资源简介

Unit 7 Feel the Rhythm
Section B (1a-1e) 教学设计
教材分析
项目 内容
课时 1 课时（40 分钟）
授课对象 初三学生
教材板块 Section B – Reading passage Chopin: A Great Inspiration; exercises include: profile completion, paragraph-main idea matching, T/F statements, and post-reading discussion
配套素材 Reading text about Chopin; vocabulary related to music, biography, and cultural influence; profile completion chart; paragraph matching exercise; pair/group discussion questions
课型 Reading
教学目标
维度 具体目标
Language Ability 1. Extract and record key factual information about Chopin (birth year 1810, death year 1849, nationality, professions, number of concerts and works) to complete a profile chart accurately. 2. Identify and use target vocabulary and fixed expressions from the text: genius, composer, pianist, folk music, inspiration, funeral, faraway, be considered as, be celebrated as, leave behind, be divided up, look down on, put one's soul into, keep going through. 3. Summarize the main idea of each paragraph in concise English, using appropriate topic sentences.
Thinking Quality 1. Analyze the cause-effect relationship between Chopin's use of Polish folk music and the changed public attitude toward that musical genre, explaining how he elevated its status. 2. Evaluate the multiple roles Chopin played (composer, pianist, teacher, national symbol) and justify which contribution is most significant with evidence from the text.
Learning Ability 1. Apply skimming strategy to match each paragraph with its correct main idea by identifying topic sentences and key nouns quickly. 2. Use scanning technique to locate specific numerical data, dates, names, and key phrases in order to complete T/F statements and the profile chart independently.
Cultural Awareness 1. Understand that music can carry and express national identity, as demonstrated by Chopin's use of Polish folk music during a time when Poland was divided. 2. Recognize that art can inspire collective resilience and provide spiritual support to people facing political or social hardship.
教学重难点
类别 内容
教学重点 Recognition and use of biography-related vocabulary and fixed expressions (e.g., be considered as, be celebrated as, leave behind, be divided up, look down on, put one’s soul into, keep going through, faraway). Reading comprehension strategies for biographical texts: identifying chronological markers, cause-effect relationships, and summarizing main ideas of each paragraph. Extraction and organization of factual information (birth/death years, professional roles, numerical data, key contributions) to complete a profile chart.
教学难点 Interpreting complex sentences and inferring meaning from context (e.g., “Hats off, gentlemen! A genius!” – understanding the figurative expression; “Put all your soul into it!” – comprehending the instructional tone and its lasting relevance). Synthesizing multiple aspects of Chopin’s contributions (musical innovation, pedagogical influence, national inspiration, global cultural legacy) into a coherent evaluation of his overall significance. Expressing reasoned opinions about the relationship between an artist’s cultural identity and their universal appeal, using appropriate discussion language in pair/group settings.
