Unit 9 I like music that I can dance to.Section B1a～1d 教案- 2024-2025学年人教版（2012）英语九年级全一册

教学设计 课题 Unit 9 I like music that I can dance to.-Section B-1a-1d 课时 1 教学目标 Language Competence: Master key vocabulary (e.g., prefer, lyrics, smooth) and grammar (attributive clauses with "that/who"), use them to describe music preferences. Cultural Awareness: Explore cultural diversity in music styles, appreciate different musical expressions globally. Thinking Quality: Analyze music features logically, distinguish between various genres through critical thinking. Learning Ability: Develop listening strategies (predicting via keywords), enhance autonomous learning through genre-related discussions. 重难点 Attributive clauses: Correctly use "that/who" to modify nouns (e.g., "music that I can dance to"), distinguish between restrictive/non-restrictive clauses. Genre vocabulary: Differentiate terms like pop, rock, classical, and apply them in context. Listening skills: Grasp specific information (music types and reasons) from dialogues, practice note-taking for details. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Before we start our new unit, let's have a little warm - up. I'm going to play a short piece of music, and I want you all to listen carefully and then tell me how it makes you feel. (Plays an upbeat pop music) So, class, how did that music make you feel? Raise your hands and share your feelings with us. Student 1: I felt excited and energetic. Student 2: It made me want to dance. Teacher: Great! As you can see, music has a powerful influence on our emotions. And today, we are going to start Unit 9, which is all about music. Now, I want to know from each of you. What kind of music do you like? Maybe some of you like pop music like the one we just heard, or perhaps some of you prefer other types. Who wants to share first? Student 3: I like rock music. It's so cool and loud. Student 4: I like classical music. It makes me feel calm. Teacher: Wonderful! We have such a diverse range of music preferences in our class. Now, let's look at page [number in your textbook] and start with 1a. In 1a, you can see a picture and several sentences. What we need to do is to circle the sentences that you agree with about the kind of music you like. And then, write your own sentence. For example, if you like music that makes you feel relaxed, you can circle “I like music that is relaxing.” And if you have a different idea, like “I like music that has fast rhythm,” you can write it down in the blank space. Start working on it now. (Students start working on 1a. The teacher walks around the classroom, checking on students' work and offering help if needed) Teacher: Time's up. Let's share some of your answers. Who wants to start? Student 5: I circled “I like music that has a strong beat.” And I wrote “I like music that I can sing along loudly with.” Teacher: Very good. So you like energetic music that gets you singing. Anyone else? Student 6: I circled “I like music that is relaxing.” And I added “I like music that makes me forget my worries.” Teacher: That's great. Music can indeed be a great way to relieve stress. Now, let's move on to 1b. In this part, we are going to listen to a conversation between Tony and Betty about the music they like. Before we listen, take a look at the table. It shows two types of music: “Music that I can dance to” and “Music that has great lyrics.” We need to listen carefully and check which kind of music Tony and Betty like. Are you ready? Let's play the recording. (Plays the recording for 1b) Teacher: Okay, stop here. Let's check the answers. For “Music that I can dance to,” who likes this kind of music, Tony or Betty? Students: Betty. Teacher: Right. And for “Music that has great lyrics,” who likes it? Students: Tony. Teacher: Excellent. Now, let's listen to the recording again. This time, I want you to answer some more questions. First, what does Tony think of the Cool Kids? Second, what kind of music does Tony prefer? Third, what's his favorite band? Listen carefully and write down your answers. (Plays the recording for the second time) Teacher: Time's up. Let's answer the questions one by one. What does Tony think of the Cool Kids? Student 7: He thinks they're awful. Teacher: Correct. And what kind of music does Tony prefer? Student 8: He prefers music that has great lyrics, music that he can sing along with. Teacher: Exactly. And his favorite band? Student 9: His favorite band is not mentioned in this conversation. Teacher: Well, you're right. The conversation doesn't tell us his favorite band directly. But we know his music preference. Now, let's move on to 1c. In this part, you are going to make conversations with your partners about the music that you like. You can use the sentences we've seen in 1a and the information from the listening in 1b as a reference. For example, one of you can start like this: “A: I prefer music that has great lyrics. What about you?” And the other can answer: “B: I like music that I can dance to.” Then you can continue the conversation, asking each other why you like that kind of music. Start now. (Students start making conversations. The teacher walks around, listening to their conversations and providing guidance. If students make mistakes in grammar or pronunciation, the teacher corrects them gently) Teacher: Okay, stop your conversations. Let's ask some pairs to come to the front and show us their conversations. Who wants to volunteer? (Pair 1 comes to the front and starts their conversation) Student A: I like music that is very energetic. What about you? Student B: I prefer music that has beautiful melodies. Student A: Why do you like music with beautiful melodies? Student B: Because it makes me feel peaceful. How about you? Why do you like energetic music? Student A: Well, it makes me full of energy, especially when I'm tired. Teacher: Very good job, you two. You used the sentences correctly and had a nice conversation. Let's give them a round of applause. Now, who else wants to show their conversation? (Pair 2 comes to the front) Student C: I like music that I can sing along with. What's your favorite kind of music? Student D: I like smooth music. It's so relaxing. Student C: Smooth music is nice. But why don't you like music that you can sing along with? Student D: Well, I'm not a good singer, so I don't really like that kind of music. Teacher: Great job, Pair 2. You also did a wonderful job in communicating about your music preferences. Now, let's summarize what we've learned today. We've talked about different kinds of music and how to express our preferences. We've used sentences like “I like music that...” and “I prefer music that...” These sentences are actually a type of grammar structure called the attributive clause. In “I like music that I can dance to,” “music” is the word we are talking about, and “that I can dance to” is the clause that gives more information about the music. It tells us what kind of music we like. We will learn more about attributive clauses in the following classes. For homework, I want you to write a short passage about your favorite music. Use the sentences and structures we learned today. And also, try to find out more names of different music types in English. That's all for today's class. See you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$