人教版九年级Unit 9 I like music that I can dance to.-Section B 2a—2e-ppt课件-(含教案+视频)-市级公开课-(编号：220c7).zip

Unit 9 I like music that I can dance to Section B 2a-2e How many musical instruments did you see? How many folk instruments do you know about? dizi suona xiao brass wood wind 铜管、木管吹奏乐器 guzheng yangqin pipa stings 弹拨乐器弹拨乐器 luo gu percussion 打击乐器 horse head string instrument erhu strings 拉弦乐器拉弦乐器 Do you know any famous pieces of music that are played on these instruments? i.Skim for the questions a)Which the musician does the passage mainly talk about? b)What is the name of his most famous piece of music? c)How does the writer feel about the piece of music? Abing Erquan Yingyue（Moon Refleted on Second Spring) Sad but beautiful. Last night one of my Chinese friends took me to a concert of Chinese folk music. The piece which was played on erhu especially moved me. The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. The piece had a simple name, Erquan Yingyue(Moon Refleted on Second Spring),but it was one of the most moving pieces of music that Ive ever heard. The erhu sounded so sad that I almost cried along with it as I listened. Later I looked up the history of Erquan Yingyue,and I began to understand the sadness in the music. Paragragh 1:I was _by a piece of music named Erquan Yingyue. moved The music was written by Abing,a folk musician who was born in the city of Wuxi in 1893.His mother died when he was very young.Abings father taught him to play many musical instruments,such as the drums,dizi and erhu ,and by age 17,Abing was known for his musical ability.However, after his father died,Abings life grew worse.He was very poor. Not only that,he developed a serious illness and became blind.For several years,he had no home.He lived on the streets and played music to make money.Even after Abing got married and had a home again,he continue to sing and play on the streets. He performed in this way for many years. Paragragh 2: Abing lived a very _ life.poor Abings amazing musical skills made him very popular during his lifetime. By the end of his life,he could played over 6000 pieces of music. Many of these were written by Abing himself. 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. Today,Abings Erquan Yingyue is a piece which all the great erhu masters play and praise. It has become one of Chinas national treasures. Its sad beauty not only paints a picture of Abings own life but also makes people recall their deepest wounds from their own sad or painful experiences. Paragragh3: Abings musical skills made him very _.popular Lily likes her art class. The Dragon Boat Festival (端午端午 节）节） is a festival of China. ii.Read for details: Main ideaSupporting details I was moved by a piece of music named Erauan Yingyue. Abing lived a very poor life. Abings musical skills made him very popular. 1.The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. 2.It was one of the most moving pieces of music that Ive ever heard. 