Unit9 I like music that I can dance to Section B (2a-2e) Sad but beautiful教学设计

苏亚莹

一、教学目标

知识与水平：

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.

过程与方法：

通过阅读前的猜测，阅读中的速读和细读活动，在完成任务的过程中实行语言的输入，然后达到语言的输出。

情感态度价值观：

学习和了解阿炳的音乐和生活，体会和理解阿炳的坚强意志。

二、教学重点、难点

教学重点： 使用阅读技巧和方法流畅阅读短文，准确理解短文。（语言输入）

教学难点： 使用所学语言知识准确表达。（语言输出）

三、教學过程：

（一）提出问题、预测新知

教师活动：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

学生活动：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 .

媒体使用及分析： 网络资源搜索。

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。使用预测阅读技巧，提升学生对文本的预测阅读水平。给学生提供网络资源，试图通过学生的搜索和阅读，进一步走进阿炳和他的音乐，为后面的学习奠定基础。

（二）整体感知、理解文章

教师活动：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.

学生活动：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.

媒体运用及分析：利用电子白板的交互作用-拖拽功能实现连线，交互性强，简单可操作性强。

设计意图：教师进行朗读的示范，一方面给学生语音语调的示范，另一方面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。

（三）细读品味、交流内化

教师活动：

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. 教师课前录制微课，通过微视频“Abing’s hard life”，引导学生在观看的过程中体会阿炳生活的艰辛。学生根据自己的学习状况选择多次观看或者一次观看，语言的输入和学习。

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 ____________.

學生活动：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. 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。

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

媒体运用及分析：利用电子白板的交互作用—批注功能实现。微课录制。

设计意图：

每段的理解带着不同的任务，学生在完成任务的过程中，实现了通过语言的输入到语言的输出的过程，在这一过程中学生的阅读、理解、运用语言的能力逐步提升，同时内化为自己的语言。

（四）拓展延伸、升华提升

教师活动：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.

学生活动： 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.

设计意图：阿炳的凄惨的生活创造了凄美的《二泉映月》，阅读后再次回归到文章的整体，让学生再次感受文章的整体理解，同时思考“通过学习和了解阿炳的凄惨的生活，你学到了什么？”让学生深入思考，思想得到升华。