Unit 9 I like music that I can dance to Section A 1a-1c (表格式)

教学设计
课题 Unit 9 I like music that I can dance to Section A 1a-1c
设计者 吴爱芳
教学目标 目标1：感知并归纳that定语从句的语法功能和结构。 目标2：听懂关于音乐类型的对话，判断对话者的音乐喜好。 目标3：通过阅读题干已知信息，能够预测听力内容，听懂相关话题的简短对话，提高运用策略的意识。 目标4：谈论自己对音乐、电影、衣服和食物等其他事物的喜好。
教学重难点 1：感知并归纳that定语从句的语法功能和结构。 2：听懂关于音乐类型的对话，判断对话者的音乐喜好。 3：通过阅读题干已知信息，能够预测听力内容，听懂相关话题的简短对话，提高运用策略的意识。
评价任务 1.学生是否能够运用目标句型进行口头表达。 2.学生是否能听懂听力内容完成表格内容。 3.大部分学生是否能够运用目标句型表达自己喜欢音乐的类型。 4.大多数学生是否能够根据本课所学内容总结归纳定语从句的用法。
学习活动设计 教师活动学生活动 环节一：Warming up and Leading in 教师活动： T: Do you like reading books T: What kind of books do you like T: You mean you like books that are interesting. T: Do you like animals T: What kind of animals do you like T: You mean you like animals that are cute. 学生活动： Ss: … S1: I like story books. Because they are interesting. Ss: … S1: I like pandas. Because they are cute.设计意图：由谈论兴趣爱好进入新授内容,感知目标句型I like …that… 激发学生学习兴趣，让他们更乐于学习。环节二：获取新知识Pre-listening教师活动： 1.Let students enjoy different kinds of music and present the target language. music that I can dance to 2.T：How many kinds of music can you name Can you describe each kind of music 学生活动： S1: I like jazz music. Because I can dance to the music. S2:... S4:…设计意图： 1.通过播放不同种类的音乐呈现目标语言：music that I can dance to/I can sing along with / has great lyrics / isn’t too loud 更加直观，学生更容易理解。 2.通过师生间的问答，呈现并练习目标句型： I like/love/prefer music that… 3.检测学生对目标句型：I like music that …的掌握情况。环节三：While-Listening教师活动： 1.Look at the chart carefully and read the phrases. 2.Listen to 1b and check the kinds of music Tony and Betty like. Music that I can dance toMusic that has great lyricsMusic that I can sing along withTonyBetty
3.Check the answers.学生活动： 1.熟悉表格内容，为听力做准备。 2.听力练习。 3.校对答案。 设计意图：巩固关于音乐的定语从句，核查学生是否能听懂听力内容。环节四：Post-Listening教师活动： 1.Show the tape script and pay attention to the relative clauses. 2.Retell the conversation according to the chart. 3.Pair work. Make a conversation between you and your partner about the music that you like. 学生活动： Retell the conversation according to the chart. Make up the conversation. Act it out.设计意图： 1.让学生通过转述的形式，进一步练习目标语言。 2.通过对话操练目标句型：I like music that…环节五：深度加工知识Pre-listening教师活动： 1.Show students some pictures of musicians and ask students. T:What kind of musicians do you like Ss: I like musicians who … 2. Explain the relative clauses with who. 学生活动： 谈论喜欢的音乐家，呈现目标句型：I like musicians who …为听力做准备。设计意图：引入who 引导的定语从句。环节六：While-listening教师活动： Listen to the tape for the first time and finish 2a. Listen and circle T for true or F for false. Listen to the tape for the second time and finish 2b. 学生活动： 1.read the sentences in 2a and tell the Chinese meanings. 2.Listen to the tape 设计意图：检测学生是否运用听力技巧听懂含有who的定语从句的句子。环节七：Post-Listening教师活动： 1.Show the tape script and explain the relative clauses to the students. 2. Make conversations using the information in 2a and 2b. 学生活动： work in pairs to make conversations. Act out the conversations.设计意图：设置情景，学生编对话，训练学生语言输出能力。环节八：Role-play 教师活动： 1.Show students some different kinds of pictures of movies and ask students to discuss what kind of movies they like in pairs. T:What kind of movies do you like Ss: I like movies that … 2. Read the conversation in 2d and answer the questions. 3. Get students underline the relative clauses in 2d and explain them. 4. Listen to the recording and Role-play the conversation in 2d. 5.Work in groups and sum up the usage of relative clauses. 学生活动： 1.discuss what kind of movies they like in pairs. T:What kind of movies do you like Ss:I like movies that … 2. Read the conversation in 2d and answer the questions. 设计意图： 1.谈论喜欢电影的类型，引入对话2d的学习 2.根据听力信息，两两对话，分角色表演有利于积极性提高，且有助于对本部分目标句型的掌握。
作业设计 Make conversations about our Chinese inventions.
教学反思 整个课时的设计符合任务型教学特点，能使学生快速明了课题的主要话题，顺利完成课本任务。对话和2d短文，试着复述课文，总结课文出现的重难点词组及表达方式。