北师大版 (2019)必修 第三册Unit 7 ArtLesson 3 A Musical Genius教案设计

这是一份北师大版 (2019)必修 第三册Unit 7 ArtLesson 3 A Musical Genius教案设计，共3页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。


【教学目标】
Students will be able t
1. read and talk abut Ludwig van Beethven
2. read fr deep understanding
3. summarise infrmatin
4. learn abut and practise wrd building
【教学重难点】
1. reading fr deep understand
2. summarising infrmatin
【教学过程】
1. What d yu knw abut Ludwig van Beethven?
(1) Read alud the title f the lessn and the fur questins. Discuss any difficult wrds r terminlgy.
(2) Students answer the questins independently as a benchmark assessment.
2. Scan the stry and answer questins.
(1) Ask vlunteer students t read the italicised paragraph and the first paragraph.
(2) Give students a few mments t crrect their answers in Activity 1.
(3) Discuss the answers as a class.
3. Read and find ut.
(1) Read the Skill Builder. Draw a diagram t shw the main infrmatin f the passage and hw the passage is structured. Let’s read the passage t find details n Symphny N. 9 and supprting sentences.
(2) Vlunteer students read the stry.
(3) In pairs, while listening, students add the details t the diagram. Supprt students as they cmplete the task.
(4) Encurage students t answer the questins in the Skill Builder abut the passage that they have just read.
(5) Discuss the answers as a class.
4. Take ntes and answer questins.
(1) Students vlunteer t each read a few sentences f the text.
(2) Divide students int grups based n their reading level. Allw high level readers t read independently and cmplete the activity alne. Encurage middle level readers t read the accunt quietly and wrk tgether t find the answers. Supprt lw level readers by listening as they read the accunt alud and explaining unknwn terms and tricky sentence structures. If necessary, prvide sentence frames fr lw level readers t cmplete in rder t answer the questins.
(3) Discuss the answers as a class.
5. Pair Wrk: Chse a tpic t intrduce t yur partner.
(1) Students chse a tpic and mind map infrmatin n that tpic.
(2) Using thse ideas and the discussed vcabulary, students write at least five sentences. High level learners can research further and write mre infrmatin.
(3) In pairs, students read their sentences t their partner and review what they have learnt.
6. Grup Wrk: Think and share.
(1) Divide students int grups t answer the questins and prvide lgical reasning.
(2) Discuss the answers as a class.
7. Cmplete sentences n page 16.
(1) Vlunteer students can read the phrases in the bx and the sentence frames. Discuss any difficult wrds r terms.
(2) Encurage students t wrk independently and nt t turn back t the passage, t cmplete the sentences by filling in the terms.
(3) Students can read their sentences t a partner t hear that they sund crrect.
(4) Discuss the answers as a class.
8. Cmplete the Wrd Builder n page 17.
(1) Instruct students that they will use their dictinaries t assist with cmpleting the table.
(2) Ask students t lk up ne f the wrds in their dictinary.
a. What part f speech is it? Hw d yu knw?
b. What is the verb frm? Hw d yu knw? What is the adjective frm?
c. Hw did the wrd change?
(3) Divide students int grups based n their reading level. Allw high level readers t cmplete the activity alne. Encurage middle level readers t wrk tgether t find the answers. Supprt lw level readers t cmplete the Wrd Builder by prviding guidance with dictinary skills.
(4) Discuss the answers as a class.
9. Cmplete sentences.
(1) Vlunteer students read the sentence frames. Explain any difficult wrds r terms.
(2) Divide students int grups based n their reading level. Allw high level readers t cmplete the activity alne. Encurage middle level readers t wrk tgether t cmplete the sentences. Supprt lw level readers by prviding a key with the answers that they can chse frm.
(3) Discuss the answers as a class.
10. Pair Wrk: Which part f the stry impressed yu mst? Why?
(1) In pairs, students discuss what impressed them mst abut the passage and what they learnt.
(2) Each student shares their answer with the class.