人教版九年级Unit 9 I like music that I can dance to.-Section B 1a—1d-教案、教学设计-省级公开课-(配套课件编号：303dd).doc

1、Arrangement for Unit9 I like music that I can dance to. (Section B 1a-1d) . Teaching Aims & Demands 1. Knowledge Objectives Word Expressions: unusual, explain movie poster Sentence patterns: I like music that is beautiful. He loves writers who explain things well. 2. Ability Objectives a. to enable

2、students to improve their communicative competence b. to get students to enhance the listening ability so that they can have a better out-put in the following tasks 3. Moral Objectives a. We should choose something that is good for our growth. b. Nothing is difficult for the man who will try. . Teac

3、hing Key Points 1. to get students to master the Attributive Clause 2. to enable students to express and share their favorites properly . Teaching Difficult points 1. to master the key words and sentence patterns 2. to lead students to get a better out-put through the lesson . Teaching Methods Audio

4、-lingual Approach, Situational Communicative Approach, Task-based Approach . Teaching Aids Mufti-Media with backboard design . Teaching Procedures Step1. “Favorite Song to Relax”-Lead-in Have students enjoy my favorite song “Red River Valley”. “From this valley they say you are going.” “” “And the o

5、ne that has loved you so true.” “And the one who has loved you so true.” With the music, show some lyrics with the pictures in a row on the screen. Then, guide them to sing along with the music and lyrics. T: Have you heard of this song? What do you think of it? S1: It is very beautiful. S2:It has g

6、reat lyrics. Meanwhile, write the sentences from students on the blackboard. Add “I like the music”and then have them read the sentences with Attributive Clause like “I like the music that is beautiful.” and “I like the music that has great lyrics” together. Step2. “Other Favorites”-Presentation To

7、present the key sentences “I like the actress(es) who is(are) funny.”, get students to know more about “Other Favorites of Mine ” in single and plural forms and practice them like: T: Actually, listening to some music is just one of my favorites. I also like watching comedy shows. By the way, can yo

8、u guess whos my favorite actress in Funnyman. Ss: Maybe you like T: She is fat and funny. And her family name is Jia.(after their first guessing) Ss: She must be Jia Ling. T: Right! So what kind of actresses do I like? S: Mr. Li likes the actress who is funny. Mr. Li likes the actresses who are funn

9、y.(Jia Ling and Zhang Xiaofei) T: Good job! What else do I like, too? Then, practice similar sentences with something else like movies, bands and books, etc. Step3. “Our Favorites” -Pair Work Help students practice the target language by talking about their own favorites after they write down the na

10、mes of favorites. (sample to set:) A: Whats your favorite,? B: I really like . I like the .(s/es) that/who ? What about you? A: I love the .(s/es) B:Great! Gradually, they can be clear to use “that” and “who” properly. It enables almost everyone to be available to share their favorites well with wor

11、d expressions and the target language. Step4. “Michaels Favorites” - Listening Practice 1. Show a picture of the two teenagers in the room first and then have students predict what they are talking about. With the predictions, get students to listen for the first time and circle the things they can

12、hear. T:Whatre the two boys talking about? S1: Maybe theyre talking about the jacket. Look at the boys hand. T: Bright. Is it the boys favorite? What else can we hear in their talk? Ss: . Then, ask students to check out what they hear. T: Thanks, boys and girls. I just wonder where they are talking

13、or whose things are these? Ss: 2. With the questions, lead students into the task in 1b. T: What else does Michael like except the jacket? Ss: . Circle “likes” and present Tip1 in the next listening task. T: Well, listening with the key words can help to get the in formation we need. For example, we

14、 should pay more attention to something after “likes”. Get them to listen again and write down the things Michael likes in the first column of the chart. Then, check the answers individually. 3. Ask students why Michael likes the jacket, the book and the movie poster. Before listening , show them Ti

15、p2 and get them to work on 1c. T: Why does Michael like them? So, we need to listen for the reasons this time. Now, lets do something before listening. What can we write down after the words “clothes”, “writers” and “movies”? Ss: We can add “that” for “clothes”, “who” for “writers” and “that” for “m

16、ovies”. T: Thats right! Remember, we can always get the complete meaning by listening for the sentence structure. After that, ask some students to offer their own answers. Check them with the whole class and practice some difficult words such as “unusual” and “explain”. 4. Present the listening mate

17、rial and ask students to complete the three target sentences first. Play the tape recorder and get them to read after it. Besides, make students clear about how to stop while read the sentences with the Attributive Clause. T: Here, I want you to challenge yourselves. Can change the underlined senten

18、ces into the ones with “that/who”. e.g. Its new. I really like the jacket.Michael likes the jacket that is new. Step5. “Compete and Sing” - The Rest of “Red River Valley” Encourage students to choose the right relative pronouns or adverbs to finish the lyrics in the rest of the song. T: Well done, t

19、hanks. So were true friends, right. And I want to share the rest of my favorite song “Red River Valley”. Before that , I still need your help. Can you choose the right word for each line in the lyrics? With the help of the given words, get students to finish the first two as examples. Then they disc

20、uss and learn to complete the sentences. e.g.“You are the girl whose heart is so silly.” “You are the boy who loves us so really.” “” Walk around to offer some help and then share the lyrics with class. Check and ask students to pay attention to the parts in different colors in the lyrics. Then, enc

21、ourage them to try to sing the song along with the music. Step6. “Our Song” - Create and Enjoy Help students to create their own songs. Mention that there should be 8 to 10 words in each line. T: You are so talented. Our life is like a song. What kind of song do you want to sing in your life? Here,

22、lets create our own songs. Students work in a group of 6. Each of them create one line in their song. With the help on the screen, they think, discuss, create, and try to sing. After it, show some groups with the music like: “I like music _.” “I dislike movies _ ” “I love the writer _ ” “I hate the

23、singers _ ” “” Encourage them to enjoy the song they create. Step7. Summary & Moral Education Sum up the lesson and make sure that students are able to master the key sentences theyve learnt. T: Anyway, we need to think further. Should we choose something that is bad for us? Can we make friends with

24、 the people who dont care about others? Ss: No. Show two great sayings with them. “Friendship is a precious wealth that we always search for.” “Nothing is difficult to the man who will try.” . Homework 1. Practice he words and sentences that they have learnt. 2. Polish their songs and share them wit

25、h people whom they love. .Blackboard Design Unit 9 I like music that I can dance to. (Section B 1a-1b) I like the music that is beautiful/smooth. He/She likes the music that has great lyrics/can touch him. I like the actress who is funny. actressesare I like the actor who acts very well. actorsact Create: I like that/who/whose/why/when /where/how Our Favorite s poster explain unusual