教学设计 (8)

1、教学设计新目标九年级英语Unit9 I like music that I can dance to.第五课时教学设计 教材分析本节课为阅读课。2a的读前活动从学生已有的认知出发，让学生尝试用自己的语言谈论中国的乐器及相关名曲，为阅读活动做准备。2b要求学生阅读文章并找出文中的关键信息。2c让学生关注细节，通过填写表格，列出支撑作者观点的细节信息。2d则要求学生在理解的基础上运用所学目标结构将与文章相关的一段细节描写补充完整。2e是一个开放性的对话活动，要求学生在理解阅读材料的基础上运用所学语言进行对话。学情分析 九年级的学生虽然对二胡及阿炳有一定的了解，但却不够细致。还有很多同学对阿炳知之甚

2、少，所以教师需要向学生介绍一些民族音乐方面的知识。同时教师可以让学生了解比较有典型代表性的西洋音乐，形成跨文化意识。教学目标1. 学生能正确朗读和拼写一下单词及短语：sense,sadness,pain,reflect,moving,perform,lifetime,pity,in total,master,praise,retell,wound,painful。2. 学生能根据上下文语境理解文中的定语从句。3. 学生能根据课文所设任务了解阿炳及阿炳的音乐。4. 学生能展开思维，谈论自己所了解的民族音乐及西洋音乐。教学重点1.掌握本课时出现的生词及用法。2. 阅读短文，获得相关信息，提高学生们

3、的综合阅读能力。教学难点阅读2b部分的短文并完成相关要求。课时安排1课时教学准备二胡曲二泉映月，古筝曲高山流水，葫芦丝曲月光下的凤尾竹，课件，导学案。教学方法情景交际法，多媒体辅助教学，任务型教学法，自主学习与合作学习相结合。教学过程1、 新课导入 Students listen to different kinds of famous music that are played on different instruments.Guess what instruments they are.(设计意图：学生通过听各种乐器弹奏出的名曲，可以拓展视野，了解民族的及世界的音乐。最后教师播放阿炳的二

4、泉映月，很自然的导入新课。）二新知呈现Let students look at the title and the picture of the passage,predicting the answers to the three questions in 2b.Then discuss the questions with partners.(设计意图：培养学生根据文章题目及图片预测文本的能力。)3、 新知学习Step1.While reading Students read the whole passage quickly and check whether their predict

5、ions are right or not.Then check the answers with the teacher.Step2 Students read the passage again and fill in the chart in 2c.Follow the teachers example to find the details of each paragraph.Then talk about answers with partners.Step3Reading strategy:Nothing support details Check the answers with

6、 the teacher.Step4 Let the students read the whole passage aloud.Then finish 2d.Check the answers with partners.(设计意图：通过快速阅读，让学生了解文本是一篇关于音乐介绍及评价的文章，并总结出每段的大意。然后吸毒课文，从文中找出支撑这些大意的细节。最后通过概括本文的一段文字让学生准确的确定定语从句的引导词。通过如此反复阅读，学生既対整篇文章有了准确而细致地了解，又逐步掌握nothing supporting details的阅读策略和定语从句的关键词。)拓展提升Step5:Post-

7、readingSuppose one student is an interviewer,and the other students know Abing and his music very well.Make an interview.A:Good morning,sir.May I ask you some questions? B:Sure.A:When was Abing born? B:He was born in 1893.A:What kind of musical instruments did Abing play?B:He could play many instrum

8、ents,but he is famous for playing the erhu.A:. B:.(设计意图：了解了阿炳后，让学生根据自己已有的知识经验进行讨论并拓展。依靠集体的力量加深对民族音乐的了解。同时教师可以引导学生适当了解西洋音乐，培养学生的跨文化意识。）重点突破 Ask students to underline the sentences with“that”,“which”and“who”，and try to translate them into Chinese.(设计意图：让学生在语境中感知定语从句的用法和意义。教师讲解which,that,who的基本用法。）课堂小结

9、 本课主要介绍了中国的民族乐器二胡及音乐人阿炳。同时在阅读的过程中，要注意从文中寻找支撑每段大意的细节信息。在用具体的信息描写事物时，注意在定语从句中使用恰当的关系词。课后作业1. 课后阅读短文，试着复述这个故事。2. Write a passage about Abing and his Erquan Yingyue. 板书设计 Unit 9 I like music that I can dance to. Section B (2a-2e)1.sadness n. 悲哀 ness是个名词后缀，一些形容词后加ness可变成名词，如：happyhappiness kind-kindness2

10、. pain n. 疼痛，努力 e.g. He has pains in the arm. 他手臂痛。 painful adj. 痛苦的；疼痛的；令人不快的教学反思1. The teaching methods are very interesting.Students can finish the teaching tasks easily.And at the same time,they can find the happiness while they are learning.Besides,most students can take an active part in the c

11、lass activities.Finally,students can finish some difficult tasks in groups.The group members get on well with each other.2. However, there are also some problems in this class.Because the passage is too long and a little difficult,some students cant understand the whole passage completely.Besides,so

12、me students are afraid to speak English in class,so they are not confident enough to take part in the class activities.Finally,some students cant use “who”,”which”,”that”correctly.3. In view of the problems I have mentioned above,I will try my best to make my class colorful.Next,I will try to encourage the students who arent confi