1.His mother died when he was very young. 2.After his father died,Abings life grew worse. 3.He was very poor. Not only that,he developed a serious illness and became blind. 4.For several years,he had no home. 5.He lived on the streets and played music to make money. 1.By the end of his life,he could played over 6000 pieces of music. Many of these were written by Abing himself. 2.Today,Abings Erquan Yingyue is a piece which all the great erhu masters play and praise. 3.It has become one of Chinas national treasures. 1.The piece which was played on erhu especially moved me. 2.The piece had a simple name, Erquan Yingyue(Moon Refleted on Second Spring),but it was one of the most moving pieces of music that Ive ever heard. 3.The erhu sounded so sad that I almost cried along with it as I listened. movemove V.V.使使.感动感动 我被这个动人的故事感动了。我被这个动人的故事感动了。 movingmoving adj.(sth.)adj.(sth.)令人感动的令人感动的; ; movedmoved adj.(sb.)adj.(sb.)感动的感动的 I was moved by this moving story. so. that. 如此如此.以至于以至于. as conj. 当当.时候时候 4.and by age 17,Abing was known for his musical ability. 5.Even after Abing got married and had a home again,he continue to sing and play on the streets. byby ageage 17:17: =at the age of 17 =when he was 17 be known for= be famous for get/be married (to sb.) continue doing /to do sth. 去年，我姐姐嫁给了一个年轻人 My sister got married to a young man last year. 5.Abings amazing musical skills made him very popular during his lifetime. By the end of his life,he could played over 6000 pieces of music. 6.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. by the end of 到到.末为止末为止, ,一般和完成时连用一般和完成时连用 It is a pity (that).可惜可惜. What a pity! 真可惜！真遗憾！真可惜！真遗憾！ 7.It has become one of Chinas national treasures. Its sad beauty not only paints a picture of Abings own life but also makes people recall their deepest wounds from their own sad or painful experiences. Chinas national treasures：中国国家珍宝中国国家珍宝 painful experiences：令人痛苦的令人痛苦的经历经历 pain n.疼痛，痛苦疼痛，痛苦 have a pain (pains) in 身体部分疼痛身体部分疼痛 我经常头痛。我经常头痛。 I often have a pain in my head. iii. Retell the text Last night, the writter went to a concert of Chinese _ music. The piece called Erquan Yingyue _ was played _ erhu especially _ him. The music was strangely beautiful and made the writter _ a strong sadness and pain.The erhu sounded _ sad _ he almost cried along with it. which folk on moved sense so that The music _ _ by Abing who _ _in the city of Wuxi .His mother died and Abings father taught him to _ many musical instruments, and _ _17,Abing was known _ his musical ability. However, after his father died,Abings life grew _. _ _ that, he developed a serious illness and became blind.For several years,he lived on the streets and played music to _ _.Even after Abing got married and had a home again,he _ on the streets for many years. was written was born play by agefor worseNot only make money performed Abings amazing musical skills made him very popular during his _. By the end of his life,he could played _ 6000 pieces of