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視頻課題： 人教版初中英語九年級Unit9 I like music that I can dance to. Section A (3a-3c) 廣東
教學設計、課堂實錄及教案： 人教版初中英語九年級Unit9 I like music that I can dance to. Section A (3a-3c) 廣東北江實驗學校
Go for it! Grade Nine
Unit9 I like music that I can dance to.
Section A (3a-3c)
Reading
Topic:
Watching movies is a good way to relax!
1. Analysis of the Teaching Material
This lesson is a reading period from Unit 9 of Grade Nine, Go for it. The topic of this Unit is Music and Movies. I am going to learn 3a, 3b and 3c in this lesson. Before the lesson, students have learned to express the music they like by using the Attributive Clauses. In this lesson, students are going to learn different kinds of movies and to talk about the movies they like. As movies can help people to relax, I designed it as a topic called Watching movies is a good way to relax! in order to help students of Grade Nine to learn to relax from the pressure to keep healthy. Clearly, reading period is also due to cultivate the reading ability, such as reading strategies moving from general to specific, guessing the new words and phrases from the context and the word formation and mind-mapping. So some words should be taught before reading, others can be used to train the skill of guessing new words using the context. What’s more, the passage provides situation to use the Attributive Clause. And the topic can also help students open up their cultural horizon(文化視野) and improve their humanistic quality（人文素養）. It is also related to students’ daily life.
2. Analysis of the Students
Students in Grade Nine are interested in English and they like movies. They have learned English for years. So they have acquired a certain amount of vocabulary, some grammar and the four general language skills. And they like active and funny method. As for reading strategies, they have already learned some of them, such as mind-mapping and so on. And they have the ability to complete tasks by cooperating with others. In fact, the students in our school are very active. They are eager to show themselves after learning.
3.Teaching Objects
Knowledge Objects:
(1). To enable students to grasp new words and expression
① Teach in a micro-class: dialogue, ending, drama, plenty of,
② Guess the meaning of the following words and phrases using the context and word formation: down, superhero, once in a while,
(2). To understand the Attributive Clauses in the passage.
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Ability Objects；
(1). Student can understand the passage better and get the information about the movies. (2). Student can develop their ability of reading, such as predicting, mind-mapping and so on. (3). Students can talk about the movies they prefer by using the Attractive Clauses.
Moral Objects:
(1). Students can know how to express their ways of relaxing by using the Attractive Clauses and help the students who are in a bad mood.
(2). Students can develop self-confidence in speaking English.
(3). Students can communicate in groups and develop their teamwork spirit.
4.Teaching Key Points and Difficult Points
Key Points： Students can talk about what kinds of movies they prefer to watch when they are sad or
tired in English accurately and fluently.
Difficult Points: Students can use the Attributive Clauses correctly.
e.g.: I prefer movies that have funny dialogue when I am sad or tired.
5. Teaching Methods
Student-centered teaching method; Cooperative learning group work; Mind-mapping; Task-based teaching method;
Communicative teaching method; Audio-visual teaching method;
6. Teaching Aids
A multimedia classroom
7. Teaching Procedure
Topic
Step
Teacher’s activities
Students’ activities1. Enjoy a movie called Frozen. 2. Greet the students.
3. Ask students some questions. 1). Do you like movies?
2). When do you watch movies? 3). Why do you like movies?
1. Watch the movie happily. 2. Greet the teacher.
3. Listen to the teacher carefully and answer the questions.
設計意圖：1. 課前看電影，激發學生的學習興趣。2. 上課伊始與學生的自由交談可以緩解學生的緊張氣氛，并引入本節課的話題。3. 學生根據自己的實際情況回答老師的問題，為學生運用語言提供了真實的語境。4. 九年級的同學學習壓力大，通過本話題的學習，引導學生學會放松，做學習的主人。
Step2
Pre- reading
1. Activity 1: Brainstorm: Ask students to brainstorm the kinds of movies quickly. 2. Ask students to read aloud the words together.
3. Activity 2: Show a micro class.
4. Check the answers by displaying a
student’s task paper. 5. Teach the students some new words and phrases in the sentences. 1. Bingo and say out the kinds of movies
as fast as possible with the help of the pictures.
2. Read aloud the words together.
3. Watch the micro class and fill in the
blanks to know the features of the movies.
4. Check the answers.
5. Learn some new words and phrases:
dialogue, ending, drama, plenty of, 設計意圖：1. 通過頭腦風暴讓學生，復習學生所學過的電影類型，激活背景知識。2.利用mind-map復習單詞，培養學生的發散性思維能力。3. 通過觀看微課，學生了解各種電影的特點，為下面的活動做好鋪墊作用，并在語境中學習新詞和短語，意義先行，符合學生學習規律。
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Step3 While- reading
1. Activity 3: Skimming: Ask the students
to read the article for the first time and match the main idea with each paragraph.
2. Ask students to tell the answer by
saying “bingo” and telling the answer.
