Unit9IlikemusicthatIcandanceto(1a-2c)說(shuō)課稿

1、Unit9. I like music that I can dance to. Section A (1a-2c)說(shuō)課稿 子良鄉(xiāng)水田中學(xué) 向碧平一教材分析(1) 說(shuō)教材：Unit 6的中心話(huà)題是音樂(lè)，音樂(lè)與我們的生活密切相關(guān)，通過(guò)本單元的學(xué)習(xí)，要求學(xué)生能夠用英語(yǔ)談?wù)撟约合矚g的音樂(lè)，和音樂(lè)家，并說(shuō)明為什么。在談?wù)撨@個(gè)話(huà)題的同時(shí)，學(xué)習(xí)并掌握定語(yǔ)從句。定語(yǔ)從句在初中教材中是一個(gè)很重要的知識(shí)點(diǎn)，學(xué)好這一單元對(duì)后面的學(xué)習(xí)很有幫助，起著承上啟下的作用。因此，本單元不僅是本冊(cè)書(shū)的重點(diǎn)，在整個(gè)初中教學(xué)中，他都占著非常重要的地(二)教學(xué)目標(biāo)1、Knowledge Objects (1) Key words a

2、nd phases：prefer, lyric, simply, sing along with, reminds me of (2) Target Language 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 singers who write their own music. 2、Ability Objects (1) Train the students to express preferences

3、. (2) Train the students listening skill. 3、Moral Objects: 通過(guò)學(xué)生談?wù)搶?duì)音樂(lè)和音樂(lè)家的好惡，從而使學(xué)生學(xué)會(huì)欣賞音樂(lè)的美，從而熱愛(ài)學(xué)習(xí)和生活。(三)Teaching importance ：1掌握Target language；2掌握有關(guān)音樂(lè)的詞匯和相關(guān)的詞組，能夠比較流利地描述自己喜歡的音樂(lè)。(四)Teaching difficulties ：結(jié)合功能句進(jìn)行聽(tīng)力練習(xí)二說(shuō)教法 本課主要采用任務(wù)型教學(xué)法、情景教學(xué)以及多媒體計(jì)算機(jī)輔助課堂教學(xué)，充分發(fā)揮教師的主導(dǎo)作用和學(xué)生的主體作用，利用現(xiàn)代教育技術(shù)優(yōu)化教學(xué)過(guò)程，通過(guò)課件為學(xué)生創(chuàng)設(shè)更多生動(dòng)活

4、潑的語(yǔ)言環(huán)境，把學(xué)生吸引到活動(dòng)中去，并激發(fā)他們主動(dòng)參與學(xué)習(xí)的欲望，努力培養(yǎng)學(xué)生的自學(xué)能力，把學(xué)習(xí)的鑰匙交給學(xué)生，在傳授知識(shí)的同時(shí)授以科學(xué)的思維方法。在課堂教學(xué)中巧妙運(yùn)用教學(xué)藝術(shù)，適當(dāng)安排自學(xué)、小組交流、游戲、競(jìng)賽等活動(dòng)，鼓勵(lì)學(xué)生勇于說(shuō)，樂(lè)于說(shuō)，提高運(yùn)用語(yǔ) 言的能力，打破傳統(tǒng)的課堂教學(xué)方法，建構(gòu)一種新型的現(xiàn)代教育模式，使學(xué)生在更輕松更愉快的環(huán)境下實(shí)現(xiàn)更多的信息交流，真正做到快快樂(lè)樂(lè)學(xué)英語(yǔ)，扎扎實(shí)實(shí)打基礎(chǔ)，從而達(dá)到向四十五分鐘要質(zhì)量，向課堂教學(xué)要效益的最終目的。三說(shuō)學(xué)法 初三的學(xué)生已具備一定的認(rèn)知能力，有自我的觀點(diǎn)和看法，不滿(mǎn)足于教科書(shū)的內(nèi)容，而希望通過(guò)學(xué)習(xí)獲取更多的知識(shí)和信息，開(kāi)拓視野。而現(xiàn)代的

