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视频标签：like music,dance to
所属栏目：初中英语优质课视频
视频课题：九年级英语人教版 Unit9 I like music that I can dance to Section B 1a-1d辽宁省级优课
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所用教科书书名 新目标英语
所教年级 九年级 所教册次、单元 Unit9 设计主题
初中英语Unit 9 I like music that I can dance to.
Section B (1a-1d)(听说课）
1.整体设计思路、指导依据说明
本课在Section A的基础上进一步拓展话题，让学生能够运用所学结构谈论其他喜好，从学生的真实情感出发，能够引起学生的共鸣，基于对教学内容和学情的分析，本节课采用任务型教学法，课堂设计层层递进，由易到难，由潜到深，各环节过渡自然，激发学生对话题的兴趣，与学生进行合作交流并适时的进行评价和指导，涉及的话题进行德育渗透。
课前准备
播放歌曲,热身跳舞
通过线索和语言描述（复习定语从句）猜出老师日常放松的方式
任务三：听力输入、输出
任务二：写出并谈论喜欢的电影，书和乐队 通过歌曲热身跳舞来导入新课
任务实施
前任务阶段
任务一：通过情境创设采访和调查学生日常最好的放
松方式并在情境中进行定语从句的操练
后任务阶段
作业 问候
总结重点
反馈
兴趣作业
A letter from Michael
巩固提高Discussion:Who can be the guide?
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指导依据说明：《新课标》要求从学生的学习兴趣、生活体验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径的教学理念。能听懂熟悉话题的语段，获取主要信息。能就熟悉的生活话题交流信息和简单的意见。
2.教学背景分析
教学内容分析：
本课是一节听说课。在Section A的基础上进一步拓展听力输入和话题内容，让学生熟悉并能够运用所学结构谈论其喜好，巩固学习that等引导的定语从句。活动1a为写出你最喜欢的书、电影和乐队，为下面环节作词汇和句型方面的铺垫，也为本单元目标语言的运用提供了更丰富的素材。1b-1c的听力内容主要围绕Michael的个人爱好展开，进一步巩固本单元描述有关事物的句型。1d是1b和1c的延伸，并将听力的内容进行拓展延伸。本活动还旨在培养学生从听力材料中提取本单元目标语言和重要信息的能力。教学内容与学生生活密切相关，易于理解，能够引起学生交流的兴趣。教材安排了许多听、说、读、写的任务，我将灵活运用这些活动引导学生仔细听，大胆说，认真读，及时写，为接下来的进一步学习打好基础。
学生情况分析：
作为九年级的学生，对于英语的学习方法基本可以掌握和灵活运用，用定语从句谈论喜好，学生已经非常熟悉，只是有些学生缺乏丰富的想象力。因此在谈论1a时，教师需要充分地引导学生，使学生积极主动地去思考，并且踊跃发言。在听力方面，九年级的学生已经出现了两极分化，这就需要教师用心设计听力活动和任务，一步一步地引导学生，逐步消除学生的听力障碍，使学生能最大限度地参与到听说活动中来。
3.教学目标分析
1.知识与能力：
.学生能掌握以下句型： I like books /movies /bands that/which…
He likes books /movies /bands that/which…
I like/He likes writers that/ who…
学生能运用定语从句谈论各种喜好，并展开话题讨论。
2.过程与方法：
通过小组合作学习和启发式的任务教学法，学生能理解并运用定语从句谈论自己对于人和各种事物的喜好,运用所学语言来完成相关交际活动。
3.情感态度与价值观：
通过交流探讨发掘学生的兴趣爱好，培养学生积极向上的学习习惯。
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4.教学重点、难点
教学重点：
1.学生能理解并运用定语从句谈论自己对于人和各种事物的喜好。 2.进行听力训练，提高综合听说能力 教学难点
1.学生能充分用目标语言展开话题讨论。 2.听力训练
5.教学方法和学习策略
1.任务型语言教学法：设计多种任务活动，提供给学生合作交流的空间和时间，促使
学生为完成任务和同学进行合作，为完成任务进行探究学习。
2.开放性教学策略：开放性地处理教材，结合教材插入学生感兴趣的图片，丰富学生
知识，拓宽他们视野，实现知识的整合。 学习策略
①合作学习：在与同学合作完成任务的活动中形成合作学习和探究学习的学习方式，
引导学生积极思考，善于抓住英语交流的机会。在活动中相互探讨、相互交流、相互合作，
从而获得知识、技能和情感体验，发展他们的能力。
②通过采访，调查，猜图片等一系列活动，创设情景和有意义的任务活动，激发学生的学习热情，发挥他们自己的主观能动性，把被动的学习变为主动学习
6.教学过程设计
Step 1: Warming -up and Lead- in.
T: Everybody, I know there is a song that you like very much.That’s...(The teacher sings the song) I know when you listen to this song,you can dance to music.Now let’s enjoy the song and dance to music.
设计意图：通过歌曲舞蹈的热身，进入到本课话题的学习，吸引学生注意力，使学生很快进入课堂。活跃课堂气氛，让尽可能多的学生动起来，迅速进入到上课状态。在吸引学生兴趣的同时，也为下一步Listening和Speaking的开展做铺垫。
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Step 2: pre-task
Revision
Guess the ways that the teacher relaxes in her daily life
T: In my daily life,I’m very busy,but I have a lot of ways to relax myself.Can you guess?(show the pictures that the teacher relaxes)
Guess what? ①This is a song
The first clue:It’s a song that a band plays.
