Unit7Art

Lesson3AMusicalGenius

TeachingObjective:

·ToreadandtalkaboutLudwigvanBeethoven

·Toreadfordeepunderstanding

·Tosummarizeinformation

·Tolearnaboutandpractisewordbuilding

Difficultpoints:

·Studentsmaywanttoreadslowlyandunderstandeverywordwhenskimming.

·Studentsmightnotbeabletoidentifytopicsentences.

Process：

Step1：

ActivateandShare

WhatdoyouknowaboutLudwigvanBeethoven?Completethequiz.

·Readaloudthetitleofthelesson,therubricandthefourquestions.Discussanydifficultwordsorterminology.

·Studentsanswerthequestionsindependentlyasabenchmarkassessment.

Step2：

ReadandExplore

Ⅰ.ScanthestoryaboutBeethovenandanswerthequestionsinActivity1.

·Askvolunteerstudentstoreadtheitalicizedparagraphandthefirstparagraph.

·Givestudentsafewmomentstocorrecttheiranswersinactivity1.

·Discusstheanswersasaclass.

Ⅱ.Readthestory.WhatcanyoufindaboutBeethoven'scomposingofSymphonyNo.9anditsfirstperformance?UseagraphicorganisertoorganisetheInformationyoufind.

·ReadtherubricandtheSkillBuilder.Drawadiagramtoshowthemaininformationofthepassageandhowthepassageisstructured.Let'sreadthepassagetofinddetailsonSymphonyNo.9andsupportingsentences.

·Volunteerstudentsreadthestory.

·Inpairs,whilelistening,studentsaddthedetailstothediagram.Supportstudentsastheycompletethetask.

·EncouragestudentstoanswerthequestionsintheSkillBuilderaboutthepassagethattheyhavejustread.

·Discusstheanswersasaclass.

Ⅲ.Answerthequestionsbasedonyournotes.Readthestoryagainifneeded.

·Studentsvolunteertoeachreadafewsentencesofthetext.

·Discusstheanswersasaclass.

Ⅳ.PairWorkChooseoneofthefollowingtopicstointroducetoyourpartner.

·Studentschooseatopicandmindmapinformationonthattopic.

·Usingthoseideasandthediscussedvocabulary,studentswriteatleastfivesentences.

·Inpairs,studentsreadtheirsentencestotheirpartnerandreviewwhattheyhaveleant.

Ⅴ.GroupWorkThinkandshare.

·Dividestudentsintogroupstoanswerthequestionsandprovidelogicalreasoning.

·Discusstheanswersasaclass.

Ⅵ.Completethesentenceswiththephrasesbelow.

·Volunteerstudentscanreadthephrasesintheboxandthesentenceframes.Discussanydifficultwordsorterms.

·Encouragestudentstoworkindependentlyandnottoturnbacktothepassage,tocompletethesentencesbyfillingintheterms.

·Studentscanreadtheirsentencestoapartnerto'hear'thattheysoundcorrect.

·Discusstheanswersasaclass.

Step3：

FocusonLanguage:WordBuilding

Ⅰ.CompletetheWordBuilder.Useadictionarytohelpyou.

·Instructstudentsthattheywillusetheirdictionariestoassistwithcompletingthetable.

·Askstudentstolookuponeofthewordsintheirdictionary.Whatpartofspeechisit?Howdoyouknowthis?Whatistheverbform?Howdoyouknowthis?Whatistheadjectiveform?

Howdidthewordchange?Asuffixhelpstochangethewordform.Underlinethesuffixesthatwereadded.

·Discusstheanswersasaclass.

Ⅱ.CompletethesentenceswiththecorrectformofthewordsintheWordBuilder.

·Volunteerstudentsreadtherubricandthesentenceframes.Explainanydifficultwordsorterms.

·Dividestudentsintogroupsbasedontheirreadinglevel.Allowhighlevelreaderstocompletetheactivityalone.Encouragemiddlelevelreaderstoworktogethertocompletethesentences.Supportlowlevelreadersbyprovidingakeywiththeanswersthattheycanchoosefrom.

·Discusstheanswersasaclass.

Step4：

ExpressYourself

Ⅰ.PairWorkWhichpartofthestoryaboutBeethovenimpressedyoumost?Why?

·Inpairs,studentsdiscusswhatimpressedthemmostaboutthepassageandwhattheylearnt.

·Eachstudentsharestheiranswerwiththeclass.

Ⅱ.FindsomepiecesofBeethoven'smusiconline.Discusshowyoufeelwhenlisteningtohismusic.

·Readtherubric.ExplaintostudentsthatasyouplayvariouspiecesofBeethoven'smusic,theyneedtowritetheiropinionofthe