2023学年完整版九年级Unit9IlikemusicthatIcandancetoSadbutbe

《英语》（新目标）九年级Unit9IlikemusicthatIcandanceto.SectionB2a–2e阅读语篇教学设计SadbutBeautiful执教者：袁勇教学过程步骤教学活动设计意图核心素养提升点Pre-readingStep1Sslistentoapieceofmusicandthensharewiththeclasstheirfeelingsaboutit.Theymayalsobeencouragedtotalkmoreaboutthemusicoreventhemusicianwhofirstplayeditiftheyhappentoknowthemusicpiece.创设情景，导入主题，分享感受。语言能力：较熟练使用已有的语言知识。While-readingStep21streadingSsreadthetitle“Sadbutbeautiful”andpredictwhattheythinkissadbutbeautiful.TinvitesSstoskimthepassageandanswer:1.Whichmusiciandoesthepassagemainlytalkabout?2.Whatisthenameofhismostfamouspieceofmusic?3.Howdoesthewriterfeelaboutthispieceofmusic?2ndreadingSsreadthroughthefirstpartofthepassageandgettoknowmoreinformationaboutErquanYingyuebyansweringthefollowingquestions.1.Whatkindofmusicisit?2.Whatinstrumentisoftenusedtoplaythemusic?3.Isthepieceofmusicneworold?4.Howmaylistenersfeelwhentheylistentoit?通过标题和插图预测题目信息，通过略读文章获取信息及作者的观点。语言能力：获取信息，推断作者的情感态度。思维品质：拓展思考，筛选信息。Step3Afterthefeedback,Sscontinuereadingthroughthe3paragraphsofthepassageandfindoutthemainideaofeachparagraph.Theywillbeaskedtouseonewordtocompletethefollowingsentences.Para.1:Iwas__________byapieceofmusicnamedErquanYingyue.Para.2:Abinglivedavery_________life.Para.3:Abing’smusicalskillsmadehimvery________.3rdreadingAfterSssharetheirideas,askthem:Howdoesthewritersupporthisideas?Whatarethesupportingdetails?ThenhaveSsreadthereadingstrategiesinthebluebox.NOTINGSUPPORTINGDETAILSSupportingdetailscanbeexamples,reasons,opinionsorotherdetailedinformationineachparagraph.(likefactsorfigures.)Ssreadthe3paragraphsclosely,listthesupportingdetails.Para.MainideaSupportingdetails1IwasmovedbyapieceofmusicnamedErquanYingyue.Themusicwasstrangelybeautiful…2Abinglivedadifficultlife.3Abing’smusicalskillsmadehimverypopular.AfterSscompletethechart,theyshouldbeencouragedtosharetheirideaswiththeirpartners,theningroupsof4,tocheckifanythingismissing.(PW,GW)Thenget3groupstosharethedetailedinformationtheyhavefoundouttosupportthemainideaofeachparagraph.Getothergroupstoaddifneeded.阅读文本，提取和归纳基本信息，建立框架。帮助学生深入理解文本，语境中关注词汇学习，活动中训练思维品质及语言表达能力。语言能力：获取并概括信息。整合语言表达。思维品质：客观分析信息间的关联。文化意识：联系现实生活，思考艺术与生活的联系。学习能力：自主学习，合作学习。争取把握学习和表现机会，运用英语进行有效交流。Step44threadingSsreadthepassagealoud,andthendrawamindmapaboutAbing.Theningroupsoffour,Ssbettertheirmindmaps.Afterthat,Ssworkingroupstoretellthestorybasedontheirmindmap.Onememberprovidesthebestmindmapofthegroup,eachoftheotherthreemembersretellsonepartofthestory.Ssshouldbeencouragedtoretellintheirownwords,andattributiveclausesarepreferred.(IW,GW)Ssthenareinvitedtofillintheblankswiththewordsgivenintheboxin2d,andcirclethatorwhointhebrackets.HavetheSsreaditaftercheckinganswers.AndTasks:Isitasummaryofthispassage?Isitagoodsummary?Canyouaddmoretoit?ThelpsSstoaddAbing’shardlifeexperiencetothesummary,whichisreflectedinhismusicpieces.学生自主阅读，按照自己的理解，梳理并归纳文本信息。建立自己的思维过程。通过小组合作学习扬长避短，共同进步。语言能力：用所学语言知识有效地陈述事件，传递信息。表达个人观点及情感。思维品质：根据所获得的信息，提取共同特征，归纳共同要素。Post-readingStep5SsworkinpairstoprepareaconversationwhichismadebyaforeignvisitorandaChinesestudent.StudentAisaforeignvisitorwhoisdeeplytouchedbyAbing’sErquanYingyueandwantstoknowmoreabouthim.StudentBknowsaboutAbing’sstorywell.Usetheinformationinthepassagetomaketheconversation.Andotherinformationisalsowelcome.(PW)StudentA:comesupwithatleastsixorsevenquestionsaboutAbingandhismusic.StudentB:giveanswersbysuingtheinformationfromthepassage.Newwordsandattributivesandpassivevoicearepreferable.学生巩固并整合所学语言和内容。运用新学词汇及语法结构来表达所知与所悟。思维品质：能将获取的信息有效地用于实践中。学习能力：合作学习，团队协作。HomeworkSupposeyouareanAmericanvisitortoChinawhohasjustlearntalotaboutAbing,writeashortstoryaboutAbingtosharewithyourfriendsbackintheUSA.梳理、巩固课上所学。备注：Ss:Students T:Teacher IW:IndividualWork PW:Pairwork GW:GroupworkBlackboardDesignSadbutBeautifulErquanYingyue_________thewriteralotitwasErquanYingyue_________thewriteralotitwas…itwas…itwasso…that…thewri