黑龙江哈市第47中学教科版(五四学制)九上英语教案：Unit 6 A United Effort Writing

Unit 6 I like music that I can dance toⅠ. Analysis of the Teaching Material1. Status and FunctionIn this unit, students learn to express, preferences with the relative clause.Mostly they will talk about music. Music is a very popular topic among the students. It will arouse the children’s great interest. That will be very helpful to practice using the target language.All the students will make great progress in expressing preferences with the relative clause.(1) The first period mainly provides target language with relative clause to express preferences on music. It gives the students much practice in speaking and listening on the target language.(2) The activities in the second period give students more listening and speaking practice, using more target language. They are helpful to improve students’ listening and speaking skills.(3)In the third period, students learn to get information from a CD review.And they will get much more speaking and writing practice with target language. They will improve their reading, speaking and writing skills.(4) The fourth period provides more listening practice to train the students to understand the target language in spoken conversation.And it provides some writing and speaking practice as well. The children will do more practice on target language with the relative clause.(5)The students will read three different short passages in this period.They do much reading practice on them. And this period is designed to train students’ writing skill. The students will also do some speaking practice.(6) The activities in the sixth period help the students have a self check. The children will be trained to use some verbs and write an e-mail.2. Teaching Aims and Demands(1) Knowledge ObjectIn this unit, students-learn to express preferences using target language with the relative clause. (2)Ability ObjectTo train the students’listening, speaking and writing skills using target language with relative clause.(3)Moral ObjectMusic is a kind of language that can be understood by the people all over the world.3. Teaching Key PointTo help the students learn and grasp the key vocabulary words and target language.4. Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence5. Studying wayArouse the students’ interest in music and get the children to take active part in expressions on music.Ⅱ. Language FunctionExpress preferencesⅢ. Target LanguageWhat kind of music do you like?I like music that I can sing along with. What about you?prefer music that has great lyrics.Ⅳ.structureRelative clauses with that and who.Ⅴ. VocabularyLyric, gentle, remind of, exhibition, prefer, photographer, energyⅥ. Recyclingsinger, music, dance, quiet, clothes, writer, jacket, book, movie, band, CD, sad, love, like, enjoy, favourite, loud, sing along with, musician. clearlyⅦ.Learning Strategies1. Listening for specific information2.Transforming informationⅧ. Teaching TimeSeven periodsNo.25 The First PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key Vocabulary prefer, lyric(2) Target LanguageWhat kind of music do you like?I like music that I can sing along with.What about you?I prefer music that has great lyrics.2.Ability Objects(1) Train the students to express preferences.(2) Train the students’ listening skill.3. Moral ObjectLet’s enjoy music. It always brings us happiness.Ⅱ. Teaching Key Points（教学重点）1. Key Vocabulary prefer, lyric2. Target LanguageⅢ. Teaching Difficult Points(教学难点)1. Relative clauses with that2. The listening practiceⅣ. Teaching Methods(教学方法)1. Chain drill2. PairworkⅤ. Teaching Aids（教学手段）1. A tape recorder2. Some tapes of different kinds of musicⅥ. Teaching Procedures（教学过程）Step ⅠRevision(1) Invite different pairs of students to say the conversations learned in preceding classes withbooks closed.(2)Check the answers to the exercises of the workbook by asking different students to say their answers to the Class.(3) Dictate some of the key vocabulary words presented in units 1～5.Step Ⅱ1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause.Write…that are red on the blackboard.Point to it and say a sentence with it, I like flowers that are red. Ask who can make another sentence with it. They may say, I like gloves that are red. I like shoes that are red. Write another phrase on the blackboard, …that is big. Help the students to make sentences with it.Play the tapes of different kinds of music for the students, only a short piece of each tape. Say, I like music that makes me relaxed. Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to. Tell the students lyrics means the contents of the songs. Ask the students, What kind of music do you like? Say, You can answer with I like music…, I love music…, I prefer music…Explain prefer=like…better to them. Get one of the children to answer the question, then let this child ask the one next to him/her the same question. Set off a chain drill.Ask the students to open their textbooks now. Read the instructions of Activity 1a to the students. Make sure they understand everything.First have them look at the pictures and circle the sentences they agree with. Read each sentence to the class and ask the students to raise their hands to see if they agree. Make a survey to find out how the class feels about each item. Discuss the result of the survey with the class.Get the students to complete the sentence to tell what kind of music they enjoy. Ask some of the students to share their sentences. Write any new words or phrases on the board to help them if necessary.Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation. Say, we will hear Tony and Betty talking about the kinds of music each one likes.Let’s see the instructions first. Read the instructions to the students. Tell them to tick (√) the right statements while they are listening. Read the three headings before playing the tape.Play the tape the first time and the students only listen. Then play it for a second time. The students tick in the right answer boxes.Cheek the answers.TapescriptBetty: Oh, look. There’s the new Cool Dudes CD.Tony: The Cool Dudes? Do you like them?Betty: Oh, yeah. They are my favorite band. I like music that I can dance to.Tony: You’re kidding. I think they’re awful. I prefer music that has great lyrics…music that I can sing along with.Betty: I like songs I can sing along with too. So what’s your favorite band?Tony: The Jitters. Their words are interesting and…Step Ⅳ1cThis activity provides guided oral practice using the target language.Read the instructions to the students.First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with. What about you?S A:I prefer music that has great lyrics.Then get them to work in pairs. Answer the questions with their own preferences.As the students do the practice, move around the classroom and give them some help. Ask several pairs of students to perform their conversations before the class.Step ⅤSummarySay, In this class, first we’ve learned two new key words, prefer and lyrics. Then we’ve learned how to express references by talking about music, using relative clause with that.Step ⅥHomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Step ⅦVII. Teaching Methods(教学后记)No.26 The Second PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1)Key Vocabulary gently(2)Relative Clasue with who2. Ability Objects(1)Train the students’ listening skill.(2) Train the students to use relative clause with who.(3)Train the students to make communications, usingA: Does Xu Fei like the Moderns?B: No, he doesn’t. He prefers…3. Moral ObjectThank the musicians who make our world more wonderful.Ⅱ. Teaching Key Points（教学重点）1. The students’ listening skill.2. The relative clause with that and who.3. Make communications with the question in Activity 2c.Ⅲ. Teaching Difficult Points(教学难点)1．Train the students’ listening skill2．Make communications using "Does Xu Fei like the Moderns? No, he doesn’t. He prefers…Ⅳ. Teaching Methods(教学方法)1. Listen and do the exercises2. PairworkⅤ. Teaching Aids（教学手段）A tape recorderⅥ. Teaching Procedures（教学过程）Step ⅠRevision(1) Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that…I love music that…I prefer music that…(2)Check the homework by asking some students to share their sentences with the class.Step Ⅱ2aThis activity provides listening practice using the target language.Read the instructions to the students and make sure that they know what to do. Go over the four items in the box with the children. Tell them that relative clause with who is used to introduce a person.Give another sample, Amy likes teachers who work hard. Help the students to make some more similar ones.Explain the new key word gentle to the students. Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary.Tell the children that we are going to hear a boy and a girl talking about the music and musiciansthey like. Play the recording. Students only listen the first time. Play the tape again. Ask the students to circle T for true and F for false.Check the answers.Answers1. T2. F3. T4. TTapescriptBoy: Look, Carmen. These T-shirts are great! Look at this one.Girl: That’s a great shirt, Xu Fei. I really love Dan Derrish. I like musicians who play different kinds of music.Boy: Hmmm…he’s okay…Girl: He’s only okay? You must be joking.Boy: Well…I like musicians who write their own songs. Dan Derrish doesn’t write his own music. Girl: Hmm. Well, I think he’s great.Boy: The Moderns T-shirt is very interesting.Girl: The Moderns are really great. I love music that’s really loud and energetic.Boy: I know you do…but I prefer groups that play quiet and gentle songs.Step Ⅲ2bThis activity provides listening practise using the target language.Read the instructions to the students first. Then let them have a look at the chart. Read the model sentence to them.Say, We will hear the same recording again. Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart. Play the recording again. Pause the tape if necessary.Check the answers.AnswersXu Fei:1. I prefer groups that play quiet and gentle songs.3. I like musicians who write their own songs.Carmen:2. I love music that’s really loud and energetic.4. I like musicians who play different kinds of music.Step Ⅳ2cThis activity provides guided oral practise using the target language.Get two students to read the conversation in the box to the class.S A: Does Xu Fei like the Moderns?S B: No, he doesn’t. He prefers…Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do.Tell them each pair of them should make a conversation using information from Activities 2a and 2b. Ask them to work in pairs. Move around the classroom checking the progress of the pairs and offering help as needed. Ask one or two pairs to say their conversations to the class.Step ⅤGrammar FocusWrite the three sentences on the blackboard first. Circle the words that and who and underline the relative clauses in all the three sentences.Ask, What do the relative clauses with that describe--a person or a thing? Help the student to say out the right answer.Then ask the same question on the relative clauses with who.Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons.Tell them who is for people and that is for things.Ask the students to make up more similar sentences.Encourage them to ask questions about relative clause.Step ⅥSummarySay, In this class we’ve done some listening practice on the target language of this unit. We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause.Step ⅦHomework(1) Ask the students to write two sentences with relative clause with who.(2) Ask the students to write out a conversation they practised in Activity 2c.Step ⅧVII. Teaching Methods(教学后记)No.27 The Third PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge Objects(1) Key V ocabulary remind of(2) The sentences with the Attributive Clause.2. Ability Objects(1) Use the sentences with the attributive Clause to express what they like or dislike.(2) Train the students’ communicative competence.Ⅰ. Moral ObjectTry to exchange the opinions on CDs with your friends. It will help you to know more about your friends.