(共24张PPT)
Unit 9 I like music that I can dance to.
(Section B 2a-2e)
通过本课学习，学生能够：
1.学生能正确朗读和拼写以下单词及短语：sense ,sadness ,pain ,reflect ,moving , perform , lifetime, pity , in total , master ,praise ,recall ,wound ,painful 。 （学习理解）
2. 学生能根据上下文语境理解文中的定语从句；能根据课文所设任务了解阿炳及阿炳的音乐。 （应用实践）
3.学生能够运用nothing 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；学生能展开思维，谈论自己所了解的民族音乐及西洋音乐。 （迁移创新）
Lead-in
Hometown
Date of birth
Profession
Instrument
Wuxi
1893
A folk musician
erhu
Abing who was born in Wuxi in 1893 was a folk musician.
He wrote many pieces of beautiful music in his lifetime.
Which piece of his music is the most famous
Task 1
Fast Reading
(2mins)
Use suitable words to complete the main idea of each paragraph.
Paragraph Main ideas
1 I was _______ by a piece of music named Erquan Yingyue
2 Abing lived a very _____ life.
3 Abing’s musical skills made him very ________.
moved
hard
popular
Task 2
Careful Reading
NOTING SUPPORTING DETAILS
Supporting details can be examples, reasons, opinions or other detailed information in each paragraph.
在阅读中注意具体的细节。具体的细节可能是举出的例子，涉及的原因，表达的观点或每段文章中的其他详细信息。
Read the passage again list the supporting details in each paragraph.
Paragraph 1 Supporting details
I was moved by … ◆ The music was_____________
but under the beauty I sensed
_________________________.
◆ I almost______________ it as
I listened.
a strong sadness and pain
strangely beautiful
cried along with
Key sentences
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 the 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 Reflected on Second Spring), but it was one of the most moving pieces of music that I’ve 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.
语句分析
优美却悲伤
昨晚我的一个中国朋友带我去听了一场中国民间音乐会。其中有一首二胡曲尤其打动了我。音乐出奇的美，但是在那美的背后，我感受到了悲伤和痛苦。这首曲子有一个简单的名字——《二泉映月》，但它是我听到过最感人的曲子之一。二胡的声音听起来如此悲伤，以至于我听的时候也几乎为之落泪。后来我查阅了《二泉映月》的历史，然后我开始理解音乐中蕴含的伤感。
Paragraph 2 Supporting details
Abing lived a very hard life. ◆ ____________ when he was very young.
◆ After_____________,He
was poor.
◆ He developed ___________
and became_____.
◆ He lived __________
and _________ to make
money.
His mother died
his father died
a serious illness
blind
on the streets
played music
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. Abing’s 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, Abing’s 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 continued to sing and play in the city streets. He performed in this way for many years.
这首曲子是由一位叫阿炳的民间音乐家写成的，他于1893年出生在无锡市。在他还很小的时候，他的母亲就去世了。阿炳的父亲教他弹奏各种乐器，如鼓、笛子和二胡。到了17岁，阿炳就以他的音乐天赋而闻名。然而，他的父亲去世后，阿炳的生活变得更加糟糕。他很贫穷，还得了很严重的疾病，并因此失明。好些年他都没有回家，他住在大街上，以演奏音乐来谋生。即使在结了婚，成了家以后，他还是继续在城市的街道上唱歌、演奏。他以这种方式表演了很多年。
Paragraph 3 Supporting details
Abing’s musical skills made him very popular. ◆He could play____________,
and he wrote many of them
_______.
◆ Erquan Yingyue is still
played and praised by
___________________today.
◆ Erquan Yingyue has become
________________________
over 600 pieces
himself
all the great erhu masters
one of China’s national treasures.
Abing’s amazing musical skills made him very popular during his lifetime. By the end of his life, he could play over 600 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, Abing’s “Erquan Yingyue” is a piece which all the great erhu masters play and praise. It has become one of China’s national treasures. Its sad beauty 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.
阿炳惊人的音乐技能让他在有生之年得以非常出名。到他临终前，他已经可以演奏600多首曲子了，这些大部分都是他自己写的。遗憾的是，只有六首曲子被录了下来得以传世。但时至今日，他（阿炳）的作品依旧颇受欢迎。如今，阿炳的《二泉映月》成了所有伟大的二胡演奏家弹奏和鉴赏的曲子。它已成了中华文化瑰宝之一。它的凄美不仅在于描绘出阿炳自己的生活，同时也唤起人们痛苦经历中那抹挥之不去的忧伤。
Circle that or who and fill in the blanks with the words in the box.
