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人教新目标 (Go for it) 版九年级全册Section B精品第4课时教学设计
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这是一份人教新目标 (Go for it) 版九年级全册Section B精品第4课时教学设计，共6页。
UNIT 9 I like music that I can dance to.
Section B(2a-2e) 第4课时
设计说明
首先让学生谈论喜欢的音乐、乐曲及乐器, 引起学生的兴趣, 并依此结对进行对话；然后利用2a来继续导入对新课的学习: 列出几种中国乐器, 播放阿炳的《二泉映月》, 介绍一下阿炳。
对于Reading部分的处理, 首先通过快速阅读, 让学生了解本文是一篇关于音乐介绍及评价的文章, 并让学生读完后回答问题；然后细读课文, 用合适的词完成每一段的大意, 并从文中找出支撑这些大意的细节；最后通过概括本文的一段文字让学生准确地确定定语从句的引导词。通过如此反复阅读, 学生既对整篇文章有了准确而细致地了解, 又逐步掌握了noting supporting details的阅读策略和定语从句的关系词。
教学目标
通过本课时的学习, 让学生达成以下目标:
1. 知识目标
(1) 掌握本课时新单词及短语: sense, sadness, pain, reflect, moving, perform, lifetime, pity, total, master, praise, recall, wound, painful, in total。
(2) 掌握重点句子: ①…it was one of the most moving pieces of music that I’ve ever heard.
② The erhu sounded so sad that I almost cried along with it as I listened.
2. 能力目标
掌握阅读策略: 注意支持性细节。
3. 情感目标
使学生了解阿炳的人生, 学习阿炳在困境中不放弃的精神。热爱并弘扬中国民间音乐, 使其走向世界。
重点难点
重点: 运用noting supporting details的阅读策略对文本进行解读
难点: 运用具体信息描写事物
教学准备
PPT课件
授课时数
1课时
教学过程
Step 1 Lead-in
1. Have a discussion:
• Do you like music/songs?
• What kind of music/songs do you prefer?
• Why do you prefer it/them?
• Do you like Chinese folk music?
• What folk music have you listened to?
• Do you know about some Chinese musicians/Chinese musical instruments?
• Who/What are they?
2. Pair work
Ask students to make conversations.
A: Do you like music/songs?
B: Yes, I do.
A: What kind of music/songs do you prefer?
B: I prefer music/songs that…
A: Do you know about Chinese musical instruments/Chinese musicians?
B: Yes.
A: What/Who are they?
B: They’re…
3. Talk about Chinese musical instruments and enjoy Erquan Yingyue
Use 2a to ask students to talk about Chinese musical instruments. Let students enjoy the music Erquan Yingyue, then introduce the musician Abing.
Step 2 Reading
1. Fast reading
Finish 2b. Read the passage and answer the questions.
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?
Answers:
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.
2. Careful reading
Task 1
(1) Read each paragraph of the passage carefully.
Read Para. 1 and use suitable words to complete the main idea. Then list the supporting details.
Read Para. 2 and use suitable words to complete the main idea. Then list the supporting details.
Read Para. 3 and use suitable words to complete the main idea. Then list the supporting details.
(2) Tell students the reading skill: noting supporting details
阅读策略: 注意支持性细节
文章的每段都有主旨大意, 在阅读文章时我们要注意支持主旨大意的具体细节。这些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。
Task 2
(1) Read the first paragraph carefully and answer the questions.
①Who took the writer to a concert of Chinese folk music?
②Did the writer understand the sadness in the music at first?
Answers:
①One of his/her Chinese friends.
②No, he/she didn’t.
(2) Read the second paragraph carefully and answer the questions.
①Who taught Abing to play musical instruments?
②How old was Abing when he was known for his musical ability?
③Where did Abing play the erhu?
Answers:
①Abing’s father.
②17 years old.
③On the streets.
(3) Read the third paragraph carefully and answer the questions.
①How many pieces of music played by Abing were recorded in total?
②Abing wrote over 600 pieces of music during his life, didn’t he?
Answers:
①Only six pieces of music.
②No, he didn’t.
Task 3
Finish 2d. Read again, circle that or who and fill in the blanks with the
words in the box.
3. Post reading
(1) Finish 2e. Ask students to make conversations. Offer some more questions:
• When and where was Abing born?
• What do you think of Erquan Yingyue?
