教学设计及反思

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Unit 6 I like music that I can dance

Learning Objectives:

1． Knowledge Objects: The sentences with the Attributive Clause．2． Ability Objects 1） Use the sentences with the attributive Clause to expre what they like or dislike．

2） Train the students’ communicative competence．

3.Moral Objects: Try to exchange the opinions on CDs with your friends． It will help you to know

more about your friends．

Teaching Procedures

Step I Revision l） Revise the relative clause with that by asking question what kind of music do you like? Get

the students to answer, I like music that…I love music that…I prefer music that…First ask individually, then have the children ask their clamates around them．

2）Revise the relative clause with who by asking question \"What kind of musicians do you like? Get the students to answer, I like musicians that… I love musicians that…I prefer musicians that…or I prefer groups that… First ask individually in cla, then let them practise in pairs．

3） Revise \"Does…like…? No, he doesn’t． He prefers…\" Ask questions with the real names of the students in our cla． Let them ask each other similar questions in pairs．

Step Ⅱ 3a 1.Show my favourite CD to the cla and say, This is my favourite CD． Its name is \"Come on,

Join us\"． I like it because I can do exercises with it． But I don’t like the beginning of it, too loud noise． It reminds me of my middle school time．

2.Give more examples on \"remind sb． of sth．/sb． \",such as, He reminds me of his brother．This reminds us of what we often did when we were children． Tell the students that remind…of…means cause sb．to think of sth．

3.Write the four questions on the blackboard．

（1）What’s the name of your favourite CD? （2）Why do you like this CD? （3）What do you dislike about this CD? （4）What does it remind you of? 4.Get them to discu in pairs． Before they begin their conversations, show some more CDs to

them．

Ask a pair of the students to share their conversations with the cla． Open your books at page 46．

Look at Activity 3a．

5.Read the instructions to the students．

6.Ask the students to read the review by themselves． Encourage them to ask questions on anything that they can’t understand． Explain them, or ask the other students to explain them． After they finish reading

the review ask them to match up the parts of the sentences． Point out the sample answer before

they begin．

7 .Tell them to do as quickly as they can． 8.Say, Let’s have a competition to see who will be the first one to finish it． After all of them have finished． Check the answers with the cla．

Step Ⅲ 3b 1.Read the instructions to the students．

2.Make sure they know what to do． Give some explanation if neceary．

3.Ask a pair of students to read the model conversation in the box first．

Say, Who can make up a similar dialogue now? You can use the questions in Activity 3a to help you．

Then choose two children who do well in English to demonstrate another conversation．

4.Now ask the students to make conversations in pairs． Walk around the claroom while the

students are talking． Help them as neceary．

Step Ⅳ Part 4 1.Show some pictures of the popular

groups among the students． Say I like groups that dance much． I love singers who dance much as they sing． I don’t like musicians who always copy others．

2.Show a CD of very noisy music and say, I can’t stand music that is too noisy． 3.Write the four sentences without relative clauses on the blackboard．

4.Ask several students to complete them orally first． Then let the students open their books and

complete the sentences with their own words． Next ask a few students to share their sentences

with the cla．

5.Say, Stand up and go to ask your clamates questions now． Move around the claroom and ask questions till you find someone who feels the same way you do about each thing． 6.Write down the student’s name in the blank in the right column．

When all the students have finished, ask some students to read their list to the cla． Next ask a pair

of students to read the sample conversation． Then have the students work in pairs． Make up their

own conversations．

7.If there is enough time, ask some pairs to say their conversations to the cla．

Step Ⅴ Summary Say, In this cla, we’ve learned how to use remind…of…

We’ve also done a lot of listening, speaking, reading and writing practice using the target language．

Step Ⅵ Homework 1） Make up two sentences with remind…of…

2）Finish off the exercises on pages 22～23 of the workbook．

Step Ⅶ Blackboard Design Unit 6 I like music that I can dance to． Section A The Third Period 1． Four questions （1） What’s the name of your favourite CD? （2） Why do you like this CD? （3） What do you dislike about this CD? （4） What does it remind you of?

2． Complete the sentences．（1） I like groups that ．（2） I love singers that ．

（3） I can’t stand music that ．（4） I don’t like musicians who ．

1、学生对英语学习缺乏自信心和学习动力；在英语课堂上不积极参与，缺少主动发言的热情或根本不愿意发言 2.学生对英语课堂知识的掌握不实在、理解不全面，课外花的时间又少之又少，从来不做除了课本外的练习。英语学习缺乏主动性。

针对以上问题，我认为可以从以下几个方面进行提高：

一、在教学的设计中要充分为学而教，以学生如何有效获取知识，提高能力的标准来设计教学。在上课之前实际上花费的时间越多，课堂效果会越好的，这个我本身有深刻的体会。特别是我们教学法上的一些有趣的教学方法让他们感觉很有趣。也乐意配合

二、多鼓励学生开口说英语，并能及时地表扬他们。我在上课的时候会尽量给他们pairwork的机会和时间。也会让他们表演，刚开始很少有人愿意上来，但是经过带动和一段时间的磨合，他们已经很喜欢这个环节了

三、在学习过程中，还要采取一些必要的措施来巩固和增强效果。如做到：

（一）根据学内容，布置适量的有层次的练习；

（二）进行阶段性测试，对试卷进行评分登记，鼓励好的，表扬进步的。以充分调动学生的学习积极性和自觉性。

教学设计及反思

教学设计及教学反思

教学设计及反思