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授课年级：九年级
授课时数：1课时 The first period
本节课教学内容分析：人教版义务教育课程标准实验教科书九年级unit6以Music为话题，要求学生掌握如何使用定语从句表达自己的喜好。
依据标准：
课程标准：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。这五个方面共同促进综合语言运用能力的形成。
本节课教学目标：
1. 知识和技能：
（1） 知识目标：Students learn to express preferences using the target language with the relative clause.
（a.）What kind of music do you like ？
I like music that I can sing along with .
（b.）I prefer music that has great lyrics.
（2） 能力目标：Enable the students to talk about different kinds of music and their own preferences.
2.情感态度和价值观
Enable the students to enjoy different kinds of music.
（2）策略目标：Sharing ideas with others.
学习者特征分析： 九年级学生对音乐不仅有浓厚的兴趣而且有自己的欣赏水准，除此之外，他们对生活和学习中的人和事物也同样有自己的见解和评价。本单元以音乐为载体，要求学生使用定语从句来表达自己的喜好，虽然在知识方面有一些困难，但对于自己喜爱的话题学生会表现出较高的积极性，有利于教学的顺利开展。
教学重点和难点：
Enable the students to talk about different kinds of music and their own preferences.
教学环境设计：
多媒体教学，歌曲Tell me why、天鹅湖、爱的供养、下载播放
教学过程教案：
Unit6 I like music that I can dance to
StepI Warming up
T：What kind of music do you like ？
Students’ answer will be variety.
T：Listen and guess ，What kind of music is it ？
Invite students enjoy one of their favorite pop songs and let them guess， students can speak out “pop music”easily . Then ask them “Do you like pop music？ And why？” Students may answer “Because they are energetic （ popular ） ” . Then guide them to say “ I like music that is energetic （popular） .”
Divide students into two groups ，practice the conversation：
A： What kind of music do you like？
B： I like music that is popular.
Use the same way to practice “ classical music”， “I like music that is quiet and gentle .”
（Class begins with popular music to arouse students’ interest .）
StepⅡ Pairwork
Ask students to enjoy “jazz”、“rap” and different kinds of music to practice the target language， “I like music that I can dance to.” “I like music that I can sing along with .” “I like music that has great lyrics .” and “ I like music that makes me sad.” Then using “ rock music” to practice “ I dislike music that is noisy.”
（In this process teacher asks， students answer or students ask and answer questions each other .）
Step Ⅲ Groupwork
Four students a group using “prefer” to practice the target language “ What kind of music do you prefer ？ I prefer music that--- ” （In this step students use “prefer” to practice the target language.）
Step Ⅳ Practising
T： What kind of singers do you like？
S1： I like singers who （that） are handsome.
S2： I like singers who write their own songs.
Then talk about their favorite teachers.
I love teachers who are friendly.
I love teachers who care for us.etc
（In this step students use “who” clause to talk about their favorite singers ， in this way they can understand the structure better.）
StepⅤ Guessing game
Ask a student to read the puzzles ， the other students guess actively.（Two puzzles are as following）
“It is a singer---， Who is a boy， who is very shy， Who likes wearing casual clothes， Who is good at writing songs， Who is famous for its rap . Who is he？
It is a singer---， Who is a girl， Who is from TaiWan . Who is very thin . Who loves playing volleyball. Who is she ？”
Then ask students to write their own puzzles just like the models.
（The guessing game can help students use “who” to practice relative clause more fluently.）
Step Ⅵ Summary and homework
T：If there were no music ， life would be a mistake. After class write another puzzle about your classmate ，let us guess next period.
Step Ⅶ Blackboard Design
Unit 6 I like music that I can dance to
The first period
I like music that is quiet and gentle.
---I can sing along with.
---has great lyrics.
I prefer music that---
授课时数：1课时 The first period
本节课教学内容分析：人教版义务教育课程标准实验教科书九年级unit6以Music为话题，要求学生掌握如何使用定语从句表达自己的喜好。
依据标准：
课程标准：基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。这五个方面共同促进综合语言运用能力的形成。
本节课教学目标：
1. 知识和技能：
（1） 知识目标：Students learn to express preferences using the target language with the relative clause.
（a.）What kind of music do you like ？
I like music that I can sing along with .
（b.）I prefer music that has great lyrics.
（2） 能力目标：Enable the students to talk about different kinds of music and their own preferences.
2.情感态度和价值观
Enable the students to enjoy different kinds of music.
（2）策略目标：Sharing ideas with others.
学习者特征分析： 九年级学生对音乐不仅有浓厚的兴趣而且有自己的欣赏水准，除此之外，他们对生活和学习中的人和事物也同样有自己的见解和评价。本单元以音乐为载体，要求学生使用定语从句来表达自己的喜好，虽然在知识方面有一些困难，但对于自己喜爱的话题学生会表现出较高的积极性，有利于教学的顺利开展。
教学重点和难点：
Enable the students to talk about different kinds of music and their own preferences.
教学环境设计：
多媒体教学，歌曲Tell me why、天鹅湖、爱的供养、下载播放
教学过程教案：
Unit6 I like music that I can dance to
StepI Warming up
T：What kind of music do you like ？
Students’ answer will be variety.
T：Listen and guess ，What kind of music is it ？
Invite students enjoy one of their favorite pop songs and let them guess， students can speak out “pop music”easily . Then ask them “Do you like pop music？ And why？” Students may answer “Because they are energetic （ popular ） ” . Then guide them to say “ I like music that is energetic （popular） .”
Divide students into two groups ，practice the conversation：
A： What kind of music do you like？
B： I like music that is popular.
Use the same way to practice “ classical music”， “I like music that is quiet and gentle .”
（Class begins with popular music to arouse students’ interest .）
StepⅡ Pairwork
Ask students to enjoy “jazz”、“rap” and different kinds of music to practice the target language， “I like music that I can dance to.” “I like music that I can sing along with .” “I like music that has great lyrics .” and “ I like music that makes me sad.” Then using “ rock music” to practice “ I dislike music that is noisy.”
（In this process teacher asks， students answer or students ask and answer questions each other .）
Step Ⅲ Groupwork
Four students a group using “prefer” to practice the target language “ What kind of music do you prefer ？ I prefer music that--- ” （In this step students use “prefer” to practice the target language.）
Step Ⅳ Practising
T： What kind of singers do you like？
S1： I like singers who （that） are handsome.
S2： I like singers who write their own songs.
Then talk about their favorite teachers.
I love teachers who are friendly.
I love teachers who care for us.etc
（In this step students use “who” clause to talk about their favorite singers ， in this way they can understand the structure better.）
StepⅤ Guessing game
Ask a student to read the puzzles ， the other students guess actively.（Two puzzles are as following）
“It is a singer---， Who is a boy， who is very shy， Who likes wearing casual clothes， Who is good at writing songs， Who is famous for its rap . Who is he？
It is a singer---， Who is a girl， Who is from TaiWan . Who is very thin . Who loves playing volleyball. Who is she ？”
Then ask students to write their own puzzles just like the models.
（The guessing game can help students use “who” to practice relative clause more fluently.）
Step Ⅵ Summary and homework
T：If there were no music ， life would be a mistake. After class write another puzzle about your classmate ，let us guess next period.
Step Ⅶ Blackboard Design
Unit 6 I like music that I can dance to
The first period
I like music that is quiet and gentle.
---I can sing along with.
---has great lyrics.
I prefer music that---