Teaching plan of the sound of music

The following is the teaching plan of "The Sound of Music" provided by me. Welcome to read the reference.

The Sound of Music Teaching Plan (1)

learning target

1, read the text with emotion;

2. Grasp the personality characteristics of the characters according to their language and actions;

3. Experience the method of highlighting the character in repeated comparisons and conflicts.

Learning focus

1, grasp the characteristics of the characters;

2. Understand the intention of comparison in many places in the work.

learning process

First, import

Play the song Doraemon, and let the students talk about what kind of emotions or feelings this song brings to them after listening. With what? Take the lead? How to establish students for the first time with the movie heroine Maria? Link? Then lead the students to know this happy and lively girl in the textbook.

Second, introduce the film.

The film The Sound of Music, adapted from a musical, was shot on 1965. Based on the true story of 1938 in Austria, it won five awards: Best Film Award, Best Director Award, Best Sound Award, Best Adapted Music Award and Best Editing Award in the 38th Oscar of 1965.

The Sound of Music is one of the highest-grossing movies in the world, and it is often rated as the most popular movie in public opinion surveys in various countries. The film is lively, delicate and touching, full of humor and interest, with deep and dignified feelings. In The Sound of Music, the kind and beautiful nun Maria, who is not bound by red tape, Austria's charming mountain slopes, clear streams, bright sunshine, and a group of lively and lovely children, who resist Nazi rule and pursue freedom, touched the hearts of audiences all over the world.

Third, read the text silently and perceive the content of the text as a whole.

1. Say what the excerpt tells in your own words.

2. What different scenes did the plot in the text take place in? What are their characteristics? What do you think is the significance of this comparison?

Fourth, read the text aloud and grasp the personality characteristics of the characters.

1. Students act and read the text in different roles.

Requirements? Actor? Simulate the movements, expressions and intonations of nuns and Maria, and experience the contrast between dynamic and static, lively and boring, spontaneous and naive, restraint and convergence, as well as the contradictions, conflicts and aesthetic tastes presented in the comparison. Deepen the understanding and grasp of different characters. Learn some stage performance skills.

2. How do the nuns in the text evaluate Maria? Do they like her? How did you know?

It is easy to find the evaluation of nuns from the text. Their attitudes towards Maria can be divided into two categories: Are many nuns headed by Mother Superior similar to Maria? Hate it? True love, and Bertas's attitude is more severe. However, their views are the same: they all think that Maria is not suitable to stay in the monastery.

Inquiry reading of verbs (abbreviation of verb)

Maria is a nun on probation. Do you think she is qualified? If you were the dean and could take charge of Maria's future, would you let her stay?

Allow students to have different opinions. As far as rules are concerned, she is not a qualified nun; And she is kind and friendly, and her heart is full of love. In this respect, she is also a good nun. The dean's retention of her can help her cultivate self-cultivation; Not leaving her is not forcing her to develop her personality. It should be said that everything is reasonable.

2. What are the conflicts in the text? Find them out and talk about the advantages of the author's design.

It is interesting to taste the conflicts that can be seen everywhere in the text. The script is to concentrate as many contradictions, conflicts and changes as possible in a limited space and show the character's character. The most obvious thing in the text is that Class One abides by the monastery. Discipline? Free nuns, ignoring? Discipline? Maria's conflict. In the conflict, we have a deeper understanding of the principles, viewpoints and personalities of both sides. In addition, there are:

(1) Scenery contrast: Compared with monasteries on the slopes of Alps, there are pure natural landscapes and humanistic landscapes that impose more people's wishes. The difference between them just implies the inevitable conflict between Maria and the nun.

⑵ Comparison of language rhythm: The group singing Maria has a fast and compact rhythm, which vividly describes the nuns' criticism of Maria; The previous Q&A session was very slow, as if some nuns were looking for words in front of us. The rhythm of language is full of changes, which makes people interesting to read.

