【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit 9 I like music that I can dance to. section B

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【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 9Section B
导入一　情境导入:
教师提问“What do you think is the best way to relax yourself ”引出各类休闲活动的表述,例如:doing sports, listening to music, reading a book, watching a movie…
教师询问“What kind of movies/books/bands do you prefer ”引出关于喜好的句式,例如:I prefer movies/books/bands that…
导入二　对话导入:
T: What is your favorite band/music…
Ss: My favorite band/music…is…
T: Why do you like…
Ss: Because I like musicians who can…
T: Everyone has his/her favorite things.…
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1d　Role-play
1.播放录音,要求全班跟读对话。
2.让学生借助1b中的图片,利用目标语言,介绍Michael的喜好和个人情况,实现语言输出。
3.让学生朗读1d对话,根据示范,结合个人的实际情况,谈论自己喜欢的事物及理由。
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务教学
1.Which musician does the passage mainly talk about
2.What is the name of his most famous piece of music
3.How does the writer feel about this piece of music
◎Key:
1.Abing.
2.Erquan Yingyue (Moon Reflected on Second Spring).
3.He feels that it is sad but beautiful, and 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.
突破二　辅助教学
利用表格中的关键词提示,帮助学生用自己的话复述课文。
Paragraph Main idea Supporting details
1 I was moved by a piece of music named Erquan Yingyue. The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. 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.
2 Abing lived a very hard life. His mother died when he was very young. His father died when he was a teenager. He was poor and homeless. He developed a serious illness and became blind. He lived on the streets and played music to make money.
3 Abing's musical skills made him very popular. He could play over 600 pieces of music and he wrote many of them himself. His most famous piece is still played and praised by erhu masters today. Erquan Yingyue has become one of China's national treasures.
Section B
第一课时(1a-1d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
On the basis of Section A, this part further consolidates and deepens the topic content of this unit, which is personal preference. The listening material in this lesson centers on Michael's personal preference of clothes, writers and movies.
Why:
Activity 1a provides familiar topics for pre-listening preparation to activate students' thinking. 1b and 1c are different listening activities both focusing on details. 1b is about things (what) and 1c is about reasons (why). 1d is an activity for oral output of the previous listening content and its expansion.
How:
Through discussing personal preference about books, movies and bands, students further enhance the use of attributive clauses. They also improve their listening skill of finding details and understand attributive clauses better through listening practice. The conversation at last can also help them improve oral English and build up self-confidence in expressing their own ideas.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand and talk about preference about books, movies, bands, clothes and so on by listening and speaking.
2.To be able to help students sort out the key information of listening by completing the chart.
3.To be able to enhance students' understanding of attributive clauses.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to listen to and complete the listening tasks in this class.
2.To be able to use attributive clauses to express personal preference.
Teaching Difficulty:
To be able to enhance the understanding of attributive clauses in listening and speaking.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
The teacher asks students the following questions.
T: What is the best way to relax
Ss: As for me, reading a book/playing music/watching a movie/eating delicious food…is the best way to relax.
T: What kind of movies do you prefer
Ss: I prefer movies that/which are full of wonderful plots/can make me laugh and think a lot…
T: What kind of books do you prefer
Ss: I prefer books that/which are full of interesting things/can make me laugh…
T: What kind of bands do you prefer
Ss: I prefer bands that/which write their own music/can make me laugh…
Purpose To activate students' knowledge of attributive clauses and life experiences.
Step 2　Pre-listening (1a, 1b)
1.Finish 1a. Fill in the chart. Write names of your favorite book, movie and band.
2.Look at the picture in 1b. What can you see in the picture Try to predict what the boy likes.
Purpose Let students predict the answers before listening,in order to complete listening activities better.
Step 3　Listening (1b)
Listen and write the three things that Michael likes in the first column of the chart.
◎Key: book; movie poster
Step 4　Listening (1c)
Let students listen again. Write why Michael likes each thing in the second column of the chart in 1b.
◎Key:
What Michael likes Why he likes it
jacket He likes clothes 　that are unusual　.
　book　 He likes writers 　who explain things well　.
　movie poster　 He likes movies 　that are scary　.
Step 5　Post-listening (1d)
1.Discuss your favorite things in 1a with your group. Say why you like each thing. Then ask some pairs to share their conversation. e.g.
A: I like movies that are sad. I love Titanic.
B: Oh, I don't. I like movies that are scary. I really like…
2.Group work: Make a survey about teenagers today. Ask your classmates questions and fill in the chart.
