Unit9IlikemusicthatIcandanceto(1a-2c)说课稿

1、Unit9. I like music that I can dance to. Section A (1a-2c)说课稿 子良乡水田中学 向碧平一教材分析(1) 说教材：Unit 6的中心话题是音乐，音乐与我们的生活密切相关，通过本单元的学习，要求学生能够用英语谈论自己喜欢的音乐，和音乐家，并说明为什么。在谈论这个话题的同时，学习并掌握定语从句。定语从句在初中教材中是一个很重要的知识点，学好这一单元对后面的学习很有帮助，起着承上启下的作用。因此，本单元不仅是本册书的重点，在整个初中教学中，他都占着非常重要的地(二)教学目标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: 通过学生谈论对音乐和音乐家的好恶，从而使学生学会欣赏音乐的美，从而热爱学习和生活。(三)Teaching importance ：1掌握Target language；2掌握有关音乐的词汇和相关的词组，能够比较流利地描述自己喜欢的音乐。(四)Teaching difficulties ：结合功能句进行听力练习二说教法 本课主要采用任务型教学法、情景教学以及多媒体计算机辅助课堂教学，充分发挥教师的主导作用和学生的主体作用，利用现代教育技术优化教学过程，通过课件为学生创设更多生动活

4、泼的语言环境，把学生吸引到活动中去，并激发他们主动参与学习的欲望，努力培养学生的自学能力，把学习的钥匙交给学生，在传授知识的同时授以科学的思维方法。在课堂教学中巧妙运用教学艺术，适当安排自学、小组交流、游戏、竞赛等活动，鼓励学生勇于说，乐于说，提高运用语 言的能力，打破传统的课堂教学方法，建构一种新型的现代教育模式，使学生在更轻松更愉快的环境下实现更多的信息交流，真正做到快快乐乐学英语，扎扎实实打基础，从而达到向四十五分钟要质量，向课堂教学要效益的最终目的。三说学法 初三的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过学习获取更多的知识和信息，开拓视野。而现代的

5、教育理念认为“获得知识的过程比获得知识更重要”。因此，在本节课的教学中，我不是把知识直接交待给学生，而是引导学生自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，注重学生实际与课文文题的结合，激发学生学习兴趣，使他们自主地寻找信息，获取信息，使用信息，激发学生潜能，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法，实现英语能力的提高。四教学程序Step 1: lead-in 1用PPT向学生出示几张动物图片，引导学生make a conversation: “A. What kind of animals do you like best? Why? ” “ B. I li

6、kebecause, How about you?”“ A: ”请同学对话表演后，师适时用含有定语从句的句子归纳总结。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图片，“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.”在学生对话交流后,师再与两生对话,并引导学生说出“B likes the host who is humor but C likes the host who is smart.”等之类含有定语从句的句子。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