Ⅱ. Teaching Key Points（教学重点）Teach the students how to use the key word, remind of.2. Practise using sentences with relative clause in real life.Ⅲ. Teaching Difficult Points(教学难点)Using sentences with relative clauses in discussing CDs.Ⅳ. Teaching Methods(教学方法)(1) Teaching with real objects(2) PairworkⅤ. Teaching Aids（教学手段）1. Some CDs that are very popular among the students.2. Some pictures of the singers who are very popular among the students.Ⅵ. Teaching Procedures（教学过程）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 classmates 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 class, 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 class. Let them ask each other similar questions in pairs.Step Ⅱ3aThis activity provides reading practise using the target language.Show my favourite CD to the class 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.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.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?Get them to discuss 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 class. Open your books at page 46. Look at Activity 3a.Read the instructions to the students.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.Tell them to do as quickly as they can.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 class.Answers1. d2. a3. e4. c5. bStep Ⅲ3bThis activity provides oral practise using the target language.Read the instructions to the students.Make sure they know what to do. Give some explanation if necessary.Ask a pair of students to read the model conversation in the box first.S A: What CD did you listen to recently?S B: I listened to one called Heart Strings.S A: What do you think of it?S B: I enjoy it a lot.S A: Why?S B: The singer writes her own songs. I prefer singers who write their own lyrics.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.Now ask the students to make conversations in pairs. Walk around the classroom while the students are talking. Help them as necessary.Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language. Show some pictures of the popular singers or 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.Show a CD of very noisy music and say, I can’t stand music that is too noisy.Write the four sentences without relative clauses on the blackboard.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 class.Say, Stand up and go to ask your classmates questions now. Move around the classroom and ask questions till you find someone who feels the same way you do about each thing.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 class. Next ask a pair of students to read the sample conversation. Then have the students work in pairs. Make up their own conversations.If there is enough time, ask some pairs to say their conversations to the class.Step ⅤSummarySay, In this class, 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 ⅥHomework(1) Make up two sentences with remind…of…(2)Finish off the exercises on pages 22～23 of the workbook.Step ⅦVII. Teaching Methods(教学后记)No.28 The Fourth PeriodI. Teaching Aims and Demands(教学目的和要求)1. Knowledge ObjectThe target language.2. Ability Objects(1) Train the students’ listening ability.(2) Train the students’ ability to understand the target language in spoken conversation.(3)Train students’ ability to use the target language.3. Moral ObjectI have my own favourite things in my life.That’s why I am enjoying the life.Ⅱ. Teaching Key Points（教学重点）Help the students to express preferences on different things in daily life, using the target language. Ⅲ. Teaching Difficult Points(教学难点)Talk about why they like the band, the book and the movie, using the sentences with relative clause.Ⅳ. Teaching Methods(教学方法)1. Listening method2. GroupworkⅤ. Teaching Aids（教学手段）A tape recorderⅥ. Teaching Procedures（教学过程）Step ⅠRevision(1) Check the homework by asking some students to read their sentences with remind…of…Get the students to exchange their exercise books with their partners and correct each other’s.(2)Ask the following questions on CDs, groups, singers and musicians.Help the students to answer with the target language.What’s the name of your favourite CD?Why do you like it?What kind of CDs do you like? Why?What kind of singers do you like?Why?What kind of groups do you like?Why?Then ask the students to make a survey of the students around them and do some notes. Ask several students to report their results of the survey to the class and help them to say like this. Wang likes CDs that are quiet and gentle.Li Hong prefers musicians who are good-looking.and so on.Step ⅡPart 1This activity provides speaking and writing practice with the target language.Ask, What’s your favorite band? Let one of the students answer it. Then repeat the questions on favorite book and favorite movie. Write the three questions on the blackboard.Get the students to ask and answer in pairs. Then ask the class to open the books. Look at Section B on page 47,Part 1.Read the instructions to the students. Tell them to complete the chart on their own.Move around the classroom while the children are writing, giving help if necessary.After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class. Collect the answers from different students. Record the results on the board. Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie.Step Ⅲ2aThis activity provides listening practise using the target language.Read the instructions to the class. Make sure each one knows what to do. First tell the students to have a look at the picture and let them guess what they are talking about.I’ll see who is good at guessing the answers. Say, We will hear two boys, Michael and Ali, talkingabout some of the things they see in the room. The task of us is to write out the three things that they are talking about.Play the tape the first time. Tell the children just to listen to it carefully and try to get the main idea and not to write.Then play the recording again. Tell them to write down the answers this time.Ask a student to tell the answer of the first line, then ask the others if they agree with him. Do the same with the other two answers. If they got different answers, tell them to listen careful when we do the practice in Activity 2b.Check the answers.Answers1. a jacket2. a book3. a movie posterTapescriptBoy 1: Wow, you sure have lots of cool stuff. What a great jacket!Boy 2: Yeah, it’s new. I really like it. I like clothes that are unusual.Boy 1: Yeah, me too. Say...is that a new book over there?Boy 2: Yes, it is. It’s a book about volleyball. It tells about how to become a good player.Boy 1: Is it good?Boy 2: Yeah, it’s great. I like writers who explain things well.Boy 1: Me, too. Ummmm, Michael?Boy 2: Yes?Boy 1: Uhhh…Where did you get that movie poster?Boy 2: Oh, the Monster Lizard poster?My brother got it for me. He works at a movie theater.Boy 1: It’s a great poster.Boy 2. Yeah, it is. I love movies that about Monsters, don’t you?Boy 1: I sure do. Say…Michael…Do you think your brother could get a Monster Lizard poster for me?Boy 2: Probably. I’ll ask him.Boy 1: That would be great.Step Ⅳ2bThis activity gives students practice in understanding and writing the target language.Read the instructions to the students.Make sure each student knows what they should do while they listen to the tape.Ask .the students to have a look at the chart in Activity 2b. There are two columns in it.Tell the children they will write whatMichael likes in the first column and they will write why he likes it in the second column. Go over the contents in the chart with the children.Tell them to note the sample answers.Let them guess the other answers in the first column. Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now. Then tell them to get what writers and movies Michael likes while they are listening. Encourage them to ask questions they may have met.Play the recording and ask the children to fill in the answers. Pause the tape if necessary. Ask several students to tell the answers and see if the others have different ones. Play the tape again if the students need to listen to it again. Correct the answers. If time is enough, play the tape againand the students repeat after it.Answersbook—He likes writers who explain things well.Movie poster—He likes movies that are about Monsters.Step Ⅴ2cThis activity provides guided oral practice using the target language.Present the dialogue in this activity with a student firstT: I like movies that are romantic.I love Titanic.S: Oh, I don’t. I like movies that have big wars.I really like The Doctor—A Real Soldier.Then ask the children to open the books at page 47. Read the instructions in Activity 2c. Say, We will discuss our favorite things from Activity 1 and say why we like each thing.Ask two students to read the sample conversation. Then ask the students to discuss their favorite bands, books and movies in groups of four. Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations. Walk around in the classroom and offer help if they need. Ask one or two groups to say their conversations to the class.Step ⅥSummarySay, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some. Try to use the target language we’ve learned to express your preferences in your daily life.Step ⅦHomework(1) Write a short article to tell your favorite band, book, movie and clothes.(2) To express your preferences to your classmates or anyone else who knows English.StepVII. Teaching Methods(教学后记)Unit 6 I like music that I can dance toNo. 29 The Fifth PeriodⅠ.Teaching Aims and Demands（教学目的和要求）1. Knowledge Objects(1) Key V ocabularyYellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy(2) Practice reading articles.(3) Practise writing an article.2. Ability Objects(1) Train the students’ reading skill.(2) Train the students’ writing skill.(3) Train the students’ speaking skill.3. Moral ObjectIf you know where there is a good movie/band, tell your friend and go to enjoy it.Ⅱ. Teaching Key Points（教学重点）1. Key Vocabulary.2. The main ideas of the three short articles.3. Write a review.Ⅲ. Teaching Difficult Point（教学难点）Write a review of a bookⅣ. Teaching Methods（教学方法）1. Teaching by illumination and asking questions2. Group workⅤ. Teaching Aid（教学手段）A projectorⅥ. Teaching procedures（教学过程）Step ⅠRevision(1) Revise the contents of last class by asking some questions.What kind of clothes do you like?What’s your favorite movie?What kind of writers do you like?etc.Ask some students to give answers.(2) Check homework by asking several students to read their articles to the class. Ask the other students to help them with the mistakes. Then ask the students to work in pairs, exchange theirarticles and help each other to correct the mistakes. Move around the classroom and offer as much help as possible.Step Ⅱ3aThis activity provides reading practice using the target language.Read the words and have the students repeat again and again till they can pronounce the words fluently and correctly.Ask the students to turn to page 48, look at Activity 3a on this page. Say, We can see there are three passages in this activity. They are three reviews about a movie, an exhibition and a band. Let's see the first one now. It is about a movie that is named Yellow River Fishermen. What does the reviewer think of the movie?Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers.After about one minute, get all the children stop reading and ask who has got the answers. Choose three children who have put their hands up to show they know the answers to the three questions. Help them to get the proper answers.Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details.Let them read a little longer this time, around three minutes. Then ask the following questions orally and ask different students to reply, providing some help as necessary.1: Is Yellow River Fishermen Hung Tao’s latest movie?2: Does the reviewer like Hung Tao?3: What has Hung Tao done over the years?4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao?5: What does the reviewer suggest you doing if you are looking for entertainment?6: Why does the reviewer think it is the worst movie of Hung Tao?。

