Unit9SectionAGrammarFocus-4c教學(xué)設(shè)計(jì)人教版九年級(jí)英語全冊

Unit9SectionAGrammarFocus4C教學(xué)設(shè)計(jì)

I.AnalysisoftheNewCurriculumStandardsTheme

Thecontentofthisunitmainlyfocusesonpersonalpreferences.Throughdiscussionsaboutpreferencesformusic,movies,andpeople,studentsaretrainedtoexpresstheirpersonalinterestsinEnglish.Thisconformstothethemecontextof"ManandSelf"inthenewcurriculumstandards,helpingstudentsunderstandandexpressthemselvesinEnglishlearningandenhancingtheircognitiveanddescriptiveabilitiesregardingtheirowninterests.

II.CoreLiteracyGoals

(I)LanguageSkills

1.

Studentscancorrectlyuseattributiveclausesguidedby"that,""which,"and"who"todescribepersonalpreferences.

2.

Beabletoaccuratelyuserelevantsentencepatternstoaskandanswerquestionsaboutpreferencesformusic,movies,people,etc.inmunication.

(II)CulturalAwareness

Understandthedifferencesinpeople'spreferencesforartformssuchasmusicandmoviesunderdifferentculturalbackgroundsandcultivatecrossculturalmunicationawareness.

(III)ThinkingQuality

Throughtheanalysisanddiscussionofpersonalpreferences,cultivatestudents'logicalthinkingandcriticalthinkingabilities,suchasparingandanalyzingthereasonsfordifferentpreferences.

(IV)LearningAbilities

1.

Studentscanlearnindependently,masteringnewgrammarknowledgethroughreadingandpractice.

2.

Learntomunicateandsharepersonalideasingroupcooperation,improvingcooperativelearningabilities.

III.TeachingKeyandDifficultPoints

(I)TeachingKeyPoints

1.

Mastertheusageofattributiveclausesguidedby"that,""which,"and"who".

2.

Beabletoconstructsentencesanddialoguesusingthelearnedgrammarknowledge.

(II)TeachingDifficultPoints

1.

Distinguishtheuseof"that,""which,"and"who"indifferentcontexts.

2.

Guidestudentstouseattributiveclausesnaturallyandfluentlyinactualcontexts.

IV.TeachingandLearningMethods

(I)TeachingMethods

1.

SituationalTeachingMethod:Createdifferentsituationstoenablestudentstofeelanduseattributiveclausesinreallifecontexts.

2.

TaskdrivenMethod:Assignvarioustasks,suchasfillinginblanks,makingsentences,andhavingdialogues,sothatstudentscanmastergrammarknowledgeintheprocessofpletingtasks.

(II)LearningMethods

1.

IndependentLearningMethod:Studentsindependentlysummarizeandconcludegrammarrulesbyreadingtextbookcontent.

2.

CooperativeLearningMethod:Conductdiscussionsandexerciseswithingroups,helpingeachotherandmakingprogresstogether.

V.TeachingProcedures

(I)Leadin(5minutes)

1.

Playavideoclipofdifferenttypesofmusic,suchasrock,classical,andpop.

2.

Askstudents:Whatkindofmusicdoyoulike?Why?

3.

Leadtothethemeofthisclasstheexpressionofpersonalpreferences.

(II)Presentation(10minutes)

1.

DisplaytheexamplesentencesinGrammarFocus,suchas"Ilovemusicthat/whichIcansingalongwith."

2.

Guidestudentstoobservethesentencestructureandexplaintheusageofattributiveclausesguidedby"that,""which,"and"who".

3.

Giveexamplestoillustratethechoiceofguidingwordsforattributiveclausesindifferentsituations.

(III)Practice(15minutes)

1.

pletePart4aandaskstudentstochoosewordsfromdifferentcolumnstomakesentences.

Afterstudentspleteitindependently,checkwiththeirdeskmates.

Theteacherrandomlyselectsstudentstoanswerandmakesmentsandcorrections.

2.

DotheexerciseinPart4b,readJennifer'sCDreviewandpletethesentences.

Studentsfirstreadthearticleandthenfillintheblanksaccordingtothecontentofthearticle.

Theteacherexplainstheanswers,emphasizingtheuseofattributiveclausesinthetext.

(IV)Expansion(15minutes)

1.

InPart4c,askstudentstohavedialoguepracticeingroupstodiscussthingstheylikeanddislike.

Eachgroupchoosesatopic,suchasfood,movies,actors,etc.

Groupmembersusethelearnedattributiveclausestohavedialogues.

Theteacherpatrolseachgroupandprovidesguidanceandhelp.

Eachgroupselectsarepresentativetoshowthedialogue,andothergroupsmakeevaluations.

(V)Summary(5minutes)

1.

Guidestudentstoreviewthekeyknowledgepointsofattributiveclauseslearnedinthisclass.

2.

Summarizetheusagemethodsof"that,""which,"and"who"indifferentcontexts.

VI.TeachingReflection

(I)Successes

1.

Intheleadinsession,playingthemusicvideocaneffectivelyattractstudents'attention,stimulatetheirlearninginterest,andcreateagoodatmosphereforsubsequentlearning.

2.

Duringtheteachingprocess,avarietyofteachingmethodsareadopted,suchasthesituationalteachingmethodandthetaskdrivenmethod.Studentsgraduallymastertheusageofattributiveclausesthroughdifferentactivities,avoidingboringgrammarexplanations.

3.

Inthegroupcooperativelearningsession,studentscanactivelyparticipate.Throughmutualmunicationanddiscussion,theynotonlyimprovetheirlanguageexpressionabilitiesbutalsocultivatethespiritofcooperation.

(II)Deficiencies

1.

Inthepracticesession,somestudentsstillhavedifficultiesindistinguishing"that"and"which".Infutureteaching,moretargetedexercisescanbeadded.

2.

Intheextendeddialoguesession,thediscussionsofsomegroupsarenotindepthenough.Itmaybeduetothelackoffamiliaritywiththetopics.Inthefuture,relevantmaterialscanbeprovidedtostudentsinadvance.

3.

Intermsoftimecontrol,thefinalsummar