初中英语人教新目标 (Go for it) 版九年级全册Section B教学设计

人教版新目标九年级全册

Unit9 I like music that I can dance to.

( SectionB 2a-2e) Reading

Sad but Beautiful

教学设计

一.教材分析

本单元是Go for it九年级全册第九单元。教材以“音乐和电影”为话题，以表达喜好为交际功能,重点在这些语境中学习和运用定定语从句。本节课在就中国乐器和音乐方面的问题进行讨论，在激活学生相关背景知识的前提下通过阿炳的故事训练学生通过阅读策略获取信息的能力,在教学中的地位是举足轻重的。

二.教学目标

1.知识能力：朗读全文，理解文意。

2.过程与方法：启发式教学，任务型教学、合作探究式的应用。

3.情感态度与价值观：学会正确面对生活中的挫折，积极应对生活中的不幸。三.教学重难点

教学重点：阅读的策略掌握。速读、精读及读后各个环节的技巧掌握。

教学难点：如何根据key words, chain words完成相关检测题。

四.学情分析

初中学生的阅读能力是一个薄弱环节，语言运用能力也需要提高，所以加强阅读能力的指导，培养良好的语言习惯、语言运用能力是十分必要的。

五.教学方法

1.教法分析

1）本节课的教学内容围绕“阿炳的一生”这一话题展开，我充分利用学生已有的知识储备和生活经验，利用音乐引课强化知识储备，并在最后设计写作教学，引导学生在运用语言中学习语言，然后在学习新语言知识后创造性地运用语言（为用而学，在用中学，学了就用）。

2）开展多种形式的任务型活动，如选择段落大意，还原文中句子，找出支撑段落大意的细节，找出文中各段chain words的所指，表达自己喜欢的音乐或电影。等任务型教学活动，并提供给学生合作交流的时间和空间，促使学生为完成任务自主学习并和同伴交流合作，为完成任务进行探究性学习。

2.学法指导

首先，注意培养学生的观察力以及逻辑思维能力。注重学生学习策略的指导，本节课在课堂活动中让学生围绕着课堂任务进行略读，细读及找出文中key words和chain words等学习策略的指导。并在小组中分工合作，在活动中相互探讨，相互交流，从而获得知识、技能和情感体验，发展他们的能力。

3.教学手段

多媒体辅助教学：利用音乐使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

六.教学过程设计

Step1.Leading-in

T:I like music that has great lyrics. What kind of music do you know?

Ss: I like music that I can dance to./that is gentle.…

T:How many musical instruments do you know?

Ss: Piano/Violin/Trumpet/erhu/zither/…

T:What are Chinese musical instruments?

Ss: They’re….

T:Erhu is a Chinese traditional musical instrument.

T:Let’s enjoy  Erquan Yingyue  and answer my questions:

How do you feel about this piece of music?

（（设计意图：播放《二泉映月》背景音乐出示阿炳的图片，让学生在凄美的音乐声中初步感受阿炳，走进阿炳和他的音乐。引导学生表达出自己喜欢的音乐类型，同时了解中华文化中的乐器，最后引导学生说出听了此段音乐的感受，从学生常见的话题：喜好入手，同时又激活学生关于中华乐器的知识储备，为不仅活跃了课堂气氛，而且引入本节课的主题，为接下来的学习做铺垫。）

Step2.自学提示

自学内容： P70 -71  2a-2e

自学方法:1.Read and put five sentences into the correct places.

Last night one of my Chinese friends took me to a concert of Chinese folk music. The piece which was played on the erhu especially moved me. The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. his piece had a simple name, Erquan Yingyue (Moon Reflected on Second Spring),but it was one of the most moving pieces of music that I've ever heard.                 . Later I looked up the history of Erquan Yingyue, and I began to understand the sadness in the music.

The music was written by Abing, a folk musician who was born in the city of Wuxi in 1893.His mother died when he was very young. Abing's father taught him to play many musical instruments, such as the drums, dizi and erhu, and by age 17, Abing was known for his musical ability.                   . He was very poor. Not only that, he developed a serious illness and became blind. For several years, he had no home.         . Even after Abing got married and had a home again, he continued to sing and play on the streets. He performed in this way for many years.