music. _ only six pieces of music _ _ were recorded for the future world to hear. Today, Abings Erquan Yingyue is a piece _ all the great erhu _ play and praise. It has become one of Chinas national treasures. Its sad beauty _ _ paints a picture of Abings own life _ _ makes people recall their deepest wounds _ their own sad or painful experiences. lifetime overBut in total which masters not only but also from Complete 2b Abing played music ( /who) could touch the hearts of people. When we listen to music,we can _both the beauty and the sadness in it. It makes us think about the _ and _( /who)we have expenrienced in the past. For this reason, many people _ him as the musician (that/ ) has greatly influenced erhu music.So it is really a _ that not many pieces of music were recorded. pain wounds sense pity praise that sense pain wounds praise pity that who Free talk:Student A is a foreign visitor who is interested in Abing and his music.Student B is a Chinese student who knows about Abing.Use the information in the passage to make a conversation. A: What kind of musical instruments did Abing play? B: He could play many instruments,but he is best known for playing the erhu. A:. B:. Rewrite the sentences with which/that: 1.Abing developed a serious illness. The illness made him become blind. _ _ 2.Abing had amazing musical skills .The skills made him very popular during his lifetime. _ _ 3.Abings Erquan Yingyue is a famous music piece in China.All the great erhu masters play and praise it. _ _ Abing developed a serious illness which/ that made him become blind. Abing had amazing musical skills which/that made him very popular during his lifetime. Abings Erquan Yingyue is a famous music piece in China which /that all the great erhu masters play and praise it. My favorite music I like music that can make me excited. My favorite music is pop music. Among the singers, I like Lin Junjie best. JJ is singer who is unusual. He can write his own music. I think the piece always online is really nice. JJ is good at playing the piano and he has tons of fans who fell in love with him at a young age. Like all the fans, I am looking forword to his new works. Summary： We have some new words:. . There are many folk musical instruments in our country. China is a multi-ethnic（多民族的）（多民族的）country. These folk musical instruments are Chinese cultures.We should know that we can express our feelings through different kinds of music. Homework Try to rewrite the passage of 2b into your own words. 1.整体设计思路、指导依据说明 整体设计思路：整体设计思路： 本节课是九年级全一册 Unit 9 Section B 的阅读，采用的是任务型教学法，在阅读中， 分别设计了读前、读中、读后三个任务模块，分层次地训练学生 skimming 和 scanning 的阅 读策略。课堂设计依据九年级学生基本学情有序展开，逐层递进、由浅到深，各环节过渡自 然，结合实际生活尽可能多地创造真实的英语语言运用环境，给学生更多的训练空间。要求 学生在小组合作中学会相互帮助，克服阅读困难，共同学习英语、运用英语并掌握英语，从 口头和书面材料中提取信息、拓展知识、解决问题，对英语学习有较熟练的学习思路，树立 自信心，进而提高英语的综合运用能力。在教学活动开展过程中，注重激发学生对话题的兴 趣，让学生乐于参与各种课堂活动。