新目标九年级Unit 6英语课例研修日志

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　　一、研修背景：

新目标九年级Unit 6英语课例研修日志

　　1、学校：四中

　　2、研修方式：校本研修

　　3、课程标准：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程;又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。基础教育阶段英语课程的任务是激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神;使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力;培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。

　　4、课例：九年级Unit 6

　　5、参加研修活动的成员：学校校长、教导主任、德育主任和本校英语教师。

　　6、本单元目标主要是围绕定语从句，让学生学会用定语从句谈论自己的喜好，学会用定语从句介绍自己喜欢的书籍、音乐、电影等话题。表达自己对某事物的好恶。

　　二、理论支持：

　　1、新的课程标准给学生提出新的学习领域目标：

　　运动参与目标：(1)具有积极参与英语活动的态度和行为;

　　(2)用科学的方法参与英语活动。

　　运动技能目标：(1)获得英语基础知识;

　　(2)学习和应用英语技能;

　　(3)安全地进行英语活动;

　　(4)获得英语活动的基本技能

　　心理健康目标：(1)了解英语活动对心理健康的作用，认识身心发展的关系(2)正确理解英语活动与自尊、自信的关系;

　　(3)学会通过英语活动等方法调控情绪;

　　(4)形成克服困难的坚强意志品质。

　　社会适应目标：(1)建立和谐的人际关系，具有良好的合作精神和英语道德; 　　(2)学会获取现代社会中英语与健康知识的方法。

　　2、认知理论：学习的生成过程一般要经过以下几个环节：①认知准备：学习者提取长时记忆系统中影响知觉、注意和加工策略的相关信息进入短时记忆系统，形成学习动机。②选择感觉信息：对所要学习的信息产生选择性注意，进而产生选择性知觉，从而获得感觉信息。③试验性意义建构：将感觉信息与长时记忆系统中的有关信息生联系，进行试验性的意义建构，即学习者根据自己的经验对新信息进行同化或顺应，以达到理解的过程。④对照检验与反馈：学习者将所生成的试验性意义与自己的感觉经验和长时记忆系统中已有经验两方面进行对照检查，以确认自己对所学信息意义的建构是否成功。若不成功，则要再回到感觉信息，反审联系策略，重新进行试验性意义建构，以确认自己对所学信息意义的建构是否成功。若不成功，则要再回到感觉信息，反审联系策略，重新进行试验性意义建构;若成功，就表明学习者对感觉信息的意义的理解。⑤意义归类概括与吸纳：学习者对所学信息的意义理解之后，就会将其从一个或几个方面与原有认知结构相应部分对应归类概括，将新信息及其意义从短时记忆中纳入到长时记忆系统中，或同化到原有认知结构中，或导致长时记忆系统中原有认知结构的重担。

　　也就是说。人的认知知是需要一个过程和在环境中不断使用各种方法，设置各种情景加深刺激，最后形成模式。

　　三、研修过程：

　　1、教材分析：

　　Section A ：该部分有4个模块：第一模块围绕the music that …这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕music进行听力(2a-2b)、口语(2c)训练;第三模块继续就music这一话题展开训练，训练形式为阅读配对(3a)和角色表演(3b);第四模块仍就one‘s preferences以Pairwork的形式进行讨论，展开口语训练(4)。

　　Section B：该部分有4个模块：第一模块就one‘s favorite展开思维训练;第二模块就两个孩子的对话继续对things one likes进行听力(2a-2b)、口语(2c)训练;第三模块继续围绕上一话题展开阅读(3a-3b)和写作(3c)训练;第四模块仍就what would you prefer to do这一话题以口语训练形式为主展开小组活动(4)。

　　Self Check：该部分有2个模块：第一模块对所学词汇进行填空训练(1);第二模块就一封笔友来信展开阅读和写作训练(2)。

　　Reading：该部分共设置了3项任务：第一项任务以问题讨论的方式激活学生相关背景知识(Section 1);第二项任务要求学生运用所供策略完成阅读;第三项任务要求学生通过快速阅读获取信息(Section 2, Section 3);第四项任务通过讨论、写作等形式要求学生进行一次class survey. (Section 4)。

　　2、教学目标：

　　(1)Language goals 语言目标

　　Words & expressions 生词和短语

　　prefer, lyrics, gentle, energy, interest, known, sing along with, remind sb. Of

　　Key sentences 重点句子

　　I prefer music that has great lyrics. (P44)

　　I love music that I can sing along with. (P44)

　　Rosa likes music that’s quiet and gentle. (P45)

　　(2)Ability goals 能力目标

　　Enable the Ss to talk about different kinds of music and their own preferences.

　　(3)Emotion & attitude goals 情感和态度目标

　　Enable the Ss to enjoy kinds of music.

　　(4)Strategy goals 策略目标

　　Listening for key words.

　　(5)Culture awareness goals文化意识目标

　　People’s different preferences to different kinds of music.

　　3、Teaching important points 教学重点

　　Enable the Ss to talk about different kinds of music and their own preferences

　　4、Teaching procedures and ways 教学过程与方式

　　Step I Warming-up and Lead-in (1a: P44)

　　Play the beautiful, lyric song Do, Re, Mi in the movie “The Sound of Music”.