教学过程（40 分钟）
环节 时长 教学活动 师生行为 设计意图
Step 1 话题导入 + 背景激活 6min 1. 图片导入： 展示肖邦肖像，提问：Do you know who he is What do you know about him 引出关键词 composer 并释义。结合生活实际提问：Have you ever heard the music of Chopin 2. 音乐铺垫： 播放肖邦《革命》练习曲片段，引发思考：Why do you think Chopin is still remembered today 自然引出文章主题：Chopin: A Great Inspiration。 教师展示图片、播放音乐，并抛出核心问题；学生观察图片，结合已有知识库回答，聆听音乐片段，初步感知肖邦的音乐风格与影响力。 利用人物肖像和经典音乐创设情境，激活学生的背景知识，激发学生阅读文本、深入了解肖邦的兴趣。
Step 2 Task1b 快速阅读 + 整体感知 7min 1. 预测与速读： 引导看标题和配图预测文章内容。学生快速通读全文，验证预测，梳理文本体裁（传记类新闻/人物特写）。 2. Task1c 主旨大意： 教师教授寻找段落大意的阅读策略（Main ideas are often found in the first or last sentence...）。以第一段为例，演示“划线关键词 - 归纳总结”的方法（Schumann praised Chopin as a genius）。
教师指导预测技巧和主旨大意提炼策略，演示如何找关键句；学生运用策略速读全文，划分段落，并尝试提炼各段主旨。 训练学生快速阅读、寻找段落中心句的阅读微技能，培养学生对篇章结构和整体脉络的把握能力。
Step 3 Task1b细节 + 1d判断 14min 1. Task1b 信息梳理： 引导学生阅读全文，完成肖邦的名片式信息填空（Name, Country, Birth/Death year, Profession, Contribution）。 2. Task1d 正误辨析： 完成并核对5道T/F判断题。教师重点围绕第2题“Chopin gave performances often”引导学生回归原文找证据（even though he only gave around 30 concerts!）。 教师布置精准阅读任务，引导学生回到文本定位具体细节；学生独立完成表格填空和判断题，并对关键信息进行勾画核对。 训练学生寻读（Scanning）的能力，深入获取文本中的事实性信息，培养基于证据进行判断的逻辑思维。价值。
Step 4 深层阅读 + 文化探讨 10min 1. 深度思考： 抛出思辨问题：Why did people look down on Polish folk music How did Chopin change people's view 对比民众前后态度的转变（too simple and common -> valuable art form）。 2. 价值升华： 探讨肖邦音乐的影响，分两个维度：What did Chopin's music bring to his nation （民族精神武器、文化主权重建）；What did it bring to the world （新钢琴语言、浪漫主义灵魂、无国界之美）。 教师引导学生分析对比，引发高阶思维；学生结合段落（如第5段）进行小组讨论，分享对音乐与民族认同、文化自信的理解。 挖掘文本深层文化内涵，将语言学习与人文素养、家国情怀教育相结合，理解音乐作为“精神力量”的跨时代价值。
Step 5 拓展输出 + 迁移运用 2min 1. 迁移运用： Do you know any other musicians like Chopin Tell his/her story. 教师提供输出脚手架（思维导图：name, country, profession, contribution）及句型参考（Like Chopin, ... was a... Born in... His/Her music helped...）。 2. 示范与分享： 教师展示 Bob Marley（雷鬼音乐为牙买加发声）作为范例。学生小组内运用框架分享其他音乐家故事。 3. 课堂总结： 回归核心主题Music is not just music。 教师提供语言框架和范例，并组织学生开展小组活动；学生结合所学及自身知识储备，进行口头表达或微写作输出，互评互学。 实现从输入到输出的迁移，将课上学到的结构（人物传记介绍）应用于真实语境，培养跨文化意识，达成单元大观念的升华。
分层课后作业
层次 作业内容
基础必做 1. 复习并抄写本课核心词汇及短语（composer, pianist, inspiration, folk music, contribution, national identity 等）2遍。 2. 熟读课文《Chopin: A Great Inspiration》，注意长难句的停顿和情感色彩，模仿朗读。
提升选做 结合课上知识迁移环节的讨论，仿照思维导图框架，用 60-80词 写一篇短文，介绍一位你身边或你熟知的“用艺术/文化鼓舞人心”的音乐家或艺术家。要求在文中至少使用 inspiration, legacy, give a voice to 中的两个词汇。
课后教学反思
反思板块 记录要点
词汇难点 学生是否混淆了 composer（作曲家）与 pianist（钢琴家）的职业区分？是否深刻理解了 inspiration、national identity、cultural sovereignty 等体现文学与文化深度的抽象名词，以及“look down on”到“valuable art form”的观念对比词汇？
阅读抓取 学生能否借助 1b 名片式表格快速、准确地定位出生、死亡年份及贡献等事实性细节信息？能否在 1d 正误判断题中敏锐捕捉到 only 等限定性词眼，从而做出准确的逻辑判断？
长难句理解 学生能否拆分理解包含定语从句及状语从句的长难句（如“His music helped build a nation which was divided up by other countries”），以及课文结尾展示肖邦音乐跨越国界和世代的长句表达，读懂其对比与递进的逻辑关系？
思辨输出 学生能否在拓展环节将“人物传记”的框架顺利迁移到其他音乐家（如 Bob Marley）的讲述中？是否真正理解了“Music is not just music”的文化内核，并能够结合文本与生活实际，阐述艺术对民族身份认同和世界文化多样性的意义？

展开更多......

收起↑