Unit9IlikemusicthatIcandancetoSectionAGrammarFocus-4C說課稿2024-2025學(xué)年人教版英語(yǔ)九年級(jí)全冊(cè)

Unit9IlikemusicthatIcandanceto.

SectionAGrammarFocus4C說課稿

I.IntroductiontotheNewCurriculumStandards

ThepulsoryEducationEnglishCurriculumStandardsemphasizestheunityofinstrumentalityandhumanismofEnglishcourses,aimingtodevelopstudents'prehensivelanguageapplicationabilities.Inthisclass,throughgrammarlearning,studentsareenabledtoaccuratelyusesentenceswithattributiveclausestoexpresspersonalpreferences,cultivatingstudents'languagemunicationskillsinreallifecontexts,whichmeetstherequirementsofthenewcurriculumstandardsforlanguageknowledgeandlanguageskillstraining.Meanwhile,throughdiscussionsondifferentpreferences,ithelpsstudentspayattentiontothemselvesintheprocessofEnglishlearning,reflectingthecultivationofstudents'thinkingqualityandculturalawareness.

II.AnalysisofTeachingMaterials

1.

PositionofTeachingMaterials

ThecontentofthisclassesfromtheGrammarFocuspartofUnit9in[textbookname].Thisunitmainlyfocusesonpersonalpreferences.TheGrammarFocussectionfocusesonpresentingsentenceswithattributiveclausesguidedbythat,which,andwho,whichareusedtodescribepreferencesformusic,people,movies,etc.Itisadeepeningthepreferencetopicinvolvedinthepreviousunitcontentatthegrammarlevel.

2.

ContentofTeachingMaterials

Thetextbookdirectlyshowstheusageofattributiveclausesindescribingpersonalpreferencesthroughaseriesofexamplesentences,suchas"Ilovemusicthat/whichIcansingalongwith."Moreover,inthesubsequentexerciseparts(4a4c),throughactivitiessuchaschoosingwordstomakesentences,pletingsentencesafterreading,andhavingconversationsbasedonpreferences,ithelpsstudentsconsolidatetheirunderstandingandapplicationofattributiveclausesfromdifferentperspectives.

III.AnalysisofStudents'LearningSituation

1.

KnowledgeFoundation

StudentshavealreadymasteredbasicsentencestructuresandsimplevocabularyinpreviousEnglishlearningandhaveacertainlanguagefoundationfordescribingpersonalpreferences.However,theyhavenotsystematicallylearnedsuchaplexgrammaticalstructureasattributiveclauses.

2.

CognitiveAbility

Ninthgradestudentshaverelativelystronglogicalthinkingabilityandacertaindegreeofautonomouslearningability.Theycanobservesentencestructuresandsummarizegrammarrulesundertheguidanceofteachers.However,theymayhaveinaccurategraspofgrammarrulesintheactualapplicationprocess.

3.

LearningCharacteristics

Studentsatthisstageliketoparticipateinclassroomactivities,especiallytopicsrelatedtotheirownlives,whichcanstimulatetheirlearninginterests.However,theymaybeboredwithdullgrammarexercises,soitisnecessarytodesigndiversifiedteachingactivitiestomaintaintheirlearningenthusiasm.

IV.CoreLiteracyGoals

1.

LanguageSkills

Studentscanunderstandandmasterthestructureandusageofattributiveclausesguidedbythat,which,andwho.

Beabletoaccuratelyexpresspersonalpreferencesformusic,movies,people,etc.usingthelearnedattributiveclauses.

2.

CulturalAwareness

Throughdiscussionsonpeople'spreferencesunderdifferentculturalbackgrounds,understandtheinfluenceofculturaldifferencesonpersonalpreferences.

3.

ThinkingQuality

Intheprocessofanalyzingandapplyingattributiveclauses,cultivatelogicalthinkingability,suchasbeingabletocorrectlydistinguishtheuseofdifferentguidingwordsinattributiveclauses.

4.

LearningAbilities

Improveautonomouslearningandcooperativelearningabilitiesthroughautonomousobservationofexamplesentencesandgroupcooperativeexercises.

V.TeachingKeyandDifficultPoints

1.

