北师大版(2019)英语必修 第三册 Unit 7 Art Lesson 3 A Musical Genius 教案
北师大版(2019)英语必修 第三册 Unit 7 Art-Lesson 3 A Musical Genius 课件(共17张PPT)
a In Germany.
b In Canada.
c In France.
3 What big challenge did Beethoven face?
a He became deaf.
b He became blind.
c He was unable to walk.
4 How many pieces of music did Beethoven write?
• Beethoven as a musician • The performance of Symphony No. 9
Activity 7
Group Work: Think and share.
1. The description of Beethoven’s behaviour in the performance shows that he was deaf. 1) Can you find the hints? “And the whole time, Umlauf stood quietly by his side, skilfully guiding the orchestra.” The music ended but Beethoven continued to conduct. “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.”
Beethoven • General information • Composing of Symphony No. 9 • Performance of Symphony No. 9
北师大版高一英语必修第三册(2019版)Unit_7_Lesson_3_名师教学设计
Unit 7 Lesson 3 名师教学设计课时内容：A Musical genius主题语境：人与社会主题群：文学、艺术与体育子主题：音乐等领域的概况及其发展语篇类型：人物传记文本分析：[What]“A Musical genius”是一篇记叙文，讲述的是音乐天才贝多芬创作D小调第九交响曲的过程及这部交响曲首演的故事。
贝多芬是德国作曲家，被认为是世界音乐史上最伟大的作曲家之一，一生共创作了130多部音乐作品，其中D小调第九交响曲是在贝多芬失聪的情况下耗时几年完成的。
第九交响曲的首演是在维也纳一个非常著名的剧院里，这部交响曲取得了空前的成功。
[Why]通过阅读故事及补充的课外资料，使学生了解贝多芬一生坎坷，尤其是双耳失聪，这对于音乐家来说，是致命的打击，但是贝多芬没有接受命运的安排，他一生忍受着痛苦，不断地与自己苦难的命运作斗争，创造了一曲又一曲享誉世界的名曲。
这些乐曲或雄壮、或欢快、或静逸、或优美，都是他对命运最有力的反抗。
他的名言“我要扼住命运的咽喉，它休想使我屈服”，正是他对生活的态度，也是他一生的精神写照。
从贝多芬身上，学生可以学习他与命运抗争的不屈精神。
[How]本文作者以时间顺序，从what，who，when where，why，how及用第三人称展开描述，直接把故事的情节展现在读者面前，文章的客观性很强。
作者最后用直接引语代替间接引语的陈述，可以更客观、生动地反映他人对贝多芬的真实评价，使文章更加生动、具体。
课时目标：1.获取、梳理贝多芬创作D小调第九交响曲的过程及这部交响曲首演的主要信息。
2.能用恰当的语言介绍贝多芬和D小调第九交响曲首演等细节。
3.学习和练习构词法。
4.推断故事背后的价值取向，学习贝多芬顽强的毅力，深化对主题的认识。
重点难点：重点：获取关于贝多芬创作D小调第九交响曲的过程及这部交响曲首演的主要信息。
难点：通过阅读、讨论和分享，学习贝多芬百折不挠、和命运顽强抗争、永不言弃、挑战自己的精神。
新教材北师大版高中英语必修第三册全册精品教学课件(共620页)
2．The...are just amazing.They are all very...
那些……太棒了。 他们都很…… [仿写] 那些音乐家/歌手/演员/舞蹈演员/画家/乐队太棒了。 他们都很有才华/专业/出色/有创造力。 The _m__u_si_c_ia_n_s_/_si_n_g_e_r_s/_a_c_to_r_s_(_a_c_tr_e_s_se_s_)_/d_a_n_c_e_r_s/_p_a_in_t_e_rs_/_b_a_n_d_s__ are just amazing. They are all very _ta_l_e_n_te_d_/_p_ro_f_e_s_s_io_n_a_l_/f_a_n_ta_s_ti_c_/c_r_e_a_ti_v_e_____.
Section Ⅲ Lesson 2
Section Ⅴ The rest parts of the unit
Unit 8 Green Living
Section Ⅰ Topic talk Section Ⅳ Lesson 3
Section Ⅱ Lesson 1
Section Ⅲ Lesson 2
Section Ⅴ The rest parts of the unit
贝多芬是最著名的古典音乐作曲家。 3．As far as I’m concerned, music is the source of joys and inspiration in life.
就我个人而言，音乐是生活中快乐和灵感的源泉。
4．Moreover, listening to some soft music does relax your mood and give you a new start. 而且，听轻音乐的确能使你心情放松，给你一个新的开端。
新教材北师大版高中英语必修第三册Unit7 Art 精品教学课件
Unfortunately，Van Gogh's unique⑪ paintings weren't very popular and he only sold one painting in his lifetime.He also thought The Starry Night was a failure⑫.However，the fact remains that The Starry Night is now one of the world's most famous paintings.[2]
Ⅰ.语境填词 figure；exhibition；sight；masterpiece；atmosphere； visual；affect；striking；scream；component 1．We try and provide a very homely _a_tm__o_sp_h_e_r_e_． 2．More than seven million people have been _a_ff_e_c_te_d__ by drought.