Unit 6 I like music that I can dance toThe 1st PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabulary prefer, lyric（2）Target LanguageWhat kind of music do you like?I like music that I can sing along with．What about you?I prefer music that has great lyrics．2．Ability Objects（1）Train the students to express preferences．（2）Train the students’ listening skill．3．Moral ObjectLet’s enjoy music．It always brings us happiness．Ⅱ．Teaching Key Points1．Key V ocabulary prefer, lyric2．Target LanguageⅢ．Teaching Difficult Points1．Relative clauses with that2．The listening practiceⅣ．Teaching Methods1．Chain drill 2．PairworkⅤ．Teaching Aids1．A tape recorder2．Some tapes of different kinds of musicⅥ．Teaching ProceduresStep ⅠRevision（1）Invite different pairs of students to say the conversations learned in preceding classes with books closed．（2）Check the answers to the exercises of the workbook by asking different students to say their answers to the Class．（3）Dictate some of the key vocabulary words presented in units 1～5．Step Ⅱ1aThis activity introduces the key vocabulary and trains the students to express preferences with the relative clause．Write…that are red on the blackboard．Point to it and say a sentence with it, I like flowers that are red．Ask who can make another sentence with it．They may say, I like gloves that are red．I like shoes that are red．Write another phrase on the blackboard, …that is big．Help the students to make sentences with it．Play the tapes of different kinds of music for the students, only a short piece of each tape．Say, I like music that makes me relaxed．Write these four groups of words on the blackboard,…that has great lyrics,…that I can sing along with,…that isn’t too loud, …that I can dance to．Tell the students lyrics means the contents of the songs．Ask the students, What kind of music do you like?Say, You can answer with I like music…, I love music…, I prefer music…Explain prefer=like…better to them．Get one of the children to answer the question, then let this child ask the one next to him/her the same question．Set off a chain drill．Ask the students to open their textbooks now．Read the instructions of Activity 1a to the students．Make sure they understand everything．First have them look at the pictures and circle the sentences they agree with．Read each sentence to the class and ask the students to raise their hands to see if they agree．Make a survey to find out how the class feels about each item．Discuss the result of the survey with the class．Get the students to complete the sentence to tell what kind of music they enjoy．Ask some of the students to share their sentences．Write any new words or phrases on the board to help them if necessary．Step Ⅲ1bSay, we will hear Tony and Betty talking about the kinds of music each one likes．Let’s see the instructions first．Read the instructions to the students．Tell them to tick （√）the right statements while they are listening．Read the three headings before playing the tape．Play the tape the first time and the students only listen．Then play it for a second time．The students tick in the right answer boxes．Cheek the answers．Step Ⅳ1cRead the instructions to the students．First ask a pair of the students to read the example in the box,S A: What kind of music do you like?S B: I like music that I can sing along with．What about you?S A:I prefer music that has great lyrics．Then get them to work in pairs．Answer the questions with their own preferences．As the students do the practice, move around the classroom and give them some help．Ask several pairs of students to perform their conversations before the class．Step ⅤSummarySay, In this class, first we’ve learned two new key words, prefer and lyrics．Then we’ve learned how to express references by talking about music, using relative clause with that．Step ⅥHomeworkAsk the students to write three sentences with I like music that…,I love music that …,I prefer music that…Step ⅦThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary gently（2）Relative Clasue with who2．Ability Objects（1）Train the students’ listening skill．（2）Train the students to use relative clause with who．（3）Train the students to make communications, usingA: Does Xu Fei like the Moderns?B: No, he doesn’t．He prefers…3．Moral ObjectThank the musicians who make our world more wonderful．Ⅱ．Teaching Key Points1．The students’ listening skill．2．The relative clause with that and who．3．Make communications with the question in Activity 2c．Ⅲ．Teaching Difficult Points1．Train the students’ listening skill2．Make communications using "Does Xu Fei like the Moderns? No, he doesn’t．He prefers…Ⅳ．Teaching Methods1．Listen and do the exercises2．PairworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Revise the relative clause with that by asking what kind of music do you like? Help them to answer, I like music that…I love music that…I prefer music that…（2）Check the homework by asking some students to share their sentences with the class．Step Ⅱ2aRead the instructions to the students and make sure that they know what to do．Go over the four items in the box with the children．Tell them that relative clause with who is used to introduce a person．Give another sample, Amy likes teachers who work hard．Help the students to make some more similarones．Explain the new key word gentle to the students．Tell them gentle means quiet, careful, not rough or violent using Chinese if necessary．Tell the children that we are going to hear a boy and a girl talking about the music and musicians they like．Play the recording．Students only listen the first time．Play the tape again．Ask the students to circle T for true and F for false．Check the answers．Step Ⅲ2bRead the instructions to the students first．Then let them have a look at the chart．Read the model sentence to them．Say, We will hear the same recording again．Listen carefully, and find out what Carmen and Xu Fei say and complete the sentences in the chart．Play the recording again．Pause the tape if necessary．Check the answers．Step Ⅳ2cThis activity provides guided oral practise using the target language．Get two students to read the conversation in the box to the class．Read the instructions to the class, and ask another pair to ask and answer, using the information from Activities 2a and 2b to make sure all the students know what to do．Tell them each pair of them should make a conversation using information from Activities 2a and 2b．Ask them to work in pairs．Move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅤGrammar FocusWrite the three sentences on the blackboard first．Circle the words that and who and underline the relative clauses in all the three sentences．Ask, What do the relative clauses with that describe--a person or a thing? Help the student to say out the right answer．Then ask the same question on the relative clauses with who．Explain that the relative clauses with that describe things and the relative clauses with who are used to describe persons．Tell them who is for people and that is for things．Ask the students to make up more similar sentences．Encourage them to ask questions about relative clause．Step ⅥSummarySay, In this class we’ve done some listening practice on the target language of this unit．We met some more sentences with relative clause, and we did some pairwork on asking questions with does and answering with sentences with relative clause．Step ⅦHomework（1）Ask the students to write two sentences with relative clause with who．（2）Ask the students to write out a conversation they practised in Activity 2c．Step ⅧThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabulary remind of（2）The sentences with the Attributive Clause．2．Ability Objects（1）Use the sentences with the attributive Clause to express what they like or dislike．（2）Train the students’ communicative competence．Ⅰ．Moral ObjectTry to exchange the opinions on CDs with your friends．It will help you to know more about your friends．Ⅱ．Teaching Key PointsTeach the students how to use the key word, remind of．2．Practise using sentences with relative clause in real life．Ⅲ．Teaching Difficult PointUsing sentences with relative clauses in discussing CDs．Ⅳ．Teaching Methods（1）Teaching with real objects（2）PairworkⅤ．