(3) Comparison of similar figures in different languages, attitudes and personalities: Mother Superior is a nun with different personalities and accomplishments compared with Bertas. The author depicts a group of people, not a thousand people.

(4) Comparison of gestures and actions before and after the same character: Maria's free appearance on the hillside is compared with Maria's cautious appearance after discovering the serious eyes of everyone in the monastery.

In frequent contrast conflicts, the plot is richer, the forms are more diverse and vivid, and the theme of the script is better revealed.

After reading this lesson, we seem to see Maria standing in front of us, lifelike. How does the work do this? The work not only shows us Maria's manners and language positively, but also enriches Maria's image from the side through the evaluation of nuns, making us feel that Maria is in front of us.

4. Introduce the story and ask the students to imagine what happened after Colonel trapp and his family fled Austria. Please note that the idea should be based on the personality characteristics of the characters themselves.

Synopsis of story:

Maria, the heroine, is a student nun, cheerful and enthusiastic, and likes singing and dancing. She likes the freshness, tranquility and beauty of nature. She often sneaks out of the temple gate, sings like a lark among the green mountains and sings with the flowing water beside the Qingxi. Because of her informal nature, she was considered unfit to be a real nun and left the monastery.

At the same time, the shadow of war hangs over Austria. In order not to become a conquered nation, their family had to leave their hometown and run to a free place.

Important and difficult

1, key points:

Accumulate the usage of some notional words, function words and special classical Chinese sentences.

2. Difficulties:

(1) The superb persuasion art of the article;

(2) Mozi's anti-aggression proposition.

Teaching objectives

1, knowledge target:

(1) Understand Mozi and Mozi.

⑵ Understand the meaning of some notional words and function words and the usage of special classical Chinese sentence patterns.

(3) Understand Mencius' anti-aggression proposition.

2, ability goal:

(1) Continue to cultivate students' ability to understand articles with reference books and notes.

⑵ Use parallelism to learn reasoning, strengthen language momentum, and enhance persuasive reasoning methods.

3, emotional goals:

(1) Read the tone of the characters and understand the characters in the text.

⑵ Experience the superb persuasion art of the article.

Class arrangement

Coach class.

Teaching step

first kind

[Teaching objectives]

1, understand Mozi, understand Mozi.

2. Accumulate knowledge of classical Chinese.

3. Read the text aloud, try to figure out the tone of the characters, and appreciate Mozi's persuasion art.

teaching process

1, introduce a new lesson.

Students exchange knowledge about Mozi's life and thoughts with each other. (Achieve the goal 1)

Methods: Students collected before class, communicated in class and summarized by the teacher. )

3. Read the text for the first time and know the meaning:

(1) Students read the text by themselves and use reference books and notes to clear the language barriers.

⑵ Read the text in different roles, initially read the correct tone and try to figure out the meaning.

(3) Let students read the text freely again, accumulate classical Chinese vocabulary and understand the meaning.

(In this session, Goals 2 and 3 are initially completed. Students can use reference books and notes to understand words and solve meanings, students can communicate in groups of four, and teachers can patrol and guide. )

Read the text carefully and try to understand the tone and meaning of the discussion.

(1) The teacher reads the text with emotion and tries to read the tone of the characters;

⑵ Teachers guide students to try to figure out the tone and meaning of dialogue between characters;

Courseware display: the dialogue between Mozi and Gongbo in the text.

(This part of goal 3 is achieved by the following methods: students read the text silently, try to figure out the tone and meaning of the dialogue combined with the content of the courseware demonstration, and teachers patrol to solve doubts; )

⑶ Students read the text in different roles and try to read the tone of the dialogue correctly, and the teacher will correct it;

(4) Show courseware to help students understand the text and accumulate knowledge of classical Chinese.

Courseware presentation: what to show? What are the special translation sentences of interrogative sentences and rhetorical questions in ancient and modern times?

