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所屬欄目：初中英語優質課視頻
視頻課題：人教版初中英語九年級Unit 9 I like music that I can dance to. Section B (2b—2c) 黑龍江
教學設計、課堂實錄及教案：人教版初中英語九年級Unit 9 I like music that I can dance to. Section B (2b—2c) 黑龍江
Unit 9 I like music that I can dance to. Section B (2b—2c)
教學設計
一、教學課型：閱讀課 二、教材分析
本節課是2011人教版英語九年級第九單元Section B中的閱讀課，文章內容是有關民間藝人阿炳的一生及其成就。本節課以任務型教學為主，利用多媒體等教學手段讓學生更好的了解文章所表達的主要內容并使學生體會理解二胡音樂背后的真正內涵，同時在感知音樂帶給我們凄美感受的同時，引導學生正確面對生活中的挫折，積極應對生活中的不幸。 三、學生分析
1.九年級的學生，對語言知識已有一定的積累，但閱讀技能有待提高，所以在教學環節里我們除了注重學生的語言知識的學習外，還根據段落內容的不同為學生設計了不同的提高閱讀技能活動，如思維導圖，情境中猜詞等對學生快速理解文章內容起到事半功倍的效果。 2.我班學生大部分來自農村，英語的知識與能力相對薄弱，在英語學習上會有不少困難，所以我們充分發揮任務型教學模式的優勢，將任務設計由易到難、層次遞進，力爭給每一位學生設置合適的學習目標，從而激發學生的求知欲增強學生的自信心。 四、教學目標
1.語言知識目標（Knowledge Objectives）：運用閱讀技巧分析文章，了解阿炳的一生及其成 就; 讓學生練習在情境中理解詞匯。 2.語言技能目標（Skill Objectives）：訓練學生的聽、說、讀、寫的能力。 3.情感態度目標（Emotion Attitude and Values）：通過對阿炳的一生及其成就的了解，使學生 在感知音樂中凄美的同時，學會正確面對生活中的挫折，積極應對生活中的不幸。 4.學習策略目標（Learning Strategies）：通過閱讀技巧理解文章，注意支持性細節及總結等方法的運用。
5.跨文化意識目標（Cross Culture Awareness）：讓學生體會中國傳統文化的博大精深，并為之深感自豪。 五、教學重難點：
1、掌握新的閱讀技能——支持性細節閱讀；培養學生邊讀邊思考的能力。 2、練習在情境中理解詞匯的能力；閱讀后正確表達自己的觀點。 六、教學過程： Step I Leading-in
T: Before class, we enjoyed a famous piece of music in western countries. Do you know its name? (Ss: Symphony of Fate) Who wrote it? (Ss: Beethoven)
Now I’ll introduce another famous piece of music in the world. Please watch the screen.
Introduce the value and the importance of the music and lead Ss to guess the name and the writer of the music.
Listen to the music and talk about the following questions:
1.What kind of traditional musical instrument is it played on? (Draw a picture of erhu on the blackboard.)
2.How do you feel after listening to the music? 3.How do you like the music? Step II Show the learning tasks
1.Analyse a passage using the reading skills; understand the lifetime of Abing and his achievement.
2. Understand the words in the practical circumstances. Step III Presentation-Independent study
1.Play the tape of the passage. (Enjoy the passage.)
Have a fast reading and write the questions in 2b on the learning guide. Then match the main idea with each paragraph. 2.Analyse each paragraph by careful reading. Para 1
Read and try to finish the chart. Find out the supporting details.
To guide the students to understand the words in the practical circumstances. Summarize Paragraph 1 with only one word—— moved Para 2
T:If Beethoven’s music is the Symphony of Fate in western countries, then Abing’s music is the Symphony of Fate in China.
Lead Ss to step into the world of Abing. Read Para 2 along with the music.
Find out detailed information to show Abing lived a poor life. Read Paragraph 2 and complete the time chart.
Guess the meaning of “perform” with the help of the context. Summarize Paragraph2 with only one word——hard Para 3
Read Para 3 and find the topic sentences.
Read Paragraph 3 and fill in the blanks. (Brainstorming) Guess the meaning of “in total” with the help of the context. Summarize Paragraph 3 with only one word——popular Emotional education:
1.T: Abing lived a hard life. Did he give up? Did he complain? (Ss: No.) Instead, he made great achievement.
2.Put yourself in others’ shoes(換位思考)
If you were Abing, what would you do when facing so many difficulties in life?
T：Don’t be afraid in the face of difficulties. Hope all of you can deal with them bravely. Step IV. Summary
1.Summarize the whole passage with the following words: moved—hard—popular
2. How do you understand the title further—Sad but Beautiful?(Ss: Sad means Abing lived a hard life. Beautiful means Abing made great achievement.) Step V. Co-operation
Show some pictures about some great disabled people. Then lead Ss to talk about their thoughts in groups.
T: They are disabled, but they made great achievement. In fact, not all of you are top students. Right? But it doesn’t matter. Please remember “I am a slow walker, but I never walk backwards.” (我走得慢，但是我從來不會后退！)
Hope all of you can stick to your goals, and never give up. Step VI Homework
Level A: Read and recite your favorite sentences in this passage. Level B: Write a passage about Abing’s lifetime.
(T: Today’s homework , you can choose either of the two according to your own level. )
Blackboard design Unit 9 I like music that I can dance to. Section B (2b—2c)
moved
hard
popular
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