人教版九年级Unit 10 You are suppoed to shake hands.-Section B 2a—2e-ppt课件-(含教案+音频)-市级公开课-(编号：81f44).zip

Unit 9 I like music that I can dance to SectionB Reading Sad but Beautiful Chinese musical instrument dizi drums pipa guzheng erhu 中国乐器中国乐器 I feel very _. I can sense a strong happiness. It makes me want to _. I feel very _. I can sense a strong_ It makes me recall _. 回忆回忆 happy sad I feel very _. I can sense a strong beauty. It makes me want to _. sadness Abing is the most famous Chinese folk musician who plays erhu. Abing is known for his musical ability and amazing musical skills. 阿炳阿炳以他的以他的音乐天赋音乐天赋和惊人的和惊人的音乐技能音乐技能闻名。闻名。 Pre-reading Skim the passage on page 70 to learn more about Abing, and match the paragraphs with the titles. Para. 1 Para. 2 Para. 3 a. Abings music b. I and Erquan Yingyue c. Abings life While-reading Practice 1 1. The music was strangely beautiful, but under the beauty I _ 2. It was _of music that Ive ever heard. 3. The erhu sounded _I almost cried along with it as I listened. Read Paragraph 1, find out the sentences and fill in the missing words. one of the most moving pieces so sad that sensed a strong sadness and pain. 感觉到强烈的悲伤和痛苦感觉到强烈的悲伤和痛苦 While-reading Practice 2 I was _by the piece of music named Erquan Yingyue. Main idea Supporting details moved Name: _ Profession(职业）职业）:_ Hometown: Musical instruments（乐器）（乐器）:_ Important events: In 1893: Abing was born . When he was very young: His mother _ By the age of 17: Abing _his musical ability. After his father died: His life grew _. He developed a _ and became _. For several years: He had _. He lived on the street and played music to _ Abings life Abing A folk musician Drum; dizi; erhu died was known for worse no home serious illnessblind make money While-reading Practice 3 Pairwork Wuxi When he was very young Not only that For several years Abing lived a _ life lonely sick poor His mother_ His father_ His life became_ died died worse He developed a serious_ He became_ illness blind He had_ He lived_ no home on the streets While-reading Practice 4 Read Paragragh 2. Complete the following time shaft : Main idea hard/poor lonely sick poor Read Para 3. Match the two parts into sentences 1.By the end of his life, he could play 2. For the future world to hear 3. Today, Abings Erquan Yingyue is a. only six pieces of music in total were recorded. b. one of Chinas national treasures. c. over 600 pieces of music. （总共）（总共） Main idea: Abings musical skills made him very _ popular While-reading Practice 5 Its 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. . 很可惜；很遗憾很可惜；很遗憾 总共；共计总共；共计 是对未来人们的统称是对未来人们的统称 ，相当于汉语的，相当于汉语的“后人后人 ” 遗憾的是，一共只有六首曲子被录了下来遗憾的是，一共只有六首曲子被录了下来得以传世得以传世， 但时至今日他的作品依旧受到人们的喜爱。但时至今日他的作品依旧受到人们的喜爱。 While-reading Practice 6 Whats the pity for the future world? 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. 她的凄美不仅描绘了阿炳自己的生活，而且也使人们回 忆起他们自己的悲伤的或痛苦的经历中那最深的创伤. not only but also不但不但而且而且 While-reading Practice 6 recall 回忆起；回想起回忆起；回想起 wound n.伤；伤口；创伤伤；伤口；创伤 v.