Unit11 Sad movies make me cry.第二课时教学设计和课时作业
The Second Period (Section A 3a---3c)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about how things affect you.
(2)Key Vocabulary:
Ss can master the following new words and phrases: king, prime, minister, banker, fame, pale, queen, examine, nor, palace, power, wealth, grey, lemon, feel like doing sth., for no reason, call in, neither…nor…, prime minister, take one’s position, go out, to start with, get back, hand back, do well on , clean up
(3)Target Language:
This made the queen and his people worried.
Although I have a lot power, it doesn’t make me happy.
Neither medicine nor rest can help him.
It makes me want to tell them to clean up the streets.
(4)Structure:
Make +sb. + infinitive without to; Make +sb. +adjective
2. Ability Objects
① Be able to master and use the key vocabulary and target language.
② To learn to talk about how things affect them using the structure “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
③ Enable the students to read the story and get the main idea of the story and learn how to express their own opinions using the target language.
3. Moral Objects
In our lives, happiness is the most important. But money, power and fame don’t make people happy.
Teaching Key Points：
⑴To read the story and get the main idea of the story and learn how to express their own opinions using the target language.
⑵To learn to talk about how things affect them using the structure “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
Teaching Difficult Points：
⑴To learn to talk about how things affect them using the structure “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
⑵To read the story, learn to express their own opinions using the target language.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method.
Teaching Aids：
Some pictures, Recorder, PPT
Teaching Procedures：
Step 1 Warm up（About 6 minutes）
Play the song "Ode to Joy" of Harlem Yu, and have a free talk with students.
T: This is a cheerful song. Do you like it
Ss: Yes.
T: Are you happy What makes you happy in your life
S1: I like singing. Lovely music makes me happy.
S2: I like eating, and delicious food makes me happy.
S3: Playing with my friends makes me happy.
…
T: Good. A lot of things can make us happy around us. It’s true that things around us affect us greatly. For example, summer vacations make you feel relaxed and happy. But tomorrow’s math exam may make you feel nervous and the great noise outside may makes me angry. Next, let’s do a survey in groups.
Step 2 Groupwork （About 6 minutes）
First, have students look at the chart in 4b and complete what makes you happy/want to cry/uncomfortable/angry/nervous/feel like dancing. Then in groups, have them ask two other students and fill in the chart.
Have three students read the sample conversation, and then ask them to practice asking and answering with their own information in the group.
Each group chooses one student as a reporter, then have them choose a question to interview the students in other groups freely. Encourage students to say their own ideas.
Step 3 Reading (About 14 minutes)
Lead-in:
T: In our lives, many things around us can make us happy. Everyone tries to look for happiness. But different people may have their own ideas about happiness. Today, we’ll read a story about happiness. Were people in the story happy Why did they feel unhappy Let’s find the answers in the story.
While-reading.
First, have students read the title of the story, then read the story quickly and say why the writer use “The Shirt of A happy Man” as the title
Have students read through the four questions in 3a, and then ask them to read the passage carefully again with the questions and find the answers to the questions.
Call different students to answer the questions and check the answers in class.
Then have students listen to the story carefully and find out key phrases, key structures and sentences with the structure “make sb. /sth. +adj.”.
Then help students sum up some key language points and explain some phrases and the key structures.(Phrases: feel like doing sth., for no reason, call in, prime minister, take one’s position, go out, in three days’ time. Key structure: neither…nor…, It’s true that…)
After-reading:
Have different students read the phrases in the box of 3b and say their Chinese meanings. Then ask students to skim the passage again and find words or phrases from the story with meanings similar to the phrases in the box.
Call different students to say the answers and check them in class.
Step 4 Groupwork (About 5 minutes)
Have students work in groups to make up a textbook drama according to the story, and then role-play it in groups. While working, move around and give them some help if necessary.
Invite two groups to role-play the story in front of the class.
Step 5 Grammar Focus (About 5 minutes)
Have the students read and remember the sentences in Grammar Focus by themselves, and then help students to summarize the key structures “Make +sb. + infinitive without to” and “Make +sb. +adjective”. Then explain that we talk about how things affect us using the structures.
Ask students to make sentences to practice the key structures “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
Invite different students to share their sentences with the class.
Step 6 Practice（About 5 minutes）
T: As we know, many things around us affect our feelings greatly. Please read the diary and think of how the things in the diary affect the writer. Then think about the appropriate words to fill in blanks.
Have students read the passage in 4a and think of the appropriate words to fill in blanks. Then compare their choices with their partners and choose the most suitable words. As they work, move around and give them some help if they need.
Call different students to say their answers and check them in class.
Have students read the diary again and talk about how the things in the diary affect them.
Step 7 Summary（About 3 minutes）
Today we have read a story about happiness and it tells us that in our lives, many things can affect us, but happiness is the most important.
Ask students to sum up the important phrases and the key sentence they learned.
Help students sum up and practice the key structures “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
Step 8 Homework（About 1 minutes）
Have students to make up the textbook drama about The Shirt of A happy Man and act it out in groups.
Write a short passage to talk about how some things around you make you feel.
Blackboard Design：
Unit11 Sad movies make me cry.
Section A 3a-3c
power →prime minister losing the power
wealth →banker not happy→be worried about losing the money
fame →palace singer being followed by others
This made the queen and his people worried.
Although I have a lot power, it doesn’t make me happy.
It makes me want to tell them to clean up the streets.
Make +sb. + infinitive without to
Make +sb. +adjective
Neither medicine nor rest can help him.
neither…nor…
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. She was p ______ (苍白的) with fear.
2. The doctor e______ (检查) the little boy but could find nothing wrong.
3. He was rich, but w_____ (财富) didn’t bring him happiness.
4. Citron is a kind of yellow fruit like a l_____ (柠檬) .
5. Parents didn’t hold the p_____ (权利) to read their children’s letter without promise.
Ⅱ. 选择填空。
1. I feel like some water, but there is none left in the bottle.
A. drink B. to drink C. drinking D. drank
2. They decided to call in a doctor, because the child was feeling terrible.
A. call at B. call in C. call on D. call off
3. ---Could you please tell us something about Canada, OK
---I’m sorry. _____ Jack _____ I have ever been there.
A. Either; or B. Not only; but also C. Both; and D. Neither; nor
4. In the past the children were made ______15 hours a day.
A. work B. working C. to work D. worked
5. ---What should I do to learn English well as a beginner
--- , you should memorize some words.
A. In the end B. To be honest C. To start with D. In this way
Ⅲ. 用所给词的适当形式。
1. The boy was badly ill. It made his parents_____ (worry).
2. My father likes Beijing Opera, but neither my sister nor I _____ (like) it.
3. Jimmy grew up in a _______(wealth) family
4. The famous singer always (follow) by many reporters. It makes her unhappy.
5. The man was worried about_____ (lose) his job.
教学反思
注意把情景创设和活动设计融为一体。以学生熟知的歌曲“快乐颂”导入，练习关键结构，为阅读活动做好铺垫；同时，让学生在情景中学会谈论生活中不同事物对他们的不同影响，进一步谈论怎样才能快乐，激发他们主动学习的欲望，使课堂教学具有较好的实效性和目的性。而且始终注意在教学过程中引导学生认识到真正快乐并不来自于权利、金钱或声誉，帮助学生树立正确的人生观。
活动设计注重基础，强调能力的培养。教学中，活动设计围绕关键结构，运用贴近生活的情景，引导学生积极参与活动，练习使用关键结构谈论各种事物对人们的影响。从关键结构的复习巩固、语法的总结到阅读方法的训练，都力求把学习的钥匙交给学生，让学生在获得知识同时，提高学生在情境中运用语言进行表达的能力。
第二课时作业设计答案
Ⅰ. 1. pale 2. examined 3. wealth 4. lemon 5. power
Ⅱ.1-5CBDCC
Ⅲ. 1. worried 2. like 3. wealthy 4. is followed 5. losingUnit11 Sad movies make me cry.第三课时教学设计和课时作业
The Third Period (Section B 1a---1d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about how things affect you.
(2)Key Vocabulary:
Ss can master the following new words and phrases: search for, even though, stay at home, follow sb. around
(3)Target Language:
The general cannot find a happy person and the king remains unhappy forever.
The general searched for three days and found a happy person.
(4)Structure:
Make +sb. + infinitive without to; Make +sb. +adjective.
2. Ability Objects
①To listen to the story and get the main idea of the story and improve students’ ability of listening and speaking.
②To learn to talk about how things affect them using “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
3. Moral Objects
Money and power don’t make people happy. Real happiness comes from people’s hearts.
Teaching Key Points：
⑴To listen to the story and get the main idea of the story and improve students’ ability of listening and speaking.
