1、1 Unit 9I like the music that I can dance to. Section B(2a-2d) 教材分析： 本节课选自人教版英语九年级 Unit 9I like the music that I can dance to. Section B(2a-2d)部分。本单元的核心话题是音乐和电影 （Music and movies） ，功能是能表达喜好（Express preferences） ，单 元语法点是能识别和理解由 that, which, who，引导的定语从句，并能 简单运用（Attributive clauses with that, which, wh
2、o） 。 Section B 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爱好，2a2d 为 section B 的阅读板块，涉及 了中国的民间音乐及音乐家。2a 的读前活动从学生的已有认知出发， 让学生尝试用自己的语言谈论中国的乐器及相关名曲， 为阅读活动做 准备；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 要求学生在 理解的基础上运用所学目标结构将文章相关的一段细节描写补充完 整。 教学目标： 1、知识目标： （1）能掌握以下单词：sense, sadness, pain, refl
3、ect, moving, perform, lifetime, pity, in total, master, praise, recall, wound, painful。 （2）能掌握以下句子： 2 .but it was one of the most moving pieces of music that Ive ever heard. He performed in this way for many years. It is a pity that only six pieces of music in total were recorded for the future worl
4、d to hear, but his popularity continues to this day. 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. 2、能力目标： 运用 that/which/who 引导的定语从句来谈论个人爱好； 培养学生的阅读理解能力和分析归纳能力。 3、情感态度目标：通过了解各种音乐形式，感悟和分享音乐带 来的情
5、感体验；通过对音乐的评价，提高学生的审美水平，引导学生 热爱生活，热爱中国的传统艺术，激发学生的爱国情怀。 4、学习策略：能根据篇章的主旨大意找出相关的细节信息。 5、教学策略：采用任务型语言教学，实践情境教学法、小组合 作探究法、情感激励法。 教学重难点： 1、重点： 掌握本课时出现的生词及用法； 阅读短文，获得相关信息，提高学生们的综合阅读能力。 2、难点： 3 体会阿炳音乐特点的深层原因； 通过阅读策略的培养，提高学生的阅读理解能力。 教学准备：多媒体课件 教学过程： Step 1:Free talk and Lead in Show some different music and a
6、sk the students about their feelings: Do you like this music? How do you feel about it? Show some wonderful sentences about music. Show some Chinese musical instruments by asking: What kind of music do you like? Do you like Chinese folk music? Do you know any Chinese musical instruments? Play a gues
7、sing game by playing some Chinese traditional music: Do you know the name of the music? What is the name of the musical instrument? 设计意图：通过欣赏不同类型的音乐，及由中国不同乐器演奏的 经典名曲，引出本节课的教学内容，激发学生的学习兴趣，为阅读学 习做好准备。 Step 2:Fast reading Show some pictures of Abing and introduce something about him to the students. 4
8、Show the teaching aims to the students. Let the students read the passage quickly and answer the three questions: Which musician does the passage mainly talk about? What is the name of his most famous piece of music? How does the writer feel about this piece of music? 设计意图：通过创设情境，让学生快速阅读，通过自主探究的方 式，
9、了解文章大意，培养学生快速阅读，查找相关信息的能力。 Step3:Careful reading Show the reading skills（阅读指导）before doing careful reading. Task One: Let the students read the passage and find out the main idea of each paragraph. Para. 1 Para. 2 Para. 3 Abings muscial skill made him popular . I was moved by the piece of music Erqu
10、anYingyue. Abing experience. Check the answers by asking one student. Task Two: Make the students and list the supporting details in each paragraph in different ways. Paragraph 1 Ask the students to read paragraph one together and then check the 5 answers with the students. Main ideaSupporting detai
