安徽省2018秋九年级英语likemusicthatIcandanceto第5课时SectionB2a_2e教案新版人教新目标版.docx

Unit 9I like music that I can dance to第五课时Section B (2a2e)主备内容Section B (2a2e)教学目标【知识目标】Important words：sense，pain，reflect，perform，pity，total，master，praise，woundImportant phrases：Chinese folk music，a piece of music，sense a strong sadness and pain，look up，his musical ability，develop a serious illness，get married，during his lifetime，in total，Chinas national treasuresImportant sentences：1.The piece which was played on the erhu especially moved me.2It was one of the most moving pieces of music that Ive ever heard. 3The music was written by Abing，a folk musician who was born in the city of Wuxi in 1893. 4It is a pity that only six pieces of music in total were recorded for the future world to hear. 【能力目标】1教会学生读懂有关描述“凄美”音乐的文章。2教会学生根据所学内容，感悟定语从句在文章中的运用，并学会注意文章的细节。【情感目标】指导学生通过开展小组学习活动，培养协作意识；并学会培养正确的审美观及对音乐的鉴赏力。教学重难点重点：重点单词：sense，sadness，pain，reflect，perform，pity，total，master，praise，wound，painful难点：通过交流表达和阅读训练，体会定语从句的用法。教法学法快速阅读；任务型阅读法；小组合作学习Step 1自主学习【新词自查】根据句意及汉语提示完成句子。1When I looked out from my window，I found a bright moon _reflected_(映出) on the lake. 2I felt a strong _pain_(疼痛) on my back when I got up this morning. 3Our music band will _perform_(表演) on CCTV at the end of this month. 4The old man _praised_(表扬) the little boy for helping him with the housework. 5The doctor put a bandage on the _wound_(伤口) of the wild tiger. Step 2情景导入参考案例本文是一篇介绍我国近代艺术家阿炳的记叙文，在学习短文之前教师可参照2a准备几个与短文内容相关的问题，然后邀请几位同学就提出的问题给出自己的答案或见解。(4分钟)Questions：1How many Chinese musical instruments do you know about?_ 2Do you know any famous pieces of music that are played on these instruments?_ Step 3完成教材2b的任务【操作案例】1要求学生快速默读短文，熟知大意，并找出各段的主题大意。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)2先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)设计意图：通过反复阅读短文，限时独立完成所给问题，使学生循序渐进地了解文章大意，训练筛选信息的能力，感知重要的知识点，直至综合语言，深入了解文章，培养学生的全面素质。Step 4完成教材2c2e的任务【操作案例】1让学生再细读短文，在2c的表格中先用适当的单词完成各段落的主题思想，并在各段找出一个体现这个主体的细节填入表格中。(3分钟)2让学生阅读2d所给的短文。圈出who或that 并在方框中选择恰当的词完成短文。并请1位同学朗读短文，全班集体核对答案。(5分钟)3让学生两人一组合作，一人为一名对阿炳感兴趣的外国游客，另一名为对阿炳有所了解的中国学生。参照2e方框中所给的对话提示编造对话，分角色练习。(4分钟)设计意图：将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。知识点拨sense作动词，意为“感觉到；意识到”，后可接宾语从句，但不能接“饿”“冷”“快乐”等名词。sadness是形容词sad的名词形式，在此意为“悲伤；悲痛”，是一个不可数名词。其反义词为happiness。get/be married意为“结婚”，其中married是形容词，意为“已婚的；结婚的”。表示“和某人结婚”用be/get married to sb.，注意介词to不能换作with。by the end of意为“到为止”，根据时间状语的不同，可以与一般将来时、完成时连用。巩固提升Step 5完成名师测控配套练习。板书设计Section B (2a2e)Important sentences：1The piece which was played on the erhu especially moved me. 2It was one of the most moving pieces of music that Ive ever heard. 3The music was written by Abing，a folk musician who was born in the city of Wuxi in 1893. 4It is a pity that only six pieces of music in total were recorded for the futu