《2019-2020年九年級英語Unit6 I like music that I can dance to教案 人教新目標(biāo)版.doc》由會員分享，可在線閱讀，更多相關(guān)《2019-2020年九年級英語Unit6 I like music that I can dance to教案 人教新目標(biāo)版.doc（25頁珍藏版）》請在裝配圖網(wǎng)上搜索。

2019-2020年九年級英語Unit6 I like music that I can dance to教案 人教新目標(biāo)版 Ⅰ. Analysis of the Teaching Material 1. Status and Function In this unit, students learn to express, preferences with the relative clause. Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language. All the students will make great progress in expressing preferences with the relative clause. (1) The first period mainly provides target language with relative clause to express preferences on music. It gives the students much practice in speaking and listening on the target language. (2) The activities in the second period give students more listening and speaking practice, using more target language. They are helpful to improve students’ listening and speaking skills. (3)In the third period, students learn to get information from a CD review. And they will get much more speaking and writing practice with target language. They will improve their reading, speaking and writing skills. (4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation. And it provides some writing and speaking practice as well. The children will do more practice on target language with the relative clause. (5)The students will read three different short passages in this period. They do much reading practice on them. And this period is designed to train students’ writing skill. The students will also do some speaking practice. (6) The activities in the sixth period help the students have a self check. The children will be trained to use some verbs and write an e-mail. 2. Teaching Aims and Demands (1) Knowledge Object In this unit, students-learn to express preferences using target language with the relative clause. (2)Ability Object To train the students’ listening, speaking and writing skills using target language with relative clause. (3)Moral Object Music is a kind of language that can be understood by the people all over the world. 3. Teaching Key Point To help the students learn and grasp the key vocabulary words and target language. 4. Teaching Difficult Points To train students’ listening, speaking, reading and writing skills. To train students’ municative petence 5. Studying way Arouse the students’ interest in music and get the children to take active part in expressions on music. Ⅱ. Language Function Express preferences Ⅲ. Target Language What kind of music do you like? I like music that I can sing along with. What about you? prefer music that has great lyrics. Ⅳ.structure Relative clauses with that and who. Ⅴ. Vocabulary Lyric, gentle, remind of, exhibition, prefer, photographer, energy Ⅵ. Recycling singer, music, dance, quiet, clothes, writer, jacket, book, movie, band, CD, sad, love, like, enjoy, favourite, loud, sing along with, musician. clearly Ⅶ.Learning Strategies 1. Listening for specific information 2.Transforming information Ⅷ. Teaching Time Seven periods No.25 The First Period I. Teaching Aims and Demands(教學(xué)目的和要求) 1. Knowledge Objects (1) Key Vocabulary prefer, lyric (2) Target Language What kind of music do you like? I like music that I can sing along with. What about you? I prefer music that has great lyrics. 2.Ability Objects (1) Train the students to express preferences. (2) Train the students’ listening skill. 3. Moral Object Let’s enjoy music. It always brings us happiness. Ⅱ. Teaching Key Points（教學(xué)重點） 1. Key Vocabulary prefer, lyric 2. Target Language Ⅲ. Teaching Difficult Points(教學(xué)難點) 1. Relative clauses with that 2. The listening practice Ⅳ. Teaching Methods(教學(xué)方法) 1. Chain drill 2. Pairwork Ⅴ. Teaching Aids（教學(xué)手段） 1. A tape recorder 2. Some tapes of different kinds of music Ⅵ. Teaching Procedures（教學(xué)過程） Step Ⅰ Revision (1) Invite different pairs of students to say the conversations learned in preceding classes with books closed. (2)Check the answers to the exercises of the workbook by asking different students to say their answers to the Class. (3) Dictate some of the key vocabulary words presented in units 1～5. Step Ⅱ 1a This activity introduces the key vocabulary and trains the students to express preferences with the relative clause. Write…that are red on the blackboard. Point to it and say a sentence with it, I like flowers that are red. Ask who can make another sentence with it. They may say, I like gloves that are red. I like shoes that are red. Write another phrase on the blackboard, …that is big. Help the students to make sentences with it. Play the tapes of different kinds of music for the students, only a short piece of each tape. Say, I like music that makes me relaxed. Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to. Tell the students lyrics means the contents of the songs. Ask the students, What kind of music do you like? Say, You can answer with I like music…, I love music…, I prefer music… Explain prefer=like…better to them. Get one of the children to answer the question, then let this child ask the one next to him/her the same question. Set off a chain drill. Ask the students to open their textbooks now. Read the instructions of Activity 1a to the students. Make sure they understand everything. First have them look at the pictures and circle the sentences they agree with. Read each sentence to the class and ask the students to raise their hands to see if they agree. Make a survey to find out how the class feels about each item. Discuss the result of the survey with the class. Get the students to plete the sentence to tell what kind of music they enjoy. Ask some of the students to share their sentences. Write any new words or phrases on the board to help them if necessary. Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation. Say, we will hear Tony and Betty talking about the kinds of music each one likes. Let’s see the instructions first. Read the instructions to the students. Tell them to tick (√) the right statements while they are listening. Read the three headings before playing the tape. Play the tape the first time and the students only listen. Then play it for a second time. The students tick in the right answer boxes. Cheek the answers. Answers Can dance to Has great lyrics Can sing along with Tony √ √ Betty √ √ Tapescript Betty: Oh, look. There’s the new Cool Dudes CD. Tony: The Cool Dudes? Do you like them? Betty: Oh, yeah. They are my favorite band. I like music that I can dance to. Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics…music that I can sing along with. Betty: I like songs I can sing along with too. So what’s your favorite band? Tony: The Jitters. Their words are interesting and… Step Ⅳ 1c This activity provides guided oral practice using the target language. Read the instructions to the students. First ask a pair of the students to read the example in the box, SA: What kind of music do you like? SB: I like music that I can sing along with. What about you? SA:I prefer music that has great lyrics. Then get them to work in pairs. Answer the questions with their own preferences. As the students do the practice, move around the classroom and give them some help. Ask several pairs of students to perform their conversations before the class. Step Ⅴ Summary Say, In this class, first we’ve learned two new key words, prefer and lyrics. Then we’ve learned how to express references by talking about music, using relative clause with that. Step Ⅵ Homework Ask the students to write three sentences with I like music that…,I love music that …,I prefer music that… Step Ⅶ Blackboard Design（板書設(shè)計） Unit 6 I like music I can dance to. Section A The First Period 1. sample phrases …that are red. …that is big. 2. Express references I like music that… I love music that… I prefer music that… Sentences I like flowers that are red. I like the house that is big. Relative clause with that. …that has great lyrics. …that I can sing along with. …that isn’t too loud. …that I can dance to. VII. Teaching Methods(教學(xué)后記) No.26 The Second Period I. Teaching Aims and Demands(教學(xué)目的和要求) 1. Knowledge Objects (1)Key Vocabulary gently (2)Relative Clasue with who 2. Ability Objects (1)Train the students’ listening skill. (2) Train the students to use relative clause with who. (3)Train the students to make munications, using A: Does Xu Fei like the Moderns? B: No, he doesn’t. He prefers… 3. Moral Object Thank the musicians who make our world more wonderful. Ⅱ. Teaching Key Points（教學(xué)重點） 1. The students’ listening skill. 2. The relative clause with that and who. 3. Make munications with the question in Activity 2c. Ⅲ. Teaching Difficult Points(教學(xué)難點) 1． Train the students’ listening skill 2． Make munications using "Does Xu Fei like the Moderns? No, he doesn’t. He prefers… Ⅳ. Teaching Methods(教學(xué)方法) 1. Listen and do the exercises 2. Pairwork Ⅴ. Teaching Aids（教學(xué)手段） A tape recorder Ⅵ. Teaching Procedures（教學(xué)過程） Step Ⅰ Revision (1) Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that… I love music that… I prefer music that… (2)Check the homework by asking some students to share their sentences with the class. Step Ⅱ 2a This activity provides listening practice using the target language. Read the instructions to the students and make sure that they know what to do. Go over the four items in the box with the children. Tell them that relative clause with who is used to introduce a person. Give another sample, Amy likes teachers who work hard. Help the students to make some more similar ones. Explain the new key word gentle to the students. Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary. Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like. Play the recording. Students only listen the first time. Play the tape again. Ask the students to circle T for true and F for false. Check the answers. Answers 1. T 2. F 3. T 4. T Tapescript Boy: Look, Carmen. These T-shirts are great! Look at this one. Girl: That’s a great shirt, Xu Fei. I really love Dan Derrish. I like musicians who play different kinds of music. Boy: Hmmm…h(huán)e’s okay… Girl: He’s only okay? You must be joking. Boy: Well…I like musicians who write their own songs. Dan Derrish doesn’t write his own music. Girl: Hmm. Well, I think he’s great. Boy: The Moderns T-shirt is very interesting. Girl: The Moderns are really great. I love music that’s really loud and energetic. Boy: I know you do…but I prefer groups that play quiet and gentle songs. Step Ⅲ 2b This activity provides listening practise using the target language. Read the instructions to the students first. Then let them have a look at the chart. Read the model sentence to them. Say, We will hear the same recording again. Listen carefully, and find out what Carmen and Xu Fei say and plete the sentences in the chart. Play the recording again. Pause the tape if necessary. Check the answers. Answers Xu Fei: 1. I prefer groups that play quiet and gentle songs. 3. I like musicians who write their own songs. Carmen: 2. I love music that’s really loud and energetic. 4. I like musicians who play different kinds of music. Step Ⅳ 2c This activity provides guided oral practise using the target language. Get two students to read the conversation in the box to the class. SA: Does Xu Fei like the Moderns? SB: No, he doesn’t. He prefers… Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do. Tell them each pair of them should make a conversation using information from Activities 2a and 2b. Ask them to work in pairs. Move around the classroom checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class. Step Ⅴ Grammar Focus Write the three sentences on the blackboard first. Circle the words that and who and underline the relative clauses in all the three sentences. Ask, What do the relative clauses with that describe--a person or a thing? Help the student to say out the right answer. Then ask the same question on the relative clauses with who. Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons. Tell them who is for people and that is for things. Ask the students to make up more similar sentences. Encourage them to ask questions about relative clause. Step Ⅵ Summary Say, In this class we’ve done some listening practice on the target language of this unit. We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause. Step Ⅶ Homework (1) Ask the students to write two sentences with relative clause with who. (2) Ask the students to write out a conversation they practised in Activity 2c. Step Ⅷ Blackboard Design（板書設(shè)計） Unit 6 I like music that I can dance to. Section A The Second Period Answers to Activity 2b: Xu Fei: 1. I prefer groups that play quiet and gentle songs. 2. I like musicians who write their own songs. Carmen: 1. I love music that’s really loud and energetic. 2. I like musicians who play different kinds of music. The sentences in Grammar Focus: Rosa likes music that’s quiet and gentle. I love singers who write their own music We prefer music that has great lyrics. VII. Teaching Methods(教學(xué)后記) No.27 The Third Period I. Teaching Aims and Demands(教學(xué)目的和要求) 1. Knowledge Objects (1) Key Vocabulary remind of (2) The sentences with the Attributive Clause. 2. Ability Objects (1) Use the sentences with the attributive Clause to express what they like or dislike. (2) Train the students’ municative petence. Ⅰ. Moral Object Try to exchange the opinions on CDs with your friends. It will help you to know more about your friends. Ⅱ. Teaching Key Points（教學(xué)重點） Teach the students how to use the key word, remind of. 2. Practise using sentences with relative clause in real life. Ⅲ. Teaching Difficult Points(教學(xué)難點) Using sentences with relative clauses in discussing CDs. Ⅳ. Teaching Methods(教學(xué)方法) (1) Teaching with real objects (2) Pairwork Ⅴ. Teaching Aids（教學(xué)手段） 1. Some CDs that are very popular among the students. 