1. Activity 3: Skimming: Read the article carefully and match the main idea with each paragraph.
2. Say “bingo” and tell the answers. 設計意圖：在對文本進行解讀后，我提煉了四個句子作為文章段落大意，讓學生通過快速閱讀，選擇合適的段落大意，提高學生歸納大意的能力。
3. Activity 4: Scanning: Ask students to read the second and third paragraphs to finish the three mind maps.
4. Check the answers by asking students to say “bingo” and tell the answers. (Correct students’ mistakes wisely: e.g. The teacher can say “Pardon?” or
something else to remind students to
correct his or her mistakes) 3. Activity 4: Scanning: Read the second
and third paragraphs and complete the three mind maps carefully.
4. Say “bingo” and tell the answers. 設計意圖：在這個教學環節，通過思維導圖，幫助學生更好地理解文本的寫作框架。5. Activity5:Mind-mapping: Ask students
to read the fourth paragraph to draw a mind map in groups in their own way. 6. Show two different mind-maps of
students’ in front of the class and tell
their advantages and disadvantages. Ask
students to learn from each other. Then
show the mind map of the teacher’s.
5. Read the fourth paragraph first. Then
discuss in groups to draw a mind map
in their own way.
6. Watch their classmates’ mind maps
together and try to find the good points of theirs’ and learn from each other.
設計意圖：通過集體繪制mind-map，進一步幫助學生把握文本框架和內容，同時培養學生的自主學習能力和團隊意識，照顧學生差異，共同進步。
7．Activity 6: Tic-tac-toe Tell students that we are going to play a game called Tic-tac-toe and the rules of it. Before playing the game, students need to read the article carefully again and answers some questions. Then we are going to check the answers by playing a game called Tic-tac-toe.
8.Walk around the classroom and check the progress. 9. Play the game called Tic-tac-toe to check the answers. 7. Listen to the teacher carefully and be aware of the rules to play the game.
8. Read the article for the fourth time and
find the answers to the questions carefully. Ask the teacher for help if necessary. 9. Play the game wisely and tell the answers. 設計意圖：1. Tic-tac-toe游戲的運用可以增加學生的閱讀興趣，同時幫助學生發展21世紀所需的批判性思維及數學邏輯推理能力，開發學生的多元智能。2.學生閱讀獲取信息是閱讀理解的基本技能。練習以問答題而不是選擇題形式，回答時要求學生在文中相關信息所在的段落， 可以有效培養學生的尋讀的閱讀策略。3. 問題中猜詞題旨在培養學生根據上下文猜測詞義的能力。我校學生基礎較好，因此要求他們用英語解析生詞的含義。
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Step 4 Post- reading
1. Activity 7: Competition: Tell the student about the competition and the rules of it.
2. Ask the student to talk about their preferences in groups and write down the sentences. 3. Ask students to say out as many sentences as possible in 90 seconds 1. Listen to the teacher carefully and
understand the rule of the competition. 2. Discuss in groups, and the group
leaders write down the reasons.
3. Take part in the competition actively.
設計意圖：1. 小組討論，口語練習面廣，還可以為基礎薄弱的學生提供幫助。2. 通過競賽，為學生提供展現自我的平臺，培養學生的自信心和綜合語言運用能力。3. 檢查本節課的學習效果，為本節課的作業作好鋪墊。
1. Ask students to check the things they do to relax besides watching movies. 2. Ask some students to tell their ways to relax themselves. Try to use the Attributive Clauses. 1. Check the things they do to relax
themselves besides watching movies
quickly. And say it out loud in a sentence.
2. Tell their ways to relax themselves in a
sentence. Try to use the Attributive Clauses.
設計意圖：這是對教材內容的一個延伸和拓展，同時也引導學生學會生活，學會調節生活中的消極情緒，深化本節課的主題。
Step5. Home- work
1. Show the BBS to the students and ask students to help the students who don’t
know how to relax themselves.
2. Ask students to discuss how to write the
article.
3. Ask students to tell their opinions.
1. Read the BBS and be ready to help the
students who don’t know how to relax
themselves.
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Step5. Home- work
4. Show the mind-map to students.
5. Show a sample to students. 6. Ask students to finish the writing after class.
2．Discuss how to write the article in group.
3. Tell their opinions about how to write
the article. 4. Watch the mind-map carefully.
5. Enjoy the sample and read it together. 6. Finish the writing carefully after class. 設計意圖：1. 這是寫作前的指導，降低寫作難度，提高學生的寫作能力。2. 學生運用本節課所學知識幫助他人調節消極情緒，培養學生助人為樂的高尚情操，將德育教育滲透在學科教學中。
Step6. Chicken Soup Give sage advice to the students. No matter what happens, smile to the life. If you smile to the life, the life will smile to
Remember the sage advice and get power from it. 設計意圖：對學生進行情感教育：微笑著面對生活，生活也將對你微笑。
板書設計
Unit9 I like music that I can dance to.
Section A (3a-3c)
Reading
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