Unit 9 I like music that I can dance to Section A 1a-2c教案（表格式）人教版九年级全册

教学设计
Grade Grade 9
Material Go for it
Content Unit 9 I like music that I can dance to Section A (1a-2c)
The Analysis of teaching material The topic for today’s class is music, which is familiar and interesting for students. The structure covered is relative clauses with that, who and which. This is the most difficult grammar for middle school students. The teaching material is the listening and speaking part from 1a to 2c. The listening part that we are going to cover can be organized in a clear way.
The Analysis of students The students are from Grade 9 in junior high school. They have achieved certain English level. And they have learned adverbial clauses and objective clauses so far. So it will be easier for them to understand relative clauses. The fact is that it is difficult for all the students to use relative clauses correctly. So for some students, they just need to choose the correct relative pronouns for the clauses.
TeachingObjectives（五维/核心素养皆可，在此以核心素养为例） Language competence: (1) Words and phrases: prefer, Australia, electronic, loud, quiet, slow, dance to, sing along with, different kinds of music.(2) Target languages: What kind of music/musicians/groups do you like/love/prefer I love/like/prefer music that/which...I love/like/prefer musicians that/who...Culture awareness: (1) Have students enjoy different kinds of music and learn the truth of life through music. (2) Help students develop the habit of listening to music that encourages themselves.Thinking qualities: (1) Learn to express their preferences about music and musicians. (2) Develop students’ correct value about music and musicians. Learning abilities: (1) For Class A: Learn to use relative clauses correctly.For Class B: Learn to choose the correct relative pronouns. (2) Learn to make predictions in listening.
Difficultpoints Use relative clauses correctly.
Key points Choose the relative pronouns correctly.
Teaching Methods Communicative Method, Cooperative Method, pair work, group work
Teaching aids PPT, video clips, music player and pictures
Teaching Procedure
Stages Teacher’s Activity Students’ Activity Purpose Time
Step I Lead in Ask students to speak out the title, topic and structures of unit 9. Speak out the title, topic and structures in this unit. To let students pay attention to the the important points whenever we learn a new unit. 2. To make it clear that we are going to use relative clauses to talk about music and movies in this unit. 2mins
StepⅡ Duty report Ask students to choose three or four phrases they like in the duty report and write them down. One student gives a report on music and the others take notes. To warm up and get students involved in the topic. 2. To provide students with different functions of listening to music and enable them to express their preferences later. 3mins
Step Ⅲ Presentation T：Just as what you can see in the duty report, there are so many functions of music, so now you can understand why I play songs whenever we have English classes. So now a quick check of the songs we have sung together. If you still remember it, sing along with it. Show students the short clips of songs we have sung together.Guide them to put the two sentences that are used to describe the songs into a sentence with a relative clause in them. Ask students to pose questions about the sentences. Sing along with the songs. Put two sentences into one sentence with a relative clause in it. I like songs that/which touch my heart. I love songs that/which encourage people to believe in the future. I prefer songs that/which can raise my students up.I like singers who/that write their own songs. I like singers who/that are brave to be themselves. Pose questions about the sentences. What kind of music/singers do you like/prefer/love It will be easier for students to know how to use relative clauses when they are involved in a relaxing and enjoyable atmosphere. 7mins
StepⅣ Practice Ask four students to talk about their preferences. T: What kind of music/singers do you prefer/love/like Talk about their preferences. Ss: I like singers/music who/that/which... To check if students can use relative clauses correctly. 3mins
StepⅤPr-listening T: I believe all of you have a lot to say about your favorite singers and music.So do these two groups of people. Now please make inferences just as what you did in Unit 8, guess what they may be talking about. Ask students to make inferences about what they may be talking about. Make inferences about what they may be talking about. In the first picture, they may be talking about...In the second picture, they may be talking about... Students just learned how to make inferences in unit 8. It’s a perfect time for them to put it into practice. 2min
StepⅥWhile-listening With the predictions in mind, ask students to check if they are right.T: Just now, we know that they are mainly talking about music and musicians, but what do they exactly say about the music and musicians Listen again and fill in the blanks. Ask students to fill in the blanks in the table. Check their predictions and fill in the blanks. In conversation one, people are mainly talking about____.In conversation two, people are mainly talking about_____. Fill in the blanks. To develop students’ ability of observing and finding information in the pictures.To develop students’ ability of grasping the specific information in listening. 11mins
StepⅦPost-listening Ask students to read with the recordings and pay attention to the rising intonation and liaison. Ask students to retell the conversations according to the table. (Some conjunction words and a format are given). Read the two conversations with the recordings. Students can choose one of the following two tasks. A：Retell the conversations according to the table. B：Role play the conversation. (The format is given). Betty: What are you doing this weekend Tony: Not much. I’ll _______________.Xu Fei: What kind of music do you like Tony:__________________________.Carmen: If all of you have spare time, do you want to go to the concert Dan Dervish will be there. Betty: You can’t be kidding!... To enable students to talk about music and musicians in a correct and logical way. 7mins
StepⅧSummary T: In this unit, we have learned to use relative clauses to talk about music and musicians. In music, there are high notes and low notes, just like what is happening in our life, there are ups and downs. I know some of you are still upset about the mid-term exams, but it’ s ok, you are just experiencing the downs in your life. You will get to the top as long as you work hard. If you didn’t, work harder. 3mins
The design of homework 1. Do a survey in group of four, then describe what kind of music and musicians you and your partners like. 2. Choose one song that encourages you most and send it to Miss Zhao.