　　T: Now I will play a fair-sounding song to you. Join the singing, please.

　　Talk about the film and the music with the students.

　　T: Now, children, do you like this song? Its name is Do, Re, Mi. Every time I listen to it, I can think of the moving film. Some of you must have known that this song is from a very good film. What is the name of the film? You can tell me either in English or in Chinese.

　　Ss: The Sound of Music.

　　T: Good. The film is moving, and its music is the kind of music that has great lyrics.

　　Then show a beautiful picture on the blackboard: A girl seems to be listening to something, with her hands supporting her face.

　　T: In the last unit, we learned to guess what somebody was doing. Now look at the pictures and tell me: What is the girl doing?

　　S1: She must be listening to music.

　　T: What kind of music is she listening to?

　　S2: She must be listening to the song.

　　S3: She must be listening to the song Do, Re, Mi in the movie “The Sound of Music”.

　　T: What kind of music do you think the girl likes?

　　Provide some phrases describing music such as the following:

　　has great lyrics, is very moving, touch people deeply,

　　remind one of one’s childhood, singers sing the words clearly…

　　S4: She must like music that has great lyrics.

　　S5: She must like music that is very moving.

　　S6: She must like music that touches people deeply

　　S7: She must like music that reminds her of her happy childhood.

　　S8: She must like music that singers sing the words clearly.

　　T: What kind of music do you think children like, the music that they can sing along with or the music that they can dance to?

　　S9: I think they like both.

　　T: Very good. They may like both the music that they can sing along with and the music that they can dance to. Now please read the sentences in the picture on page 44 together.

　　Ask the Ss to circle the sentence they agree with.

　　T: All these sentences describe the kinds of music each person in the picture likes to listens to. Work in pairs, circle the sentences you agree with and write your own sentences.

　　S10: I agree with the sentence: I love music that I can sing along with. Because in my opinion, music brings pleasure to people not only in the way of listening to it, but also in the way of singing along with it. And the most important is one can feel it while listening.

　　S11: I agree with the sentence: I like music that I can dance to. Because I love dancing very much.

　　Ask some Ss to read their sentences to the class.

　　Sample answers:

　　I prefer music that is quiet.

　　I like music that is comfortable to hear.

　　I prefer music that has clearly-pronounced words.

　　I like music that can be found in the movie.

　　I prefer music that was composed by Beethoven.

　　I love music that shows love to the life and people.

　　Step II Listening (1b: P44)

　　Ask the students to listen to the dialogue between Tony and Betty

　　T: Now let’s listen to the tape and find what kind of music Tony and Betty like. Look at 1b on P44. Tickle the kinds of music that Tony and Betty like while listening.

　　Ask a student to read the three headings to the class.

　　T: First let’s guess what kinds of music they will talk about by reading the three headings given.

　　Ss: Music that one can dance to, that has great lyrics and that one can sing along with.

　　Play the tape. And then check the answers.

　　Step III Oral Practice (1c: P44)

　　Ask the students to talk about the music they like.

　　T: As we all know, different people may have different ideas on the same question, and different people may have different preferences. Then talk with your partners about the kinds of music you prefer. First, who’d like to read the example in the box? OK, you two, please.

　　Ask two Ss to read the example first.

　　T: Now work with your partners, talking about music you prefer with the help of the expressions here.

　　Show the following.

　　Be awarded prizes, be full of energy, interest somebody,

　　known to many people, reminds somebody of, show love to …

　　sample dialogue 1:

　　S1: What kind of music do you like?

　　S2: I like music that is played by famous bands. What about you?

　　S1: I prefer music that makes me happy.

　　Sample dialogue 2:

　　S1: What kind of music do you like?

　　S2: I like music that is really cool. What about you?

　　S1: I prefer music that has been awarded prizes.

　　Sample dialogue 3:

　　S1: What kind of music do you like?

　　S2: I like music that is full of energy. What about you?

　　S3: I prefer music that interests me.

　　Sample dialogue 4:

　　S1: What kind of music do you like?

　　S2: I love music that is known to many people. What about you?

　　S3: I prefer music that reminds me of happy days that I spent in my childhood.

　　Step IV Listening Practice (2a, 2b: P45)

　　Ask the students to listen to the recording between Carmen and Xu Fei.

　　T: Next we are going to listen to another dialogue between Carmen and Xu Fei. First, read the sentences in 2a.

　　Play the recording and then check the answers.

　　Step V Pairwork (2c: P45)

　　T: After listening, we know that Xu Fei and Carmen like different music. Now make conversations with your partners about what each of them prefers, using the information from activities 2a and 2b.

　　Sample dialogue 1:

　　S1: Does Xu Fei like The Modern?

　　S2: No, he doesn’t. He prefers musicians who write their own songs.

　　Sample dialogue 2:

　　S3: Does Carmen like The Modern?

　　S4: Yes, she does. She prefers music that’s really loud and energetic.

　　Sample dialogue 3:

　　S5: Does Carmen like The Modern?

　　S6: Yes, she does. She prefers musicians who play different kinds of music.

　　Step VI Summary and Homework

　　T: This period, we’ve learnt how to express our preferences to different music. After class, please,

　　1. Listen to the conversations again.