5、教育理念認(rèn)為“獲得知識(shí)的過(guò)程比獲得知識(shí)更重要”。因此，在本節(jié)課的教學(xué)中，我不是把知識(shí)直接交待給學(xué)生，而是引導(dǎo)學(xué)生自主參與學(xué)習(xí)、交流合作，倡導(dǎo)體驗(yàn)、實(shí)踐和自主探究的學(xué)習(xí)方式，注重學(xué)生實(shí)際與課文文題的結(jié)合，激發(fā)學(xué)生學(xué)習(xí)興趣，使他們自主地尋找信息，獲取信息，使用信息，激發(fā)學(xué)生潛能，使學(xué)生在自主與合作的學(xué)習(xí)方式中獲取知識(shí)，形成正確的學(xué)習(xí)方法，實(shí)現(xiàn)英語(yǔ)能力的提高。四教學(xué)程序Step 1: lead-in 1用PPT向?qū)W生出示幾張動(dòng)物圖片，引導(dǎo)學(xué)生make a conversation: “A. What kind of animals do you like best? Why? ” “ B. I li

6、kebecause, How about you?”“ A: ”請(qǐng)同學(xué)對(duì)話(huà)表演后，師適時(shí)用含有定語(yǔ)從句的句子歸納總結(jié)。如：“Oh ,I see, A likes animals that are friendly best but B likes animals that are clever best.”2用PPT展示四位著名主持人的圖片，“They are famous hosts in CCTV. Do you know who they are? Which one do you like best? Why? Make up a conversation with your part

7、ners.”在學(xué)生對(duì)話(huà)交流后,師再與兩生對(duì)話(huà),并引導(dǎo)學(xué)生說(shuō)出“B likes the host who is humor but C likes the host who is smart.”等之類(lèi)含有定語(yǔ)從句的句子。Step2: Pair work (1a) 1 Read the instructions to the class.2 Ask students to explain the sentences in their own words in pairs. Give students a few minutes to talk about what they will say. M

8、ove around the room and offer help as needed. 3 Invite pairs of students to read and explain each item in their own words. 4 Then ask students to circle the sentences they agree with. 5 Find out how the class feels about each item. Read each sentences and ask students to raise their hands if they ag

9、ree with it. Discuss the results of survey with the class. 6 Then ask students to finish the sentence to tell what kind of music they enjoy. 7 When they have finished, ask some of them to share their sentences with the class. At the same time, write any new words or phrases on the board and explain

10、these words to class if necessary. This activity introduces the key vocabulary.Step3: Listen (1b) 1 Ask a student read the three headings in the chart. 2Read the instructions to the class. Say, You will hear Tony and Betty talking about the kinds of music each one likes. Then check the correct boxes

11、.3 Play the recording the first time. Students only listen. 4 Play the recording the second time. Ask students to check the boxes in the chart. 5 Check the answers. This activity provides students practice in understanding the target language in spoken conversation. Step 4: pairwork (1c) 1 Read the

12、instructions to the class. 2 Ask two students to read the sample conversation to the class. 3 Say, Now work with a partner. Start by reading the conversation in the box with your partner. Then talk about your own preferences. 4As students talk, move around the room checking their work. Offer languag

13、e assistance as needed. 5 Ask a few pairs of students to present their conversations to the class. This activity provides guided oral practice using the target language. Step 5 Listen (2a, 2b) 1Read the instructions. Ask students to read the statements.2Say, Now listen to a boy and girl talk about t

14、he music and musicians they like. 3 Play the recording the first time. Students only listen. 4 Play the recording the second time. Ask students to circle T for true and F for false. 5 Check the answers. 1 Read the instructions. Ask students to read the example.2 Say, You will hear the same recording

15、 again. This time listen carefully to what Carmen and Xu Fei say and complete the sentences in the chart. 3 Play the recording again. Pause the tape and ask students to complete the sentences. 4Check the answers. This activity provides listening practice using the target language. Step 6 Pair work (

16、2c) 1 Invite two students to read the sample conversation to the class. 2Read the instructions to the class. Say, Each pair of students can make a conversation using information from the activities 2a and 2b.3Ask students to work in pairs. Move around the room checking the progress of the pairs and

17、offering help as needed. 4Ask one or two pairs to present their conversations to the class. This activity provides guided oral practice using the target language. Step 7 Grammar Focus 1 Invite a student to read the sentences to the class. 2 Write the three sentences on the board and circle the words that and who. Who is for people. That is for things. 3 Ask students to make up some original examples of sentences using that and who cla