            .By the end of his life, he could play over 600 pieces of music. Many of these were written by Abing himself. It is a pity that only six pieces of music in total were recorded for the future world to hear, but his popularity continues to this day. Today, Abing's Erquan Yingyue is a piece which all the great erhu masters play and praise.             .Its sad beauty not only paints a picture of Abing's own life but also makes people recall their deepest wounds from their own sad or painful experiences.

设计意图：训练学生的推理方法，培养学生的逻辑思维能力。首先，应读懂五个句子的意思,划出key words,通过key words找chain words,阅读空格前后句子的，以便根据上下文意及整个段落的意思来确定空格处应填的句子，综合Task One中的段落的主旨大意的提炼及空格上下文的意思，确定最贴切的答案。

通过以下几种方法来训练阅读技巧：1.上下句逻辑关系  2.划关键词，关联词。3.找出下句中代词在上句的所指。学生先自主学习感知方法，再小组合作讨论做题思路。）

2. Listen and follow it to read, correct your pronunciation.

（设计意图：让学生通过读的活动来纠正发音，为英语学习打下基础。同时也进一步从整体上感知全文，为接下来任务的完成做铺垫。）

3.Read the passage and complete the main ideas of each para

（（设计意图：通过略读的策略引导学生对文章的整体理解，概括每段的文章大意是对文章整体理解的关键，也是学生阅读理解能力的基础。 为接下来任务的完成提供了一个清晰的脉络。然后小组合作讨论，形成对文章脉络的清晰认识，提炼主旨有助于接下来的学习。）

4. Read the paragraph1 and answer the questions.

(1).Where did the writer’s friend take him to last night?

(2).What does the writer think of Erquan yingyue?

3. According to pagagraph1. the word “it” refers to?

A. Chinese folk music    B. Erquan Yingyue     C. erhu

（设计意图：加强对学生精读方法的掌握，引导学生在精读中提炼what,when,where,who等关键信息。为最后的复述文章内容做铺垫。同时训练学生的推理方法，培养学生的逻辑思维能力。阅读chain words前后句子，以便根据上下文意选择合适的答案。。）

5. Read the paragraph2 and fill in the blanks.                         

According to pagagraph2.the word “that” refers to?

A.his musical ability    B. his life get worse    C.a serious illness

（设计意图：加强对学生精读读方法的掌握，引导学生在精读读中提炼具体的信息内容。学生自主学习，有了语言的输入和学习，为语言的输出夯实基础，学生内化为自己的语言进行表达。为最后的复述文章内容做铺垫。）

6. Read the paragraph3 and choose (T)or(F).       

(1).Abing’s Erquan Yingyue made him very popular during his lifetime.     (    )

(2).It’s about ten pieces of music in total were recorded for the world to hear.   (    )

(3).Erquan Yingyue has become one of China’s national  treasures.     (    )

(4).It’s about 600 pieces of music were written by Abing himself.   (    )

(5).Abing’s Erquan Yingyue is played and praised by all the  great masters.   (    )

（设计意图：此部分较前两个精读部分在难度上有拔高，不仅要求学生能够获取信息，而且要求学生在此基础上通过自己的理解和辨别信息的正确性，培养学生的逻辑思维能力。）

7.Write an article to tell people about your favorite kind of music/movie /songs.

（设计意图：此部分设计体现了本节课的最高目标，不仅是对本节课所学内容的输出，同时又是前一节课所学内容的运用，考察学生综合运用英语的能力。）

Step8.Homework

Writing:假如你有一位外国笔友Tony,他是一个中国迷,他很想学习中国文化。 请你给Tony写一封信，向他简单介绍下中国民间艺术家阿炳,并向他传递阿炳的精神。

Dear Tony,

      I know you are interested in Chinese traditional culture. Today I will tell you something about a Chinese folk musician.       

                                                                                                                                        .

                                                                                                                                        .

 Yours,

Li Lei