【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】Unit 9 I like music that I can dance to. Section A

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【2024秋人教九（全）英语精彩课堂（备课素材+精品教案）】
Unit 9 Section A
Unit 9　I like music that I can dance to.
教材导学　　　　　　　　　　　　　　　　　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
导入一　视频导入:
　　播放学生喜欢的音乐视频,激发同学们参与课堂的热情,询问“What kind of music do you like ”,然后导入新课。
Talk about the different kinds of music.
T: What kind of music do you like
S1: I like music that…
S2: I prefer music that…
S3: I love music that…
…
导入二　对话导入:
师生互动交流,引导学生说出自己喜欢的音乐类型并解释原因。
T: What kind of music do you like
S: I like pop music.
T: Why do you like it
S: Because it can help me relax.
T: So you love music that can help you relax.
教师将定语从句写在黑板上,然后要求学生列举更多的定语从句句型,帮助学生更好地理解其含义。
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动 2d　Role-play (分角色表演,谈论自己的周末计划和自己的喜好)
1.导入交际情景,引导学生由谈论自己的周末计划到自己的喜好。
T: The weekend is coming. What will you do after a long week at school
S: I suppose I will…that I like.
T: What CD/movie/program/song will you…
S: …
2.介绍2d中对话的情景,要求学生阅读2d内容,并回答下列问题。
(1)What is Scott going to do this weekend Why
(2)What kind of movies do Scott and Jill like Why
(3)What kind of movies do you like Why
◎Key: (1)He will just listen to the new CD he bought. Because he likes smooth music that helps him relax after a long week at work.
(2)Scott likes movies that are funny because the movies can make him laugh and not think too much. Jill likes serious movies because the movies can give him something to think about.　
(3)略。
　　3.播放2d录音,学生跟读,模仿对话中的语音语调。
　　4.学生两人一组分角色练习对话,可以根据学生的实际水平进行分层要求:
(1)熟练朗读对话;
(2)替换对话中的一些信息;
(3)拓展对话的内容和句型,增强活动的开放性,鼓励学生开展有创造性的对话交流。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
活动 1b　(有一定难度,增设听力训练题)
Betty The Cool Kids are my favorite 1. 　band　 because I like music that I can 2. 　dance　 to. I like songs that I can 3. 　sing　 along with.
Tony I think the Cool Kids are 4. 　awful　. I prefer music that has great lyrics. The Lions always have 5. 　interesting　 lyrics.
阅读突破　　　　　　　　　　　　　　　　　　　　　　　　　
突破一　任务阅读
1.How does the writer describe each kind of movie
2.What kinds of movies does the writer prefer to watch when he or she is sad or tired
3.How does the writer feel after watching these movies
4.Does the writer like scary movies When does he or she watch them
◎Key: 1. Comedies: funny dialog, happy endings, imperfect characters who try to solve their own problems
Dramas: sad
Documentaries: provide a lot of information about a certain subject, interesting
Action movies: exciting, do not require thinking
Movies that are scary: can be fun but too scared to watch alone
2. Comedies.
3. Relaxed.
4. Yes, he/she does. He/She watches them once in a while when he/she can bring a friend who isn't afraid of watching scary movies.
突破二　理解语篇 (3a)
利用表格信息,帮助学生更好地理解语篇内容,培养学生分析信息、处理信息的能力。
Kinds of movies Movie names Information about the movies The writer's feeling
Comedies & Cartoons Men in Black; Kung Fu Panda have funny dialog, have a happy ending, characters may not be perfect but they try their best to solve their problems problems seem less serious, feel much better again, a good way to relax
Dramas Titanic feel even sadder
Documentaries March of the Penguins provide plenty of infor-mation about a certain subject interesting
Action movies Spider-Man an exciting superhero, always save the world just in time
Scary movies fun, scary too scared to watch them alone, bring a friend who isn't afraid of these kinds of movies
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
　　Step 1　观察及探究
定语从句
【观察】
1. Is he the man who/that wants to see you
2. She is the woman whom/that I saw yesterday.
3. China is a country which/that has a large population.
4. The e-mail that/which I received yesterday was from my sister.
5. I know a doctor whose son is my classmate.
6. Please pass me the book whose/of which cover is green.
7. I shall never forget the days when/on which we worked on the farm.
8. Qingdao is the place where/in which I was born.
9. This is the reason why/for which he refused our offer.
【探究】
1.定语从句的概念
在复合句中,修饰某一名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词,定语从句一般放在先行词的后面。
2.关系代词的用法
Step 2　练习巩固 (教材P68课文4a, 4b, 4c)
Section A
第一课时(1a-2d)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This section contains three conversations about personal preference. The first dialogue presents the two speakers' preferred musical genres and core sentence patterns. The second dialogue further solidifies the use of attributive clauses by talking about the music, musicians, and musical groups that the speakers like. The third conversation talks about personal preference about music and movies.
