Unit 9 I like music that I can dance to 单元表格式教案（4课时）

Unit 9　I like music that I can dance to.
课　题
Unit 9　I like music that I can dance to.
课时
第一课时Section A
(1a-2d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
prefer, lyrics, Australian, electronic, suppose, smooth, spare, director, case, in the case, war
2. 掌握以下句型:
①I like music that/which I can sing along with.
②Carmen likes musicians who play different kinds of music.
能力目标
能够用情态动词表推测。
情感目标
1. 使学生学会谈论自己的喜好。
2. 通过表达个人喜好, 提高学生欣赏美的水平。
3. 激发学生的学习兴趣和学习热情。
教学重点
prefer, different kinds of, sing along with的用法。
教学难点
学习关系代词that/who引导的定语从句
课前预习
Preview the new words
教学方法
Situational approach; Listening, reading and speaking approach;
Individual work , Team work , Cooperative work
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Let students look at the pictures about some different kinds of music on the screen and ask them the question “What is your favorite music? ”. Then let them talk about their favorite music in group.
2. Let some students look at the picture in 1a, and read these sentences.
3. Circle the sentences they agree with.
1. Students look at the pictures about some different kinds of music on the screen and talk about the question the teacher asked in group.
2. Students read the sentences in 1a.
3. Circle the sentences they agree with.
通过展示图片以及讨论, 引导学生进行思考并引入本单元话题, 为听作词汇上的铺垫。
Step 2
Listening
(1b)
1. Play the recording for the students to listen.
2. Let students listen and try to check the kinds of music Tony and Betty like.
3. Play the recording again, and check the answers.
1. Let students listen and try to check the kinds of music Tony and Betty like.
2. Check the answers.
听力训练, 进一步感知、体验学习目标语言。
Step 3
Practice
(1c)
1. Let students read the conversation.
2. Let students make conversations using the information in 1b.
3. Let some pairs act it in front of class in pairs.
1. Students read the statement in 1a.
2. Students make conversations.
3. Ask and answer in pairs.
通过两人小组对话, 让学生从读对话到模仿对话, 练习句型的运用。
Step 4
Listening
(2a&2b)
1. Ask the students to read the sentences in 2a. Find four students to read each sentence and say the meaning of each sentence. Then read these sentences together and make sure they can understand the sentences.
2. Play the recording for the students and let them circle T for true or F for false in 2a.
3. Play the recording again to check the answers.
4. Let students read the sentences in 2b. Make sure they know what to do.
5. Play the recording for the students to complete the sentences with the right words.
6. Play the recording again to check the answers.
1. Read the sentences.
2. Listen and circle T for true or F for false in 2a.
3. Check the answers.
4. Read the sentences in 2b.
5. Listen and complete the sentences with the right words.
6. Check the answers.
教会学生通过浏览信息, 为获取准确的听力信息做好准备; 同时学会预测, 形成信息期待。同时通过预测为学生提供更多口头陈述的机会, 培养学生连贯表达的能力。
Step 5
Oral Practice
(2c)
1. Tell students to make conversations using the information in 2a and 2b.
2.
Let some pairs act out their conversations before the class.
1. Make conversations using the information in 2a and 2b.
2. Act out their conversations before the class.
通过口语结对活动, 在交流信息过程中, 进行真实的交际问答练习。在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 6
Role-Play
(2d)
1. Read the conversation and let students read after the teacher.
2.
Ask students to role-play the conversation in groups.
1. Read the conversation.
2. Role-play the conversation in groups.
在听力练习和小对话口语练习的基础上, 进行角色对话表演 , 开展有实际意义的交际运用活动。
Step 7
Language
points
Explain the key words and phrases in 2d.
Learn the key words and phrases in 2d.
在真实语境中学习运用目标语言。
Step 8
Summarize
1. Guide the students to summarize how to show their favorite music.
2. Guide the students to summarize the use of relative clauses with that and who.
Summarize how to show their favorite music and the use of relative clauses with that and who.
培养学生探究、归纳总结能力。
Step 9
Consolidation
教师设置巩固检测练习:
一、根据句意及汉语提示写出单词。
1. I guess (猜测)it will rain tomorrow.
2. The boy is playing electronic (电子的)music.
3. The smooth (悦耳的)music makes us happy.
4. He is busy and has no spare (空闲的)time.
二、单项选择。
(　A　)1. Most of my classmates prefer loud music _______they can dance to. ?
