新目标九英unit6教学设计案.doc

九年级英语听说课教学设计Unit 6 I like music that I can dance toSection A(1a-1c)教学设计一、教学目标1、语言知识目标： (1) prefer的用法 lyric (2) Target language: What kind of music do you like?I like music that I can dance with . what about you?I prefer music that has great lyrics. (3)that 引导的定语从句2、语言技能目标：通过本课学习培养学生良好的“听、说、读、写”的技能，使学生能运用所学定语从句谈论自己的喜好。3、情感目标：（1）激发并提高学生的学习兴趣，积极参与教学的各个环节，体验和感知语言学习，成为学习的主人。（2）谈论自己的喜好，充分展示个性。二、重点、难点重点：1、prefer的用法。 2、Target language。 3、that引导的定语从句。难点：正确运用定语从句谈论喜好。三、教学策略本单元的话题是谈论个人的喜好，通过创设更多的语言环境，激发学生主动参与的欲望。在课堂教学中巧妙运用教学艺术，适当安排小组合作，使学生在轻松愉快的环境中实现更多的信息交流，让学生在做中学、在做中练、在做中巩固，从而提高课堂教学效益，达到事半功倍的效果。设计思路：预备任务（Pre-task) 同步任务（While-task) 任务提升（Post-task)。四、学习策略1、课前认真预习，收集一些个人爱好方面的材料，课后能及时巩固复习。2、上课勤思考、多动脑，掌握所学词汇、句型，热情、积极、主动参与课堂上的各种活动。五、教学过程Step I Warm-up (5)T: Ive a wonderful song. Would you like to share it with me ?(理念：课前播放一首欢快的英文歌曲，渲染课堂气氛，营造学习氛围，使学生很快进入角色）T：Boys and girls, shall we begin our class now ? I know everyone of us likes music, what kind of music do you like? Can you write them on the blackboard?（理念：用学生感兴趣的音乐话题入手，能引起学生的共鸣，吸引学生主动参与、积极思考，学生纷纷举手，回答问题并写出他们喜欢的音乐） Step II Pre-task (14)Task 1 (1)呈现prefer 用法prefer= likebetterprefer sth. to sth. 喜欢胜过prefer doingto doing 喜欢做胜过做prefer to do rather than do 宁愿也不愿T:What kind of music do you like better,pop music or classic music? I like classic music better. I prefer classic music. What kind of music do you prefer, pop music or classic music?Ss:(学生争先恐后地说自己比较喜欢的音乐)I like better/I preferThen make some sentenses with prefer to show how to use it .(理念：仍然从学生喜欢的音乐话题入手，通过给学生两种音乐让其选一种更喜欢的。从而由like better 引出prefer,同时学生也能清楚地知道prefer用于两者，然后再通过举例造句，展示出prefer的有关用法，让学生在句中掌握)（2）Ask the students to make sentences with prefer.(理念：通过造句更好地掌握prefer 的用法。)Task 2 呈现 that 引导的定语从句。（1）T:Do you prefer music that has great lyrics? Do you love music that isnt too loud? (理念：通过与学生交谈，让学生充满激情，积极参与回答教师的提问，而教师在于学生的交流过程中板书以下几个句子)I prefer music that has great lyrics.I love music that I can sing alone with. I like music that isnt too loud ?Then ask the students to read the sentenses by heart and pay attention to the word lyric.（2）让学生观察句型，思考一下，并在小组内讨论出that 引导的定语从句的结构和规律，在学生归纳的基础上，教师精讲，梳理学生的认知结果，使学生进一步弄清that引导 的定语从句的用法。（理念：培养学生积极思考、合作交流 ,主动探究定语从句的位置、语法结构，初步形成和提出自己归纳总结的探究结果）。（3）SB 1c T: Can you make a vonversation with your partner ? You may practice like this : A: What kind of music do you like ?B: I like music that I can what about you ?A:I like music that T: Which pair can act it out?(Choose some pairs to act it out )(理念：通过这样一个口头的语言训练，让学生都能积极参与活动，做到学以致用，融会贯通)Step III While-task (9)Task 1 SB 1aT: Now look at the pictures and circle the sentences you agree.T: Please write your own sentences ,will you ?Task 2 SB 1b听前：T: Now read the information in 1b. Here are Tony and Betty. They both like music.What kind of music do they like ?T: Listen to the tape please! (play the tape) Then check () the kinds of music. Tony and Betty like （听之前让学生先看一下Tony 和Betty 有可能喜欢的音乐种类，为听做铺垫，同时明确听的目标。）听中：T: Play the tape for twice(同时重要的“有难度的”的句子重复播放，降低难度。听后：After listening to tape,check the answers with the students. Then get the students read after the tape.仿造对话(听后的跟读，仿造对话能让学生真正做到对语言知识的输出)Step IV Post-task(14)Task 1 Make a surveyNamesFavorite musicT:Look at the chart above,can you make a survey in groups ? You can ask like this: What kind of music do you like?(理念：这个活动通过学生合作完成，在参与活动中又一次巩固了本课重点句型，为speaking and writing 做好铺垫)Task 2 Speaking and writing T: Can you give the report about you survey ?(ask two students to report)T: Can you write a short article about you surrey ?（Ask two students write on the blackboard , others write on their exercise book, then check with the students.) (理念：通过学生口头汇报本组内成员的喜好，不仅训练了学生的语言表达能力，同时加深了本课重点句型的掌握，最后以书面的形式写出来，使学生的能力得到了升华，听、说、读、写能力真正得到了提高。）