九年级英语unit6SectionA1a-2c教学设计.docx

新目标英语九年级 Unit 6 I like music that I can dance to第一课时教学设计杨从丽一、教学目标1知识与技能（1）使全体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;（2）使80%的学生能用本节课的重点词汇和句型简单的对话;（3）使60%的学生能充分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（1）多媒体辅助教学法：多媒体辅助教学集图片、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。（2）交际法：英语要作为交际工具来教，也要作为交际工具来学，做到学用统一。在课堂教学中会创造交际活动情境，让学生利用所学的语言知识，自由表达自己的思想和见解，让学生在做中学，在实践交流中获得信息，习得英语。（3）坚持以学生为中心，采用individual work和pair work相结合的活动方式使学生进行自主学习、合作探究、体验实践及展示自我，发展听、说、读、写等综合语言运用技能。（4）充分运用任务型语言教学法指导本节课，以任务贯穿教学主线，培养学生学会用语言做事的能力。（5）建立融洽、民主的师生、生生交流渠道，与学生一起反思学习过程和学习效果，不断进行自我评价进而调整改进学习目标与学习策略。3情感、态度与价值观（1）通过欣赏不同类型的音乐，不断提高学生的文化素养，同时帮助他们树立乐观、开朗的人生观；（2）在操练语言、归纳总结和共同完成话题任务的过程中，加强团体协作意识。二、学生分析我校学生来自农村。这里的学生天性纯朴，在小学都没有学过英语，对英语有着极大的兴趣和好奇心，但知识面非常狭窄，语言表达能力不强，特别是用英语表达对他们来说确实有困难。但经过两年的英语学习，部分学生已有一定的英语自学能力，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。三、教材分析1、 本节的地位和作用本课时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.2、 本节主要内容本课时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。Section A1a-2c主要是听读说和基础语言运用。 3、教学重点(1)重点词汇：prefer, lyric, gentle ,musician, have great lyrics, sing along with, dance to, different kinds of music, quiet and gentle songs, write ones own music.（2）重点句型：What kind of music do you like?I like music that I can sing along with.I prefer music that has great lyrics.I love musicians who write their own music.4、教学难点（1）that 和who引导的定语从句（2）培养学生有效进行语言输入和语言输出转换的能力。（3）在训练学生语言能力的同时，注重激发学生的想象能力，培养学生的创新思维，提升他们的整体素质。四、教学理念本节课结合教材的实际对教材内容、编排顺序等进行了调整、替换、删掉和补充。在整个教学过程中，尽量用英语进行教学，为学生创造外语氛围。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。五、教学策略（1）组织学生网上收集他们喜欢的歌手，音乐家的图片，并下载他们喜欢的歌曲;（2） 教师重整教材，结合部分学生收集到的图片和音乐制作课件；（3）利用课间时间，组织学生把全班分成两大组，中间腾出活动空间六、教学环境 播放学生所收集的歌曲，创造优美的学习环境。学生在教师的指导下进行活动，音乐始终贯穿其中，为学生创造轻松的课堂氛围。七、教学过程Step 1. Warming-up and lead in (1). The teacher introduces herself by playing and singing some songs . T: Do I sing well? So 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: Whats the song? Ss: Sound of music T: I like this song because its 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 “ Its 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 praises dance to . (5) Use the same method to show out the important praises and sentences.Step 2. 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 praises.Step3 1a Show the pictures and the sentence of 1a . Read the sentences and ask students to repeat.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 with some blanks and ask students to listen to tapes and fill in the blanks(5)Play the tapes for 3 times and ask some students to write their answers on the blackboard(6)Check the answers 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 checkStep 6 Summary T: Now lets look at the sentences we have learnt. Can you find the similar? Try to get students to find out the important points of attributive clauseStep7 Homework1.Finish the survey after class and write the results.2.Review the attributive clause.八、学习评价The Things I Can DoEvaluationI have mastered that praises and sentences learnt in class54321I am active and intelligent in class performance.54321I work with my group members well to solve problems.54321I can give my fellow students some useful help and tips.54321I have made progress and experienced success54321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