(Goals 2 and 3 are completed by organizing students to have a group competition in this session to see which group can use the knowledge of classical Chinese to solve problems, and giving praise to the group that has solved the most problems; You can also print and distribute materials and conduct classroom tests. )

5, study the text, clear structure:

Courseware display:

(1) Who is the counterpart in this article? Who is the main performance? What was Mozi's purpose in going to Chu?

Please catch one? Goodbye? Words, the full text of the discussion consists of several parts.

(Methods: Students discuss and communicate, and teachers guide them. )

6. Read the text and appreciate Mozi's art of persuasion.

(1) Read the text and explore the reasons why Mozi made the public loss unreasonable.

Students read the text 1 ~ 2 paragraphs in roles.

⑵ Courseware demonstration: What verbs in A explain Mozi's hasty trip? Reflected Mozi's attitude.

(3) Mozi asked him to help kill people when he saw that he had lost his job. What do you say? Donation? What is its real intention?

(4) Mozi robbed the public? Does my righteousness not kill people? This word, how to refute him? fair

⑸ ? Public transport service? Think about it. Is Gong Gong really convinced at this time? Did he cancel the attack plan?

[6] Did Mozi let it go? What sentence can be seen from the text?

Methods: communicate and explore in groups, and the group leader should make a record of the exploration and select representatives to speak on behalf of the whole class.

7. Guide students to appreciate and taste Mozi's persuasion art;

Courseware presentation: Based on the above considerations, please talk about how Mozi defeated the public in the first round of argument.

(This link completed Goal 3. The method adopted is that students combine their own thoughts and tastes and use the above five questions to communicate the art of Mozi's persuasion. The teacher encourages students to think deeply. )

8. Class summary.

9. Feedback training.

The Sound of Music Teaching Plan (2)

first kind

Learning objectives:

1. Read the text with emotion;

2. Grasp the personality characteristics of the characters according to their language and actions;

3. Experience the method of highlighting the character in repeated comparisons and conflicts.

Learning focus:

1. Grasp the personality characteristics of the characters; 2. I feel the intention of comparison in many places in my works.

learning process

First, import:

Play the song Doraemon, and let the students talk about what kind of emotions or feelings this song brings to them after listening. With what? Take the lead? How to establish students for the first time with the movie heroine Maria? Link? Then lead the students to know this happy and lively girl in the textbook.

Second, the film introduction:

The film The Sound of Music, adapted from a musical, was shot on 1965. Based on the true story of 1938 in Austria, it won five awards: Best Film Award, Best Director Award, Best Sound Award, Best Adapted Music Award and Best Editing Award in the 38th Oscar of 1965.

The Sound of Music is one of the highest-grossing movies in the world, and it is often rated as the most popular movie in public opinion surveys in various countries. The film is lively, delicate and touching, full of humor and interest, with deep and dignified feelings. In The Sound of Music, the kind and beautiful nun Maria, who is not bound by red tape, Austria's charming mountain slopes, clear streams, bright sunshine, and a group of lively and lovely children, who resist Nazi rule and pursue freedom, touched the hearts of audiences all over the world.

Third, read the text silently and perceive the content of the text as a whole.

1. Say what the excerpt tells in your own words.

2. What different scenes did the plot in the text take place in? What are their characteristics? What do you think is the significance of this comparison?

Fourth, read the text aloud and grasp the personality characteristics of the characters.

1. Students perform on the stage and read the text in different roles.

Requirements? Actor? Simulate the movements, expressions and intonations of nuns and Maria, and experience the contrast between dynamic and static, lively and boring, spontaneous and naive, restraint and convergence, as well as the contradictions, conflicts and aesthetic tastes presented in the comparison. Deepen the understanding and grasp of different characters. Learn some stage performance skills.

2. What do nuns think of Maria? Do they like her? How did you know?

It is easy to find the evaluation of nuns from the text. Their attitudes towards Maria can be divided into two categories: Are many nuns headed by Mother Superior similar to Maria? Hate it? True love, and Bertas's attitude is more severe. However, their views are the same: they all think that Maria is not suitable to stay in the monastery.

