The following is the "Sound of Music" lesson plan I compiled and provided. Welcome to read and refer to it.
"The Sound of Music" Lesson Plan (1)
Learning Objectives
1. Read the text emotionally;
2. According to The character's language and actions grasp the character's personality characteristics;
3. Understand the method of highlighting the character's personality in repeated comparisons and conflicts.
Learning key points
1. Grasp the characters’ personality characteristics;
2. Understand the purpose of comparison in many places in the work.
Learning process
1. Introduction
Play the song "Doremi" and let students listen and talk about what this song brings to them. What an emotion or feeling. It establishes the first "link" between students and the film's heroine Maria in a "preemptive" way, thus leading students to get to know this happy and lively girl in the textbook.
2. Introduction Video
The film "The Sound of Music" adapted from the musical was filmed in 1965. It is based on a true story that happened in Austria in 1938. It won five awards at the 38th Academy Awards in 1965: Best Picture, Best Director, Best Sound, Best Adapted Music and Best Editing.
"The Sound of Music" is one of the highest-grossing films in the world and is regularly rated as the most popular film in national opinion polls. The film is fast-paced, delicate and touching, full of humor and deep and solemn emotions. The kind and beautiful nun Maria in "The Sound of Music" who is not bound by red tape is impressed by the charming Alpine slopes, clear streams, bright sunshine, and a group of lively and lovely children in Austria, as well as the spirit of resisting Nazi rule and pursuing freedom. won the hearts of audiences around the world.
3. Read the text silently and perceive the content of the text as a whole.
1. Use your own words to tell what kind of situation the text excerpt describes.
2. In what different scenes did the plots in the text take place? What characteristics do they have? What do you think the comparison between the two means?
4. Read the text aloud, Grasp the character characteristics
1. Students perform and read the text in different roles.
The actors are required to imitate the movements, expressions and speaking tones of the nuns and Maria, and experience the contrast between movement and stillness, liveliness and rigidity, straightforward innocence and repression, and present themselves in the contrast. The conflicts and aesthetic interest emerge. Deepen the understanding and understanding of different characters. Learn some stage performance skills.
2. How do the nuns in the article evaluate Maria? Do they like her? How did you know?
It is easy to find the nuns’ evaluation from the article, and Their attitudes towards Maria are divided into two categories: many nuns, headed by Mother Superior, seem to hate Maria but actually love her, while Berta's attitude is more severe. However, their views were unanimous: they all believed that Maria was not suitable to stay in the convent.
5. Exploratory reading
1. Maria is a trainee nun. Do you think she is qualified? If you were the Mother Superior and could take charge of Maria’s stay, Would you let her stay?
Students should be allowed to have different opinions. From the perspective of obeying the rules, she is not a qualified nun; but she is honest and kind, and her heart is full of love. In this regard, she can also be said to be a good nun. If the dean keeps her, he can help her cultivate her character; if he doesn't keep her, he won't force her personality development. It should be said that no matter what you do, it makes sense.
2. What conflicts exist in the text? Find them out and talk about the benefits of the author’s design.
It is interesting to savor the conflicts that can be seen everywhere in the text. The script is to concentrate as many conflicts and changes as possible in a limited space and to display the characters' personalities. The most obvious thing in the text is the conflict between a group of nuns who strictly abide by the monastery's rules and regulations and Maria, who is unrestrained and ignores the rules and regulations. During the conflict, we gained a deeper understanding of the principles, perspectives, and personalities of both parties. In addition, there are:
⑴ Comparison of scenery: Compared with the monastery on the slopes of the Alps, one is a purely natural landscape, and the other is a cultural landscape with more people's wishes. The difference between the two is exactly It implies the inevitable conflicts between Maria and the nuns.
⑵ Comparison of language rhythm: the group singing "Maria" has a very fast and compact rhythm, which vividly depicts the mood of the nuns talking about Maria; while the previous question and answer rhythm is very fast Slowly, it seems that several nuns are looking for words in front of our eyes. The rhythm of the language is full of changes, making it interesting to read.
⑶ Comparison of different languages, attitudes and personalities of similar characters: Aunty Mother Superior is compared to Berta. They are both nuns but have very different personalities and accomplishments. The author depicts group portraits and never looks alike.