A. that　　　B. who
C. whose D. where
(　B　)2. I like friends who _______friendly and easy-going. ?
A. is B. are
C. have D. has
(　C　)3. Tony loves music _______he can dance _______. ?
A. which; with
B. who; along
C. that; to
D. that; in
(　D　)4. I prefer _______some shopping to _______camping since the weather isn’t lovely. ?
A. do; going
B. doing; go
C. do; go
D. doing; going
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 10
Homework
Recite the conversation in 2d.
板书设计
Section A (1a-2d)
I like /love/prefer music that. . .
I like music that I can dance to.
I like musicians who play different kinds of music.
教学反思
在本节课的教学活动设计, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
欧美音乐类型简介
　　1. R&B(HIP-HOP)
　　R&B的全名是 Rhythm & Blues, 一般译作“节奏怨曲”。广义上, R&B可视为“黑人的流行音乐”, 它源于黑人的Blues音乐, 是现今流行乐和摇滚乐的基础。近年黑人音乐圈大为盛行的 Hip Hop和 Rap都源于R&B, 并且同时保存着不少 R&B成分。
　　2. RAP(说唱乐)
　　rap是一个黑人俚语中的词语, 相当于“谈话(talking)”, 中文意思为说唱, 产自纽约贫困黑人聚居区。它以在机械的节奏声的背景下, 快速地诉说一连串押韵的诗句为特征。这种形式来源之一是过去电台节目主持人在介绍唱片时所用的一种快速的、押韵的行话性的语言。
　　3. 摇滚乐 (Rock and Roll)
　　摇滚乐, 兴起于20世纪50年代中期, 主要受到节奏布鲁斯、乡村音乐和叮砰巷音乐的影响发展而来。早期摇滚乐很多都是黑人节奏布鲁斯的翻唱版, 因而节奏布鲁斯是其主要根基。摇滚乐分支众多, 形态复杂, 主要风格有: 民谣摇滚、艺术摇滚、迷幻摇滚、乡村摇滚、重金属、朋克等, 代表人物有: 埃尔维斯·普莱斯利(猫王)、鲍勃·迪伦、披头士乐队、滚石乐队等, 是20世纪美国大众音乐走向成熟的重要标志。
　　4. 爵士乐(蓝调、灵魂乐)
　　20世纪的所谓“流行音乐”中影响最大的大概就是爵士乐了。爵士乐发源于美国的新奥尔良, 这个城市曾是路易斯安那州的首府, 位于密西西比河的入海口, 在美国的历史上起过很重要的作用。
　　5. 乡村音乐
　　乡村音乐(Country Music)出现于20世纪20年代, 它来源于美国南方农业地区的民间音乐, 最早受到英国传统民谣的影响而发展起来。最早的乡村音乐是传统的山区音乐(Hillbilly Music), 它的曲调简单、节奏平稳, 带有叙述性, 与城市里的伤感流行歌曲不同的是, 它带有较浓的乡土气息。
　　6. 新世纪音乐(NEW AGE)
　　New Age Music——新世纪音乐, 也有译作新纪元音乐的。New Age早期的音乐形态是以环境音乐 (Ambient Music) 为基础演变而成。也有人称环境音乐为自然音乐、绿色音乐等。
　　7. 古典流行乐
　　Classical Pop是指带古典响乐味道的流行曲, 多用弦乐伴奏的歌曲都可列入此类。
　　8. 民歌
　　民歌(Folk)原本是指每个民族的传统歌曲, 每个民族的先民都有他们原始的歌曲, 这些歌绝大部分都不知道谁是作者, 而以口头传播, 一传十十传百, 一代传一代地传至今日。不过今天我们所说的民歌(Folk), 大都是指流行曲年代的民歌 (Folk), 所指的是主要以木吉他为伴奏乐器, 以自然坦率方式歌唱, 唱出大家纯朴生活感受的那种歌曲。
课　题
Unit 9　I like music that I can dance to.
课时
第二课时Section A (3a-4c)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
down, dialogue, ending, documentary, drama, plenty, plenty of, shut, shut off, superhero, once in a while
2. 掌握以下句型:
①While some people stick to only one kind of movie, I like to watch different kinds depending on how I feel that day.
②When I’m down or tired, I prefer movies that can cheer me up.
③But they try their best to solve their problems.
④Laughing for two hours is a good way to relax!
⑤Documentaries like March of the Penguins which provide plenty of information about a certain subject can be interesting, . . .
⑥I don’t mind action movies like Spider-Man when I’m too tired to think.
