Unit 9 I like music that I can dance to. Section A Grammar Focus-4C说课稿 2024-2025学年人教版英语九年级全册

Unit 9 I like music that I can dance to. Section A Grammar Focus-4C说课稿 I. Introduction to the New Curriculum Standards The Compulsory Education English Curriculum Standards emphasizes the unity of instrumentality and humanism of English courses, aiming to develop students' comprehensive language application abilities. In this class, through grammar learning, students are enabled to accurately use sentences with attributive clauses to express personal preferences, cultivating students' language communication skills in real - life contexts, which meets the requirements of the new curriculum standards for language knowledge and language skills training. Meanwhile, through discussions on different preferences, it helps students pay attention to themselves in the process of English learning, reflecting the cultivation of students' thinking quality and cultural awareness. II. Analysis of Teaching Materials 1. Position of Teaching Materials The content of this class comes from the Grammar Focus part of Unit 9 in [textbook name]. This unit mainly focuses on personal preferences. The Grammar Focus section focuses on presenting sentences with attributive clauses guided by that, which, and who, which are used to describe preferences for music, people, movies, etc. It is a deepening the preference topic involved in the previous unit content at the grammar level. 2. Content of Teaching Materials The textbook directly shows the usage of attributive clauses in describing personal preferences through a series of example sentences, such as "I love music that/which I can sing along with." Moreover, in the subsequent exercise parts (4a - 4c), through activities such as choosing words to make sentences, completing sentences after reading, and having conversations based on preferences, it helps students consolidate their understanding and application of attributive clauses from different perspectives. III. Analysis of Students' Learning Situation 1. Knowledge Foundation Students have already mastered basic sentence structures and simple vocabulary in previous English learning and have a certain language foundation for describing personal preferences. However, they have not systematically learned such a complex grammatical structure as attributive clauses. 2. Cognitive Ability Ninth - grade students have relatively strong logical thinking ability and a certain degree of autonomous learning ability. They can observe sentence structures and summarize grammar rules under the guidance of teachers. However, they may have inaccurate grasp of grammar rules in the actual application process. 3. Learning Characteristics Students at this stage like to participate in classroom activities, especially topics related to their own lives, which can stimulate their learning interests. However, they may be bored with dull grammar exercises, so it is necessary to design diversified teaching activities to maintain their learning enthusiasm. IV. Core Literacy Goals 1. Language Skills - Students can understand and master the structure and usage of attributive clauses guided by that, which, and who. - Be able to accurately express personal preferences for music, movies, people, etc. using the learned attributive clauses. 2. Cultural Awareness - Through discussions on people's preferences under different cultural backgrounds, understand the influence of cultural differences on personal preferences. 3. Thinking Quality - In the process of analyzing and applying attributive clauses, cultivate logical thinking ability, such as being able to correctly distinguish the use of different guiding words in attributive clauses. 4. Learning Abilities - Improve autonomous learning and cooperative learning abilities through autonomous observation of example sentences and group cooperative exercises. V. Teaching Key and Difficult Points 1. Teaching Key Points - Help students understand the usage and differences of that, which, and who in attributive clauses. - Guide students to learn to use sentences with attributive clauses to describe personal preferences. 2. Teaching Difficult Points - Enable students to accurately select that, which, or who to guide attributive clauses in actual contexts. - Cultivate students' ability to use attributive clauses for oral and written expressions naturally and fluently. VI. Teaching Procedures 1. Lead - in (3 minutes) - Attract students' attention by playing an audio or video clip containing different types of music (such as pop, rock, classical, etc.), creating a relaxed and pleasant classroom atmosphere. - Ask students: "What kind of music do you like?" Guide students to answer with simple sentences, such as "I like pop music." Thus, naturally leading to the topic of personal preferences in this class. 2. Presentation (7 minutes) - Display the example sentences in Grammar Focus on the blackboard or multimedia, such as "I love music that/which I can sing along with." - Guide students to observe the sentence structure, ask students to find the main clause and the subordinate clause, and give a simple explanation of the attributive clauses guided by that, which, and who. For example: "In this sentence, ‘that/which’ is used to refer to ‘music’." - Combine with more example sentences, such as "He prefers groups that/which play quiet and slow songs." to further illustrate the usage of attributive clauses in describing personal preferences. 3. Practice (15 minutes) - Exercise 4a: Let students independently complete the task of choosing words from different columns to make sentences. After students complete it, have deskmates check each other and give feedback to the whole class, and promptly correct the mistakes that students made in the exercise. - Exercise 4b: Guide students to read Jennifer's CD review and then complete the sentences with that, which, or who according to the content of the article. During students' reading, remind them to pay attention to the application of attributive clauses in the text, and explain the answers after they complete the exercise. 4. Expansion (10 minutes) - Exercise 4c: Organize students to have group activities and let students have dialogue practice based on their own preferences, discussing things they like and dislike. For example, set the topic as food and let students start a dialogue around "What kind of food do you enjoy?" - During the group activity, patrol each group, encourage students to boldly use attributive clauses for communication, and give guidance and help in a timely manner. - Each group selects a group of representatives to show the dialogue, guide other group students to listen carefully and make evaluations. The evaluation content includes the accuracy of grammar application and the fluency of expression, etc. 5. Summary (5 minutes) - Guide students to review the key content learned in this class, including the usage of attributive clauses guided by that, which, and who and their application in describing personal preferences. - Summarize and praise students' performance in classroom exercises and group activities, emphasize the importance of attributive clauses in English expression, and assign after - class homework, such as asking students to write a short passage introducing their preferences using attributive clauses. VII. Teaching Reflection 1. Successes - The lead - in session with music materials can quickly arouse students' interests, allowing students to quickly enter the learning state, laying a good foundation for subsequent grammar learning. - In the teaching process, the layer - by - layer progressive teaching method from presentation to practice and then to expansion is adopted, which conforms to students' cognitive rules and enables students to gradually master the grammar knowledge of attributive clauses. 2. Deficiencies - In the practice session, some students are still confused about the choice of that and which in some contexts, indicating that the explanation of this grammar point needs to be further strengthened. - In the group activity, the discussion efficiency of individual groups is not high. It may be due to unclear group division of labor or insufficient preparation of students for the discussion topic. In future group activity design, more attention should be paid to details. 3. Improvement Measures - For the usage of that and which that students are easily confused about, some comparative exercises can be added. Let students feel the differences between the two through more examples. - Before the group activity, more clearly assign group tasks and division of labor, and provide students with some vocabulary and expressions related to the discussion topic in advance to help students better carry out the discussion and improve the efficiency of the group activity. 学科网（北京）股份有限公司 $$