⑷ Comparison of the same character’s demeanor and movements before and after: Maria’s free and easy appearance on the hillside is compared with Maria’s cautious appearance after discovering the serious gazes of everyone in the monastery.
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In the frequent contrasts and conflicts, the plot is enriched, the form is more diverse and lively, and the theme of the script is better revealed.
3. After reading this lesson, we seem to see Maria standing in front of us, vivid and vivid. How does the work achieve this? The work not only shows us Maria's behavior and language from the front, but also enriches Maria's image from the side through the comments of the nuns, so we feel that Maria is in front of us.
4. Introduce the gist of the story and ask students to imagine the situation after Colonel Trapp and his family fled Austria. Please note that the idea should be based on the character's own personality traits.
Story summary:
The heroine Maria is a trainee nun with a cheerful and enthusiastic personality who loves singing and dancing. She loves the freshness, tranquility and beauty of nature. She often slipped out of the monastery gate and sang like a skylark among the green mountains, singing with the gurgling water beside the clear stream. Because of her informal nature, she was deemed unfit to become a real nun and left the convent.
At the same time, the shadow of war enveloped Austria. In order not to be subjugated slaves, their family had to leave their home and rush to a place of freedom.
Key points and difficulties
1. Key points:
Accumulate the usage of some content words, function words and special classical Chinese sentence patterns.
2. Difficulties:
⑴ The article’s superb art of persuasion;
⑵ Mozi’s anti-aggression proposition.
Teaching objectives
1. Knowledge objectives:
⑴ Understand Mozi and "Mozi"
⑵ Understand some content words and function words The meaning and usage of special classical Chinese sentence patterns
⑶ Understand Mencius’ anti-aggression proposition
2. Ability goals:
⑴ Continue to train students to use reference books and The ability to annotate and understand articles
⑵ Learn to use parallel sentence patterns in reasoning to strengthen language momentum and enhance persuasiveness
3. Emotional goals:
⑴ Try to figure out the character's tone and understand the character's image in the article
⑵ Understand the superb art of persuasion in the article
Class schedule
Second class period.
Teaching steps
First lesson
〖Teaching objectives〗
1. Understand Mozi and "Mozi".
2. Accumulate knowledge of classical Chinese.
3. Read the text aloud, try to figure out the character’s tone, and appreciate Mozi’s art of persuasion.
〖Teaching Process〗
1. Introduce new lessons.
2. Students exchange what they know about Mozi’s life and thoughts. (Complete goal one)
(Methods: students collect before class, communicate in class, and teacher summarize.)
3. Read the text for the first time and understand the meaning of the text:
< p> ⑴ Students read the text by themselves and use reference books and annotations to clear language barriers.⑵ Read the text aloud according to the roles, read the tone initially, and figure out the semantic meaning.
⑶ Students then read the text freely, accumulate classical Chinese words, and understand the meaning of the text.
(In this link, to initially complete goals 2 and 3, students can use reference books and annotations to understand the words and solve the meaning of the text, students communicate in groups of four, and the teacher inspects and guides.)
4. Read the text carefully and figure out the tone and semantics of the characters’ discussions.
⑴ The teacher reads the text emotionally and strives to read the tone of the characters;
⑵ The teacher guides the students to figure out the tone and semantics of the characters’ dialogue;
Courseware display : The dialogue about Mozi and Gongshu Pan in the article
(The method used to complete goal 3 in this link is: students read the text silently by themselves, combine the content of the courseware demonstration, figure out, and communicate the tone and semantics of the dialogue, the teacher Inspection to clarify doubts;)
⑶ Students read the text aloud in different roles, trying to read the tone of the characters' dialogue accurately, and the teacher corrects them;
⑷ Provide courseware to help students understand the text and accumulate classical Chinese Knowledge
Courseware display: Presentation content? Ancient and modern synonymous words? Multiple meanings of a word? Translation of interrogative and rhetorical question patterns? Special sentence patterns?
(This link is completed For objectives 2 and 3, the method used is: organize students to carry out group competitions to see which group can use the classical Chinese knowledge they have mastered to solve problems, and praise the group that solves the most problems; materials can also be printed and tested in class.