Inquiry reading of verbs (abbreviation of verb)

1. Maria is a nun on probation. Do you think she is qualified? If you were the dean and could take charge of Maria's future, would you let her stay?

Allow students to have different opinions. As far as rules are concerned, she is not a qualified nun; And she is kind and friendly, and her heart is full of love. In this respect, she is also a good nun. The dean's retention of her can help her cultivate self-cultivation; Not leaving her is not forcing her to develop her personality. It should be said that everything is reasonable.

2. What are the conflicts in the text? Find them out and talk about the advantages of the author's design.

It is interesting to taste the conflicts that can be seen everywhere in the text. The script is to concentrate as many contradictions, conflicts and changes as possible in a limited space and show the character's character. The most obvious thing in the text is that Class One abides by the monastery. Discipline? Free nuns, ignoring? Discipline? Maria's conflict. In the conflict, we have a deeper understanding of the principles, viewpoints and personalities of both sides. In addition, there are:

① Comparison of scenery: Compared with temples on high mountain slopes, one is pure natural scenery, and the other is humanistic scenery that imposes more people's wishes. The difference between them just implies the inevitable conflict between Maria and the nun.

② Comparison of language rhythm: The rhythm of singing Maria in groups is very fast and compact, which vividly depicts the nuns' criticism of Maria; The previous Q&A session was very slow, as if some nuns were looking for words in front of our eyes. The rhythm of language is full of changes, which makes people interesting to read.

③ Comparison of different languages, attitudes and personalities of similar figures: Mother Superior is a nun with different personalities and accomplishments compared with Bertas. The author depicts a group of people, not a thousand people.

(4) Comparison of gestures and actions before and after the same character: Maria's free appearance on the hillside is compared with Maria's cautious appearance after discovering the serious eyes of everyone in the monastery.

In frequent contrast conflicts, the plot is richer, the forms are more diverse and vivid, and the theme of the script is better revealed.

After reading this lesson, we seem to see Maria standing in front of us, lifelike. How does the work do this? The work not only shows us Maria's manners and language positively, but also enriches Maria's image from the side through the evaluation of nuns, making us feel that Maria is in front of us.

4. Introduce the story and ask the students to imagine what happened after Colonel trapp and his family fled Austria. Please note that the idea should be based on the personality characteristics of the characters themselves.

Synopsis of story:

Maria, the heroine, is a student nun, cheerful and enthusiastic, and likes singing and dancing. She likes the freshness, tranquility and beauty of nature. She often sneaks out of the temple gate, sings like a lark among the green mountains and sings with the flowing water beside the Qingxi. Because of her informal nature, she was considered unfit to be a real nun and left the monastery.

She came to the home of Colonel trapp, a retired officer of the former Austrian Empire, as a tutor. Colonel trapp is an eccentric widower. He loves his children, but he does not know how to educate them. His seven children became extremely stubborn because they could not feel their father's love. They have angered 1 1 mentor. Maria herself has a childlike personality. She loves children, understands them, treats them sincerely, and soon wins their heartfelt love. She taught the children to sing and took them on an outing. The fields and valleys are full of songs and laughter. Maria's arrival injected vitality into this lifeless family. Maria and Colonel trapp fell in love, and they established a harmonious and happy family.

At the same time, the shadow of war hangs over Austria. In order not to become a conquered nation, their family had to leave their hometown and run to a free place.

Second lesson

Learning objectives:

1. Grasp the characters and characteristics;

2. Learn the methods and skills to express the character;

3. Learn to appreciate movies and comment on movies.

Learning focus: learn to appreciate and comment on movies.

learning process

First, import:

Music is the artistic crystallization of human beings from the inner world and the depths of their souls, and it is one of the most beautiful expressions of human emotions. People who love music are happy, and life with music is happy. Today, the girl who will meet us in this article is a girl who has forged a life alliance with music.

Second, reading the text, the overall perception:

Read the text silently and describe the image of Maria in your heart to everyone. Play the beginning of the movie "The Sound of Music" and compare it with the image in your mind. Tell me whether the heroine is exactly the image of Maria in your mind and whether it shows the role well.

