人教新目标 (Go for it) 版九年级全册Section B精品课件ppt

教学基本信息

学科

English

学段

初中

年级

九年级

单元

Unit 9

课题

I like music that I can dance to.

总课时数

6

课时

Section B

2a-2e

课型

阅读课

授课时间

教学目标及教学重点、难点

教学目标：

At the end of the class, the students will be able to:

1. to review Attributive Clauses.

2.to read to learn about Chinese folk musician Abing and his music.

3. to get the main idea of each paragraph and find out their supporting details.

教学重点：

1. Key vocabulary:

sense, sadness, pain, reflect, perform, pity, total, master, praise, wound, painful...

teach sb. to do, be known for, get married, continue to, during one’s lifetime, in total...

2. Key sentences:

a. The piece which was played on the erhu especially moved me.

b. It was one of the most moving pieces of music that I’ve ever heard.

c. The music was written by Abing,a folk musician who was born in the city of Wuxi in 1893.

d. It is a pity that only six pieces of music in total were recorded for the future world to hear.

3. Structure:

The attributive clauses with that,who and which.

教学难点：

Learn to understand 2b. 

教学过程(表格描述)

教学环节

主要教学活动

设置意图

Step 1

Warming-up

(PPT 3-9)

1.Have a free talk about Chinese musical instruments.

2. Show more pictures of the Chinese musical instruments to Ss to learn.

利用图片，激发学生兴趣，使学生了解中国民乐器，为2b课本导入做铺垫。

Step 2

Presentation

(PPT 10-12)

Work on 2a.

1.Call Ss’ attention to 2a. Read the instruction to make sure Ss know what to do.

How many Chinese musical instruments do you know about? Do you know some famous pieces of music that are played on these instruments? Make a list with your partner.

2.Show the list of songs and instruments.

利用图片了解关于民乐演奏的一些著名乐曲，引入2b课文。

Step 3

   Pre-reading

(PPT 13-20)

Work on 2b.

1. Ask Ss to scan the three questions in 2b and then look at the picture.Predict the answers to them.

a. Which musician does the reading passage mainly talk about?

b. What is the name of his most famous piece of music?

c. How does the writer feel about this piece of music?

2. Read the passage quickly and see if they are right.

3. Check answers and remind Ss to pay attention to the reading strategies.

通读全文，回答三个问题，初步了解短文内容。

Step 4

   While-reading

(PPT 21-26)

Work on 2c,2d.

1.Ask Ss to read the passage again and use suitable words to complete the main idea of each paragraph. Then list the supporting details in each paragraph.

2. Check the answers.Learn some expressions in the passage.

3. Ask Ss to read the passage again, circle that or who and fill in the blanks with the words in the box.

4. Check their answers with each other.

5. Make Ss read the passage.

本部分是课文细读部分。每读完一段都要完成相应的任务，以检测对文章的理解。通过问题设计，让学生带着问题阅读，提高他们的英语阅读能力以及解决问题的能力。

Step 5

   Post-reading

(PPT 27 -28)

Work on 2e. 

1. Call Ss’ attention to 2e.

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.

A: What kind of musical instruments did Abing  play?

B: He could play many instruments, but he is best known for playing the erhu.

2. Ss practice the conversation in pairs.

3. Make an ID card for Abing.

这是阅读的输出环节。此处设计学生讨论民族乐器，并编成对话、为阿炳制作身份卡，以此巩固练习与课本相关的内容。

Step 6

Language points

(PPT 29-42)

1. Explain the usage of move, sense, pain, perform, by the end of, It is a pity that, in total, praise, wound ...

2. Ask Ss to read them.

解决本节课的难点：move, sense, pain, perform, by the end of, It is a pity that, in total, praise, wound

Step 7

Exercises

(PPT 43-46)

Show some exercises to practice the key vocabulary and structures.

通过词形填空、句型转换以及完成句子等形式练习所学的重点词汇和结构。

Step 8

中考链接

(PPT 47)

Practice the attributive clause with who.

通过练习中考题，使学生更好地把握定语从句。

Step 9

Homework

(PPT 48)

1. Review the new words and expressions we’ve learned today.

2. Write a passage about Abing and Erquan Yingyue.

熟练掌握所学的知识，培养学生的概括能力。

板书设计

Unit 9 I like music that I can dance to.

Section B (2a-2e)

1. The piece which was played on the erhu especially moved me.

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. The music was written by Abing,a folk musician who was born in the city of Wuxi in 1893.

5. It is a pity that only six pieces of music in total were recorded for the future world to hear.

教学反思

1. 本节阅读课需要训练学生关注细节，通过表格填写列出支撑作者观点的细节信息。这是本节课的阅读策略。

2. 强调较难的结构a. so...that....  b. not only...but also... 。

3. 教学过程中要注意培养学生对民族文化的感情。