[2]that 引导表语从句。 The Scream was painted by Edvard Munch in 1893.What makes it striking⑬ is that it shows a thin figure⑭ with an expression⑮ of fear—the figure's mouth is wide open and letting out a powerful scream ⑯.The figure covers his or her ears and looks directly at the viewer.This figure is set on a bridge above a dark，stormy⑰ sea，and against a burning⑱ orange-red⑲ sky.
Unit 7 Art Lesson 3 英语教案高中英语北师大版(2019)必修第三册
Unit 7 ArtLesson 3 A Musical GeniusLevel: Senior high schoolCoursebook:《北师大版(2019)高中英语必修第三册》Objectives:To develop students' ability to understand and use new vocabulary related to music and musicians.To enable students to read and comprehend a biography of a famous musician.To improve students' ability to infer meaning from context.To encourage students to discuss and express opinions about the impact of music on society.Materials:A copy of the Unit 7 Art Lesson 3 article "A Musical Genius" for each student.A whiteboard and markers.Audio recording of a piece of music by the featured musician.Procedures:Warm-upPlay a piece of music by the featured musician and ask students to guess who the musician is. Ask students to discuss in pairs or small groups what kind of impact music has on society.Pre-reading:Introduce new vocabulary from the article such as composer, conductor, symphony, and orchestra, using the whiteboard.Ask students to predict what the article might be about based on the vocabulary introduced.Reading:Distribute the article "A Musical Genius" to students and ask them to read it silently.In pairs or small groups, ask students to discuss what they learned about the musician from the article.Conduct a whole-class discussion, asking students to share their findings and ask any questions they may have.Post-reading:Divide the class into two groups and assign each group a role - one group will represent themusician's supporters and the other group will represent his critics.Each group should prepare a short presentation outlining their arguments for or against the musician's impact on society.Conduct a debate between the two groups, with each side presenting their arguments and responding to the other side's points.Conclusion:Summarize the key points discussed during the debate.Play another piece of music by the featured musician.Ask students to share any final thoughts on the topic of music and its impact on society.Assessment:Participation in class discussions and debate.Vocabulary quiz based on the new vocabulary introduced in the lesson.Written reflection on the impact of music on society.Homework:Write a short biography (100 words) of a famous musician of your choice. Use the vocabulary and reading comprehension skills you learned in class to describe their life and achievements. Be sure to include the following information:The musician's name and background.Their most famous works and contributions to the field of music.Any challenges or obstacles they faced in their career.The impact of their music on society.You should also use at least five new vocabulary words from the lesson and make sure to infer meaning from context when necessary.。
新教材北师大版高中英语必修第三册 Unit 7 Art 精品教学课件(共138页)
◆单句语法填空
（1）We rented out a large exhibition（exhibit） hall and we had 10，000 visitors show up for it.
பைடு நூலகம்
（2） There will be an exhibition
of the development of automobile industry in our country
◆单句语法填空 （1） The students in our class are lively，enthusiastic and energetic （energy）. （2） He works so hard that he doesn’t have the energy to take （take） exercise. ◆单句写作 （3） You are always __f_u_ll_ o_f___en_e_rg_y___ （精力充沛的）. Can you share the secret? （4） She has an assistant to help her out. Now she _h_a_s__th_e___e_ne_r_g_y__ _to___a_cc_o_m_p_a_n_y__ （有精力陪伴） her
next week. ◆单句写作
（3） A collection of paintings by David Hockney is _o_n___ex_h_i_b_it_io（n 展览）at the Museum of Art.
词汇三 energetic adj. 精力充沛的；积极的 ◆教材原句 I like going to rock concerts，because they are really energetic and exciting. 我喜欢去听摇滚音乐 会，因为它们真的充满活力并且令人兴奋。 ◆要点必记 （1）keep energetic 保持活力 （2）energy n. 精力 full of energy 精力充沛 have the energy to do sth. 有精力做某事 apply/devote one’s energies to... 把某人的精力花在……上
Unit+7+Art+Lesson+3+A+Musical+Geni北师大版(2019)必修第三册+
Vienna was tense. 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
2. Where was Beethoven born?
A. In Germany.
B. In Canada. C. In France.
birthplace
3. What big challenge did Beethoven face?
A. He became deaf.
life challenge
score. n. 乐谱
当这位著名作曲家时隔12年再次走上舞台时，观众们毫不犹豫地报以热烈的掌声。剧院 的音乐总监迈克尔·乌姆劳夫(Michael Umlauf)加入了他的行列，两人一起负责管弦乐队。 在一个多小时的时间里，贝多芬在管弦乐队面前跳来跳去，在空中忘情地挥舞着双臂， 疯狂地翻动着乐谱。
Read and explore
Para 2
General information
Para 3-6
Performance of Symphony No. 9
Read and explore
back(后面的)+stage(舞台)=后台的
n. 剧场，戏院
3. Before the performance, the backstage atmosphere at a very famous theatre in
Activity 1.
