資源簡介

教學設計
Grade Grade 9
Material Go for it
Content Unit 9 I like music that I can dance to Section A (1a-2c)
The Analysis of teaching material The topic for today’s class is music, which is familiar and interesting for students. The structure covered is relative clauses with that, who and which. This is the most difficult grammar for middle school students. The teaching material is the listening and speaking part from 1a to 2c. The listening part that we are going to cover can be organized in a clear way.
The Analysis of students The students are from Grade 9 in junior high school. They have achieved certain English level. And they have learned adverbial clauses and objective clauses so far. So it will be easier for them to understand relative clauses. The fact is that it is difficult for all the students to use relative clauses correctly. So for some students, they just need to choose the correct relative pronouns for the clauses.
TeachingObjectives（五維/核心素養皆可，在此以核心素養為例） Language competence: (1) Words and phrases: prefer, Australia, electronic, loud, quiet, slow, dance to, sing along with, different kinds of music.(2) Target languages: What kind of music/musicians/groups do you like/love/prefer I love/like/prefer music that/which...I love/like/prefer musicians that/who...Culture awareness: (1) Have students enjoy different kinds of music and learn the truth of life through music. (2) Help students develop the habit of listening to music that encourages themselves.Thinking qualities: (1) Learn to express their preferences about music and musicians. (2) Develop students’ correct value about music and musicians. Learning abilities: (1) For Class A: Learn to use relative clauses correctly.For Class B: Learn to choose the correct relative pronouns. (2) Learn to make predictions in listening.
Difficultpoints Use relative clauses correctly.
Key points Choose the relative pronouns correctly.
Teaching Methods Communicative Method, Cooperative Method, pair work, group work
Teaching aids PPT, video clips, music player and pictures
Teaching Procedure
Stages Teacher’s Activity Students’ Activity Purpose Time
Step I Lead in Ask students to speak out the title, topic and structures of unit 9. Speak out the title, topic and structures in this unit. To let students pay attention to the the important points whenever we learn a new unit. 2. To make it clear that we are going to use relative clauses to talk about music and movies in this unit. 2mins
StepⅡ Duty report Ask students to choose three or four phrases they like in the duty report and write them down. One student gives a report on music and the others take notes. To warm up and get students involved in the topic. 2. To provide students with different functions of listening to music and enable them to express their preferences later. 3mins
Step Ⅲ Presentation T：Just as what you can see in the duty report, there are so many functions of music, so now you can understand why I play songs whenever we have English classes. So now a quick check of the songs we have sung together. If you still remember it, sing along with it. Show students the short clips of songs we have sung together.Guide them to put the two sentences that are used to describe the songs into a sentence with a relative clause in them. Ask students to pose questions about the sentences. Sing along with the songs. Put two sentences into one sentence with a relative clause in it. I like songs that/which touch my heart. I love songs that/which encourage people to believe in the future. I prefer songs that/which can raise my students up.I like singers who/that write their own songs. I like singers who/that are brave to be themselves. Pose questions about the sentences. What kind of music/singers do you like/prefer/love It will be easier for students to know how to use relative clauses when they are involved in a relaxing and enjoyable atmosphere. 7mins
StepⅣ Practice Ask four students to talk about their preferences. T: What kind of music/singers do you prefer/love/like Talk about their preferences. Ss: I like singers/music who/that/which... To check if students can use relative clauses correctly. 3mins
StepⅤPr-listening T: I believe all of you have a lot to say about your favorite singers and music.So do these two groups of people. Now please make inferences just as what you did in Unit 8, guess what they may be talking about. Ask students to make inferences about what they may be talking about. Make inferences about what they may be talking about. In the first picture, they may be talking about...In the second picture, they may be talking about... Students just learned how to make inferences in unit 8. It’s a perfect time for them to put it into practice. 2min
StepⅥWhile-listening With the predictions in mind, ask students to check if they are right.T: Just now, we know that they are mainly talking about music and musicians, but what do they exactly say about the music and musicians Listen again and fill in the blanks. Ask students to fill in the blanks in the table. Check their predictions and fill in the blanks. In conversation one, people are mainly talking about____.In conversation two, people are mainly talking about_____. Fill in the blanks. To develop students’ ability of observing and finding information in the pictures.To develop students’ ability of grasping the specific information in listening. 11mins
StepⅦPost-listening Ask students to read with the recordings and pay attention to the rising intonation and liaison. Ask students to retell the conversations according to the table. (Some conjunction words and a format are given). Read the two conversations with the recordings. Students can choose one of the following two tasks. A：Retell the conversations according to the table. B：Role play the conversation. (The format is given). Betty: What are you doing this weekend Tony: Not much. I’ll _______________.Xu Fei: What kind of music do you like Tony:__________________________.Carmen: If all of you have spare time, do you want to go to the concert Dan Dervish will be there. Betty: You can’t be kidding!... To enable students to talk about music and musicians in a correct and logical way. 7mins
StepⅧSummary T: In this unit, we have learned to use relative clauses to talk about music and musicians. In music, there are high notes and low notes, just like what is happening in our life, there are ups and downs. I know some of you are still upset about the mid-term exams, but it’ s ok, you are just experiencing the downs in your life. You will get to the top as long as you work hard. If you didn’t, work harder. 3mins
The design of homework 1. Do a survey in group of four, then describe what kind of music and musicians you and your partners like. 2. Choose one song that encourages you most and send it to Miss Zhao.
