2023學年完整版九年級Unit9IlikemusicthatIcandancetoSadbutbe

《英語》（新目標）九年級Unit9IlikemusicthatIcandanceto.SectionB2a–2e閱讀語篇教學設計SadbutBeautiful執(zhí)教者：袁勇教學過程步驟教學活動設計意圖核心素養(yǎng)提升點Pre-readingStep1Sslistentoapieceofmusicandthensharewiththeclasstheirfeelingsaboutit.Theymayalsobeencouragedtotalkmoreaboutthemusicoreventhemusicianwhofirstplayeditiftheyhappentoknowthemusicpiece.創(chuàng)設情景，導入主題，分享感受。語言能力：較熟練使用已有的語言知識。While-readingStep21streadingSsreadthetitle“Sadbutbeautiful”andpredictwhattheythinkissadbutbeautiful.TinvitesSstoskimthepassageandanswer:1.Whichmusiciandoesthepassagemainlytalkabout?2.Whatisthenameofhismostfamouspieceofmusic?3.Howdoesthewriterfeelaboutthispieceofmusic?2ndreadingSsreadthroughthefirstpartofthepassageandgettoknowmoreinformationaboutErquanYingyuebyansweringthefollowingquestions.1.Whatkindofmusicisit?2.Whatinstrumentisoftenusedtoplaythemusic?3.Isthepieceofmusicneworold?4.Howmaylistenersfeelwhentheylistentoit?通過標題和插圖預測題目信息，通過略讀文章獲取信息及作者的觀點。語言能力：獲取信息，推斷作者的情感態(tài)度。思維品質(zhì)：拓展思考，篩選信息。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.閱讀文本，提取和歸納基本信息，建立框架。幫助學生深入理解文本，語境中關(guān)注詞匯學習，活動中訓練思維品質(zhì)及語言表達能力。語言能力：獲取并概括信息。整合語言表達。思維品質(zhì)：客觀分析信息間的關(guān)聯(lián)。文化意識：聯(lián)系現(xiàn)實生活，思考藝術(shù)與生活的聯(lián)系。學習能力：自主學習，合作學習。爭取把握學習和表現(xiàn)機會，運用英語進行有效交流。Step44threadingSsreadthepassagealoud,andthendrawamindmapaboutAbing.Theningroupsoffour,Ssbettertheirmindmaps.Afterthat,Ssworkingroupstoretellthestorybasedontheirmindmap.Onememberprovidesthebestmindmapofthegroup,eachoftheotherthreemembersretellsonepartofthestory.Ssshouldbeencouragedtoretellintheirownwords,andattributiveclausesarepreferred.(IW,GW)Ssthenareinvitedtofillintheblankswiththewordsgivenintheboxin2d,andcirclethatorwhointhebrackets.HavetheSsreaditaftercheckinganswers.AndTasks:Isitasummaryofthispassage?Isitagoodsummary?Canyouaddmoretoit?ThelpsSstoaddAbing’shardlifeexperiencetothesummary,whichisreflectedinhismusicpieces.學生自主閱讀，按照自己的理解，梳理并歸納文本信息。建立自己的思維過程。通過小組合作學習揚長避短，共同進步。語言能力：用所學語言知識有效地陳述事件，傳遞信息。表達個人觀點及情感。思維品質(zhì)：根據(jù)所獲得的信息，提取共同特征，歸納共同要素。Post-readingStep5SsworkinpairstoprepareaconversationwhichismadebyaforeignvisitorandaChinesestudent.StudentAisaforeignvisitorwhoisdeeplytouchedbyAbing’sErquanYingyueandwantstoknowmoreabouthim.StudentBknowsaboutAbing’sstorywell.Usetheinformationinthepassagetomaketheconversation.Andotherinformationisalsowelcome.(PW)StudentA:comesupwithatleastsixorsevenquestionsaboutAbingandhismusic.StudentB:giveanswersbysuingtheinformationfromthepassage.Newwordsandattributivesandpassivevoicearepreferable.學生鞏固并整合所學語言和內(nèi)容。運用新學詞匯及語法結(jié)構(gòu)來表達所知與所悟。思維品質(zhì)：能將獲取的信息有效地用于實踐中。學習能力：合作學習，團隊協(xié)作。HomeworkSupposeyouareanAmericanvisitortoChinawhohasjustlearntalotaboutAbing,writeashortstoryaboutAbingtosharewithyourfriendsbackintheUSA.梳理、鞏固課上所學。備注：Ss:Students T:Teacher IW:IndividualWork PW:Pairwork GW:GroupworkBlackboardDesignSadbutBeautifulErquanYingyue_________thewriteralotitwasErquanYingyue_________thewriteralotitwas…itwas…itwasso…that…thewri