⑵To learn to talk about how things affect us with target languages.
Teaching Difficult Points：
Listen to the story and understand the main idea of the story and train students’ ability of listening and speaking.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Cooperative Learning Method, The Activity Performing Method.
Teaching Aids：
Recorder, PPT
Teaching Procedures：
Step 1 Review（About 6 minutes）
T: In our lives, many things around us affect our feelings greatly. We often use some adjectives to express our feelings. Next, read the adjectives in Self Check 1 and say which adjective are positive and which adjectives are negative.
Have students read the adjectives in the box and put the words in the appropriate place in the chart. Then ask two students to say their answers and check answers in class.
Have students read the example in Self Check 2 and ask a student to say the structure of the sentence. Then ask them to make up sentences with the words given by their own to talk about how the things affect us.
Ask different students to share their sentences with other students.
Step 2 Warming-up and lead-in（About 5 minutes）
Call some students to act out the textbook drama about The Shirt of A happy Man in front of the class.
Then have a talk about the story with students.
T: This is an educational story. What does it tell us
S1: Money, power and fame can’t bring them happiness.
T: Great! Although the king and his ministers have a lot of power, money and fame, but they don’t make those people happy. In order to get happiness, they have to look for the shirt of a happy person. Did they find it What do you think the possible ending of the story is Next, please read the possible endings given in 1a and say your opinions.
Have different students read the endings in the box of 1a and think of which one is right and say their reasons.
Call some students to say their opinions and reasons.
Step 3 Discussion（About 6 minutes）
T: Just now, some students reported their ideas. Do you think if the story has other possible endings Please discuss your ideas in your group.
Have students say their possible endings and discuss in groups. Each group chooses the most possible endings they think.
Invite each group to share their possible endings with others.
Step 4 Listen and check（About 5 minutes）
T: Just now, we share some possible endings each group gave. Next, we’ll listen to the rest of the story The Shirt of A happy Man, and which one is similar to the listening
Have students read the statements in 1c and guess which thing might happen in the rest of the story.
Play the recording for the first time. Students listen and get the main idea. Play the recording again and check the things that happened in the story.
Call two students to say their answers and check them in class.
Step 5 Listen and answer（About 6 minutes）
T: Next, you’ll listen to the same recording again and answer the questions in 1d.
Have students look through to the questions in 1d and think about their answers.
Play the recording for the first time and have them write down the key words to each question. Play the recording again and ask students to write down their answers.
Invite different students to answer the questions and ask other students to check their answers in class.
Step 6 Groupwork（About 8 minutes）
T: What are the poor man’s thoughts about happiness in the story Do you agree with him What is your idea
Have students discuss their ideas about happiness in groups. Then ask each group to share their ideas with others.
Have students work in groups to make up the textbook play according to the rest of the story. Then invite them role-play their textbook play in front of the class. Give some praise and encouragements to them.
Step 7 Writing（About 6 minutes）
T: Through the story, we can know that money and power don’t make people happy and real happiness comes from people’s hearts. Next, read the six things in Self Check 3, do you think which one is the most important for you and which one is the least important Please number the things 1 to 6.
Have students number the six things from 1 to 6, then write their own sentences about their choices according to the sample sentences.
Invite some students share their ideas with the whole class.
Step 9 Summary（About 2minutes）
In this class, we’ve mainly done much listening and writing practice using the target language. We’ve also known about the thoughts and real meanings about happiness by listening and speaking.
Step 10 Homework（About 1 minutes）
①Have students to make up the textbook drama about the whole story of The Shirt of A happy Man and act it out in groups.
②Write a passage to introduce some experiences that made you feel very happy.
Blackboard Design：
Unit11 Sad movies make me cry.
Section B 1a-1e
Positive: happy…
Negative: nervous…
Make +sb. +adjective
Make +sb. + infinitive without to
The general cannot find a happy person and the king remains unhappy forever.
The general searched for three days and found a happy person.
is the most important for me. It can make me happy if ….
课时作业设计
Ⅰ. 单项选择。
1. The boy was very brave, so he cool in the face of danger.
A. looked B. remained C. kept D. seemed
2. Tom was made his own clothes by his mother.
A. wash B. washing C. to wash D. washed
3. Too many people fail to that money can’t bring happiness for them.
A. allow B. remind C. realize D. think
4. They are the lost child in the mountains.
A. finding out B. searching for C. working out D. searching through
5. _______ the old man isn’t rich, he still gives away the most of his money to poor children.
A. Because B. Even though C. As if D. As soon as
Ⅱ. 用所给词的适当形式。
1. _____ (sun)days make me happy.
2. The bad news made everyone in the room _____ (comfortable) .
3. I would rather _______(tell) you the truth.
4. They don’t agree with his (think) about happiness.
5. His mother made him_____ (turn) off the TV.
Ⅲ. 补全对话。
A: Hi, Tom!
B: Hi. How is it going recently
A: Terrible! I always feel upset(心烦意乱).
B: 1 .
A: My parents always ask me to study hard and encourage me before exams. But actually it makes me stressed out. 2 .
B: Don't worry. Why not log on(登录)to the microblog(微博) to share your feelings with others
A: Really 3 .
B: Yes. It's very popular among us young people. You can get a lot of replies from friends in the same situation. That might make you better.
A: 4 .
B: Let me see. Well, you'd better have a try first. If you have a chance, you should suggest your parents read your microblog, and they will know you better.
A: 5 .Thank you very much.
B: Not at all.
A.I won't do it! B. Sounds great. C. What's wrong D. Is it helpful to me E. It's so embarrassing(令人为难的)! F: I don't know how to deal with it. G But what if my parents don't let me do it
教学反思
本课时以故事为中心，围绕目标语言，通过各种听说活动，采用推测、讨论、找细节等方法来理解故事，训练学生听说能力，培养学生语言实际运用能力。首先通过猜测和讨论故事的结尾，调动学生学习的兴趣和热情，训练了学生口头表达能力，也为听力多好内容上的铺垫。听力训练时注意学习策略的引导，先易后难，由细节到中心；最后课本剧的表演极大地调动了学生学习的积极性，他们主动参与活动，相互合作，把课堂真正当作他们“交际”的训练场。这样学生不仅对故事有了进一步的理解，而且综合运用语言的能力有了很大提高，取得满意的学习效果。
第三课时作业答案
Ⅰ. 1-5BCCBB
Ⅱ. 1. Sunny 2. uncomfortable 3.tell 4. thoughts 5.turn
Ⅲ. 1-5CFDGBUnit11 Sad movies make me cry.第四课时教学设计和课时作业
The Fourth Period (Section B 2a---3b)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about how things affect you.
(2)Key Vocabulary:
Ss can master the following new words and phrases: weight, shoulder, goal, coach, kick, besides, teammate, courage, rather, guy, pull, relief, nod, agreement, fault, disappoint, let…down, kick sb. off, communicate with, learn from, rather than, pull together, in agreement, get into a fight
(3)Target Language:
His mind would not stop thinking about what happened only just an hour ago on the school soccer field.
He had let his whole team down.
His stupid mistake made him angry.
Peter didn’t say anything, but what his father said made him think carefully.
The next day, Peter went to soccer practice with courage rather than fear in his heart.
To his surprise and relief, his teammates all nodded in agreement.
(4)Structure:
Make +sb. + infinitive without to, Make +sb. +adjective.
2. Ability Objects
⑴ Enable the students to understand and master the idioms and verb phrases in the passage to improve their reading and writing skills.
⑵ Enable the students to read the story and get the main idea of the story and learn to talk about how things affect them using the target language.
3. Moral Objects
We should face our mistakes bravely and learn a lot from our mistakes.
Teaching Key Points：
⑴ Learn and master the idioms and verb phrases in the passage and improve their reading and writing skills.
⑵ Enable the students to understand the story and learn to talk about how things affect them using the target language.
Teaching Difficult Points：
Enable the students to learn and master the idioms and verb phrases in the passage and improve their reading and writing skills.
Teaching Methods：
The Task-based Language Teaching Method, The Cooperative Learning Method, The Gaming Teaching Method
Teaching Aids：
The mind map about feelings, PPT
Teaching Procedures：
Step 1 Warming up and review（About 6 minutes）
Play the song I believe I can fly and have students sing along the music together.
Have a free talk with students.
T: Boys and girls, how do you feel while listening to the song
Ss: It makes us excited.
T: Yes. In our lives, many things around us affect our feelings greatly. They may make us happy, angry, sad or surprised and so on. Look at the picture. This is a feeling tree. Can you complete its branches with adjectives
Have students discuss with their partners and finish it. Encourage them write as many adjectives as possible. Then ask some students to say the adjectives about feelings.
Present a feeling tree with adjectives and ask students to check their own answers. Praise some students who write more and right words.