StepⅨ Play a song called “I believe that I can fly” for students. T: We started our class with the songs that we have sung, now let’s end our class with a song that encourages me in my middle school. 2mins
The design of blackboard Unit 9 I like music that I can dance to.What kind of music/singers do you like/prefer/love I like songs that/which touch my heart. I love songs that/which encourage people to believe in the future. I prefer songs that/which can raise my students up. I like singers who/that write their own songs. I like singers who/that are brave to be themselves.
Reflection 本節課是一節聽說課，以音樂為話題，定語從句載體，讓學生在語境中學習和運用由that, who, which 引導的定語從句。在上完本節課后，學生應該會正確地選擇引導詞，使用定語從句描述他們喜歡的音樂和歌手類型。本節課我做的比較好的地方在以下幾個方面：1. 主線清晰，以學生聽過的歌作為導入，呈現本單元目標句型。2. 在聽前，引導學生使用第八單元剛學過的對正在進行的動作表示推測的句型“They may be talking about...”，培養學生的語用能力。3. 在聽力任務設置環節，第一個聽力任務便是核實猜想。在二個聽力任務在上，我將1b 和2b整合成為一個聽力任務。第一個任務為聽大意，第二個為聽細節，過渡較流暢，為產出做鋪墊。4. 板書部分的主要內容為本節課目標句型，在最后的復習環節，我在目標句型下分別畫了五條線形成了五線譜和音符，并將音樂的高低音和人生的起起伏伏做以類比，結合學生考完試后的學習狀態，對學生進行正向激勵。5. 作業設置環節，結合剛剛進行過的正向激勵，我給學生布置的第二項作業為給我發一首激勵他們的歌，作為班級音樂庫，以便日后播放，緊接著我放了首在初中階段一直都在激勵我的一首歌，結束了本節課。 本節課仍需改進和思考的地方有以下幾點：1. 在duty report環節，第一次采用了單人匯報模式，主要介紹了音樂的功能，致力于打開學生的思路，使其在表達的時候，有話可數，而不是簡單的重復背過的語法聚焦的句子。為了確保學生真正用得上，我要求其選3-4個摘抄下來。事實證明，對于初次出現的短語和表達，學生往往會產生畏難心理，往往不會積極主動地在馬上在句子里使用，在日后的課上，增加這些短語的復現率顯得尤為重要。2. 在展示目標句型時候，我引導學生使用了touch your heart, encourage people to do sth, raise up, be brave to do這樣的表達，一開始在設計的時候，我覺得這些表達學生都見過，沒什么難度，并且把帶有這些表達的5個句型寫在了黑板上作為板書的一部分，而隨后在跟同事溝通時，他們認為本課時的sing along with, dance to, has great lyrics等才應該作為重點短語呈現在板書上，我也認為如此。但是，如果這樣的話，首先，導入可能就失去的真實語境，其次，到了聽力任務環節，板書內容就和聽力答案高度重合。所以這里還需要我再多思考，多權衡。3. 上完本節課后，我并沒有在平常常態課的時候，學生積極參與，踴躍發言所帶來的成就感，可能是因為定語從句本身就是難點，也可能是因為某個環節的設置，還需好好思量。
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