1. What is Beethoven most famous for? A. His piano performances. n. 大型管弦乐队
Unit 7 Art 北师大2019版高中英语必修第三册
高中北师大2019版英语必修三Unit 7 ART【NOTES ON THE TEXTS】Topic TalkAll artists must be half-poet,half-craftsman.凡是艺术家都须有一半是诗人，一半是匠人。
------朱光潜《谈美》Lesson lIn his diary, Munch talked about what inspired him. “ I was walking down the road with two friends when the sun set; suddenly the sky turned as red as blood... I stood there shaking...”蒙克在他的日记中谈到了灵感的来源，“太阳落山时，我和两个朋友一起走在路上；天空突然变得像血一样红......我站在那里颤抖......”①set n. 集合，布景，装置，一套V. 树立，点燃a. 固定的，规定的set up 建立；装配；开业；树立set out 出发；开始；陈述（书面用词）set off v. 出发，引起，动身，；使爆炸；抵消；分开all set 准备就绪，都安排好了Eg：Then confirm your selection and you’re all set.最后再确认你的选择，就完成了。
He set off once more in spite of his friends’ attempts to dissuade him.他不顾朋友们的劝阻，再次启程远航。
In the chilly autumn wind, the soldiers set out with a mettlesome and handsome bearing.秋风飒飒中，战士们英姿勃发地出发了。
Police have set up a roadblock on the road to London.警察在通往伦敦地路上设置了路障。
北师大版高中英语必修第三册单元知识默写Unit 7 Art
Unit 7Art【核心词汇会写】1.opera n. 歌剧;歌剧艺术2.band n. 乐队;乐团3.classical adj. (音乐)古典的;传统的edy n. 喜剧片;喜剧节目5.calligraphy n. 书法ponent n. 组成部分7.costume n. 戏装;化装服8.shade n.(画的)阴影部分9.atmosphere n. 气氛;氛围10.masterpiece n. 杰作;代表作11.figure n. 人像,人形;数字12.beneath prep.&adv.在……(正)下方13.affect vt. 影响14.spot n. (圆)点;斑点;污渍15.scream n. 尖叫,尖叫声;vi.&vt.高声喊出16.cause vt. 导致,引起;使发生; n. 原因;事业17.empire n. 帝国;大企业18.scene n. 景色19.visual adj. 视觉的,视力的20.mask n. 面具21.clown n. 小丑22.acrobatics n. 杂技23.master vt. 掌握,精通;n. 大师;主人24.pattern n. 图案;花样,式样25.otherwise adv. 否则;要不然plex adj. 复杂的27.aspect n. 方面28.orchestra n. (大型的)管弦乐队29.genius n. 天才30.struggle n. 奋斗;vi.奋斗,拼搏31.proceed vi. 继续进行32.note n. 单音,音调,音符33.score n. 乐谱;比分;成绩34.backstage adj. 后台的;(在)幕后(的)35.tense adj. 紧张的;焦虑不安的36.signal vt. 标志着;预示;n. 标识37.contest n. 比赛,竞赛38.martial adj. 军事的;战争的39.documentary n. 纪录片40.artistic adj. 美术的;艺术的41.best-selling adj.畅销的【拓展词汇会用】1.perform vi.&vt.表演;演出→performer n.表演者→performance n.表演;演出2.talent n.才能→talented adj.有才能的;有天资的3.exhibit v.展览,展出; n. 展品→exhibition n.展出(会),展览4.profession n.职业→professional adj.专业的;职业的5.month n.月,一个月的时间→monthly adv.每月地;每月一次地6.uplift v. 抬起,举起;振奋,鼓舞→uplifting adj.令人振奋的7.mental adj.精神的,心理上的→mentally adv. 精神上;心理上8.mass n. 团,块;大量;群众→massive adj. 巨大的→massively adv. 大量地;沉重地;庄严地9.fail v. 失败;不及格→failure n. 失败的事;失败10.strike v.打,击;罢工→striking adj. 惊人的;显著的11.view v. 看;n. 景色→viewer n. 观看者12.burn v. 燃烧;烧毁;晒伤,晒黑→burnt adj. 烧坏的,烧伤的→burning adj. 燃烧着的13.mystery n.神秘事物,难以理解的事物→mysterious adj. 神秘的;难以解释的14.react v. (作出)反应;起化学反应→reaction n. 反应15.emotion n.情感→emotional adj.情感的,情绪化的→emotionally adv.感情上;情绪上16.minor adj. (音乐)小调的;小的;不很重要的→minority n.少数; 少数民族17.joy n.高兴;乐趣→joyous adj.欢乐的,令人愉快的→joyful adj.高兴的,令人愉快的pose vt.作(曲);构成;写作→composer n. 作曲家→composition n.作文,作曲19.respond vi.&vt.回应,回复→response n.回应;回复20.conduct v.实施;指挥;带领; n.行为,举止→conductor n.指挥21.hesitate vi.犹豫;踌躇→hesitation n.犹豫;踌躇22.admire v.敬佩;羡慕→admirable adj.令人敬佩的;令人羡慕的→admiration n.敬佩;羡慕23.permit v.允许→permission n.允许;许可24.punish v.处罚;惩罚→punishable adj.可依法惩处的→punishment n.处罚;惩罚25.appreciate vt.感激;欣赏→appreciation n.感激;欣赏26.faith n.忠诚→faithful adj.忠诚的;忠实的→faithfully adv.忠诚地;忠实地27.express v.表达→expressive adj.富于感情的;明确表露想法的→expression n.表达;表情28.current adj. 当前的;通用的→currently adv. 当前;现时29.symbol n. 象征,标志;符号→symbolism n. 象征主义30.sculpt v.雕刻→sculptor n. 雕刻家→sculpture n.雕像;雕刻术31.threat n. 威胁,恐吓;构成威胁的人(或事物)→threaten v. 威胁,恐吓→threatening adj. (行为)带有威胁的32.mess n. 肮脏,杂乱→messy adj. 脏的;凌乱的【重点短语速记】1.lead to导致;通向2.let out发出3.a series of一系列4.full of充满;装满5.as for关于,至于6.race across横渡; 穿越7.sense of sight视觉8.in one’s lifetime在某人的一生中9.be connected to与……有关联;与……连接10.play with同……一起玩;(不太认真地)考虑11.face the challenge面对挑战12.give up放弃13.add ...to把……添加到……14.for the first time第一次15.refer to提到16.proceed with继续进行;重新开始17.take charge of负责【经典句型熟记】1.“be doing...when...”句型I was walking down the road with two friends when the sun set(就在这时太阳落山了).2.过去分词短语作状语Inspired by his struggles with deafness(在与耳聋抗争中受到启发), the composer produced some amazing pieces, including nine symphonies, five piano pieces, and an opera!3.动词-ing形式短语作主语Writing the piece (写这首曲子)had taken several years, and now the final notes had been added to the score.4.独立主格结构But Beethoven continued conducting,his head buried in the score(他的头埋在乐谱里).。
