牛津译林版九年级英语上册Unit 7 Films第1课时示范课教案
展开Unit 7 Films
Comic strip &Welcome to the unit
一、教学目标
- 掌握本课时重点词汇及短语：superstar, in your dreams, action film, romantic, science fiction, western, industry, storyteller, script
2. 掌握本课时重点句型：
Do you know who I am?
I’m so good that I should be in Hollywood instead.
Who do you think would be suitable for entering the film industry?
Millie is such a good storyteller that she can write exciting scripts.
Though I like acting, I’d rather be a director.
3. 通过听，获取 Eddie和Hobo的对话信息以及Sandy和Kitty对进入影视业的看法。
4. 能够谈论自己在影视业的职业设想以及原因。
二、教学重点及难度
重点：
1. 指导学生在听中获取 Eddie和Hobo的对话信息以及Sandy和Kitty对进入影视业的看法。
2. 引导学生谈论自己在影视业的职业设想以及原因，明确需要发展技能和兴趣才能满足职业需求。
难点：
指导学生运用所学，谈论自己在影视业的职业设想以及原因。
三、教学过程
Task 1
Step1 Warming-up
Guide Ss to have a free talk.
1. Do you like watching movies?
2. What kind of movie do you like?
3. Do you want to be a superstar?
【设计意图】通过自由讨论的活动，引出本课话题，同时激活学生的背景知识。
Step 2 Presentation
1. Guide Ss to look at the picture and have a guess.
Who believes himself to be tomorrow’s superstar?
【设计意图】通过看图片，猜测问题的答案，培养学生根据已知信息进行听前预测的能力。
2. Guide Ss to listen and answer questions.
(1) Why does Eddie think Hobo is very lucky?
(2) Does Hobo think so?
(3) What does Eddie think he should be in?
【设计意图】通过听对话，并回答问题的活动，培养学生获取细节信息的能力。
Step 3 Practice
1. Guide Ss to fill in the blanks and retell the conversation.
【设计意图】通过填空并复述对话内容，深化学生对对话内容的理解，同时培养学生信息转化的能力。
2. Guide Ss to role-play the conversation.
【设计意图】通过角色扮演的活动，培养学生学习英语的兴趣，内化语言和信息，提升英语语感。
Step 4 Extension
Guide Ss to have a discussion in pairs.
Do you think Eddie will become tomorrow’s TV superstar? And why?
【设计意图】通过两人一组，对开放问题进行讨论，培养学生的思辨能力。
Task 2
Step 1 Presentation
1. Guide Ss to learn the new words of different types of films.
【设计意图】通过图片和相应的解释，学习有关不同电影类型的词汇，拓展词汇范围，为下边的学习活动进行铺垫。
2. Guide Ss to write the correct name under each picture.
【设计意图】运用所学知识写出电影的种类，既及时复习了相关词汇，激发兴趣，拓展延伸，又培养了学生的思维能力。
3. Guide Ss to learn more types of films.
【设计意图】通过图片，帮助学生拓展更多与电影种类相关的表达。
4. Guide Ss to listen and answer the following questions.
(1) Who does Sandy think would be suitable for entering the film industry? Why?
(2) What would Sandy like to do in the film industry?
【设计意图】引导学生带着问题听对话，培养学生捕捉细节信息的能力。
Step 2 Practice
Guide Ss to listen, read and role-play the dialogue.
【设计意图】让学生通过听录音，跟读，并进行角色扮演的活动，帮助学生纠正发音，培养学生的口语能力。
Step 3 Production
1. Guide Ss to learn some jobs in film-making industry.
2. Guide Ss to make up a new conversation in pairs about their ideal jobs in film industry.
3. Guide Ss to make a report about their ideal jobs in film industry
【设计意图】引导学生联系生活实际，思考自己在影视业中理想的工作，注重口头表达能力的培养，提高学生的语言思维和表达能力。
Step 4 Summary
Summarize what they’ve learnt in this lesson.
Step 5 Homework
1. Read and recite the conversation in Part B.
2. Write down their reports.
3. Preview new words and expressions in Reading.
【设计意图】复习本节课所学，并为下节课做好准备。
四、板书设计
Unit 7 Films
Comic strip & Welcome to the unit
Key words and phrases:
superstar, in your dreams, action film, romantic, science fiction, western, industry, storyteller, script
Key sentences:
1. Do you know who I am?
2. I’m so good that I should be in Hollywood instead.
3. Who do you think would be suitable for entering the film industry?
4. Millie is such a good storyteller that she can write exciting scripts.
5. Though I like acting, I’d rather be a director.
