2024-2025學年新教材高中英語Unit2TheUniversalLanguageLesson6Extendedreading教案牛津譯林版選擇性必修第一冊

Unit2TheuniversallanguageExtendedreadingI.LearningobjectivesBytheendofthelesson,thestudentswillbeableto:learnaboutBeethoven’slifeandhisworks;discussthepersonalityofBeethoven;masterthewritingtechniquesofthisarticle.II.KeycompetencefocusLearnaboutBeethoven’slifeandhisworks.III.PredictedareaofdifficultyMasterthewritingtechniquesofthisarticle.IV.Teachingprocedures Step1Lead-inTplaysaQuizwithSstoarousetheirinterestinthewell-knownmusician:TlistsrelevantinformationandencouragesSstoguessthenameofthemusician.【設計意圖：學生通過猜名人嬉戲對即將閱讀的故事主子公相關信息有肯定的了解，同時吸引學生對高雅藝術的求知欲望，為下一步分析人物品質打下基礎?！縎tep2Globalreading1.TasksSstogothroughthepassagequicklyandsumupthemainideaofeachparagraph.2.TencouragesSstoanalyzethestructureofthepassage.Part1Para.1Thefirst-everperformanceofSymphonyNo.9Part2Para.2Beethoven’slifejourneybeforehislatetwenties.Para.3Beethoven’sattitudesinthefaceofthelossofhearingPart3Para.4IntroductiontoSymphonyNo.9Part4Para.5Beethoven’sreputationandachievements【設計意圖：指導學生通過獲得、概括、整合等思維活動定位歸納段落主題句，概括段落大意，學會從宏觀層面把握文脈，理清語篇整體結構，快速找出文章主旨，培育學生查找、處理、整合信息的實力?！縎tep3ClosereadingTasksSstoreadPara.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.【設計意圖：針對名人小傳的主題語境，在精讀環(huán)節(jié)設計多項閱讀任務，培育了學生段落層次分析及觀點提取并整合輸出的實力，引導學生更深刻地體會語篇寫作目的和語言實際應用的魅力?！縎tep4CriticalthinkingTguidesSstoscanthewholepassageagainanddiscussthestringofthestoryandanswerthequestion:·WhydoestheauthorchooseSymphonyNo.9asthestringofthewholepassage?SymphonyNo.9isregardedasBeethoven’sgreatestwork.“OdetoJoy”issungduringthefinalmovementofthesymphony.Beethovenisthemusicianwholosthearingbutbroughtjoytotheworld.Thedesperatelowsandupliftinghighsofthesymphonyperfectlyindicatetwistsandturnsofthemusician’slife.【設計意圖：讓學生通過回顧完整故事，通過關鍵詞提取，找出貫穿全文的線索——貝多芬第九交響樂，從而進一步挖掘作者寫作意圖，啟發(fā)學生構建音樂與音樂家的故事之間的橋梁。通過了解人物故事，了解他們所做的貢獻以及高尚的品質，幫助他們學習理解并內(nèi)化到自己的日常學習生活中?！縎tep5AppreciationTintroducestheconcept“flashback”toSsandasksSstoappreciateitsfunction.T:Insometexts,theeventsarenotputexactlyintimeorder;instead,aneventthathappenedearlierisputinthemiddleofthemainstory,whichiscalledflashback.Youcantellyouarereadingaflashbackwhenthestorygoesbacktothepastwithachangeofscene.Thereisusuallyatransitionalsentenceindicatingthechange.【設計意圖：引導學生進一步研讀語篇，介紹閃回（倒敘）寫作手法，了解此類寫作手法的目的、效果及如何閃回（倒敘），提升閱讀觀賞水平?！縑.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