九年级上册Unit9IlikemusicthatIcandanceto.Unit9教案.docxVIP

Unit 9 I like the music that I can dance to. 咏 感Unit 9 I lije ihe music Iha： I cae dance to.（setionA la ——1g）课型听说课 | 课时第一课时教师 | 杨双娇 1）引导学生通过对音乐的愉快赏识，辨识音乐种类，谈论自己喜好的音乐类型，从而学会表达生活 中时其他事物的喜好。 2）培养学生对生活中事物的鉴赏能力，培养学生们热爱生活、热爱艺术的情操。 教学目标3）能掌握以下单词及短语：prefer, lyrics,dance to ,sing along with..... 4） 掌握 I like music that I can dance to. / I like music that we can dance to. I like music that has good lyrics. / I like music that we can easily sing along with.句型的用法。 5)初步认识定语从句，掌握其特点。 教学重难点 重点：让学生学会区分音乐的种类，会用英语表达自己喜欢、偏爱那种音乐，从而表达自己对其他事物分类的选择。 难点；1）学习关系代词that/who引导的定语从句。 2）学会有选择地谈论自己的喜好，学会欣赏生活中各种事物的美。 教法学法 游戏教学法，任务型教学法；小组合作学习法。 教学准备 多媒体课件，音频与剪辑视频。 教学过程 个性修改栏 教 学 设 计 Step 1 Warming up (enjoy a video) T: Good morning,boys and girls. Welcome (o our , we are going to learn Unit 9 I like the music that I can dance first, lets enjoy a video. S: Good morning,! Step 2 Brainstorm (talk about different styles of music ) T: Do you know the name of this song?Do you like music and what different styles of music? T: Lets listen ,and try to guess! S:Yes!They are pop music,classical musicjazz music,dance music,rock music and countrj; music. Step 3 what kind of music do you like? T: something about Attributive clause. 2,Do some exercises. ask some students to answer (he question. S:soine students answer the question one by one. Step4:work on la. Step5:Work on lb. T: Listen and check the answer. tell the answers and ask. Step 6 lucky turntable. ask students 1 .游戏目的2.游戏规则。 S: show their answers . Step7 make a survey. Names What kind of music do you like best?  ( / Student A pop music Student B classical music Student C jazz music 此环节学生由自由组队，以小组为单位做调查，并推举两名同学来呈现调查结 葩。） Step8 make a summary.（师引导，生自助归纳。） Step9 Homework 1.用定语从句完成下列句子。 .以全班合唱“隐形的翅膀”来结束本科的学习。 板书 设计 useful expressions:useful sentences: 伴随…歌唱sing along withI like music that is written in Chinese. 随音乐起舞dance to ??? musicI like music that wc can dance to. 不同种类的音乐 different kinds of music I like music that isn t loo low. 有很棒的歌词has great lyricsI