人教新目标版九上英语Unit9SectionA（1a-1c）（教案）.docx

1、Unit 9 I like music that I can dance to. Section A（1a-1c）Teaching Aims1.语言能力：能用含有“that”的定语从句表达自己的喜好。2.文化意识：了解中外各种音乐形式，尊重文化的多样性和差异性，并在理解和比较的基础上作出自己的判断。3.思维品质：判断句子之间的逻辑关系。4.学习能力：能在学习活动中积极与他人合作，共同完成学习任务。Teaching Difficulties 能用含有“that”的定语从句表达自己的喜好。Teaching AidsA tape recorder ; CAI or multimedia course

2、wareTeaching ProceduresTipsStep 1 Lead in The T can guide Ss to brainstorm the kinds of music so that Ss can be more involved in the class and their prior knowledge can be activated. The T can lead in the topic by asking Ss a few questions like these:Do you like music? What kind of music do you pref

3、er?Why do you like it? The T can present some target sentences and guide Ss tp find the rule and perceive the target structure . Then the T can present some pictures of related words or phrases in this part and pre-teach the vocabulary to prepare for the following activities.I like folk music. Becau

4、se it makes me feel relaxed.I like music that can make me feel relaxed.I like pop music. Because I can sing along with it.I like music that I can sing along with.Step 2 Presentation & Practice 1a To set the scene for activity 1a, the T may want to draw Ss attention to the picture, encourage them to

5、focus on what the people are saying and to speculate on what these people might have been doing based on what is in the picture. Then the T can invite Ss to share with the class the sentences they have written.Suggested answers:.is relaxing.has a strong beat.is sentimental.is traditional.is modern.i

6、s associated with my culture. 1b Before listening, the T should make sure that Ss understand the requirement of the task and the meaning of these sentences in 1b. While listening, the T can play the recording without stop for the first time and Ss finish the task in 1b. This step aims to develop Ss

7、skills of grasping the target information. Then the T can play a second time to check Ss answers. This time, the T can stop at the key point and check Ss answers by asking them to say the full sentences.Answers: Tony music that has great lyrics, music that I can sing along withBetty music that I can

8、 dance to, music that I can sing along with 1b While listening, the T may play the recording a third time and ask Ss to repeat the key sentences. The T may also ask some questions to consolidate Ss understanding of the dialog:Does Betty like the Cool Kids? Why?What does Tony think of the Cool Kids?W

9、hat kind of music does Tony prefer?Whats Tonys favorite band? Then the T can play the video about 1b and have Ss try to imitate the pronunciation and intonation of the dialog. After listening, the T can conduct a post-listening discussion by using these prompts: Do you know of any music with great l

10、yrics? What are the lyrics about?Do you have a favourite band? Why do you like this band? 1c The T can invite Ss to role-play the conversation in 1c. Then the Sscan work in pairs to make conversations using the target structure. During this step, the T should pay attention to the fluency of Ss speak

11、ing instead of the accuracy. Just offer help to the Ss in need and dont over correct their small mistakes so that Ss can speak as much as possible. Before conducting this activity, the T may focus on some useful words for talking about music, movies and books. Step 3 Language points learning prefer

12、v. 更喜欢 相当 like.better，其过去式和过去分词均为preferred，现在分词为preferring。常见用法有： prefer sth. 更喜欢某物 prefer to do sth. 更喜欢做某事 prefer+(doing) A + to (doing) B 比起(做)B事更喜欢(做)A事 prefer to do sth.+rather than do sth. along with 随着；和一起 作“和一起”讲时，相当于together with。注意：当主语后面紧跟由with, along with, together with等引出的短语时，谓语动词的数要与主语保

13、持一致。 dance to 随着跳舞 其中to为介词， 意为“按照；随着”The language points are for reference only.Step 4 Summary & HomeworkThe homework can vary with the specific conditions. Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework: Preview the conversati

14、on in 2d.Do the exercises in students book. Teaching ReflectionThis is the first period of the unit.During this period, teachers interact with students through high-density questions according to the topic picture in 1a, which is helpful for students to learn new vocabulary, and also help students r

15、eview the language content they have learned. When checking the answers, teachers need not rush to judge right or wrong. They should let students speak actively. At this stage, it is OK to understand sentences without explaining for the time being so that students can accumulate more perceptual knowledge in the stage of grammar perception.5