• How was Abing’s life?
• How many pieces of music could Abing play by the end of his life?
• What was Abing famous for?
…
(2) Listen and find
Listen to the recording of the passage and find the following expressions.
用二胡演奏…… play…on the erhu
最感人的乐曲之一 one of the most moving pieces of music
查阅 look up
民间音乐家 folk musician
教某人做某事 teach sb. to do sth.
因……而出名 be known for
患严重的疾病 develop a serious illness
赚钱 make money
结婚 get married
用这种方式 in this way
在某人的一生中 during one’ s lifetime
到……末为止 by the end of…
总共，合计 in total
国家瑰宝 national treasure
不仅……还…… not only…but also…
如此……以至于…… so…that…
使某人…… make sb.+形容词
使某人做某事 make sb. to do sth.
……真是遗憾 It is a pity that…
Step 3 Language points
1. …but under the beauty I sensed a strong sadness and pain.……但在这美的背后, 我感觉到一种强烈的悲伤和痛苦。
(1) sense动词, 意为“感觉到；意识到”。
She seemed to sense his anger. 她似乎感受到了他的愤怒。
【拓展】sense 还可作名词, 意为“感觉；意识”。常用短语:
make sense有道理；lose one’s sense失去理智；
make sense of理解；in a sense在某种意义上。
There would be no sense of separation. 再也不会有分隔的感觉。
(2) sadness 名词, 意为“悲伤；悲痛”, 其形容词形式为sad。
He bowed his head in shame and sadness. 他羞愧和悲伤得低下了头。
【拓展】英语中一些形容词加后缀-ness 可构成名词:
2. …but it was one of the most moving pieces of music that I’ve ever heard. ……但它是我曾听过的最感人的乐曲之一。
moving形容词, 意为“动人的; 令人感动的”。常指事物本身具有“动人的”这一特征, 多说明事物, 在句中可作表语或定语。
His book is deeply moving. 他的书非常感人。
【拓展】move动词, 意为“打动, 使感动, 移动”。
The moving story moved me deeply. 这个感人的故事深深地感动了我。
3. It is a pity that only six pieces of music in total were recorded for the future world to hear… 遗憾的是, 一共只有6首曲子被录了下来得以传世……
(1) It is a pity that…意为“……真是遗憾”, it在句中作形式主语, 真正的
主语是that引导的从句。
It was a pity that you could not come here. 你不能来真是遗憾。
【拓展】“It+be+名词(短语) +that从句.”为固定句式, 常见的名词短语有:
a pity(遗憾) , a shame(遗憾) , good news(好消息) , a fact(事实) , a wonder (奇迹) , no wonder(难怪) , no surprise(不足为奇) 等。
It was no surprise that he won the match. 他赢得比赛不足为奇。
(2) in total 意为“总共；合计”。
The repairs came to over 500 yuan in total.
修理费用总计500多元。
【拓展】total还有以下用法:
①名词, 意为“总数；合计”。
His business is worth a combined total of ¥3 billion.
他的公司加在一起总价值30亿元。
②形容词, 意为“总的；全体的”。
What’s the total profit of the company this year?
今年这个公司的利润总额是多少？
4. Today, Abing’s Erquan Yingyue is a piece which all the great erhu masters play and praise. 如今, 阿炳的《二泉映月》成了一首所有伟大的二胡演奏家弹奏和赞赏的曲子。
praise 此处用作动词, 意为“赞扬；表扬”, praise sb. for (doing) sth.
意为“因(做)某事而赞扬某人”。
She praised his cooking. 她称赞他的烹饪技术。
Tom was praised for his hard work yesterday.
昨天汤姆因努力学习而受到了表扬。
【拓展】praise还可用作名词, 意为“表扬, 赞扬”, 常用短语有:
in praise of赞美, 称赞 sing sb.’s praises 高度赞扬某人
give praise to sb. 表扬某人 receive praise from sb. 得到某人的称赞
Step 4 Homework
1. Revise the new words and phrases in the passage in 2b.
2. Revise the relative clauses.
板书设计
UNIT 9 I like music that I can dance to.
Section B(2a-2e)
单词: sense, sadness, pain, reflect,
moving, perform, lifetime,
pity, total, master, praise,
recall, wound, painful
短语: in total
句子: 1. …it was one of the most moving pieces of music that I’ve ever heard.
