Unit9 I like music that I can dance to Section B (2a-2e) Sad but beautiful教學設計

蘇亞瑩

一、教學目標

知識與水平：

Can read the passage frequently and clearly.

Can understand the passage correctly .

Can find out the details to answer the questions according to the passage.

過程與方法：

通過閱讀前的猜測，閱讀中的速讀和細讀活動，在完成任務的過程中實行語言的輸入，然后達到語言的輸出。

情感態(tài)度價值觀：

學習和了解阿炳的音樂和生活，體會和理解阿炳的堅強意志。

二、教學重點、難點

教學重點： 使用閱讀技巧和方法流暢閱讀短文，準確理解短文。（語言輸入）

教學難點： 使用所學語言知識準確表達。（語言輸出）

三、教學過程：

（一）提出問題、預測新知

教師活動：The teacher plays the music Erquan Yingyue， and shows some pictures of Abing. Ask the students to listen and try to answer the questions： 1） How do you feel about the music？ ?2） What do you know about Abing？

Then give the students time to show their opinions one by one. And try to give them praise and judgment： ?“Excellent. You feel a little sad.” ?“Yes， good. Abing is a famous musician.” “You feel sad but beautiful.”

“Yes， you know some information about Abing and his music. Today we will learn more about Abing and his music. And let’s predict Abing’s life ： hard or happy？”

Offer the students a lot of information on the Internet. Lead them to look up and try to

學生活動：The students try to listen to the music and look at the pictures. Then try to answer the questions using their own words as possible as they can. Listen to the others carefully and try to understand .

媒體使用及分析： 網絡資源搜索。

設計意圖：播放《二泉映月》背景音樂，出示阿炳的圖片，讓學生在凄美的音樂聲中初步感受阿炳，走進阿炳和他的音樂。使用預測閱讀技巧，提升學生對文本的預測閱讀水平。給學生提供網絡資源，試圖通過學生的搜索和閱讀，進一步走進阿炳和他的音樂，為后面的學習奠定基礎。

（二）整體感知、理解文章

教師活動：The teacher read the passage and lead the students to follow and try to understand the whole passage .Show the main idea on the screen and ask the students to match them one by one.

Ask them to do groupwork， and make sure that they can match the main idea correctly. And know the main idea of each paragraph freely.

學生活動：Follow the teacher to read the passage silently， and try to pay attention to the pronunciation and intonation. Then match the main idea of each paragraph. Check up in groups and make sure that they can find out the main idea.

媒體運用及分析：利用電子白板的交互作用-拖拽功能實現連線，交互性強，簡單可操作性強。

設計意圖：教師進行朗讀的示范，一方面給學生語音語調的示范，另一方面引導學生對文章的整體理解，概括每段的文章大意是對文章整體理解的關鍵，也是學生閱讀理解能力的基礎。

（三）細讀品味、交流內化

教師活動：

Lead the students to read the passage carefully one paragraph by one. Give them tasks for each paragraph.

Paragraph1： Give the students time and ask them to read the passage loudly. Try to find out the attributive clauses and underline them. Translate them into Chinese. And make sure that they can translate them into Chinese correctly. Listen to them carefully and try to give them help as much as possible.

Paragraph2： Play the video and ask them to understand Abing’s life.Give them some key words and key sentences on the screen. Help them to retell Abing’s life. 教師課前錄制微課，通過微視頻“Abing’s hard life”，引導學生在觀看的過程中體會阿炳生活的艱辛。學生根據自己的學習狀況選擇多次觀看或者一次觀看，語言的輸入和學習。

Paragraph3： Show a chart， and lead the students to fill in the chart using the supporting details.

Main idea Supporting details

Abing’s achievement 1. By then end of his life， he could ________________.

2. Though only six of music were recorded for the future world to hear， his popularity ___________.

3. Today，Abing’s Erquan Yingyue is __________.It has become _________.

4. Its sad beauty mot only _________ but also ____________.

學生活動：Read the passage again and again try to understand it carefully and correctly. Finish different tasks of different paragraphs.

Paragraph1：

Read the passage loudly by themselves. Try to find out the attributive clauses and underline them. Translate them into Chinese. And make sure that they can translate them into Chinese correctly.

Paragraph2：

Watch the video with help of the music “Erquan Yingyue”.Try to understand Abing’s hard life.

Then try to retell Abing’s hard life with their words as possible as they can. Listen to each other carefully and try to understand. 學生自主學習，有了語言的輸入和學習，為語言的輸出夯實基礎，學生內化為自己的語言進行表達。

Paragraph2： Read carefully and try to fill in the chart. Then say out freely.

媒體運用及分析：利用電子白板的交互作用—批注功能實現。微課錄制。

設計意圖：

每段的理解帶著不同的任務，學生在完成任務的過程中，實現了通過語言的輸入到語言的輸出的過程，在這一過程中學生的閱讀、理解、運用語言的能力逐步提升，同時內化為自己的語言。

（四）拓展延伸、升華提升

教師活動：Lead the students to read the whole passage to understand again. And then ask them to think over “What can we learn from Abing？” Give them time to think by themselves and then in groups.

學生活動： Read the whole passage as carefully as they can ， and try to understand the passage again. After reading， try to use their own words to say out “What I can learn from Abing.”

Show themselves and make sure that they can express their meaning correctly and clearly.

設計意圖：阿炳的凄慘的生活創(chuàng)造了凄美的《二泉映月》，閱讀后再次回歸到文章的整體，讓學生再次感受文章的整體理解，同時思考“通過學習和了解阿炳的凄慘的生活，你學到了什么？”讓學生深入思考，思想得到升華。