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视频标签：Good Master,Remembered
所属栏目：高中英语优质课视频
视频课题：高中英语人教版选修十Book 10《M10U1 A Good Master Remembered》浙江省 - 绍兴
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
《M10U1 A Good Master Remembered》教学设计
一、教材分析
本文选自人教版高中英语教材选修10 的Unit 1 “Nothing ventured, nothing gained” 中workbook的阅读文本。以“A Good Master Remembered”为题，本文是贝多芬的仆人回忆贝多芬往事，缅怀故主而写的文章。文章从外貌、动作、心理以及间接描写等角度描绘了一个饱受残疾之苦却勇敢战胜命运的伟大音乐家形象，也抒发了作者对贝多芬的爱戴、敬重之情。本文感情真挚，描写生动形象，是学生探讨人物描写技巧，学习精神品质的优质材料。
二、学习者分析
本堂课的授课对象是来自高三（4）班的学生。他们的语言积累量大，有很好的阅读能力和口头表达能力，所以能够完成本堂课的阅读活动并用自己的语言总结人物的品质和特点。但是他们的性格较为文静内敛，平时缺乏主动性，需要给予展示锻炼的机会。同时，他们正值高考复习阶段，学习压力较大，对本课话题较为感兴趣，也需要正面的榜样激励自己。 三、教学目标
1. 学生能够理解重点词汇的意思：symphony, intolerant, persevering, genius 以及compose。
2. 学生能够掌握多角度描写人物的方法，并落实到书面表达。
3. 学生能够运用略读、寻读等阅读技巧，快速获取文章中事件、人物等信息。
4. 学生能够通过分析细节信息，提升分析、归纳和推断的能力。 5. 学生能够学习贝多芬坚韧不拔的品质，坚定信念，笑对困难。 【教学重难点】
本节课教师除了关注学生语言知识学习和阅读技能训练外，更要关注引导学生从外貌描写、动作描写、心理描写以及间接描写的四个角度剖析贝多芬的人物性格，深刻体会到他坚忍不拔的精神品质，对学生进行适时的思想渗透，并让学生能够学会如何从各个角度描写人物。
四、教学流程
（一）导入主题，铺垫后文
T presents video of the fate symphony and ask students’ feelings about it.
T: Who writes this symphony?
T: What do you know about Beethoven? T: In which ways can we describe a person?
【设计意图】通过命运交响曲自然引出贝多芬，并让学生感受贝多芬音乐的激情澎湃。同时根据学习内容引出问题how to describe a person，激活学生已有知识，为下文做铺垫。 （二）读前预测，引起兴趣
T asks Ss to predict the content according to the title.
T: Who is the master?
T: Who is the author?
T: What does the author think of the master?
【设计意图】借助标题，引发学生对文章内容的预测，以此引起阅读兴趣，使后续阅读活动更有针对性。 （三）读中分析，明晰人物 1. Read for events
Ss read the whole passage and find events about Beethoven.
T: In what order is the passage organized?
T: How does the author describe Beethoven in each event?
2. Analyze moods and emotions
Ss find moods and emotions in Paragraph 1 & 2
T: Which word is used to conclude Beethoven’s moods? T: How changeable is he? Fill in the blank.
T: What emotions did Beethoven experience when he found his hearing lost? T: What kind of a person is he?
3. Analyze actions
Ss read Beethoven’s performance in Paragraph 3 and put actions in the right order.
T: How would Beethoven feel at that moment?
T: Why does the author say it was “a sad moment” but also “a great triumph”? T: What does the strong contrast of his weakness and his music show?
4. Analyze appearance
Ss imagine a thunderstorm and find description of appearance in Paragraph 4.
T: What is a thunderstorm? What’s the weather like in a storm? T: How do yo feel about a thunderstorm?
T: Why does the author say “ it was very appropriate”? T: what’s the description of Beethoven’s appearance? T: What quality does Beethoven have?
5. Analyze indirect description
Ss read the whole passage and find people’s opinion about Beethoven and his work.
T: What is people’s attitude toward Beethoven and his work? T: What is the author’s opinion about Beethoven’s ability? T: From people’s view, what kind of a musician is he?
【设计意图】以作者提及的事件为依托，学生从心理、动作、外貌以及间接描写多角度分析并理解贝多芬是怎样的一个人，深刻体会贝多芬面对困难时坚韧不拔的品质，同时为下一活动“描述一个坚韧不拔的人”做输入准备。 （四）读后输出，巩固知识
Ss work in groups and write about a persevering person from one or more aspects (appearance/actions/moods and emotions/indirect description). Then they share their composition with the class.
【设计意图】该步骤基于贯穿课堂的主题——描写一个坚韧不拔的人，让学生进行语言输出，有效巩固本节课所学知识。并且学生对该话题兴趣较大，可以有效锻炼学生的语言表达能力。 （五）总结思考，活用所学
T : After learning about those persevering people, let’s think. How should we individuals face adversity in our life?
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