Unit 9 I like music that I can dance to. Section B 2a-2e教学设计2024-2025学年人教版英语九年级上册

教学设计 课程基本信息 学科 英语 年级 九年级 学期 秋季 课题 Unit 9 I like music that I can dance to. Section B 2a-2e 教材分析 The teaching materials are from 2a to 2e in Section B, the reading part. They are from Unit 9 I like music that I can dance to. Grade 9, Go for it. The topic of this unit is about music and movies. The main function is to express preferences. This is the reading period of this unit. In the material, it talks about music. This section can strengthen the knowledge that they have learned before and lie a good language foundation for the writing task. At the same time, it also aims to improve the students’ reading abilities, especially to have the students master the reading skills — noting supporting details. 学生分析 The topic of these materials is about music, which is closely related to their lives, for they like different kinds of music. As a result, it’s easy to arouse their learning interests. They are curious about new things and have a strong desire to learn better. They are quick in thoughts and they have certain reading abilities. But their thinking abilities are limited. In Section A and the listening and speaking part of Section B, the students have already mastered the grammar — relative clauses with that, who and which, so it will not be difficult for them to understand the passage. 教学目标 Language Ability Aims (1)Students can correctly pronounce and use the following new words and phrases: sense, sadness, pain, reflect, moving, perform, lifetime, pity, total, in total, master, praise, recall, wound, painful. (2)Students can understand and use the following sentences, especially the attributive clauses with that, who and which. ①The music was strangely beautiful, but under the beauty I sensed a strong sadness and pain. ②It was one of the most moving pieces of music that I’ve ever heard. ③The music was written by Abing, a folk musician who was born in the city of Wuxi in 1983. ④Today, Abing’s Erquan Yingyue is a piece which all the great erhu masters play and praise. ⑤Its 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. Learning Ability Aims (1)Learn to find out the supporting details for the main ideas according to the reading skills. (2)Be able to communicate and cooperate with others effectively. Thinking Quality Aims (1)Strengthen their understanding ability and remembering ability. (2)Foster their evaluating ability and reasoning ability. Cultural Character Aims (1)Get to know about some basic information about erhu and Abing. (2)Arouse their love for Chinese traditional culture and develop great interests in Chinese folk music. (3)Learn the great spirits and qualities from Abing, such as never giving up and keeping on going. 教学重难点 教学重点： 1. Master the key words, phrases and sentences. 2. Gain some reading skills, especially how to find supporting details. 3. Understand the attributive clauses with that, who and which. 教学难点： 1. Improve the students' reading strategies. 2. Retell the passage according to the mid-map and the key information. 教学方法 1. Task-based Teaching Method 2. Situational Teaching Method 3. Group Cooperation Teaching Method 4. Communicative Teaching Method 教学准备 Self-made PPT, multimedia, related videos and music Erquan Yingyue 教学过程 Teaching Process Teacher’s Activities Students’ Activities Design Intentions 【环节一】 创设情境 激活背景 Step 1 Leading-in 1. Present a short video about music performed with different Chinese traditional instruments. 2. Introduce erhu to them. And tell them that we’ll have a “music” class, to appreciate a piece of music played on the erhu. 1. Enjoy a short video about music performed with different Chinese traditional instruments. 2. Get to know the instrument erhu and that they’ll appreciate a piece of music played on the erhu in class. ◆Through the beautiful music and the musicians' graceful movements, arouse their interests in the topic today. ◆To get familiar with erhu. 【环节二】 解读文本 获取信息 【环节二】 解读文本 获取信息 Step 2 Pre-reading 1. Play the music Erquan Yingyue and let them listen to it. Ask them about their feelings. 