)
5. Study the text and clarify the structure:
Courseware display:
⑴ Who are the two parties corresponding to this article? Who is the main performance? Mozi What is the purpose of going to Chu State?
⑵ Please grasp the word "see" and discuss how many parts the full text consists of.
(Method: students discuss and communicate, teacher provides guidance.)
6. Read the text and appreciate Mozi’s art of persuasion
⑴ Study the text, Explore the reason why Mozi made Gongshu Liquci poor.
Students read 1 to 2 paragraphs of the text in different roles.
⑵ Courseware display: What are the verbs used in article a to describe Mozi’s hurried trip? What kind of attitude does it reflect Mozi?
⑶ When Mozi saw Gongshu Pan, he asked him to help him kill people, and further said that he could "donate money". What was his real intention?
⑷ Mozi caught Gongshu Pan How does the phrase "I will not kill people" refute his "righteousness"?
⑸ ?Gongshu Pan is convinced? Try to guess whether Gongshu Pan is really convinced at this time? Has he canceled his attack plan? ?
⑹ Did Mozi give up? Which sentence in the article can we tell?
Method: Divide into groups to communicate and explore. The group leader will record the inquiry and select representatives for the whole class. Communicate and speak.
7. Guide students to appreciate Mozi’s art of persuasion:
Courseware display: Based on the above questions, please talk about what Mozi did in the first round. Let Gongshu Panli be speechless?
(The method used in this link to complete goal 3 is that students combine their thinking, taste, and exchange of Mozi's art of persuasion on the above five issues. The teacher encourages students to think deeply. . )
8. Lesson summary.
9. Feedback training.
"The Sound of Music" Lesson Plan (2)
First Lesson
Learning Objectives:
1. Read the text with emotion ;
2. Grasp the character’s personality characteristics based on the character’s language and actions;
3. Understand the way the work highlights the character’s personality through repeated comparisons and conflicts.
Learning points:
1. Grasp the characters’ personality characteristics; 2. Understand the purpose of comparison in many places in the work.
Learning process
1. Introduction:
Play the song "Doremi" and let students listen and talk about what this song brings to them. What kind of emotion or feeling you have. It establishes the first "link" between students and the film's heroine Maria in a "preemptive" way, thus leading students to get to know this happy and lively girl in the textbook.
2. Introduction to the film:
The film "The Sound of Music" adapted from the musical was filmed in 1965. It is based on a true story that happened in Austria in 1938. , won five awards at the 38th Academy Awards in 1965: Best Picture, Best Director, Best Sound, Best Adapted Music and Best Editing.
"The Sound of Music" is one of the highest-grossing films in the world and is regularly rated as the most popular film in national opinion polls. The film is fast-paced, delicate and touching, full of humor and deep and solemn emotions. The kind and beautiful nun Maria in "The Sound of Music" who is not bound by red tape is impressed by the charming Alpine slopes, clear streams, bright sunshine, and a group of lively and lovely children in Austria, as well as the spirit of resisting Nazi rule and pursuing freedom. won the hearts of audiences around the world.
3. Read the text silently and perceive the content of the text as a whole.
1. Use your own words to tell what kind of situation the text excerpt describes.
2. In what different scenes do the plots in the text take place? What characteristics do they have? What do you think the comparison between the two means?
4. Read the text aloud. Grasp the characters’ personality characteristics
1. Students perform and read the text in different roles.
The actors are required to imitate the movements, expressions and speaking tones of the nuns and Maria, and experience the contrast between movement and stillness, liveliness and rigidity, straightforward innocence and repression, and present themselves in the contrast. The conflicts and aesthetic interest emerge. Deepen the understanding and understanding of different characters. Learn some stage performance skills.
2. What do the nuns in the article say about Maria? Do they like her? How did you know?
It is easy to find the nuns’ evaluation from the article, and Their attitudes towards Maria are divided into two categories: many nuns, headed by Mother Superior, seem to hate Maria but actually love her, while Berta's attitude is more severe. However, their views were unanimous: they all believed that Maria was not suitable to stay in the convent.
5. Exploratory Reading
1. Maria is a novice nun, do you think she is qualified? If you were the Mother Superior and could take charge of Maria’s stay, Would you let her stay?