高中英语新教材北师大版必修第三册课件：UNIT 7 ART LESSON 3 A MUSICAL GENIUS
◆单句语法填空 （1） You can’t serve drinks to minors （minor）. （2） Only a minority （minor）of people supported these new laws. ◆单句写作 （3）__M_i_n_o_r_ e_r_r_o_r_s（小错误）often cause some serious results. （4）We have _m_a_d__e_so__m_e___m_i_n_o_r_c_h_a_n_g_e_s（做了一些小的改变） to the program. （5） _A___s_m_a_ll___m_in__o_ri_t_y_ _o_f___st_u_d_e_n_t_s（极少数学生） are interested in the topic these days.
词汇三 note （1） n. 笔记；便条；纸币；音符；票据；注解；音调 （2）vt. 注意；记录；注解
◆教材原句 Writing the piece had taken several years， and now the final notes had been added to the score. 创作这部交响曲花了他几年的时间，现在乐谱中最后的音符终于写完了。 ◆要点必记 take note of 注意到 take/make notes 记笔记 compare notes with sb. 与某人交换意见 note down 记下
the orchestra. 剧院的音乐指挥迈克尔·奥姆洛夫也走上台和他一起指挥乐队。
◆要点必记
take charge of 负责，掌管（动词短语）
in charge of 负责，掌管（介词短语）
in the charge of sb.= in sb.’s charge 由某人负责/ 掌管
Unit7ArtLesson3AMusicalGenius构词法教案-高中英语北师大版
Unit 7 ArtLesson 3 A Musical Genius GrammarTeaching Objective:· To review the introduction of Beethoven in the article, as well as the details of his writing and conducting the Ninth Symphony;· To find, pare and summarize the rules of word building related to the topic words in the article· To identify the words with the same root and different shapes of the topic words, and summarize the mon affixes· To select and use different words of the same root to express the feeling after reading Difficult points· Guide students to find, pare and summarize the rules of word building related to the topic vocabulary in the article· Guide students to identify words with the same root and different shapes as topic words, and summarize mon affixesTeaching process：Step 1：LeadinTeacher:1. Teacher presents a picture of Beethoven in lesson 3 and asks students “How do you introduce the man in the picture?”2. Teacher prepares a graphic organizer of the text helping students to recall Beethoven’s story.Student:1. Students look at the picture and talk about the information they know about it.2. Students introduce Beethoven based on the graphic organizer with the information they can remember.Step 2：PresentationTeacher:1. Teacher guides students to notice the words in different forms related to the topic words by asking students to plete a summary.2. Teacher helps students to find out the correct forms of the given topic words in the sentences.Student:Students plete the summary with the correct forms of the given words.Step 3：PracticeTeacher:Teacher lists more forms of the key words and asks students to pay attention to the forms and try to work out the word building rules.Teacher introduces more word building examples and rules.Student:Students look at these listed forms of key words and think about their forms and functions by pleting tables.Students read more examples.Step 4：ProductionTeacher:Teacher shows students the sentences with different forms of word roots from College Entrance Exam and asks them to plete the sentences.Teacher guides students to finish Exercise 9 on Page 17 with the correct forms of words.Student:Students look at these listed forms of key words and think about their forms and functions by pleting tables.Students read more examples.Step 5：SummaryTeacher asks students to “Use different forms of the topic words learnt in the class to introduce Beethoven.”Step 6：HomeworkTeacher asks students to “Write down the change of your feelings and thoughts about the story of Beethoven with different forms of word roots”Students consolidate what they have learnt in class and further deepen their awareness to use it in daily writing.。
北师大版(2019)英语必修 第三册 Unit 7 Art—Topic Talk 教案