Teaching ProceduresStep 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 classmates 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 class, 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 class．Let them ask each other similar questions in pairs．Step Ⅱ3aShow my favourite CD to the class 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．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．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?Get them to discuss 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 class．Open your books at page 46．Look at Activity 3a．Read the instructions to the students．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．Tell them to do as quickly as they can．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 class．Step Ⅲ3bRead the instructions to the students．Make sure they know what to do．Give some explanation if necessary．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．Now ask the students to make conversations in pairs．Walk around the classroom while the students are talking．Help them as necessary．Step ⅣPart 4Show some pictures of the popular singers or 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．Show a CD of very noisy music and say, I can’t stand music that is too noisy．Write the four sentences without relative clauses on the blackboard．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 class．Say, Stand up and go to ask your classmates questions now．Move around the classroom and ask questions till you find someone who feels the same way you do about each thing．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 class．Next ask a pair of students to read the sample conversation．Then have the students work in pairs．Make up their own conversations．If there is enough time, ask some pairs to say their conversations to the class．Step ⅤSummarySay, In this class, 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 ⅥHomework（1）Make up two sentences with remind…of…（2）Finish off the exercises on pages 22～23 of the workbook．Step ⅦThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge ObjectThe target language．2．Ability Objects（1）Train the students’ listening ability．（2）Train the students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectI have my own favourite things in my life．That’s why I am enjoying the life．Ⅱ．Teaching Key PointHelp the students to express preferences on different things in daily life, using the target language．Ⅲ．Teaching Difficult PointTalk about why they like the band, the book and the movie, using the sentences with relative clause．Ⅳ．Teaching Methods1．Listening method2．GroupworkⅤ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevision（1）Check the homework by asking some students to read their sentences with remind…of…Get the students to exchange their exercise books with their partners and correct each other’s．（2）Ask the following questions on CDs, groups, singers and musicians．Help the students to answer with the target language．What’s the name of your favourite CD?Why do you like it?What kind of CDs do you like? Why?What kind of singers do you like? Why?What kind of groups do you like? Why?Then ask the students to make a survey of the students around them and do some notes．Ask several students to report their results of the survey to the class and help them to say like this．Wang likes CDs that are quiet and gentle．Li Hong prefers musicians who are good-looking．Step ⅡPart 1Ask, What’s your favorite band? Let one of the students answer it．Then repeat the questions on favorite book and favorite movie．Write the three questions on the blackboard．Get the students to ask and answer in pairs．Then ask the class to open the books．Look at Section B on page 47,Part 1．Read the instructions to the students．Tell them to complete the chart on their own．Move around the classroom while the children are writing, giving help if necessary．After all of them have finished writing, ask some children to read their answers to the class and share the favorite book with the classmates after class．Collect the answers from different students．Record the results on the board．Discuss what the class’ favorites are and ask students to tell why they like each band, book or movie．Step Ⅲ2aThis activity provides listening practise using the target language．Read the instructions to the class．Make sure each one knows what to do．First tell the students to have a look at the picture and let them guess what they are talking about．I’ll see who is good at guessing the answers．Say, We will hear two boys, Michael and Ali, talking about some of the things they see in the room．The task of us is to write out the three things that they are talking about．Play the tape the first time．Tell the children just to listen to it carefully and try to get the main idea and not to write．Then play the recording again．Tell them to write down the answers this time．Ask a student to tell the answer of the first line, then ask the others if they agree with him．Do the same with the other two answers．If they got different answers, tell them to listen careful when we do the practice in Activity 2b．Check the answers．Step Ⅳ2bThis activity gives students practice in understanding and writing the target language．Read the instructions to the students．Make sure each student knows what they should do while they listen to the tape．Ask ．the students to have a look at the chart in Activity 2b．There are two columns in it．Tell the children they will write whatMichael likes in the first column and they will write why he likes it in the second column．Go over the contents in the chart with the children．Tell them to note the sample answers．Let them guess the other answers in the first column．Yeah, maybe the same ones with the answers in Activity 1, but we are not sure now．Then tell them to get what writers and movies Michael likes while they are listening．Encourage them to ask questions they may have met．Play the recording and ask the children to fill in the answers．Pause the tape if necessary．Ask several students to tell the answers and see if the others have different ones．Play the tape again if the students need to listen to it again．Correct the answers．If time is enough, play the tape again and the students repeat after it．Step Ⅴ2cThis activity provides guided oral practice using the target language．Present the dialogue in this activity with a student firstT: I like movies that are romantic．I love Titanic．S: Oh, I don’t．I like movies that have big wars．I really like The Doctor—A Real Soldier．Then ask the children to open the books at page 47．Read the instructions in Activity 2c．Say, We will discuss our favorite things from Activity 1 and say why we like each thing．Ask two students to read the sample conversation．Then ask the students to discuss their favorite bands, books and movies in groups of four．Try to use the sentences with the Attributive clause we have met in this unit to help to make conversations．Walk around in the classroom and offer help if they need．Ask one or two groups to say their conversations to the class．Step ⅥSummarySay, In this class we’ve done lots of listening practice on target language, and we’ve also written and spoken some．Try to use the target language we’ve learned to express your preferences in your daily life．Step ⅦHomework（1）Write a short article to tell your favorite band, book, movie and clothes．（2）To express your preferences to your classmates or anyone else who knows English．StepThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyYellow river, fisherman, entertainment, feature, wife, wives, photography, exhibition, gallery, known, photographer, display, on display, photograph, interest, show, class, suggest, energy（2）Practice reading articles．（3）Practise writing an article．2．Ability Objects（1）Train the students’ reading skill．（2）Train the students’ writing skill．（3）Train the students’ speaking skill．3．Moral ObjectIf you know where there is a good movie/band, tell your friend and go to enjoy it．Ⅱ．Teaching Key Points1．Key V ocabulary．2．The main ideas of the three short articles．3．Write a review．Ⅲ．Teaching Difficult PointWrite a review of a bookⅣ．Teaching Methods1．Teaching by illumination and asking questions2．GroupworkⅤ．Teaching proceduresStep ⅠRevision（1）Revise the contents of last class by asking some questions．