2. Ask them two questions. What do you know about the music? What do you want to know? 1. Listen to the music Erquan Yingyue. Talk about how they feel about it. 2. Answer the questions. ◆Let them appreciate the music and ask about their feelings to get them ready for the reading. ◆By asking the questions, to brainstorm what they have known and what they want to know. Step 3 While-reading Fast reading Ask them to read the passage quickly and fill in the chart. Read the passage quickly and fill in the chart. ◆To practice their scanning reading skill to find specific information. Skimming Let the students skim the passage and match the main idea with each paragraph. Skim the passage and match the main idea with each paragraph. ◆To develop the reading skill of skimming. In this way, they can have a general understanding of the passage. Careful reading 1. Ask them to read Para. 1 and answer two questions. 2. Show them how to find supporting details. 3. Let them read Para. 2 and finish the two timelines. 4. Tell them to read Para. 3 and fill in the chart. 5. Ask them to read Para. 3 again and choose T or F. 1. Read Para. 1 and answer two questions. 2. Learn how to find supporting details. 3. Read Para. 2 and finish the two timelines. 4. Read Para. 3 and fill in the chart. 5. Read Para. 3 again and choose T or F. ◆Students can gain the details of each paragraph through various reading exercises and activities. ◆Lead them to learn how to find out the supporting details for their opinions and main ideas. 【环节三】 内化语言 综合运用 【环节三】 内化语言 综合运用 Step 4 Post-reading 1. Ask them to get into groups to retell the passage according to the mind-map. 2. Ask them to finish Exercise 2d and check the answers. 3. Let them work in pairs and talk about Abing. 4. Make them think about the structure and the writing style of the passage. 1. Get into groups to retell the passage according to the mind-map. 2. Finish Exercise 2d and check the answers with the teacher. 3. Work in pairs and talk about Abing. 4. Think about the structure and the writing style of the passage. ◆By using the mind-map, they can strengthen their remembering and imitation abilities. ◆They can learn how to cooperate with others by working together with their group members. ◆By doing the exercises, they can know better about the passage and the knowledge. ◆By deciding the structure and writing style of the passage, to cultivate their abilities of analyzing and reasoning. 【环节四】 感悟主题 提升品格 【环节四】 感悟主题 提升品格 Step 5 Further thinking 1. Ask them to think about the following questions. ①What is your understanding of “Sad but Beautiful”? ②What do you think of Abing? ③What can we learn from Abing? Present them the great spirits and qualities we draw from Abing. 2. Show them other unfortunate but strong-minded people like Helen Keller, Beethoven and Hawking. 3. Present them the famous quote by Tagore “The world has kissed my soul with its pain, I still return it with a song.” to encourage them to be like them. 4. Introduce the great changes and achievements of China in the past 100 years. 5. Lead them to think about the spirits of Chinese. Encourage them to cultivate these spirits and try to make our Chinese dream and their dreams come true. 1. Think about the questions. Conclude the great spirits and qualities of Abing. 2. Get to know other unfortunate but strong-minded people like Helen Keller, Beethoven and Hawking. 3. Learn the famous quote by Tagore. 4. Learn about the great changes and achievements of China in the past 100 years. 5. Think about the spirits of Chinese and try to cultivate these spirits and make our Chinese dream and their dreams come true. ◆By thinking about the questions, make the students think more deeply, critically and positively. ◆Through the discussion of Abing’s great spirits and qualities, including Helen Keller, Beethoven and Hawking, to encourage the students to learn from them. ◆By showing the great changes in the past 100 years, let them think about Chinese spirits. ◆To stimulate them to bear these spirits and try to make Chinese dream and their dreams come true. 作业设计 基础作业：Make a conversation like 2e. 拓展作业： 1. Write an award speech(颁奖词) for Abing if there is a Lifetime Achievement Award (终身成就奖) . 2. Find the other 5 pieces of music by Abing and share with us in the next class. 板书设计 设计反思 本节课是一节阅读课，对于它的设计有如下反思： 通过读前、读中、读后、深层思考的环节设计，引导学生逐步理解了文本的大意和结构，学会通过寻找主旨大意和支撑性细节等阅读技巧。本节课中，我主要采取了任务型教学的方法，在教学中不仅关注学习的结果，还关注学习的过程。学生完成任务的过程也是他们发现问题、分析问题和解决问题的过程，同时也是逐步提升阅读技巧、提高阅读能力的过程。 本节课的不足之处在于让学生阅读文本的时间较少，部分深度思考问题应做更深层次的探讨，主题升华部分希望以后能再多思考一些，有更深的感悟。 学科网（北京）股份有限公司 $$