Unit+6Entertainment+and+Friendship+Topic+1+Section+A+教學(xué)設(shè)計(jì)+-2024-2025學(xué)年仁愛(ài)科普版英語(yǔ)九年級(jí)下冊(cè)

仁愛(ài)版九下英語(yǔ)Unit6EntertainmentandFriendshipTopic1SectionA教學(xué)設(shè)計(jì)I.TeachingObjectives1.KnowledgeObjectivesStudentswillbeabletomasterthepronunciation,spelling,andmeaningofkeyvocabulary,including“prefer,”“cartoon,”“actionmovie,”“comedy,”andthephrase“wouldrather...than...”.Theycancorrectlyunderstandandusethesentencepatterns“Doyouprefer...or...?”“Iprefer...because...”and“Iwouldrather...than...”invarioussituations.2.SkillObjectivesThroughlisteningpractice,studentscanimprovetheirabilitytoidentifyspecificinformationaboutpreferencesforentertainmentindifferentaccents,therebyenhancingtheirlisteningcomprehensionskills.Byengaginginpair-workandgroupdiscussions,studentswillgainconfidenceinspeakingEnglish,expressingtheiropinionsonentertainmentpreferencesfluentlyandaccurately.Afterreadingshortpassagesrelatedtoentertainment,studentscansummarizethemainideas,identifydetails,andimprovetheirreadingskills,suchasskimmingandscanning.Withwritingtasks,studentscanorganizetheirthoughtsandwritesimpleparagraphsabouttheirfavoriteentertainment,applyingthelearnedvocabularyandsentencestructurescorrectly.3.AffectiveObjectivesFosterstudents'enthusiasmforEnglishlearningbycreatinganenjoyableandinteractiveclassroomenvironment,makingthemeagertoparticipateinclassactivities.Encouragestudentstorespectdifferententertainmentpreferencesandcultures,promotingcross-culturalunderstandingandanopen-mindedattitude.4.LearningStrategyObjectivesGuidestudentstousecontext-clues,word-parts,anddictionariestofigureoutthemeaningsofnewwordsindependently,developingtheirself-learningability.Promotecollaborativelearningthroughgroupwork,wherestudentscanlearnfromeachother,shareideas,andjointlysolveproblems,enhancingtheirteamworkskills.II.TeachingKeyandDifficultPoints1.TeachingKeyPointsThecorrectusageofvocabularyrelatedtoentertainmentandthephrase“wouldrather...than...”.Thestructureandapplicationofsentencepatternsforexpressingpreferences,enablingstudentstousethemproficientlyindailyconversations.Tohelpstudentsunderstandandusethelearnedlanguageknowledgetocommunicateabouttheirentertainmentpreferencesinreal-lifesituations.2.TeachingDifficultPointsHowtomakestudentsusethelearnedlanguageflexiblyandappropriatelyinauthenticcommunication,avoidingmechanicalmemorizationandapplication.Tocultivatestudents'abilitytoexpresstheirreasonsforentertainmentpreferencesinaclear,logical,andvividway,usingrichvocabularyandsentencestructures.III.TeachingMethods1.SituationalTeachingMethodCreatereal-life-likesituations,suchassettingupa“cinematicket-sellingbooth”intheclassroom.Studentsplayrolesasticketsellersandcustomers,discussingmoviepreferencesusingthetargetlanguage.Thismakesthelearningprocessmoreengagingandpractical.2.Task-basedLearningMethodDesigntaskslike“EntertainmentPreferenceSurvey.”Studentsneedtointerviewtheirclassmates,fillinasurveyform,andthenreporttheresults.Thistask-basedapproachhelpsstudentspracticelanguageskillswhilecompletingameaningfultask.3.CommunicativeApproachOrganizegroupdiscussionsontopicslike“TheBestEntertainmentforRelaxation.”StudentscommunicateinEnglish,exchangeideas,andlearnfromeachother'sperspectives,whichimprovestheircommunicativecompetence.4.Multimedia-assistedTeachingMethodUtilizevideos,pictures,andaudiomaterials.Forexample,playtrailersofdifferentmovies,musicvideos,orsportseventhighlights.Themultimediaresourcescanarousestudents'interestandprovideauthenticlanguageinput.IV.TeachingProcedures1.Lead-in(5minutes)Playashort,excitingactionmovieclipfrom“Mission:Impossible”withoutsound