库尔勒市第十一中学教学设计Unit9IlikemusicthatIcandanceto

1、教学设计I like music that I can dance toSection A Grammar Focus-4CAttributive Clause(Who,which,that)Unit9 I like music that I can dance toSection A Grammar Focus-4CAttributive Clause(Who,which,that)科目：英语 年级：九年级 授课教师：库尔勒市第十一中学 黄荣 课时：3课时教学内容英语（人教版）9年级GrammarAttributive Clause（who、which、that）（定语从句 who、whic

2、h、that）教学对象九年级学生学情分析学生在初中刚接触定语从句，而定语从句在初中只要求了解以及接 触，学生对关系词，先行词，各种用法还没接触过。教学项目教材内容用音乐，食物等学生比较熟悉而且能根据之前所学的表 达喜好的方法说出来的情境将整节课的语法知识点学习 贯穿于当中，侧重于引导学生在输入语言知识的同时观 察、推论、运用定语从句中关系词和先行词的语法知识。教学目标语言知识1. 通过观察、讨论、总结学习定语从句关系词的正确使用；2. 在语法知识的帮助下使学生学会表达自己的喜好。能对自己了解的人物，食物，等进行简单的描述语言技能能够在读、写、说中运用who,which,that引导的定语从句。

3、语言运用能够将who,which,that引导的定语从句准确运用于日常 生活中谈论食物人物等文化意识把who,which,that引导的疋语从句的运用渗透到流行歌 曲、了解身边大小事当中。情感态度在学习中培养合作精神和竞争意识。学习策略学会总结所接触的语言材料中的语言规律并加以应用。教学重点通过创设情境的语言活动（如猜人物等），帮助学生正确使用 who,which,that引导的定语从句中的关系词，帮助学生将已学习的知 识转化为技能，从而培养其对该语法知识点的综合运用能力。教学难点如何引导学生通过观察例句、表格等，总结归纳出限制性定语从句 关系词的用法，并总结出语法规律。运用任务学会用who,

4、which,that引导的定语从句能对自己了解的人物，食物， 等进行简单的描述。教学方法以学生为主体的发现学习和合作学习，分层教学的原则：1）Situational Approach （情境教学法）2）Communicative Approach （交际法）教学辅助教材，学案，电脑，课件，黑板，粉笔等教学过程流程图:开詰泄视斛薩枳松榕与.幷-言踣東擂就罪蹈提问与视频相关内弯思書-举手-回誉思等-规察简单句与复杂引导的复枭旬讲解定语城句语法.典卫例句廿析学之间讨论侦谕自己的喜奸粋杓.別用本节课语法请句疣再巩圍语法点认真恿考-推咨-与豹师互动瞬?E互动闻读课文.对定语虽句进曲提高流程说明:教学内容

5、与教师的活动学生的活动Teaching p roceduresSte p 1 Warming-up: Kids rap vvwe will rock you教学目的：通过rap这首大家都熟悉的歌曲，以及拍节奏，让气氛热起来。 并点出此单元的 音乐”主题.Then rap it together.Have you ever heard vvwe will rock you?-p lay the tapeNow I want you to rock with me and follow the rhythm like this, and then when it comes to We will

6、we will rock you , let s rap itOh, you rock me, thank you.Let the stude nts follow the rhythm and the teacher rap, whe n it comes to will we will rock you. The n rap it together.1.3.2.Step 2 Leading in: Play the video of dancing教学目的：通过播放教师的跳舞的视频，拉近距离，活跃气氛。授课学生在回答有关视频的问题过程中，点出本文题目“ I like music thatc

7、an dance to ”Let the stude nts watch a video about the teacher dance and sp eak out an swers. Then observe the topic of the Un it 9.1、“ what kind of music does Lily like ?2、“ Lily likes music that she can dance to .Step 3 Learning aims:1. 语言知识目标：1)2)3)学习掌握下列词汇：intelligent o 掌握如何表达自己喜好的句型。掌握that/whic

8、h/who引导的定语从句的用法。2.1)2)情感态度价值观目标：使学生学会表达自己的喜好。能对自己了解的人物，食物，等进行简单的描述。Step 4 Present who,which, that” guessing games， magic time1、教学目的：引导通过猜测明星，而讲出简单句，再把简单句变成 who,which,that引导的定语从句。学会使用 “magi二合一”技巧选 择正确的关系词。Guess who is she and which group is it accord ing to the hints.2、She is a sin ger+ The sin ger p

