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Unit 2 The universal language
Extended reading（教學(xué)設(shè)計）
I. Learning objectives
By the end of the lesson, the students will be able to:
learn about Beethoven’s life and his works;
discuss the personality of Beethoven;
master the writing techniques of this article.
II. Key competence focus
Learn about Beethoven’s life and his works.
III. Predicted area of difficulty
Master the writing techniques of this article.
IV. Teaching procedures
Step 1 Lead-in
T plays a Quiz with Ss to arouse their interest in the well-known musician:
T lists relevant information and encourages Ss to guess the name of the musician.
【設(shè)計意圖：學(xué)生通過猜名人游戲?qū)磳㈤喿x的故事主人公相關(guān)信息有一定的了解，同時吸引學(xué)生對高雅藝術(shù)的求知欲望，為下一步分析人物品質(zhì)打下基礎(chǔ)。】
Step 2 Global reading
1. T asks Ss to go through the passage quickly and sum up the main idea of each paragraph.
2. T encourages Ss to analyze the structure of the passage.
Part 1 Para. 1 The first-ever performance of Symphony No. 9
Part 2 Para. 2 Beethoven’s life journey before his late twenties.
Para. 3 Beethoven’s attitudes in the face of the loss of hearing
Part 3 Para. 4 Introduction to Symphony No. 9
Part 4 Para. 5 Beethoven’s reputation and achievements
【設(shè)計意圖：指導(dǎo)學(xué)生通過獲取、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(xué)會從宏觀層面把握文脈，理清語篇整體結(jié)構(gòu)，快速找出文章主旨，培養(yǎng)學(xué)生查找、處理、整合信息的能力。】
Step 3 Close reading
T asks Ss to read Para. 1 again to discuss the following question:
·Compare the reactions of the audience and Beethoven. What impresses you most after reading Para. 1
Audience: broke into enthusiastic cheers; standing, clapping, waving their hats and handkerchiefs
Beethoven: unaware of the audience’s response until one turned him around
Audience: astonished; admired; moved; respectful
Beethoven (might be): calm; content; comfortable
T directs Ss to go through Para. 2 and answer the following questions:
Was Beethoven regarded as a promising musician only by his talent
No. Talent is one aspect contributing to his success.
What helped Beethoven build up a reputation as a wonderful young musician
Talent together with diligence helped him gain a high reputation when he was young.
T guides Ss to read Para. 3 and discuss the following questions:
What did Beethoven do to overcome the loss of hearing in paragraph 3
He first shared the secret with his brother and reduced his performances. But later, he
got over his psychological barrier, sought for different ways to continue composing and
finally returned to stage with the greatest Symphony No. 9.
What personality did Beethoven show during his struggle against the fate
Beethoven displayed his optimism, persistence, diligence, dedication, fearlessness, etc. in
fighting against fate during the darkest time.
T asks Ss to analyze the structure of Para. 4 and the logic between the sentences.
T asks Ss to read Para. 5 and answer the following question:
·Why is Beethoven regarded as one of the most remarkable musicians in history
Because of his amazing achievements in music and his determination in his darkest days.
【設(shè)計意圖：針對名人小傳的主題語境，在精讀環(huán)節(jié)設(shè)計多項閱讀任務(wù)，培養(yǎng)了學(xué)生段落層次分析及觀點提取并整合輸出的能力，引導(dǎo)學(xué)生更深刻地體會語篇寫作目的和語言實際應(yīng)用的魅力。】
Step 4 Critical thinking
T guides Ss to scan the whole passage again and discuss the string of the story and answer the question:
·Why does the author choose Symphony No. 9 as the string of the whole passage
Symphony No. 9 is regarded as Beethoven’s greatest work. “Ode to Joy” is sung during the final movement of the symphony. Beethoven is the musician who lost hearing but brought joy to the world. The desperate lows and uplifting highs of the symphony perfectly indicate twists and turns of the musician’s life.
【設(shè)計意圖：讓學(xué)生通過回顧完整故事，通過關(guān)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(xué)生構(gòu)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(zhì)，幫助他們學(xué)習理解并內(nèi)化到自己的日常學(xué)習生活中。】
Step 5 Appreciation
T introduces the concept “flashback” to Ss and asks Ss to appreciate its function.
T: In some texts, the events are not put exactly in time order; instead, an event that happened earlier is put in the middle of the main story, which is called flashback. You can tell you are reading a flashback when the story goes back to the past with a change of scene. There is usually a transitional sentence indicating the change.
【設(shè)計意圖：引導(dǎo)學(xué)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），提升閱讀欣賞水平。】
V. Homework
Suppose your friend Li Lei is suffering from depression and feeling ashamed of his terrible condition. Use what you’ve learned from the story of Beethoven and write a letter to comfort him.
Explore the Internet and find more about Beethoven and his works.
One possible version:
Dear Li Lei,
Thank you for your trust. I’m sorry to hear about your current situation. Actually, life can be tough sometimes, and anybody can hardly avoid stress and negative feelings, including you and me.
I’d like to share with you a story of Beethoven I recently read. As a musician, he suffered from the loss of hearing most of his life. At the beginning, he found it hard to admit his problem and kept it a secret. But later, he wrote to his brother and sought for effective ways to live a life full of music. With great determination during the darkest time, he composed the well-known symphonies, such as No. 5 ‘Fate’, and No. 9 ‘Ode to joy’. I strongly recommend you to listen to his symphonies, in which you can feel twists and turns of life and perseverance of the musician.
If you’d like to have a chat, don’t hesitate to contact me. Hope you’ll feel better and we’ll appreciate Beethoven’s symphonies together.
Yours faithfully
Li Hua

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