1、 What kind of movies do you like? I prefer movies that give me something to think about. What kind of musicians does Carmen like? She likes musicians who play different kinds of music.5. 本单元教学的基本设想1)采用“任务链”式活动设计,小步推进,螺旋上升。2)重视文化内容的渗透,开阔学生文化视野,提高学生人文素养。3)重视学习策略指导,培养学生自主探究和合作学习的能力。4)重视阅读与写作的结合,重视精读和泛读
2、的结合。二教材分析1. 教材的地位:本单元是鲁教版初四第四单元。主要谈论自己所喜好的音乐。通过Section A的学习,学生能够掌握一些与音乐和电影有关的词汇,能够通过听和读获取有关音乐和电影的信息。SectionB 在Section A的基础上进一步拓展话题,让学生熟悉并能够运用所学结构谈论其他喜好,阅读部分涉及了中国的民间音乐和音乐家,因而也增加了与音乐相关的词汇和表达句式。本节课呈现的是2a-2e部分的阅读板块。2a读前活动从学生的已有认知出发,让学生尝试用自己的语言谈论中国的乐器及相关名曲,为阅读活动准备。2b要求学生阅读文章找出关键信息。2c让学生关注细节,通过表格填写,列出支撑作者
3、观点的细节信息。2d则要求学生在理解得基础上运用所学目标结构将与文章相关的一段细节描写补充完整。2e是一个开放性地对话活动,要求学生在理解阅读材料的基础上尝试运用所学语言实现对话输出。3a-3b部分是习作训练。通过对阅读材料的学习和挖掘,为学生提供写作要点和素材,为写作任务提供相关的短语和表达,以便学生完成写作任务。阅读部分主要运用nothing supporting details的阅读策略对文本进行解读,了解音乐评价类的文章特点。本部分的教学难点是运用具体信息描写事物。本节课课型是阅读课,内容是有关民间艺人阿炳的事迹及有关音乐的英语文章。通过这节课的学习,给学生提供一个了解中国的乐器及相关
4、的名曲,让学生体会理解音乐背后的真正内涵,从而使学生珍惜时间,珍爱生命。2. 教学目标:掌握关于音乐和影片的词汇和表达。能识别和理解that,which,who引导的定语从句,并能简单运用(Attributive clause with that,who and which)。能运用所学句型表达喜好。感受并学习阿炳那种逆境中不放弃的精神。3. 教学重难点:1)教学重点:谈论名曲与名家。2)教学难点:用所学语言介绍一件事物并对其发表自己的观点。三教学目标1. 知识目标句型交际功能表达2. 能力和情感目标阅读课文,了解阿炳生活的苦和二泉映月的流行。学会向他人介绍人物及作品。四教学重点和难点根据对课
5、文的阅读和训练,掌握语言素材,进行独立写作训练。五学情分析本课是阿炳的名曲二泉映月,音乐曲子的流行性,大部分学生对这首曲子很熟悉,甚至有二胡特长的孩子还能演奏这首曲子。所以,只要引导得当,学生会很容易进入本课学习的角色。如何引导学生积极主动去阅读、理解是课前应该有准备的。给学生创造机会,进行交流表现,变被动的阅读为主动的展示,将是本课阅读课的亮点。六评价设计1.针对知识目标的评价设计:通过读前、读中、读后的环节设计,用不同形式进行操练,让学生在理解课文的基础上,认识、并理解本课重点字词句。通过导学案,评价学生的掌握情况。2.针对能力目标和情感目标的评价设计:本节课的重点是学生能够通过听、说、读
6、、写的过程,完成语言的输出。阅读中,采用由易到难,层次递进的方式,引导学生阅读、理解、应用。整节课的环节设置体现由控制到半控制到开放输出的层次感,难度逐渐加大,能力逐步提升。对情感态度价值观的评价设计始终贯穿于整节课的每个环节当中。学习中注重自主学习,同桌合作,小组合作,培养学生的互助合作精神;同时,在阅读中渗透要向阿炳学习他那种逆境中不放弃的精神。教学过程:Step 1: Lead inHave a conversation with the students along the music.1.Do you like the music? Do you like it?2.Is it be
7、autiful? What do you think of the music?3.Do you know the name of the music? Do you know what instrument is it played on?4.Do you know who created the music? What do you know about Abing.【设计意图】打破传统的上课问候,随着音乐的播放,老师走在学生当中,用交谈式的问话将学生引导到本节课当中,使导入更加自然,既拉近师生关系,也给教学营造一种轻松的氛围。Step 2: Fast reading1. Read the
8、 article silently and match the paragraphs with the main ideas. Pay attention to the key words.Paragraph 1 Abing lived a very hard life.Paragraph2 I was moved by Erquan Yingyue.Paragraph 3 Abings musical skills made him very popular.Step 3: Careful reading一Read Paragraph 1 T:Why was the writer moved
9、 by Erquan Yingyue? Ask the students to read Paragraph 1 loudly and find out the supporting details.1.Fill in the blanks by themselves then check the answer.2.Pay attention to some expressions: strangely, strong sadness and pain, one of the most moving pieces, almost cried. Ask the students to read
10、these words and sense the sadness of Erquan Yingyue. Paragraph 1Supporting Details(支持这个观点的具体细节)Why was the writer moved by the music?Please find out the supporting details: The music was_. It was_ _ _I_【设计意图】学生通过阅读课文,找到能够衬托moved 一词的支持性词语或表达,让学生能通过自己的品读与思考来体会作者被打动的原因,这要比老师空洞的讲授效果要好很多。只有学生参与并思考的东西才能内化
11、为自己的知识。二Read Paragraph 2T: Can you imagine why Erquan Yingyue is so sad? Yes, it has to do with Abings life.Read this paragraph and find out what Abings life was like. Ask the students to fill in the blanks according to the time shaft. 1.Ask the students to report with the complete sentences. Explai
12、n some language points and lead the students to know more about Abing and his music.2.Ask the students some questions according to the time shaft to help them know the passage well.1)Was Abing lived in Beijing? Where was he born?2)What happened when he was very young?3)After his father died, what wa