Invite different students choose an adjective each to talk about how the things affect him/her.
Step 2 Pre-reading (About 5 minutes)
T: Have you ever made a mistake How did it make you feel Please talk to your partner about what happened.
Have students talk about how his mistake makes him/her feel. Then invite some students share his/her experience and feeling with the class.
T: Everyone may make a mistake. Making mistakes often makes people feel angry or sad. Today, we’ll read Peter’s story and find how Peter’s mistake made him feel and how he deal with his feeling.
Have students listen to the passage in 2b quickly and find the new words and key phrases in the passage, and then let them try to guess their meanings. Then present the new word on the screen and use pictures or explanations to teach the new words and key phrases.
Step 4 While-reading（About 10 minutes）
First, have students read through the events in the box in 2b. Then let them read the story in 2b as quickly as possible and number the events in the order.
Call a student to say his answer and check the answer in class.
Have students read through the five questions in 2c, and then ask them to read the story carefully again with the questions and find the answers to the questions.
Call different students to answer the questions and check the answers in class.
Ask different students to read the sentences in 2d and explain the meanings of the underlined parts. Then have them read the story again by their own and find out the idioms or phrases from the story to replace the underlined parts.
Call different students to say their answers and check the answers with the class. Then ask them to make sentences with these idioms or phrases.
Step 5 After-reading (About 4 minutes)
Ask students to discuss how Peter’s mistake made him feel and what things make his feeling change in pairs. Then call two students to retell Peter’s story.
Step 6 Pairwork (About 6 minutes)
T: In the story, what did his father talk about to help him when Peter made a mistake in the soccer match and felt angry Please make a conversation between Peter and his father with your partner according to the story and role-play it.
Have students work in pairs. As students work, move around the room offering them some help.
Invite some pairs to role-play their conversations in front of the class.
Step 7 Groupwork (About 5 minutes)
T: In your daily life, there must be something interesting or special. How did the things make you feel Please talk about your unforgettable experiences in your groups.
Have students read through the things in 3a and think about what happened to them and make some notes about the experience. Then Have them work in groups to talk about some experiences that made them feel very happy or sad.
Choose the most meaningful experience they think in each group and report it to the class.
Step 8 Writing (About 5 minutes)
Have students read the instruction in 3b, and then ask them to write a story similar to the one in 2b according to their notes in 3a.
First, let them answer the questions in 3b and write down the main ideas about the experience. Then have them write their own story according to the notes about questions. The teacher walks around and gives them some help if they need.
Finally, have each student read his or her own story in groups and all the members can give some advice. Each group chooses the best story to present in class.
Have students write down their passages in the exercise books.
Step 9 Summary (About 3 minutes)
In this class, we've learned a story about Peter and known about how his mistake affects him. It tells us that we should face our mistakes bravely and learn a lot from our mistakes.
Ask two students to sum up the key phrases, idioms and key sentence and call some students to practice these important language points.
Step10 Homework (About 1 minute)
Write a story to introduce your unforgettable experience that made you feel very happy, angry or sad.
Blackboard Design：
Unit11 Sad movies make me cry.
Section B 2a-3b
Peter’s mistake made him angry and worried.
What his father said made him think carefully. …
What the team said and did made him feel surprised and lucky.
felt like there was a heavy weight on his shoulders
missed scoring that goal
let his whole team down
kick him off the team
rather than
pull together
in agreement
第四课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. The girl is trying to lose w _______ (重量) to keep healthy.
2. The famous player headed the ball into an open g (球门).
3. B_______(除……之外)singing English songs , there are many other fun ways to learn English.
4. Do you know Why she p______(拖) the child along like that
5. He showed unusual c______(勇气) when he faced the danger.
Ⅱ. 选择填空。
1. ---You won’t , will you
----Yes, mum. I’ll try my best to study hard at school.
A. let me alone B. bring me down C. let me down D. help me out
2. ---Is Jack good at basketball
---Yes. _____basketball he is also good at table tennis.
A. Except B. Besides C. But D. With
3. I think you’d better ring him up write an e-mail.
A. rather than B. instead of C. because of D. would rather
4. They have reached an agreement to solve the problem.
A. goal B. education C. agreement D. invention
5. ---The famous player fell and just missed the goal.
---What a pity!
A. score B. to score C. scoring D. scored
Ⅲ. 根据汉语意思，把下列句子补充完整。
1. 听到他妈妈说的话，他感到肩上有着一个沉重的负担。
When he heard what his mother said, he felt like there was a on his shoulders.
2.Tom很伤心，他被教练从足球队开除了。
Tom felt very sad that he was the soccer team by the coach.
3.他每天努力学习，因为他不想让他父母失望。
He studies hard every day because he doesn’t his parents .
4. 如果我们齐心协力，一定会实现我们的目标。
If we , we’ll be certain to achieve our goal.
5. 我想我将喝一杯茶而不是咖啡。
I think I'll have a cup of tea coffee.
教学反思
本节课思路清晰，衔接自然，重视师生之间的互动。教学活动一环紧扣一环，活动任务设计由易到难，有助于学生对阅读内容的理解。
新课以歌曲“I believe I can fly”热身导入，并与阅读内容相呼应。阅读教学以学生为中心，精心设计任务活动；抓住对习语和动词短语的理解，帮助他们快速、准确、高效地获取所需信息。同时也训练学生的阅读策略，教会学生阅读的方法，培养了他们的阅读技巧，让学生自然地学会和运用所学知识,真正成为课堂教学的主角。在课堂上，注意围绕“读和写”，采用说、读、讨论、仿写等不同的方式充分调动学生的积极性，鼓励学生共同探究学习，使学生在提高阅读能力的同时，听说和写的技能也也有很大提高。
第四课时作业设计答案
Ⅰ. 1. received 2. medical 3. prevent 4. energy 5. victory
Ⅱ. 1-5 BBDAB
Ⅲ. 1.not only; but also 2. where; communicate with 3. tin a certain way 4. might/could be; honor ancestors 5. greatest mysteries; was builtUnit11 Sad movies make me cry.第一课时教学设计和课时作业
The First Period (Section A 1a---2d)
Teaching Aims
1. Knowledge Objects：
(1)Function:
Talk about how things affect you
(2)Key Vocabulary:
Ss can master the following new words and phrases: drive, lately, friendship, drive sb. crazy/mad, so…that…, have fun with sb, the more…the more…, in common, be friends with sb., leave out
(3)Target Language:
That music makes me sleepy.
The loud music makes me nervous.
Soft and quiet music makes me relax.
Waiting for Amy drove Tina mad.
Sad movies don’t make John cry.
That can make our friendship stronger.
Well, the more I got to know Julie, the more I’ve realized that we have a lot in common.
(4)Structure:
Make +sb. + infinitive without to; Make +sb. +adjective
2. Ability Objects
①Enable the Ss to talk about how things affect them, and learn how to express their own opinions using the target language.
②To learn and master the usage of the structure “Make +sb. + infinitive without to” and “Make +sb. +adjective” and practice them in real situations.
⑶Train the students’ listening and speaking skills with the target language
3. Moral Objects
It is important to choose a suitable place． It is good for your study and life．
Enable the students to understand the effect of things upon them.
Teaching Key Points：
To learn and master the usage of the structure “Make +sb. + infinitive without to” and “Make +sb. +adjective” and practice talking about how things affect them by using the structures.
Train the students’ listening and speaking skills with the target language.
Teaching Difficult Points：
Learn and master he usage of the structure “Make +sb. + infinitive without to” and “Make +sb. +adjective”.
Enable the students to talk about how things affect them, and learn how to express their own opinions using the target language.
Teaching Methods：
The Situational Teaching Approach, Task-based language teaching method, The Activity Teaching Method, The Communicative Approach.
Teaching Aids：
The pictures that express different feelings, PPT
Teaching Procedures：
Step 1 Leading-in and presentation（About 4 minutes）
Greet the class as usual.
Play the song I will Rock You and have a free talk about the music with the students.
T: Boys and girls, how do you feel about this song Excited, Relaxed or Nervous
S1: Excited.
T: Oh, so the music makes you excited.
S1: Yes.
T: Let’s repeat. The music makes me excited.
Ss: The music makes me excited.
T: What about you, S2
S2: I want to dance when I am listening to it.
T: Wow, the music makes you want to dance.
S2: Yes. The music makes me want to dance.
T: Class repeat. The music makes me want to dance.
Ss: The music makes me want to dance.
T: Please listen to this song. How do you feel about it (Play the part of the song Yesterday Once More.)
S3: This song makes me relaxed.
T: Yes. The music makes us relaxed. Next, please look at some pictures and say how you feel about them.
Step 2 Practice（About 6 minutes）
Present the pictures and point to Picture1 and have a talk about it with a student.
T: How do you feel about picture 1
S1: It makes me relaxed.
Have some students talk about other pictures in pairs like this.
Picture 2: It makes me sleepy. Picture 3: It makes me excited/energtic.
Picture 4: It makes me scary. Picture 5: It makes me hungry/want to eat.
Brainstorm.
Have students read the useful words and phrases in the chart, then give them an example and ask students to use the words in the chart to make similar sentences. For example: Smoking makes me angry.
Encourage them to make sentences as many as possible.
smoking heavy traffic loud noise people who keep you waiting the movie I Love My Family happy sad angry relaxed annoyed excited happy nervous comfortable uncomfortable
Invite several students to say their sentences in class.
Step 3 Practice（About 4 minutes）
T: Now look at the picture in 1a. There are two restaurants in the picture. Please describe them. Ask some students to say some sentences about the two pictures.
For example: In Rockin’ Restaurant, paintings on the walls are ugly. The music is too loud. The Blue Ocean has blue walls, plants, flowers, and a piano player.
T: The two restaurants have different environments. Which restaurant would you like to go Why Would you feel the same as the two girls do in the picture
Teacher gives an example and let them say their own reasons by using the structure “make sb. /sth. +adj.”.
T: I don’t like The Rockin’ Restaurant, because the loud music makes me tense /bored…
Invite some students to report their sentences.
S1: I’d like to go to the Blue Ocean because I don’t like loud music. It makes me angry. This loud music may make the guests uncomfortable.
S2: I’d like to go to the Blue Ocean because I like quiet music just like the girl in the picture does. It makes me feel relaxed.
S3: I’d like to go to Rockin’ Restaurant. I like loud music. It makes me feel excited. This loud music makes me want to dance.
S4: I’d like to go to Rockin’ Restaurant too. I think loud music makes me feel energetic. This loud music makes me feel encouraged.
T: You’re great. The things in the restaurant may affect the people eating there. However, different things may have different effects upon us.
Step 4 Listening practice（About 4 minutes）
T: Look at the girls in the picture in 1a. Amy and Tina are hungry and want to get something to eat. What do they think of the two restaurants Next you’ll hear a dialogue between Amy and Tina. You will hear the missing words on the recording. Please fill in the blanks with the words you hear. Now listen and find out how the things in the two restaurants affect them.
Have students look through the sentences in 1b and have some students guess how the things in the two restaurants affect them.
Play the recording for the first time and students only listen carefully. Play the recording again. This time fill in the missing words. Then check the answers with the whole class.
Step 5 Pairwork（About 4 minutes）
T: For Tina and Amy, different kinds of music affect them differently. Now work in pairs and talk about how the two restaurants would affect you if you were there.
Invite two students to role-play the sample conversation in 1c. Then call students to make conversations to talk about their own opinions with a partner. As students work, move around the classroom and listen to some pairs. If necessary, offer them some language support.
Invite several pairs of students to act out their conversations in front of the class.
Sample conversation
S1: I’d rather go to the Rockin’ Restaurant because I like loud music.
S2: But that music makes me mad. I want to eat something quietly at Blue Ocean.
Step 6 Listening practice（About 6 minutes）
T: It’s true that things around us affect us greatly. For example, examinations may make you feel nervous. Summer vacations make you feel relaxed and happy. History lessons make you feel bored. Now look at the pictures in 2a. Who are in the pictures
Ss: Tina and Amy.
T: What is happening in each picture Next please talk about how things affect them.
Have students look at the pictures and describe them.
S1: The two girls in Picture 1 are having meals. They look very happy.
S2: The girls in Picture 2 look unhappy. They are listening to music.
S3: The girls in Picture 3 are crying. They are watching something.
S4: The girl in Picture 4 is at a bus stop and looks very angry. She is looking at her watch. Maybe she is waiting for someone.
T: Now listen to the recording and number the pictures 1-4 in the order you hear.
Play the recording and ask the students to number the pictures in 2a in the order they hear. Play the tape again and check the answer in class.
Have the students read the statements in 2b and guess the answers. Play the recording for the third time and find out what Tina and John said about how different things affect them. Then play the recording for the fourth time and complete the sentences in 2b. Check the answers with students.
Step 7 Pairwork（About 5 minutes）
T: Now suppose you are Tina and John. Work in pairs, make dialogues after the model and then act them out.
Call two students read the sample conversations in 2c and help them complete the conversation according to the information in 2a and 2b. Then ask students to make up conversations in pairs using the information in 2a and 2b. As students work, move around the classroom offering help as needed.
Sample conversation:
S1: Did you have a good time with Amy last night
S2: Well ... yes and no. She was really late.
S1: So, waiting for her made you mad. Where did you go
S2: We went to a small restaurant. It was quiet and clean. The food was delicious. The soft music made me very happy.
S1: Did you go to see a movie
S2: Yes. We saw Love Me Once More, Mother. It was very moving. It made us cry.
Invite several pairs to share their own conversations with other students.
Step 8 Expansion and extension（About 8 minutes）
Role-play the conversation
First, have students to role-play the conversation in 2d in groups, and then ask them the following questions.
①Why is Alice unhappy ②What advice does Bert give Nancy
Have students read the conversation and find out the sentences with the structure “make sb. /sth. +adj.”. Then have them work in groups to practice talking about how different things affect them by using the structure “make sb. /sth. +adj.”. As students work, the teacher walks around and gives them some help if they need.
Explain some key new phrases “have…in common, be friends with, leave out” and the key structures “the more…the more…, why don’t you do…” and help students understand the language points.
Call several pairs to act out the conversations in front of class.
Step 9 Summary（About 3minutes）
Guide Ss to summarize the language points they learnt in this class.
Ask students to sum up some key phrases and the structures “make +sb. /sth. +adj.” and “make +sb. + infinitive without to”. Then show some pictures and have them practice write some sentences using the key structures.
Step 10 Homework（About 1 minutes）
Ask the students to list some things around them and then describe how the things affect them by using the structures “make +sb. /sth. +adj.” and “make +sb. + infinitive without to”.
Blackboard Design：
Unit11 Sad movies make me cry.
Section A 1a-2d
The music makes me excited. make + sb. + adj.
The music makes me want to dance. make +sb. + infinitive
A: I’d rather go to the Blue Ocean because I like to listen to quiet music while I’m eating.
B: But that music makes me sleepy. I want to have the hamburgers at Rockin’s Restaurant.
课时作业设计
Ⅰ.根据句意、汉语意思和首字母提示完成句子。
1. What he said d (迫使) his parents angry.
2. He hasn't heard any news from his son l______(最近).
3. They share a c (共同的) interest in photography.
4. Real f (友谊) is more valuable than money.
5. I'm too s (困倦的) to watch the end of the soccer match.
Ⅱ. 单项选择。
1. At present, many people would rather _________ in the country because there is more pollution in the city.
A. live B. to live C. not live D. living
2. What Tom said made his mother ________.
A. be angry B. to be angry C. angry D. angrily
3. The movie “Mr. Bean” made us _____a lot last night
A. to laugh B. laughing C. laugh D. laughed
4. The more you smile, the _______ you will feel.
A. happy B. happier C. happily D. more happily
5. Jim wasn’t asked to the party and was feeling very .
A. put out B. given out C. left over D. left out
Ⅲ. 用所给单词的适当形式填空。
1. The soft music makes me ________ (relax).
2. The music makes him________ (want) to sleep.
3. The more Tommy learns about Chinese history, (well) I enjoy living in China.
4. ______(wait) for Linda so long made me crazy.
5. Xiao Li said she would rather ________ (walk) to school.
教学反思
本节课的教学坚持以英语为主，以训练为主，以学生为主，围绕关键结构设计了符合学生认知的各种活动。教学导入新颖，学生参与教学活动的积极性高。
在课堂教学中，首先播放不同类型的音乐，让学生谈论对它们的感受，以及这些音乐对自己的影响，自然导入关键结构“make + sb. + adj./do”的教学，然后通过谈论不同图片，运用头脑风暴的形式操练关键结构这样，一方面可激发学生学习兴趣，另一方面学生很容易就能理解并掌握这个结构，有效地提高了学生的学习积极性。整节课在教师的引导下，运用创设的各种情境吸引学生积极参与，学生通过体验、实践、游戏、讨论、合作等方式学习总结语言知识，了解了make的不同句型用法，大部分同学能够在课堂上使用关键结构运用英语自由交流，充分体验获得成功的喜悦。同时，老师注意及时对学生的课堂表现给予积极肯定地评价，进一步激发学生的学习欲望，取得了很好的教学效果。
第一课时作业设计答案：
Ⅰ. 1. drove 2. lately 3. common 4. friendship 4. sleepy
Ⅱ. 1-5ACCBD
Ⅲ. 1. relaxed 2. want 3. the better 4. Waiting 5. walkUnit11 Sad movies make me cry.
教材分析、教学设想、重要知识点及语法解析
本单元以“感受(feelings)”为核心话题，围绕本单元语言交际功能项目“Talk about how things affect you”，从音乐、电影、各种事物及发生的事件等方面谈论事物对人的影响，询问人们对某些事或物的看法。
教材从谈论对饭店里的音乐和不同装饰的不同感受入手，呈现本单元目标语言和关键结构“Make +sb. + infinitive without to，Make +sb. +adjective”，然后围绕中心话题逐步展开各项听、说、读、写活动，帮助学生进一步学习和掌握目标语言，学会运用关键结构进行交际。通过对生活中常见事物和发生在身边的事情的谈论，帮助学生掌握make的用法，学会比较、分析不同事物的不同影响，表达自己对待事物的看法和观点。最后通过阅读两个故事，了解权力、金钱、声誉以及与人相处等对人的影响，学习故事里的人物对待权力、金钱、声誉以及与人相处的正确态度，教育学生保持积极良好心态，减少事物对自己的消极影响，愉快健康地生活。
Section A：是基本认知部分。主要介绍单元基本的语言内容和文化知识，注重学生的听说能力和短语的积累。教材主要围绕feelings感受这个话题，谈论或询问对某件事或物的看法，以及谈论事物对人的影响。教材从谈论Tina和Amy对饭店的装饰的感受入手，导入本单元语言功能项目“谈论事物对人的影响（Talk about how things affect you）”，并介绍语法项目“make +宾语+形容词/动词”结构，然后从不同角度给学生提供了大量的听力、口语和阅读等方面的训练，逐步落实这个语言功能项目，使学生能够正确运用关键结构谈论某些事物对人的影响，表达对这些事物的看法。
活动1a介绍新词汇和提供使用目标语言进行的口语训练。要求学生看图，描述两家饭店的内部情况，并和同伴谈论自己喜欢去哪一家饭店及其原因。找几对学生呈现他们的对话。
活动1b提供理解目标语言在口语对话中运用的听力训练。听力内容是两个女孩谈论对两家饭店的感受。首先让学生阅读1b表格中的内容，然后根据自己对两家饭店的描述学习用“make +宾语+形容词”结构谈论饭店里的装饰对你的影响，然后猜测答案。播放录音，学生仔细听，根据听到的内容完成表格，检查自己的猜测是否正确。
活动1c提供运用目标语言的示范性口语练习。重点练习使用“make +宾语+形容词”结构谈论事物对人的影响。首先，让两个学生起来朗读1c中示例对话，理解“make +宾语+形容词”结构的用法；然后根据1b信息，让学生和同伴仿照例子编写对话谈论他们喜欢不同饭店的原因，反复操练“make +宾语+形容词”结构。最后找几对学生在班里展示他们的对话。
活动2a提供理解目标语言在对话中运用的听力练习。听力内容是Tina和John谈论她和Amy昨天晚上做的事情，要求学生听录音把四幅图按顺序排列。先让学生描述每幅图上Tina做了什么事，然后听对话，让学生根据对话内容把Tina昨天晚上做的事情按1-4顺序排列图片。
活动2b提供的是使用目标语言进行的听和写的练习。要求学生根据听力内容填空，补全句子。先让学生阅读2b中的五个句子，猜测答案，弄清事物对他们的影响，理解句意和“make +宾语+形容词”和“make +宾语+动词”结构；然后要求学生再听录音，根据听到的内容补全句子。帮助学生体会如何运用“make +宾语+形容词/动词”结构表达事物对人的影响。
活动2c提供的是使用目标语言进行的示范性口语练习。首先让学生朗读2c示例对话，然后让学生两人一组用这个对话开头，根据听到的内容，编写一段对话谈论Tina昨天晚上做的事情。找几对学生角色表演他们编写的对话，检查学生对目标语言的掌握情况。
2d提供的使用目标语言进行的角色练习，帮助学生对所学语言功能项目进行练习巩固。通过谈论交友给Nancy带来的影响，练习巩固“make +宾语+形容词”结构。首先要求学生朗读对话，找出对话中的“make +宾语+形容词”结构，体会怎样运用这个结构表达事物对人的影响，然后找部分学生在课堂上分角色表演对话。
3a提供的是使用目标语言的阅读理解练习。先让学生阅读“快乐人的衬衫”的故事，理解它的主要意思，回答3a的问题；然后再读短文，找出含有“make +宾语+形容词”结构的句子，体会如何运用目标语言和“make +宾语+形容词”结构表达对待事物的看法和事物对人的影响。
3b提供的是读和写的练习。先让学生阅读3b方框中的短语，理解短语的含义；然后让学生阅读故事，从故事中找到与这些短语意思相近的词或短语。找不同学生汇报答案，帮助学生理解这些重要短语的不同表达。
3c提供的是针对阅读内容进行的读、说和写的练习。要求学生在小组中角色表演这个故事。让学生小组活动，根据故事内容和各个人物的说话内容编写课本剧，然后在小组内进行角色表演。选择两组在课堂上表演这个故事的课本剧。
Grammar focus通过谈论事物对人的影响，总结了“make +宾语+形容词/动词”结构的用法，要求学生能够掌握“make +宾语+形容词/动词”结构，学会运用这些句型表达对待事物的感受和观点或谈论某些事物对人的影响。
4a是针对语言功能项目的阅读和写的练习。要求学生阅读日记，根据日记内容，思考你认为这些事物对人有什么影响；针对每个空，考虑用合适的词补全“make +宾语+形容词/动词”结构，使短文意思完整。然后把你的选择和同伴进行比较，进一步体会“make +宾语+形容词/动词”结构用法。找几个同学与大家分享他们的答案。
4b提供针对语言功能项目的说和写的练习。要求学生先回答4b中调查的问题，然后询问其他两个同学，完成调查表。选择不同的学生回答不同的问题，帮助学生进一步练习目标语言，巩固“make +宾语+形容词/动词”结构。
Section B部分：是知识的扩展和综合的语言运用，进一步强化前面的语言学习。本部分注重学生的个人表达能力的训练，重点谈论事物对人有怎样影响，巩固学习的语言功能项目。
活动1a提供针对话题的读的练习。让学生阅读1a中给出的不快乐国王的故事的几个结尾，根据前面的故事判断是否有合适的结尾，哪个结尾是合适的，完成练习。
活动1b提供针对话题的口语练习。让学生根据自己的理解，考虑故事的其他可能的结尾，并和同伴讨论自己的想法。找几个同学汇报他们的故事结尾，选出最有创意的结尾。
1c提供的是在口语中理解和运用目标语言的听力练习。找几个学生朗读1c中的几个句子，猜测国王的故事后来发生了什么；然后要求学生根据听到的内容，勾出故事剩余部分发生的事情。让学生检查听到的事情和他们猜测的是否一致。
1d提供的是理解和运用目标语言的听和说的练习。首先让学生阅读1d中的几个问题，然后让学生再听《快乐人的衬衫》的故事，记录每个问题的答案要点。找不同学生回答这些问题，帮助他们进一步理解故事和单元语言功能项目。
活动1e是运用目标语言进行的口语练习。这是上面听力活动的延伸，帮助学生在听力输入的基础上进行语言输出练习。要求学生谈论他们对那个穷人关于快乐的想法的看法，并在小组中讨论他们的看法，然后在小组中分角色表演故事的剩余部分。推选几组同学在课堂上角色表演故事的剩余部分。
活动2a是针对目标语言的说和写的练习。要求学生说说他们犯过的一些错误，以及这些错误对他们的影响，练习“make +宾语+形容词/动词”结构。然后让他们和同伴一起谈论发生的事情，帮助学生进一步练习目标语言，巩固“make +宾语+形容词/动词”结构。
活动2b是针对语言功能项目的阅读理解练习。要求学生阅读故事，理解故事大意，了解故事中发生的一些事件，并把这些事件按正确顺序排列。
活动2c提供的是阅读理解和写的练习。先让学生阅读2c中的问题，然后让学生再次阅读短文，回答这些问题，进一步理解短文。
活动2d提供的是针对阅读内容进行读、说和写的练习。要求学生先阅读2d中句子，理解这些句子和句中划线部分的含义；然后再阅读短文，在短文中找出与划线部分含义相同或相近的短语或习语来替代划线部分。找不同的学生汇报他们找到的短语或习语，并和全班一起检查答案。
活动2e提供使用目标语言进行说和写的训练。这是阅读活动的延伸，帮助学生训练口语和书面表达能力。要求学生两人一组活动，根据故事内容，运用关键结构和目标语言编一段Peter和他爸爸的对话。找几对同学角色表演他们的对话，检查学生的练习情况。
活动3a是针对功能语言项目的说和写的训练。让学生阅读3a的表格中提到的一些情况，考虑哪些经历使他们感到开心或者悲伤，把这些经历的要点记录下来，然后和同伴谈论这些经历。找几对同学在班里谈论使他们感到开心或伤心的经历。
活动3b是运用目标语言围绕功能语言项目进行说和写的练习。要求学生根据自己的经历写一个与2b类似的故事。先让学生阅读3b的提示，了解从哪些方面来完成故事。然后运用3a中的记录和谈论的内容，根据提示写一个故事描述自己对某些经历的看法，以及这些经历对自己的影响。找几个不同程度的学生和同学一起分享他们的故事。
Self-check：针对单元话题和语言功能项目进行词汇、语法和写作练习。
1复习有关重点词汇。要求学生理解方框里的表示情感的形容词的含义，然后把这些词归类。
2是针对单元语言功能项目的写的练习。让学生运用所给的词汇，用关键结构“make +宾语+形容词/动词”造句，谈论某些事物对自己或其他人的影响。找几个学生汇报他们的句子。
3是针对单元语言功能项目和关键结构的写的练习。先让学生理解方框中的词语，并把这些事情从最不重要到最重要用1-6排列；然后根据自己的排列，针对每个词写一个句子说明这个事情对你的影响。找不同的学生分享他们的句子。
词汇 Section A：单词：rather, drive, lately, friendship, king, prime, minister, banker, fame, pale, queen, examine, nor, palace, power, wealth, grey, lemon, uncomfortable 短语：would rather宁愿；drive sb. crazy/mad使人发疯/发狂；so…that…如此……以至于……；have fun with sb.和某人玩得开心；the more…the more…越……越……；in common共同的；be friends with sb.是某人的朋友；leave out不包括，不提及，忽略；feel like doing sth.想要做某事；for no reason没有理由的，无缘无故；call in召集，叫（某人）进来；neither…nor…既不……也不……；prime minister首相，大臣；take one’s position代替某人的位置；go out出去；to start with起初，开始时；get back取回；hand back交还，返还；do well on 在某方面做得好；clean up打扫
Section B：单词：weight, shoulder, goal, coach, kick, besides, teammate, courage, guy, pull, relief, nod, agreement, fault, disappoint 短语：search for搜索，搜寻；even though尽管；let…down使失望，使略逊一筹；kick sb. off开除；be hard on sb.对某人苛刻，对某人要求严厉；knock on敲；communicate with和……交流；learn from向……学习；rather than宁愿，想当；pull together齐心协力，通力合作；in agreement同意，意见一致；get into a fight打架
Self Check：stay at home呆在家里；follow sb. around跟在某人周围
语法 Make +sb. + infinitive without to Make +sb. +adjective That music makes me sleepy. The loud music makes me nervous. Soft and quiet music makes me relax. That can make our friendship stronger. Money and fame don’t always make people happy. She said that sad movie made her cry.
功能用语和话题 功能用语：“谈论事物如何影响你（Talk about how things affect you）” 话题：“感受（Feelings）” The loud music makes me nervous. Soft and quiet music makes me relax. Money and fame don’t always make people happy.
本单元以“Talk about how things affect you”为中心，通过谈论生活中常见事物和发生在我们身边的各种事情，训练单元语言交际功能项目，要求学生学习掌握“Make +sb. + infinitive without to，Make +sb. +adjective”等关键结构。通过学生感兴趣的情境展开听说读写活动，帮助学生了解各种事物对人们不同的影响，学会运用关键结构进行交际。
青少年时期是孩子感情最丰富的时期，同时他们的感情非常容易受外界事物的影响。本单元的话题很容易引起他们的共鸣，因此教师可以利用贴近他们生活和情感的情景，设计各种任务活动，激发他们积极地参与到课堂活动中来。
思路一：本单元的功能与话题部分内容，学生兴趣浓厚，与学生感情变化密切相关，因此充分利用不同的音乐、电影、表现感情的图片以及生活中发生的有意义的事件等创设与话题相关的情景进行教学。围绕单元教学目标，设计一些贴近学生生活实际的任务活动，如说说你喜欢什么饭店、让你感动和讨厌的电影、你难忘的经历等，激发学生的学习兴趣，积极参与结对练习、小组讨论、角色表演、课本剧表演等听力和口语交际活动。通过完成任务，使学生能够自如地运用目标语言谈论某些事物对人们的影响和表达对某些事物的看法。
思路二：本单元的语法教学主要是训练关键结构“Make +sb. + infinitive without to，Make +sb. +adjective”。首先通过天谈论对不同的音乐感受引入本单元功能句，然后通过谈论饭店装饰、电影等练习巩固该结构。再通过各种任务活动，引导学生结对练习、小组讨论、采访活动等进行大量的听说训练，并练习用关键结构造句，最后运用编写对话、书面模仿操练等练习写作，熟练掌握目标语言。
思路三：本单元阅读教学采用任务型教学法和自主探究等学习策略，帮助学生理解和掌握怎样运用目标语言谈论发生的事件对人们的影响和人们对这些事物的观点和看法。围绕对人们影响很大的事物和关键结构设计各项阅读活动，运用不同阅读策略和guess、skim、scan等阅读方法了解段落主要意思，通过理解习语和重要短语去帮助理解短文内容，学习运用关键结构谈论发生的事件对人们的影响和人们对这些事物的观点和看法。教育学生保持积极良好心态，明确对待权力、金钱、声誉以及与人相处的正确态度，愉快健康地生活。
教材课时分配：
根据本单元教材的内容、学生学习英语的特点和规律，本单元内容可4课时完成
Period1 (Section A: 1a-2d)
Period2 (Section A:3a-4b)
Period3 (Section B:1a-1e, self check)
Period4 (Section B2a-3b)
1. I'd rather go to the Blue Ocean because I like to listen to quiet music while I'm eating. 我宁愿去蓝海，因为我吃饭时喜欢听轻柔的音乐。 (P81)
【用法】I'd rather是I would rather的缩写。would rather意为“宁可；宁愿”，后面常跟不带to 的动词不定式，即would rather do sth.，意为“宁愿做某事”，用来表示选择；其否定结构是would rather not do sth.，表示“宁愿不做某事”。如：It’s cold outside, so he would rather stay at home.外面很冷，因此他宁愿呆在家里。His mother would rather not listen to rock music. 他妈妈不愿意听摇滚音乐。
【拓展】would rather其他结构：①“would rather do...than do....”意为“宁愿做……而不愿做……，与其……宁可……”。这个结构也可改写成 “would do...rather than do...”，其用法及含义仍不变。如：I would rather watch TV at home than go to the cinema. 我宁可在家看电视而不愿去看电影。The children would walk there rather than take a bus. 孩子们宁愿步行去那里而不愿乘公共汽车。②would rather后面接宾语从句，表示主语宁愿让某人干某事。这时，从句谓语动词要用虚拟语气形式，即从句中用一般过去时表示与现在或将来事实相反的情况，用过去完成时表示与过去的事实相反的情况。如：I'd rather she began to do the work now. 我宁愿她现在开始做这项工作。Don’t come tomorrow. I’d rather you came next Sunday. 明天别来。我希望你下个星期天来。I'd rather you hadn't told me the news that day. 我宁愿你那天没有把那个消息告诉我。
2. Waiting for Amy drove Tina mad. 等候艾米使蒂娜发狂。(P82)
【用法】drive sb. mad是固定结构，意为“使某人发狂”，这里drive作动词，意为“迫使；驱使”，后面跟形容词作宾语补足语。如：The noise almost drives her mad.这噪音几乎使她发疯了。
【拓展】①drive作动词，意为“迫使”时后面还可跟介词短语或动词不定式作宾语补足语。即“drive sb. to do sth.(迫使/逼迫某人做某事)”和“drive sb. +介词短语(迫使/逼迫某人进入……的境地)”。如：What drove her to do such a silly thing 是什么驱使她做出这样的傻事呢？The men drove the young man to the wall. 这几个人把这青年人逼得走投无路。②drive作动词，意为“驾驶；开车”。如：He usually drives his car to work.他通常开车去上班。③drive作动词，也可意为“驱赶”。如：He drove the horse to the yard.他把马赶到院子里。④drive作名词，意为“乘车旅行”。如：Let’s go for a drive in the country.我们开车去郊外兜兜风吧。
3. Did you have fun with Amy last night 昨天晚上你和艾米玩得开心吗？(P82)
【用法】have fun with sb.意为“和某人玩得开心、过得愉快”。如： I often have fun with my friends at sports.我和朋友们经常一起开心地运动。
【拓展】①have fun意为“玩得开心；过得愉快”，与have a good/great/nice/wonderful time和 enjoy oneself同义。如：They had fun in the park yesterday. =They had a good /great /nice /wonderful time yesterday.=They enjoyed themselves yesterday.昨天汤姆在公园玩得很快乐。②have fun后常跟动名词，构成固定结构“have fun doing sth.”，表示“做某事感到开心”。如：The children had great fun swimming in the river.孩子们在河里游泳玩得很愉快。
4. Well, the more I got to know Julie, the more I’ve realized that we have a lot in common.于是，我渐渐对朱莉了解越多，我更加意识到我们有许多共同之处。(P82)
【用法】⑴“the more..., the more...”句型为“the +比较级，the+比较级”结构，常表示“越……就越……”，是一个复合句，其中前面的句子是状语从句，后面的句子是主句。the用在形容词或副词的比较级前，more代表形容词或副词的比较级。如：The more you read, the more you will learn.你书读得越多，就会学到越多。The harder you study, the greater progress you will make. 你越用功，进步就越大。
【拓展】①“the +比较级，the+比较级”结构中，主从句的时态常用一般现在时或一般过去时；若主句的谓语动词用一般将来时,从句的谓语动词要用一般现在时表示将来。如：The busier she is, the happier she feels. 她越忙，就感到越快活。The more you give, the more you will get in return.你付出越多，回报就越多。 ②若表示“越……越不……”时，常用“the more..., the less...”句型。如：The more she flatters me, the less I like her. 她越逢迎我，我越不喜欢她。
⑵in common意为“和……有共同之处”，常用在“have …in common”结构中。这里common是名词，意为“公有；公用”。如：They are brothers，but they have nothing in common．他们是兄弟，但彼此之间毫无共同之处。 The twins have a lot in common．这对双胞胎有许多共同之处。
【拓展】①in common with意为“和……一样”，在句中用作状语。如： In common with many other boys，he liked baseball．他和很多其他的男孩一样喜欢棒球。②common用作形容词，可意为“共同的；共有的；公共的”。如：Britain and America share a common language. 英国和美国共用一种语言。③common用作形容词，可意为“普通的；一般的；平常的；常见的”。如：Nowadays it is common for women to go out to work.如今，妇女外出工作很普通。Windmills are a common sight in Holland.风车在荷兰常见的景色。
5. Then she won’t feel left out.那么她将不会感到被冷落。（P82）
【用法】leave out是固定短语，意为“不包括；不提及；忽略；冷落”。如：Please leave me out of your plans．你的计划中请不要把我考虑在内。I notice that the advertisement leaves out the price of the product.我注意到广告没有提到产品的价格。He hadn't been asked to the party and was feeling very left out.他没有被邀请参加聚会，感到被冷落了。
【拓展】①leave out还可意为“遗漏；省略；删去”。如：She left out an important item in her plan. 她的计划里漏掉了一个重要的项目。We can leave out the third sentence．我们可以删去第三句。②其它含leave短语：leave behind遗留，留下；leave for出发去（某地）；leave off戒除，停止；leave over留下，剩下；延后，推迟；leave a message留口信；leave up to由某人作决定。
6. One day, a doctor was called in to examine the king. 有一天，一个医生被召来给国王检查身体。（P83）
【用法】call in是动词短语，意为“召来；请来”。如：His father was ill, they decided to call in a doctor at once.他父亲病了，他们决定马上去请个大夫来。
【拓展】⑴call in其他用法：①意为“叫(某人)进来；来访”。如Please call Mark in.请马克进来。②意为“收回；命令交出”。如：The librarian has called in all the books.图书管理员把书全部都收回去了。③意为“用电话通知；打电话来”。如：Jim has just called in to say that he'll be late. 吉姆来电话说他要迟些时候来。⑵含call的其它短语：call at+地点到某地作短暂访问；call on拜访（某人），号召，请求；call up给某人打电话，唤醒，使回忆起；call for去接某人，去取某物；需要，要求；call off把……叫走，取消，停止；call back叫某人回来，回电话，使恢复。
7. Neither medicine nor rest can help him.药和休息对他都不管用。（P83）
【用法】“neither… nor…”是固定结构，意为“既不……也不”，其含义是否定的，可连接任意两个并列的成份，它的反义词是“both...and....”。如：It’s neither too cold nor too hot. 天气既不太冷也不太热。
【拓展】①“neither… nor…”通常应连接两个相同性质的句子成分，但有时后一成分可能省略与前一成分相同的词。若连接两个主语，其谓语通常与靠近的主语保持一致。如：Mary neither likes math nor (likes) history. 玛丽既不喜欢数学也不喜欢历史。Neither John nor Tom knows how to spell the word. 约翰和汤姆都不知道怎样拼写这个单词。②“neither… nor…”若连接两个句子，要用倒装结构。如：Neither does he smoke nor does he drink. 他既不抽烟也不喝酒。
8. The general cannot find a happy person and the king remains unhappy forever.将军没能找到快乐的人，国王永远不快乐。(P85)
【用法】remain是系动词，意为“仍然；依旧；留；呆；待”，后面可接名词、代词、形容词、介词短语、分词作表语。如：How can we remain silent on this question 对于这个问题我们怎么能保持沉默呢 It remained a secret. 这仍然是个秘密。He had to remain in hospital until he was better. 他不得不一直住院直到身体好些。She remained sitting when they came in. 他们进来时她仍然坐着。
【拓展】①remain用作不及物动词，意思是“剩下；剩余；遗留”，此时不能用进行时态，也没有被动语态。如：It's late autumn now, few leaves remain on the tree. 晚秋了,树上没剩下几片树叶。②指某事“尚待；留待”，后面常接不定式的被动形式，表示主语是不定式的承受者。如：Many problems remain to be solved. 有好多问题尚待解决。③remain作名词时表示“剩余物”,一般用其复数形式。如：They found some remains of the Song Dynasty.他们发现了一些宋代遗迹。
9. The general searched for three days and found a happy person. 将军搜寻了三天，找到一个快乐的人。(P85)
【用法】这里search是不及物动词，意为“搜查；调查”。 如：We searched here and there, but could not find her. 我们到处找她,但还是找不到。
【拓展】①search作及物动词，意为“搜查；搜寻；调查”，其后可跟人、房屋、衣袋等名词或代词作宾语。如：He searched his pockets, but found nothing. 他翻遍了自己的口袋，什么也没找到。search的目的物常用for引出，而搜寻的地方常用介词through引出。He searched his pockets for his keys. 他翻遍了自己的口袋找钥匙。②search用作名词，意为“寻找；找寻”，指仔细寻找某人或事物的动作，既可作可数名词，又可作不可数名词。接介词of侧重“寻找的对象”，接介词for侧重“寻找的目的”。如：The boys went in search of something to eat. 男孩子们找吃的去了。I have made a search for the missing letter. 我已查找过那封遗失的信。
10. He felt like there was a heavy weight on his shoulders as he walked home alone.当他独自回家时他觉得肩上像有着一个沉重的负担。（P86）
【用法】这里weight是名词，意为“分量；负担”，只用于单数形式。如：That's a great weight off my mind. 我心上如释重负。
【拓展】①weight作名词，意为“重量；体重”。常用短语：lose weight减轻体重；put on weight增加体重。如：You'll lose weight if you don't eat. 你不吃东西体重会下降的。②weight作可数名词，意为“重物”。如：He can lift heavy weights because of his strength. 他力气大,可举起重物。③weight的动词形式是weigh，意为“称……的重量”是及物动词；意为“重(多少)”，是不及物动词。如：Do you often weigh yourself 你经常称体重吗 He weighs 60 kilos. 他体重60公斤。weigh作及物动词还意为“权衡；考虑”。如：The teacher told him to weigh this matter patiently.老师让他耐心考虑这事。④weight可用作及物动词，意为“是……变重”，接名词或代词作宾语，多用于被动结构。如：He was weighted down with a heavy bag. 他背着很重的包。
11. His mind would not stop thinking about what happened only just an hour ago on the school soccer field. 他的大脑不停地想着就在一小时前学校足球场上发生的事情。（P86）
【用法】stop doing sth.是固定结构，意为“停止做某事”，doing是stop 的宾语，指停止正在进行的事。如：The two girls stopped talking when they saw me. 那两个女孩一见到我就停止了讲话。
【拓展】stop to do sth.意为“停下来去做某事”，to do是stop的状语，表示目的，表示“停止某事后去做另一件事”。如：We have kept doing our homework for a long time. Let’s stop to listen to music. 我们做家庭作业很长时间了，让我们停下来听听音乐。
12.He had let his whole team down.他让全队失望了。（P86）
【用法】let…down意为“使失望；（使）略逊一筹”，是“动词+副词”构成的短语，宾语要放在let和down中间。如：What he said let us down.他说的话让我们失望。She doesn’t want to let her parents down.她不想让她的朋友们失望。
【拓展】let构成的短语常见的有：①let…alone 不必说，不打扰。如：He hasn't enough money for food, let alone amusements.他连温饱都无法解决，就更不用说娱乐了。②let…in让……进入。如：Don't let that cat in! 别把猫放进来。③let…out让……出去；泄露。如：Someone had let the news out.有人把这消息泄漏出去了。He’d rather not let the children out in this wet weather.在这种阴湿的天气里，他不想让孩子们出去。④let…off放掉；免除。如：We won't let you off so easily next time. 我们下次绝不会这样轻易地饶恕你。
13. He was really worried that his coach might kick him off the team.他真的担心教练可能把他从队里开除。（P86）
【用法】kick sb. off意为“开除；把某人清理出去”。如：We should kick them off the basketball team. 我们应该把他们从篮球队里清理出去。
【拓展】①kick off可意为“（在足球比赛中）开球；开始；踢掉；停止运转”等。如：The teams kick off at three o'clock.三点钟两队开球。The shows kick off on October 24th.演出10月24日开始。He kicked his shoes off and dropped onto the bed.他踢掉了拖鞋，躺倒在床上。That old washing machine has kicked off again.那台破旧的洗衣机又不转了。②含kick的其它短语：kick at朝……踢，反对；kick sb./sth. out解雇，用脚踢；kick up踢起，引起。
14. Besides, winning or losing is only half the game.而且，输赢只是比赛的一半。（P86）
【用法】besides用作副词，意为“而且；还有”，用来引出另一个情况，以作补充。可用于句首、句尾，也可用于句中，常常用逗号或分号与句子的其他成分隔开。如：I don't want to go, besides, I'm too tired. 我不想去,再说我也太累了。Besides, I want you to promise me one thing. 此外，我要你答应我一件事。
【拓展】besides还可用作介词，意为“除了……之外”，后面可接名词、代词或动名词，在肯定句中指包括besides后所列的内容在内；在否定句或疑问句中则指只有besides所包括的内容。如：He has few friends besides us.除了我们,他几乎没有别的朋友。Besides you, no one can work out the problem. 唯独你能算出这道题。
15. The next day, Peter went to soccer practice with courage rather than fear in his heart.第二天，皮特心里鼓足勇气而不是害怕去练习足球。（P86）
【用法】rather than是连词词组，连接两个并列成分，意为“而不是”，表示选择前者，否定后者。它连接的并列成分可以是名词、代词、形容词、介词(短语)、动名词、分句、不定式、动词等。如：He is a writer rather than a teacher.与其说他是教师，不如说他是作家。These shoes are comfortable rather than pretty. 这些鞋子与其说漂亮，不如说舒服。We'll have the meeting in the classroom rather than on the playground. 我们将在教室开会，而不是在操场上。I decided to write rather than (to) telephone. 我决定写信而不打电话。
【拓展】①rather than常和prefer两用构成“prefer to do sth. rather than do sth.”结构，表示“宁愿做……而不愿做……”。如：She prefers to water flowers rather than go shopping.她宁愿浇花也不愿去购物。②rather than 与would 连用时，构成“would rather...than...”句式，意思是“宁愿……而不愿……”，表示主观愿望，即在两者之中选择其一。例如：She'd rather die than lose the children. 她宁愿死也不愿失去孩子们。
16. But I think if we continue to pull together, we’re going to win the next one.但是我认为，如果我们继续齐心协力，我们将会赢得下一场比赛。（P86）
【用法】pull together是固定短语，意为“齐心协力；通力合作”。如：We must pull together， or we will fail．我们必须齐心协力，否则就会失败。pull是动词，意为“拉；拖”，其反义词是push（推）。
【拓展】①pull oneself together意为“控制自己(的感情)”。如：After hearing the news, she was so excited that she felt it difficult to pull herself together. 听到这个消息后,她激动得难以平静下来。②含pull的常用短语：pull down拆除，摧毁，拖垮；pull off 脱掉，胜利完成；pull on 穿上，戴上；pull in (车)进站，(船)靠岸，吸引；pull out 驶出，退出，拔出；pull through 度过难关，恢复健康；pull up 往上拉，(使车等)停下，名次提前，追上。
17.To his surprise and relief, his teammates all nodded in agreement.使他惊奇和放松的是，他的队友都点头同意。（P86）
【用法】⑴nod是动词，意为“点头”，多用于表示同意或打招呼等。如：She nodded when she passed me in the street.她在街上走过我身旁时向我点了点头。常用短语：nod at/to sb./sth.向……点头。如：She nodded to me with a smile.她微笑着向我点点头。
【拓展】①nod作动词，意为“打盹；打瞌睡”。常用短语：nod off打盹。如：The teacher caught her nodding. 老师发现她在打瞌睡。②nod作动词，意为“(树梢、花等)摇摆”。如：Trees nod in the wind.树在风中摇曳。③nod作名词，意为“点头；同意”，多用单数形式。如：I hope he'll give the nod to the plan.我希望他会同意这个计划。
⑵in agreement是固定短语，意为“同意；（意见或看法）一致”，常和with连用。如：He is in agreement with our plan. 他同意我们的计划。这里agreement是不可数名词，意为“同意”。表示与某人意见一致，后面与介词with连用；表示在某方面意见一致，后面与介词on或upon 连用。如：He nodded in agreement with me.他点头表示同意我的意见。We are in agreement on that point. 我们在那一点上意见一致。
【拓展】agreement还可作可数名词，意为“协议”。如：Finally we reached an agreement.我们最终达成了协议。常用短语：come to (或 arrive at, reach, make) an agreement达成协议。
18. She was worried because she disappointed her parents.她很着急，因为她让她父母失望了。（P87）
【用法】disappoint是及物动词，意为“使失望”，后面直接跟名词或代词作宾语。如：The movie disappointed me. 这部电影使我失望。
【拓展】⑴其形容词有disappointed和disappointing，都可作定语和表语，但含义不同。disappointing指物，意为“令人失望的”。如：What disappointing news it is! 多令人扫兴的消息! disappointed指人，表示“感到失望的”。常用表达有：①be /feel disappointed at /about sth.如：He was disappointed at the result.他对这样的结果感到失望。We are much disappointed about the weather.这天气叫我们很扫兴。②be / feel disappointed with sb.如：My parents will be disappointed with me if I fail the examination.我要是考不及格，父母会对我很失望的。③be /feel disappointed to do sth.如：The fans were disappointed to see their favorite contestant go out in the contest. 歌迷们看到他们最喜爱的选手在比赛中被淘汰感到很失望。④be /feel disappointed +that从句。We were disappointed that you could not come. 听说你不能来,我们感到失望。⑵disappoint的名词disappointment作"失望"讲时是不可数名词,作"使人失望的人或事"讲时是可数名词。Not getting the job was really a disappointment. 没有获得那份工作真叫人失望。
细说“make + 宾语 + 宾语补足语”结构
make作动词，意为“使；让；使得”时，常用于“make + 宾语 + 宾语补足语”结构，常用不带to的动词不定式、形容词、名词、分词等充当宾语补足语。常用结构有以下几种：
1.“make sb./sth. + adj.”意为“使某人（感到）……；使某人或某物处于某种状态”。用于此结构的形容词多为表示情感的词(happy, sad, worried, mad, angry, surprised, annoyed，upset，unhappy 等）和表示状态的词（如rich, strong, ill, relaxed，stressed out等）。如：Waiting for her made me angry. 我很生气一直等着她。The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着了。
2.“make sb. / sth. + do sth.”意为“使某人/某物做某事”。此时宾语补足语是不带to的动词不定式，其否定结构是“make sb. / sth. +not + do sth.”。如：The color red makes people want to eat faster.红色使人们吃得更快些。His mother made him not smoke in the room.他妈妈让他不要在房间里吸烟。
注意：当make 用于被动语态时，后面的不定式必须带to。如：I was made to repeat the story.我被迫重述这个故事。
3. “make sb. +名词”意为“使某人成为……”。如：Miss White will you make a good assistant.怀特小姐会让你成为一个好的助手。
注意：次结构中名词是表示职位的名词时，名词前不要冠词。如：We all made him chairman of our English club. 我们都选他当英语俱乐部的主席。
4. “make sb. +过去分词”表示“使某人……”。此时宾语一般是与主语一致的反身代词，意为“使某人自己……”。如：He raised his voice in order to make himself understood. 他提高嗓门为的是大家能听懂他的话。
