英语人教版九年级全册Unit9 Sad but beautiful

Unit 9 I like music that I can dance to.
SectionB Reading （教案）
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词及短语：sense, sadness, pain, reflect, moving, look up, perform, lifetime, pity, total, in total, master, praise, recall, wound, painful ...
2) 能掌握以下重难句子：
1. ..but it was one of the most moving pieces of music that I’ve ever heard.
2. Abing’s father taught him to play many musical instruments, such as the drums, dizi, and erhu,
3. …and by age 17, Abing was known for his musical ability.
4. Even after Abing got married and had a home again, he continued to sing and play on the streets.
5. He performed in this way for many years.
6. It is a pity that only six pieces of music in total were recorded for the future world to hear, but his popularity continues to this day.
7. Its sad beauty not only paints a picture of Abing’s own life but also makes people recall their deepest wounds from their own sad or painful experiences.
3) 运用that/which/who引导的定语从句来谈论自己在乐队，书籍，电
影等方面的个人爱好。

4) 培养学生的阅读能力和归纳能力。

2. 情感态度价值观目标：
继续学习表达个人喜好，包括书籍，电影，音乐，歌曲的进行简单的评论，提高审美水平。

通过表达个人喜好，提高学生欣赏美的水平。

激发学生的学习兴趣和学习热情。

二、教学重难点
1. 教学重点：
1) 掌握本课出现的生词及用法。

2）阅读短文，获得相关信息，提高学生们的综合阅读能力。

2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。

三、教学过程
Ⅰ. Warming- up
How many Chinese musical instruments do you know about? Do you know any famous pieces of music that are played on these instruments? Make a list with your partner. Play four pieces of Chinese traditional music, let the students guess which instrument they are played.
Ⅱ. Lead in.
Show a picture of a concert. Tell Ss that the man is Abing. He wrote many pieces of beautiful music. He was a folk musician. He was born in Wuxi in 1893.
Which piece of his music is the most famous?
Ⅲ. Reading
Fast Reading
1. Now look at the title of the following passage and read the passage and answer the following questions.
1) Which musician does the passage mainly talk about?
2) What is the name of his most famous piece of music？
3) How does the writer feel about this piece of music?
2. Check the answers with the students.
3. Teaching guide: Nothing supporting details.
Supporting details can be examples, reasons, opinions or other detailed information in each paragraph.
Careful Reading
1.Let Ss work on 2c. Read the passage again and use suitable words to
complete the main idea of each paragraph. Then list the supporting details in each paragraph.
Post reading
Work on 2d
1. Tell Ss that they have to use the word in the box to fill in the blanks. At the same time, circle that or who to complete the sentences. Make sure Ss know what to do.
Abing played music (that/who) could touch the hearts of people. When we listen to his music, we can ______ both the beauty and the sadness in it. It makes us think about the _____ and _______(that/who) we have experienced in the past. For this reason, many people _____ him as the musician (that/who) has greatly influenced erhu music. So it is really a ______ that not many pieces of his music were recorded.
2. Finish 2d.
3. Check the answers.
Answers: that, sense, pain, wounds, that, praise, that/who, pity
Work on 2e
1. Student A is foreign visitor who is interested in Abing and his music. Student B is a Chinese student who knows about Abing. Use the information in the passage to make a conversation.
2. Ask some students to act in front of the class.
e.g. A: What kind of musical instruments did Abing play?
B: He could play many instruments, but he is best known for playing the erhu.
Ⅳ. Enjoy this reading
1. Play the tape, let the students listen and enjoy, Then read after the tape.
2. Invite 3 students to read this arti cle “ Sad but Happy.”
Ⅴ. Extensive
Imagination: What kind of life will Abing have if he lives nowadays?
Ask two students to tell their opinions in class.
Unit 9 I like music that I can dance to.
Section B Reading (说课稿）
本课时是人教版新目标英语九年级上册第九单元阅读课“Sad but Happy”,的第一课时的泛读课。

本节课的重点内容就是正确运用阅读策略来理解这篇文章，同时学生能够理解本单元的重点语法知识--定语从句。

通过前面四个课时的学习，学生对定语从句已经有了初步的认识，并能够运用。

这篇阅读中出现了很多的定语从句，进一步让学生认识，熟悉并运用定语从句。

这篇阅读分三部分向我们介绍了中国古典音乐“二泉映月”，以及他的作曲者瞎子--阿炳的生平，最后一部分介绍了阿炳的艺术成就，以及他的作品在中国及世界音乐史上的地位。

因为这篇文章与音乐有关，因此我用中国古典音乐的乐器及这些乐器演奏的音乐来导课。

目的是让引起学生的学习兴趣和求知的欲望，并且在欣赏优美音乐的来学习这篇文章。

然后放映二泉映月这首曲子，让学生欣赏，导出它的作曲家--阿炳。

学习并分析文章，通过回答问题，完成表格填写来熟悉文章。

当学生对文章熟悉后，我设计了一个环节，让学生听录音，然后请学生朗读课文，同时老师播放‘二泉映月’。

最后一个环节是拓展运用，问题是：如果阿炳能活到现在，想象一下他会过着怎样的生活。

Unit 9 I like music that I can dance to.
Section B Reading (反思）
本节课后英语组所有成员对本节课进行了评析，我个人也进行了反思。

1. 本节课的设计流程比较流畅，但是在操作的过程中，有些环节做得不够到位，留给学生思考和讨论的时间太少。

比如：对表格的填写，有个别学生根本就没有弄清楚表格的含义，所以这个环节老师做得示范不够好，因此对于较难的内容老师还是在设计教案的时候把时间分配好。

2. 时间的分配不够合理，在讲解文章的问题时花费的时间有点多，老师说的多，让学生独立思考的时间略显不足。

从这个方面看老师包办的太多，课堂上老师没有做到充分发挥学生的主观能动性。

3. 在让学生跟着音乐朗读课文时，音乐的声音不够大，而单独抽查学生来读课文时，音乐的声音有些大，盖住了学生的发音。

4. 最后的拓展部分让学生想象一下：如果音乐大师阿炳还能活到现在，他的生活会是怎样的？这是本节课的一个高潮，但是我让学生活动的方法指令不够明确，学生在这一环节没有进行热烈的讨论。

我应该让学生分组讨论，然后抽取两组，由小组代表来发言，这样学生展开的可能会更多一些，课堂气氛会更活跃。