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視頻標簽：like music,dance to
所屬欄目：初中英語優質課視頻
視頻課題：九年級英語人教版 Unit9 I like music that I can dance to Section B 1a-1d遼寧省級優課
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所用教科書書名 新目標英語
所教年級 九年級 所教冊次、單元 Unit9 設計主題
初中英語Unit 9 I like music that I can dance to.
Section B (1a-1d)(聽說課）
1.整體設計思路、指導依據說明
本課在Section A的基礎上進一步拓展話題，讓學生能夠運用所學結構談論其他喜好，從學生的真實情感出發，能夠引起學生的共鳴，基于對教學內容和學情的分析，本節課采用任務型教學法，課堂設計層層遞進，由易到難，由潛到深，各環節過渡自然，激發學生對話題的興趣，與學生進行合作交流并適時的進行評價和指導，涉及的話題進行德育滲透。
課前準備
播放歌曲,熱身跳舞
通過線索和語言描述（復習定語從句）猜出老師日常放松的方式
任務三：聽力輸入、輸出
任務二：寫出并談論喜歡的電影，書和樂隊 通過歌曲熱身跳舞來導入新課
任務實施
前任務階段
任務一：通過情境創設采訪和調查學生日常最好的放
松方式并在情境中進行定語從句的操練
后任務階段
作業 問候
總結重點
反饋
興趣作業
A letter from Michael
鞏固提高Discussion:Who can be the guide?
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指導依據說明：《新課標》要求從學生的學習興趣、生活體驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的教學途徑的教學理念。能聽懂熟悉話題的語段，獲取主要信息。能就熟悉的生活話題交流信息和簡單的意見。
2.教學背景分析
教學內容分析：
本課是一節聽說課。在Section A的基礎上進一步拓展聽力輸入和話題內容，讓學生熟悉并能夠運用所學結構談論其喜好，鞏固學習that等引導的定語從句。活動1a為寫出你最喜歡的書、電影和樂隊，為下面環節作詞匯和句型方面的鋪墊，也為本單元目標語言的運用提供了更豐富的素材。1b-1c的聽力內容主要圍繞Michael的個人愛好展開，進一步鞏固本單元描述有關事物的句型。1d是1b和1c的延伸，并將聽力的內容進行拓展延伸。本活動還旨在培養學生從聽力材料中提取本單元目標語言和重要信息的能力。教學內容與學生生活密切相關，易于理解，能夠引起學生交流的興趣。教材安排了許多聽、說、讀、寫的任務，我將靈活運用這些活動引導學生仔細聽，大膽說，認真讀，及時寫，為接下來的進一步學習打好基礎。
學生情況分析：
作為九年級的學生，對于英語的學習方法基本可以掌握和靈活運用，用定語從句談論喜好，學生已經非常熟悉，只是有些學生缺乏豐富的想象力。因此在談論1a時，教師需要充分地引導學生，使學生積極主動地去思考，并且踴躍發言。在聽力方面，九年級的學生已經出現了兩極分化，這就需要教師用心設計聽力活動和任務，一步一步地引導學生，逐步消除學生的聽力障礙，使學生能最大限度地參與到聽說活動中來。
3.教學目標分析
1.知識與能力：
.學生能掌握以下句型： I like books /movies /bands that/which…
He likes books /movies /bands that/which…
I like/He likes writers that/ who…
學生能運用定語從句談論各種喜好，并展開話題討論。
2.過程與方法：
通過小組合作學習和啟發式的任務教學法，學生能理解并運用定語從句談論自己對于人和各種事物的喜好,運用所學語言來完成相關交際活動。
3.情感態度與價值觀：
通過交流探討發掘學生的興趣愛好，培養學生積極向上的學習習慣。
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4.教學重點、難點
教學重點：
1.學生能理解并運用定語從句談論自己對于人和各種事物的喜好。 2.進行聽力訓練，提高綜合聽說能力 教學難點
1.學生能充分用目標語言展開話題討論。 2.聽力訓練
5.教學方法和學習策略
1.任務型語言教學法：設計多種任務活動，提供給學生合作交流的空間和時間，促使
學生為完成任務和同學進行合作，為完成任務進行探究學習。
2.開放性教學策略：開放性地處理教材，結合教材插入學生感興趣的圖片，豐富學生
知識，拓寬他們視野，實現知識的整合。 學習策略
①合作學習：在與同學合作完成任務的活動中形成合作學習和探究學習的學習方式，
引導學生積極思考，善于抓住英語交流的機會。在活動中相互探討、相互交流、相互合作，
從而獲得知識、技能和情感體驗，發展他們的能力。
②通過采訪，調查，猜圖片等一系列活動，創設情景和有意義的任務活動，激發學生的學習熱情，發揮他們自己的主觀能動性，把被動的學習變為主動學習
6.教學過程設計
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.
設計意圖：通過歌曲舞蹈的熱身，進入到本課話題的學習，吸引學生注意力，使學生很快進入課堂。活躍課堂氣氛，讓盡可能多的學生動起來，迅速進入到上課狀態。在吸引學生興趣的同時，也為下一步Listening和Speaking的開展做鋪墊。
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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___________________.
設計意圖：通過老師放松的方式猜測歌曲，電影和作家的名字，培養學生的發散思維，并利用定語從句復習、展開話題的討論。
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（口頭）
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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設計意圖：由談論老師放松的方式過渡到談論學生放松的方式，拓展學生的思維，并適時的通過調查，以多種方式在情境中進行定語從句的操練，為下一步的話題討論做鋪墊。
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）
設計意圖：通過上述話題語言的積累、談論過渡自然，突破重點、難點，并利用競賽的形式充分調動學生的積極性。
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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.
設計意圖：充分利用聽的全程（聽前，聽中，聽后），鍛煉學生把握信息的能力，培養聽的習慣，通過設置不同的聽力任務，由淺到深，有利于提高學生的聽力能力。聽后活動，將對話轉化為段落進行填空練習，有助于加深學生對聽力材料的理解，并利用聽力材料進行語言輸出。
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...
設計意圖：充分利用聽力材料，小組合作，探索新知，人人動腦，積極回答問題，激起學生的表現欲，活躍了課堂氣氛。
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Step4: post-task
Consolidation （鞏固提高）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...
設計意圖: 把聽力的內容進行延伸，并利用目標語拓展學生的思維，提高學生綜合語言的運用能力。
Step5: Summary
Conclude what you have learned in this lesson
設計意圖：先由學生扮演老師的角色，將內容呈現在學生的腦海中，再由教師給予總結補充。
Step6: Homework
Writing: Write a composition about your favorite things by using attributive clauses(定語從句)
Including: What kind of movies/ clothes /books/writers/ bands...do you like?
設計意圖：貼近學生生活的實際的話題會引起他們的興趣，使他們能認真有效地完成課后任務。
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Step7: Black board Design
Unit 9 I like music that I can dance to.
Section B (1a-1d)
6.教學評價設計
評價內容：
通過多樣性的評價活動對學生進行學業評價，評價的形式有學生自評、小組互評、教師評價等。
采用趣味性較強的評價方式對學生進行評價，起到激勵性的作用，使學生保持學習英語的興趣。
評價方法：
課上小組競賽評價。 課后自評表和他評表。
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