What kind of clothes do you like?What’s your favorite movie?What kind of writers do you like?etc．Ask some students to give answers．（2）Check homework by asking several students to read their articles to the class．Ask the other students to help them with the mistakes．Then ask the students to work in pairs, exchange their articles and help each other to correct the mistakes．Move around the classroom and offer as much help as possible．Step Ⅱ3aAsk the students to turn to page 48, look at Activity 3a on this page．Say, We can see there are three passages in this activity．They are three reviews about a movie, an exhibition and a band．Let's see the first one now．It is about a movie that is named Yellow River Fishermen．What does the reviewer think of the movie?Who made it? What does the reviewer think of the director? Please scan it as quickly as you can and tell me the answers．After about one minute, get all the children stop reading and ask who has got the answers．Choose three children who have put their hands up to show they know the answers to the three questions．Help them to get the proper answers．Then ask the children to reread the reviews more carefully and tell them I will ask some more questions on it in details．Let them read a little longer this time, around three minutes．Then ask the following questions orally and ask different students to reply, providing some help as necessary．1: Is Yellow River Fishermen Hung Tao’s latest movie?2: Does the reviewer like Hung Tao?3: What has Hung Tao done over the years?4: Does the reviewer think Yellow River Fishermen is the best movie of Hung Tao?5: What does the reviewer suggest you doing if you are looking for entertainment?6: Why does the reviewer think it is the worst movie of Hung Tao?7: What good feature does the movie have?Give some explanation on the problems which are hard to understand for the children, such as, entertainment means fun, feature means special part of sb．/sth．, very different from the others, easy to recognize or remember, and wife is the opposite word of husband, A husband and a wife make up a family．And tell the children the plural form of wife is wives．Now read the instructions to the students．Ask them which sentences we should circle and which ones we should underline．Check the answers with the students．Teach the other two reviews with the same way．Underlined: Every song is really loud and often you can’t understand the words…the lyrics aren’t very good．Notes1．on display= be on show2．The few city photographs are less successful．=Most of the city photographs are very successful．3．…they don’t interest me as much=…they don’t attract me as much．4．…from a world class photographer=…from one who is among the best photographer in the world．5．suggest= bring an idea into the mind; propose．Step Ⅳ3bRead the instructions to the children first．Ask one of them if he or she knows what we will do to make sure each one knows the tasks of this activity．Look at the chart now．We see two new words in the boxes, pros and cons．Pro means in favor of and con means against．We have to find out the pros and cons of the reviewers in Activity 3a and fill in the blanks with proper sentences．Have a look at the sample answer and try to write out the other answers, using the information from the reviews in Activity 3a．Move around the classroom while the children are writing to see if they can write out the right answers, offering help as needed．Check the answers by asking several students to read their answers to the class．If someone did wrong, let the other students correct his or her answers．Writing the answers on the blackboard as the students read makes it easy for the whole class to check the answers．Say, let’s review the task．What can we find out? Yes, right, we have got the similar answers with those in Activity 3a．Step Ⅴ3cRead the instructions to the students．Say, Decide what review you will write first, a review of a book, a CD or a movie?Write down the name first．Note to use the capital letters．Let them think it over for a while and ask some ones the names of their articles．Next write a list of questions you plan to answer in your review．e．g．Who wrote the book/made the movie/sang the songs?What kind of people the writer/director/singer is?What do I think of the writer/director/singer?What do I think of the book/movie/songs/What do I like and dislike?What suggestions will I give the readers?etc．These questions will help you to write your passage well．And you can look back at the questions in Activity 3a, Section A, before you begin writing．Use the three reviews as models．As the students are writing the list, move around the classroom to direct them．After they have finished writing the questions, tell them to begin writing．Continue moving around and always offering help when they need．Ask several to read their passages to the class after they all have finished．Get the others to help correct the mistakes while they are reading．Let them exchange their reviews with their partners．Help each other with the errors．Step ⅥPart 4Read the instructions to the class．Talk about what is happening in our city next Monday．Ask a question like, What will happen in our city next Monday? Let the students tell the event which is happening, such as, A VIP will visit our city and a new movie will be on show．Tell them to write the sentences in the boxes below Monday．Ask the students to work in groups of four to complete the work．Ask each other questions like, Do you know what will happen in our city next Tuesday? Is there a football match in our city next Saturday? Is Song Zuying coming to sing songs at the biggest theatre in our city next Friday? etc．Tell them to fill in the boxes, using the phrases with relative clause．For example, a football match which is between Dalian Football Team and our City Team．If they don’t know what will happen, they can invent events they would like to go to．Ask some groups to share the events with the class．Then have the students discuss in groups of four again．Let them discuss what they would prefer to do together this time．Help them to express preferences with the target language．For example:S A: What would you prefer/like/love to do together?S B: Let’s go to see the new movie that was directed by Zhang Yimou．S C:Why not go to watch the great football match that will be between two famous teams? It’s on Friday evening．We can have a great weekend together．S D: No, we’d better go to…After the discussion, let some groups report the results to the class．Help them to use sentences with relative clause in their reports．Help them to say in correct sentences．They may say like this:Our group would like to watch :the fashion show that Chen Juanhong will perform on Friday evening．And we would prefer to go to listen to the musical group that is called Black Ducks on Saturday afternoon．Sample answerMonday: a movie that is directed by Zhang Yimou an exhibition that is about Chinese traditional culture．Tuesday: a performance that will attract many famous singers to come a fashion show that many famous models will take part in．etc．＇Step ⅦSummaryIn this class, we’ve read three reviews and done some writing．We’ve also learned some new words．Step ⅧHomework1．Rewrite the reviews and make sure that there will be no mistakes in them．2．Read the three reviews in Activity 3a again and try to remember the new words and expressions in them．StepThe Sixth PeriodI．Teaching Aims and DemandsKnowledge Objects（1）Key V ocabularyhonest, suit, Italian, Indian, expect（2）Use the following words properlyremind, can’t stand, look for, prefer, love（3）How to answer an email to a pen pal．Ability Objects（1）Train the students to use the verbs well．（2）Train the students’ writing skill．3．Moral ObjectDo you have any pen pal on the Internet?If not, try to make one．Ⅱ．Teaching Key Points1．Help the students have a self check to see if they can use the target language of this unit well．2．The verbs:remind, can’t stand, look for, prefer, love3．Answer an emailⅢ．Teaching Difficult Points1．Make up sentences with mind, can’t stand, look for, prefer, love．2．Reply the email．Ⅳ．Teaching Methods1．Teaching by making sentences．2．Teaching by asking questions．Ⅴ．Teaching AidJust the blackboardⅥ．Teaching ProceduresStep ⅠRevision。

