【核心素养目标】Unit 9 I like music that I can dance to. Section A (3a-3c) 表格式教案

课题 Unit 9 I like music that I can dance to. Section A (3a-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课时围绕“电影喜好”的话题展开，在谈论周末看什么电影的情境下继续引导学生学习that，which，who引导的定语从句。通过阅读关于电影喜好的文章，帮助学生进一步感知定语从句的语用功能，并通过略读、寻读、构建思维导图等技能的体验与运用提升英语读写能力，在语言学习中发展思维，在思维发展中推进语言学习。另外，通过了解各种电影类型，帮助学生拓宽视野，感悟和分享电影带来的情感体验，并懂得看电影也是学习之余适当放松的方式之一。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容，能根据读到的关键词对人物、地点、事件等进行推断；会责任感；能欣赏、鉴别美好事物，形成健康的审美情趣；能在学习活动中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在谈论电影喜好的情境中，正确使用所学词汇和that，which，who引导的定语从句，以读、说、写等方式理解和简要介绍自己和他人关于对电影的描述和感受等信息；通过略读、寻读、构建思维导图等技能的运用，提高学生的阅读理解能力；
文化品格 能够通过对电影的了解与认识，拓宽视野，感悟和分享电影带来的情感体验，并懂得看电影也是学习之余适当放松的方式之一；
思维品质 能够在老师的引导下，通过自主、合作、探究学习，提取、整理、概括语篇中关于电影的描述和喜好的关键信息，并能推断语篇的深层含义，做出正确的价值判断，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关电影喜好的文章，保持英语学习兴趣；通过部分阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同完成学习任务。
教材内容分析 本课是一节阅读课，提供了一篇关于电影喜好的文章。3a要求学生从文中找出不同的电影类型及提及的电影名称；3b主要引导学生关注文中的细节；3c则是让学生根据短文信息，结合自己的实际回答问题，填写表格，为Section B部分的学习提供信息储备。
重点 会用that，which，who引导的定语从句完整地表达自己对电影的喜好；提高阅读技能，理解文章信息；
难点 理解定语从句与先行词之间的修饰关系，运用开放性语言和同伴进行交流。
学情分析 对于电影话题，学生在之前的学习中有一定关于电影类型和简单描述的词汇基础。通过第一课时的学习，学生们初步了解了that，which，who引导的定语从句的用法，但还需要更多的见识与练习，才能逐渐熟悉，树立起使用的意识。此外，九年级学生的阅读能力存在差距，需要教师多关注学生个体差异，多创设练习机会并进行指导。
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Step 1. Warming-up. Have a free talk about their weekend plans with T. Watch some movie clips and learn their names and kinds. Sa: I like cartoons. Sb: I like movies that have funny dialog. Step 2. Reading. Predicting. Look at the title and the picture. Guess the main idea of the passage. Sa: There are three women watching the movie. Sb: The kinds of movies and the writer’s feelings. Fast reading. Look through the passage and underline the different kinds of movies and circle the movie names. Look through the first or last sentence of each paragraph and find out the topic sentences. Sa: While some people stick to only one kind of movie, I like to watch different kinds depending on how I feel that day. Choose the right structure (Moving from general to specific). Careful reading. Read Para. 1 and answer the question. Sa: It depends on how the writer feels that day. Read Para. 2 and answer some questions. Read Para. 3 and finish the mind map. Read Para. 4 and make judgments. Step 3. Post-reading. Work in groups and share their preferences on movies. Sa: What kind of movie do you like to watch when you are sad Sb: I like movies that are great and funny, such as Mermaid. Step 4. Conclusion. Try to have a summary about what they have learnt this lesson. T: What are you doing this weekend Will you go to the movies with friends Play some clips of different kinds of movies, such as Men in Black, Kung Fu Panda, Titanic and so on. T: What kind of movie is it T: What kind of movies do you like T: Do you watch different movies depending on how you feel that day Ask Ss to make predictions about what they’ll read according to the title and picture. T: What can you guess from the picture (feel like doing sth.) T: What may the passage talk about Let Ss move their eyes quickly and find out the kinds and names of the movies in the passage. Then