Name What kind of…do you like Why do you like them
Then, each group chooses a reporter to make a report according to the information in the chart.
e.g. Hello, everyone. Here is a report about what kind of books/movies/music…our group like…A likes…that…B prefers…which…
Purpose To let students practice their speaking, expressing and cooperation skills.
Step 6　Exercise(详见课件资源)
Step 7　Homework
1.Required:
(1)Read the transcript of the listening material.
(2)Write several sentences about what kind of music/books/movies you like and why.
2.Optional:
(1)Search a famous movie that you like on the Internet and learn more information.
(2)Make a mini report about the above movie.
第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
The content of this lesson is the reading section of the unit, and it introduces a popular Chinese musician and also an erhu player—Abing. The first paragraph tells how the writer was moved by his music. The second paragraph shows his sad and hard life. The third paragraph talks about his achievements and popularity. The passage lets students know more about music and Chinese culture.
Why:
Students can understand more about the music, life, achievements and popularity of Chinese musician Abing. They can also increase the spirit of never giving up and facing the difficulties bravely. The passage can cultivate students' cultural pride to some extent.
How:
The pre-reading activity in 2a asks students to talk about Chinese musical instruments and their famous pieces, which activates their knowledge about music and raises their interest. Activity 2b asks students to read the passage and answer the questions, which improves students' reading skills of skimming and scanning. Activity 2c guides students to pay attention to the structure of the text by reading the passage and using suitable words to complete the main idea of each paragraph and listing the supporting details in each paragraph. Activity 2d focuses on some important words and the grammar of attributive clauses. Activity 2e helps students review and retell the passage by oral speaking practice.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to introduce traditional Chinese music and famous Chinese musician Abing and raise students' interest in music and pride of Chinese culture.
2.To be able to further improve students' use of attributive clauses.
3.To be able to train students' reading ability of finding main ideas and supporting details to better know the structure of the text.
4.To be able to develop students' spirit of never giving up and facing the difficulties bravely.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.Master the vocabulary and usage of attributive clauses that appear during the lesson.
2.Read the articles to get needed information and improve students' comprehensive reading ability.
Teaching Difficulty:
Read the passage in 2b, complete the related requirements, and understand the structure of the passage by finding main ideas and supporting details.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
1.The teacher asks students the following questions:
(1)Do you know any Chinese musical instruments
(2)Do you know the sounds of these musical instruments
(3)Do you know any famous pieces of music that are played on these instruments
2.After students share the answers, the teacher presents some Chinese musical instruments and famous pieces of music like Surrounded on All Sides and Purple Bamboo Melody. Then the teacher plays Erquan Yingyue (Moon Reflected on Second Spring) and asks Ss: How do you feel about this piece of music What instrument is the song played on Do you know the name of the piece
3.Students answer these questions and start the reading part.
Who is the writer of the piece
Who was the first to play it
What's the story behind the piece
Purpose To introduce traditional Chinese music and set the stage for reading the article by activating students' knowledge.
Step 2　Pre-reading(详见课件资源)
Get students to look at the title and picture and have predictions about the following questions.
(1)Who is the man in the picture
(2)What instrument is he playing on
(3)Do you think he is a healthy person from the picture
(4)What does the title talk about
(5)Whose feeling is this from the title
Step 3　While-reading
1.Let students read the passage quickly and answer the questions above.
◎Key:
(1)Abing.
(2)Erhu.
(3)No. He's blind.
(4)A piece of music named Erquan Yingyue.
(5)The writer's. Maybe he/she is a foreigner.
2.Let students read the passage quickly and match the main idea with each paragraph.
◎Key:
Para. 1-Moved by Erquan Yingyue; Para. 2-Abing's hard life;
Para. 3-Abing's musical achievements.
Purpose Set up a matching exercise for the main idea of each paragraph to deepen the understanding of the reading text as well as to further develop students' ability to grasp key information.
3.Read Para. 1 carefully and find out the supporting details.
(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 I've ever heard.
(3)The erhu sounded 　so　 sad that I almost 　cried along with　 it as I listened.
4.Read Para.2 carefully and answer the questions.
(1)When did Abing's mother die
(2)How was Abing's life after his father died
(3)Where did Abing live and how did he make money
(4)What kind of life did he live
◎Key:
(1)His mother died when he was very young.
(2)After his father died, Abing's life grew worse. He was very poor. He developed a serious illness and became blind.
(3)He lived on the streets and played music to make money.
(4)He lived a hard and sad life.
5.Deep thinking:
(1)Had Abing's life always been so hard
(2)In your opinion, why did he continue to sing and play on the streets after his life got better
(3)What do you think of Abing from Para. 2
◎Key:
(1)No, he got married and had a home again. And he could make money by playing music.
