(3)2004年6月末至7月初,廣東省出現(xiàn)罕見(jiàn)的大面積持續(xù)高溫炎熱天氣,全省有45個(gè)縣(市)的最高氣溫破歷史同期記錄。造成此次異常天氣的主要原因是()A.副熱帶高壓和熱帶氣旋外圍下沉氣流共同影響B(tài).大量使用汽車(chē)和制冷設(shè)備C.綠色植物呼吸作用釋放CO:D.全球溫室效應(yīng)長(zhǎng)期作用【解析】(1)根據(jù)“源于西太平洋洋面的臺(tái)風(fēng)”判斷該臺(tái)風(fēng)屬于北半球的氣旋型的天氣系統(tǒng),當(dāng)臺(tái)風(fēng)中心位于南海時(shí),廣東沿海地區(qū)正好位于該氣旋的北部,故吹東北風(fēng)。(2)夏秋季節(jié)的臺(tái)風(fēng)主要影響我國(guó)的南部、東部沿海地區(qū),廣東沿海正好位于該地區(qū),受到的影響較大;廣東沿海是我國(guó)經(jīng)濟(jì)非常發(fā)達(dá)的地區(qū),富含有N、P、K等營(yíng)養(yǎng)元素的工廠生產(chǎn)、農(nóng)業(yè)生產(chǎn)、生活廢水的排放導(dǎo)致海水中的藻類(lèi)物質(zhì)大量繁殖,水中的溶解氧減少,魚(yú)類(lèi)因窒息而死亡的現(xiàn)象在該地區(qū)時(shí)常發(fā)生。(3)從題干中提供的信息分析可知,6月末至7月初為北半球的夏季,因是短期的高溫,與正常年份相比出現(xiàn)異常天氣是因副熱帶高壓和熱帶氣旋外圍下沉氣流共同影響。
(一)自然災(zāi)害監(jiān)測(cè)系統(tǒng)1.概念:自然災(zāi)害監(jiān)測(cè)系統(tǒng)是由國(guó)家、區(qū)域及地方等各級(jí)組織,通過(guò)不同平臺(tái)對(duì)自然災(zāi)害進(jìn)行監(jiān)測(cè)和分析的網(wǎng)絡(luò)系統(tǒng)。2.作用:災(zāi)前預(yù)警、災(zāi)中跟蹤、災(zāi)后評(píng)估以及提出減災(zāi)決策方案3.世界和我國(guó)災(zāi)害監(jiān)測(cè)系統(tǒng)的發(fā)展情況①已經(jīng)形成了遍布世界各地、相互交織的災(zāi)害監(jiān)測(cè)和預(yù)警網(wǎng)絡(luò)。②我國(guó)已經(jīng)運(yùn)用現(xiàn)代科學(xué)技術(shù)建立起各種自然災(zāi)害監(jiān)測(cè)系統(tǒng)(二)遙感技術(shù)在自然災(zāi)害監(jiān)測(cè)中的作用1.遙感(RS)技術(shù)的特點(diǎn):觀測(cè)范圍廣、信息獲取量大、獲取速度快、實(shí)時(shí)性好和動(dòng)態(tài)性強(qiáng)等。從空間尺度看,遙感具有全球觀測(cè)能力,可從多波段、多時(shí)相和全天候角度獲得全球自然災(zāi)害的觀測(cè)數(shù)據(jù);從時(shí)間尺度看,在遙感平臺(tái)上能夠?qū)Φ厍蜻M(jìn)行同步觀測(cè),可獲得地球表層及其瞬間變化的災(zāi)害信息。
【設(shè)計(jì)意圖】以“新科技是一把雙刃劍”為主題開(kāi)展討論活動(dòng)。這個(gè)話題比較大,所以給了一定的限制,首先需要以智能家居為例來(lái)闡述科技發(fā)展對(duì)未來(lái)生活產(chǎn)生的影響,然后列舉其優(yōu)點(diǎn)和缺點(diǎn),最后就以上現(xiàn)象發(fā)表自己的觀點(diǎn)。這個(gè)活動(dòng)是對(duì)整個(gè)文本的創(chuàng)意性總結(jié)與意義的升華,留給學(xué)生一定的想象空間,學(xué)生借此機(jī)會(huì)可以運(yùn)用文本內(nèi)容和語(yǔ)言表達(dá)自己對(duì)科技發(fā)展的看法和態(tài)度。Assignments:1. Finish Exercise 4 on Page 15 of the textbook.A smart home is one that integrated computers into the structure of the building itself. In this way, many of the things that we now do ourselves become automatic. For example, the smart home could control the air conditioning and lights so that you would no longer have to turn switches on and off, and so that your home would be more energy-efficient. The smart home could also monitor itself to make sure that everything is working as it should, and send you warnings if there is a problem. Such smart homes could even be programmed to detect your health problems, and then give you reasonable advice as to the food you should eat or if you should see a doctor. So, in a sense, smart homes will lead us to living smarter lives.2.Create a smart function for your home, and share your creation in the next period.