2d
指导：
1) 在定语从句中，如果先行词是物，关系代词我们可用that， 如果先行词是人， 关系代词可选用who/that。
2) Try to guess the meaning of these words in the box.
pain
wounds
sense
pity
praise
Abing played music———could touch the hearts of people. When we listen to his music, we can————both the beauty and the sadness in it. It makes us think about the————and———— ————we have experienced in the past. For this reason, many people————him as the musician who has greatly influenced erhu music. So it is really a————that not many pieces of his music were recorded.
wounds
that
pain
praise
pity
sense
that
Post Reading
What do you know about Abing
Please make an ID card
for him.
ID CARD
Name:_________ Date of birth: __________
Hometown:___________ Profession:____________
Musical instruments:_________________
The number of pieces:___________
The most famous piece:________________
Important events:
★His mother died when __________________.
★Abing was known for his musical ability by________.
★He developed a serious illness and became blind
after _______________.
★He lived on the street and played music to make
money for ____________.
Abing
1893
Wuxi
folk musician
the drums, dizi, erhu…
over 600
Erquan Yingyue
he was very young
age 17
his father died
many years
Music and life
Music is power.
that gets us through the dark and pain.
Music is peace.
that helps us heal the wounds.
Music is comfort.
that makes us feel safe.
Music is memory.
that makes us recall our childhood.
Homework
a. Make 5 sentences by using the target language (attributive clauses) and vocabulary.
b. Try to retell the passage according to the three main lines.
c.To find out more pieces of music or musical masters and share some information with us in English.
Thank you!
谢谢
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Unit 9 I like music that I can dance to .单元整体教学设计
单元主题意义 本单元的主题属于“人与社会、人与自我”范畴。话题是表达喜好。通过本单元学习是学生树立信心，锻炼克服困难的意志，养成和谐和健康向上的品格。使学生增强祖国意识，拓展国际视野，同时弘扬中国民族音乐的博大精深。
单元教学目标 通过本单元的学习，学生能够： 目标a：学生能够理解和领悟词语的基本含义、语法项目与语言形式的基本结构和常用表意功能。 目标b：能够识别和理解that , which , who引导的定语从句，并能简单运用 。 目标c：能根据篇章的主旨大意找出相关的细节信息。 目标d：了解各种音乐的形式和电影类型，感悟和分享音乐和电影带来的情感。 目标e:学习完本单元，学生的英语能力有所提升1.学习理解能力的提高；2应用实践能力。 与核心素养的关系： 本单元的语法重点是在谈论表达喜好这一话题的同时，学习并掌握由that ，which， who引导的定语从句。在文化方面，了解各种音乐形式和电影类型，感悟和分享音乐和电影带来的情感体验。本单元围绕着谈论各自喜欢的音乐和电影，以喜好为载体，在文化领域为学生渗透了中国民间音乐的魅力；在语言领域，让学生感受汉语与英语的融合；在语法领域，为学生构建定语从句运用的具体情境；在技能领域，培养学生理解篇章由粗到细层层深入的获取信息方式。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第九单元的内容，本单元的核心话题是音乐和电影，借助这一话题，实现谈论“喜好”功能。本单元的语言结构是定语从句，这一语言结构在初中阶段的学习仅限于本单元，是最难理解和掌握的，需要大量的语言操练才能实现，应该鼓励学生掌握它的基本用法。 2.纵向知识关联： 功能： 能表达喜好。 话题： 音乐和电影。 语言知识： 能正确使用下列词汇： prefer,suppose , stick , shut , sense , reflect , perform , praise , director , case , war , dialog , sadness , pain , pity , total , master , wound , Australia , electronic, smooth ,spare , down , painful , plenty 能正确使用下列常用表达： in that case , stick to , plenty of , shut off , once in a while , in total 能认读下列词汇： lyrics , ending , documentary , drama , superhero , moving, lifetime , recall 能根据文章的主旨大意找出相关的细节信息。 了解各种音乐形式和电影类型，感悟和分享和电影带来的情感体验。 3.横向知识关联： （1 ）复习八年级音乐名词的相关词汇； （2 ）本单元出现定语从句用法，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 掌握一些与音乐和电影相关的词汇，能够通过听和说获取有关音乐和电影的相关信息。 能够运用that,which引导的定语从句描述事物，使事物特点具体化，句意更清晰。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 学生能够运用that,who 引导的定语从句描述人物特点更明确，句意表达更完整，能灵活运用that,which,who引导的定语从句，关注线性此的指代，注意句子表达前后的一致性。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1d 听说课 第三课时 通过听说巩固学习that等引导的定语从句，拓展前面的听力输入，口语输出内容，谈论喜欢的音乐、乐队、书籍。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 阅读课 第四课时 运用nothing supporting details 的阅读对文本进行解读，了解音乐评价类文章的特点。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 能够整理写作特点并且能够描述并写出文章关于自己对音乐或者电影的喜欢。 通过书面表达的形式，评价学生写作的能力。