⑦I can just shut off my brain. . .
⑧Once in a while, I like to watch movies that are scary.
⑨But I’m too scared to watch them alone.
⑩It doesn’t feel so scary anymore.
能力目标
能够熟练用定语从句表达对音乐和电影的喜好。
情感目标
了解国内外常见的音乐种类, 播放经典的中国音乐, 让学生感受中国传统音乐的魅力; 利用网络资源, 让学生接触形式多样的、不同民族文化的音乐。
教学重点
读懂短文3a, 并理解定语从句的引导词和语序的用法。
教学难点
对定语从句的引导词和语序进行总结和应用。
课前预习
Preview the new words
教学方法
Individual　work　Team work　Cooperative work
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Lead-in
Let students talk about their favorite movies.
Students talk about their favorite movies.
通过讨论方式导入从而自然引入新课。
Step 2
Reading and
answer
(3a)
1. Let students read the article aloud and circle the movie names.
2. Let students read the article again quickly , get the mian idea of the passage.
1. Students read the article and discuss what the title means with the partner.
2. Read the article again quickly.
通过快速阅读获取信息能更好地提高阅读技能。
Step 3
Practice
(3b, 3c)
Let students read the article again and finish the tasks in 3b and 3c.
Read the article again and finish the tasks in 3b and 3c.
通过阅读文章回答问题, 更加加深了学生对于文章的理解以及对于本单元重要词汇句子的掌握。
Step 4
Grammar
Focus-4a
1. Guide students to read Grammar Focus by themselves.
2. Let students translate the sentences.
3. Explain the Grammer.
4. Let students read the sentences together.
1. Read Grammar Focus.
2. Translate the sentences.
3. Read the sentences together.
通过读句子翻译句子, 在语境中体会被动语态的用法。
Step 5
Practice
(4a, 4b, 4c)
Guide the students to finish the tasks in 4a, 4b, 4c.
Rewrite the questions in 4a, 4b, 4c.
通过练习加强学生对于被动语态的理解以及应用。
Step 6
Consolidation
教师设置巩固检测练习:
(　D　)1. —Look! That is the woman _______I met yesterday. ?
—Oh, she is my aunt.
A. what　　B. when
C. where D. who
(　D　)2. I can never forget the stories _______my grandma told me. ?
A. what B. who
C. them D. that
(　C　)3. — People are talking about the old houses _______Jackie Chan bought in Anhui twenty years ago. ?
A. where B. who
C. which D. when
(　C　 )4. It makes me think of the persons and things _______were 10 years ago. ?
A. who B. which
C. that D. where
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7
Homework
Remember the Grammar.
板书设计
Section A (3a-4c)
What kind of. . . do you like?
I like movies that. . .
I love music that. . .
I prefer movie stars who . . . .
教学反思
在本节课的教学活动设计中, 能够创设丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习—展示—练习—反馈”的学习过程。
资料链接
电影类型
　　常用的划分影片类型的标准有三个: 场景、情绪、形式。场景是指影片发生的地点。情绪是指全片传达的感情刺激。影片也可能在拍摄时使用特定设备或呈现为特定样式, 即形式。
喜剧/Comedy　　　　 冒险/Adventure
幻想/Fantasy 　　 悬念/Mystery
惊悚/Thriller 　　 纪录/Documentary
战争/War 　　　　 西部/Western
爱情/Romance 　 戏剧/Drama
恐怖/Horror 动作/Action
科幻/Sci-Fi 音乐/Music
家庭/Family 犯罪/Crime
音乐CD, 你了解多少?
　　CD是英文Compact Disc的缩写, 意为激光唱片, 其直径为12厘米。通常把激光视盘(LD)和激光唱片(CD)统称为光盘。它们之间的主要区别是: 激光视盘的图像部分采用模拟方式录制, 其声音部分采用模拟或模拟和数字混合方式录制; 而CD类的声音和图像则全部采用数字方式录制。
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课　题
Unit 9　I like music that I can dance to.
课时
第三课时Section B
(1a-1d)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
sense, sadness, pain, reflect, moving, look up, perform, lifetime, pity, total, in total, master, praise, recall, wound, painful
2. 掌握以下句型:
①I like clothes that are unusual.
②I like writers who explain things well.
③I love movies that are scary.
④. . . but it was one of the most moving pieces of music that I’ve ever heard.
⑤Abing’s father taught him to play many musical instruments, such as the drums, dizi, and erhu.
⑥. . . and by age 17, Abing was known for his musical ability.
