2023學(xué)年完整版九年級Unit9IlikemusicthatIcandancetoSadbutbe

《英語》（新目標(biāo)）九年級Unit9IlikemusicthatIcandanceto.SectionB2a–2e閱讀語篇教學(xué)設(shè)計(jì)SadbutBeautiful執(zhí)教者：袁勇教學(xué)過程步驟教學(xué)活動(dòng)設(shè)計(jì)意圖核心素養(yǎng)提升點(diǎn)Pre-readingStep1Sslistentoapieceofmusicandthensharewiththeclasstheirfeelingsaboutit.Theymayalsobeencouragedtotalkmoreaboutthemusicoreventhemusicianwhofirstplayeditiftheyhappentoknowthemusicpiece.創(chuàng)設(shè)情景，導(dǎo)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(biāo)題和插圖預(yù)測題目信息，通過略讀文章獲取信息及作者的觀點(diǎn)。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(xué)生深入理解文本，語境中關(guān)注詞匯學(xué)習(xí)，活動(dòng)中訓(xùn)練思維品質(zhì)及語言表達(dá)能力。語言能力：獲取并概括信息。整合語言表達(dá)。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(shí)生活，思考藝術(shù)與生活的聯(lián)系。學(xué)習(xí)能力：自主學(xué)習(xí)，合作學(xué)習(xí)。爭取把握學(xué)習(xí)和表現(xiàn)機(jī)會(huì)，運(yùn)用英語進(jìn)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(xué)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(xué)習(xí)揚(yáng)長避短，共同進(jìn)步。語言能力：用所學(xué)語言知識有效地陳述事件，傳遞信息。表達(dá)個(gè)人觀點(diǎn)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(xué)生鞏固并整合所學(xué)語言和內(nèi)容。運(yùn)用新學(xué)詞匯及語法結(jié)構(gòu)來表達(dá)所知與所悟。思維品質(zhì)：能將獲取的信息有效地用于實(shí)踐中。學(xué)習(xí)能力：合作學(xué)習(xí)，團(tuán)隊(duì)協(xié)作。HomeworkSupposeyouareanAmericanvisitortoChinawhohasjustlearntalotaboutAbing,writeashortstoryaboutAbingtosharewithyourfriendsbackintheUSA.梳理、鞏固課上所學(xué)。備注：Ss:Students T:Teacher IW:IndividualWork PW:Pairwork GW:GroupworkBlackboardDesignSadbutBeautifulErquanYingyue_________thewriteralotitwasErquanYingyue_________thewriteralotitwas…itwas…itwasso…that…thewri