Thinkandshare.(1)ThedescriptionofBeethoven’sbehaviourintheperformanceshowsthathewasdeaf.Canyoufindthehints?Whydidmostoftheaudiencehavenoideathathewasdeaf?(2)HowdidCarolinefeelwhenshesaid“Theonepersonintheroomwhodidn’thearthesymphony—andneverwould—wastheverymanwhocomposedit.”?Suggestedanswers:(1)“Thewholetime,Umlaufstoodquietlybyhisside,skilfullyguidingtheorchestra.”ThemusicendedbutBeethovencontinuedtoconduct.“ItwasnotuntilCarolineUnger,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.(2)Encouragestudentstofindtheinformationaboutthethreetopicsbelow.(3)Askstudentstodiscussandchecktheanswersasaclass.Suggestedanswers:Generalinformation:lastsymphonywritten,hewasafraidthatitwouldbeadisaster,musicaldirectortwasMichaelUmlauf,audiencewereshockedthathewasdeafComposingofSymphonyNo.9:tookseveralyears,completedinViennaPerformanceofSymphonyNo9:Formorethananhour,Beethovenjumpedaboutinfrontoftheorchestra,wavinghisarmswildlyintheair,andmadlyturningthepagesofhisscore.Thewholetime,Umlaufstoodquietlybyhisside,skilfullyguidingtheorchestrathroughthemostamazingpieceof