2024-2025学年新教材高中英语Unit2TheUniversalLanguageLesson6Extendedreading教案牛津译林版选择性必修第一册

Unit2TheuniversallanguageExtendedreadingI.LearningobjectivesBytheendofthelesson,thestudentswillbeableto:learnaboutBeethoven’slifeandhisworks;discussthepersonalityofBeethoven;masterthewritingtechniquesofthisarticle.II.KeycompetencefocusLearnaboutBeethoven’slifeandhisworks.III.PredictedareaofdifficultyMasterthewritingtechniquesofthisarticle.IV.Teachingprocedures Step1Lead-inTplaysaQuizwithSstoarousetheirinterestinthewell-knownmusician:TlistsrelevantinformationandencouragesSstoguessthenameofthemusician.【设计意图：学生通过猜名人嬉戏对即将阅读的故事主子公相关信息有肯定的了解，同时吸引学生对高雅艺术的求知欲望，为下一步分析人物品质打下基础。】Step2Globalreading1.TasksSstogothroughthepassagequicklyandsumupthemainideaofeachparagraph.2.TencouragesSstoanalyzethestructureofthepassage.Part1Para.1Thefirst-everperformanceofSymphonyNo.9Part2Para.2Beethoven’slifejourneybeforehislatetwenties.Para.3Beethoven’sattitudesinthefaceofthelossofhearingPart3Para.4IntroductiontoSymphonyNo.9Part4Para.5Beethoven’sreputationandachievements【设计意图：指导学生通过获得、概括、整合等思维活动定位归纳段落主题句，概括段落大意，学会从宏观层面把握文脉，理清语篇整体结构，快速找出文章主旨，培育学生查找、处理、整合信息的实力。】Step3ClosereadingTasksSstoreadPara.1againtodiscussthefollowingquestion:·ComparethereactionsoftheaudienceandBeethoven.WhatimpressesyoumostafterreadingPara.1?Audience:brokeintoenthusiasticcheers;standing,clapping,wavingtheirhatsandhandkerchiefsBeethoven:unawareoftheaudience’sresponseuntiloneturnedhimaroundAudience:astonished;admired;moved;respectfulBeethoven(mightbe):calm;content;comfortableTdirectsSstogothroughPara.2andanswerthefollowingquestions:WasBeethovenregardedasapromisingmusicianonlybyhistalent?No.Talentisoneaspectcontributingtohissuccess.WhathelpedBeethovenbuildupareputationasawonderfulyoungmusician?Talenttogetherwithdiligencehelpedhimgainahighreputationwhenhewasyoung.TguidesSstoreadPara.3anddiscussthefollowingquestions:WhatdidBeethovendotoovercomethelossofhearinginparagraph3?Hefirstsharedthesecretwithhisbrotherandreducedhisperformances.Butlater,hegotoverhispsychologicalbarrier,soughtfordifferentwaystocontinuecomposingandfinallyreturnedtostagewiththegreatestSymphonyNo.9.WhatpersonalitydidBeethovenshowduringhisstruggleagainstthefate?Beethovendisplayedhisoptimism,persistence,diligence,dedication,fearlessness,etc.infightingagainstfateduringthedarkesttime.TasksSstoanalyzethestructureofPara.4andthelogicbetweenthesentences.TasksSstoreadPara.5andanswerthefollowingquestion:·WhyisBeethovenregardedasoneofthemostremarkablemusiciansinhistory?Becauseofhisamazingachievementsinmusicandhisdeterminationinhisdarkestdays.【设计意图：针对名人小传的主题语境，在精读环节设计多项阅读任务，培育了学生段落层次分析及观点提取并整合输出的实力，引导学生更深刻地体会语篇写作目的和语言实际应用的魅力。】Step4CriticalthinkingTguidesSstoscanthewholepassageagainanddiscussthestringofthestoryandanswerthequestion:·WhydoestheauthorchooseSymphonyNo.9asthestringofthewholepassage?SymphonyNo.9isregardedasBeethoven’sgreatestwork.“OdetoJoy”issungduringthefinalmovementofthesymphony.Beethovenisthemusicianwholosthearingbutbroughtjoytotheworld.Thedesperatelowsandupliftinghighsofthesymphonyperfectlyindicatetwistsandturnsofthemusician’slife.【设计意图：让学生通过回顾完整故事，通过关键词提取，找出贯穿全文的线索——贝多芬第九交响乐，从而进一步挖掘作者写作意图，启发学生构建音乐与音乐家的故事之间的桥梁。通过了解人物故事，了解他们所做的贡献以及高尚的品质，帮助他们学习理解并内化到自己的日常学习生活中。】Step5AppreciationTintroducestheconcept“flashback”toSsandasksSstoappreciateitsfunction.T:Insometexts,theeventsarenotputexactlyintimeorder;instead,aneventthathappenedearlierisputinthemiddleofthemainstory,whichiscalledflashback.Youcantellyouarereadingaflashbackwhenthestorygoesbacktothepastwithachangeofscene.Thereisusuallyatransitionalsentenceindicatingthechange.【设计意图：引导学生进一步研读语篇，介绍闪回（倒叙）写作手法，了解此类写作手法的目的、效果及如何闪回（倒叙），提升阅读观赏水平。】V.HomeworkSupposeyourfriendLiLeiissufferingfromdepressionandfeelingashamedofhisterriblecondition.Usewhatyou’velearnedfromthestoryofBeethovenandwritealettertocomforthim.ExploretheInternetandfindmoreaboutBeethovenandhisworks.Onepossibleversion:DearLiLei,Thankyouforyourtrust.I’msorrytohearaboutyourcurrentsituation.Actually,lifecanbetoughsometimes,andanybodycanhardlyavoidstressandnegativefeelings,includingyouandme.I’dliketosharewithyouastoryofBeethovenIrecentlyread.Asamusician,hesufferedfromthelossofhearingmostofhislife.Atthebeginning,hefoundithardtoadmithisproblemandkeptitasecret.Butlater,hewrotetohisbrotherandsoughtforeffectivewaystolivealifefullofmusic.Withgreatdeterminationduringthedarkesttime,hecomposedthewell-knownsymphonies,suchasNo.5‘Fate’,andNo.9‘Odetojoy’.Istronglyrecommendyoutol