Unit 7 Art——Topic Talk【教学目标】Students will be able to1. read and talk about art2. listen for general understanding3. read for specific information and understanding words in context【教学重难点】1. listening for general understanding2. reading for specific information【教学过程】1. Pair Work: Discuss different art forms.(1) Instruct students to page through a magazine on art.(2) Brainstorm different forms of art on the board, e.g., Beijing Opera, band performance, painting and dancing. Ask students:a. Define each of these forms of art. Give an example.b. Have you seen these forms of art? Share your experience with the class.(3) Discuss the vocabulary below the photos on page 6.(4) Have students show and explain their example of art, found in their magazine.(5) In pairs, students discuss the four photos using the vocabulary words and say whether they like them or not. Students’ answers must be supported by logical reasons.2. Complete the Text Builder.(1) Explain to the students that they will be listening to a dialogue about going to a classical concert.(2) Before playing the dialogue, play a classical show from TV or radio.(3) Discuss the students’ opinions of classical music.(4) Have students preview the text in the Text Builder. Explain the meanings of unknown terms.(5) Play the dialogue.(6) Ask students to recall the information they heard in the dialogue to complete the sentenceframes. If needed, play the dialogue a second time and pause after key statements in the talk.(7) Review the answers with students.3. Talk about an art form.(1) Ask students to use the Text Builder to talk about an art from they like.(2) Allow students time to prepare on their chosen form of art using the Text Builder for vocabulary. What form of art inspires you? Explain why. Define that art form. When did you first see that art form? Share an experience.(3) Students share their idea with a partner or the class.4. Listen and answer questions.(1) Have students preview the questions on page 7.(2) Tell students that they should take notes or answer the questions while listening.(3) Play the dialogue.(4) Have students discuss what they heard in small groups. If needed, play the dialogue again.(5) Instruct students to answer the questions independently, in full sentences.5. Write a short paragraph.(1) Ask students to call out words they learnt in this section, such as atmosphere, costumes, stage design, opera, modern art. Write the new words on the board.(2) Students discuss what they learnt about these words.(3) Ask students to write and share some information about their favourite art form.。
2019北师大版新教材高中英语必修三单词表(word打印)
2019北师大版新教材高中英语必修三单词表(word打印)UNIT 7 ARTTopic TalkOpera is a form of art that combines music。
singing。
and drama。
It is performed by a group of singers and musicians。
usually panied by an orchestra。
A band is a group of musicians who play together。
A performance is a show or n。
such as a play or a concert。
An n is a public display of art。
such as paintings or sculptures。
Classical music refers to nal。
formal music。
Jazz is a type of music that originated in New Orleans。
Drama is a form of literature that is intended to be performed by actors。
Comedy is a type of drama that is intended to be humorous。
Calligraphy is the art of beautiful handwriting。
A performer is someone who entertains an audience。
either by singing。
playing music。
or acting。
Talented people have natural abilities or skills。
nal refers to someone who is trained or skilled in a particular field。
Unit7 Art Lesson3 A Musical Genius 高中英语北师大版必修第三册
__co__m_p_o__se_r_s_ (composer) in the world. (3)The United Nations is composed of more than 190 countries. (4)The medical team,_c_o_n__si_s_t_in_g_(consist) of three experts，five doctors and eight nurses，will be sent there to help out.
(1)In Chinese culture，red is the symbol of luck and happiness.
(2) You can make a mark where you can’t understand. (3)In our class，when the bell rang and the teacher closed his
in response to 作为对……的答复 / 反应 make a response to 对……作出回应 / 反应
Exercises:
(1)Knowing basic first-aid techniques will help you respond
quickly to emergencies.
