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1、文山市第一初级中学教学设计章节名称Unit 9 I like music that I can dance to Section A Grammar Focus课时1课时年级学科九年级 英语备课人李金梅集体备课后修改本节课教学内容分析（从整体把握本节课内容） 本单元的Grammar Focus 部分已表格的形式罗列了that,which,who引导的定语从句，为学生操练提供了示范。该部分还呈现了表达喜好的三个动词：like,love,prefer,旨在通过各种句型的对比练习，让学生学会运用不同词汇表达同一含义。活动4a通过选词造句巩固定语从句的结构；活动4b是一个唱片评论，要求学生阅读评论，理
2、解评论内容，用定语从句补全句子，使评论更加具体化；活动4c让学生思考自己喜欢或不喜欢的食物，尝试用定语从句进行自主表达。本节课学习目标 能识别和理解that,which,who引导的定语从句，并能简单运用。本节课教学重点和难点 that，who指代人物 that,which指代事物 that,who, which 在从句中作主语时，不能省略。 定语从句的谓语动词与先行词一致课堂教学流程 Step Revision Check the homework by asking some students to read their sentences with remindof Get the st
3、udents to exchange their exercise books with their partners and correct each otherStep Part 1 Ask the following questions on CDs, groups, singers and musiciansHelp the students to answer with the target languageGet the students to ask and answer in pairs Then ask the class to open the books Look at
4、Section A on page 68,Grammar FocusStep 4aThis activity provides speaking and writing practice by using the target languageCheck the answers Step 4bThis activity gives students practice in understanding and writing the target languageRead the instructions to the studentsMake sure each student knows w
5、hat they should do while readingStep This activity provides guided oral practice using the target language单项选择.1. This is the job _they laughed at. A.which B.as C. who2. Its a beautiful park_ was built about 300 years ago.A.where B. that C. who3. The man _we met yesterday is my math teacher. A. that
6、 B. which C. what 4. The lady _is painting the house is my aunt. A.he B.whom C. who5. I like the food_ is well cooked.A. that B. who C. whoseStep Summary1) 先行词决定连接词,先行词是物时常用 that/which,先行词是人时常用 who/that. 2)只用that的情况.Step 4c Homework（1）Write a short article to tell your favorite band, book, movie and
7、 clothes板书设计 Unit 9 I like music that I can dance to Section A Grammar Focus I like music that/which I can dance to. I like the teacher that/who is outgoing. Tom is the cleverest boy that I have ever known.教学反思（上课结束后填写） 用五步自主教学教学法，是为了让学生们在教师的指导下，通过自学，互学，小组讨论，参与合作，当堂练练等方式，力求最大限度地把语言能力的培养落实到教学过程的每一个环节，逐步实现预定的任务目标并感受成功。我在这堂课的设计里让学习内容紧贴学生生活，定语从句自始至终贯穿每个环节，生动有趣，气氛活跃。能发挥学生们的主体互动性和能动性，在完成任务的过程中能积极参与。课后感觉任务型教学有所体现，学生们积极性高，参与面广，训练量较大，能初步运用定语从句。但在教学过程中，我意识到：有个别学生基础太差，虽在课堂中他们也积极参与，但有时很盲目，甚至不知道老师和同学们在进行什么内容，从他们的目光和神态中，我看得出他们对知识的渴求，所以，以后“兵教兵”这一环节，一定要坚持，决不放弃。