[2] An important breakthrough…was… [3] Another innovation was … [4] the emphasis increasingly shifted from…to… [5] New ideas and values gradually replaced… [6] While his paintings still had religious themes… … T: All these expressions serve to show how Western painting has developed. Some of them share similar structure but with varied use of words, which makes the text vivid and more readable. 【設(shè)計(jì)意圖】主題類(lèi)語(yǔ)言整理有助于學(xué)生類(lèi)化語(yǔ)言應(yīng)用,提高語(yǔ)言輸出的豐富性。處理完文本內(nèi)容信息后,進(jìn)入語(yǔ)篇信息處理,進(jìn)行主題相關(guān)的詞塊歸類(lèi)。引導(dǎo)學(xué)生快速閱讀,尋找表達(dá)相同主題(發(fā)展或者藝術(shù))的詞和短語(yǔ),再根據(jù)詞性、用法和結(jié)構(gòu)進(jìn)行歸類(lèi),儲(chǔ)備主題相關(guān)詞匯,豐富語(yǔ)言儲(chǔ)備,提升語(yǔ)言素養(yǎng)。 Assignment: Go online to gather more information about Chinese painting and write a short history of it. 【設(shè)計(jì)意圖】結(jié)合所學(xué),遷移運(yùn)用,根據(jù)實(shí)際語(yǔ)境,進(jìn)行模仿性運(yùn)用。在此過(guò)程中,學(xué)生嘗試借鑒已學(xué)的語(yǔ)言、內(nèi)容、語(yǔ)篇結(jié)構(gòu)和寫(xiě)作手法來(lái)建構(gòu)新文本,實(shí)現(xiàn)語(yǔ)篇輸出,同時(shí)關(guān)注中西藝術(shù)文化的差別,加深對(duì)優(yōu)秀文化的認(rèn)同,培養(yǎng)文化意識(shí)。
幫助學(xué)生通過(guò)討論與對(duì)主題的提升,反思自己的旅游方式,以便做出更優(yōu)化的安排,在今后的旅程中有更多的收益。 Activity 2: Further discussion of the 6 elements above and supplement of more background knowledge 本活動(dòng)為實(shí)現(xiàn)課時(shí)教學(xué)目標(biāo)2。 1.Target Q: The writer’s clear target of traveling, meeting the people and experiencing the culture, is closely related to his major in social studies. Then what is social studies? Social studies is a part of a school or college curriculum concerned with the study of social relationships and the functioning of society and usually made up of courses in history, government, economics, civics, sociology, geography, and anthropology. (Dictionary by Merriam-Webster) Reflection: When you go out to travel, what targets do you usually have in mind? 2.Research Q: Suppose you are traveling to Hangzhou during the school holidays, how will you do research on the city? (surf the internet, read books or travel brochures, consult friends, ...) What information will you be interested to know? (location, iconic sites, local cuisines, interesting customs, shopping malls ...) 3.Abandonment To make the most of time, we have to learn to abandon so that we can accomplish our plan. What will you be interested in doing if you go to Hangzhou if you have a week’s time? What if you only have 2 days? 4~5. Venturing & Experiencing Q: What did he venture to do during the trip? What new experiences did he have? In Sydney: attend his first open-air barbecue, enjoy many different but yummy meals In Catherine: observe the life and customs of the aborigines appreciate their music & try the musical instruments: the didgeridoo
