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Unit 2 The universal language
Extended reading
课程基本信息
学科 英语 年级 学期
课题 Extended Reading: Beethoven: a remarkable life
学习目标
By the end of the class students will be able to 1. tell the story of Beethoven’s remarkable life. 2. introduce a piece a music through analysing the description of Symphony No.9. 3. find out the qualities of Beethoven as a great musician. 4. analyse what makes a great musician and explain the reasons. 5. master the writing techniques used in this passage.
学习内容
学习重点： 1. Learn the life journey of Beethoven. 2. Learn the virtue of bravery and determination of Beethoven. 3. learn to use the writing techniques used in the passage. 学习难点： 1. Analyse the virtues of Beethoven. 2. Analyse various writing techniques in this passage.
学习过程
Lead in Answer the questions based on the observation of title and picture. 1. What might be the genre of this passage 2. Why does the author describe his life as remarkable 3. In the picture, why did he left some papers on the floor Activity 1 Read for structure 1. Read the article and summarize the main idea of each paragraph. 2. Find the transitional sentences in the passage and explain how they link two paragraphs. 3. Analyse the order of organising the passage, introducing the writing technique “flash back” and figure out the reason of describing the performance of Symphony No.9 in the first paragraph. Activity 2 Read to understand Beethoven’s life journey 1. Read paragraph 2 and 3 to fill in the below chart about Beethoven’s life journey. 2. Q1: How did he overcome the loss of hearing Q2: What makes his life remarkable Activity 3 Read to appreciate the Symphony 9 1. Read paragraph 4 and fill in the chart helping appreciate the Symphony 9. 2. Appreciate the fourth movement of Symphony No.9 and enjoy the different variations of Beethoven’s work. Activity 4 Critical thinking Find out Beethoven’s qualities as a musician by adding nouns to the following chart. Answer the question: What do you think makes a great musician Make a list of the qualities and explain why they are important. Activity 5 Read to apply Students are required to contribute to the “my hero” column in the magazine “teens”. They are required to introduce Beethoven as their hero. (80 words) Homework 1. Finish and polish the composition. 2. Work in groups and find another musician you are interested in most and make a presentation in the next class.Unit 2 The universal language
Grammar and usage
学习目标
1. 理解并掌握动词-ing形式作主语和宾语；
2. 掌握动词-ing形式作主语和宾语；
3. 区分并使用正确的动词-ing形式来完成任务，如改正错误和完成文章。
学习重点
理解并掌握动词-ing形式作主语和宾语。
学习难点
掌握动词-ing形式作主语和宾语的规则，并灵活运用。
学习过程
一、Pre-reading
1. Greeting
2. Leading-in
阅读Part A，并完成表格。
二、While-reading
1. 说出下列句子中划线部分做什么成分。
(1) Answering my emails takes all morning.
(2) Losing a close game is always depressing.
(3) I love learning about country music.
(4) He is fond of reading novels.
2. 总结动词-ing形式作主语和宾语的规则。
动词-ing作主语
意义：动词-ing形式作主语时常表示一般性的、习惯性的动作，其被动形式为being done。
Going to Hangzhou by train takes about 16 hours from here.
从这儿乘火车到杭州大约要花费16个小时。
Not giving enough praise can be just as damaging as giving too much.
不给予足够的赞扬和给予太多（赞扬）一样有害。
Being praised by his teachers made him regain the confidence.
被老师表扬使他重获自信。
Being brought up in a poor family made Tom very diligent when he was still young.
汤姆出生在一个贫困的家庭里，这让他很小的时候就非常勤奋。
位置：动词-ing形式作主语时，可位于句首，也可以用it作形式主语，将动词-ing形式后置。用it作形式主语代替真正的主语动词-ing形式的常见句型：
It is useless/no use/no good/a waste of time/worthwhile/… +动词-ing…
It is no use waiting here.
在这儿等无济于事。
It is worthwhile seeing the movie for another time.
这部电影值得再看一次。
It is a waste of time trying to persuade such a person.
试图说服这种人是浪费时间。
逻辑主语：动词-ing形式作主语时，如果要突出动作的执行者，要在其前面加上所表动作的逻辑主语，这个逻辑主语通常为名词所有格或形容词性物主代词。
Their coming to help was a great encouragement to us.
他们前来帮忙对我们来说是巨大的鼓舞。
Mike’s returning back to work is a great help to us.
迈克回来工作对我们来说是一大帮助。
谓语动词的单复数：动词-ing形式作主语时谓语动词通常用单数形式；但两个或两个以上表达不同意义的动词-ing形式作主语时，谓语动词用复数形式。
To many parents, raising children means providing them with food and clothes. They are wrong as mental care is also important to kids.
对许多父母来说，养育孩子意味着为他们提供衣食。他们错了，因为心理关怀对孩子也很重要。
Eating and dressing is still a big question in some African countries.
衣食在一些非洲国家还是一个很大的问题。
Walking, running and cycling are all healthy forms of exercise.
散步、跑步和骑自行车都是有益健康的锻炼形式。
动词-ing形式做宾语
动词-ing形式作宾语时，可位于动词之后，也可位于介词之后，具体用法如下：
常接动词-ing形式作宾语的（短语）动词
appreciate（欣赏），consider（考虑），delay（推迟），avoid（避免），finish（完成），imagine（想象），miss（错过），mean（意味着），resist（抗拒），risk（冒险），suggest（建议），mind（介意），escape（避开），admit（承认），allow（允许），give up（放弃），insist on（坚决要求），feel like（想要），be used to（习惯于），lead to（导致），look forward to（期待，盼望）等。
He got well-prepared for the interview, for he couldn’t risk losing the good opportunity.