2. The erhu sounded so sad that I almost cried along with it as I listened.
UNIT 9 I like music that I can dance to.
Section B(2a-2e) 第4课时
设计说明
首先让学生谈论喜欢的音乐、乐曲及乐器, 引起学生的兴趣, 并依此结对进行对话；然后利用2a来继续导入对新课的学习: 列出几种中国乐器, 播放阿炳的《二泉映月》, 介绍一下阿炳。
对于Reading部分的处理, 首先通过快速阅读, 让学生了解本文是一篇关于音乐介绍及评价的文章, 并让学生读完后回答问题；然后细读课文, 用合适的词完成每一段的大意, 并从文中找出支撑这些大意的细节；最后通过概括本文的一段文字让学生准确地确定定语从句的引导词。通过如此反复阅读, 学生既对整篇文章有了准确而细致地了解, 又逐步掌握了noting supporting details的阅读策略和定语从句的关系词。
教学目标
通过本课时的学习, 让学生达成以下目标:
1. 知识目标
(1) 掌握本课时新单词及短语: sense, sadness, pain, reflect, moving, perform, lifetime, pity, total, master, praise, recall, wound, painful, in total。
(2) 掌握重点句子: ①…it was one of the most moving pieces of music that I’ve ever heard.
② The erhu sounded so sad that I almost cried along with it as I listened.
2. 能力目标
掌握阅读策略: 注意支持性细节。
3. 情感目标
使学生了解阿炳的人生, 学习阿炳在困境中不放弃的精神。热爱并弘扬中国民间音乐, 使其走向世界。
重点难点
重点: 运用noting supporting details的阅读策略对文本进行解读
难点: 运用具体信息描写事物
教学准备
PPT课件
授课时数
1课时
教学过程
Step 1 Lead-in
1. Have a discussion:
• Do you like music/songs?
• What kind of music/songs do you prefer?
• Why do you prefer it/them?
• Do you like Chinese folk music?
• What folk music have you listened to?
• Do you know about some Chinese musicians/Chinese musical instruments?
• Who/What are they?
2. Pair work
Ask students to make conversations.
A: Do you like music/songs?
B: Yes, I do.
A: What kind of music/songs do you prefer?
B: I prefer music/songs that…
A: Do you know about Chinese musical instruments/Chinese musicians?
B: Yes.
A: What/Who are they?
B: They’re…
3. Talk about Chinese musical instruments and enjoy Erquan Yingyue
Use 2a to ask students to talk about Chinese musical instruments. Let students enjoy the music Erquan Yingyue, then introduce the musician Abing.
Step 2 Reading
1. Fast reading
Finish 2b. Read the passage and answer the questions.
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?
Answers:
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.
2. Careful reading
Task 1
(1) Read each paragraph of the passage carefully.
Read Para. 1 and use suitable words to complete the main idea. Then list the supporting details.
Read Para. 2 and use suitable words to complete the main idea. Then list the supporting details.
Read Para. 3 and use suitable words to complete the main idea. Then list the supporting details.
(2) Tell students the reading skill: noting supporting details
阅读策略: 注意支持性细节
文章的每段都有主旨大意, 在阅读文章时我们要注意支持主旨大意的具体细节。这些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。
Task 2
(1) Read the first paragraph carefully and answer the questions.
①Who took the writer to a concert of Chinese folk music?
②Did the writer understand the sadness in the music at first?
Answers:
①One of his/her Chinese friends.
②No, he/she didn’t.
(2) Read the second paragraph carefully and answer the questions.
①Who taught Abing to play musical instruments?
②How old was Abing when he was known for his musical ability?
③Where did Abing play the erhu?
Answers:
①Abing’s father.
②17 years old.
③On the streets.
(3) Read the third paragraph carefully and answer the questions.
①How many pieces of music played by Abing were recorded in total?
②Abing wrote over 600 pieces of music during his life, didn’t he?
Answers:
①Only six pieces of music.
②No, he didn’t.
Task 3
Finish 2d. Read again, circle that or who and fill in the blanks with the
words in the box.
3. Post reading
(1) Finish 2e. Ask students to make conversations. Offer some more questions:
• When and where was Abing born?
• What do you think of Erquan Yingyue?
• How was Abing’s life?
• How many pieces of music could Abing play by the end of his life?
