文档文本内容
Unit 9 I like music that I can dance to.
Section A（3a-3c）
1. 语言能力：能从文章中找出电影种类和电影名并举例说明自己喜欢什么种类
的电影。
2.文化意识：了解中外各种电影形式，尊重文化的多样性和差异性，并在理解
Teaching
和比较的基础上作出自己的判断。
Aims
3.思维品质：能提取、整理、概括语篇的关键信息、主要内容和观点。
4.学习能力：学习用“that, which, who”引导的定语从句表达自己对电影的喜
好。
Teaching 学习用“that, which, who”引导的定语从句表达自己对电影的喜好。
Difficulties
Teaching
Aids A tape recorder ,CAI or multimedia courseware
Teaching Procedures Tips
Step 1 Lead in
As a lead in to the following activities, the T may want to ask
Ss to name some movies they have watched recently and put the
titles of these movies on the board. Prompt Ss to identify the
kinds of movies these are, and ask those who have watched
these movies to share with the class how they feel about them.
The T can use these prompts:
Do you know some kinds of movies?
Can you list more films you have watched for each kind?
Have Ss to talk about these questions:
What kind of movies do you like?
Why do you like them ?
Would you choose different kinds of movies depending on how
you feel that day?
Step 2 Presentation & Reading
Before-reading
1The T may want to highlight and explain the meanings of
words used to name different kinds of movies:
comedy- a funny movie
cartoon- a film made from a series of drawings
drama- a movie with a serious subject
documentary-a film that gives factual information about a subject
action movie- a movie with exciting events,fighting,violence,etc.
horror movie- a scary movie
thriller- an exciting movie about crime
science fiction- a movie about future events associated with
scientific
developments
fantasy- a movie about imaginary events set in an imaginary
world
3a While-reading
The T make Ss read the passage quickly. Then ask Ss to
finish the task in 3a and invite some Ss to share their
answers.
Answers:
underlined:comedies, cartoons, dramas, documentaries, action
movies, movies that are scary.
circled: Men in Black, Kung Fu Panda, Titanic, March of the
Penguins, Spider-Man
3b While-reading
The activity is to give Ss practice in reading for details. The
T can ask Ss to read the questions first. Then Ss read the
passage again carefully and finish the task in 3b. Then the
T can invite some Ss to share answers with the class.
Answers:
1. Comedies & cartoons: 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, 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
2movies.
3b
The T can also ask Ss to sort out information in a chart so
that Ss can have a better understanding of the passage and
develop their
reading skills.
After Ss finish the chart, the T can encourage Ss to
paraphrase the points of the writer.
3c
The T can point out to Ss that the aim of this activity is to
provide Ss with further practice in using the target language
to express preferences. The T can have Ss fill in the chart
individually, then share their answers in groups.
Suggested answers:
Step 3 Language points learning
stick v. 粘贴；将……刺入 其过去式和过去分词均为stuck。 The
3常用结构： language
① stick sth. into... 将某物刺入……里 points are
② stick sth. on... 把某物粘在……上 for
stick还可作可数名词，意为“枝条；棍”。 reference
shut off 为“动词+副词”型短语，后面接的宾语是代词时，代词放 only.
在shut和off中间。常用于关闭机器、工具或切断供气、供水等。
shut 作动词，意为“关闭，关上，合上”，一般指关闭门、窗等，
与close意思相近。
Step 4 Summary & Homework
Summary The T can encourage Ss to summarize the key points The
of this class to help Ss consolidate the knowledge. homework
Homework: can vary
Read and recite the passage in 3a. with the
Do the exercises in students’ book. specific
conditions.
In the process of English teaching, teachers should try their best to
encourage students to participate in the discussion and do not
Teaching
overemphasize the correct answers. This can not only broaden
Reflection
students' thinking space, help the development of creative thinking
ability, but also help students master the language in use.
4
