Unit6IlikemusicthatIcandanceto设计要素设计内容教学内容分析Learntheattributiveclausebyrelativeclauseswiththatandwho,andusethemtodescribetheirownhobbies.Byoralpractice,listeningpractice,expresstheirhobbiesinmusic.教学目标知识与技能1．KeyVocabulary：prefer,lyric，gentle2．TargetLanguage；IlikemusicthatIcansingalongwith.Whataboutyou?Iprefermusicthathasgreatlyrics.过程与方法Accordingtodesigningsometasks,encouragethestudentsusethesentenceswiththerelativeclausestoexpresspreferences.情感态度价值观Let’senjoymusic.Italwaysbringsushappiness.学情分析Forthetopicabouthobbies,studentshavelearnedsomesentencepatterns.It‘shelpfulforthemtolearnthisperiod.教学分析教学重点1．KeyVocabulary：prefer,lyric，gentle2．TargetLanguage:IlikemusicthatIcansingalongwith.Ilikesingerswhowritetheirownmusic.Iprefermusicthathasgreatlyrics.教学难点难点1．Relativeclauseswiththatandwho2．Thelisteningpractice解决办法Makenewsentences教学资源Ataperecorder,CAI板书设计Unit6IlikemusicthatIcandanceto.TheFirstPeriodprefer,lyric，gentleIlikemusicthatIcansingalongwith.Whataboutyou?Iprefermusicthathasgreatlyrics.Themanwhoisstandingbymysideismyhusband.Thegirlwhohasbigsmileismydaughter.教学过程设计（第1课时）教学环节教师活动学生活动教学媒体预期效果Step1Warm-upStep2PresentationⅠ.TalkabouttheschoolPresenttherelativeclauses:Ⅱ.定语从句：修饰某一名词或代词的从句。Iliketheschoolthatisclean.Ⅰ.1a1.Listensomepopmusicthatstudentslike,andlearnsomenewwords.Lyrics,gentle.Andaskthestudentstalkaboutthemusic.IlikemusicthatIcansingalongwith.thathasgreatlyrics.thatIcandanceto.thatisn’ttooloud.2.Askthestudentstolookatthepicturein1aandcirclethesentencestheyagreewith,thenwritetheirownsentence.3.Doasurvey:Askthestudentstodoasurveyabouttheirfriends’favouritemusic,thendoareport:Forexample：Marylikesmusicthatshecansingalongwith.Ⅱ1bListeningpractice:Listen1bandchecktheanswers.Step3ConsolidationandextensionⅢ.1.Groupwork1C2.Extension,prefer=like…betterIprefermusicthathasgreatAnswerthequestionsandlearnrelativeclauseswiththat.Learnsomenewwords,andtalkaboutthemusic.Doasurveythendoareport.ListenandcheckthemusicTonyandBettylikeWorkingroupsLookatthepicturesandlearn“Relativeclauseswithwho”Listeningtothetape.Makeconversationsusingtheinformationfrom2aand2b.Workinpairs.以旧带新，引入新课，通过对学生的逐一操练，让学生在轻松的环境中接受新知识——定语从句。通过在不同的环节根据学生自己对生活经验和自己的兴趣爱好入手，设计不同的任务，循序渐进，将语法教学巧妙结合在任务型教学中。通过听力练习提高学生的听力能力。通过句子，让学生归纳，比较that和who引导的定语从句，培养自己的观察能力。也为下一步的听力理解打好基础教学过程设计（第1课时）教学环节教师活动学生活动教学媒体预期效果Step3SummaryStep4ExercisesStep5Homeworklyrics.ItmeansIlikemusicthathasgreatlyricsbetter.3.Showsomefamilyormoviepicturesandteach“Relativeclauseswithwho”Forexample:Themanwhoisstandingbymysideismyhusband.Thegirlwhohasbigsmileismydaughter.3.Listen2aand2bandchecktheanswer.4.Workinpairs.2cExtension:Iliketherulerwhich/thatIboughtyesterday.Theroomthat/whichisbehindmeismybedroom.一、用who或that填空。1.Theman______istalkingwithMrLiismyfather.2.Thatinterestingbookistheone______Iboughtfromthelibraryyesterday.3.Heisoneofthestudents______wenttoAmericalastmonth.4.Ilikethesinginggroups______playgentlesongs.1.Doworkbook2.Makenewconversations.。通过拓展，区别that和which在定语从句中的用法教学过程设计（第1课时）教学环节教师活动学生活动教学媒体预期效果教学设计评价