Why:
1a introduces the topic of the unit through pictures and presents the target language structures in preparation for listening. 1b presents the sentence structure of attributive clauses through listening. 1c lets students practice target language structures by speaking out. 2a-2c expand the topic and language structures through listening and speaking. 2d demonstrates the real-life usage of attributive clauses through a conversation about personal preference of music and movies.
How:
The three conversations gradually reveal the use of attributive clauses that include that and who. Listening and speaking practice allows students to perceive the use of attributive clauses in real-life situations through the demonstration of talking about personal preference about music and movies.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand relevant information about music and movies, and be able to recognize, understand, and use attributive clauses in real-scene dialog.
2.To be able to accurately extract key information and exercise the logic of thinking through listening exercises and improve the appreciation of beauty by expressing personal preference.
3.To be able to understand various music forms and film genres, and be able to express their preferences and feelings.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to ask and answer questions about personal preference in terms of music and movies.
2.To be able to understand various music forms and film genres, and complete listening tasks independently.
Teaching Difficulty:
To be able to understand the usage of attributive clauses.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
T: What kind of music do you know
Ss: Rock music, pop music, country music…
T: You know a lot. Let's learn more through pictures.
The teacher shows pictures of different kinds of music.
Purpose To stimulate students' interest and present the topic of this unit.
Step 2　Presentation (1a)
Ask students what kind of music they like and why. Combine the answer using attributive clauses. e.g.
I like country music because I can sing along with it. → I like music that I can sing along with.
I love jazz because I can dance to it. → I love music that I can dance to.
Teach key phrases in the context and get the students to look at the picture in 1a. Let them circle the sentences they agree with. Then write their own sentence.
Step 3　Listening (1b)
Listen and check(√) the kinds of music Tony and Betty like.
◎Key:
Music that I can dance to Music that has great lyrics Music that I can sing along with
Tony √ √
Betty √ √
Step 4　Pair-work (1c)
1.Ask the students to work in pairs and make conversations about the music that they like. e.g.
A: What kind of music do you like
B: I like music that I can sing along with. What about you
A: I prefer music that has great lyrics.
2.Check their work with several pairs.
Purpose To output new language through simple speaking activities.
Step 5　Listening (2a-2b)
1.Let students talk about what kind of musicians, singers and groups they like by using attributive clauses. Show pictures to expand students' knowledge.
2.Listen and circle T (for true) or F (for false) in 2a.
◎Key: T; F; T; T
3. Listen again and complete the sentences in 2b.
◎Key: who play different kinds of music; that's loud; who write their own songs; that play quiet and slow songs
Step 6　Post-listening activities (2c)
1.Get the students to make conversations using the information in 2a and 2b. e.g.
A: Does Xu Fei like The Modern
B: No, he doesn't. He prefers…
A: Does Carmen like Dan Dervish/…
B: Yes, he does./…He prefers…
2.Ask some pairs to present their conversations to the class.
Purpose To improve students' ability of finding key information and using attributive clauses.
Step 7　Role-play (2d)
1.Students read the conversation and answer the questions:
(1)What is Scott going to do this weekend
(2)What about Jill
(3)What kind of music does Scott like
(4)What kind of movie do Jill and Scott like
◎Key:
(1)He'll just listen to this new CD he bought.
(2)She'll watch a movie whose director is really famous.
(3)He likes smooth music that helps him relax after a long week at work.
(4)Jill likes movies that give her something to think about. Scott likes movies that are funny.
2.Let students role-play the conversation.
Purpose Role-play the conversation to put the new language into action.
Step 8　Language points
suppose; spare; in that case
Step 9　Exercise(详见课件资源)
Step 10　Homework
1.Required:
(1)Memorize new words and expressions learned in this lesson.
(2)Act out 2d with partners.
2.Optional:
(1)Search for more information about great musicians, singers and groups.
(2)Use several sentences with attributive clauses to introduce your favorite musicians, singers and groups.