【設(shè)計(jì)意圖】 基于上述分析,學(xué)生總結(jié)新聞故事語(yǔ)篇類(lèi)型的特征,即標(biāo)題的省略性、導(dǎo)語(yǔ)的概括性、數(shù)據(jù)的支撐性和引語(yǔ)的重要性。在此過(guò)程中,學(xué)生對(duì)新聞故事語(yǔ)篇類(lèi)型有了更深層次的了解,對(duì)于學(xué)生閱讀和寫(xiě)作具有重要意義。Activity 7: Discussing to make a writing outline.本活動(dòng)為實(shí)現(xiàn)課時(shí)目標(biāo)3。1.Discuss and make an outline.Ask students to discuss in groups of four and make their own writing outline.To celebrate the 70th anniversary of the People’s Republic of China, our school newspaper starts a new column about “People of Achievement”. You plan to write a news story about one of the winners of the Medal of the Republic in 2019, including Yu Min, Shen Jilan, Sun Jiadong, Li Yannian, Zhang Fuqing, Yuan Longping, Huang Xuhua and Tu Youyou.【設(shè)計(jì)意圖】 教師創(chuàng)設(shè)情境,即為慶祝新中國(guó)成立70周年,校報(bào)新增有關(guān)卓有成就人物的欄目,你將從共和國(guó)勛章獲得者中,選擇一位寫(xiě)一篇新聞故事,向該欄目投稿。學(xué)生以小組合作形式,展開(kāi)討論,并寫(xiě)出新聞故事框架,有助于學(xué)生課后收集人物信息,撰寫(xiě)新聞故事。
本閱讀材料的話題是交際中的肢體語(yǔ)言,作者從三個(gè)方面講述了肢體語(yǔ)言的特征與作用,通過(guò)主題句和舉例闡述的方式讓讀者了解不同文化中肢體語(yǔ)言的相同或者不同的意義,并從更抽象、概括的維度深入認(rèn)識(shí)肢體語(yǔ)言的特點(diǎn),理解肢體語(yǔ)言的作用?;谥w語(yǔ)言的特點(diǎn),作者提醒讀者在與人交流中,尤其是當(dāng)文化背景有差異的時(shí)候,要使用得體的肢體語(yǔ)言,尊重、理解和包容不同的文化,進(jìn)行有效、有素養(yǎng)的溝通。文本共由六個(gè)段落組成,篇章結(jié)構(gòu)為“總—分”。第一段用簡(jiǎn)練的語(yǔ)言引出了話題,并且從我們自身表達(dá)的需要和了解他人感受兩個(gè)角度講述了肢體語(yǔ)言的作用。第二段闡述了肢體語(yǔ)言的第一個(gè)重要特點(diǎn)——肢體語(yǔ)言在不同的文化中有不同的內(nèi)涵——這也是文中寫(xiě)作篇幅最大的一個(gè)要點(diǎn),最為重要。通過(guò)講述肢體語(yǔ)言的這一特點(diǎn),作者向讀者傳遞了要尊重不同的文化、要使用與所在文化相宜的肢體語(yǔ)言。
本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)2。 1.Think, discuss and share. Students form groups of 4, discuss about the given ending make comments. Q1: Do you like the ending? Q2: Was it a logical ending? Why so or why not? [設(shè)計(jì)意圖]通過(guò)引導(dǎo)學(xué)生思考、討論、評(píng)價(jià),比較個(gè)人、同伴所預(yù)測(cè)的結(jié)局和聽(tīng)力文本所給定的結(jié)局的異同點(diǎn),深化對(duì)文本的認(rèn)知,發(fā)展學(xué)生的評(píng)判性思維能力。 Activity 4: Exploring Asimov’s three laws of robotics and the purpose of the writing 本活動(dòng)旨在落實(shí)課時(shí)教學(xué)目標(biāo)3。 1. Get to know Isaac Asimov’s three laws of robotics. The teacher shares Isaac Asimov’s three laws of robotics. The three laws state that: ①A robot may not injure a human being or, through inaction, allow a human being to come to harm. ②A robot must obey any orders given to it by human beings, except where such orders would conflict with the First Law. ③A robot must protect its own existence as long as such protection does not conflict with the First or Second Law. Q: How does Tony’s story relate to the laws? 2. Figure out Isaac Asimov’s purpose of writing Satisfaction Guaranteed. The students express their opinions about the author’s writing purpose. Q: Why did Isaac Asimov write such a story? S: To explore the relationship between robots and humans. [設(shè)計(jì)意圖]通過(guò)了解艾薩克·阿西莫夫所制定的機(jī)器人三大定律,加深學(xué)生對(duì)文本的理解,深入探究文本的主題意義。推理作者的寫(xiě)作目的,聯(lián)系生活實(shí)際,思考人類(lèi)與機(jī)器人的關(guān)系。