Unit6 SectionA（1a-2d）优质课教案（黑龙江省）Teaching aims：Knowledge aims: Learn new words and phrases such as pilot, cook, pianist, violinist, computer programmer, be sure about, make sure and so on. The sentences like: What do you want to be when you grow up? How are you going to do that? The grammar is how to use “be going to” .Ability aims: Students can use the questions to get information to improve their listening and speaking abilities and train them to talk about their future life and how to re alize them by using “be going to”.Emotional aims: To help the students to make their future plan and get them to know they should do lots of thing to make their dreams come true.Key and important difficult points:Key and important points: Something about knowledge aims.Difficult points: How to use “be going to” to talk about the future life and find out the rules about the words, how to use “be” in the sentence differently. Teaching methods：Through giving some tasks and creating situation to let students finish them by oneself or in groups.Teaching preparation:Text book, photos of students , songs and some videos and PPT for the lesson. Teaching procedures:(Greetings each other.)Step 1: Memory challenge to revise words about jobs that we have learned before.Step 2: New words to teach by showing pictures, listening and reading.Task 1. Find out the rules among the words about jobs.Step 3: Part 1a to teach. Give examples:I think ....is the most/ least interesting job.Step 4: Task 2. What do you want to be when you grow up?I want to be a/an...Then show pictures to teach “grow up” and make the short dialogueone by one. Then practice the sentences above in pairs with pictures.Step 5: Pick up photos of the students in order to change the subject to practice the dialogue. For example: What does Yu Haiyang want to be when he grows up? He wants to be a policeman.At last, use the pho to of Ma Chao to lead out “How are you going to do that?”.Step 6: Task 3. How are you going to do that? I’m going to do...Two pictures to practice it.Step 7: Part 1b. Listen and fill in the blanks and Then check answers.Show pictures to make students practice the sentences with WHAT and HOW in pairs one by one.Step 8: Teach Part 2a and 2b in a usual way.Step 9: Task 4 Discuss in pairs.Change the objects to complete the two dialogues. This step is to let students kn ow how to use “be”in the sentences with “be going to”. And practice the sentences with WHAT, HOW, WHERE and WHEN.Step 10: Task 5. Show picture to introduce The Old Man and The Sea. Then listen to Part 2d and answer the questions about the dialogue. Check answers and read it in pairs.Step 11: Discuss in groups and find something that students can’t understand, then teach each other. After that, show something important that have picked up before class.Step 12: Task 6. Watch a short micro class about Be Going TO.Step 13: Task 7. Do exercise in the whole class.I. 考考你成长______________________尽最大的努力_________________保持做__________________确信_______________确保，查明_____________打算做______________Answers:grow u p, try one’s best, keep doing, be sure about, make sure, be going toII.用所给单词的适当形式填空。