Students should be allowed to have different opinions. From the perspective of obeying the rules, she is not a qualified nun; but she is honest and kind, and her heart is full of love. In this regard, she can also be said to be a good nun. If the dean keeps her, he can help her cultivate her character; if he doesn't keep her, he won't force her personality development. It should be said that no matter what you do, it makes sense.
2. What conflicts exist in the text? Find them out and talk about the benefits of the author’s design.
It is interesting to savor the conflicts that can be seen everywhere in the text. The script is to concentrate as many conflicts and changes as possible in a limited space and to display the characters' personalities. The most obvious thing in the text is the conflict between a group of nuns who strictly abide by the monastery's rules and regulations and Maria, who is unrestrained and ignores the rules and regulations. During the conflict, we gained a deeper understanding of the principles, perspectives, and personalities of both parties. In addition, there are:
① Comparison of scenery: Compared with the monastery on the slopes of the Alps, one is a purely natural landscape, and the other is a cultural landscape with more people's wishes. The difference between the two is exactly It implies the inevitable conflicts between Maria and the nuns.
② Comparison of language rhythm: the group singing "Maria" has a very fast and compact rhythm, which vividly depicts the mood of the nuns talking about Maria; while the previous question and answer rhythm is very fast Slowly, it seems that several nuns are looking for words in front of our eyes. The rhythm of the language is full of changes, making it interesting to read.
③ Comparison of different languages, attitudes and personalities of similar characters: Aunty Mother Superior is compared to Berta. They are both nuns but have very different personalities and accomplishments. The author depicts group portraits and never looks alike.
④ Comparison of the same character’s demeanor and movements before and after: Maria’s free and easy appearance on the hillside is compared with Maria’s cautious appearance after discovering the serious gazes of everyone in the monastery. ?
In the frequent contrasts and conflicts, the plot is enriched, the form is more diverse and lively, and the theme of the script is better revealed.
3. After reading this lesson, we seem to see Maria standing in front of us, vivid and vivid. How does the work achieve this? The work not only shows us Maria's behavior and language from the front, but also enriches Maria's image from the side through the comments of the nuns, so we feel that Maria is in front of us.
4. Introduce the gist of the story and ask students to imagine the situation after Colonel Trapp and his family fled Austria. Please note that the idea should be based on the character's own personality traits.
Story summary:
The heroine Maria is a trainee nun with a cheerful and enthusiastic personality who loves singing and dancing. She loves the freshness, tranquility and beauty of nature. She often slipped out of the monastery gate and sang like a skylark among the green mountains, singing with the gurgling water beside the clear stream. Because of her informal nature, she was deemed unfit to become a real nun and left the convent.
She came to work as a tutor in the home of Colonel Trapp, a former retired military officer of the Austrian Empire. Colonel Trapp was an eccentric widower. He loved his children but did not know how to educate them. His seven children became extremely naughty because they could not feel their father's love. He once angered 11 tutors. Maria herself has a child-like character. She loves and understands children, treats them with sincerity and sincerity, and soon wins the children's heartfelt love. She taught the children to sing and took them on outings. Her singing and laughter filled the fields and valleys. Maria's arrival injects life and vitality into the dead family. Maria and Colonel Trapp fell in love, and they established a harmonious and happy family.
At the same time, the shadow of war enveloped Austria. In order not to be subjugated slaves, their family had to leave their home and rush to a place of freedom.
Lesson 2
Learning objectives:
1. Grasp the character’s image and characteristics;
2. Learn how to express the character’s personality and skills;
3. Learn to appreciate movies and comment on them.
Learning focus: Learn to appreciate and comment on movies.
Learning process
1. Introduction:
Music is the artistic crystallization of human beings from the inner world and soul, and is the most beautiful expression of human emotions. One of the ways. People who love music are happy, and life accompanied by music is happy. The person we will meet in today's text is a girl who has formed a life alliance with music.
2. Read the text and gain overall perception:
Read the text silently and describe the image of Maria in your mind.
Play the opening part of the movie "The Sound of Music", compare it with the image in your mind, and tell whether the actress who plays the heroine is exactly the image of Maria in your mind, and whether she represents this character well.