2. Some pictures of the singers who are very popular among the students. Ⅵ. Teaching Procedures（教學(xué)過程） Step I Revision (l)Revise the relative clause with that by asking question what kind of music do you like? Get the students to answer, I like music that…I love music that…I prefer music that…First ask individually, then have the children ask their classmates around them. (2)Revise the relative clause with who by asking question "What kind of musicians do you like? Get the students to answer, I like musicians that… I love musicians that…I prefer musicians that…or I prefer groups that… First ask individually in class, then let them practise in pairs. (3) Revise "Does…like…? No, he doesn’t. He prefers…" Ask questions with the real names of the students in our class. Let them ask each other similar questions in pairs. Step Ⅱ 3a This activity provides reading practise using the target language. Show my favourite CD to the class and say, This is my favourite CD. Its name is "e on, Join us". I like it because I can do exercises with it. But I don’t like the beginning of it, too loud noise. It reminds me of my middle school time. Give more examples on "remind sb. of sth./sb. ",such as, He reminds me of his brother. This reminds us of what we often did when we were children. Tell the students that remind…of…means cause sb. to think of sth. Write the four questions on the blackboard. (1)What’s the name of your favourite CD? (2)Why do you like this CD? (3)What do you dislike about this CD? (4)What does it remind you of? Get them to discuss in pairs. Before they begin their conversations, show some more CDs to them. Ask a pair of the students to share their conversations with the class. Open your books at page 46. Look at Activity 3a. Read the instructions to the students. Ask the students to read the review by themselves. Encourage them to ask questions on anything that they can’t understand. Explain them, or ask the other students to explain them. After they finish reading the review ask them to match up the parts of the sentences. Point out the sample answer before they begin. Tell them to do as quickly as they can. Say, Let’s have a petition to see who will be the first one to finish it. After all of them have finished. Check the answers with the class. Answers 1. d 2. a 3. e 4. c 5. b Step Ⅲ 3b This activity provides oral practise using the target language. Read the instructions to the students. Make sure they know what to do. Give some explanation if necessary. Ask a pair of students to read the model conversation in the box first. SA: What CD did you listen to recently? SB: I listened to one called Heart Strings. SA: What do you think of it? SB: I enjoy it a lot. SA: Why? SB: The singer writes her own songs. I prefer singers who write their own lyrics. Say, Who can make up a similar dialogue now? You can use the questions in Activity 3a to help you. Then choose two children who do well in English to demonstrate another conversation. Now ask the students to make conversations in pairs. Walk around the classroom while the students are talking. Help them as necessary. Step Ⅳ Part 4 This activity provides reading, writing, listening and speaking practice using the target language. Show some pictures of the popular singers or groups among the students. Say I like groups that dance much. I love singers who dance much as they sing. I don’t like musicians who always copy others. Show a CD of very noisy music and say, I can’t stand music that is too noisy. Write the four sentences without relative clauses on the blackboard. Ask several students to plete them orally first. Then let the students open their books and plete the sentences with their own words. Next ask a few students to share their sentences with the class. Say, Stand up and go to ask your classmates questions now. Move around the classroom and ask questions till you find someone who feels the same way you do about each thing. Write down the student’s name in the blank in the right column. When all the students have finished, ask some students to read their list to the class. Next ask a pair of students to read the sample conversation. Then have the students work in pairs. Make up their own conversations. If there is enough time, ask some pairs to say their conversations to the class. Step Ⅴ Summary Say, In this class, we’ve learned how to use remind…of… We’ve also done a lot of listening, speaking, reading and writing practice using the target language. Step Ⅵ Homework (1) Make up two sentences with remind…of… (2)Finish off the exercises on pages 22～23 of the workbook. Step Ⅶ Blackboard Design（板書設(shè)計） Unit 6 I like music that I can dance to. Section A The Third Period 1. Four questions (1) What’s the name of your favourite CD? (2) Why do you like this CD? (3) What do you dislike about this CD? (4) What does it remind you of? 2. plete the sentences. (1) I like groups that . (2) I love singers that . (3) I can’t stand music that . (4) I don’t like musicians who . VII. Teaching Methods(教學(xué)后記) No.28 The Fourth Period I. Teaching Aims and Demands(教學(xué)目的和要求) 1. Knowledge Object