Unit 7 Art Lesson 3 A Musical Genius 教案-2025-2026学年高中英语北师大版必修第三册

Unit 7 Art-Lesson 3 A Musical Genius 教学目标和重难点 1. 教学目标 Language Ability: Students will master core vocabularies like composer, symphony, deaf, score and key sentence patterns, and be able to read, understand and express information about Beethoven and his works in English. Learning Ability: Students will develop skills of skimming, scanning and deep reading, and learn to use graphic organizers to sort out information independently and cooperatively. Thinking Quality: Students will analyze Beethoven’s life experiences and spiritual qualities logically, and cultivate the ability of reasoning, summarizing and critical thinking. Cultural Awareness: Students will understand the contributions of Beethoven, a representative of Western classical music, respect the diversity of art, and inherit the spirit of perseverance in the face of difficulties. 2. 教学重难点 Key Points: Master the core vocabularies and sentence patterns related to Beethoven and music; understand the main plot of the text, including Beethoven’s life, the creation process of Symphony No. 9 and its first performance; grasp the basic structure of the narrative text. Difficult Points: Understand the long and difficult sentences describing the performance scene and Beethoven’s psychology; analyze Beethoven’s spiritual qualities based on the text and express personal insights in fluent English; deeply understand the cultural connotation of Western classical music. 教学过程 Lead-in: Activate Background and Arouse Interest 1. Play a 1-minute clip of Beethoven’s Symphony No. 9, and ask students to share their feelings freely with adjectives. Invite 3-4 students to speak in English, such as “energetic”, “passionate”, “inspiring” and “moving”, and write these adjectives on the blackboard. 2. Show a picture of Beethoven and raise two guiding questions: “Who is this musician? What do you know about him?” Guide students to talk about his identity (German composer, pianist), classic works and other basic information they know. 3. Present the title of the lesson “A Musical Genius” and ask the core question: “Why is Beethoven called a musical genius? What stories are hidden behind his glory?” Naturally lead into the text learning. Design Intention: Using music clips to stimulate students’ sensory experience can quickly attract their attention and arouse their interest in the lesson topic. The free talk and guiding questions activate students’ existing background knowledge about Beethoven, narrow the distance between students and the text, and lay a good emotional and content foundation for the subsequent reading link. Writing down adjectives helps students accumulate emotional expression words, which paves the way for the subsequent analysis of Beethoven’s emotions in the text. Pre-reading: Preview Vocabulary and Predict the Text 1. Vocabulary Preview: Present the core vocabularies of the lesson, including composer, symphony, deaf, score, conductor, orchestra, audience, tense, proud, respond, hesitate. Explain the pronunciation, part of speech and basic meaning of each word with simple English, and combine the text context to give example sentences, such as “Beethoven is a great German composer who created many famous symphonies.” “He became deaf in his twenties but never gave up composing.” 2. Text Prediction: Show the key pictures of the text (Beethoven composing, the first performance of Symphony No. 9), and ask students to predict the main content of the text based on the title, pictures and previewed vocabulary. Guide students to put forward assumptions, such as “The text may talk about how Beethoven composed his famous works.” “It may introduce the process of the first performance of Symphony No. 9.” 3. Organize students to discuss their predictions in pairs, and invite 2-3 groups to share their ideas with the whole class. Design Intention: Vocabulary is the foundation of reading. Previewing core vocabularies in advance helps students reduce reading obstacles and improve reading efficiency. Using example sentences combined with the text context enables students to understand the usage of words in practice, laying a foundation for the accurate understanding of the text. Text prediction can stimulate students’ reading desire, cultivate their ability of logical reasoning based on existing information, and make students read the text with questions, improving the pertinence of reading. While-reading: In-depth Reading and Information Extraction This part is divided into three links: skimming, scanning and intensive reading, guiding students to understand the text from macro to micro, from surface to depth. Skimming: Grasp the Main Idea and Text Structure Ask students to read the whole text quickly, and complete two tasks: (1) Summarize the main idea of the text in one sentence. (2) Divide the text into three parts and match each part with the corresponding main content. The optional main contents are: A. The creation process of Beethoven’s Symphony No. 9. B. Beethoven’s basic information and his struggle with deafness. C. The first performance of Symphony No. 9 in Vienna. After students finish, invite them to share their answers, and correct and summarize: The text mainly introduces Beethoven, a great musical genius, who insisted on composing despite being deaf, and successfully held the first performance of Symphony No. 9. The text is divided into three parts: Part 1 (Paragraph 1) introduces Beethoven’s basic information and his struggle with deafness; Part 2 (Paragraph 2) describes the completion of Symphony No. 9; Part 3 (Paragraphs 3-4) details the first performance of Symphony No. 9. Design Intention: Skimming training helps students quickly grasp the main idea of the text and establish a macro understanding of the text. Dividing