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学科年级：

九年级

教材版本：

Go for it

一、教学内容分析

本单元的话题为谈论自己喜爱的音乐。围绕 “谈论自己喜爱的音乐及原因” 使学生学会基本的定语从句句型。本单元的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。本节课的Section A1a-2c主要是听读说和基础语言运用,为目标句型提供分步示例和指导性练习.在整个教学过程中，利用课件，增加直观性，激发学生学习兴趣，降低学习难度，突破重难点且提高课堂密度。让学生在“自主、合作、探究”的氛围中进行讨论与运用，促进语言表达能力的提高和情感、态度及价值观的升华。

二、教学目标

1．知识与技能；  使学生掌握本节课的重点词汇和基本了解that 和who引导的定语从句的区别;

运用本节课的重点词汇和句型表达自己的观点，并能灵活运用英语进行听、说、读、写等活动。

2．过程与方法 ： 多媒体辅助教学法：多媒体辅助教学集图像、声音、文字于一体，使教学内容更生动、形象，吸引学生的注意力，使他们在轻松、愉快的氛围中接受新的知识。

3. 情感目标： 让学生们懂得去欣赏美好的音乐。

【教学重难点】

1. 学习dance to the music ，sing along with 等几个词组。

2. 重点句型：What kind of music do you like?

             I like music that I can sing along with.

3. 教学难点： 初步掌握定语从句的构成及从句中谓语动词基本变化。

三、学习者特征分析

经过两年的英语学习，学生已有一定知识基础和语言表达能力，绝大部分学生有英语自学能力，课前会预习单词和文章，教师可利用这部分学生当“火车头”，在新课传授时起到“示范”及“引领”作用。当然，个别学生反应不积极，这有待于老师的进一步引导。

四、教学过程

Step 1：Warming-up and lead in

(1). The teacher introduces by playing some songs .

T: Do you like music? What kind of music do you like?

(2).Show some music that students have gotten from the internet and ask :

  T: Do you know this piece of song?  Ss: Yes.

  T: I like this song because it’s a song that I can dance to.

  Ask a student “ Do you like this song ?”  S: Yes.

  T: Why? (Try to help him to answer “ It’s a song that I can dance to )

（3）The teacher dance to the music in front of the class and ask some students to learn

(4) Read this sentence and ask students to repeat. Pay attention to the phrase dance to .

(5) Use the same method to show out the important phrases and sentences.

has great lyrics, is very moving, touch people deeply, remind one of one’s childhood, singers sing the words clearly…

设计意图：教师先以学生课前从网上下载的直观图片和音乐创设话题情景，借助层层递进的教学活动，逐步的导出本节课的重点词汇和句型，引导学生逐步进入更深层次的学习境界。

Step 2：Presentation

    教师播放不同类型的音乐。The teacher shows: I like music that I can sing along with. Have the best students show the others.

（1）There are many kinds of music such as pop ,jazz, rock…  Let Ss talk about the kinds of music.（图片展示）

（2）Ask and answer in pairs: What kind of music do you like best? Why?

I like pop music/classical music/jazz music/country music/dance music, etc.

And tell the reasons.

如：I like music that I can dance to. Because I love dancing very much.

设计意图:教师引出话题，带出任务，组织学生进行交流,学生通过思考和谈论话题“What kind of music do you like? Why?”引入新课题

(3) Let Ss read 1a. explain the sentences:

I prefer music that has great lyrics=I like music that has great lyrics better.

Explain attributive clauses.

如：I prefer music.    The music has great lyrics.

     I prefer music  that has great lyrics

         修饰先行词music

I like some friends.     Some friends like sports.

I like some friends who like sports.

           修饰先行词 some friends

Rules:人 (n.) + who + 从句

物 (n.) + that + 从句

who / that 在定语从句中做主语时，

谓语动词的单复数应与先行词保持一致

I prefer shoes that are cool. 

I like a pizza that is really delicious.

I love singers who are beautiful.

I have a friend who plays sports.

Look at the picture and read the sentences they see. Then practice the conversation in pairs.

Then make up a short passage using the four sentences.

  设计意图：播放不同类型的音乐，使其形成鲜明的对比，既能调动学生，又能导出本课的新授内容，在教师的指导下学习定语从句。

Step 3：Pairwork

(1)         Ask a student to make conversation with the teacher

(2)         Ask students to make the similar conversation with their partner using the helpful phrases.

    Think: What kind of musicians do you like? (Say names of bands as many as possible. Try to answer the question using attributive clauses.)

  设计意图：学生在合作交流展示中谈论自己喜欢的音乐并了解他人的喜好，在实际生活运用中体会先行词在定语从句的运用。

Step 4：Listening  practice

(1)         Ask students to listen to the tape and finish 1b

(2)         Check the answers

(3)         Show the listening passage and ask students to listen to the tape again and repeat

(4)         Show the listening content of 2a，listen and match what kind of music or musicians Tony, Betty, Xu Fei and Carmen like.

(5)         Play the tapes for 3 times and ask some students to write their answers on the blackboard

(6)         Check the answers 

设计意图: 通过听力练习，培养学生养成正确的听力习惯，训练学生听音获取处理和使用信息的能力。简单有效的听、说、读训练，发展语言技能，提高学生运用英语的能力。听力形式改成连线的形式，既降低了难度，又节约了时间。

Step 5：Reading practice

(1)         Ask students to do some true of false activities and fill in the blank of 2b according to the content of 2a

(2)         Ask some students to show their answers and check

设计意图:  通过这个任务的设计，让学生初步懂得略读的技巧

  Step 6： Evaluation and homework

1.Fill in the evaluation table .

2.Finish the survey after class and write the results.

3 .Review the attributive clause.

设计意图:课外作业是课堂教学的延续、深化和补充。以作业的形式，将学习任务延伸到课外，训练学生自主学习能力。

    Blackboard Design

Unit 6 I like music that I can dance to

Section A (1a-2c)

I prefer music.    The music has great lyrics.

I prefer music  that has great lyrics

修饰先行词music

I like some friends.     Some friends like sports.

I like some friends who like sports.

修饰先行词 some friends

五、教学策略选择与信息技术融合的设计

教师活动

预设学生活动

设计意图

Warming up and lead in

教师先以学生课前从网上下载的直观图片和音乐创设话题情景

教师引出话题，带出任务，组织学生进行交流,学生通过思考和谈论话题“What kind of music do you like? Why?”引入新课题

通过网络以及学生感兴趣的图片话题激发学生的学习兴趣

Presentations of new words and phrases. and work in groups

培养学生能说会做，还有合作的意识。

通过师生、生生合作练习，初步学会定语从句的应用。

Listen and finish the tasks

培养学生养成正确的听力习惯，训练学生听音获取处理和使用信息的能力。

简单有效的听、说、读训练，发展语言技能，提高学生运用英语的能力。听力形式改成连线的形式，既降低了难度，又节约了时间。

六、教学评价设计

Summary and evaluation

Try to get students to find out the important points of attributive clause

设计意图: 通过课堂评价表的使用，旨在让学生学会反思本节课学习内容，反思自己的学习行为与学习效果，并通过反思性学习，不断改进自己的学习方法与策略。也可引导学生自行设计一些自我反思的问题，把他们的想法、困惑告诉老师。如：

I am still not sure_____________________________.

I want to know more about_______________________

七、教学课件（本节课的教学课件）

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