What the text presents to us is a girl with a lively and straightforward nature. She is soaked in music and joy, and has found the most comfortable spiritual habitat in nature; she refuses to accept conditions. She inadvertently ridiculed all the oppression and restrictions due to the modification of her own nature by the rules and regulations; she is so kind and has no scheming, and she has such a distinctive personality, which makes people headache and more endearing?
Students should be encouraged to develop a personalized and unique understanding of characters.
The text provides us with more free space for multiple interpretations. While movies make characters appear more concrete and vivid, they also terminate the process of conceiving characters in our minds. First give students enough room to conceive, and then talk about the image of the protagonist in their own minds, and then compare it with the image in the movie. During the discussion of whether it matches or does not match, the character image will gradually become clear and three-dimensional in the students' minds. .
3. Exploratory Reading
1. What do the nuns in the text use to compare Maria? Do you think this metaphor is appropriate? Why? You can also try to use one or two metaphors. Describe Maria.
The abbot compared Maria to "bright moonlight" and "clouds in the sky", which really captured her charm! Students must have more novel, unique and interesting metaphors, so enjoy it Appreciate and praise them, because children are the people closest to poetry. If some students find it difficult, they can ask them to start by focusing on the character's personality traits, or emphasize her agility and uninhibitedness, or emphasize her ability to sing and dance, or emphasize her informality, or emphasize her kindness and cuteness── The focus is on experiencing and expressing the spiritual similarity between the ontology and the metaphor.
2. If you were asked to use one word to summarize Maria’s spiritual essence, what would it be?
Maybe it should be the word “love”. She loves music, nature, children, and life. She is happy everywhere and sings everywhere. This is a girl with a heart full of love who associates with music. She exudes the radiance of holy love, so radiant!
3. What is the role of the description of the scene in the article? If the story in the film takes place in a cold and gloomy mist, what do you think? ?
There are two scenes in the article, both of which are beautiful. But the scenery on the hillside meadows is full of wildness, while the scenery in the monastery is elegant and solemn. On the one hand, such scene descriptions set off the characters' actions and personality, and on the other hand, they form a contrast. The contrast between the two highlights how cheerful and lively Maria is in the natural scenery, and how difficult it is for Maria to restrain herself in the monastery.
For the second question, students are allowed to have their own understanding. It would also be a good idea if some students think that the story takes place in a gloomy scene to better highlight the character of the heroine Lotte, and that her singing voice and appearance can dispel the gloom and mist like sunshine. You might as well praise him for changing his perspective on the problem.
IV. Expansion and Extension
1. Organize students to watch the movie "The Sound of Music" and evaluate the translation.
People from all over the world have used their imagination in translating names and made many recreations. The Hong Kong translation is "The Fairy Music Is Hearing Everywhere", emphasizing the beautiful songs in the film; the Taiwanese translation is "Truth, Goodness and Beauty", which expresses the true meaning of the film; the Egyptian translation is "Tenderness and Sweetness"; the Portuguese translation is "Music in the Heart"; Thailand's translation is "The Charm of Tianle"; Spain's translation is "Laughter and Tears"; Argentina's translation is "The Newcomer Full of Resistance", focusing on portraying the character of the heroine; Germany's The translation is "My Song, My Dream"? After you have watched this video, please comment, which translation is your favorite? Do you have any better translation suggestions?
2. Why did "The Sound of Music" win five Oscars? Do you think it deserves this honor? Show the movie poster and ask students to choose the segment that interests them most or express their opinions from the angle that interests them most, such as Character image, story content, music use, scene setting, etc.
3. The story in the film takes place at the foothills of the Alps, where the lakes and mountains are mesmerizing; Salzburg, known as the "hometown of music", is the hometown of the music master Mozart, with a rich The musical atmosphere makes this beautiful natural landscape more spiritual. Many songs in the film are noble gifts to the human soul that combine truth, goodness and beauty, and have been sung for half a century. Let us learn to sing these classic songs and gain spiritual and aesthetic enhancement through the beautiful melodies. Attached: Classic tracks from "The Sound of Music": "DoReMi", "The Sound of Music", and "Edelweiss".