Activity 4: Figuring out the structure and the writing purpose 本活動(dòng)為實(shí)現(xiàn)課時(shí)目標(biāo)2。 1.Read Paragraph 6 and think about its main idea and the writer’s writing purpose. Q1: If you were the author, how would you end your article? “For young people, there is plenty of time to change bad habits. However, there is no “magic pill” or delete button that will help you; you have to think about your bad habits and decide on some changes. You have the power to build a happy and healthy life full of good habits!” Q2: What is Paragraph 6 mainly about? (Possible answer: to appeal to young people including teenagers to change bad habits and live a happy and healthy life.) 2.Think about the writer’s writing purpose and share opinions. Q1: What is the writing purpose? Work in pairs and figure it out. (Possible answer: On the one hand, the passage is written to help teenagers change their bad habits and live a healthy lifestyle. On the other hand, it provides us with a scientific way to identify and analyse our problems objectively, thus strengthening our resolve to tackle the seemingly common yet tough problems in our lives.) 【設(shè)計(jì)意圖】 步驟1旨在預(yù)測(cè)和驗(yàn)證文章最后一段主要內(nèi)容,梳理完整的語(yǔ)篇結(jié)構(gòu),步驟2旨在思考和討論作者的寫(xiě)作目的。教師也可根據(jù)學(xué)生課堂反應(yīng)情況融入對(duì)語(yǔ)篇人稱(chēng)多次轉(zhuǎn)換的思考。
本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。 The Student Union is looking for three students for a 3-week voluntary program in Guizhou province. The volunteers have got to be high school students, with a persevering personality and experiences in overcoming adversity. The volunteers need to stay, eat and teach with 20 pupils in a small school up on the hill of a village. There are no facilities but desks and a blackboard in the school. And there is no take-away food to be bought anywhere; the only way to feed yourself is to cook. You’re interested in applying. Write your application letter introducing what adversity you have ever overcome and how persevering you are as well as what you want to do when at work. Dear Student Union,【設(shè)計(jì)意圖】此任務(wù)旨在遷移一、二課時(shí)所學(xué),解決實(shí)際問(wèn)題。學(xué)生對(duì)比自己經(jīng)歷過(guò)的挑戰(zhàn)或挫折,寫(xiě)信給學(xué)生會(huì)申請(qǐng)前往貴州擔(dān)任短期支教教師,把個(gè)人以前是怎么戰(zhàn)勝挫折的經(jīng)過(guò)書(shū)寫(xiě)出來(lái)。結(jié)合所學(xué),遷移創(chuàng)新,分析解決自身實(shí)際問(wèn)題,在真實(shí)情境中學(xué)生通過(guò)仿寫(xiě)進(jìn)行主題語(yǔ)言的精確輸出。完成任務(wù)的過(guò)程中,能較多地使用已學(xué)語(yǔ)言、內(nèi)容、結(jié)構(gòu)和寫(xiě)作手法來(lái)描述自己面對(duì)挫折的處理方式、態(tài)度和應(yīng)有的品質(zhì),近一步激發(fā)學(xué)生樹(shù)立正確的價(jià)值觀,學(xué)會(huì)逆境出人才,堅(jiān)忍不拔,從容不迫,又做到謙讓、分享和合作。課后學(xué)生修正習(xí)作,再次提交。
