<p> 易淑清，中小学二级教师，毕业于四川外语学院，英语专业八级，沙石中学九年级英语备课组组长。热爱教育，从教以来，一直担任英语教学和班主任工作，2020年所带八年级班级曾被评为“区优秀少先中队”；2021年全区英语单元写作教学设计及课件评比中获二等奖；2021年全区公共安全教育教学能力展示活动中获二等奖。教育理念：教育不是给予，而是唤醒孩子们姹紫千红的内心世界！</p> <p> 在2021-2022学年第一学期章贡区初中英语教学行动研究周暨阅读教学研讨活动中，易淑清老师执教了人教版新目标Go for it九年级Unit9 SectionB 2a-2e Sad but beautiful阅读课。以下是本节课的教学设计分享。</p> 整体思路设计 <p> 本节课是一节阅读课，内容是有关民间艺术家阿炳的一生以及他的音乐成就。通过这节课的教学，给学生提供了一个了解中国的古典音乐二泉映月的机会，让学生体会理解音乐背后的真正的内涵，从而使学生学习阿炳积极乐观，永不放弃的精神。</p> 教学目标 <p><b>Language Aims：</b></p><p>⑴ New words and phrases:</p><p>Sense, pain, reflect, lifetime, master, praise, recall, wound, painful, by the end of, in total.</p><p>⑵ Sentences:</p><p>The piece which was played on the erhu especially moved me.</p><p>It is a piece which all the great erhu masters play and praise.</p><p>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.</p><p><br></p><p><b>Ability Aims：</b></p><p>⑴ Enable the students to identify the main idea of the passage according to supporting details of passage.</p><p>⑵ To learn to talk about Chinese folk music using the Attributive clause with that, who and which.</p><p><br></p><p><b>Moral Aims:</b></p><p> Cultivate students the spirit of being brave to face difficulties and never give up!</p><p> </p> 教学重难点 <p><b>Key Points：</b></p><p>⑴ Enable students to understand words and phrases in context．</p><p>⑵ Enable students to identify the main idea of the passage according to supporting details of passage.</p><p><br></p><p><b>Difficult Point：</b></p><p><b> </b>Let students be able to use learning strategy: noting supporting details to get the main idea of the passage.</p><p><br></p> 教学过程设计 <p><b>Step1: Lead in</b></p><p>Listen and guess</p><p> Ask students to listen to some folk music then guess what instruments they are and talk about the feelings..</p><p>T: What instrument it is?</p><p>T: How do you feel when you listen to it?</p><p>Ss: I feel happy/excited...</p><p>T: If I feel happy, I will say: I can sense a strong happiness.(explain sense) There is a piece of music that I can sense strong sadness, do you want to know what it is?</p> <p>Purpose: To arouse students' interest and lead in the lesson naturally.</p> <p><b>Step2: Pre-reading</b></p><p> Ask students to look at the title and picture, answer the following questions：</p><p>1. What can you see from the picture?</p><p>2. What the title refer to?</p> <p>Purpose: Through noticing the picture and title, students will have a prediction of the passage.</p> <b>Step3: While-reading</b><div><b>Fast reading</b><br><div> Ask students to go through the passage quickly and complete the main idea.</div></div> <p>Purpose: To help students get a general idea of the whole passage.</p> <b>Step4: While-reading</b><div><b>Careful reading(Para.1)</b></div><div> Ask students to read para.1 carefully and answer the questions. According to the answers, students will learn the supporting details.</div> <p>Purpose: To get some detailed information and learn the reading skill: noting supporting details.</p> <b>Careful reading(Para.2)</b><div>1. Ask students to read para.2 carefully then finish the timeline of Abing's lifetime. All these details support the main idea of para.2: Abing lived a very hard life.<br></div> <p>2. Ask students to put the pictures in the right order according to Abing's lifetime.</p> <p>Purpose: Through this activity, students will have a clear knowledge of Abing and their reading abilities will be highly improved.</p> <p><b>Careful reading(Para.3)</b></p><p>1. Ask students to read para.3 carefully then finish the T or F tasks.</p> 2. Ask student answer question: How famous is Erquan Yingyue today? Show the catalogue of Abing's music and analysis some long sentences. <p>Purpose: To analyze some long sentences to make students have a better understanding of the whole passage.</p> <b>Step5: Post-reading</b> <div> After learning the passage, ask students back to the title: Sad but Beautiful. Think about: What is sad? What is beautiful? And why Abing could create such moving music?<br></div> <p><b>Group Work</b></p><p> What do you think of Abing? What have you learned from Abing? Ask students to make a speech. </p> <p>Purpose: To let Students apply what they have learned and make them have a better understanding about Abing and his spirit.</p> <b>Step6: Summary</b> Let Students review what they have learned today. <p>Purpose: To make a summary of the knowledge in this class and make students understand the lesson clearly. </p> <p><b>Step7: Homework</b></p><p> Compulsory:</p><p> Find Attributive clauses in the passage and finish 2d on your book .</p><p> Optional:</p><p> Suppose Sydney Opera House will hold a concert of Chinese folk music, please design a poster to introduce Abing.</p> 板书设计 教学反思 <p> 本节课是一节阅读课。课堂以听音乐猜乐器谈感受开始，一方面可以激发学生了解民间乐器的兴趣，提高学习的积极性；另一方面通过谈论感受，学生能够感受到我们国家民间音乐的魅力，激发学生对民族文化的热爱。阅读中让学生先看图看标题，带着问题读文章，最后再回归标题，前后呼应。阅读教学围绕各段中心，抓住具体细节，帮助学生理解短文，完成阅读任务。本堂课的不足之处：由于时间关系，对于本篇文章涉及到的语法知识--定语从句并未进行详细解读，只是简单一笔带过，如果能把定语从句贯穿在整篇文章的学习里，并在最后speech环节让学生运用定语从句输出知识，会使学生的英语综合运用能力得到更大的提升。</p><p><br></p><p><br></p><p><br></p><p><br></p><p><br></p>