英语Unit2TheUniversa教案牛津译林版选择性必修第一册 VIP免费

1Unit2TheuniversallanguageExtendedreadingI.LearningobjectivesBytheendofthelesson,thestudentswillbeableto:1.learnaboutBeethoven’slifeandhisworks;2.discussthepersonalityofBeethoven;3.masterthewritingtechniquesofthisarticle.II.KeycompetencefocusLearnaboutBeethoven’slifeandhisworks.III.PredictedareaofdifficultyMasterthewritingtechniquesofthisarticle.IV.TeachingproceduresStep1Lead-inTplaysaQuizwithSstoarousetheirinterestinthewell-knownmusician:TlistsrelevantinformationandencouragesSstoguessthenameofthemusician.【设计意图：学生通过猜名人游戏对即将阅读的故事主人公相关信息有一定的了解，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.2Para.3Beethoven’sattitudesinthefaceofthelossofhearingPart3Para.4IntroductiontoSymphonyNo.9Part4Para.5Beethoven’sreputationandachievements【设计意图：指导学生通过获取、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，培养学生查找、处理、整合信息的能力。】Step3Closereading1.TasksSstoreadPara.1againtodiscussthefollowingquestion:·ComparethereactionsoftheaudienceandBeethoven.WhatimpressesyoumostafterreadingPara.1?Audience:brokeintoenthusiasticcheers;standing,clapping,wavingtheirhatsandhandkerchiefsBeethoven:unawareoftheaudience’sresponseuntiloneturnedhimaroundAudience:astonished;admired;moved;respectfulBeethoven(mightbe):calm;content;comfortable2.TdirectsSstogothroughPara.2andanswerthefollowingquestions:(1)WasBeethovenregardedasapromisingmusicianonlybyhistalent?No.Talentisoneaspectcontributingtohissuccess.(2)WhathelpedBeethovenbuildupareputationasawonderfulyoungmusician?Talenttogetherwithdiligencehelpedhimgainahighreputationwhenhewasyoung.3.TguidesSstoreadPara.3anddiscussthefollowingquestions:(1)WhatdidBeethovendotoovercomethelossofhearinginparagraph3?Hefirstsharedthesecretwithhisbrotherandreducedhisperformances.Butlater,he3gotoverhispsychologicalbarrier,soughtfordifferentwaystocontinuecomposingandfinallyreturnedtostagewiththegreatestSymphonyNo.9.(2)WhatpersonalitydidBeethovenshowduringhisstruggleagainstthefate?Beethovendisplayedhisoptimism,persistence,diligence,dedication,fearlessness,etc.infightingagainstfateduringthedarkesttime.4.TasksSstoanalyzethestructureofPara.4andthelogicbetweenthesentences.5.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，培养了学生段落层次分析及观点提取并整合输出的能力，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...