(3)abroad adv. 在国外；到国外 at home and abroad 在国内外 go abroad 去国外
北师大版(2023) 必修 第三册Unit7 Art Lesson3 A Musical Geniu
北师大版（2023）必修第三册Unit7 Art Lesson3 A Musical Genius课件(共32张PPT，内嵌音频)(共32张PPT)Unit 7 ArtLesson 3 A Musical Genius第一课时020301To retell basic information of Beethoven and his Symphony No.9 in D Minor;To understand a passage by predicting;To use graphic organizers to interpret the structure of texts.Objectives【Preview Task】1. proceed ____________ 15. ____________到结束时；在……之前2.musical genius ____________ 16. _____________ 提到,指的是，提及3. orchestra______________ 17. _____________ 毫不犹豫做某事,尽管做某事4. sense of sight _____________ 18. ____________ adj. 有才能的;有天资的5. performer n. _____________ 19. _____________ 继续做某事6. mental illness _____________ 20. ____________ adj. 专业的;职业的7. conductor n. _____________ 21. ___________ n. 气氛;氛围8. component n. _____________ 22. ____________ 面对观众9. tense adj. _______________ 23. _______________被添加到…..上10. audience _______________ 24. _______________不知道11. jump to one’s feet_____________ 25. _______________被视为……,被看做……12. in possession of _______________ 26. _______________在某人二十多岁时13. with a broad smile _______________27. _______________负责14. wildly _______________ 28. _______________v.回应，回复by the end of音乐天才refer to（大型的）管弦乐队not hesitate to do sth 视觉talented表演者;演奏者;演员continue to do sth.精神疾病professional指挥atmosphere组成部分face the audience紧张的，焦虑不安的be added to观众，听众have no idea跳起来be regarded asin one’s twenties带着满面的笑容take charge of失控地，紊乱地respondDo you know the following words and phrases after the previewPre-reading: A video clipWhat are those people in the video clip What do we call them all as a group What are they doingThey are all musicians, and we call them an orchestra as a group. They are playing a symphony.Q写作;构成Task 1occupationbirthplace3. What big challenge did Beethoven faceA. He became deaf.B. He became blind.C. He was unable to walk.4. How many pieces of music did Beethoven writeA. More than 100.B. More than 200.C. More than 300.life challengeachievementsFast-reading: Summary of the first paragraph Basic InformationLife Experienceoccupationlife challengebirthplacedeath timeachievementscomposerGermany1827lose his hearingwrite manymusical worksFast ReadingTask 2Fast ReadingMatch paragraphs with the following headings.Para 1Para 2Para 3-6Composing of Symphony No. 9General informationPerformance of Symphony No. 9Task 3General information (para.1)( one of the greatest __________ in the history of music ) Composition of Symphony No. 9 (Para.2)First performance of Symphony No.9 (para.3-6)( A success )Since his twentiesFamous for his skills on the ______; ______ his hearing; _________ with the compositionWorksProducing amazing pieces, including _____ symphonies, _____ piano pieces and a(n).________Writing over 130 musical works, including Symphony No.9 in D minorIn1824Having spent ______ writing his ninth symphony, he completed it in _____________ in Vienna, Austria,with the _____________added tothe scoreBefore the performanceAtmosphere: __________Beethoven: _______________________ the performance (his feeling) During the performanceAudience: ________________loudly at as Beethoven walked onto the stageDirector Michael Umlauf：Skillfully _____________ the orchestra Beethoven: _________________ on the stage，__________________ wildly，__________________ the pages of his scoreAfter the performanceAudience: _______ to their feet, clapping, cheering and ______ their hatsBeethoven: Continued _________ ; ________ his head in the scoreCaroline: Happy with the successcomposerspianolosingproceeding95operayearsFebruary 1824final notestenseworried aboutapplaudedguidingjumped aboutwaving his armsmadly turningjumpedwavingconductingburyingDetailed ReadingTask 4Task 5Answer the questionsGroup work1. What was Beethoven thinking when he finished the symphony2. How do you think Beethoven felt before and during the performance3. What’s the response of the audience to Beethoven’s performance How do they feelFind evidence from the textTimeBeethoven’s feelingEvidenceAfter finishing the symphonyBefore the performanceDuring the performanceThe feeling of the audienceproud, satisfied, happy, excited, relievedsat back and smiled,proudly signed his nameafraid, worriedBeethoven was afraid …what use …concentrated, focusedjumped