Unit 6 Section A-2Class Type ReadingObjectives 1.To learn and understand the invention of tea.2.To better understand the information about tea and Shen Nong.Key structure 1. Did you know that tea was invented by accident?2. It is said that Shen Nong was the first to discover tea as a drink.3. Tea didn’t appear until around 1660, but in less than 100 years.4. The Chinese are without doubt the ones who best understand the nature of tea.Difficulties How to learn and understand the invention about tea.Vocabulary nearly, ruler, boil, remain, smell, national, trade, doubt Take place, without doubt, be invented byPeriod 1ProcedureLead-in Enjoy a flash to have fun.Step 1 Revision.Let Ss translate some phrases.Step 2 Free talk.Ask Ss to talk about the question “how many kinds of drinks doyou know?”Step 3 Discussion.Show Ss some pictures about the drinks and tell Ss that tea is themost popular drink in the world, and then to discuss about thekinds of tea they know.Step 4 Brainstorm.Introduce thee knowledge of some kinds of tea.Step 5 Free talk.Ask Ss about some questions according to the knowledge in thebrainstorm.Step 6 Activity 3a.Ask Ss to read the passage quickly and match each paragraph withits main.Step 7 Activity 3b.Ask Ss to read the passage again and answer some questions. Step 8 Brainstorm.Introduce to Ss about some brilliant inventions made by accidents. Step 9 Free talk.Think of something that you don’t like doing.Then think of an invention that could help you.Step 10 Pair works.Let Ss supposed to be a businessperson, and ask them to workwith their partners about the questions based on his or herinventions.E.g.:A: This special pen was invented by Zheng Jie. It has three colorsand it is used for …B: …Step 11 Language points: explain the key words and phrases in section A-2.Step 12 More exercises about the language points.。