他为这次面试做好了准备，因为他不能冒险失去这一良机。
Do you mind passing me that dictionary
你把那本词典递给我好吗？
I have been looking forward to hearing from you.
我一直盼望着收到你的来信。
作介词的宾语
动词-ing形式位于介词之后，构成介词短语，在句中作定语或状语。
These measures have created conditions for raising the output of steel.
这些措施为提高钢的产量创造了条件。
After looking at his watch, he hurried to the station.
看了看表后，他匆忙赶往火车站。
He would never think of giving up this project.
他是绝不会考虑放弃这一计划的。
动词-ing形式的前面可以有自己的逻辑主语以构成复合结构，其形式有以下几种：
①形容词性物主代词+动词-ing
②名词所有格+动词-ing
③人称代词宾格+动词-ing
④名词+动词-ing
He left the city without our knowing it.
他离开了这座城市，我们都不知道。
Would you mind my/me using your cell phone
你介意我用你的手机吗？
I knew nothing about the window being open.
我一点儿也不知道窗户开着。
三、After-class
1. 完成B1。
2. 完成B2。
3. 完成B3。
四、Summary
归纳总结动词-ing形式作主语和宾语的用法。
五、作业
用动词-ing形式写一篇小作文介绍自己最喜欢那种类型的音乐并说出喜欢的原因。Unit 2 The universal language
Integrated skills
学习目标
1. describe some details of a radio programme and Jacky’s favourite band;
2. talk about their favourite singer or band;
3. write an article about their favourite singer or band.
学习重点
1. 通过听力活动了解更多有关音乐这一话题的背景知识。
2. 能够通过阅读描写“披头士乐队”的文章，了解人物介绍类文章的文体特征和语言特征。
学习难点
写一篇文章，介绍他们最喜欢的乐队或者歌手。
学习过程
Lead-in
讨论学生最喜欢的歌手或者乐队，下面的问题可供参考：
Who is your favorite singer or band
What are your favourite songs by the singer or band
What are the features of your favourite singer’s or band’s music
Step 1 Listening
1. 听校园广播节目，完成A1，
2. 再次听对话并完成A2，听前阅读听力的题目，预测听力的内容。
3. 阅读听力原文并核对答案。
Step 2 Reading
1. 阅读教材中有关披头士乐队的文章，了解文章的结构以及段落大意。
2. 再读一遍文章，然后思考并回答下列问题：
What does “Fab” mean And what does the “Fab Four” stand for Do you think this is a good title and why
Was the writer crazy about the band How do you know
Did the writer know the style of the band very well Why do you think so
What does the band mean to the writer
Step 3 Speaking
1. 学生分组交流沟通他们最喜欢的歌手或者乐队，并设计一段对话，以下问题以及表达可供参考：
Who is your favourite singer or band
What do you like about the singer or band
What are your favourite songs by the singer or band How do you feel when you listen to them
What are the highlights of the singer’s or band’s music career
Can you think of a memorable time when you listened to the singer’s or band’s songs What was it like
2. 演示自己组内设计的对话。
Step 4 Writing
1. 回顾活动A、B、C中有关学生最喜欢的歌手或乐队的表达，并结合活动D中的内容完成写作。
2. 学生独立完成写作并自行检查，然后与同伴交换写作稿并互相检查。
3. 学生针对同伴的写作内容进行点评并给出建议。教师对学生们的写作内容进行评估，挑选出内容较好的文章张贴在班级中。
Step 5 Homework
Polish up your article.Unit 2 The universal language
Welcome to the unit & Reading
学习目标
1. Students can give a brief introduction to Butterfly lovers and country music and appreciate the universality of music.
2. Students can have a further understanding of the passage.
3. Students can think individually and learn cooperatively.
学习重点
Find out the key information from the two posters.
学习难点
Understand the relationship between music and culture.
学习过程
Step 1 Appreciation and comparison
1. T leads Ss to appreciate the quote from Xian Xinghai and asks them to translate it into Chinese.
2. T encourages Ss to express their understanding of “universal”.
3. T asks Ss to read the two posters and fill in the table.
Step 2 Reading for main idea
T leads Ss to focus on the title, the subjects and the first paragraphs of the two emails and fill in the blanks:
Email 1:
Understand ________ culture through _____________
Email 2:
Understand ________ culture through _____________
Step 3 Reading for organization
1. T asks Ss to read the following paragraphs and complete the outline of the article in A1.
2.T asks Ss to summarize the story of Liang Shanbo and Zhu Yingtai.
Step 4 Detailed reading
1. Ss read the emails carefully and complete the notes in A2.
2. Ss work in pairs and answer questions in A3.
Step 5 Critical reading
1. T asks Ss to finish B1.
2. T asks Ss to compare two pieces of music, Butterfly Lovers and “Take Me Home, Country Roads” from the following aspects:
Music type
Instruments
Theme
Step 6 Post reading
1. T asks Ss to listen to the whole piece of Butterfly Lovers and choose a section that impresses them most.
2. T asks Ss to discuss with partners about the reasons.
3. T asks Ss to present their detailed description of the reasons.
4. T gives Ss one example for them to follow.
Homework:
Write a letter to recommend a piece of traditional Chinese music to your foreign friends.

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