Unit6 The Admirable Lesson3 A Musical Genius 教案-2025-2026学年高中英语北师大版必修第二册

Unit 6 The Admirable-Lesson 3 A Musical Genius 教学目标和重难点 教学目标 It cultivates students’ language ability to use related words and sentences, develops their thinking quality through analyzing Beethoven’s spirit, strengthens cultural awareness by understanding Western classical music, and improves learning ability via independent and cooperative learning. 教学重难点 Key points: Master core vocabulary and sentence patterns about music and characters; understand the text’s main idea and details. Difficult points: Analyze Beethoven’s noble qualities and express personal views in fluent English. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by playing a 2-minute excerpt of Beethoven’s Symphony No. 9 without telling students the composer. After the music ends, the teacher asks two questions in English: “How do you feel after listening to this music? Is it powerful, moving or peaceful?” “Do you know who composed this famous symphony?” Then, the teacher invites 3-4 students to share their answers. After that, the teacher shows a picture of Beethoven on the screen and introduces him briefly: “The composer of this wonderful symphony is Ludwig van Beethoven, a great musical genius in the world. Today, we will learn his story and explore why he is admirable in Lesson 3 A Musical Genius.” Finally, the teacher writes the lesson title on the blackboard and leads students to read it twice. Design Intention: Using famous musical works to lead in can quickly attract students’ attention and arouse their interest in the lesson theme. The open-ended questions allow students to express their true feelings freely, reducing their anxiety in speaking English. Briefly introducing Beethoven helps students establish a preliminary understanding of the protagonist, laying a foundation for the subsequent text learning. Reading the lesson title together strengthens students’ sense of participation and clarifies the learning focus of the class. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents 10 core vocabulary words on the screen, including nouns (genius, composer, symphony, orchestra, audience, score), verbs (conduct, applaud, compose), and adjectives (tense, passionate). For each word, the teacher provides the pronunciation, Chinese meaning and a simple English sentence related to the text. For example, for “symphony”, the sentence is “Beethoven composed many famous symphonies, including Symphony No. 9.” For “conduct”, the sentence is “Umlauf helped Beethoven conduct the orchestra during the performance.” Then, the teacher organizes a quick vocabulary game: “Guess the Word”. The teacher describes the word in English, and students stand up to guess the word. For example, “Someone who is very talented in music is a ...” (genius); “A large group of musicians playing together is an ...” (orchestra). After the game, the teacher checks the students’ mastery of the vocabulary by asking them to make simple sentences with 2-3 words randomly. Next, the teacher introduces the background of Beethoven briefly in English: “Beethoven was born in Germany in 1770 and died in 1827. He was a famous composer and pianist. Unfortunately, he began to lose his hearing in his 20s and became completely deaf in his later years. But he never gave up and continued to compose music, creating many masterpieces that shocked the world.” Design Intention: Vocabulary is the foundation of text understanding. By presenting core vocabulary with pronunciation, meaning and example sentences, students can master the words in context and avoid mechanical memorization. The “Guess the Word” game makes vocabulary learning more interesting and active, improving students’ enthusiasm and efficiency in memorizing words. Introducing Beethoven’s background helps students understand the difficulties he faced, laying a foundation for analyzing his noble qualities in the subsequent text learning and deepening their understanding of the theme “the admirable”. Step 3: While-reading (Text Comprehension and Analysis) This step is divided into three parts: fast reading, intensive reading and structure analysis, aiming to help students understand the text from shallow to deep. Fast Reading The teacher asks students to read the text quickly and answer two questions: What is the main event of the text? How did the audience feel after the performance? After students finish reading, the teacher invites several students to share their answers and summarizes: “The main event of the text is the first performance of Beethoven’sSymphony No. 9 when he was deaf. The audience felt excited and moved, and they applauded warmly for a long time.” Then, the teacher asks students to divide the text into three parts according to the development of the event and write down the main idea of each part. Part 1 (Paragraph 1): The backstage atmosphere before the performance was tense because Beethoven was deaf and worried about the performance. Part 2 (Paragraphs 2-3): The process of the performance, including Umlauf helping Beethoven conduct and Beethoven’s devotion. Part 3 (Paragraph 4): The end of the performance, Beethoven’s realization of the success and the audience’s enthusiastic response. Design Intention: Fast reading aims to train students’ ability to obtain the main idea and key information