课堂进行过程中要注意与学生进行密切合作与交流，并 课前热身课前热身 师生常规问候师生常规问候 播放一首交响乐曲视频，呈现不同种类乐器，引入本课民乐相关话题播放一首交响乐曲视频，呈现不同种类乐器，引入本课民乐相关话题 阅读前阅读前 呈现读前问题，提示学生运用扫读的阅读技巧呈现读前问题，提示学生运用扫读的阅读技巧 通过呈现单词卡片学习新词汇通过呈现单词卡片学习新词汇 阅读中阅读中 任务一：扫读，找出问题答案并搭配段落中心大意任务一：扫读，找出问题答案并搭配段落中心大意 任务二：细读，寻找支持中心句的细节信息并完成相应任务二：细读，寻找支持中心句的细节信息并完成相应 任务练习任务练习 任务三：根据板书信息复述短文任务三：根据板书信息复述短文 阅读后阅读后 创意交流讨论创意交流讨论 总结重点总结重点反馈反馈 作业作业创意作业创意作业 写作练习写作练习情感升华情感升华 呈现（阅读）呈现（阅读） 适时的对话题进行评价和指导。根据阅读内容，适当学生对祖国文化有更多的了解，具有初 步的国际理解意识。同时，课堂进行过程中，关注不同水平学生的学习效果，小组讨论时进 行适当的指导，体现学生主体的地位，使学生在掌握基本知识的同时，提高部分同学基本的 英语表达能力。训练同学们口语表达能力的同时，也为本单元的下节写作课积累素材。 指导依据说明：指导依据说明： 英语课程标准是义务教育阶段英语课程的指导核心。要求英语课程既培养学生基 本英语素养和发展学生思维能力又让学生形成良好的品格和正确的人生观与价值观。课程 教学中要以学生的心理特点、兴趣爱好为基础，结合学生的年龄特点、实际学习、生活经 验，围绕教学目标，合理有效地设计课程，对教学内容进行优化组合和有效拓展，利用多 样的教学资源和有趣的教学活动为学生提供丰富的学习内容，使学生在经历知识获得的过 程中，合作交流能力、自主思考能力、搜集处理信息、运用信息进行简单表述等能力都得 到相应训练，对学好英语有信心，敢于用英语尝试模仿、进行表达，从而形成积极主动的 学习态度。本节课仍采用自主学习、合作探究的学习环节，有意识地向培养中学生初级语 言综合运用能力的方向努力。 2.教学背景分析 教学内容分析：教学内容分析： 本单元是九年制义务课程标准实验教科书新目标英语九年级全一册第九单元，本单 元的话题是音乐和电影,语法结构时定语从句。本部分是在 Section 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喜好，阅读内容涉及中国民间音乐和音乐家，增加 了与音乐相关的词汇的表达句型，同时考查学生在阅读中对细节信息的掌握。2a 的读前活 动从学生的已有认知出发，让学生用自己的语言谈论中国的乐器及相关名曲；2b 要求学生 阅读文章找出文章关键信息；2c 让学生关注细节，通过表格填写，列出支撑作者观点的细 节信息；2d 要求学生在理解的基础上运用所学目标语言结构将于文章相关的一段细节描写 补充完整；2e 则是一个开放性的对话活动，要求学生在理解阅读材料的基础上尝试运用所 学语言实现口头输出。本单元的教学内容与学生实际课余生活知识密切相关，易于理解， 但要准确掌握也有一定难度，需要充分的训练。在此基础上，这一部分还要渗透相关文化 知识学生感悟和分享音乐带来的情感体验。 学生情况分析：学生情况分析： 本单元是九年级全一册第九单元,学生们已经完成了本册书绝大部分内容的学习,学生已 经充分适应了九年级英语教学的课堂模式，拥有了一定的自主能力。这一学时是本单元的 后半部分,通过之前的听说练习与充分训练,学生对本节课主要的内容能做到很好地掌握。本 次课以 Section B 的 2b 阅读短文为核心，在课堂上采取任务型教学法,情景式教学法和启发 式教学法,让学生在自主学习和合作交流的过程中完成本节课的学习任务。在实际教学过程 中采取循序渐进、逐层深入的方式引导学生靠近并掌握目标语言,并要注意课堂活动的趣味 设计，增强学生的学习兴趣，并利用灵活的训练方式检测本课知识的掌握程度,做到学以致 用，有意识地培养学生的综合语言运用能力。 3.教学目标分析 （1）知识与能力知识与能力 学生能掌握本节课有关音乐的新词汇： sense,sadness,pain,reflect,moving,perform,lifetime,pity,total,in total,master,praise,recall,wound,painful. 学生能进一步准确掌握用定语从句表达个人喜好的形式； 学生能运用 skimming 和 scanning 的阅读技巧，在理解全文的基础上进行必要的分析， 巩固定语从句的表达形式;并能运用所学知识、目标语言谈论各种喜欢的事物，学会在平时生 活中目标语言的运用。 （2）技能与方法技能与方法 运用任务型教学模式，并利用自主学习、小组合作等方式，在听、说、读、写的辅助训 练帮助下，培养学生灵活运用本课内容进行情景交际和简单语言输出的能力，从而提高 学生的语言综合运用能力。 （3）情感态度与价值观情感态度与价值观 学生能通过本课的学习，拓展祖国特有民俗乐器的相关信息，加深对祖国多民族特色的 元素的理解和认识，感悟和分享音乐带来的情感体验。 4.教学重点、难点分析 教学重点：教学重点：运用 noting 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。 教学难点：教学难点：能运用具体信息表达和描写事物。 5.教学过程设计 Step 1：Warm-up Guessing Game : How many kinds of musical instruments did you see in the video ? Play a famous piece of video in Running Man and ask students to guess the answer of the question. Then show the pictures of musical instruments that are appeared in the video to check the answer. T:How many kinds of musical instruments did you see in the video ? S: Five. S: Six. S：. 【设计意图设计意图】通过播放在电视节目通过播放在电视节目奔跑吧，兄弟奔跑吧，兄弟里一段交响乐乐器演奏的里一段交响乐乐器演奏的保卫黄保卫黄 河河，自然引出本课音乐相关话题，引起学生学习兴趣。，自然引出本课音乐相关话题，引起学生学习兴趣。 Show several pictures about Chinese folk instruments .Ask students some questions about them. T:Do you like Chinese folk music? How many Chinese musical instruments do you know about? Do you know any famous pieces of music that played on these instruments? . 