let them look through the first or last paragraph to find out the topic sentences of the article and each paragraph. T: Which is the topic sentence of the article Explain some language points, like stick to. T: Which of the following is the structure of the passage Ask Ss to complete the main ideas of the paragraphs. Provide questions for Ss to get more detailed information. T: How does the writer choose the movies to watch Provide some choices for Ss to choose. Provide the mind-map to let Ss finish. Provide some statements for Ss to judge. Encourage Ss to correct the false one(s). T: What kinds of movies do you like to watch Let Ss work with their group members and talk about their own favorite movies. Let one student write down the answers in the chart. Several minutes later, invite some Ss to give a report about the results. T: Studying hard is important! Learning to relax is necessary! 师生自由谈论导入“电影”话题，播放一些影片的片段，让学生直观感受不同类型的电影，深刻理解部分新单词的意义，同时也能激发学生学习本课的兴趣，为下一步阅读做好准备。 阅读语篇之前，让学生通过观察图片、读题目学习预测文章内容，猜测文章大意，进一步形成阅读期待，为语篇阅读做好铺垫。 通过快速阅读，训练学生迅速移动眼睛寻找电影名称和类型词汇的能力，以及利用段落首句快速捕捉段落大意的能力，潜移默化地学习并掌握skimming和scanning的阅读策略。 引导学生在解读文章的过程中理解生词含义，将词汇教学渗透在语境之中进行，使学生能够充分理解和准确运用新词汇。 在精读训练中，通过问题的引导、思维导图的架设、判断推理等形式，分别就每个段落帮助学生理解具体细节，梳理文章内容要点，更好地理解文章内容，促进逻辑性、批判性思维的发展和目标语言的内化。 通过小组合作交流的形式，引导学生将所学语言联系自身实际加以迁移运用，充分理解并运用定语从句，与他人分享自己对于电影的喜好。 利用思维导图梳理全文主线，渗透情感教育，使学生懂得学习的重要性和娱乐的必要性，以及看电影也是学习之余适当放松的方式之一。
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Ⅰ.根据汉语意思完成句子。 6.他们将会尽最大努力帮助那些无家可归的人。 They will 　 those homeless people. 7.我们是否能去野餐取决于天气状况。 Whether we can go for a picnic or not 　　 the weather. 偶尔我也看喜剧。 　　 　 in a , I also watch comedies. 玛丽太累了不能继续跑了。 Mary is 　　 tired 　 keep running. 看起来好像琳达会坚持自己的决定。 It looks as if Linda will 　　 her decision. Ⅱ.阅读理解 My People, My Country features seven short stories. And the stories are based on true facts in the history of China. It tries to share some important historical moments and memories of Chinese people. Which story do you like best (　)11.Why does Lin Zhiyuan stay up late in Qian Ye A.Because he is too excited to fall asleep. B.Because he has much difficulty in falling asleep. C.Because he wants to make sure the flag-raising goes smoothly. (　)12.Which story does Li Na like best A.Qian Ye. 　B.Duo Guan. C.Beijing, Ni Hao. (　)13.What happened to the boy's father in Beijing, Ni Hao A.He was missing. B.He died in an earthquake. C.He lost his life in a car accident. (　)14.Which of the following is TRUE A.The film is based on true facts. B.Duo Guan is about 2008 Beijing Olympics. C.Li Gang thinks Beijing, Ni Hao is just so-so. (　)15.What's the film My People, My Country about A.It's about the night before the founding ceremony of the PRC. B.It's about some important historical moments and memories of Chinese people. C.It's about some ordinary people's common life.
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Unit 9 I like music that I can dance to. (Section A 3a-3c)
作 业 设 计
Level A Write a short passage to recommend(推荐) one or some movies to your friends. You can use “I think that ... Because it is a movie that ...”
Level B Draw a mind-map about the writer’s preferences on movies based on the passage.
教 学 反 思
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