2023学年完整版Module1Unit1Atriptothetheatre设计Reading

Module1ExtraordinarytalesUnit1AtriptothetheatreReading教学设计一、章节分析（Readingsection）（一）综述本章节讲述了一个故事：剧院魅影。由于此剧在上海曾经演出过，因此学生们对这个主题应该是比较熟悉甚至热爱的。因此，教师应充分利用学生的兴趣，将此名剧同课文相结合，来进行教授。本课的任务有两个：学生通过对课文的学习。掌握一些核心词汇，例如：capture,kidnap,mask,magically等。通过学习课文，了解故事的写作方法，为writing部分做准备。（二）阅读目标知识目标学习课文中重点词、词组、句型和语法。能力目标通过阅读进一步了解歌剧的历史以及其他方面的知识。情感目标对文中的phantom的内心世界进行分析，判断文学作品中人物的善恶和性格的复杂矛盾性。（三）教学方法采用任务型教学法组织教学，通过听说，讨论等具体活动，达到教学效果。（四）重点和难点词汇学习核心词汇belowobeyphantomrolekidnapaudiencereleaseburstmagicallyinjure拓展词汇operaangelexistcapture词组和短语ahugebuilding,withseventeenfloorsforcehimtoleavehomemakeasecrethomeforsbgainpowerovermustbebecrowdedwithintheendbefillingwithwaterbeshockedatmakesbdo句型学习1.Inthemiddleofthislakewasanisland,andonthatisland,onehundredyearsago,livedthePhantom.2.…,hewassouglythathisownmothermadehimwearamask,…二、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考Pre-reading要学好本课,建议老师在这个阶段完成以下两个任务:通过图片和歌剧中的音乐将学生带入<剧院幽灵>所带来的特定的场景.鼓励学生说出自己看海报和听音乐之后的感受,初步体会这部风靡世界多年的名作所来的震撼.为进入课文学习作好铺垫.［具体处理这部分内容的建议见[链接1,2]中学英语合作网《牛津英语教学参考》While-reading这是本课的重点部分。要求老师与学生一起走进这部名剧.同时初步了解歌剧院的整体布局(见练习A).可以由PHANTOM和OPERA谈起.将课文中出现的词汇贯穿其中,使学生在比较自然的情景中习得课文中的词汇.通过picture(课本P2)和Skimming（同上）了解歌剧院的布局以及故事的大概梗概。Scanning部分通过TrueorFalse练习，使学生熟悉故事情节，还通过（P4）中的Readandthink使学生加深对于故事主人公Phantom，ChristineandRaoul之间复杂而又凄美的爱情的了解。从而对于剧中人物的遭遇寄予更多的同情和理解。这部分教师除了利用课本中所提供的素材和练习之外，师生间用问答方式则更好。建议文中的填词部分放到课文整体阅读和理解之后进行，这不仅提高教学效果，更重要的是符合学生思维发展的循序渐进规律，让课堂的发展更有层次和合理。接下来的环节是Furtherunderstandingofthetext。学生在这一环节里，可以用适当的形容词来描述文中的主要角色。这个设计安排既可以回顾课文的主要内容，还可以看出学生的理解是否准确，很多精彩的智慧火花会在这一刻出现；这样安排的另一目的是为下一课时Grammar部分作准备。Consolidationandconclusion指导学生完成课文后的Scanning部分的其他练习。Post-reading安排学生讨论：Whatotheroperashaveyoueverheardof?Whichoneisyourfavorite?Whichcharacterimpressedyoumost?Why?同时推荐学生阅读补充材料：见链接4[链接1]说明：对课文背景知识的介绍。thePhantomoftheopera

故事一开始是一场拍卖会，其中一只八音盒使老年的拉包尔回到了过去：当时青年拉包尔是歌剧院的出资人，新女歌剧演员克里斯汀与他相爱，一个神秘的声音将克里斯汀带到剧院下面地下湖的幽灵的巢穴，幽灵爱上了她，他开始教她声乐，并为了让剧院使用克里斯汀上演主角，他甚至用恐怖的手段来达到目的。

但当它发现拉包尔和克里斯汀的相爱时，它试图阻止这一切，当他失败时，他在最后的演出后，劫持了克里斯汀，但拉乌尔紧紧追赶到地下湖，但幽灵擒获了拉包尔，用他的生命来要挟克里斯汀，克里斯汀勇敢面对了幽灵提出的可怕选择。幽灵终于绝望了，他放他俩离去，自己却柔声地对着八音盒唱起了歌，八音盒开始神奇地转动起来......，最后当人们追来时，他已经消失，只在座位上留下下一个白色的面具。

[链接2]说明：ThePhantomoftheOpera歌词欣赏ABeneaththeoperahouseIknowit’stherehe’swithmeonthestageHe’severywhereandwhenmysongbeginsIalwaysfindaphantomoftheoperaisthereinsidemymindSingonceagainwithmeourstrangeduetMypoweroveryoushowsstrongeryetYougiveyourlovetomeforloveisblindThephantomoftheoperaisnowyourmastermindThosewhohaveseenyourfaceDrawbackinfearIamthemaskyouwearIt’smetheyhearYourspirittouchmyvoiceinonecombinedThephantomoftheoperaisthereinsidemymind[链接3]说明：本部分建议采用任务型阅读教学方法。通过略读、扫读、细读等不同手段来提高学生的阅读理解能力，从而培养学生的阅读技巧。TeachingproceduresStepOneStudentsreport:IntroductiontoafamousmusicianPresentingthestudentssomeposterswhileenjoyingthemusicandsongfromtheoperaAskthestudentstosharewitheachothertheirfeelings.StepTwoSkimmingSkimthetextanddoEXA.B，atthesametimelearnaboutthenewwordsinthissection.QuestionsforthestudentstoconsiderandanswerWhatdoyouknowabout…?Whendidthishappen?Doyouthinkthestoryistrueornot?WhatdoyouthinkthePhantomis,amanorananimal?Whydoyousayso?UseonewordtodescribethePhantom.Scanning1.TrueorFalseexerciseonP.5教师在进行这一部分练习时，不光只是带领学生练习，更重要的是要通过设问引领学生进入课文。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?通过这样的讨论，我们可以让学生在考虑问题和阅读课文的时候，将对于课文的理解立体起来，不但看到了表面的一些东西，更有助于走入故事各主人公的内心世界，设身处地地站在主人公的位置考虑问题，从而加深对于课文的理解。Readandthink这部分的练习主要是对于课文细节的把握，教师依然可以采取师生互动的方式进行。WhatwasthePhantom’smother’sreactionwhenshesawheruglyson?Howuglywashe?WhydidthePhantomstayoutofhersight?HowcouldthePhantommakehimselfsostrong?Whydidhemakehimselfstrong?WhichsentencesshowthatthePhantomwasreallyalonelyman?Furtherunderstandingofthetext这一部分是教师引领学生在进行了以上对于课文的整体理解以及细节讨论的基础上，通过思考和小组讨论，用他们所知道的形容词来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.见链接4。[链接4]说明：关于opera的补充阅读材料，拓展学生的阅读能力，并加深对课文主题的理解。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