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...