第4课时 教学设计
课题 Unit 9 I like music that I can dance to . Section B 2a-2e
教材（语篇）分析： 【what】 本节课Section B第二课时，是一节阅读课。 【why】 2a的读前活动从学生已有的认知出发，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要求学生阅读文章并找出文中的关键信息。2c让学生关注细节，通过填写表格，列出支撑作者观点的细节信息。2d则要求学生在理解的基础上运用所学目标结构将与文章相关的一段细节描写补充完整。2e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运用所学语言进行对话。 【how】 需要引导学生在上下文语境中体会语言的确切含义。
学情分析： 自然情况 九年级的学生对二胡及阿炳有一定的了解。 （二）已有基础 九年级的学生在语言方面已经有了一定的基础。 （三）存在问题
但很对同学对阿炳知之甚少。 （四）解决措施 教师需要向学生介绍有典型性代表性的西洋音乐，形成跨文化意识。
教学目标： 通过本课学习，学生能够： 学生能正确朗读和拼写以下单词及短语：sense ,sadness ,pain ,reflect ,moving , perform , lifetime, pity , in total , master ,praise ,recall ,wound ,painful 。 （学习理解） 学生能根据上下文语境理解文中的定语从句；能根据课文所设任务了解阿炳及阿炳的音乐。 （应用实践） 学生能够运用nothing 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；学生能展开思维，谈论自己所了解的民族音乐及西洋音乐。 （迁移创新）
教学重难点 重点：运用nothing supporting details的阅读策略解读文本。 难点：运用具体的信息描写事物。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in Pre- reading Students watch a video about A Bing and look for some information about A Bing . 学生活动1 Answer the questions and discuss 活动意图说明： 学生通过观看视频，了解关于阿炳的相关信息，为阅读打下基础。 环节二：Activity 2 教师活动2 Presentation Let students listen to music . Ask students to guess Which piece of his music the most famous is 学生活动2 Ask and answers 活动意图说明： 学生通过听名曲，可以拓展视野，了解民族的世界的音乐。很自然的导入新课 。 环节三：Activity 3 教的活动3 While reading Students read the passage again and fill in the chart in 2c . The teacher can make an example for the students to find the details of each paragraph . Let the students talk about answers with partners . 学的活动3 Read the passage quickly and finish 2c . 活动意图说明： 快速阅读文本，帮助学生使用略读方式了解段落的主旨大意，帮助学生了解语篇的主要结构。 环节四：Activity 4 教的活动4 Reading Strategy: Nothing supporting details . The teacher and students check the answers together . Write some useful expressions on the blackboard . Let the students read the whole passage and then finish 2d . Check he answers . 学的活动4 细读文章，检查预测 回答问题学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： 通过快速阅读，让学生了解文本是一篇关于音乐介绍及评价的文章，并总结出每段的大意。然后细读课文，从文中找出支撑这些大意的细节。最后通过概括文本的一段文字让学生准确地确定定语从句的引导词。通过如此反复月u的，学生既对整篇文章有了准确而细致地了解，又逐步掌握nothing supporting details 的阅读策略和定语从句的关系词。 环节五：Activity 5 教的活动5 Post-reading Suppose one student is an interviewer and the other student knows Abing and his music very well . Make an interview . A:Good morning , sir . May I ask you some questions B:Sure A: When was Abing born B: He was born in 1893. A: What kind of musical instruments did Abing play B: He could play many instruments ,but she is famous for playing the erhu . ... 学的活动5 Read the requests and ask and answer . Act out 活动意图说明： 了解了阿炳后，让学生根据自己已有的知识经验进行讨论并拓展。依靠集体的力量，加深对于民族音乐的了解。同时教师可以引导学生适当了解西洋音乐，培养学生的跨文化意识。
板书设计 Unit 9 I like music that I can dance to . Period 4 Section B 2a-2e sense, sad , sadness , pain , painful , continue to do , during his lifetime , become one of China’s national treasures, paint a picture of one’s own life , sad or painful experiences ... in total , a folk musician , play many musical instruments , by age 17 , be known for , develop a serious illness ...
分层作业设计 基础巩固： Make 5 sentences by using the target language (attributive clauses) and vocabulary. 设计意图：熟记本课重点单词和短语。 能力提升： Make 5 sentences by using the target language (attributive clauses) and vocabulary. 设计意图：复习巩固重点单词及短语。
教学反思与改进 本节课的设计体现了任务型教学的特点，同时整个任务链的设计均已学生的兴趣为主，由易至难，逐层递进，逐步完成各个任务，使学生愉快地完成每一个人物的同时，体会到学习英语的乐趣，并使每一位学生都参与到活动中，本节课为阅读课，文章由一定的 难度，学生水平存在一定差异。所以要充分激发学生的阅读兴趣，同时采取小组合作的放矢，利用互帮互助，合作学习的方式，共同提高。
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