2021新版北师大版必修第三册英语 Unit 7 Art(Lesson 3 A Musical Genius (2)) ppt课件（含教案）.zip

教教 案案 教学基本信息 课题 Unit 7 Art (4)-Lesson 3 A Musical Genius (2) 学科英语学段： 高中年级高一 教材书名： 高中英语必修第三册 出版社：北京师范大学出版 社 出版日期： 年 月 教学目标及教学重点、难点 教学目标： 1. answer the questions with the words and phrases related to music in the text 2. expand vocabulary with the knowledge of parts of speech. 3. form and express their own understanding of “a musical genius”. 教学过程(表格描述) 教学环节主要教学活动设置意图 1. 复习+ 拓展 教师问学生如下与课文相关的问题： Where was Beethoven before the performance? How was the atmosphere there? What did Beethoven and Michael Umlauf do together during the performance? During the performance, what did Beethoven do for more than an hour? What did the audience do at the end of the symphony? What did Caroline Unger do at the end of the performance? 学生回答这些问题时会用到课文中相关短语。学生回 答完问题之后，教师会对该短语的用法与学生进行互 动。 以复习文章的形式来 引出要学习的短语， 避免了孤立地、碎片 化地学习语言。 通过与学生的互动， 在真实语境中使用这 些短语，强化和深化 这些短语的意义和在 交流中的实际作用。 2. 短语练 习 教师让学生做课本上的短语练习。及时巩固。 3. 启发+ 示范 教师给学生如下的示范文本，问学生其中包含着怎样 的词汇学习方式： The great musician Beethoven was the musical director of the performance, and his music moved the audience. 待学生体会和表达之后再告诉学生这种用词性扩展词 汇量的方式。 用启发式教学，而非 直接告诉学生，让学 生养成思考的习惯。 4.思考+创 造 给学生一系列的词汇，让学生尝试用该词的不同词性 写一段话，并给出教师创作的范例。 让学生在创作中体会 构词法在积累词汇中 的作用。 5. 归纳+ 练习 教师将刚才使用的一系列词汇以表格形式呈现给学生 （即课本 P17 表格） ，然后让学生做 P17 的练习。 巩固所学词汇。 6. 思考+ 表达 教师问学生一些有关课文的深层次问题，与学生进行 互动： 完成主题语境下的语 言学习之后，深度挖 How did Caroline feel when she said “The one person in the room who didnt hear the symphonyand never wouldwas the very man who composed it.”? What qualities does the musical genius Beethoven have? Can EVERYONE become a genius? 掘课文主题意义，培 养学生的思维品质。 7. 欣赏 给学生播放贝多芬的D 小调第九交响曲 ，同时展示 贝多芬的一些名言。 用音乐+语言来渲染 课文的主题意义。 8. 作业 让学生对贝多芬的另一部伟大作品C 小调第五交响曲 （即命运交响曲 ）进行自主研究，并仿照课文写一 篇短文来介绍该作品。 让学生在自主研究和 写作实践中进一步深 化对于主题意义以及 语言知识的理解。必修三 Unit 7 Art (4) 高一年级 英语 Lesson 3 A Musical Genius (2) Reading A Review of the Text Where was Beethoven before the performance? How was the atmosphere there? Where was Beethoven before the performance? How was the atmosphere there? Beethoven was at the backstage. The backstage atmosphere was tense. Have you ever been to the backstage? How was the atmosphere there? Was it always tense? A Review of the Text What did Beethoven and Michael Umlauf do together during the performance? What did Beethoven and Michael Umlauf do together during the performance? Beethoven and Michael Umlauf took charge of the orchestra together. Who takes charge of your class? Who takes charge of your school? Have you ever taken charge of something? A Review of the Text During the performance, what did Beethoven do for more than an hour? During the performance, what did Beethoven do for more than an hour? Beethoven jumped about in front of the orchestra, waving his arms wildly in the air, and madly turning the pages of his score. Have you ever jumped about somewhere? Have you ever waved your arms wildly? Have you ever madly turned the pages? A Review of the Text What did the audience do at the end of the symphony? What did the audience do at the end of the symphony? The audience jumped to their feet, clapping, cheering and waving their hats. When do people jump to their feet? When do people wave their hats? Have you ever done that? A Review of the Text What did Caroline Unger do at the end of the performance? What did Caroline Unger do at the end of the performance? She took Beethovens arm and turned him to face the audience. She also said something about the audience with a broad smile. Why did she turn Beethoven to face the audience? What is a broad smile? Have you ever done something with “a broad smile?” So lets do the exercise to remember these phrases 1.Before the performance, the ___________________ was tense. 2.Michael Umlauf joined him and together the two men ____________________ the orchestra. backstage atmosphere took charge of So lets do the exercise to remember these phrases 3.Beethoven ____________________ in front of the orchestra, ____________________ in the air, and ____________________ of his score. 4.As the final note signalled the end, the audience ____________________, clapping, cheering, and ____________________. jumped about waving his arms wildly madly turning the pages jumped to their feet waving their hats So lets do the exercise to remember these phrases 5.Caroline Unger took Beethovens arm and ____________________ the audience. 6.In an interview afterwards, Caroline said ____________________, “The audience was shocked as well.” turned him to face with a broad smile How can we memorize words and expressions effectively? 1.Put them in CONTEXT. 