13、s the matter with Abing?4)When he had no home, where did he live?3.Abings life was so poor. Did he give up? What can we learn from Abing? Encourage the students to tell their own ideas. 德育提升:No matter how many difficulties we have, never give up,try to solve them!WhenWhatIn 1983When he was very youn
14、gBy the age of 17After his father diedFor several yearsAfter Abing get married【设计意图】通过时间轴,把本段主要内容清楚呈现,便于学生对本段内容有了清楚的认识。通过对内容的口头问答,起到学生进一步巩固的作用。通过与学生的交流,让他们体会到虽然阿炳的生活艰苦,但他并没有气馁更没有放弃,同时也成就了名曲的诞生。此时的情感教育就顺理成章的渗透给学生,达到情感的提升效果。三Read Paragraph 3 Abings life was very poor, but his music was very popular. L
15、ets read Paragraph 3 and know more about Erhu Yingyu.1. Read Paragraph 3 loudly and match Part A with Part B.2.Check the answers.3.Ask: Why do all the great erhu masters play Erquan Yingyue?Answer: Its sad beauty not only paints a picture of Abings own life but also makes people recall their deepest
16、 wounds from their own sad or painful experiences.4.Explain: not onlybut also, recall, wounds, painful. Then translate the long sentence into Chinese.What do you think of Erquan Yingyue? What do you think of Abing.A Ba. By the end of his life, b. For the future world to hear,c. Today, Aonly six piec
17、es of music in total were recordedB Erquan Yingyue was played by all the great erhu masters.Its one of Chinas national treasures.C he could play over 600 pieces of music【设计意图】通过引导,加强学生对文本内容的理解。通过问题设置,分析疑难长句,摆脱知识的讲解的呆板。通过对文本的层层分析,使学生的情感自然流露,既对学生是一个情感的提升,又恰到好处地点题。Step 4 : After reading. (Introduction)
18、 We have know much about Abing and Erquan Yingyue. Can you introduce him and his music to others. Lets try. Come on!1. Read the passage again and fill in the blanks. The students can discuss with their partners.2. Check the answers.3. Report.Name:_ Date of birth_Hometown_ Profession:_Musical instrum
19、ents:_The number of pieces:_The most famous piece:_His difficulties:_His popularity:_ play and praise Erquan YingYue. It had become_【设计意图】阅读课的目的是通过对文本的阅读理解,知识能够输出运用。我设计了introduction这个环节的目的有两个,一是对文本的综合巩固,二是给学生运用提供方法的指导,进而促进教学目标的达成。Step 5 : WritingShow the picture of Beethoven. Say sth. about him and
20、his music.What do you know about Beethoven and “the symphony of fate”?Please search the Internet or books and write an article to tell people about him and his work._【设计意图】贝多芬的命运和阿炳一样充满了挫折和不幸,而他的乐曲和阿炳的曲子一样闻名世界,受后人欢迎。所以有了对本课学习的基础,写作的难度减少了很多,学生应该是易于更乐于去完成,这样的教学效果自然令人满意。Step 6: HomeworkIntroduce Beetho
21、ven and “ the symphony of fate”.板书设计: Sad but beautiful一moved二hard三popularUnit 4 Reading Sad but beautiful. 学情分析阅读能力是初中学生的一个薄弱环节,学生的阅读能力与课程标准的要求相距甚远,阅读教学“高投入,低产出”的现象十分普遍。因此,学生的语言运用能力需要提高,教师要加强阅读能力的指导,培养良好的语言习惯、语言运用能力等。初四年级的学生有一定的英语基础,了解了一定的阅读技巧,因此教师要给学生表现的机会,指导他们积极主动地阅读。1、本课是阿炳的名曲二泉映月,音乐曲子的流行性,大部分学生
22、对这首曲子很熟悉,甚至有二胡特长的孩子还能演奏这首曲子。2、从年龄特征看,学生们往往不愿意表现自己,但也很在乎他人的评价。在学习过程中通过小组合作,同伴比较,再加上老师鼓励性评价等措施,提高学生综合语言技能。3、由于学生的经历不同,对阿炳生活的艰难的体会也会有差异,所以引导学生说出他们的感受,突出珍惜生命,坚强不放弃的情感教育。4、初四的学生对新事物的探索有很大兴趣,所以开放性的作业将是他们感兴趣的。信息发达的当前,学生通过网络、书籍查阅并完成作业,对他们来说不是难事,相信作业也会收到意想不到的效果。Unit 4 Reading Sad but beautiful. 教学效果分析本课以目标为主线,开展评价、教学。从学生的课堂表现和测试效果做如下分析:一学生的课堂表现。1.学生在学习过程中,积极参与,认真思考并踊跃发言。2.通过老师课堂环节的由易到难,层层深入。整节课人人有事干,人人勤思考。3.学生优美的语音语调和强大的展示力成为本课亮点。4.从学生的表情看,人人洋溢着课已终,意犹存的喜悦感。二测试效果分析。本课利用导学案,对每一个教学环节设置了跟踪练习,学生能够追随老师的思路,积极认真完成教学任务。拓展练习对贝多芬的人物和名曲介绍,更是超乎想象。大家不但表现出极大的学习热情,更能够积极查询资料,把课堂学到的融会贯通,
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