Unit 6中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。

一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。

书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。

早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。

1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。

2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。

（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。

3、教具准备：粉笔，钢笔，书写纸等。

4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。

（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。

（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。

三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。

（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。

2、讲解书法文字的发展简史和形式特征，让学生对书法作品进一步的了解和认识通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！A书法文字发展简史：①古文字系统甲古文——钟鼎文——篆书早在5000年以前我们中华民族的祖先就在龟甲、兽骨上刻出了许多用于记载占卜、天文历法、医术的原始文字“甲骨文”；到了夏商周时期，由于生产力的发展，人们掌握了金属的治炼技术，便在金属器皿上铸上当时的一些天文，历法等情况，这就是“钟鼎文”（又名金文）；秦统一全国以后为了方便政治、经济、文化的交流，便将各国纷杂的文字统一为“秦篆”，为了有别于以前的大篆又称小篆。

超实用的九年级英语上学期Lesson6教案The ninth-grade English curriculum is all about strengthening the foundational understanding of the language, vocabulary, and grammar. The focus lies on honing the writing, reading, and speaking skills of students to prepare them for their future academic and professional journey. Lesson 6 is one of the most important lessons of this course, as it deals with essential descriptive adjectives and adverbs that help students in communicating their thoughts and ideas more effectively.In this article, we will discuss the lesson plan for the ninth-grade English course, Lesson 6: Descriptive Adjectives and Adverbs. We will outline the objectives of the lesson,the instructional strategies to be followed, and thematerials required. We will also discuss some tips to help teachers and students make the most of this class.The ObjectivesThe primary objectives of this lesson are as follows:1.Understand the usage and meaning of descriptiveadjectives and adverbs.2.Learn to identify descriptive adjectives andadverbs in a sentence.3.Learn to use descriptive adjectives and adverbs tocommunicate more effectively.4.Develop critical thinking skills by analyzing thecontext for the use of descriptive adjectives and adverbs.Instructional StrategiesTo accomplish the objectives of this lesson, teachers should utilize the following strategies:1.Review Prior Lessons: Start the class by reviewingthe previous lessons on nouns, verbs, and prepositions.This will reinforce students' understanding of theseimportant parts of speech.2.Interactive Presentation: Instead of a traditionallecture-based approach, present the lesson usinginteractive tools like videos, images, and audiorecordings.3.Group Activities: Create group activities that helpstudents to practice their understanding and usage ofdescriptive adjectives and adverbs.4.Real-Life Examples: Provide real-life examples ofdescriptive adjectives and adverbs so that students canrelate to them easily.Materials RequiredThe following materials will be required to conduct the Lesson 6 class:1.Interactive Whiteboard or Projector: This will beused to display videos, images, and audio recordings todeliver the content of the lesson.2.Handouts: Distribute handouts with practiceexercises and examples for students to work on.3.Posters: Prepare posters with examples ofdescriptive adjectives and adverbs that can be hung on the walls of the classroom.Tips for Teachers and StudentsTo make the most of this lesson, teachers and students can follow these tips:1.Participate Actively: Students should activelyparticipate in class by asking questions and sharing their thoughts and opinions.2.Practice Regularly: Teachers should encouragestudents to practice using descriptive adjectives andadverbs daily.e Technology: Use online resources like quizzesand practice exercises to reinforce the understanding of descriptive adjectives and adverbs.4.Review Regularly: Review the concepts regularly toensure that students have a strong grasp of the material.ConclusionLesson 6 of the ninth-grade English course is a vital step in developing students' descriptive writing skills. Itis important that teachers utilize various strategies to deliver the content effectively and encourage students' participation and practice. By following the tips outlined in this article, both teachers and students can make meaningful progress in their learning journey.。

Unit6 SectionB（3a-3c）优质课教案（黑龙江省）教学设计教学手段多媒体。

教学过程设计教学环节教学内容设计意图Step I. Step II.Step III. T: Good morning, everyone!S: Good morning, Miss Guo!T: Welcome to our class. The year of 2015 is close to theend. Let’s look back on 2015.OK?S: OK.Leading-in.T: Are you happy? Do you do well in your study? Do youhave a good relationship with your friends, classmates orparents? Are you healthy? Do you take enough exercise?Do you eat vegetables or fruit every day? (Explain “relationship”).S: Yes, I am. (Answers will vary).T: I think all of you have a good year. The year of 2016 iscoming. I th ink it is time for us to make our New Year’s resolutions. So we will learn Unit 6 Section B 3a-3c“write New Year’s resolutions”Presentation.T: I make my own New Year’s resolutions for the comingyear. My first resolution isabout my own personal imp rovement. “own”is a newword here.(Explain “own”).S: (Remember the new word).T: My second resolution is about improving my physicalhealth. My third resolutionis about improving my relationships with my family and friends. And the lastresolution is about how to do better at school (Explain the language points).S: (Remember the new language points).让学生以轻松的状态进入到学习中。