the text structure and matching the main content can cultivate students’ ability of text induction and sorting, help students clarify the logical context of the text, and lay a foundation for the subsequent detailed reading. Scanning: Locate Key Information and Complete the Task Ask students to read the text again carefully, and complete the following two tasks with the method of scanning: Task 1: Fill in Beethoven’s personal information card, including his nationality, occupation, main achievements, major difficulties and the number of works. Task 2: Fill in the information form about Symphony No. 9, including the time of completion, the place of creation, whether it is Beethoven’s last symphony and the place of its first performance. After students finish independently, organize them to check the answers in groups of four, and then the teacher comments and supplements. Emphasize key information points, such as “Beethoven was born in Germany and was regarded as one of the greatest composers in the history of music.” “He composed more than 130 musical works, including nine symphonies.” “Symphony No. 9 was completed in 1824 in Vienna, Austria, and it was his last symphony.” Design Intention: Scanning training focuses on cultivating students’ ability to locate key information quickly and accurately. The form of information card and table makes the key information of the text more intuitive and clear, which is conducive to students’ memory and induction. Group check not only can help students find their own mistakes in time, but also can promote the communication and cooperation between students, and improve their learning efficiency. Intensive Reading: Analyze Details and Explore Connotation Guide students to read each part of the text intensively, and analyze the details and connotation through question chains and group discussions. For Part 1 (Paragraph 1): Ask the following questions: (1) What was Beethoven famous for in his twenties? (2) What big challenge did he face later? (3) How did he respond to this challenge? Guide students to find the corresponding sentences in the text, and analyze Beethoven’s initial achievements and the difficulties he faced. Emphasize the sentence “Beethoven thought about giving up, but in the end he continued to write music.”, and ask students to think: What can we know about Beethoven’s character from this sentence? Summarize: Beethoven was persistent and never gave up in the face of difficulties. For Part 2 (Paragraph 2): Focus on analyzing Beethoven’s psychology when he completed Symphony No. 9. Ask questions: (1) How did Beethoven feel when he finished the symphony? (Find the words “smiled” and “proud” in the text) (2) Why was he proud? (3) What did he try to imagine after signing his name? Guide students to understand that Beethoven was proud of his works after years of hard work, and he was full of expectations for the audience’s reaction to the new work. At the same time, remind students to pay attention to the sentence “he didn’t know that this would be his last symphony”, which paves the way for understanding Beethoven’s dedication to music. For Part 3 (Paragraphs 3-4): This is the key part of the text, focusing on the detailed description of the first performance. Organize students to discuss in groups of four, and complete the following tasks: (1) What was the atmosphere backstage before the performance? Why? (2) What did Beethoven do during the performance? (3) What did the audience do after the performance? (4) Why didn’t Beethoven know the performance was successful at first? After the group discussion, invite each group to send a representative to share their answers. The teacher guides students to pay attention to the action and scene descriptions in the text, such as “jumped about, waved his arms wildly and turned the pages of his score eagerly”, “the audience jumped to their feet and clapped loudly”, which can help students feel the tension of the performance scene and Beethoven’s dedication to music. At the same time, analyze the sentence “Michael Umlauf stood quietly beside him and directed the orchestra skillfully”, which reflects the tacit cooperation between people and highlights Beethoven’s charm. In the process of intensive reading, pay attention to explaining the long and difficult sentences in the text, such as “Inspired by his struggles with deafness, the composer produced some amazing pieces, including nine symphonies, five piano pieces, and an opera!” Guide students to analyze the sentence structure (past participle as adverbial), and help students understand the meaning of the sentence. At the same time, accumulate key phrases, such as “be regarded as”, “in one’s twenties”, “be famous for”, “think about doing sth.”, “respond to”. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. The question chain guides students to think step by step, from the surface information to the deep connotation, and cultivates their ability of logical reasoning and text analysis. Group discussion enables students to exchange ideas and viewpoints, and improve their ability of cooperative learning and oral expression. The explanation of long and difficult sentences and key phrases helps students break through the reading difficulties, master the language knowledge, and lay a foundation for the subsequent language application. Post-reading: Consolidate and Extend, Migrate and Apply This part includes language consolidation, emotional sublimation and ability extension, which helps students apply the knowledge they have learned and realize the improvement of comprehensive quality. Language Consolidation: Vocabulary and Sentence Pattern Practice Task 1: Word Building. Guide students to learn the word formation of core vocabularies, such as compose (v.) → composer (n.), music (n.) → musical (adj.), proud (adj.) → proudly (adv.). Ask students to complete the word conversion exercises independently, and then check the answers together. Task 2: Sentence Making. Ask students to make sentences with the key phrases and sentence patterns learned in the lesson, such as “be regarded as”, “in one’s twenties”, “even if”. Invite students to share their sentences, and the teacher comments and corrects them to ensure the accuracy and fluency of the sentences. Task 3: Sentence Rewriting. Provide some simple sentences related to the text, and ask students to rewrite them with the learned vocabularies and sentence patterns to improve their ability of language application. Design Intention: Language consolidation is an important link to consolidate the knowledge learned. Word building helps students master the rules of word formation and expand their vocabulary. Sentence making and rewriting exercises enable students to apply the key phrases and sentence patterns to practice, improve their language expression ability, and lay a foundation for the subsequent writing and speaking activities. Emotional Sublimation: Discuss and Reflect on the Spirit of Beethoven Organize students to have a group discussion around the question: “What qualities make Beethoven a musical genius? What can we learn from him?” Guide students to combine the text content to summarize Beethoven’s qualities, such as persistence, perseverance, dedication, optimism and pursuit of perfection. After the discussion, invite students to share their insights. The teacher summarizes: Beethoven, despite being deaf, did not give up his pursuit of music, and created a large number of classic works with his perseverance and dedication. His spirit inspires us to face difficulties bravely and persist in our dreams in study and life. Then, play a short video about Beethoven’s life, showing his perseverance in composing in the face of deafness, to further arouse students’ respect for Beethoven and deepen their understanding of the spirit of perseverance. Design Intention: Emotional sublimation helps students go beyond the text itself, understand the spiritual connotation behind the characters, and realize the infiltration of moral education. Group discussion enables students to express their own views and feelings, and improve their ability of critical thinking and oral expression. The video materials enrich the teaching content, make the emotional experience more intuitive, and help students inherit and carry forward the noble spirit of Beethoven. Ability Extension: Speaking and Writing Practice Task 1: Speaking Practice. Organize students to do pair work. Ask each pair to choose one of the following topics to make a dialogue: (1) Introduce Beethoven’s life and works to your partner. (2) Talk about your feelings after learning about Beethoven’s story. (3) Discuss the importance of perseverance in our life. After preparing for a few minutes, invite 2-3 pairs to perform their dialogues in front of the whole class. The teacher comments on their performance from the aspects of fluency, accuracy and content richness, and puts forward suggestions for improvement. Task 2: Writing Practice. Ask students to write a short passage with the title “My Understanding of a Musical Genius” (about 100 words). The requirements are: ① Introduce Beethoven’s basic information and main achievements. ② Express your feelings and insights after learning about his story. ③ Use the vocabularies and sentence patterns learned in the lesson. After students finish writing, collect some works for comment, affirm the advantages, point out the problems and put forward revision suggestions. Design Intention: Speaking and writing are important ways to test students’ comprehensive language ability. Pair dialogue practice helps students improve their oral expression ability and cooperative learning ability. Writing practice enables students to integrate the language knowledge and emotional experience learned in the lesson, and improve their writing ability. The teacher’s comment helps students find their own advantages and disadvantages, and promotes the continuous improvement of their language ability. Summary and Homework Summary: Invite a student to summarize the main content of the lesson, including the key information of the text, the core vocabularies and sentence patterns learned, and the spiritual qualities of Beethoven. The teacher supplements and improves, helping students sort out the knowledge system of the lesson and deepen their memory of the knowledge learned. Homework: ① Basic Homework: Review the core vocabularies and sentence patterns of the lesson, and copy the key sentences 3 times. Finish the exercises in the textbook related to the lesson. ② Extended Homework: Search for more information about Beethoven’s works (such as Moonlight Sonata) after class, and write a short introduction (about 50 words) in English. ③ Creative Homework: Write a letter to Beethoven, expressing your respect and admiration for him, and talking about how you will learn from his spirit in the future. Design Intention: Summary helps students sort out the knowledge learned in the lesson, form a systematic knowledge structure, and improve the efficiency of knowledge memory. The homework is designed hierarchically, including basic homework, extended homework and creative homework, which can meet the learning needs of different students. Basic homework helps students consolidate the knowledge learned; extended homework helps students expand their horizons and enrich their background knowledge; creative homework enables students to express their feelings and insights freely, and promotes the migration and application of knowledge and the improvement of comprehensive quality. 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 $