9、 lays differe nt kinds of music二 She is asin ger who/that p lays differe nt kinds of music.(magic: ma ni ma ni hong )3、I like a group+ A group has three boys= I like a group that/which hasthree boys.Step 5 Present and Practice : Grammar Focus教学目的：从接触的 who,which,that过渡到Grammar Focus,引导学生在 记忆，填空的时候增加

10、who,which,that引导的定语从句的输入。 并能谈论自己的喜好Let the stude nts read the Grammar Focus and remember it, the n compi ete thesentence with words.1）你喜欢哪种音乐？我喜欢可以随之歌唱的音乐。music do you like?I love musicI can.2）许飞喜欢哪种乐队？他更喜欢演奏宁静慢节奏的歌曲的乐队。What kind ofXu Fei like?Hegroupsquiet and slow songs.3）你喜欢哪种电影？我更喜欢给我带来思考的电影。?mo

11、vies4）卡门喜欢哪类音乐家？他喜欢表演不同类型音乐的音乐家。What kind ofdoes Carme n like?She likesStep 6 Observe and discuss: Use a train to exp lain relative and antecedent and attributive clause.教学目的：通过观察多句例句，并用简笔画火车头和车厢的连接解释关系词，先行词和定语从句。更加形象，吸引学生的注意力。1、 Ask the stude nts to sta nd up an ddiscuss what s the com mon points o

12、f the2、senten ces .While teacher draw a p icture of a train.3、 Lead the stude nts to lear n an tecede nt, relative and attributive clauseStep 7 Students conclusioriRill in the blanks.教学目的：通过讨论并填空总结 who,which, that引导的定语从句，巩固总结who,which, that引导的定语从句的用法。Activity One: discuss and Fill in the blanks.定语从句

13、是修饰的一种从句，被修饰的名词或代词叫，引导定语从句的词就叫做(relative)。 who引导的定语从句who引导定语从句时只能指,在从句中可以作Alice likes sin gerswrite their own music.这句话中是先行词,是关系词。由于sin gers是,所以关系词用who which引导的定语从句which引导定语从句时只能指,在从句中可以作I like a bandhas three boys.这句话中是先行词,是关系词。由于是物，所以关系词用which. that引导的定语从句that引导定语从句时，既可以指,也可以指,在从句中可以作tips:是人就用who,

14、非人用which, that都可以（适用于目前当主语或宾语的 who, which替代，不是永远可以用哦）SteP & Practice:4a,4b教学目的：对所学知识进行简单的知识检测。1、2、Choose that, who or which to fill in the blanks。(rush to answer)4a. Choose words from the differe nt colu mns to make senten ces.(1) Ex plai n the words(2) The teacher write down a wrong sentence on pur

15、pose and let thestude nts correct it.(3) Read the stude nts own an swer one by one.3、Read Jennifer CD review. Then compiete the sentences using that,which or who.(1) Memory the review and talk about it with your partner.(2) Rush to answer the questions.Step 9 Guessing game: Let s pl ay, let s learn.

16、教学目的：通过玩心有灵犀的描述猜测游戏，让学生们用定语从句描述人或物，整体拔高学生对定语从句的应用。1、The teacher ex plain the rules of the game and give the stude nts a exa mple.2、Let the groups choose the topic.3、One student guess and other students in the group use attributive clause to describe.Step 10 Report: Fill in the blanks(who, which ,tha

17、t) and reportis教学目的：通过对文章填空，整体拔高学生对定语从句在文章中的应用。various and dNowadays, more and more foreig ners like to eat Chin ese food.For example, many people are fond of dumplingis a traditi onal food in Chi na. Besides, fast food is popu lar withmost young peopleare busy with their work. Dpeople havediffere nt taste, but the most imp orta nt thing that people should remember is thatfood is the best food.Ste p 11 Summary教学目的：通过回想总结，巩固学生对定语从句的理解。Lefs recalll定语从句i在复合句中修饰名词或代词的从句叫做定语从句。邛I like peopl ewhoi qre friendly and hospitable