The text presents us with a lively and straightforward girl. Immersed in music and happiness, she found the most comfortable spiritual habitat in nature. She refused to accept the modification of her nature by rules and regulations, and she inadvertently mocked all the repression and restrictions; She is so kind and heartless, so distinctive, which is a headache and more lovable.

Students should be encouraged to have a personalized and independent understanding of roles.

The text provides a more free space for our multiple interpretations. Movies not only make the characters more concrete and vivid, but also end the process of conceiving the characters in our minds. First, give students enough space to conceive, then talk about their own heroic image, and then compare it with the image in the movie. In the discussion of coincidence and non-coincidence, characters will gradually become vivid and three-dimensional in students' minds.

Third, inquiry reading.

1. What does the nun in the text use to compare Maria? Do you think this metaphor is appropriate? Why? You also try to describe Maria with one or two metaphors.

The abbot compared Maria to? Bright moonlight? And then what? Clouds in the sky? Really caught her charm! Students must have more novel and interesting metaphors, appreciate them and praise them, because children are the closest people to poetry. If some students find it difficult, they can be guided to start with the personality characteristics of the characters, or emphasize her agility and uninhibited, or emphasize her ability to sing and dance, or emphasize her informality, or emphasize her kindness and loveliness-focusing on understanding and expressing the spiritual understanding between ontology and metaphor.

2. If you were asked to sum up the spiritual essence of Maria in one word, what would it be?

Maybe that should be one? Love? Words. Love music, love nature, love children, love life, can not be happy everywhere, can not play songs everywhere, this is a girl who loves music. She radiates the light of holy love, so radiant!

3. What is the role of the scene description in this article? What do you think if the story in the film takes place in a cold and gloomy cloud?

There are two scenes in the article, both beautiful. But the scenery on the hillside grass is full of wild interest, while the scenery in the monastery is elegant and solemn. On the one hand, this kind of scene description sets off the action and personality of the characters, on the other hand, it constitutes a contrast. In the contrast between the two, it is more and more prominent how cheerful and lively Maria is in the natural scenery and how difficult Maria in the monastery is to converge.

For the second question, students are allowed to have their own understanding. It's also a good idea if some students think that the story that happened in the silence can better highlight the heroine's character and make her singing and appearance have the function of dispelling gloomy clouds like sunshine. We might as well praise him for thinking from another angle.

Fourth, expand and extend.

1. Organize students to enjoy the film The Sound of Music and evaluate the translated name.

People all over the world have used their imagination in translating names and made many recreations. Hong Kong's translation is "Yue Xian is falling everywhere", emphasizing the beautiful and moving songs in the film; Translation in Taiwan Province Province is truth, goodness and beauty, which tells the true meaning of movies. Egyptian translation is tender and sweet; Portuguese translation is music in the heart; Thai translation is "the charm of tianle"; Spanish translation is laughter and tears; Argentina's translation is Rebellious Newcomer, which focuses on portraying the heroine's character. The German translation is "My Song, My Dream". Please comment on the film after you enjoy it. Which translation do you like best? Do you have any better translation suggestions?

2. Why did The Sound of Music win five Oscars? Do you think it deserves this honor? Play the movie poster and ask the students to choose a clip that they are most interested in or express their views from the angle that they are most interested in, such as characters, story content, music application, scene setting, etc.

3. The story in the film takes place in the foothills of the Alps, where the lakes and mountains are fascinating; And known? Music house? Salzburg, called Salzburg in ancient times, is the hometown of Mozart, a great musician. The rich musical atmosphere makes this beautiful natural landscape more aura. Many songs in the film are noble gifts to the human soul, which have been sung for half a century. Let's learn to sing these classic songs to enhance our spiritual realm and aesthetic feeling in the beautiful melody. Attachment: Classic tracks in TheSoundofMusic: Doraemon, The Sound of Music, Edelweiss.