⑦Even after Abing got married and had a home again, he continued to sing and play on the streets.
⑧He performed in this way for many years.
⑨It 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.
⑩Its 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.
能力目标
通过阅读, 学会用由that, who, 和which引导的定语从句对音乐和电影进行更广泛的描述。
情感目标
了解国内外常见的音乐种类, 播放经典的中国音乐, 让学生感受中国传统音乐的魅力; 利用网络资源, 让学生接触形式多样的、不同民族文化的音乐。
教学重点
1. 掌握本课时出现的生词及用法。
2. 进行听力训练, 提高综合听说能力。
3. 阅读短文, 获得相关信息, 提高学生们的综合阅读能力。
教学难点
听力训练
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
1a
1. Let students say their favorite things such as: books, movies and bands in group.
2. After they talk about, fill in the chart in 1a.
1. Students say their favorite things such as: books, movies and bands in group.
2. Fill in the chart in 1a.
情景导入, 激活语言知识。为听作词汇上的铺垫。
Step 2
Listening
(1b)
1. Play the recording to students and let them finish the first column in 1b.
2. Play the recording again and check the answers.
1. Students listen to the recording and finish first column in 1b.
2. Check the answers.
通过听力练习, 在语境中体会其语言的表达。
Step 3
Listening
(1c)
1. Play the recording again and finish the second column in 1b.
2. Check the answers.
1. Students listen to the recording and finish second column in 1b.
2. Check the answers.
通过听力练习, 在语境中体会其语言的表达。
Step 4
Oral practice.
(1d)
1. Let students to read the conversation in 1d.
2. Let students talk about their favorite things in 1a with group.
1. Students read the conversation in 1d.
2. Students talk about their favorite things in 1a with group.
通过听力练习, 在语境中体会其语言的表达。
Step 5
Homework
Find more information about their favorite things.
板书设计
Section B (1a-1d)
1. I like clothes that are unusual.
2. I like writers who explain things well.
3. I love movies that are scary.
教学反思
要传授给学生不同的学习方法, 也可以说是他们比较感兴趣的学习方法, 抓住他们的注意力。最大限度的发挥他们本身的潜力, 由他们原先的被动学习变为现在的主动地学习。
资料链接
《二泉映月》
　　《二泉映月》是著名的民间盲艺人华彦钧(阿炳)创作并于1950年亲自录音作谱的二胡曲。华彦钧是我国杰出的民间音乐家, 江苏无锡人。该曲问世以来, 不仅以二胡独奏形式而出名, 更以其优美抒情的旋律和深切感人的音乐内涵而闻名国内外。
　　江苏无锡惠山泉, 世称“天下第二泉”。作者以“二泉映月”为乐曲命名, 联系阿炳在旧社会的不幸遭遇, 从音乐中我们可以感受到作者在借景抒情、感叹身世时, 还流露着对旧社会进行控诉的愤懑之情。在《阿炳曲集》中曾这样介绍: “他在双目失明之后……用音乐形象来描绘他曾目睹的美丽风景”, “但当时感到的却是周围漆黑的一片。这就使得他在婉转优美的旋律中, 时时流露出感伤凄凉的情调来”。
　　《二泉映月》按曲体结构是一首传统的变奏曲。音乐一开始, 短短的引子, 音阶下行的旋律, 犹如一声百感交集的轻轻的叹息, 把人们带进了一个深沉的意境中去。主题音乐使人联想到一个拄着竹棍的盲艺人在坎坷不平的人生道路上徘徊流浪, 无限伤感, 无尽凄凉。 《二泉映月》就是在上述音调的多次变奏下逐渐展开构成全曲的, 它通过变奏使音乐形象得到层层深化, 使人感受到阿炳怀着难以抑制的感情, 一遍又一遍地向人们诉说他种种的苦难和遭遇。乐曲的后半部分, 有着更进一步的发展, 积聚起来的感情迸发了, 乐曲推向高潮, 强烈而激愤, 显示了阿炳特有的气质和魄力。这是作者对旧社会愤怒控诉的声音, 它深刻地反映了阿炳倔强、刚毅的性格, 表达了他对黑暗势力不妥协的反抗和斗争精神。
　　全曲将主题变奏五次, 随着音乐的陈述和展开, 所表达的情感得到更加充分的抒发。其变奏手法, 主要是通过句幅的扩充和减缩, 并结合旋律活动音区的上升和下降, 以表现音乐的发展和迂回前进。它的多次变奏不是表现相对比的不同音乐情绪, 而是为了深化主题, 所以乐曲塑造的音乐形象是较单一集中的。全曲速度变化不大, 但其力度变化幅度大, 从pp至ff。每逢演奏长于四分音符的乐音时, 用弓轻重有变, 忽强忽弱, 音乐时起时伏, 扣人心弦。
　　《二泉映月》层次分明而又浑然一体, 旋律动听而又质朴苍劲, 音乐感人但更促人激愤。它是中国一位穷苦盲艺人的传世杰作, 深受国内外听众喜爱。
课　题
Unit 9　I like music that I can dance to.
