课堂实录 (2)

1、初中英语公开课-教学实录Unite 9 I like music that I can dance to (section A 小节复习)为了加强学生对新知识的理解，不断提高学生听说能力和语言交际能力，同时为阅读课和写作课奠定坚实的基础，我对section A 所学知识进行小节复习。本节课以新课程标准为依据，秉承以听说促读写，任务促能力的教学理念，努力为学生创设高效课堂，实现教学目标。 Step1.warming up T: (show a picture that a lovely girl is listening) What is the girl doing? (Give studen

2、ts the pattern)She might be _.S1: She might be listening. S2: She might be listening to music.(设计意图：首先向学生展示一张可爱女孩带着耳麦的照片，通过问题把学生带入音乐的氛围中，同时在设置问题时有意识的对上单元情态动词的用法加以复习。)T: OK. What kind of music might she be listening to?S1: She might be listening to pop music.S2: She might be listening to dance music.

3、S3: She might be listening to rock musicS4: She might be listening to child musicS5: She might be listening to smooth music.(设计意图:本环节通过问题设置，充分调动学生脑中所学过的音乐词汇，为下面的内容呈现作以铺垫。同时在学生回答完后，把涉及的词汇呈现在屏幕上,加深印象。) Pop music Classical music Dance music Jazz music Rock music Country music Smooth music Rap musicStep

4、2 presentationT: OK. Do you like listening to music?S: Yes.T: What kind of music do you like? I like music that I can dance to （自问自答，引导学生用新学的定语从句来回答。）S1: I like music that I can dance to.S2: I like music that isnt too loud.S3: I like music that is quiet and gentle.S4: I love music that I can sing al

5、ong with. (学习程度高的学生能使用其它词汇表达。)S5: I prefer music that has great lyrics.（及时给以鼓励。）T: Well done. (总结) I like/love/prefer music that . 素胚勾勒出青花笔锋浓转淡瓶身描绘的牡丹一如你初妆冉冉檀香透过窗心事我了然宣纸上走笔至此搁一半釉色渲染仕女图韵味被私藏而你嫣然的一笑如含苞待放你的美一缕飘散去到我去不了的地方（周杰伦的青花瓷响起，学生的热情再一次被点燃，有的学生还跟着音乐轻声的哼唱。）T: How beautiful lyrics! Right?S: Yes.T: OK.

6、 Do you know who writes the song?S: Jay Zhou(周杰伦).T: I like singers who can write their own songs. What kind of sings do you like? S:（呈现朗朗弹钢琴的图片）I like musicians who can play different kinds of music.（设计意图：选择出示的图片，有目的的降低学生回答的难度，对学生回答我问题的方向加以指引。）（板书呈现，把准确的答案呈现给学生，因为学生在回答的时候容易犯时态和单复数的错误，给学生最准确的知识储备。）1

7、. I like singers who can write their own songs.2. I like musicians who can play different kinds of music.3. I like singers/ musicians who can/are （设计意图：有效的复习了词汇和句型，前期合理和充分的输入，反复操练，是为后期语言的输出奠定基础。）Step3 practiceT: Excellent! All of you have a good job. Now all of you make dialogues “What kind of music

8、 do you like? I like music thatWhat kind of singers/musicians do you like? I like singers/musicians who.” with your partners, then act in the front of the classroom. (Five minutes later)Call some groups to act out their dialogues.(设计意图：通过学生对话掌握句型，并为学生新对话提炼基本框架，学生基础稍微弱的也可以直接套用，使不同基础的学生能参与到课堂活动中来，给每个学

9、生证明自己的机会。）Step4 guessing game1. He is a boy who is the tallest in our class.2. She is a girl who has the shortest hair.3. She is a girl who is a tough.4. He is a boy who is the most popular. (设计意图：根据班级内学生的一些鲜明的特点，我编了几个定语从句，以游戏的形式检查学生对定语从句的理解程度，学生积极的参与进来，欢声笑语，好不热闹，课堂的气氛再一次被点燃，于是乘热打铁，再事先毫无准备的情况下，把问题抛给

10、学生，让他们根据我的意图和形式自己设置问题，真正做到了学生问学生答，把课堂还给学生。)Step5 Summary and Practice一.复习巩固关于音乐的词汇二.会用 1.what kind of music do you like？ 2. I like music that I can sing along with. 3. What kind of musicians/singers do you like? 4. I like musicians/singers who can write their own songs等做基本的对话表达。三.定语从句1.定语从句的概念 在复合句中

11、，修饰某一名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词，定语从句一般放在先行词的后面。2.定语从句的关系词引导定语从句的关系词有关系代词和关系副词，常见的关系代词包括that， which， who（宾格whom，所有格whose）等，关系副词包括where， when， why等（初中阶段我们暂不需要掌握关系副词的用法，只需了解）。关系代词和关系副词放在先行词及定语从句之间起连接作用，同时又作定语从句的重要成分。3.关系代词的用法1）. that 既可以用于指人，也可以用于指物。在从句中作主语或宾语，作主语时不可省略，作宾语可省略。例如：Mary likes music that

12、is quiet and gentle.（that作主语）The coat （that） I put on the desk is blue.（that作宾语）2）.which用于指物，在句中作主语或宾语，作主语不可省略，作宾语可省略。例如：The building which stands near the train station is a supermarket.（作主语）The film （which） we saw last night was wonderful. （作宾语）3）.who， whom用于指人，who 用作主语，whom用作宾语。在口语中，有时可用who代替whom

13、，也可省略。例如：The girl who often helps me with my English is from England.（作主语）Who is the teacher （whom） Li Ming is talking to？（作宾语）教学后记：本节课是我出的一节公开课，在课堂上学生积极配合，思维活跃，所有表现让我很满意。公开课从备课到讲解也许会花费教师很多时间和精力，但是无论从学生到老师收货都是丰富的。很多学生都能拿出超高的积极性来帮助老师完成公开课，尤其平时学习兴趣不大的学生，对他们来说在公开课中，能给他们机会，提高他们的自信和兴趣，我觉得是公开课最大的魅力所在。学生从认知，模仿，重复，变化，到创造，能力得到不断的提高，构造了英语学习的金字塔。本课主要有以下几个特点1. 注重对话设计（由易到难）实现全员参与，让不同程度的学生有所收获。2. 注重输入的合理铺垫，遵循学生的认知规律，达到输