新目標(biāo)九年級(jí)Unit 6英語課例研修日志

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　　一、研修背景：

新目標(biāo)九年級(jí)Unit 6英語課例研修日志

　　1、學(xué)校：四中

　　2、研修方式：校本研修

　　3、課程標(biāo)準(zhǔn)：英語課程的學(xué)習(xí)，既是學(xué)生通過英語學(xué)習(xí)和實(shí)踐活動(dòng)，逐步掌握英語知識(shí)和技能，提高語言實(shí)際運(yùn)用能力的過程;又是他們磨礪意志、陶冶情操、拓展視野、豐富生活經(jīng)歷、開發(fā)思維能力、發(fā)展個(gè)性和提高人文素養(yǎng)的過程。基礎(chǔ)教育階段英語課程的任務(wù)是激發(fā)和培養(yǎng)學(xué)生學(xué)習(xí)英語的興趣，使學(xué)生樹立自信心，養(yǎng)成良好的學(xué)習(xí)習(xí)慣和形成有效的學(xué)習(xí)策略，發(fā)展自主學(xué)習(xí)的能力和合作精神;使學(xué)生掌握一定的英語基礎(chǔ)知識(shí)和聽、說、讀、寫技能，形成一定的綜合語言運(yùn)用能力;培養(yǎng)學(xué)生的觀察、記憶、思維、想象能力和創(chuàng)新精神;幫助學(xué)生了解世界和中西方文化的差異，拓展視野，培養(yǎng)愛國主義精神，形成健康的人生觀，為他們的終身學(xué)習(xí)和發(fā)展打下良好的基礎(chǔ)。

　　4、課例：九年級(jí)Unit 6

　　5、參加研修活動(dòng)的成員：學(xué)校校長、教導(dǎo)主任、德育主任和本校英語教師。

　　6、本單元目標(biāo)主要是圍繞定語從句，讓學(xué)生學(xué)會(huì)用定語從句談?wù)撟约旱南埠�，學(xué)會(huì)用定語從句介紹自己喜歡的書籍、音樂、電影等話題。表達(dá)自己對(duì)某事物的好惡。

　　二、理論支持：

　　1、新的課程標(biāo)準(zhǔn)給學(xué)生提出新的學(xué)習(xí)領(lǐng)域目標(biāo)：

　　運(yùn)動(dòng)參與目標(biāo)：(1)具有積極參與英語活動(dòng)的態(tài)度和行為;

　　(2)用科學(xué)的方法參與英語活動(dòng)。

　　運(yùn)動(dòng)技能目標(biāo)：(1)獲得英語基礎(chǔ)知識(shí);

　　(2)學(xué)習(xí)和應(yīng)用英語技能;

　　(3)安全地進(jìn)行英語活動(dòng);

　　(4)獲得英語活動(dòng)的基本技能

　　心理健康目標(biāo)：(1)了解英語活動(dòng)對(duì)心理健康的作用，認(rèn)識(shí)身心發(fā)展的關(guān)系(2)正確理解英語活動(dòng)與自尊、自信的關(guān)系;

　　(3)學(xué)會(huì)通過英語活動(dòng)等方法調(diào)控情緒;

　　(4)形成克服困難的堅(jiān)強(qiáng)意志品質(zhì)。

　　社會(huì)適應(yīng)目標(biāo)：(1)建立和諧的人際關(guān)系，具有良好的合作精神和英語道德; 　　(2)學(xué)會(huì)獲取現(xiàn)代社會(huì)中英語與健康知識(shí)的方法。