quickly. By answering simple questions and dividing the text structure, students can have a overall understanding of the text, grasp the context and logical development of the event, and lay a foundation for intensive reading. Intensive Reading The teacher guides students to read the text paragraph by paragraph, analyzing key sentences and details, and helping students understand the text in depth. For Paragraph 1: The teacher asks: “Why was the backstage atmosphere tense? What did Beethoven worry about?” Students find the key sentence: “Beethoven was afraid that the performance would be a disaster. After all, what use is a conductor who could not hear his orchestra—even if he is a musical genius?” The teacher explains the sentence structure “What use is a...?” and guides students to understand Beethoven’s anxiety and the difficulty he faced. Then, the teacher asks: “What did Umlauf do to help Beethoven?” Students answer: “Umlauf stood quietly by his side, skilfully conducting the orchestra together with him.” For Paragraphs 2-3: The teacher asks students to find the descriptions of Beethoven’s actions and expressions during the performance. Students find: “jumped about”, “waving his arms wildly”, “madly turning the pages of his score”, “his face was serious and focused”. The teacher guides students to analyze: “What do these actions and expressions show us? What kind of person was Beethoven?” Students discuss in pairs and share their views. The teacher summarizes: “These actions and expressions show that Beethoven was completely devoted to the music. Although he could not hear, he poured all his emotions into the performance, which reflects his passion for music and perseverance.” For Paragraph 4: The teacher asks: “How did the audience respond to the performance? What did Caroline Unger do? Why?” Students find the key information: “The audience jumped to their feet, waving their hats and cheering”, “Caroline Unger took his arm and turned him to face the audience”. The teacher explains: “The audience’s enthusiastic response shows that the performance was a great success. Caroline Unger did this because Beethoven was deaf and did not know the performance had ended, which also reflects the audience’s respect and sympathy for Beethoven.” Then, the teacher asks students to read the sentence “It was not until Caroline Unger took his arm and turned him to face the audience that the great man had realised his symphony was a success.” and explains the structure “It was not until...that...”, asking students to make two sentences with this structure. Design Intention: Intensive reading is the key link of text learning. By analyzing key sentences, details and sentence structures, students can deeply understand the content of the text, master the usage of key sentence patterns, and at the same time, cultivate their ability to analyze and infer. Pair discussion allows students to exchange views, express their own opinions, and improve their oral expression ability. Analyzing Beethoven’s actions and expressions helps students understand his noble qualities, which is closely related to the unit theme “the admirable”. Structure Analysis The teacher leads students to sort out the text structure again, using a timeline on the screen: Before the performance (tense atmosphere, Beethoven’s worry) → During the performance (Beethoven’s devotion, Umlauf’s help) → After the performance (audience’s enthusiasm, Beethoven’s realization of success). Then, the teacher asks students to retell the text briefly according to the timeline, using the core vocabulary and sentence patterns they have learned. Design Intention: Sorting out the text structure with a timeline helps students clarify the logical relationship of the text and deepen their understanding of the event process. Retelling the text allows students to apply the learned vocabulary and sentence patterns, improving their language expression ability and consolidating the text content. Step 4: Post-reading (Discussion and Extension) This step is divided into group discussion and individual expression, aiming to help students apply the learned knowledge, deepen their understanding of the theme, and cultivate their thinking quality and cultural awareness. Group Discussion The teacher divides students into groups of 4-5, and assigns the discussion topic: “Why is Beethoven a musical genius? What admirable qualities does he have? What can we learn from him?” The teacher reminds students to combine the text content and Beethoven’s background to discuss, and take notes of the key points. During the discussion, the teacher walks around the classroom, guides students who have difficulties in expression, and helps them organize their language. After the discussion, each group sends a representative to share their views. The teacher listens carefully, comments on their performances, and summarizes the admirable qualities of Beethoven: passion for music, perseverance in the face of difficulties, courage to challenge fate, and devotion to art. The teacher also guides students to think: “Beethoven was deaf, but he still created many masterpieces. What about us? When we encounter difficulties in study and life, what should we do?” Design Intention: Group discussion can cultivate students’ cooperative learning ability and oral expression ability. The