2.Memorize words in their families! A FAMILY of words? The great musician Beethoven was the musical director of the performance, and his music moved the audience. Yes! A FAMILY of words in CONTEXT! Memorize three words related to “music”: The great musician Beethoven was the musical director of the performance, and his music moved the audience. Lets try to put a FAMILY of words in CONTEXT Try the word “compose”: The symphony was composed by the famous composer Beethoven, who proceeded with his composition even after he turned deaf. Lets try to put a FAMILY of words in CONTEXT Then try the word “perform”: The performance of the symphony was performed by the best band, and Beethoven was very satisfied with the performers. Lets try to put a FAMILY of words in CONTEXT Then try the word “produce”: Beethoven is a productive composer. He produced many amazing pieces and his production of music made people remember the talented producer forever. Lets try to put a FAMILY of words in CONTEXT Then try the word “conduct”: As a conductor, Beethoven conducted the orchestra together with Michael Umlauf. Lets try to put a FAMILY of words in CONTEXT Then try the word “hesitate”: Beethoven still hesitated to complete his symphony, for he felt something wrong with the last few notes. He was not often hesitant about choosing notes, so he hated such hesitation. Lets try to put a FAMILY of words in CONTEXT Then try the words “joy” and “respond”: Everybody enjoyed the joyous performancethey responded with their joy and smiles, and their response also made Beethoven very excited. Of course a musician loves the most responsive listeners! The words in their families musicmusicianmusical compositioncomposer compose performance performerperform productionproducerproduceproductive conductorconduct hesitationhesitate joyenjoyjoyous responserespondresponsive NounVerbAdjective hesitant Now lets do the exercise to remember these families of words 1.It has always been my dream to __________ an orchestra. 2.The musician __________ with nervousness before he began to play. 3.Beethoven is recognised as a __________ genius by people around the world. conduct hesitated musical Now lets do the exercise to remember these families of words 4.Beethoven is the __________ of Symphony No. 9 in D minor. 5.To his mothers __________, he won first prize. 6.She told me about the wonderful __________ that she had been to last week. composer joy performance Now lets do the exercise to remember these families of words 7.The audiences __________ to the performance of the symphony was extraordinary. 8.Though Beethoven lost his hearing, he __________ some amazing pieces of music. response produced Now lets try to answer some deep questions about the passage How did Caroline feel when she said “The one person in the room who didnt hear the symphonyand never wouldwas the very man who composed it.”? Probably she had mixed feelings. On the one hand, she felt great admiration for Beethoven. On the other hand, she felt a great pity because the composer couldnt hear his own music. Try to answer the question based on the text What qualities does the musical genius Beethoven have? hardworking never giving up creative passionate absorbed strong-willed Now try to answer the final question Can EVERYONE become a genius? hardworking never giving up creative passionate absorbed strong-willed So lets end the class with the symphony and Beethovens own words: I never thought Id write for fame and glory. I have to let go of something deep inside; thats why I write. Love is a chord of life, not a solo. I will take fate by the throat; it will never bend me completely to its will. Homework Write a paragraph to introduce Beethovens Symphony No.5 in C minor (Fate Symphony). When was it composed? How was its performance? You may need to do a mini-research on the symphony. Try to use the words and expressions we learned from the text.Unit 7 Art (4)-Lesson 3 A Musical Genius (2) 学习任务单学习任务单 【学习目标】 After this class, students will be able to: 1. answer the questions with the words and phrases related to music in the text 2. expand vocabulary with the knowledge of parts of speech. 3. form and express their own understanding of “a musical genius”. 【课前预习任务】 此课与上一课是紧密联结的，上一课可看作这一课的课前准备。 【课上学习任务】 1. 回答教师提出的一系列基于课文的问题，并就问答中涉及到的文章中的短语 与教师进行互动，之后做课本 P16 的短语填空练习，并核对答案。 2. 在教师的启发下用教师所给的词汇进行词性拓展，并尝试用同一词的不同词 性来创作句子或段落，之后填写课本 P17 的表格，完成 P17 的词汇填空练习， 并核对答案。 3. 思考并回答教师提出的三个基于课文主题的深层次问题，并与教师进行互动。 【课后作业】 对贝多芬的另一部伟大作品C 小调第五交响曲 （即命运交响曲 ）进行自 主研究，并仿照课文写一篇短文来介绍该作品。 【课后作业参考答案】 仿写应该包括如下内容： 1. 对于贝作曲家多芬的简介； 2. 命运交响曲的创作背景及过程； 3. 命运交响曲引起的反响。