【设计意图设计意图】创设情境，出示和本课内容相关的图片，即吸引学生兴趣又更容易使学生创设情境，出示和本课内容相关的图片，即吸引学生兴趣又更容易使学生 接受和吸收新内容。接受和吸收新内容。 让学生让学生拓展拓展部分中国民俗乐器，加深对祖国多民族特色的元素的理解部分中国民俗乐器，加深对祖国多民族特色的元素的理解 和认识，培养爱国情感。和认识，培养爱国情感。 Step 2：Presentation （呈现新知）（呈现新知） . (1) Pre -reading: New words:Show the word cards of different new words in order to remember them. Ask students to read and try to remember the new words by competing in pairs. And show the Chinese meaning to let students say the English words. 【设计意图设计意图】本节课为本节课为 Section B 部分的阅读课，新单词较多，直接出示单词卡片并直接部分的阅读课，新单词较多，直接出示单词卡片并直接 进行记忆比拼活动，利于激起学生竞争意识，也便于节省课堂时间，加快课堂节奏。进行记忆比拼活动，利于激起学生竞争意识，也便于节省课堂时间，加快课堂节奏。 (2) While-reading Task1: i. Skim for the questions a)Which the musician does the passage mainly talk about? b)What is the name of his most famous piece of music? c)How does the writer feel about the piece of music? 【设计意图设计意图】通过呈现阅读前问题，让同学们带着问题有目的地去读文，锻炼了扫读的通过呈现阅读前问题，让同学们带着问题有目的地去读文，锻炼了扫读的 阅读技巧，为以后的阅读训练锻炼能力，同时检查了学生对已学词汇和新词汇的记忆和语言阅读技巧，为以后的阅读训练锻炼能力，同时检查了学生对已学词汇和新词汇的记忆和语言 输出能力。输出能力。 Then lead the students to finish the main idea of each paragraph. Task 2: ii. Read for details a.Ask students to read the passage again, and find out the supporting details of each main idea. Fill in the chart. Ask students to find the answers in groups. Then check the answers. b.Emphasize the key points of the passage. 【设计意图设计意图】运用运用 noting supporting details 的策略，在细读的过程中将支撑中心大意的的策略，在细读的过程中将支撑中心大意的 词、句信息划出来便于完成词、句信息划出来便于完成 2c 的表格的表格,小组合作共同完成表格信息，同时还对课文中的重小组合作共同完成表格信息，同时还对课文中的重 点目标语言知识进行讲解，此外还训练了学生寻读的能力点目标语言知识进行讲解，此外还训练了学生寻读的能力,让阅读技巧辅助阅读理解。让阅读技巧辅助阅读理解。 Task 3: iii. Retell the text Rewrite the passage into three parts and ask students to fill in the blanks to retell the passage. 【设计意图设计意图】让学生能通过对文章的理解分析，完成填空，降低了复述文章的难度，又对让学生能通过对文章的理解分析，完成填空，降低了复述文章的难度，又对 目标语言进行输出，提高一定的表达能力。目标语言进行输出，提高一定的表达能力。 (3) Post-reading a.Free talking: Finish the blanks of 2d and check the answers. b.Practice:Make new dialogues of 2e according to the passage. Step 3 Consolidation (巩固练习巩固练习) Finish some exercises: Show students some exercises to practice the target language points. Step 4 Extension (拓展升华拓展升华) Writing: Show students some pictures, and write a short article about one picture to students for an example. Then ask students to write an their own article for another. 【设计意图设计意图】让学生能通过对文章的理解分析，对目标语言进行输出，提高一定的表达让学生能通过对文章的理解分析，对目标语言进行输出，提高一定的表达 能力。能力。 Step 5:Summary (总结）总结） T：Its time to show what you have learned. Anyone wants to share something? S： T：There are many folk musical instruments in our country. China is a multi-ethnic（多民族的） country. These folk musical instruments are Chinese cultures.We should know that we can express our feelings through different kinds of music. 【设计意图设计意图】先让学生总结本节课所学重点，检验学生对本节课所学内容理解程度，教先让学生总结本节课所学重点，检验学生对本节课所学内容理解程度，教 师适当加以补充强调。同时，引导学生拓展对祖国传统民间乐器的理解和认识，培养爱国师适当加以补充强调。同时，引导学生拓展对祖国传统民间乐器的理解和认识，培养爱国 意识并能感悟和分享音乐带给人们的情感体验。意识并能感悟和分享音乐带给人们的情感体验。 Step 6:Homework （创意作业）（创意作业） Try to rewrite the passage into your own words. 【设计意图】将目标语言的学习落实到写作上。为 3b 的写作做铺垫。 步骤步骤 7 Blackboard Design （板书设计）（板书