第二课时(3a-3c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
The content of this lesson centers on the topic of personal preference of different kinds of movies. The passage mentions comedies, cartoons, dramas, documentaries, action movies and so on and also explains when and why the writer chooses them to watch.
Why:
Through the comprehensive training of the discourse, students are helped to further perceive the use of attributive clauses, and enhance their reading ability of finding details as well as expression ability.
How:
The passage is divided into two parts. The first part is a conclusion, and the second part explains what type of movies the writer likes to watch and when he/she watches. The second paragraph tells the writer likes to watch comedies and cartoons to relax when he/she is unhappy or tired. The third paragraph tells that when the writer is sad or tired, he/she doesn't want to watch documentaries or dramas to think too much, so he/she chooses action movies. The fourth paragraph shows the writer sometimes watches scary movies with friends. The passage is clearly structured and tells us to develop a healthy hobby to adjust our mood.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to understand the use of attributive clauses around the topic of personal preference of movies.
2.To be able to enhance reading skills to accurately obtain the main idea of an article and find details, and to express personal preference correctly.
3.To be able to understand features of different kinds of movies and learn to develop a healthy hobby to adjust our mood and enrich our lives.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
To be able to improve reading skills through reading exercises.
Teaching Difficulty:
To be able to obtain correct details of movies and the writer's feelings, and to express personal preference.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Warming-up
1.First, greet the class.
2.Then ask students a question, “What kinds of movies do you know ” And teach them more words about kinds of movies like science fiction movies, dramas, documentaries and so on.
3.Ask students what kind of movies they like and let them share the answers. e.g.
I like movies that can make me laugh.
I like movies that are exciting.
I like movies that are full of sadness.
Purpose To activate students' memory of topic words and review the use of attributive clauses.
Step 2　Pre-reading
Let students look at the title and picture in the text and answer the following questions.
1.Where are they now
2.What kinds of movies are they watching
3.What's the passage mainly about
◎Key: 1.In the cinema.
2.Maybe comedies or cartoons.
3.Maybe it is about watching movies.
Purpose Predict the main information of this article through the title before reading to reduce the difficulty of reading, stimulate students' reading curiosity, and maintain their interest in continuing to read the article.
Step 3　While-reading
1.Read the passage quickly and answer the following questions.
(1)What is the topic sentence of the passage
(2)What is the structure(结构) of the passage
◎Key: (1)While some people stick to only one kind of movie, I like to watch different kinds depending on how I feel that day.
(2)总—分
2. Read the passage quickly and finish 3a. Underline the different kinds of movies and circle the movie names.
Kinds of movies Names of movies
Comedies&Cartoons Men in Black; Kung Fu Panda
Dramas Titanic
Documentaries March of the Penguins
Action movies Spider-Man
Movies that are scary /
Purpose Do exercises to get the main idea and the structure of the text and develop students' ability to grasp key information.
3.Read Para.1 carefully and answer the question.
How does the writer choose the movies to watch
◎Key: It depends on how the writer feels that day.
4.Read Para.2 carefully and finish the mind map.
When→When the writer is… 　down　 or 　tired　
What→What kind of movies does the writer prefer to watch 　comedies　 and 　cartoons　
Why→Why does the writer watch these movies have 　funny dialog
have 　a happy ending　
How→How does the writer feel after watching them problems seem 　less serious
feel 　much better again　
5.Read Para. 3 carefully and answer the questions.
(1)Does the writer watch dramas or documentaries when he/she is sad or tired Why
(2)Does the writer watch action movies when he/she is tired Why
◎Key:
(1)No, he/she doesn't. Because dramas make him/her even sadder and documentaries which provide plenty of information about certain subjects make him/her think too much. And that is tiring.
(2)Yes, he/she does. When he/she is too tired to think, he/she can watch them to shut off the brain, sit back and enjoy watching an exciting superhero who always saves the world just in time.
6.Read Para.4 and choose T or F.
(　F　)(1)The writer always watches scary movies.
(　F　)(2)The writer thinks the scary movies are fun and he/she always watches them alone.
(　T　)(3)The writer always watches scary movies with a friend who's not afraid of them.
Purpose To develop students' reading skills and test-taking skills by doing different kinds of practices.
Step 4　Post-reading
1.Let students think about and discuss the following questions in groups.
Q1. Do you think it's a good way to relax yourself by watching movies Why
Q2. Do you know other ways to relax yourself
Q3. If you are asked to recommend(推荐) one movie to your friends, what would it be
Then ask some students to share their answers.