StepⅨ Play a song called “I believe that I can fly” for students. T: We started our class with the songs that we have sung, now let’s end our class with a song that encourages me in my middle school. 2mins
The design of blackboard Unit 9 I like music that I can dance to.What kind of music/singers do you like/prefer/love I like songs that/which touch my heart. I love songs that/which encourage people to believe in the future. I prefer songs that/which can raise my students up. I like singers who/that write their own songs. I like singers who/that are brave to be themselves.
Reflection 本节课是一节听说课，以音乐为话题，定语从句载体，让学生在语境中学习和运用由that, who, which 引导的定语从句。在上完本节课后，学生应该会正确地选择引导词，使用定语从句描述他们喜欢的音乐和歌手类型。本节课我做的比较好的地方在以下几个方面：1. 主线清晰，以学生听过的歌作为导入，呈现本单元目标句型。2. 在听前，引导学生使用第八单元刚学过的对正在进行的动作表示推测的句型“They may be talking about...”，培养学生的语用能力。3. 在听力任务设置环节，第一个听力任务便是核实猜想。在二个听力任务在上，我将1b 和2b整合成为一个听力任务。第一个任务为听大意，第二个为听细节，过渡较流畅，为产出做铺垫。4. 板书部分的主要内容为本节课目标句型，在最后的复习环节，我在目标句型下分别画了五条线形成了五线谱和音符，并将音乐的高低音和人生的起起伏伏做以类比，结合学生考完试后的学习状态，对学生进行正向激励。5. 作业设置环节，结合刚刚进行过的正向激励，我给学生布置的第二项作业为给我发一首激励他们的歌，作为班级音乐库，以便日后播放，紧接着我放了首在初中阶段一直都在激励我的一首歌，结束了本节课。 本节课仍需改进和思考的地方有以下几点：1. 在duty report环节，第一次采用了单人汇报模式，主要介绍了音乐的功能，致力于打开学生的思路，使其在表达的时候，有话可数，而不是简单的重复背过的语法聚焦的句子。为了确保学生真正用得上，我要求其选3-4个摘抄下来。事实证明，对于初次出现的短语和表达，学生往往会产生畏难心理，往往不会积极主动地在马上在句子里使用，在日后的课上，增加这些短语的复现率显得尤为重要。2. 在展示目标句型时候，我引导学生使用了touch your heart, encourage people to do sth, raise up, be brave to do这样的表达，一开始在设计的时候，我觉得这些表达学生都见过，没什么难度，并且把带有这些表达的5个句型写在了黑板上作为板书的一部分，而随后在跟同事沟通时，他们认为本课时的sing along with, dance to, has great lyrics等才应该作为重点短语呈现在板书上，我也认为如此。但是，如果这样的话，首先，导入可能就失去的真实语境，其次，到了听力任务环节，板书内容就和听力答案高度重合。所以这里还需要我再多思考，多权衡。3. 上完本节课后，我并没有在平常常态课的时候，学生积极参与，踊跃发言所带来的成就感，可能是因为定语从句本身就是难点，也可能是因为某个环节的设置，还需好好思量。
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