（新教材）北师大版（2019版）高中英语必修三Unit 7 Art Lesson A Musical Genius 教案.docx

1、Unit 7Art Lesson 3AMusical Genius 【教学目标】【教学目标】 Students will be able to 1. read and talk about Ludwig van Beethoven 2. read for deep understanding 3. summarise information 4. learn about and practise word building 【教学重难点】【教学重难点】 1. reading for deep understand 2. summarising information 【教学过程】【教学过程】

2、1. What do you know about Ludwig van Beethoven? (1) Read aloud the title of the lesson and the four questions. Discuss any difficult words or terminology. (2) Students answer the questions independently as a benchmark assessment. 2. Scan the story and answer questions. (1)Ask volunteer students to r

3、ead the italicised paragraph and the first paragraph. (2) Give students a few moments to correct their answers inActivity 1. (3) Discuss the answers as a class. 3. Read and find out. (1) Read the Skill Builder. Draw a diagram to show the main information of the passage and how the passage is structu

4、red. Lets read the passage to find details on Symphony No. 9 and supporting sentences. (2) Volunteer students read the story. (3) In pairs, while listening, students add the details to the diagram. Support students as they complete the task. (4) Encourage students to answer the questions in the Skil

5、l Builder about the passage that they have just read. (5) Discuss the answers as a class. 4. Take notes and answer questions. (1) Students volunteer to each read a few sentences of the text. (2) Divide students into groups based on their reading level. Allow high level readers to read independently

6、and complete the activity alone. Encourage middle level readers to read the account quietly and work together to find the answers. Support low level readers by listening as they read the account aloud and explaining unknown terms and tricky sentence structures. If necessary, provide sentence frames

7、for low level readers to complete in order to answer the questions. (3) Discuss the answers as a class. 5. Pair Work: Choose a topic to introduce to your partner. (1) Students choose a topic and mind map information on that topic. (2) Using those ideas and the discussed vocabulary, students write at

8、 least five sentences. High level learners can research further and write more information. (3) In pairs, students read their sentences to their partner and review what they have learnt. 6. Group Work: Think and share. (1) Divide students into groups to answer the questions and provide logical reaso

9、ning. (2) Discuss the answers as a class. 7. Complete sentences on page 16. (1) Volunteer students can read the phrases in the box and the sentence frames. Discuss any difficult words or terms. (2) Encourage students to work independently and not to turn back to the passage, to complete the sentence

10、s by filling in the terms. (3) Students can read their sentences to a partner to hear that they sound correct. (4) Discuss the answers as a class. 8. Complete the Word Builder on page 17. (1) Instruct students that they will use their dictionaries to assist with completing the table. (2)Ask students

11、 to look up one of the words in their dictionary. a. What part of speech is it? How do you know? b. What is the verb form? How do you know? What is the adjective form? c. How did the word change? (3) Divide students into groups based on their reading level. Allow high level readers to complete the a

12、ctivity alone. Encourage middle level readers to work together to find the answers. Support low level readers to complete the Word Builder by providing guidance with dictionary skills. (4) Discuss the answers as a class. 9. Complete sentences. (1) Volunteer students read the sentence frames. Explain

13、 any difficult words or terms. (2) Divide students into groups based on their reading level. Allow high level readers to complete the activity alone. Encourage middle level readers to work together to complete the sentences. Support low level readers by providing a key with the answers that they can choose from. (3) Discuss the answers as a class. 10. Pair Work: Which part of the story impressed you most? Why? (1) In pairs, students discuss what impressed them most about the passage and what they learnt. (2) Each student shares their answer with the class.