Unit 4 Section B 2a-2c教学设计 2024-2025学年鲁教版(五四学制)（2012）九年级英语全册

Unit 4 I like music that I can dance to Section B Sad but Beautiful 教学目标: 1.通过文本学习,让学生能通过阅读,获取作者基于乐曲感受的事实信息,来梳理民间音乐家阿炳的生平;能够分析归纳阿炳的成就以及作品打动人心的原因。 2.通过文本学习,学生能用本节课所学内容和句式结构,介绍阿炳的生活经历及其二胡作品《二泉映月》; 3教给学生学习阿炳虽然饱受苦难但仍然热爱音乐,对生活充满希望的积极人生态度。 教学重点: 学生能够梳理民间音乐家阿炳的生平,分析归纳阿炳的成就以及作品打动人心的原因 教学难点: 通过文本学习,学生能用本节课所学内容和句式结构,介绍阿炳的生活经历及其作品,并学习他积极乐观的人生态度 教学过程: Step 1 Lead in: T:listen to a piece of music which was played on the erhu by a student and ask students: (1)How do you feel about this piece? (2)What is the name of the piece? 设计意图:用学生拉的一段二胡选曲导入课堂,成功抓住学生注意力,紧接着询问学生听后感受和曲名引入《二泉映月》 Step 2 Read and Predict T:Look through the passage quickly, and the two questions: (1) Who was the man in the picture? (2) What is the title mainly talk about? 设计意图:通过这两个问题引出曲作者,将本课主人公带进课堂,利用问题2为学生预设困惑,为更好的更有针对性的阅读做好铺垫;同时也向学生传递了要利用题目和图片信息进行预测文本内容的能力,也可以在下一阶段的阅读过程中检测是否推断准确。 Step 3 Read the passage quickly 师:match the key words with each paragraph. Para1 Abing’s life Para2 Abing’s music Para3 Abing’s achievements 设计意图:通过快速阅读文章,获取关于段落的关键词,帮助学生把握文章脉络,培养他们快速阅读的能力和概括文章的能力。 Step 3 Read for details 师:Read Para 1carefully and be ready to answer my questions. 1.Is the writer Chinese? How do you know that? 2.What did he do with his friends? What kind of concert do they attend? 3.Which piece moved him best? Which musical instrument is the piece played on? 4.How does the writer feel about it? (underline or circle) 5.What did the writer do after the concert? 6. What information did he get? 设计意图:让学生带着任务有针对性的精读文章,以“问题串”的形式,紧紧串起作者的情感线,问题层层递进,为学生阅读第二段剥丝抽茧,自然过渡。 Read Para 2 for details 1. Who was the writer of Erquan Yingyue? 2. What was his profession? 3. When and where was he born? 4. What is the sadness in the music (underline or circle) Think: Was his life always so hard? How do you know that? 5. What are the beautiful things in his life? (underline or circle) Think and Discuss Why did he continue to sing and play on the streets for many years after his life got better? 设计意图:以问题链的形式,让学生通过阅读获取关于阿炳的人生经历,体味其中的酸甜苦辣,为更好的理解乐曲中的情感提供强大的背景支撑;另外通过小组讨论活动引发学生思考,思考阿炳的悲苦人生,学习他面对苦难依然热爱音乐,热爱生活,积极乐观的人生态度。通过精神渗透,学生可以更自然的进入第三段的阅读。 Read Para 3 for details 1. What achievements did Abing make? Think: Were all the 600 pieces written by Abing himself? 2. Can we enjoy the 600 pieces today? How do you know that? Think: What are the six pieces? Why were only six pieces recorded? 3. Why can people be always moved by Erquan Yingyue? 设计意图:本段主要是分析阿炳的音乐成就,以及乐曲感动人心的原因,通过前期铺垫,帮助学生发现情感共鸣,引导学生从信息提取的层面走向文本评价、思维提升。 思考环节的设计是想打开学生视野,从自身角度思考阿炳的人生,丰富自己心中的阿炳形象。适当的知识拓展也丰富了学生对阿炳的认识,为更好的向阿炳学习开辟道路。 Finish Personal Information Card 设计意图:通过阿炳个人信息卡片的形式完成对文章的回顾,一方面为帮助学生复述文章提供框架支撑,另一方面也便于展示学生的阅读成果,检验学习效果。 Homework Student A is a foreign visitor who is interested in Abing and his music. Student B is a Chinese student who knows about Abing. Use the information in the passage to make a conversation. 设计意图:通过对话形式,帮助学生再度回忆阿炳的故事人生,完成对文本的复习。 学科网(北京)股份有限公司 $$