英语九年级全册Section A教案及反思

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(文化视野) and improve their humanistic quality（人文素养）. 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.

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’ activities

Step1

Lead

in

1. 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.

设计意图：1. 课前看电影，激发学生的学习兴趣。2. 上课伊始与学生的自由交谈可以缓解学生的紧张气氛，并引入本节课的话题。3. 学生根据自己的实际情况回答老师的问题，为学生运用语言提供了真实的语境。4. 九年级的同学学习压力大，通过本话题的学习，引导学生学会放松，做学习的主人。

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,

设计意图：1. 通过头脑风暴让学生，复习学生所学过的电影类型，激活背景知识。2.利用mind-map复习单词，培养学生的发散性思维能力。3. 通过观看微课，学生了解各种电影的特点，为下面的活动做好铺垫作用，并在语境中学习新词和短语，意义先行，符合学生学习规律。

Step3

While-

reading

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.

设计意图：在对文本进行解读后，我提炼了四个句子作为文章段落大意，让学生通过快速阅读，选择合适的段落大意，提高学生归纳大意的能力。

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.

设计意图：在这个教学环节，通过思维导图，帮助学生更好地理解文本的写作框架。

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.

设计意图：通过集体绘制mind-map，进一步帮助学生把握文本框架和内容，同时培养学生的自主学习能力和团队意识，照顾学生差异，共同进步。

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.

设计意图：1. Tic-tac-toe游戏的运用可以增加学生的阅读兴趣，同时帮助学生发展21世纪所需的批判性思维及数学逻辑推理能力，开发学生的多元智能。2.学生阅读获取信息是阅读理解的基本技能。练习以问答题而不是选择题形式，回答时要求学生在文中相关信息所在的段落， 可以有效培养学生的寻读的阅读策略。3. 问题中猜词题旨在培养学生根据上下文猜测词义的能力。我校学生基础较好，因此要求他们用英语解析生词的含义。

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.

设计意图：1. 小组讨论，口语练习面广，还可以为基础薄弱的学生提供帮助。2. 通过竞赛，为学生提供展现自我的平台，培养学生的自信心和综合语言运用能力。3. 检查本节课的学习效果，为本节课的作业作好铺垫。

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.

设计意图：这是对教材内容的一个延伸和拓展，同时也引导学生学会生活，学会调节生活中的消极情绪，深化本节课的主题。

Step5.

Home-

work

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.

4. Show the mind-map to students.

5. Show a sample to students.

6. Ask students to finish the writing after class.

1. Read the BBS and be ready to help the students who don’t know how to relax themselves.

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.

设计意图：1. 这是写作前的指导，降低写作难度，提高学生的写作能力。2. 学生运用本节课所学知识帮助他人调节消极情绪，培养学生助人为乐的高尚情操，将德育教育渗透在学科教学中。

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 you.

Remember the sage advice and get power from it.

设计意图：对学生进行情感教育：微笑着面对生活，生活也将对你微笑。

板书设计

Unit9 I like music that I can dance to.

Section A (3a-3c)

Reading

教学反思

本节课教学效果良好，课堂气氛活跃，师生互动较多。课堂上学生自主学习和分小组学习的时间较多， 充分体现了以教师为主导，学生为主体的新课程理念。

这节阅读课以“Watching movies is a good way to relax!”为主线，课前通过Brainstorm 和微课对语言和背景知识作好了铺垫，激活学生的大脑细胞，帮助学生扫清阅读前的障碍。读中阅读练习和活动形式多样，mind-map 的多层次运用帮助学生更好地理解文本内容和掌握其写作框架，同时也培养了学生的阅读策略和技巧。Tic-tac-toe游戏的运用不仅有助于提高学生的阅读兴趣，还有助于学生发展21世纪所需的批判性思维及数学逻辑推理能力，开发学生的多元智能。问题中猜词题旨在培养学生根据上下文猜测词义的能力。我校学生基础较好，因此要求他们用英语解析生词的含义。读后的竞赛为学生展现自我提供了平台，培养了学生的自信心和综合语言运用能力。同时这一环节还检查了学生本节课的学习效果。学生谈论自己的其它放松方式是对教材内容的延伸和拓展，为课后作文：学生运用本节课所学知识帮助他人调节消极情绪做好铺垫工作，同时体现了语言教学工具性和人文性相结合的理念。

不足之处，课堂用语不够精炼、简洁清晰。

Kinds

Features（特点）

comedies

have 1. _______ dialogue

  2.___________

have a happy ending

scary movies

make you 3. __________

action movies

have exciting events and fighting

There is always a 4.__________ who can save people in trouble.

documentaries

offer plenty of  5.__________  about a certain subject

dramas

make you 6._________ a lot

When

I am…

I prefer to watch movies  

that/which…

Examples

(Movies names)

bored

provide plenty of information

Frozen Planet (冰冻星球)

sad

tired

angry

1. What does the word “down” in Paragraph 2 mean in English?

P____L _____

4.Does Jenny watch action movies when she is tired?

P______L______

7.  What does the phrase “once in a while” mean in Paragraph 4 mean in English? P___L___

2.Why does Jenny bring a friend to watch scary

movies?

P______L______

5.Why doesn’t Jenny watch documentaries when she is tired?

P______L______

8.Does Jenny like the characters in

cartoons or comedies?

P______L______

3.How does Jenny

feel after

watching Titanic

when she is sad?

P______L______

6.What kind of movies is March of the Penguins?

P______L______

9.What does Jenny think of scary movies?

P______L______