【核心素养目标】Unit 9 I like music that I can dance to. Section A (GF-4c)表格式教案

课题 Unit 9 I like music that I can dance to. Section A (GF-4c) 班级 备课教师
课型 语法课 课时 3
核心素养与思政渗透 在本课时中，观察、归纳、探究等活动的设计，能够帮助学生掌握运用that，which, who引导的定语从句完整表达自己对各种事物的喜好，激发其对英语语言规则的主动探究。通过不同活动，将本单元的主要语法知识在不同的情境中呈现出来，给学生提供感知、体验和运用新的语言结构的机会，并能在对音乐、电影、食物等方面的喜好过程中，了解各种音乐形式、电影类型和事物的其他方面，感悟和分享音乐和电影带来的情感体验，发展多样化的兴趣爱好，培养健康的生活情趣。
课标分析 新课标要求九年级学生能归纳学过的语法规则；能辨识和分析常见句式的结构特征；能发现语篇中事件的发展和变化，辨识信息之间的相关性，把握语篇的整体意义；能多角度、辩证地看待事物和分析问题；能欣赏、鉴别美好事物，形成健康的审美情趣；能在学习活动中积极与他人合作，共同完成学习任务能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在各种不同的语境中，通过观察归纳、同伴合作等方式，正确理解和使用that，which, who引导的定语从句，具体清晰、明确完整地描述事物或人物；
文化意识 能够通过表达对音乐、电影、食物等方面的喜好，了解各种音乐形式、电影类型和事物的其他方面，感悟和分享音乐和电影带来的情感体验，发展多样化的兴趣爱好，培养健康的生活情趣。
思维品质 能够在老师的引导下，通过观察、讨论、归纳等课堂活动，探究that，which, who引导的定语从句中先行词的指代、句子表达前后一致性等问题，提高思维的逻辑性、批判性和创新性，加强语言表达的准确性；
学习能力 能在学习活动中积极与他人合作，共同完成学习任务；能在学习过程中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教材内容分析 本课是一节语法课。Grammar Focus部分以表格的形式罗列了that，which, who引导的定语从句，为学生操作提供了示范。该部分还呈现了表达喜好的三个动词：like, love, prefer, 旨在通过各种句型的对比练习，让学生学会运用不同词汇表达同一含义。活动4a通过选词造句巩固定语从句的结构；活动4b是一个唱片评论，要求学生阅读评论，理解评论内容，用定语从句补全句子，使评论更加具体化；活动4c让学生思考自己喜欢或不喜欢的事物，尝试用定语从句进行自主表达。
重点 正确运用完整地表达自己对多种事物的喜好；
难点 灵活运用that，which, who引导的定语从句，理解定语从句与先行词之间的修饰关系，关注先行词的指代，注意句子表达前后的一致性；
学情分析 本课时涉及多种情境下的对事物喜好的表述，学生学习兴趣浓厚。通过前两个课时的学习，学生已感知并多次尝试使用that，which, who引导的定语从句理解和表达对音乐和电影的喜好，具有一定的学习基础。教师要创造有趣的教学情景和设计难易适宜的任务，让全班学生都能参与到语法学习的探究和应用活动中来，创造更多的机会运用所学句式结构，通过小组合作学习降低学习难度，让他们体验成功的喜悦。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Enjoy the English song and identify the attributive clauses. Step 2. Presentation. Listen to T’s explanation about the attributive clause. 在复合句中，修饰某一名词的从句就叫做定语从句。 Observe the examples and have a conclusion about the usages of relative words. 先行词是人时，如果关系词在定语从句中作主语，关系代词用that /who。 Match the people with the descriptions. Check the answers. Sa: A thief is a person that /who steals things. According to the pictures, make new sentences. Sb: The woman that/ who opened the door was wearing a yellow dress. 先行词是人时，如果关系词在定语从句中作宾语，关系代词则用that /whom，可省略。 Turn two sentences into one. 当先行词是物时，关系代词用that/which。 当句中存在所属关系，关系代词用whose. Fill in the blanks with the relative pronouns. Do some exercises. Step 3. Practice. Work on 4a. Try to make their own sentences with the words from the different columns. Then read their sentences aloud to share their preferences. Sa: I like clothes that/which are comfortable. Sb: He loves food that/which is sweet. Work on 4b. Read Jennifer’s CD review. Then complete the sentences using that, which or who. After three minutes, exchange and correct their partners’ work. Ss are encouraged to talk about their reasons. Filling the blanks. Step 4. Conclusion. Play an English song with some attributive clauses. Let Ss read and observe the the lyrics. Introduce the definition of the attributive clause. Through the examples, guide Ss to sum up the relative words, like who, whom, whose, that, which, where, when, why, etc. Let Ss choose the proper descriptions from the boxes and write sentences