课时
第四课时Section B
(2a-Self Check)
课型
New
教学目标
知识目标
1. 学习并掌握下列词汇:
express, not only. . . but also. . . , circle, Britain, receive, leader, midsummer, medical, purpose, prevent, energy, position, honor, victory, enemy, period, hard-working
2. 掌握以下句型:
①For many years, historians believed Stonehenge was a temple where ancient leaders tried to communicate with the gods.
②The large stones were put together in a certain way.
③As you walk there, you can feel the energy from your feet move up your body.
能力目标
1. 能够用书面语言写关于音乐、电影或者歌曲的评论;
2. 进一步加强对阅读短文的理解, 并对其中的重点词汇和语言结构进行运用。
情感目标
了解国内外常见的音乐种类, 播放经典的中国音乐, 让学生感受中国传统音乐的魅力; 利用网络资源, 让学生接触形式多样的、不同民族文化的音乐。
教学重点
1. 用that/who引导的定语从句描述个人喜好。
2. 有关个人喜好的写作。
教学难点
有关个人喜好的写作。
课前预习
Preview the new words
教学方法
Situational approach; Listening and speaking approach;
Communicative approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warm up
and work on
(2a)
1. Ask students some questions and let them talk about them in group:
a. How many Chinese musical instruments do you know about ?
b. Do you know any famous pieces of music that are played on these instruments?
2. Let students finish the task in 2a.
Students talk about some questions in group.
读前活动旨在为阅读铺垫, 激活学生对阅读话题或者内容的相关知识, 并引出本课时话题。
Step 2
Reading
(2b, 2c)
1. Tell students to read the article quickly and try to get the main idea in 2b.
2. Let students read article again and complete the chart in 2c.
3. Check the answers with the class.
1. Students to read the article quickly and try to complete the chart in 2c.
2. Check the answers.
整体理解文本意义, 掌握文章的结构, 加深思维层次, 由信息吸收转为输出, 为写作打下基础。
Step 3
Practice
(2d)
Let students finish the task in 2d.
Students finish the task in 2d.
通过练习加强对于文章及词汇的掌握及理解
Step 4
Practice
(2e)
Let students work in groups. Make a conversation using the information in the passage.
Students work in groups. Make a conversation using the information in the passage.
让学生联想讨论世界上的其他奇观, 帮助学生开阔眼界, 发散思维。
Step 5
Practice
(3a)
Ask students to finish the tasks in 3a.
Students finish the tasks in 3a.
回顾知识, 深化理解。为写作作铺垫。
Step 6
Writing
(3b)
1. Tell students to read these sentences in 3b.
2. Try to write a short article using the expressions.
3. Walk around the class give any help students may need.
4. Let some students read their articles to the class.
1. Students read the expressions in 3b.
2. Students try to write a short article.
有目的地布置写作任务, 并逐步做好写作准备, 然后在学生的谋篇布局中发现存在的问题, 并及时给予针对性的指导。
Step 7
Summarize
Guide the students to summarize how to express their favorite things.
Summarize how to express their favorite things.
培养学生探究、归纳、总结的能力。
Step 8
Consolidation
Ask students to finish Self Check
独立完成检测练习, 进行自我评价。
通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 9
Homework
Write a passage about their favorite movies.
板书设计
Section B (2a-Self Check)
1. My favorites kind of music/movies is. . .
2. I like. . . because. . .
3. It was. . . by. . .
4. When I listen to /watch it, I feel. . .
5. I think you should listen to /watch it too because. . .
教学反思
要传授给学生不同的学习方法, 也可以说是他们比较感兴趣的学习方法, 抓住他们的注意力。最大限度地发挥他们本身的潜力, 由他们原先的被动学习变为现在的主动地学习。
资料链接
中国的民族乐器
吹奏乐器
弹拨乐器
打击乐器
拉弦乐器
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