2.Let students finish 3b and check the answers of the following questions.
(1)How does the writer describe each kind of movie
(2)What kinds of movies does the writer prefer to watch when he/she is sad or tired
(3)How does the writer feel after watching these movies
(4)Does the writer like scary movies When does he/she watch them
◎Key:
(1)Comedies & Cartoons: funny dialog, a happy ending, imperfect characters who try to solve their own problems; Dramas: sad; Documentaries: provide a lot of information about a certain subject, interesting; Action movies: exciting, do not require thinking; Movies that are scary: can be fun but too scared to watch alone.
(2)Comedies, cartoons and action movies.
(3)Relaxed.
(4)Yes, he/she does. He/She watches them once in a while when he/she can bring a friend who isn't afraid of watching scary movies.
3.Finish 3c and discuss with partners: What kinds of movies do you like to watch Complete the chart.
Purpose To further deepen the understanding of how to use attributive clauses to describe movies and practice the expressing ability.
Step 5　Language points
stick to; depend on; shut off; enjoy doing
Step 6　Summary(详见课件资源)
Step 7　Homework
1.Required:
(1)Remember the words and phrases in this lesson.
(2)Tell your partner what kinds of movies you like to watch and why using attributive clauses.
2.Optional:
Draw a mind map and retell the passage.
第三课时(Grammar Focus-4c)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What:
This lesson is about grammar of the unit, focusing on attributive clauses with that, which, who, whose, when, where and why.
Why:
Students have initially perceived and tried to use attributive clauses through what they have learned before. The activities of observing, exploring and summarizing can further help students to master the use of attributive clauses. The whole procedures can improve students' logical thinking and make them explore the rules of the English language actively.
How:
4a highlights the key point, which is the basic composition of attributive clauses. 4b focuses on both the language form and the ideological function of attributive clauses. 4c lets students consolidate the learning of attributive clauses in practice through verbal expression, and turn it into the language use ability.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
1.To be able to correctly derive the basic structure of attributive clauses through observation and generalization.
2.To be able to understand sentences with attributive clauses and correctly use attributive clauses.
3.To be able to express personal preference bravely.
Teaching Focus and Difficulty　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Focus:
1.To be able to review and consolidate the vocabulary and phrases learned in Section A to achieve the goal of skillful use.
2.To be able to use attributive clauses correctly.
Teaching Difficulties:
1.To be able to explore and learn sentence patterns of attributive clauses.
2.To be able to express personal preference using correct attributive clauses.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Step 1　Free-talk
The teacher asks students the following questions and lets them use attributive clauses.
T: What kind of movies do you like
Ss: I like movies that…
Purpose Use this dialog to activate the class atmosphere. Review the old knowledge and improve students' oral English.
Step 2　Presentation
1.Tell students the structure of attributive clauses and explain the function of each part.
2.Present the sentence patterns of attributive clauses in Grammar Focus and let students find antecedents(先行词) and relative pronouns.
Step 3　Grammar Focus(详见课件资源)
1.Tell students the rules of attributive clauses with that, which, who and whose, and do some exercises.
2.Let students read Grammar Focus and find out what the relative pronouns refer to and what component they work as in attributive clauses.
3.Let students learn about subject-verb agreement through examples.
4.Show some special rules of attributive clauses with which and that, and do some exercises.
5.Show rules of attributive clauses with when, where and why, and do some exercises.
Purpose To further reinforce the basic structure of attributive clauses through more examples and exercises.
Step 4　Exercise
1.4a. Choose words from the different columns to make sentences.
◎Key:
(1)I like clothes that/which are comfortable.
(2)He loves food that/which is sweet.
(3)She prefers singers who/that are intelligent.
(4)They love movies that/which are interesting.
2.4b. Read Jennifer's CD review. Then complete the sentences using that, which or who.
◎Key:
(1)that/which you can dance to.　(2)that/which you can take to a party.
(3)who/that write their own lyrics.　(4)that/which are too long.
(5)who/that sing the words clearly.
3.4c. Make conversations about the kind of things you like and dislike.
A: What kind of food do you enjoy
B: I enjoy food that is sweet.
A: What kind of songs do you like
B: I like songs that have great lyrics.
Purpose To reinforce the use of target language by talking about personal experiences.
Step 5　Summary(详见课件资源)
Step 6　Homework
1.Required:
(1)Grammar exercises.
(2)Make a conversation about 4c.
2.Optional:
Write a short passage about your personal preference.
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