　　2、認(rèn)知理論：學(xué)習(xí)的生成過程一般要經(jīng)過以下幾個(gè)環(huán)節(jié)：①認(rèn)知準(zhǔn)備：學(xué)習(xí)者提取長時(shí)記憶系統(tǒng)中影響知覺、注意和加工策略的相關(guān)信息進(jìn)入短時(shí)記憶系統(tǒng)，形成學(xué)習(xí)動(dòng)機(jī)。②選擇感覺信息：對(duì)所要學(xué)習(xí)的信息產(chǎn)生選擇性注意，進(jìn)而產(chǎn)生選擇性知覺，從而獲得感覺信息。③試驗(yàn)性意義建構(gòu)：將感覺信息與長時(shí)記憶系統(tǒng)中的有關(guān)信息生聯(lián)系，進(jìn)行試驗(yàn)性的意義建構(gòu)，即學(xué)習(xí)者根據(jù)自己的經(jīng)驗(yàn)對(duì)新信息進(jìn)行同化或順應(yīng)，以達(dá)到理解的過程。④對(duì)照檢驗(yàn)與反饋：學(xué)習(xí)者將所生成的試驗(yàn)性意義與自己的感覺經(jīng)驗(yàn)和長時(shí)記憶系統(tǒng)中已有經(jīng)驗(yàn)兩方面進(jìn)行對(duì)照檢查，以確認(rèn)自己對(duì)所學(xué)信息意義的建構(gòu)是否成功。若不成功，則要再回到感覺信息，反審聯(lián)系策略，重新進(jìn)行試驗(yàn)性意義建構(gòu)，以確認(rèn)自己對(duì)所學(xué)信息意義的建構(gòu)是否成功。若不成功，則要再回到感覺信息，反審聯(lián)系策略，重新進(jìn)行試驗(yàn)性意義建構(gòu);若成功，就表明學(xué)習(xí)者對(duì)感覺信息的意義的理解。⑤意義歸類概括與吸納：學(xué)習(xí)者對(duì)所學(xué)信息的意義理解之后，就會(huì)將其從一個(gè)或幾個(gè)方面與原有認(rèn)知結(jié)構(gòu)相應(yīng)部分對(duì)應(yīng)歸類概括，將新信息及其意義從短時(shí)記憶中納入到長時(shí)記憶系統(tǒng)中，或同化到原有認(rèn)知結(jié)構(gòu)中，或?qū)е麻L時(shí)記憶系統(tǒng)中原有認(rèn)知結(jié)構(gòu)的重?fù)?dān)。

　　也就是說。人的認(rèn)知知是需要一個(gè)過程和在環(huán)境中不斷使用各種方法，設(shè)置各種情景加深刺激，最后形成模式。

　　三、研修過程：

　　1、教材分析：

　　Section A ：該部分有4個(gè)模塊：第一模塊圍繞the music that …這一話題展開思維(1a)、聽力(1b)、口語(1c)訓(xùn)練;第二模塊圍繞music進(jìn)行聽力(2a-2b)、口語(2c)訓(xùn)練;第三模塊繼續(xù)就music這一話題展開訓(xùn)練，訓(xùn)練形式為閱讀配對(duì)(3a)和角色表演(3b);第四模塊仍就one‘s preferences以Pairwork的形式進(jìn)行討論，展開口語訓(xùn)練(4)。

　　Section B：該部分有4個(gè)模塊：第一模塊就one‘s favorite展開思維訓(xùn)練;第二模塊就兩個(gè)孩子的對(duì)話繼續(xù)對(duì)things one likes進(jìn)行聽力(2a-2b)、口語(2c)訓(xùn)練;第三模塊繼續(xù)圍繞上一話題展開閱讀(3a-3b)和寫作(3c)訓(xùn)練;第四模塊仍就what would you prefer to do這一話題以口語訓(xùn)練形式為主展開小組活動(dòng)(4)。

　　Self Check：該部分有2個(gè)模塊：第一模塊對(duì)所學(xué)詞匯進(jìn)行填空訓(xùn)練(1);第二模塊就一封筆友來信展開閱讀和寫作訓(xùn)練(2)。

　　Reading：該部分共設(shè)置了3項(xiàng)任務(wù)：第一項(xiàng)任務(wù)以問題討論的方式激活學(xué)生相關(guān)背景知識(shí)(Section 1);第二項(xiàng)任務(wù)要求學(xué)生運(yùn)用所供策略完成閱讀;第三項(xiàng)任務(wù)要求學(xué)生通過快速閱讀獲取信息(Section 2, Section 3);第四項(xiàng)任務(wù)通過討論、寫作等形式要求學(xué)生進(jìn)行一次class survey. (Section 4)。

　　2、教學(xué)目標(biāo)：

　　(1)Language goals 語言目標(biāo)

　　Words & expressions 生詞和短語

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

　　Key sentences 重點(diǎn)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 能力目標(biāo)

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

　　(3)Emotion & attitude goals 情感和態(tài)度目標(biāo)

　　Enable the Ss to enjoy kinds of music.

　　(4)Strategy goals 策略目標(biāo)

　　Listening for key words.

　　(5)Culture awareness goals文化意識(shí)目標(biāo)

　　People’s different preferences to different kinds of music.

　　3、Teaching important points 教學(xué)重點(diǎn)

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

　　4、Teaching procedures and ways 教學(xué)過程與方式

　　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.