2023學年完整版Module1Unit1Atriptothetheatre設(shè)計Reading

Module1ExtraordinarytalesUnit1AtriptothetheatreReading教學設(shè)計一、章節(jié)分析（Readingsection）（一）綜述本章節(jié)講述了一個故事：劇院魅影。由于此劇在上海曾經(jīng)演出過，因此學生們對這個主題應(yīng)該是比較熟悉甚至熱愛的。因此，教師應(yīng)充分利用學生的興趣，將此名劇同課文相結(jié)合，來進行教授。本課的任務(wù)有兩個：學生通過對課文的學習。掌握一些核心詞匯，例如：capture,kidnap,mask,magically等。通過學習課文，了解故事的寫作方法，為writing部分做準備。（二）閱讀目標知識目標學習課文中重點詞、詞組、句型和語法。能力目標通過閱讀進一步了解歌劇的歷史以及其他方面的知識。情感目標對文中的phantom的內(nèi)心世界進行分析，判斷文學作品中人物的善惡和性格的復(fù)雜矛盾性。（三）教學方法采用任務(wù)型教學法組織教學，通過聽說，討論等具體活動，達到教學效果。（四）重點和難點詞匯學習核心詞匯belowobeyphantomrolekidnapaudiencereleaseburstmagicallyinjure拓展詞匯operaangelexistcapture詞組和短語ahugebuilding,withseventeenfloorsforcehimtoleavehomemakeasecrethomeforsbgainpowerovermustbebecrowdedwithintheendbefillingwithwaterbeshockedatmakesbdo句型學習1.Inthemiddleofthislakewasanisland,andonthatisland,onehundredyearsago,livedthePhantom.2.…,hewassouglythathisownmothermadehimwearamask,…二、教學設(shè)計（TeachingDesigns）教學內(nèi)容教學實施建議教學資源參考Pre-reading要學好本課,建議老師在這個階段完成以下兩個任務(wù):通過圖片和歌劇中的音樂將學生帶入<劇院幽靈>所帶來的特定的場景.鼓勵學生說出自己看海報和聽音樂之后的感受,初步體會這部風靡世界多年的名作所來的震撼.為進入課文學習作好鋪墊.［具體處理這部分內(nèi)容的建議見[鏈接1,2]中學英語合作網(wǎng)《牛津英語教學參考》While-reading這是本課的重點部分。要求老師與學生一起走進這部名劇.同時初步了解歌劇院的整體布局(見練習A).可以由PHANTOM和OPERA談起.將課文中出現(xiàn)的詞匯貫穿其中,使學生在比較自然的情景中習得課文中的詞匯.通過picture(課本P2)和Skimming（同上）了解歌劇院的布局以及故事的大概梗概。Scanning部分通過TrueorFalse練習，使學生熟悉故事情節(jié)，還通過（P4）中的Readandthink使學生加深對于故事主人公Phantom，ChristineandRaoul之間復(fù)雜而又凄美的愛情的了解。從而對于劇中人物的遭遇寄予更多的同情和理解。這部分教師除了利用課本中所提供的素材和練習之外，師生間用問答方式則更好。建議文中的填詞部分放到課文整體閱讀和理解之后進行，這不僅提高教學效果，更重要的是符合學生思維發(fā)展的循序漸進規(guī)律，讓課堂的發(fā)展更有層次和合理。接下來的環(huán)節(jié)是Furtherunderstandingofthetext。學生在這一環(huán)節(jié)里，可以用適當?shù)男稳菰~來描述文中的主要角色。這個設(shè)計安排既可以回顧課文的主要內(nèi)容，還可以看出學生的理解是否準確，很多精彩的智慧火花會在這一刻出現(xiàn)；這樣安排的另一目的是為下一課時Grammar部分作準備。Consolidationandconclusion指導(dǎo)學生完成課文后的Scanning部分的其他練習。Post-reading安排學生討論：Whatotheroperashaveyoueverheardof?Whichoneisyourfavorite?Whichcharacterimpressedyoumost?Why?同時推薦學生閱讀補充材料：見鏈接4[鏈接1]說明：對課文背景知識的介紹。thePhantomoftheopera

故事一開始是一場拍賣會，其中一只八音盒使老年的拉包爾回到了過去：當時青年拉包爾是歌劇院的出資人，新女歌劇演員克里斯汀與他相愛，一個神秘的聲音將克里斯汀帶到劇院下面地下湖的幽靈的巢穴，幽靈愛上了她，他開始教她聲樂，并為了讓劇院使用克里斯汀上演主角，他甚至用恐怖的手段來達到目的。

但當它發(fā)現(xiàn)拉包爾和克里斯汀的相愛時，它試圖阻止這一切，當他失敗時，他在最后的演出后，劫持了克里斯汀，但拉烏爾緊緊追趕到地下湖，但幽靈擒獲了拉包爾，用他的生命來要挾克里斯汀，克里斯汀勇敢面對了幽靈提出的可怕選擇。幽靈終于絕望了，他放他倆離去，自己卻柔聲地對著八音盒唱起了歌，八音盒開始神奇地轉(zhuǎn)動起來......，最后當人們追來時，他已經(jīng)消失，只在座位上留下下一個白色的面具。