使（身体）受伤；伤害使（身体）受伤；伤害 What does the writr think of Erquan Yingyue? GroupworkGroupworkRetell the main idea of the passage with the help of the mind map. words that you may use: sense, sadness, pain, cry, recall, musical instruments, be known for, die, homeless,600, 6, Abing 1. feelings about Abings music 3.Abings musical skills 2.Abings hard life 4. Your own idea about Abing. ErquanYingyue _by Abing- a folk _. He can play many _ and he _ his musical ability .He has over_ pieces of music ,but only _ pieces of music _ are recorded for the future . ErquanYingyue is strangely _ ,we can sense a strong _ and _.It not only paints a _ _,but also _ people _ their deepest wounds form their own _ or _ was written musician musical instruments was known for 6006 in total beautiful sadnesspain picture of Abings own lifemakes recall sad painful experiences Post -reading Practice 7 Retelling-time Summary The road to success is never easy. Success requires not only talent, but also persistance(坚持不懈坚持不懈) and passion. No matter how many difficulties we have Face our life! Enjoy life better! Look through some information about Beethoven and write a short passage about him. Homework 教材分析 本节课是新目标 Go for it 九年级英语第九单元 Section B2a-2d 的阅读板块。 2a 让学生尝试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 文中的关键信息。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 是一个开放性的填空活动。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。 学习目标 一、知识目标： 1.掌握新单词：sense，reflect，moving，master，in total，praise，wound，painful，recall 2.积累含有定语从句的句子。 二、能力目标： 1. 快速找出段落主题句，概括段落大意的能力。 2. 找出支撑论点的细节信息的能力。 三、情感目标： 陶冶音乐素养，学会欣赏音乐中的情感。 学习阿炳在逆境中不屈不挠坚持音乐创作的精神。 教学重点 梳理文章结构，抓住文章脉络，获取支撑主题的细节信息。 教学难点 对文章信息的提炼加工及复述大意。 教 具多媒体 教学 方法 1、情景教学法 2、小组合作探究学习法 教学 环节 教学内容计划用 时 教师活动学生活动设计意图 1. revision 2 分钟1提问：What kind of music do you like? 分别提问几名学生 2.学生回答时，就学生 的答案，穿插提问其他 人：What kind of music does she/he like? 回答老师 的提问， 并认真听 其他学生 的回答。 复习句型： What kind of music do you like? 及关于音乐的定语 从句如：I like music that has great lyrics. 2. Leading in 2 分钟1. 播放声音，让学生猜 乐器名称. 2. 播放三首曲子，并问 学生 How do you feel about this piece of music？引出句型 I can sense a strong happiness 与老师互 动，并聆 听乐曲 使学生迅速进入话 题情境 一、 Pre- reading 3. discussion 2 分钟1. 停止第三首曲子 播放，引导学生猜测曲 子的名称。 2. 请学生用一些形 容词来描述听这首乐曲 的感受 1.猜测曲 名（因为 课前有自 学材料， 很容易说 出。） 2. 说出一 些形容词 如 sad、painf ul。 文化渗透； 为学习文章做好情 感铺垫. 4. background information 2 分钟展示阿炳照片，引导学 生运用课前预习材料简 述阿炳，重点在他的坎 坷经历。 尝试用英 语简述阿 炳的坎坷 经历 提供背景知识，帮 助学生更好的理解 文章标题及意蕴， 也为学生阅读整篇 文章降低难度. 1. Fast- reading 3 分钟 1. 展示问题，提出要求， 给出学习指导。 2. 指导学生完成学习内 容。 3. 要求学生展示答案， 给出评价。 按要求快 速阅读文 章标题及 段落首尾 句，商讨 后确定问 题答案并 展示。 训练学生快速获取 文章大意及重要信 息的能力，构建文 章的大背景. 2. Careful- reading 8 分钟 1. 要求学生浏览全文， 找出每段的主题句。 2. 给出方法指导。 3. 学生展示答案，老师 板书关键词。 1. 浏览全 文，确定 主题句。 2. 在老师 的引导下 用一个关 键词概括 每段大意。 训练学生找准主题 句、提炼主要观点 的能力. 构建文章主干框架. 二、 While- Reading 3. Detailed- reading 12 分钟 1. 要求学生四人小组合 作探究学习，找出支撑 每段中心思想的句子。 2.给出方法指导和一定 的提示。 3. 讨论后组织学生展示 讨论成果并给与评价。 4. 板书关键词或关键短 语。 四人小组 合作讨论， 找出 supporting details, 并 展示答案 在大框架里丰富细 节知识，梳理文章 脉络. 三、 Post- reading retelling 10 分 钟 1.组织学生分组讨论准 备，要求每组派一名代 表复述文章。 2. 提醒学生使用刚刚构 建的思维导图。 组内讨论 准备，一 名代表发 言。 由语言输入到产出， 学生把学到的语言 转化为自己的语言. 1. summary 2 分钟 老师提问：What do you learn in this class? 注意引导学生从知识、 技能、文化、情感等多 方面叙述。 讨论今天 的收获 通过自述收获，强 化既得知识与技能. 四、 Summary and Home- work 2. Homework 2 分钟 运用提示语言写一篇关 于 Beethoven 的文章 记下作业 并根据实 际情况课 后完成。 进行语言素材的积 累和知识点的巩固.