The second clue: It’s a song that ZhangWei wrote.
S:I think it’s__________________,because it’s a song that___________________. ②This is a movie
The first clue:It’s a movie that is about comedy.
The second clue:It’s a movie that XuZheng, HuangBo and Wang Baoqiang act.
S:I think it’s__________________,because it’s a movie that____________________. Guess who?
③This is a writer
The first clue:The person is a writer who wrote a lot of famous novels. The second clue: He is a boy who was born in 1983.
S:I think he is_________________,because he is a writer that___________________.
设计意图：通过老师放松的方式猜测歌曲，电影和作家的名字，培养学生的发散思维，并利用定语从句复习、展开话题的讨论。
Step3: while-task
Presentation
Task1:Interview students (the ways that they relax) and make a survey
a.Interview
T: I know you are very busy with your schoolwork. You are also tired. What do you
think is the best way to relax yourself? I’m a reporter, I want to interview some students.
T: What do you think is the best way to relax yourself? S: I like ...
T: What kind of ... do you like? S: I like ... that ...
b.make a survey（口头）
According to the interview, make a survey about the ways that students relax.
①If you like ... to relax yourself, please hands up.Tell me the ... you like one by one. ②Who likes ... in our class? Describe the things that you like,others guess the name of the things.
③Who likes ..., please stand up. Let’s make use of a dialogue to report ... you like. A: I like ... that ... B: Oh, I don’t. I like ... that ...
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设计意图：由谈论老师放松的方式过渡到谈论学生放松的方式，拓展学生的思维，并适时的通过调查，以多种方式在情境中进行定语从句的操练，为下一步的话题讨论做铺垫。
Task2: Pair work
①T: Write names of your favorite book,movie and band. ②Have a competition(make a conversation) A: What's your favorite band/book/movie? B: My favorite band/book/movie is ... A: Why do you like it?
B: Because I like books/movies/bands that /which... And what's yours?
A: My favorite band/book/movie is ...that/which....
Give every group 1 minute, group members can talk about one kind of things in pairs each time, don’t repeat. The more, the better.（the winner will get a prize）
设计意图：通过上述话题语言的积累、谈论过渡自然，突破重点、难点，并利用竞赛的形式充分调动学生的积极性。
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Task3: Practice Listening
T: There is our good friend Michael. He is talking about his favorite things.First,let’s look at the picture,What can you see in the picture?There are two boys,one is Ali,the other is Michael.They are talking about Michael 's favorite things.What are Michael ’s favorite things?Look at the picture again, can you name the things as many as possible? There are three things that Michael likes. Can you guess?Listen and write down the answers. ①Write the things that Michael likes.
The things that Michael likes are jacket, ______ and _____________.
②Listen again,answer some questions . (Get detail information) What's the book about?
Where did Michael get the movie poster?
③Listen for the third time ,write why Michael likes each thing.
a. Predict why Michael likes each thing b. Listen and write down the answers. c. After listening,fill in the blanks
Michael has lots of cool things. He likes ____ that ____ unusual.Michael also has a new ____ about volleyball. He likes writers who _____ _____ ____. He has a _____ _____that his brother got for him.He likes _____ that ___ scary.
设计意图：充分利用听的全程（听前，听中，听后），锻炼学生把握信息的能力，培养听的习惯，通过设置不同的听力任务，由浅到深，有利于提高学生的听力能力。听后活动，将对话转化为段落进行填空练习，有助于加深学生对听力材料的理解，并利用听力材料进行语言输出。
Task4: Group work(Make use of listening materials)
What do you know about Michael.(From the conversation,the chart and the short passage)
Michael is a boy who .... He prefers/likes ... that...
设计意图：充分利用听力材料，小组合作，探索新知，人人动脑，积极回答问题，激起学生的表现欲，活跃了课堂气氛。
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Step4: post-task
Consolidation （巩固提高）A letter from Michael Discussion:Who can be the guide?
T: There is a good news for you. Our good friend Michael will come to our school next month, he asked me to help him get a guide, this is the letter that I got from Michael(show the letter on the screen), discuss who is the most suitable to be this guide in your group?
a. Read the letter,tell me what kind of things that Michael wants to know about. b. Discuss who can be the guide in your group. ① Why do you think he/she is the most suitable? ② How will he/she help Michael?
Report like this: We think xx is the most suitable.Because... I/he/she will introduce...
设计意图: 把听力的内容进行延伸，并利用目标语拓展学生的思维，提高学生综合语言的运用能力。
Step5: Summary
Conclude what you have learned in this lesson
设计意图：先由学生扮演老师的角色，将内容呈现在学生的脑海中，再由教师给予总结补充。
Step6: Homework
Writing: Write a composition about your favorite things by using attributive clauses(定语从句)
Including: What kind of movies/ clothes /books/writers/ bands...do you like?
设计意图：贴近学生生活的实际的话题会引起他们的兴趣，使他们能认真有效地完成课后任务。
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Step7: Black board Design
Unit 9 I like music that I can dance to.
Section B (1a-1d)
6.教学评价设计
评价内容：
通过多样性的评价活动对学生进行学业评价，评价的形式有学生自评、小组互评、教师评价等。
采用趣味性较强的评价方式对学生进行评价，起到激励性的作用，使学生保持学习英语的兴趣。
评价方法：
课上小组竞赛评价。 课后自评表和他评表。
视频来源：优质课网 www.youzhik.com