.Thenaskstudents:“Whatkindofmoviedoyouthinkitis?”Encouragethemtoanswerwith“Itmightbeanactionmovie.”Then,turnonthesoundandask:“Doyoulikethiskindofmovie?Whyorwhynot?”Letstudentssharetheiropinionsbriefly.Designintention:Thisactivitycanquicklyattractstudents'attention,stimulatetheirinterest,andleadthemtothinkaboutdifferenttypesofentertainment,layingafoundationforthefollowingvocabularyandsentence-patternlearning.2.VocabularyLearning(8minutes)Useaword-cloudPPTtoshowpicturesofvariousentertainmentforms,includingcartoons,actionmovies,comedies,concerts,andbasketballgames.PresentthecorrespondingEnglishwordsbesidethepictures.Forexample,showapictureof“TomandJerry”andtheword“cartoon.”Conducta“VocabularyRelay”game.Dividetheclassintoseveralgroups.Thefirststudentineachgroupsaysawordrelatedtoentertainment,andthenextstudenthastosayadifferentwordstartingwiththelastletterofthepreviousword.Forexample,ifthefirststudentsays“concert,”thesecondstudentcansay“theater.”Designintention:Theword-cloudPPTmakesvocabularylearningmorevividandinteresting.The“VocabularyRelay”gamecanhelpstudentsremembernewwordsinafunway,andalsoenhancetheirgroup-cooperationandcompetitivespirits.3.SentencePatternLearning(12minutes)Presentthesentencepatternsthroughashortdialogue.Forexample:A:DoyoupreferwatchingTVorgoingtothemovies?B:IprefergoingtothemoviesbecauseIlikethebigscreen.A:Well,Iwouldratherstayhomeandwatchcartoonsthangoout.Afterthedialogue,askstudentstopracticethesentencepatternsinpairs.Onestudentasksaboutpreferences,andtheotheranswers.Then,theyswitchroles.Walkaroundtheclassroomtomonitorandofferhelpwhennecessary.Designintention:Presentingsentencepatternsthroughadialoguemakesthemeasiertounderstand.Pair-practiceprovidesstudentswithsufficientopportunitiestopracticespeaking,improvingtheiroral-Englishskills.4.ListeningPractice(5minutes)Playarecordingofaradioprogramwheretwohostsdiscussdifferententertainmentoptionsforaweekend.Therecordingcontainssentenceslike“Iprefergoingtotheconcertthisweekend,butmyfriendwouldratherwatchafootballgame.”Beforeplaying,distributeaworksheetwithblank-fillingquestions,suchas“Themanprefers______whilehisfriendwouldrather______.”Afterplayingtherecordingtwice,askstudentstochecktheiranswersinpairs.Designintention:Thislisteningactivityhelpsstudentspracticelisteningforspecificinformation,whichisanimportantlisteningskill.Checkinganswersinpairspromotespeer-learning.5.OralPractice(10minutes)Organizea“GroupDebating”activity.Dividestudentsintogroupsoffour.Halfofthegroupssupporttheideathat“Watchingmoviesathomeisbetter,”andtheotherhalfsupport“Watchingmoviesinthecinemaisbetter.”Eachgroupmemberhastoexpresstheiropinionsusingthelearnedsentencepatternsandvocabulary.Afterthegroupdebate,eachgroupselectsarepresentativetosummarizetheirgroup'sviewstothewholeclass.Encourageotherstudentstoaskquestionsormakecomments.Designintention:Thegroup-debatingactivitycanfullymobilizestudents'enthusiasm,improvetheirabilitytothinkcritically,andenhancetheiroral-communicationskills.6.Summary(3minutes)Reviewthekeyvocabularyandsentencepatternsontheblackboard.Askstudentstocometotheblackboardandwritedownexamplesofusingthesentencepatterns.Forexample,“Iwouldratherreadbooksthanplaycomputergamesbecausereadingcanexpandmyknowledge.”Invitestudentstosharewhattheyhavelearnedinthisclass.Praisestudentsfortheirgoodperformanceandefforts.Designintention:Reviewingontheblackboardhelpsstudentsreviewandsummarizethekeypoints.Student-sharingallowsthemtoreflectontheirlearningprocess.7.HomeworkAssignment(2minutes)Askstudentstowriteashortpassageofabout80-100wordsabouttheirweekendentertainmentplan.Theyneedtouseatleastthreenewwordsand