九年级英语全册 Unit 9 I like music that I can dance to Section B教学设计 （新版）人教新目标版-（新版）人教新目标版初中九年级全册英语教案.doc

Unit 9 I like music that I can dance to
设计思路
1a-1d部分的听说活动主要为了巩固学习that等引导的定语从句，拓展前面的听力输出口语输出内容。1b-1c的听力内容主要围绕迈克的个人爱好展开，目的在于进一步巩固本单元有关事物描述的句型。1d是1b和1c的延续，让学生将听到的信息用对话的形式进行再现。2a-2e为本部分的阅读板块。3a-3b为写作训练板块。本部分的教学重点是让学生学会用that,which,who引导的定语从句完整地表达自己对音乐和电影的喜好，教学难点是让学生理解定语从句与先行词之间的修饰关系。教学设计为更好地帮助学生掌握重难点而一步一步展开。
第 2 课时 Section A（3a〜4c)
step2情景导入(2分钟）
Hello, everyone! I know you all want to get good
grades in English. Do you know the ways of learning
English are very important in learning? Do you learn
English in the best ways? Do you have good advice in
learning English?
环节说明:结合学生学习英语的具体情况，通过一 系列
的相关问题来引入新课，让学生的注意力集中在学习方法上。
Step3完成教材 3a〜3b教学任务
1.默读 3a，回答 3a 的三个问题。（3分钟）
2.让学生熟读 3a 短文，完成 3b 表格的内容。学 生可
分组讨论完成。（10 分钟）
3.
材料分析
本部分在A的基础上进一步拓展话题，让学生能够运用所学结构谈论其他爱好，阅读部分还涉及了中国的民间音乐及音乐家，因而也增加了与音乐相关的词汇和表达句式。教学重点是运用nothing supporting details的阅读策略对文本进行解读，了解音乐评价类文章的特点，难点是运用具体信息描写事物。
学情分析

教学目标
1. 语言目标
1) 能掌握以下单词和短语：sadness, pain, reflect, moving, look up, perform, lifetime, pity, total, in total, master, praise, recall, wound, painful,等
2) 能掌握以下句子：
1. I like clothes that are unusual.
2. I like writers who explain things well.
3. I love movies that are scary.
4. ..it was one of the most moving pieces of music that I’ve ever heard.
5. Abing’s father taught him to play many musical instruments, such as the drums, dizi, and erhu, 6. …and by age 17, Abing was known for his musical ability.
7. Even after Abing got married and had a home again, he continued to sing and play on the streets.
8. He performed in this way for many years.
9. 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.
10. It 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.
2.能力目标
1) 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，并能发表简单的评论。
2) 学会应用本单元的知识谈论自己的喜好，感受和原因， 并能在喜好上给别人提出建议。
3）会用本单元的常见句型结构写出相应的短文， 提高写作能力。
2. 情感目标：
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。
教学重难点
1. 教学重点：
运用nothing supporting details的阅读策略对文本进行解读，了解音乐评价类文章的特点。
2. 教学难点
运用具体信息描写事物和个人喜好。
教学方法
教师铺设情境，提出问题引出各类休闲活动的表述，帮助学生复习A部分与电影、音乐相关的语言表述，拓展学生思维，引发学生联系实际，进行自主表达。还借助图片、视频等为学生提供直观的资料。
教学资源
PPT, handouts, MP3, video
教学过程
教学环节
教师活动
学生活动
设计意图
Step 1
情景导入
回顾：在前面的课程我们已经学习并了解了一些音乐的信息和同学们喜爱的音乐种类。下面通过回答几个问题来进行一下简单的回顾。邀请几位同学尝试回答以下问题。(3分钟)
Questions:
1.Do you have your favorite band? What is it?
____________________________________
2.How many members are in the band?
_____________________________________
3.Which song of theirs do you like best?
_________________________________
了解一些音乐的信息和同学们喜爱的音乐种类，回答老师的相关问题
课前的师生问答互动不仅让学生回顾了上节课的内容，而且还可以很自然的导入到本节课的内容。也为下一步的学习作了准备。
Step 2
完成教材1a-1d的任务
1.要求学生翻开课本P69，迅速阅读1a部分的内容。并如实填写表格。然后要求5-8名同学给出自己的答案，教师可选择一些列在黑板上。
Band
The Flower Band/ S.H.E./ the Twins
Book
The Old Man and the Sea
Movie
Avatar（《阿凡达》）
2.完成1b部分的任务。让学生看图，然后听录音，写下他们谈论的物品。然后邀请几名同学给出自己的答案。
3.听第二遍录音，完成课本上1c部分的任务。学生阅读表格中的信息，听录音，抓住关键信息，并按要求写在表格中。个别检查；统一核对答案。
4.听力内容巩固训练。要求学生根据所听到的内容完成下列对话。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。
—What a great jacket!
—Yeah, it’s new. I really like it. I like clothes that are unusual.
—It’s a book about volleyball. It tells about how to become a good player.
—It’s great. I like writers who explain things well.
—I love movies that are about monsters, don’t you?
—I sure do.
5.听第三遍录音，并打开听力材料，全班逐句进行跟读。教师进行必要的听力和朗读指导。
6.放下听力材料，要求学生模仿听力内容，利用1a的信息分角色练习对话。然后邀请2-3对同学当堂演示。看哪一对的表现最佳。
阅读1a部分的内容并如实填写表格。听录音，写下他们谈论的物品。根据所听到的内容完成对话。模仿听力内容，利用1a的信息分角色练习对话，当堂演示。
本课所涉及的话题如乐队、影片和书籍都很贴近学生生活，运用所学定语从句他们谈论自如，有话可说。听说读写训练的结合，有效培养了学生的语言综合运用能力。

