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教學設計
課題 Unit 9 I like music that I can dance to Section A 1a-1c
設計者 吳愛芳
教學目標 目標1：感知并歸納that定語從句的語法功能和結構。 目標2：聽懂關于音樂類型的對話，判斷對話者的音樂喜好。 目標3：通過閱讀題干已知信息，能夠預測聽力內容，聽懂相關話題的簡短對話，提高運用策略的意識。 目標4：談論自己對音樂、電影、衣服和食物等其他事物的喜好。
教學重難點 1：感知并歸納that定語從句的語法功能和結構。 2：聽懂關于音樂類型的對話，判斷對話者的音樂喜好。 3：通過閱讀題干已知信息，能夠預測聽力內容，聽懂相關話題的簡短對話，提高運用策略的意識。
評價任務 1.學生是否能夠運用目標句型進行口頭表達。 2.學生是否能聽懂聽力內容完成表格內容。 3.大部分學生是否能夠運用目標句型表達自己喜歡音樂的類型。 4.大多數學生是否能夠根據本課所學內容總結歸納定語從句的用法。
學習活動設計 教師活動學生活動 環節一：Warming up and Leading in 教師活動： T: Do you like reading books T: What kind of books do you like T: You mean you like books that are interesting. T: Do you like animals T: What kind of animals do you like T: You mean you like animals that are cute. 學生活動： Ss: … S1: I like story books. Because they are interesting. Ss: … S1: I like pandas. Because they are cute.設計意圖：由談論興趣愛好進入新授內容,感知目標句型I like …that… 激發學生學習興趣，讓他們更樂于學習。環節二：獲取新知識Pre-listening教師活動： 1.Let students enjoy different kinds of music and present the target language. music that I can dance to 2.T：How many kinds of music can you name Can you describe each kind of music 學生活動： S1: I like jazz music. Because I can dance to the music. S2:... S4:…設計意圖： 1.通過播放不同種類的音樂呈現目標語言：music that I can dance to/I can sing along with / has great lyrics / isn’t too loud 更加直觀，學生更容易理解。 2.通過師生間的問答，呈現并練習目標句型： I like/love/prefer music that… 3.檢測學生對目標句型：I like music that …的掌握情況。環節三：While-Listening教師活動： 1.Look at the chart carefully and read the phrases. 2.Listen to 1b and check the kinds of music Tony and Betty like. Music that I can dance toMusic that has great lyricsMusic that I can sing along withTonyBetty
3.Check the answers.學生活動： 1.熟悉表格內容，為聽力做準備。 2.聽力練習。 3.校對答案。 設計意圖：鞏固關于音樂的定語從句，核查學生是否能聽懂聽力內容。環節四：Post-Listening教師活動： 1.Show the tape script and pay attention to the relative clauses. 2.Retell the conversation according to the chart. 3.Pair work. Make a conversation between you and your partner about the music that you like. 學生活動： Retell the conversation according to the chart. Make up the conversation. Act it out.設計意圖： 1.讓學生通過轉述的形式，進一步練習目標語言。 2.通過對話操練目標句型：I like music that…環節五：深度加工知識Pre-listening教師活動： 1.Show students some pictures of musicians and ask students. T:What kind of musicians do you like Ss: I like musicians who … 2. Explain the relative clauses with who. 學生活動： 談論喜歡的音樂家，呈現目標句型：I like musicians who …為聽力做準備。設計意圖：引入who 引導的定語從句。環節六：While-listening教師活動： Listen to the tape for the first time and finish 2a. Listen and circle T for true or F for false. Listen to the tape for the second time and finish 2b. 學生活動： 1.read the sentences in 2a and tell the Chinese meanings. 2.Listen to the tape 設計意圖：檢測學生是否運用聽力技巧聽懂含有who的定語從句的句子。環節七：Post-Listening教師活動： 1.Show the tape script and explain the relative clauses to the students. 2. Make conversations using the information in 2a and 2b. 學生活動： work in pairs to make conversations. Act out the conversations.設計意圖：設置情景，學生編對話，訓練學生語言輸出能力。環節八：Role-play 教師活動： 1.Show students some different kinds of pictures of movies and ask students to discuss what kind of movies they like in pairs. T:What kind of movies do you like Ss: I like movies that … 2. Read the conversation in 2d and answer the questions. 3. Get students underline the relative clauses in 2d and explain them. 4. Listen to the recording and Role-play the conversation in 2d. 5.Work in groups and sum up the usage of relative clauses. 學生活動： 1.discuss what kind of movies they like in pairs. T:What kind of movies do you like Ss:I like movies that … 2. Read the conversation in 2d and answer the questions. 設計意圖： 1.談論喜歡電影的類型，引入對話2d的學習 2.根據聽力信息，兩兩對話，分角色表演有利于積極性提高，且有助于對本部分目標句型的掌握。
作業設計 Make conversations about our Chinese inventions.
教學反思 整個課時的設計符合任務型教學特點，能使學生快速明了課題的主要話題，順利完成課本任務。對話和2d短文，試著復述課文，總結課文出現的重難點詞組及表達方式。

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