discussion topic is closely related to the text and the unit theme, which helps students deeply understand Beethoven’s noble qualities and realize the educational significance of the text. Guiding students to connect with their own lives makes the lesson more practical and helps students establish correct values. Individual Expression The teacher asks students to write a short passage (80-100 words) entitled “My Understanding of Beethoven”, introducing Beethoven’s identity, difficulties he faced and his admirable qualities, and expressing their own feelings and what they have learned from him. The teacher provides some sentence frames to help students who have difficulties in writing: “Beethoven was a great musical genius who...”, “Although he... he never gave up...”, “From Beethoven, I learned that...”, “I will... in my study and life.” After students finish writing, the teacher invites 2-3 students to read their passages aloud, and comments on their writing, pointing out the advantages and areas for improvement, such as vocabulary usage, sentence structure and logical coherence. Then, the teacher collects all the passages and checks them carefully after class. Design Intention: Writing is an important way to test students’ language application ability. Asking students to write a short passage can help them consolidate the learned vocabulary and sentence patterns, and improve their writing ability. Providing sentence frames can reduce the writing difficulty for students with poor foundation, ensuring that all students can participate in the activity. Reading and commenting on the passages can help students find their own shortcomings and improve their writing level. Step 5: Language Focus (Consolidation and Application) In this step, the teacher focuses on consolidating the core vocabulary and key sentence patterns learned in the lesson, helping students master their usage and improve their language application ability. First, vocabulary consolidation: The teacher presents some fill-in-the-blank questions on the screen, and asks students to fill in the blanks with the correct form of the core vocabulary. Beethoven is a world-famous musical ______ (genius). The ______ (orchestra) played beautifully under the conductor’s guidance. The audience ______ (applaud) warmly after the performance. He spent three years ______ (compose) this symphony. Then, sentence pattern consolidation: The teacher asks students to complete the sentences according to the requirements. It was not until he was 30 that he ______ (become) a famous composer. (use the structure “It was not until...that...”) Although he was deaf, ______ (he still continued to compose music). (use the conjunction “although”) What use is a singer ______ (who cannot sing)? (use the relative clause) After students finish the exercises, the teacher checks the answers together with the students, explains the key points and difficult points, and asks students to correct their mistakes. Then, the teacher organizes a small competition: students compete to make sentences with the learned vocabulary and sentence patterns, and the one who makes the most correct and fluent sentences wins a small reward. Design Intention: Consolidation exercises help students consolidate the learned knowledge and master the usage of core vocabulary and key sentence patterns. The small competition makes the consolidation link more interesting, stimulates students’ enthusiasm, and improves their ability to apply the knowledge flexibly. Step 6: Summary and Homework Summary The teacher leads students to summarize the lesson together: “In this lesson, we learned the story of Beethoven’s first performance of Symphony No. 9 when he was deaf. We mastered some core vocabulary and key sentence patterns about music and characters. We also analyzed Beethoven’s admirable qualities, such as passion for music, perseverance and courage to challenge fate. I hope all of you can learn from Beethoven and never give up when facing difficulties.” Design Intention: Summarizing the lesson helps students sort out the knowledge learned in the class, consolidate the key points, and deepen their understanding of the lesson theme. It also helps students form a complete knowledge system. Homework The teacher assigns three levels of homework to meet the needs of different students: Basic homework: Recite the core vocabulary and key sentences of the lesson; read the text aloud for 15 minutes every day and record it. Intermediate homework: Revise the short passage written in the class, and enrich the content to 120-150 words; find more information about Beethoven’s works and write a short introduction (50-80 words). Advanced homework: Write an essay (200-250 words) entitled “The Admirable Person in My Heart”, introducing the person you admire, his/her experiences and admirable qualities, and expressing your own feelings. Design Intention: Assigning hierarchical homework can meet the learning needs of different students. Basic homework helps students consolidate the basic knowledge; intermediate homework helps students expand their knowledge and improve their language application ability; advanced homework helps students develop their writing ability and thinking quality, and extend the theme of the lesson to real life. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $