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本章节属于阅读板块，作者主要探讨了不同心情下对电影选择的偏好，以及不同种类的电影也可以调节心情等问题。一方面，要求学生从文中找出不同的电影类型及提及的电影名称，如作者看完电影以后的感受等，理解作者不同感情的变化与电影类型的选择，了解文章架构，引导学生关注文中的细节，培养学生分析信息和处理信息的能力，训练其思维。另一方面，本章节进一步学习和巩固了定语从句，承上启下，其涉及的语法是初中英语中一个很重要的部分。
本章节既着重于文化信息，有着丰富的文化内涵，注重激活学生已有的文化背景知识，因为语言的学习不仅仅是语言本身，也需了解语言所传递的文化；同时也涉及到学习策略，教学内容与学生的实际生活息息相关，日常生活中学生对电影是相当感兴趣的，激发了学生的学习兴趣和参与真实语言活动的动机，如关注自己的心情变化，选择不同类型的电影，引导学生做真实的事情.尊重个性差异，突出了生命化教育的特点，以学生为主体。
本章节寓思想，情感教育于语言教学过程之中，让学生学会利用不同的方式，如观影等调节情绪，成为情绪的主人，学会生活，成为更好的自己，体现了教育的目的。同时，也增强了学生对中西方文化的了解情趣。
本堂课以电影为中心话题，紧抓作者的心情变化和电影类型的选择这条主线。
本人通过剪辑师，好看视频和西瓜视频呈现文章中所涉及的电影。第一让学生学会用that， who等定语从句来谈论自己喜爱的电影，学习表达自己的爱好；第二用略读和细读等阅读技巧训练学生的思维。定语从句是初中阶段必须了解的一种句法结构，但由于学生刚接触，会有一点难，所以这个话题有效地缓解了学生的恐惧心理，并通过句法结构练习和精读写作练习来达到学习目的并完成学习任务。
另一方面，九年级的学生已经学过一些有关于电影的知识，如电影的类型cartoon，comedy等和描述电影的一些词汇，如interesting，touching，scary等，有一些学生可以使用简单的英语来表达自己的思想，但还有一部分学生有难度，甚至一些单词都有问题。所以课前，我会让学生首先预习生词，划出重难点；课堂中我采用齐读和个人竞争的方式让学生多开口多读，并且分组，通过小组合作和竞争来互相帮助互相激励，用热门电影等创设情境，激发学生的兴趣；教学内容上，紧抓文章的主线，作者的心情变化决定电影的种类，先复习电影的类型，然后导入到今天你想看什么种类的电影，然后文章分部分，第一部分讲述主题句，电影类型由不同的心情来决定，第二部分具体电影和不同心情，由浅入深；教学手段上，我进行了调整，利用平板和课件，在平板中设置不同的活动，计时器，交互式教学，实时投屏等，利用希沃的小蒙层等，一步步分层并深入，突破重难点且提高课堂密度，紧抓学生学习兴趣，争取让不同层次的学生在“自主，合作，探究”的氛围中都有不同程度的收获。
Knowledge goal: To make the students be able to master the following words, for example, down, dialogue, ending,documentary,drama, plenty of, shut off, once in a while; to make the students be able to use the attributive clause.
Ability goal：To encourage the students to use attributive clause to talk about their preferences and different things, for example, movies or music; to make students use some reading skills to better understand the passage through detail analysis, for example, mind map; to make students better relax themselves.
Moral goal：To make students respect their individuals, to be the master of their mood, and to be happy and love life.
Important points：Key words and phrases, feel like, down, ending, documentary, drama, plenty of, shut off, once in a while, stick to;
Key sentence patterns, attributive clause,
for example, I like ___ that/which ____. /I prefer ____ who ____./What do you feel like watching today?/I like to watch different kinds depending on how I feel that day?/Attributive clause.
Difficulties：To use the mind map to connect writer's feelings with the kinds of movies; to talk about how to make a choice of movies and what to do to deal with bad mood.
U9 Section A3a What Do You Feel Like Watching Today?
Step 1: Greetings
The teacher greets to everyone,
The teacher says: Good morning, everyone, nice to meet you!
Students say: Good morning, teacher, nice to meet you!
Teacher smiles and says: I am very happy to share this lesson with you, and I believe if we work together, we will achieve more.
Step 2: Before reading
First,the teacher asks one question: Do you like to watch movies?，then shows a piece of movie,"the Battle at Changjing Lake", asks the students,"What kind of movie is it?"
Second, the teacher continues to say:What other kind of movies do you know? And next the teacher lets students do a competition about the kind of movies. Third, the teacher asks,"How do you choose the movies and why?" Then the teacher explains that movies will influence our feelings, maybe different feelings will make us choose different kinds of movies. And last, the teacher asks: What do you feel like watching today?(Through the title and the questions,the teacher
can make students predict the content.)
Step 3: While reading
The teacher explains language point feel like doing, and then asks students: What is the text about? Students answer.
Task 1 Fast reading The teacher asks students go through the text, and asks a question: What is the topic sentence from
this passage? Students answer, and then the teacher checks the answer, tells the reading skills, and lets students tell the structure then explains it.
Task 2 Careful reading The teacher asks students to read paragraph 2,3 and 4, then finish two questions. One is about the movies, the other is about the kind. Students read the text, find out the different kinds of movies, and tell the movie names. Then the teacher checks answers with a special and interesting game.(By doing the while-reading activities, students can describe each kind of the movies.)
Task 3 Careful reading The teacher asks students to finish another two questions, uses mind map, and lets students be little teachers, explains some language points, then states the kinds of movies depend on feelings.
Step 4: After reading
Group work The teacher lets students write a poetry about movies or music in four groups, each group finishes one, each student writes a feeling,(sad, bored, happy, tired). They should also use attributive clause. For example, When I'm sad, I prefer comedies that are interesting, they make me happy and fun. Then the teacher lets students perform, and
shares the results with everyone.(By doing the post-reading activities, students can use the attributive clause to talk about their preferences of movies.)
Step 5: Do a summary and Sublimate the theme
From the writer and the classmates' poetry, the teacher asks the students to get the theme:
To watch movies is a good way to relax ourselves;
To be the master of mood;
To be a better self.
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