[鏈接2]說明：ThePhantomoftheOpera歌詞欣賞ABeneaththeoperahouseIknowit’stherehe’swithmeonthestageHe’severywhereandwhenmysongbeginsIalwaysfindaphantomoftheoperaisthereinsidemymindSingonceagainwithmeourstrangeduetMypoweroveryoushowsstrongeryetYougiveyourlovetomeforloveisblindThephantomoftheoperaisnowyourmastermindThosewhohaveseenyourfaceDrawbackinfearIamthemaskyouwearIt’smetheyhearYourspirittouchmyvoiceinonecombinedThephantomoftheoperaisthereinsidemymind[鏈接3]說明：本部分建議采用任務(wù)型閱讀教學方法。通過略讀、掃讀、細讀等不同手段來提高學生的閱讀理解能力，從而培養(yǎng)學生的閱讀技巧。TeachingproceduresStepOneStudentsreport:IntroductiontoafamousmusicianPresentingthestudentssomeposterswhileenjoyingthemusicandsongfromtheoperaAskthestudentstosharewitheachothertheirfeelings.StepTwoSkimmingSkimthetextanddoEXA.B，atthesametimelearnaboutthenewwordsinthissection.QuestionsforthestudentstoconsiderandanswerWhatdoyouknowabout…?Whendidthishappen?Doyouthinkthestoryistrueornot?WhatdoyouthinkthePhantomis,amanorananimal?Whydoyousayso?UseonewordtodescribethePhantom.Scanning1.TrueorFalseexerciseonP.5教師在進行這一部分練習時，不光只是帶領(lǐng)學生練習，更重要的是要通過設(shè)問引領(lǐng)學生進入課文。如：Fromthetext,weknowthePhantomwasnotbornonanisland,butlivedthere.Butwhereistheisland?ThePhantom’smotherwascrueltohim.Why?Asweallknow,motheristhepersonthatistheonewholovestheirkidsthemost.HowcomethePhantom’smotherwascrueltohim.Doyouthinkthatsheshouldbeblamedordoyouthinkshewasnotagoodmother?AsweknowthePhantomwasaverycruelandcold-bloodedperson,what’simportant,hewaslovingChristineandwantedherforhimself.RaoulsavedChristinefromthePhantom,whatdoesthatshowus?Asweknow,thePhantomdidn’tkillChristineandRaoul,whathappenedthen?Howdidthathappen?WheredidthePhantomgointheend?通過這樣的討論，我們可以讓學生在考慮問題和閱讀課文的時候，將對于課文的理解立體起來，不但看到了表面的一些東西，更有助于走入故事各主人公的內(nèi)心世界，設(shè)身處地地站在主人公的位置考慮問題，從而加深對于課文的理解。Readandthink這部分的練習主要是對于課文細節(jié)的把握，教師依然可以采取師生互動的方式進行。WhatwasthePhantom’smother’sreactionwhenshesawheruglyson?Howuglywashe?WhydidthePhantomstayoutofhersight?HowcouldthePhantommakehimselfsostrong?Whydidhemakehimselfstrong?WhichsentencesshowthatthePhantomwasreallyalonelyman?Furtherunderstandingofthetext這一部分是教師引領(lǐng)學生在進行了以上對于課文的整體理解以及細節(jié)討論的基礎(chǔ)上，通過思考和小組討論，用他們所知道的形容詞來描述故事中的主人公。ThePhantom:ugly,strong,wonderful(voice),cruel,lonely…Christine:beautiful,lovely,clever,kind-hearted…Raoul:handsome,devoted,brave,responsible…Managers:…FinishdoingtherestoftheexerciseintheReadingpart.Questionsforfurtherthinking:Whatotheroperashaveyoueverheardof?Whichoneisyourfavorite?Whichcharacterimpressedyoumost?Why?6.Assignment:Readthesupplementaryexercisetoknowmoreaboutoperas.見鏈接4。[鏈接4]說明：關(guān)于opera的補充閱讀材料，拓展學生的閱讀能力，并加深對課文主題的理解。