Step 3
完成教材2b的任务
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。
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。

默读短文，熟知大意，并找出各段的主题大意。

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2c-2e的任务
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。
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。
3.让学生两人一组合作，一人为一名对阿丙感兴趣的外国游客，另一名为对阿丙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。

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。分角色练习外国游客和阿炳的对话。

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。

Step 5
完成教材3a-3b的任务
1.要求学生在课文71页3a的表格中填入你最喜爱什么类型的电影或音乐？你最喜爱的歌曲和电影是什么?
2.根据3a 写的提要以及3b方框中所给的提示向报纸杂志写一篇文章介绍你最喜爱的音乐或电影。学生完成后评出优秀的作文在班上展示。
环节说明:本节主要是将读、写的任务结合起来不仅锻炼了学生的写作及对语言的综合运用能力，还巩固了学生对目标语言的学习及综合运用。

记录自己最喜爱什么类型的电影或音乐，最喜爱的歌曲和电影。向报纸杂志写一篇文章介绍你最喜爱的音乐或电影。
本节主要是将读、写的任务结合起来不仅锻炼了学生的写作及对语言的综合运用能力，还巩固了学生对目标语言的学习及综合运用。
Step 6
完成教材Self Check的任务
1.选用方框中所给的单词或短语完成句子。并请4位同学朗读自己的句子，核对答案。
2.选用who,that which填空完成对话。并请2位同学分角色朗读对话，核对答案。
3.根据提示，完成关于自己的句子。

选用方框中所给的单词或短语完成句子，分角色朗读对话。
本节主要是针对本单元的主要目标语言进行加强巩固训练，巩固了学生对目标语言的学习、识记和运用。
Home
work
1. 课后阅读短文，试着复述这个故事。
2. Write a passage about Abing and his Erquan Yingyue.

板书设计

Unit 9 I like music that I can dance to. SectionB
Paragraph
Main idea
Supporting details
1
I was ____ by a piece of music named Erquan Yingyue.
The music was strangely beautiful…
2
Abing lived a very _____ life.

3
Abing’s musical skills made him very ______.

教学反思

背景材料的补充
Abing’s Life
Abing was born on August 17, 1893, in the eastern Chinese city of Wuxi to father Hua Qinghe, who was a priest. His mother was a widow, and her remarriage to a priest was resented by her family; she remained depressed and died a year after Abing's birth. Abing was raised by extended family until the age of eight, when he went to live with his father at the temple. Abing was the name used by his family. He was given the official name Hua Yanjun at this time and sent to school.
Abing's most famous piece is entitled Erquan Yingyue, which is named after a spring in Wuxi (which is today part of Xihui Park. It is still played as a standard erhu piece, although it necessitates a special set of strings that are tuned lower than normal erhu strings.
He was only recorded very late in his life, but despite the scarcity of documentation of his music, he is nevertheless considered to be one of the most important Chinese musicians of the 20th Century.
His signature pieces, such as Erquan Yingyue, have become classics of Chinese erhu and pipa music.
His music can be heard on The Norton Recordings, ninth edition.
Abing's family home in Wuxi was destroyed by floodwaters in 1991, but rebuilt in 1993 and is now a memorial to Abing and his music.
课堂达标
用“who”或“that”填空。
1. The man ________ is talking with my mother is my father.
2. That book is the one _______ I bought yesterday.
3. I know the man ______ is a model worker.
4. I can’t find a house _______ is suitable for us to live.
5. Is there a zoo _______ we can see tigers around here?*com
同意句改写。
1. I like slow music. I like music ______ __ ______.
2. What do you think of the CD? ______ ______ ______ ______ the CD?
3. I like friendly people. I like people ______ ______ ______.
4. My father prefers quiet beaches. My father prefers beaches ______ ______ ______.
5. I talked to the man. The man is our teacher.
The man _____ _____ ______ _____ is our teacher.
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