about, waved his arms, madly turned the pages … buried in the scoreshocked, content, absorbedjumped to their feet, clapping, cheering and waving their hatsAnswersGroup workTask 6Critical thinkingHow 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.”2. What qualities does Beethoven have3. Do you think Beethoven is a genius What’s yourunderstanding of “Genius”Quotes about genius.1. Genius only means hard-working all one’s life.2. Genius is talent set on fire by courage.3. Doing easily what others find difficult is talent; doing what is impossible for talent is genius.4. Genius is one percent inspiration, ninety-nine percent perspiration. ConclusionAmbitiousGreatEnthusiasticNever give upIntelligentUniqueStrong-willed1.Write a passage entitled “ My understanding of genius” with no more than 150 words.2.Find some pieces of Beethoven’s music on line. Discuss how you feel when listening to the music.3. Finish the Ex.7,Ex.8,&Ex.9 on P16,P17.HomeworkLanguage points第二课时Ex.7Read and complete the sentences with the phrases below.took charge of, waving their hats, waving his arms wildly, jumped about, turned him to face, backstage atmosphere,madly turning the pages, jumped to their feet, with a broad smile1. Before the performance, the __________ _____________ was tense.2. Michael Umlauf joined him and together the two men _____________ the Orchestra.backstageatmospheretook charge of3. Beethoven _____________ in front of the orchestra,____________________ in the air, and _____________________ of his score.jumped aboutwaving his arms wildlymadly turning the pages4. As the final note signalled the end, the audience _________________, clapping, cheering, and waving their hats.5. Caroline Unger took Beethoven’s arm and ________________ the audience.6. In an interview afterwards, Caroline said _________________, “The audience was shocked as well.jumped to their feetturned him to facewith a broad smileComplete the Word BuilderNoun Verb Adjectivemusic musician ×composition ×performance ×produce× conduct ×hesitatejoy enjoyrespondmusicalcomposercomposeperformerperformproductionproducerproductiveconductorhesitationhesitantjoyousresponseresponsiveEx.8Complete the sentences with the correct form of the words in the Word Builder.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 theworld.Beethoven is the __________ of Symphony No. 9 in D minor.conducthesitatedmusicalcomposerEx.9Complete the sentences with the correct form of the words in the Word Builder.5. To his mother’s _____, he won the first prize.6. She told me about the wonderful ___________ that she had beento last week.7. The audience’s _________ to the performance of the symphonywas extraordinary.8. Though Beethoven lost his hearing, he ________ some amazing pieces of music.joyperformanceresponseproducedDifficult sentencesPage14（L7）Inspired by his struggles with deafness, the composer produced some amazing pieces, including nine symphonies, five piano pieces, and an opera!这位作曲家在与耳聋抗争中受到启发，创作了一些令人惊叹的作品，包括九部交响曲、五首钢琴曲和一部歌剧！【解析】分词在句中作状语时, 可表示时间、原因、条件、方式、伴随、结果、让步等。
北师大2019新版高中英语必修三UNIT7ART单词表
UNIT 7 ART默写Topic Talkopera /ˈɒprə/ n. 歌剧; 歌剧艺术band /bænd/ n. 乐队; 乐团performance /pəˈfɔːməns/ n. 表演; 演出exhibition /ˌeksɪˈbɪʃn/ n. 展出(会), 展览classical /ˈklæsɪkl/ adj. (音乐音乐)古典的; 传统的jazz /dʒæz/ n. 爵士乐drama /ˈdrɑːmə/ n. 戏剧comedy /ˈkɒmədi/ n. 喜剧片; 喜剧节目calligraphy /kəˈlɪɡrəfi/ n. 书法performer /pəˈfɔːmə(r)/ n. 表演者; 演奏者; 演员talented /ˈtæləntɪd/ adj. 有才能的; 有天资的professional /prəˈfeʃənl/ adj. 专业的; 职业的component /kəmˈpəʊnənt/ n. 组成部分stage /steɪdʒ/ n. 舞台; 讲台; 阶段costume /ˈkɒstjuːm/ n. 戏装; 化装服shade /ʃeɪd/ n. (画的画的)阴影部分atmosphere /ˈætməsfɪə(r)/ n. 气氛; 氛围monthly /ˈmʌnθli/ adv. 每月地; 每月一次地uplifting /ˌʌpˈlɪftɪŋ/ adj. 令人振奋的Lesson 1 MASTERPIECESmasterpiece /ˈmɑːstəpiːs/ n. 杰作; 代表作figure /ˈfɪɡə(r)/ n. 人像, 人形; 数字starry /ˈstɑːri/ adj. 布满星星的mentally /ˈmentəli/ adj. 精神上; 心理上massive /ˈmæsɪv/ adj. 巨大的beneath /bɪˈniːθ/ prep. & adv. 在……(正)下方affect /əˈfekt/ vt. 影响drug /drʌɡ/ n. 药物, 药材spot /spɒt/ n. (圆)点; 斑点; 污渍failure /ˈfeɪljə(r)/ n. 失败的事; 失败scream /skriːm/ n. 尖叫, 尖叫声; vi. & vt. 高声喊出striking /ˈstraɪkɪŋ/ adj. 惊人的; 显著的let out a scream 发出尖叫声viewer /ˈvjuːə(r)/ n. 观看者burning /ˈbɜːnɪŋ/ adj. 燃烧着的cause /kɔːz/ vt. 导致, 引起; 使发生. n. 原因; 事业empire /ˈempaɪə(r)/ n. 帝国; 大企业*1scene /siːn/ n. 景色景色mysterious /mɪˈstɪəriəs/ adj. 