【核心素養(yǎng)提升點(diǎn)】學(xué)會(huì)將抽象信息進(jìn)行可視化表達(dá),提高信息處理能力和分析、推理等高階思維品質(zhì);在跨文化交際中學(xué)會(huì)以國(guó)際視野接受和包容不同的文化。 5.Read Paragraph 2, draw a mind map and answer the questions. Q1:What did Jo learn about Tombe’s life? Q2:What kind of life do the natives lead? Read paragraph 2-5 and draw a mind-map. (Focus on accommodation, possession, diet and belief) 【設(shè)計(jì)意圖】引導(dǎo)學(xué)生利用思維導(dǎo)圖和問(wèn)題鏈等形式來(lái)厘清當(dāng)?shù)厝说纳罘绞?,更好地處理和歸納信息 【核心素養(yǎng)提升點(diǎn)】提高信息處理能力、分析和歸納能力,包容異國(guó)文化、擴(kuò)展國(guó)際視野。 6.Read Paragraph 3 and answer the questions. Q1:What was Jo’s feeling upon arriving her own home? Q2:Why would she feel that way? Q3:Do you think “It was such a privilege to have spent a day with Tombe’s family”? 【設(shè)計(jì)意圖】通過(guò)提問(wèn),讓學(xué)生理解Jo的苦并快樂(lè)的心情,并通過(guò)對(duì)“It was such a privilege to have spent a day with Tombe’s family”這句話的理解,體驗(yàn)志愿者生活的偉大。 【核心素養(yǎng)提升點(diǎn)】學(xué)會(huì)對(duì)信息的綜合和歸納,從而理解作者所表達(dá)的觀點(diǎn)。 Activity4: Summarize the change of Jo's feelings
2. Explore the significance of the establishment of Sarek National Park.Q1: Which event is the most important one in the park’s history?Ss: The establishment of Sarek national park in 1909 is the most important one.Q2: Is it worth making a place like Sarek a national park? Give your reasons.Ss: Yes. In this way, the place can be kept in its natural state and natural beauties and other rare and valuable resources can be preserved instead of being destroyed by endless exploitation driven by profits.Q3: How does the writer organize his introduction to the history of Sarek?Ss: The writer organizes his introduction in the sequence of time, using time indicators such as “used to”, “around 9,000 years ago”, “soon after”, “following the reindeer”, and “in 1909”.Q4: What is the feature of the language used to introduce the history of the park?Ss: The introduction to the park is to provide facts, using time indicators to organize the events. Sentences starts with “third person” and passive voice is used more often, feeling objective.【設(shè)計(jì)意圖】學(xué)生尋找和梳理公園歷史上的重要事件,體會(huì)人與自然的和諧關(guān)系,評(píng)鑒介紹性語(yǔ)言的特點(diǎn)。【核心素養(yǎng)提升點(diǎn)】發(fā)展自主提取、梳理文本信息能力,訓(xùn)練邏輯思維和高階思維。Activity 3: Highlighting the secret of the text
本活動(dòng)旨在落實(shí)課時(shí)目標(biāo)3。 Think about the following questions and talk about your own attitude in pairs.Q1: As for this topic,what impresses you the most in the passage?Q2: What do you think of the future of China’s further exploration in sea? Are you in favor of the further exploration?Why or why not? 【設(shè)計(jì)意圖】該活動(dòng)是一個(gè)完全開(kāi)放性的活動(dòng),每個(gè)學(xué)生都會(huì)有不同的答案。運(yùn)用遷移所學(xué),自由口頭表達(dá)自己對(duì)海洋探索的態(tài)度。對(duì)于中國(guó)海洋探索的未來(lái),每個(gè)人的想法是不一樣的,有樂(lè)觀,有擔(dān)憂,有認(rèn)為值得投入,也有認(rèn)為不值得付出太大代價(jià),這里給學(xué)生自由表達(dá)的空間只要學(xué)會(huì)有支撐自己觀點(diǎn)的事實(shí)就可以了,進(jìn)一步培養(yǎng)學(xué)生批判性思維和正確的價(jià)值觀。 Assignment: 此任務(wù)旨在遷移一、二課時(shí)所學(xué),培養(yǎng)學(xué)生辯證分析問(wèn)題的能力。 Write about your idea of the future of China’s sea exploration. And add your attitude towards the effort China have made in sea exploration. You’re expected to use the language and the writing technique learnt in the passage.