with the structure “… is a person that/who …”. Then let Ss make two sentences into one. E.g. Some students took the exam. Most of them passed. = Most of the students took the exam passed. E.g. We invited some people to dinner. They didn’t come. = The people that/whom we invited to dinner didn’t come. E.g. I was carrying a bag. It was very heavy. = I was carrying a bag that/ which was very heavy. T: You met these people at a party. The next day you tell a friend about these plete the sentences with who or whose. Present some more examples and guide Ss to sum up the special usages of “that” and “which”. Then introduce the usages of relative adverbs. Go over the instruction. Make sure Ss can understand what they should do. Ask several Ss to write their sentences on the blackboard. While Ss are writing, move around to offer help. Then check the sentences with Ss. Guide Ss to read and understand the CD review. Ask them to finish the sentences about it. After peer-check, invite some Ss to report their answers. Provide a passage to let Ss complete with relative words. 通过英文歌曲欣赏，引导学生在语境中感知定语从句的功能意义，导入本课语法内容，激发学习兴趣。 利用不同情境的例句引导学生观察、分析并归纳定语从句中先行词的不同类型和使用情况，再通过练习巩固强化，引导学生进行尝试与运用。 4a通过选词造句巩固定语从句的结构，学生由前面谈论的音乐、音乐家、电影，延伸到了对于食物、衣服、人等的喜好，由点到面地展开，可以更加自如地运用所学语言进行表达。 4b是一个唱片评论，要求学生阅读评论，理解评论内容，用定语从句补全句子，使评论更加具体化,引导学生在语境中体会定语从句的语用功能，树立使用意识。 提供阅读文本，让学生做填词练习，在语境中巩固关系词的用法。
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Ⅰ. 选择题 (　)1. Chaka Salt Lake 　 　 is known as“Mirror of the Sky”interests more and more tourists. A.where B.which C.who (　) 2.The book 　　 cover has a beautiful picture is Lily's. A.which B.whose C.that (　)3.—What can we do for the left-home children in the village need help —We could help them with their study online on weekends. A.whose B.whom C.who (　)4. We all miss Wu Mengchao 　 　 saved thousands of lives in his medical work. A.which B.what C.who Ⅱ. 用适当的关系词填空。 5.There is something in the box 　 is very important to you. 6.This is the museum 　　 they visited last month. 7.He's the man 　　　 you met last time. 8.Is this the library from 　 　 you always borrow books 9.They are your new classmates and desks 　　 you will know and use. Ⅲ. 把下列简单句改为定语从句。 I will ask someone. Someone likes serious movies. I will ask someone 　　 serious movies. I'll never forget the farm. I visited it in 2008. I'll never forget the farm in 2008. The building is a middle school. It stands near the post office. The building near the post office 　 a middle school. The man teaches us English. He comes from Hainan. The man comes from Hainan. My grandfather doesn't like these songs. These songs are too long. My grandfather doesn't like these songs 　　 too long.
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 9 I like music that I can dance to. Section A (GF-4c)
作 业 设 计
Level A Write a e-mail to your pen pal to have a self-introduction about the kind of things you like and dislike. The attributive clauses should be used.
Level B Do more exercises of the attributive clauses.
教 学 反 思
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