初中英语课堂教学设计
Unit 9 Section A (1a-2d) 课题（教材版本、使用年级、人教版九年级英语 单元名称）： 设计人/单位（地市、学校、卓东方 设计人名字）： 课型 教材分析（本课内容与前后河源市东源县实验中学 听说课 本部分是通过谈论音乐，乐队，歌手，电影以及对其学习内容的联系、与学生水他事物的好恶等的对话，由原来的简单句过度到复合句—平的关系，调整意见）： —定语从句来简单描述学生自己对音乐，乐队，歌手，电影等的喜好。学生更感兴趣运用所学的定语从句来表达自己的喜好，学生感觉自己语言上了一个台阶，原来不会表达的多个定语可以通过定语从句来解决。内容紧扣单元话题，适合学生的年龄段，开阔了学生的语言视野，培养发展了学生的交际能力。 教学目标或内容要求（知识、技能、文化、情感、策略、评价等） 1. Be able to use the object clauses to express preferences. 2. Be able to talk about their hobbies about music, bands and films etc. 学情分析（年龄和认知特 九年级的学生已有一定的英语基础和表达能力，但是点、已具备与本节课学习相词汇和语言的丰富优美性不够。他们喜欢追求时尚，喜欢关的语言知识和技能等基令人快乐的音乐，电影，歌手等。通过以前的简单句过度础） 到复合句，学生较感兴趣，但要说正确还有一定的难度。根据中学生的心理特点，这节课需通过竞赛、鼓励等方式调动其参与课堂活动的积极性。 教学重难点: 1.运用that/who/which引导的定语从句描述个人的喜好； 2.有关个人喜好的写作。 教学资源 设计思路（研究方向：词汇教学、语法教学、对话教学、教学） 教材、图片、课件、视频文件 本课的研究方向为听说教学。 设计思路：首先通过猜测某人喜欢的音乐类型乐队电话来表达自己和他人的爱好，再通过听录音理解谈爱好的阅读教学、写作教学、听说影等、引入话题并复习关于爱好的词汇；然后通过看图说话题，同学之间互相交流谈自己和他人的爱好话题。选择合适的人物、适当的爱好完成表格、判断对错、角色扮演对话等多种形式训练学生巩固定语从句。接着通过观看 Video提高学生的高尚审美水平，提高整体素质； 最后总结归纳本节课所学内容并布置作业。 教学流程及说明（每个教学步骤要分析设计此任务所达到的目的， 陈述教师活动/方法利用何种条件/手段促进学生活动/学法） Step 1 Warming up and Revision Get the Ss to guess the hobby of the teacher by looking at some pictures. The purpose of this step: To warm Ss up and go over the words about hobby. Step 2 Revision and Lead in Review the main story of Aping. Let some Ss try to retell the story of Abing and his music. Lead in Role-play the conversation: A: What kinds of music do you like best? B: I like music that is sad. A: why do you like that kind of music? B:I think sad music is strangely beautiful. A: How do you feel when you listen to this kind of music? B: I feel sad and want to cry when I listen to it. … The purpose of this step: To lead the Ss into the topic. Step 3 look, say and write What kind of music do you like? Look at the picture and circle the sentences you agree with. Write down your own sentence (1a). The purpose of this step: To get ready for speaking. Step 4 Listening 1. Task 1: Get the Ss to listen and check the kinds of music Tony and Betty like. (1b) 2. Task 2: Get the Ss to listen and circle true or false about different people’s music. And complete the chart (2a-2b). 3. Task 3: Get the Ss to discuss the conversation about other people’s hobbies. (2c) (Encourage the Ss to compete in telling the answers to Tasks 1-3) The purpose of this step: To develop the Ss’ speaking and listening ability. Step 5 Practice 1. Get the Ss to work in groups and introduce their hobbies each other. 2. Get one Student of the group to introduce every member’s hobby. E.g. We enjoy spending the time in places that/which are..; I don’t like …that/which is too…because…; She likes movie stars who/that are beautiful/handsome…; I have friends that/who are friendly and helpful… 3. Watch a short video about some people’s hobbies and get the Ss to retell. （提醒学生注意who或 that/which引导的定语从句的使用） 4. Get the Ss to find out the attributive clauses in the conversation of 2d and role-play the conversation. The purpose of this step: To develop the Ss’ speaking ability and consolidate the useful phrases. Meanwhile, To develop the Ss’ writing ability. Step 6 Exercise: Do some exercises on the screen (用who或 that/which填空。) 1. That book is the one ___I bought yesterday. 2. I know the man ___ is a model doctor. 3. Is there a library___ we can read books near here? 4. The woman ___is talking with my father is my English teacher. 5. We can’t find a hotel ___is suitable for us to live. (1. that/which 2.who /that 3. that/which 4. who /that 5. that/which) The purpose of this step: To consolidate what the Ss learnt. Step 7 Summing up Get the Ss to tell what they have learnt in this lesson. The purpose of this step: To develop the Ss’ ability in summing up knowledge. Step 8 Homework assignment Item 1. Read the” listening conversation” at least three times. Item 2. Tell each member of your group about your hobby Item 3. Share classmates’ ideas with others in class, Item 4.Writing: Use your notes to write an article for a newspaper or magazine to tell people about their favorite kind of music/movie and your favorite song/movie. Complete the article, using the words in the box: My favorite kind of music/movie is…;I like …because…;It was…by…;When I listen to/watch . it ,I feel… ;I think you should listen to/watch it too because…