一、心態(tài)調(diào)整?! ∈紫?,熟知盲點(diǎn)。即了解初高中語(yǔ)文課標(biāo)的要求差異及變化,做到心中有數(shù),明確銜接過(guò)渡的著力點(diǎn)。初、高中語(yǔ)文,考查的重點(diǎn)基本上聚焦在文言文閱讀、現(xiàn)代文閱讀、詩(shī)歌鑒賞、語(yǔ)言運(yùn)用和作文這五個(gè)方面。與初中語(yǔ)文相比,高中語(yǔ)文學(xué)習(xí)的難度明顯在增加了。其具體變化情況簡(jiǎn)要?dú)w類(lèi)如下: ?、僬Z(yǔ)法修辭進(jìn)考查要求。初中對(duì)語(yǔ)法、修辭、文言文詞法、句法等知識(shí),側(cè)重于了解,教學(xué)中淡化且不作為考查內(nèi)容;而在高中則重在運(yùn)用,對(duì)語(yǔ)言知識(shí)的要求較高,教學(xué)中強(qiáng)化且作為重要的考查內(nèi)容?! 、谠?shī)歌閱讀增加了難度。從初中的了解到高中的學(xué)習(xí),從初中的重在考查積累,到高中強(qiáng)化理解分析,體現(xiàn)了初高中詩(shī)歌學(xué)習(xí)的變化。
(1)讀整行詩(shī)。 ?。?)根據(jù)學(xué)生提出的問(wèn)題理解“疑”的意思(懷疑、好像); “霜”(老師哈氣在眼鏡片上,并解釋這是霧水,如果是冰粒,便是霜。霜在秋冬季節(jié)形成在地面附近:如房頂、草葉、地面等,堆起來(lái)是白色。) (3)說(shuō)說(shuō)這兩行詩(shī)的意思。用上“什么好像是什么”的句式。(明亮的月光照在詩(shī)人的床前,好象是鋪在地上的白白的霜) ?。?)朗讀,引導(dǎo)。 詩(shī)人這樣描寫(xiě),給了你一種什么樣的感覺(jué)?(冷清) 師描述:今晚,銀白色的月光灑在地上,像鋪了一層冰冷的霜一樣。環(huán)境如此冷清,再加上詩(shī)人遠(yuǎn)離親人的孤獨(dú),就更感到冷清了。
一、介紹福建南音福建南曲又名“福建南音”、“南樂(lè)”、“南管”、“管弦”,是一種歷史悠久的民間音樂(lè)。它與古代的歌舞音樂(lè)、詞曲音樂(lè)、戲曲音樂(lè)有著密切的關(guān)系。在長(zhǎng)期的發(fā)展過(guò)程中,這些音樂(lè)融合了當(dāng)?shù)氐拿耖g音樂(lè),逐步地形成了這個(gè)樂(lè)種。主要流行于福建及臺(tái)灣地區(qū)。二、欣賞《赤兔嘶風(fēng)》1、欣賞并思考音樂(lè)情緒及風(fēng)格特征和主要演奏樂(lè)器。2、介紹作品的相關(guān)資料。3、學(xué)唱典型旋律并分析其藝術(shù)形象。4、再聽(tīng),加深對(duì)作品的理解。三、了解樂(lè)器多媒體播放《赤兔嘶風(fēng)》的演奏片段,了解樂(lè)曲的演奏形式是洞管。介紹它所使用的樂(lè)器:洞簫、二弦、琵琶、三弦、拍板。
一、導(dǎo)入新課師:同學(xué)們,我們唱過(guò)很多歌曲也聽(tīng)過(guò)很多音樂(lè),大家能說(shuō)說(shuō)有哪些樂(lè)曲是表現(xiàn)動(dòng)物的?師:那同學(xué)們大家知道有哪個(gè)曲子是表現(xiàn)馬的嗎?(學(xué)生討論回答)師:很好,就是《赤兔嘶風(fēng)》,接下來(lái),我們先來(lái)欣賞馬奔跑的圖片。師:同學(xué)們看了馬奔跑的圖片有什么感受嗎?二、教學(xué)新課1、講述《八駿馬》,及其演奏樂(lè)器與形式。 “八駿”為周穆王之良馬。周穆王曾乘之以周游天下。后世的許多藝術(shù)家都曾用這一題材進(jìn)行創(chuàng)作。福建南曲中有名為《八駿馬》的著名樂(lè)曲?!栋蓑E馬》為循環(huán)體結(jié)構(gòu),整理后的樂(lè)曲還具有變奏的因素。2、福建南曲又名“福建南音”、“南樂(lè)”、“南管”、“管弦”,是一種歷史悠久的民間音樂(lè)。它與古代的歌舞音樂(lè)、詞曲音樂(lè)、戲曲音樂(lè)有著密切的關(guān)系。在長(zhǎng)期的發(fā)展過(guò)程中,這些音樂(lè)融合了當(dāng)?shù)氐拿耖g音樂(lè),逐步地形成了這個(gè)樂(lè)種。南曲包括了“指”、“譜”、“曲”三大部分?!爸浮笔且环N套曲;“譜”是有標(biāo)題的器樂(lè)套曲;“曲”是有唱詞的散曲,只唱不說(shuō)。南曲的演奏形式有“上四管”、“下四管”之分。上四管以洞簫為主,叫做“洞管”;以笛子為主的叫做“品管”。
