《Unit
7
Art
(4)---Lesson
3
A
Musical
Genius
(2)》
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。(共33张PPT)
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
Beethoven’s
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
let’s
do
the
exercise
to
remember
these
phrases
Before
the
performance,
the
___________________
was
tense.
Michael
Umlauf
joined
him
and
together
the
two
men
____________________
the
orchestra.
backstage
atmosphere
took
charge
of
So
let’s
do
the
exercise
to
remember
these
phrases
Beethoven
____________________
in
front
of
the
orchestra,
____________________
in
the
air,
and
____________________
of
his
score.
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
let’s
do
the
exercise
to
remember
these
phrases
Caroline
Unger
took
Beethoven’s
arm
and
____________________
the
audience.
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?
Put
them
in
CONTEXT.
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.
Let’s
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.
Let’s
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.
Let’s
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.
Let’s
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.
Let’s
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.
Let’s
try
to
put
a
FAMILY
of
words
in
CONTEXT
Then
try
the
words
“joy”
and
“respond”:
Everybody
enjoyed
the
joyous
performance—they
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
music
musician
musical
composition
composer
compose
performance
performer
perform
production
producer
produce
productive
conductor
conduct
hesitation
hesitate
joy
enjoy
joyous
response
respond
responsive
Noun
Verb
Adjective
hesitant
Now
let’s
do
the
exercise
to
remember
these
families
of
words
It
has
always
been
my
dream
to
__________
an
orchestra.
The
musician
__________
with
nervousness
before
he
began
to
play.
Beethoven
is
recognised
as
a
__________
genius
by
people
around
the
world.
conduct
hesitated
musical
Now
let’s
do
the
exercise
to
remember
these
families
of
words
Beethoven
is
the
__________
of
Symphony
No.
9
in
D
minor.
To
his
mother’s
__________,
he
won
first
prize.
She
told
me
about
the
wonderful
__________
that
she
had
been
to
last
week.
composer
joy
performance
Now
let’s
do
the
exercise
to
remember
these
families
of
words
The
audience’s
__________
to
the
performance
of
the
symphony
was
extraordinary.
Though
Beethoven
lost
his
hearing,
he
__________
some
amazing
pieces
of
music.
response
produced
Now
let’s
try
to
answer
some
deep
questions
about
the
passage
How
did
Caroline
feel
when
she
said
“The
one
person
in
the
room
who
didn’t
hear
the
symphony—and
never
would—was
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
couldn’t
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
let’s
end
the
class
with
the
symphony
and
Beethoven’s
own
words:
I
never
thought
I’d
write
for
fame
and
glory.
I
have
to
let
go
of
something
deep
inside;
that’s
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
Beethoven’s
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.教
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：
How
did
Caroline
feel
when
she
said
“The
one
person
in
the
room
who
didn’t
hear
the
symphony—and
never
would—was
the
very
man
who
composed
it.”?
What
qualities
does
the
musical
genius
Beethoven
have?
Can
EVERYONE
become
a
genius?
完成主题语境下的语言学习之后，深度挖掘课文主题意义，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。