11、ls (3 sentences) I wasby apieceofmusic namedErquan Yingyue. Paragraph 2 Ask the students read Paragraph Two freely and find out the details. Main ideaSupporting details (5 sentences) Abing lived a very _ life. Check the answers. Paragraph 3 Make the students read Paragraph Three quietly and find out
12、 the supporting details. Main ideaSupporting details (3 sentences) Abingsgreat musical skills made him very _. Check the answers. 设计意图：通过任务型语言教学及阅读前的阅读技巧指导，培养 学生能根据篇章的主旨大意找出相关的细节信息， 能运用具体信息描 写事物的能力，通过深入理解文章，让学生对音乐家阿炳的音乐特点 6 的原因有更深层的体会。 Step 4:Post reading Ask the students to read the passage again a
13、nd understand the passage better. Ask the students to close the book and finish Task Three: Fill in the blanks. Exercise One: Exercise Two: 短文填空. Abing was a folk musicianwas born in Wuxi in 1893. Hehis mother when he was young. His father taught him to play manymusical instruments, and he wasfor hi
14、s musical ability soon. After that,he developed a serious illness and became blind. But he didntup his music .He went 7 onhis music on the streets for many years. During his lifetime, Abingplay 600 pieces of music, but its a pity that only 6. Among them, thefamous one is Erquan Yingyue. His populari
15、ty continues to today. Exercise Three: Review how to use that、which、who in the relative clauses. Zd. Grde that or who and fill in the blanks with the words in the box. Abing played music (that/who) could touch the hearts of people. When we listen to his music, we can _ both the beauty and the sadnes
16、s in it. It makes us think about the _ and _(that/who) we have experienced in the past. For this reason, many people _ him as the musician (which/who) has greatly influenced erhu music. So it is really a _ that not many pieces of his music were recorded. Check the answers. 设计意图：通过三种不同形式的练习巩固加深对文章的理解
17、，既 复习本单元的语法点：定语从句，又利用短文填空的巧妙设计与中考 衔接，做到学以致用。 Step 5:Group work: Writing Show a vedio to make the students relaxed. Tell the students that music can adjust our moods and ask them to discuss: What kind of music do you want to listen to when you feel happy / 8 sad / lonely? Why? Ask two students practi
18、ce with the teacher. Show the writing task. Writing: 研究表明，音乐对人们的情绪有着重要的影响，因此，人们用不同的 音乐来调节心情。请根据下表提示内容，写一篇英语短文。 听音乐前的 情绪状态 适用音乐听音乐后 的心境 压力大， 过分焦虑 流行音乐放松 沉迷电脑游戏， 兴奋过度 乡村音乐平静 困倦，疲劳摇滚音乐振奋 孤独，悲伤自拟自拟 注意： 1.词数 80 左右。开头已写好，不计入总词数； 2内容必须包括上表中的要点； 3条理清楚，语句连贯。 参考词汇： 摇滚音乐 rock music Research has shown that musi
19、c has an important effect on ones moods. _ _ Show some studentswritings. 9 设计意图：通过观看一段音乐视频，使学生放松，重新燃起学习 兴趣， Group work 中的两个活动， 让学生明白音乐可调节人们的情绪， 引导学生要热爱音乐、热爱生活。 Step 6:Summary Show some famous sentences about music and make the students read loudly. 设计意图：通过大声朗读一些有关音乐的美句名言，让学生感悟 音乐、感悟生活，使学生热爱生活、热爱中国传统
20、艺术，培养学生的 爱国情怀。 Step 7:Homework 1、Read and retell the passage. 2、Finish the passage. 板书设计： Unit 9I like the music that I can dance to. Section B(2a-2d) 10 教学反思： 整节课的教学思路清晰，教学目标明确，重难点突出，师生互动 充分，能注意培养学生的阅读技巧及读写能力。本节课的教学策略多 样化：采用任务型语言教学，通过情境教学、小组合作探究及情感激 励等方法，充分调动学生的学习兴趣，环节紧凑，过渡自然，巧妙地 渗透情感态度的目标，学生们都能自觉地参与到课堂活动中，课堂气 氛始终活跃， 效果很好。 不足的是没能给后进生更充裕的时间去思考、 实践， 写作中没能让学生时间进行互相探讨、 修改， 欣赏同伴的作品。