(2)To make money and keep the love for music.
(3)He was a strong-willed man who was talented in music. He had love for life and music but lived a painful life.
6.Read Para.3 carefully and fill in the blanks.
　Abing's amazing musical skills　 made him very popular during his lifetime. He could play 　over 600　 pieces of music. 　Many of these　 were written by Abing himself.
　Only 6 pieces　 were recorded. 　His popularity　 continues to this day.
　Erquan Yingyue　 is a piece which all the great erhu masters play and praise. It has become one of 　China's national treasures　.
7.Deep thinking:
(1)Why is the music sad but beautiful
(2)How did a blind man get such achievement
(3)What can we learn from Abing
◎Possible Key:
(1)Its sad beauty not only…but also makes people recall…(Abing's hard life/Abing's musical skills)/The sound of the erhu itself.
(2)He never gave up./He was talented./He had amazing musical skills and deep love for life and music.
(3)We should stick to the things we love and never give up. We must face difficulties bravely and fight against them…
Purpose Help students to sort out relevant information and gain a deeper understanding of the hidden messages between the lines so as to learn the good spirit of Abing.
Step 4　Post-reading
1.Group work: If there is a lifetime achievement award for Abing, work in groups and tell the reason why he can get the award.
◎Possible Key:
He played music that could touch the hearts of people. We can sense both the sadness and beauty which make us recall the wounds and pain that we experienced in the past. He has greatly influenced erhu music. The spirit of never giving up…
2.Finish 2b and check the answers.
◎Key: (1)Abing.
(2)Erquan Yingyue (Moon Reflected on Second Spring).
(3)He feels that it is sad but beautiful, and 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.
3.Let students finish 2c—Read the passage again and use suitable words to complete the main idea of each paragraph. Then list the supporting details in each paragraph.
Paragraph Main idea Supporting details
1 I was 　moved　 by a piece of music named Erquan Yingyue. ·The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. ·It was one of the most moving pieces of music I've ever heard. ·The erhu sounded so sad that I almost cried along with it as I listened.
2 Abing lived a very 　hard　 life. ·His mother died when he was very young. ·His father died when he was a teenager. ·He was poor and homeless. ·He developed an illness and became blind. ·He lived on the streets and played music to make money.
3 Abing's musical skills made him very 　popular　. ·He could play over 600 pieces, and he wrote many of them himself. ·His most famous piece is still played and praised by erhu masters today. ·Erquan Yingyue has become one of China's national treasures.
4.Let students finish 2d—Circle that or who and fill in the blanks with the words in the box.
5.Work on 2e in pairs. 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. e.g.
A: What kind of musical instruments did Abing play
B: He could play many instruments, but he is best known for playing the erhu.
Purpose To consolidate the understanding of the article through post-reading training questions and speaking practice.
Step 5　Language points(详见课件资源)
Step 6　Homework
1.Required:
(1)Find more information about Abing on the Internet.
(2)Draw a mind map to retell the passage.
2.Optional:
(1)Find more information about celebrities who are disabled on the Internet.
(2)Write a short passage to introduce the most impressive celebrity.
第三课时(Writing)
Step 1　Presentation
(1)话题解读:
本单元通过对音乐、电影等相关材料的学习,让学生学会谈论自己的兴趣爱好,准确地表达自己对某事物的好恶,感悟生活的愉悦与精彩,该话题涉及的内容广泛,如体育运动、美术、音乐、旅游、集邮、绘画、收藏、爬山、垂钓、看书等。
(2)常用句型:
I like…that I can… 我喜欢我可以……
My favorite…is… 我最喜欢的……是……
I prefer…music/movies. 我更喜欢……音乐/电影。
I like singers who… 我喜欢……的歌手。
I like groups that… 我喜欢……的组合。
It makes me… 它让我……
It is good for… 它对……有好处。
Step 2　Take notes
T: What kind of music or movies do you like best What is your favorite song/movie
Ask the students to make notes in the chart in 3a individually. And then check their work with several students. In the meanwhile, all the other students add as much as they can to their charts.
Step 3　Take notes
Ask students the following questions.
1. What's your favorite kind of music/movie Why
2. What's your favorite song/movie Who is the composer/director Who wrote the lyrics
3. How does it make you feel
4. Do you think others should listen to/watch it Why
Step 4　Guidance on writing methods
Step 5　Writing
Get the students to use their notes in 3a to write an article for a newspaper or magazine to tell people about their favorite kind of music/movie and their favorite song/movie individually. Use the following expressions in 3b.
Step 6　After-writing
After finishing the writing, get the students to check their work in pairs.
And then ask some students to present their work to the class.
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