神秘的; 难以解释的难以解释的visual /ˈvɪʒuəl/ adj. 视觉的, 视力的视力的reaction /riˈækʃn/ n. 反应反应Lesson 2 BEJING OPERAfemale /ˈfiːmeɪl/ adj. 女(性)的male /meɪl/ adj. 男(性)的mask /mɑːsk/ n. 面具*clown /klaʊn/ n. 小丑*emotion /ɪˈməʊʃn/ n. 情感情感acrobatics /ˌækrəˈbætɪks/ n. 杂技杂技master /ˈmɑːstə(r)/ vt. 掌握, 精通; n大师; 主人主人refer /rɪˈfɜː(r)/ vi. 提到; 谈到谈到refer to 提到提到perform /pəˈfɔːm/ vi.& vt. 表演; 演出演出pattern /ˈpætn/ n. 图案; 花样, 式样式样otherwise /ˈʌðəwaɪz/ adv. 否则; 要不然要不然carriage /ˈkærɪdʒ/ n. 马车*complex /ˈkɒmpleks/ adj. 复杂的复杂的aspect /ˈæspekt/ n. 方面方面Lesson 3 A MUSICAL GENIUSorchestra /ˈɔːkɪstrə/ n. (大型的大型的)管弦乐队*genius /ˈdʒiːniəs/ n. 天才天才symphony /ˈsɪmfəni/ n. 交响乐, 交响曲*minor /ˈmaɪnə(r)/ adj. (音乐音乐)小调的; 小的; 不很重要的不很重要的 composer /kəmˈpəʊzə(r)/ n. 作曲家作曲家piano /piˈænəʊ/ n. 钢琴钢琴struggle /ˈstrʌɡl/ n. 奋斗; ⅵ. 奋斗, 拼搏拼搏proceed /prəˈsiːd/ vi. 继续; 进行进行note /nəʊt/ n. 单音, 音调, 音符音符score /skɔː(r)/ n. 乐谱; 比分; 成绩成绩respond /rɪˈspɒnd/ vi. & vt. 回应回复回应, 回复backstage /ˌbækˈsteɪdʒ/ adj. 后台的; (在)幕后(的)tense /tens/ adj. 紧张的; 焦虑不安的焦虑不安的 conductor /kənˈdʌktə(r)/ n. 指挥指挥hesitate /ˈhezɪteɪt/ vi. 犹豫; 踌躇踌躇not hesitate to do sth毫不犹豫做某事, 尽管做某事尽管做某事charge /tʃɑːdʒ/ n. 主管; 负责负责take charge of 负责负责负责2joyous /ˈdʒɔɪəs/ adj. 欢乐的, 令人愉快的令人愉快的signal /ˈsɪɡnəl/ vt. 标志着; 预示; n标识标识broad /brɔːd/ adj. 宽阔的; 广博的广博的broad smile 满面的笑容满面的笑容compose /kəmˈpəʊz/ vt. 作(曲); 构成; 写作写作Writing Workshop A FORMAL EMAILadvertisement /ədˈvɜːtɪsmənt/ n. 广告广告youth /juːθ/ n. (青)少年少年contest /ˈkɒntest/ n. 比赛, 竟赛竟赛martial /ˈmɑːʃl/ adj. 军事的; 战争的*martial arts 武术武术madam /ˈmædəm/ n. 女士; 夫人夫人documentary /ˌdɒkjuˈmentri/ n. 纪录片纪录片currently /ˈkʌrəntli/ adv. 当前; 现时现时acceptable /əkˈseptəbl/ adj. 可接受的可接受的individual /ˌɪndɪˈvɪdʒuəl/ n. 个人, 个体个体appreciate /əˈpriːʃieɪt/ vt. 感激; 欣赏欣赏faithfully /ˈfeɪθfəli/ adv. 忠诚地, 忠实地忠实地Reading Club 1expressive /ɪkˈspresɪv/ adj. 富于感情的; 明确表露想法的明确表露想法的artistic /ɑːˈtɪstɪk/ adj. 美术的; 艺术的艺术的extensively /ɪksˈtɛnsɪvli/ adv. 广泛地; 大规模地; 全面地全面地 symbolism /ˈsɪmbəlɪzəm/ n. 象征主义象征主义sculptor /ˈskʌlptə(r)/ n. 雕刻家雕刻家admiration /ˌædməˈreɪʃn/ n. 敬佩; 羡慕羡慕best-selling /best ˈselɪŋ/ adj. 畅销的畅销的Reading Club 2permission /pəˈmɪʃn/ n. 允许; 许可许可threatening /ˈθretnɪŋ/ adj. (行为带有威胁的行为)带有威胁的messy /ˈmesi/ adj. 脏的; 凌乱的凌乱的punishable /ˈpʌnɪʃəbl/ adj. 可依法惩处的可依法惩处的说明：说明：带*号的词为《普通高中英语课程标准（2017年版）》必修和选择性必修以外词汇。
Unit7ArtLesson3AMusicalGenius课件高中英语北师大版2
1 took charge of 4 jumped about 7 madly turning the pages
2 waving their hats 5 turned him to face 8 jumped to their feet
3 waving his arms wildly 6 backstage atmosphere 9 with a broad smile
轻松的坐着
complete :“圆满结束，彻底完成，竣 工”，后面要接且只能接名词或代词， 通常用来表示完成某个计划、理想、 事业、工程、建筑、书籍及作品等， 强调“完整”，含有从头到尾使其完 全齐备，补充其不足，或不完整之 处，使其成为一个完美的整体； finish:“完成，结束”，普通用词，强 调的是把事情“做完”了，不太在乎 过程及结果。
his arm and turned him to face the audience that the
great man realised his symphony was a success.
跳起来
be buried in: 埋头于、专心于
挽着胳膊
Read and explore
Later, Caroline remembered that Beethoven was not
4 As the final not signalled the end, the audience _______________________, clapping,
cheering, and _____w__a_v_in_g_t_h_e_ir_h_a_t_s_____.
jumped to their feet
Read and explore
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Unit 7 Art
Lesson 3 A Musical Genius
【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】
1. reading for deep understand
2. summarising information
【教学过程】
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 read the italicised paragraph and the first paragraph.
(2) Give students a few moments to correct their answers in Activity 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 structured. Let’s read the passage to find details on Symphony No. 9 and supporting sentences.
(2) V olunteer 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 Skill 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 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 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 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 reasoning.
(2) Discuss the answers as a class.
7. Complete sentences on page 16.
(1) V olunteer 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 sentences 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 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 activity 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) V olunteer students read the sentence frames. Explain 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.。