TheLifeofLudwigvanBeethovenMozart’ssuccesswithoperaincitedahostofimitators;butofthatperiodonlyBeethoven’s"Fidelio,"stilloccasionallyheard,hassurvived.ThedetailsofBeethoven’slife,likethoseofMozart’s,arefamiliar.Thecomposercameofamusicalfamily;forhisgrandfatherwasKapellmeister,andhisfather,atenorsinger,filledasmallmusicalpostatCologne.HewasbornatBonninDecember1770.Hisfatherhadbecomeaconfirmedtoper,andtheboysufferedinconsequence.ThefatherhadheardoftheprodigyMozart,andthemoneyhehadbroughthisparents;andheconceivedthenotionofexploitinghisownsoninthesameway.Thushekepthimslavingatthepiano,andthrashedhimwhenhedidnotpractiselongenough.Therearestoriesofthesoncominghomelateanddraggingthelittlefellowoutofbedtogotothekeyboard.Thisdegradedspecimenendedhislifebyhisownhand,butnotbeforehisconducthadcastagloomoverhisson’syouthwhichgreatlyaffectedhisafteryears.BeethovenseemstohavehadnoregularcourseofinstructioninBonn,butwhenhewasseventeenhewenttoViennaandhadsomelessonsfromMozart.Lateron,hehadlessonsfromHaydn;butthetwodidnotgetonwelltogether,theirnaturesbeingtotallydifferent.BeethovenfinallyleftBonnwhenhewastwenty-two,andsettledinVienna,wherehegraduallymadeanameforhimself.Hebegantoappearinpublicasaplayer,andin1796playedbeforetheKinginBerlin;buthesoongaveupplayingforcomposing.Hisfirstworkswereroundlyabusedbythecritics--evensomethatwenowregardasamonghisgreatestcreations.WebersaidoftheSeventhSymphonythatitscomposerwas"quiteripeforthemadhouse."Then,whendeafnesscameuponhim--thetragedyofhislife--thesapientfellowsfoundthatthe"horrorsofsound"inhisworkswereduetothefactthathecouldnothearthemhimself.When"Fidelio"wasfirstperformed,itwassaidthatneverbeforehadanythingsoincoherent,coarse,wild,andear-splittingbeenheard!Ofcourse,thedeafnesshadnothingtodowithit.Beethoven,likeallreallygreatcomposers,wassimplybeforehistime.ButthedeafnesshadagreatdealtodowithBeethovenhimself.Itturnedhimintoawretchedmisanthrope,andwell-nighcausedhimtoendhislife.Indirectlyitpreventedhimfrommarrying.Hegotaspecialkindofpianoconstructed,withextrastringsandaresonator,andonthishewouldthrashoutinawildwaythethemesthatwerealwayscoursingthroughhisbrain.Inthetheatrehehadtolayhisearsclosetotheorchestrainordertounderstandtheactors,andthehighernotesoftheinstrumentsandvoiceshecouldnothearatallwhenonlyalittledistanceaway."Fidelio"wasbegunin1804andtheaffliction,firstevidencedin1798,hadbecomeacutefouryearsbeforethat.Weneednotdwellonit.InallmusicalbiographythereisnothingsoterribletoreadaboutasBeethoven’sdeafness."IfIwereofanyotherprofession!"heusedtowail.Fromthetimeofhisdeafnessonwards,hewasconstantlyaddingtotheworld’sstoresofthebestinmusic.Buthewasunhappyandworriedallthewhile.Wagnersaidofhimthathefacedtheworldinanalmostdefianttemperament,andkeptanalmostsavageindependence.Hewasinperpetualtroubleaboutlodgingsandservants."Thecook’soffagain,"wasafrequentpieceofdomesticinformationtohisfriends.Oncehedeterminedtobecookhimself,andsentoutinvitationstosharei