• What was Abing famous for?
…
(2) Listen and find
Listen to the recording of the passage and find the following expressions.
用二胡演奏…… play…on the erhu
最感人的乐曲之一 one of the most moving pieces of music
查阅 look up
民间音乐家 folk musician
教某人做某事 teach sb. to do sth.
因……而出名 be known for
患严重的疾病 develop a serious illness
赚钱 make money
结婚 get married
用这种方式 in this way
在某人的一生中 during one’ s lifetime
到……末为止 by the end of…
总共，合计 in total
国家瑰宝 national treasure
不仅……还…… not only…but also…
如此……以至于…… so…that…
使某人…… make sb.+形容词
使某人做某事 make sb. to do sth.
……真是遗憾 It is a pity that…
Step 3 Language points
1. …but under the beauty I sensed a strong sadness and pain.……但在这美的背后, 我感觉到一种强烈的悲伤和痛苦。
(1) sense动词, 意为“感觉到；意识到”。
She seemed to sense his anger. 她似乎感受到了他的愤怒。
【拓展】sense 还可作名词, 意为“感觉；意识”。常用短语:
make sense有道理；lose one’s sense失去理智；
make sense of理解；in a sense在某种意义上。
There would be no sense of separation. 再也不会有分隔的感觉。
(2) sadness 名词, 意为“悲伤；悲痛”, 其形容词形式为sad。
He bowed his head in shame and sadness. 他羞愧和悲伤得低下了头。
【拓展】英语中一些形容词加后缀-ness 可构成名词:
2. …but it was one of the most moving pieces of music that I’ve ever heard. ……但它是我曾听过的最感人的乐曲之一。
moving形容词, 意为“动人的; 令人感动的”。常指事物本身具有“动人的”这一特征, 多说明事物, 在句中可作表语或定语。
His book is deeply moving. 他的书非常感人。
【拓展】move动词, 意为“打动, 使感动, 移动”。
The moving story moved me deeply. 这个感人的故事深深地感动了我。
3. It is a pity that only six pieces of music in total were recorded for the future world to hear… 遗憾的是, 一共只有6首曲子被录了下来得以传世……
(1) It is a pity that…意为“……真是遗憾”, it在句中作形式主语, 真正的
主语是that引导的从句。
It was a pity that you could not come here. 你不能来真是遗憾。
【拓展】“It+be+名词(短语) +that从句.”为固定句式, 常见的名词短语有:
a pity(遗憾) , a shame(遗憾) , good news(好消息) , a fact(事实) , a wonder (奇迹) , no wonder(难怪) , no surprise(不足为奇) 等。
It was no surprise that he won the match. 他赢得比赛不足为奇。
(2) in total 意为“总共；合计”。
The repairs came to over 500 yuan in total.
修理费用总计500多元。
【拓展】total还有以下用法:
①名词, 意为“总数；合计”。
His business is worth a combined total of ¥3 billion.
他的公司加在一起总价值30亿元。
②形容词, 意为“总的；全体的”。
What’s the total profit of the company this year?
今年这个公司的利润总额是多少？
4. Today, Abing’s Erquan Yingyue is a piece which all the great erhu masters play and praise. 如今, 阿炳的《二泉映月》成了一首所有伟大的二胡演奏家弹奏和赞赏的曲子。
praise 此处用作动词, 意为“赞扬；表扬”, praise sb. for (doing) sth.
意为“因(做)某事而赞扬某人”。
She praised his cooking. 她称赞他的烹饪技术。
Tom was praised for his hard work yesterday.
昨天汤姆因努力学习而受到了表扬。
【拓展】praise还可用作名词, 意为“表扬, 赞扬”, 常用短语有:
in praise of赞美, 称赞 sing sb.’s praises 高度赞扬某人
give praise to sb. 表扬某人 receive praise from sb. 得到某人的称赞
Step 4 Homework
1. Revise the new words and phrases in the passage in 2b.
2. Revise the relative clauses.
板书设计
UNIT 9 I like music that I can dance to.
Section B(2a-2e)
单词: sense, sadness, pain, reflect,
moving, perform, lifetime,
pity, total, master, praise,
recall, wound, painful
短语: in total
句子: 1. …it was one of the most moving pieces of music that I’ve ever heard.
2. The erhu sounded so sad that I almost cried along with it as I listened.
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