TeachingKeyPoints

Helpstudentsunderstandtheusageanddifferencesofthat,which,andwhoinattributiveclauses.

Guidestudentstolearntousesentenceswithattributiveclausestodescribepersonalpreferences.

2.

TeachingDifficultPoints

Enablestudentstoaccuratelyselectthat,which,orwhotoguideattributiveclausesinactualcontexts.

Cultivatestudents'abilitytouseattributiveclausesfororalandwrittenexpressionsnaturallyandfluently.

VI.TeachingProcedures

1.

Leadin(3minutes)

Attractstudents'attentionbyplayinganaudioorvideoclipcontainingdifferenttypesofmusic(suchaspop,rock,classical,etc.),creatingarelaxedandpleasantclassroomatmosphere.

Askstudents:"Whatkindofmusicdoyoulike?"Guidestudentstoanswerwithsimplesentences,suchas"Ilikepopmusic."Thus,naturallyleadingtothetopicofpersonalpreferencesinthisclass.

2.

Presentation(7minutes)

DisplaytheexamplesentencesinGrammarFocusontheblackboardormultimedia,suchas"Ilovemusicthat/whichIcansingalongwith."

Guidestudentstoobservethesentencestructure,askstudentstofindthemainclauseandthesubordinateclause,andgiveasimpleexplanationoftheattributiveclausesguidedbythat,which,andwho.Forexample:"Inthissentence,‘that/which’isusedtoreferto‘music’."

binewithmoreexamplesentences,suchas"Heprefersgroupsthat/whichplayquietandslowsongs."tofurtherillustratetheusageofattributiveclausesindescribingpersonalpreferences.

3.

Practice(15minutes)

Exercise4a:Letstudentsindependentlypletethetaskofchoosingwordsfromdifferentcolumnstomakesentences.Afterstudentspleteit,havedeskmatescheckeachotherandgivefeedbacktothewholeclass,andpromptlycorrectthemistakesthatstudentsmadeintheexercise.

Exercise4b:GuidestudentstoreadJennifer'sCDreviewandthenpletethesentenceswiththat,which,orwhoaccordingtothecontentofthearticle.Duringstudents'reading,remindthemtopayattentiontotheapplicationofattributiveclausesinthetext,andexplaintheanswersaftertheypletetheexercise.

4.

Expansion(10minutes)

Exercise4c:Organizestudentstohavegroupactivitiesandletstudentshavedialoguepracticebasedontheirownpreferences,discussingthingstheylikeanddislike.Forexample,setthetopicasfoodandletstudentsstartadialoguearound"Whatkindoffooddoyouenjoy?"

Duringthegroupactivity,patroleachgroup,encouragestudentstoboldlyuseattributiveclausesformunication,andgiveguidanceandhelpinatimelymanner.

Eachgroupselectsagroupofrepresentativestoshowthedialogue,guideothergroupstudentstolistencarefullyandmakeevaluations.Theevaluationcontentincludestheaccuracyofgrammarapplicationandthefluencyofexpression,etc.

5.

Summary(5minutes)

Guidestudentstoreviewthekeycontentlearnedinthisclass,includingtheusageofattributiveclausesguidedbythat,which,andwhoandtheirapplicationindescribingpersonalpreferences.

Summarizeandpraisestudents'performanceinclassroomexercisesandgroupactivities,emphasizetheimportanceofattributiveclausesinEnglishexpression,andassignafterclasshomework,suchasaskingstudentstowriteashortpassageintroducingtheirpreferencesusingattributiveclauses.

VII.TeachingReflection

1.

Successes

Theleadinsessionwithmusicmaterialscanquicklyarousestudents'interests,allowingstudentstoquicklyenterthelearningstate,layingagoodfoundationforsubsequentgrammarlearning.

Intheteachingprocess,thelayerbylayerprogressiveteachingmethodfrompresentationtopracticeandthentoexpansionisadopted,whichconformstostudents'cognitiverulesandenablesstudentstograduallymasterthegrammarknowledgeofattributiveclauses.

2.

Deficiencies

Inthepracticesession,somestudentsarestillconfusedaboutthechoiceofthatandwhich