一、聆聽(tīng)《洞庭魚(yú)米鄉(xiāng)》 (1)導(dǎo)入 師:讓我們來(lái)聽(tīng)聽(tīng)湘贛地區(qū)的民間樂(lè)曲,看看這里的音樂(lè)給我們什么感受? (2)初聽(tīng)樂(lè)曲 師:歌曲給你什么感覺(jué)?有什么特點(diǎn)? (3)復(fù)聽(tīng)樂(lè)曲 師:再來(lái)聽(tīng)聽(tīng)歌曲,說(shuō)說(shuō)這首歌曲的音樂(lè)特色是怎樣的?(3)分段欣賞全曲分為三段,第一段是料闊高亢的慢板山歌,仿佛在眺望百里洞庭的全貌,開(kāi)闊優(yōu)美,富于詩(shī)意。第二段是流動(dòng)活躍的中板號(hào)子,好像置身于捕魚(yú)船隊(duì)之中,朝氣蓬勃,富于生活氣息。第三段又回到第一段山歌。歌聲漸漸隱去,既描繪了白帆遠(yuǎn)影的湖山景色,又抒發(fā)了湖區(qū)人民熱愛(ài)家鄉(xiāng)的純樸感情。(5)演唱主題音樂(lè)
知識(shí)拓展①作曲家白誠(chéng)仁白誠(chéng)仁是活躍在上世紀(jì)五十年代至八十年代的中國(guó)民族作曲家。今天五十歲以上的中國(guó)觀眾大都熟悉他的作品《挑擔(dān)茶葉上北京》,四十歲以上的觀眾則對(duì)那首《洞庭魚(yú)米鄉(xiāng)》耳熟能詳,三十歲左右的觀眾忘不了《小背簍》輕快的旋律。幾十年來(lái),白誠(chéng)仁先生腳踏三湘大地,留下一個(gè)一個(gè)腳印,走過(guò)一個(gè)一個(gè)山寨,記下一個(gè)一個(gè)音符,為中國(guó)民族音樂(lè)寶庫(kù)奉獻(xiàn)出一首首膾炙人口的好作品。 ②洞庭湖洞庭湖,為我國(guó)第二大淡水湖,位于湖南省北部,長(zhǎng)江荊江河段以南,面積2820平方千米。洞庭湖南納湘、資、沅、澧四水匯入,北由東面的岳陽(yáng)城陵磯注入長(zhǎng)江,號(hào)稱(chēng)“八百里洞庭”。洞庭湖據(jù)傳為“神仙洞府”的意思,可見(jiàn)其風(fēng)光之綺麗迷人。洞庭湖浩瀚迂回,山巒突兀,其最大的特點(diǎn)便是湖外有湖,湖中有山,漁帆點(diǎn)點(diǎn),蘆葉青青,水天一色。
教學(xué)過(guò)程:1、組織上課師生互相問(wèn)好,開(kāi)始上課。2、情景導(dǎo)入介紹洞庭湖,來(lái)引起同學(xué)對(duì)《洞庭魚(yú)米鄉(xiāng)》的興趣。3、聽(tīng)賞《.洞庭魚(yú)米鄉(xiāng)》(1)介紹創(chuàng)作的時(shí)代背景:《洞庭魚(yú)米鄉(xiāng)》寫(xiě)于1959年,在1956年的夏天,作者第一次到洞庭湖區(qū)深入生活,正值根治水患之后的合作化高潮之際,黑黝黝的土地,金燦燦的谷穗,天水相連的湖面,揚(yáng)帆捕魚(yú)的船隊(duì),豐富的水產(chǎn),農(nóng)民舒暢的心,歡笑的臉,一切都是那樣的生機(jī)勃勃,真是個(gè)魚(yú)米之鄉(xiāng)。作者在這里學(xué)習(xí)了湘中、湘西農(nóng)民的高腔山歌唱法。(2)學(xué)生欣賞思考:A、音樂(lè)風(fēng)味幾個(gè)樂(lè)段?B、你是根據(jù)什么來(lái)分的?C、每一段音樂(lè)讓你聯(lián)想到什么場(chǎng)景?(3)學(xué)生回答