中小学教育资源及组卷应用平台
Unit 11 Sad movies make me cry 单元整体教学设计
单元主题意义 本单元的主题属于“人与社会、人与自我”范畴。本单元主题为谈论事物对个人的影响。对赢课程标准中的话题项目-情感与情绪。引导学生理解和体会他人的感受并能正确表达自己的感受，继而正确面对自己的感受与情绪，学会积极第硬度人生，形成健康向上的品质。
单元教学目标 通过本单元的学习，学生能够： 目标a：能理解和体会他人的感受，并用make+sb+adj.和make sb+infinitive without to 的结构谈论事物对自己和他人的影响。 目标b：认识什么是幸福，表达自己对幸福的理解。 目标c：学会积极应对人生中的各种经历，形成健康向上的品格。 与核心素养的关系： 语言能力方面：学生能够区分表达感受的褒义词和贬义词，并能谈论事物对自己和他人的影响。学会识别文章中的习语和词组，积累相关语言知识，提高阅读理解能力，掌握叙述性文章的逻辑线索，并能较生动的讲述个人经历。学习能力方面：学生能够采取听力策略，获取相关话题的关键信息。运用略读、血毒、细读等简单的阅读策略来获取和梳理有关寓言故事和叙述性文章的信息。能够通过绘制思维导图的形式分析叙述性文章的逻辑线索，并能运用对应的原因呢支架完成写作任务。思维品质方面：通过阅读学会理解和体会他人的感受，正确面对自己的感受与情绪，学会积极地应对人生，形成健康向上的品格。 文化意识方面：学生将了解寓言故事的基本特点，培养跨文化交际意识。
整体教学思路及教学结构图 1.来源& 内容： 本单元是《新目标英语》系列教材之一!第十一单元的内容，本单元的内容采用分层结构和循环递进的方式呈现。Section A是基本教学内容，着重于听说巡礼那，兼顾话题相关阅读，聚焦在感知和运用事物对人所产生的影响及相应情感的表达方式上。Grammar是对本单元重点语言的总结、训练和巩固。Section B在Section A的基础上将话题进一步拓展，除听说外着重训练学生的阅读和写作技能，帮助学生灵活运用所学语言，围绕本单元话题进行口、笔头输出。 2.纵向知识关联： 功能： make+宾语+宾语补足语“的句型结构。 话题： 谈论外界事物对人的情绪产生的影响。 语言知识： 能正确使用下列词汇： drive , friendship , king , banker , pale , queen , examine , nor , palace , power , wealth ,grey,lemon , weight ,shoulder , goal , kick , courage , pull , nod ,agreement , disappoint 能正确使用下列常用表达： would rather ,drive sb crazy /mad , the more..the more , be friends with , leave out , call in ,neither..nor , to start with , let ..down , kick sb off, be hard on , rather than , pull together . 能区分词汇的积极意义和消极意义，理解、体会他人的感受，表达自己的感受。 能识别文章中的习语和词组，积累相关的语言知识，提高阅读理解的有效性。 掌握文章中的逻辑线索，依据一定的逻辑线索生动地讲述个人的经历。 3.横向知识关联： （1 ）复习八年级的相关词汇； （2 ）本单元出现使役动词make用法，巩固已学。 教学结构图：
单元课时安排
语篇 课型 课时 课时目标 评价任务
Section A 1a-2d 听说课 第一课时 能够理解和体会他人的感受，并用make+sb+adj和make sb+infinitive without to的结构谈论事物对自己和他人的影响。 通过Pair-work的形式对学习方法谈论，评价学生的对目标句型的认知；通过可视化思维工具整理重点学习方法短语，评价学生对课堂内容的理解与整合；通过听力联系，评价学生准确使用本单元功能性语言。
Section A 3a-4c 读写课 第二课时 认识什么是幸福，表达自己对幸福的理解；能理解和体会他人的感受，并用make+sb+adj和make sb+infinitive without to的结构谈论事物对自己和他人的影响。 通过读课文找出描述过去的句子，评价学生对目标句型的认知；通过提取描述关于学习障碍的关键信息，并完成问题，评价学生的信息提取和整合能力；在图片和文字提示下，复述课文，评价学生对语言结构和词汇的理解；通过编写对话和角色表演进行口头输出，评价学生的英语思维和语言表达能力。
Section B 1a-1d 听说课 第三课时 通过使用听力技巧听懂对话；认识什么是幸福，表达自己对幸福的理解。 通过问题启发式评价引导学生，评价学生对语篇主题的理解；通过个人思考和合作交流，评价学生主动参与到学习中的能力。
Section B 2a-2e 阅读课 第四课时 学生学会积极应对人生中各种经历，形成健康向上的品格。 通过问题启发式评价引导学生从整体到具体的认识，并提取关键信息完成思维导图，评价学生对文本第一段的理解和信息提取能力；通过读文章，定位、获取、整合信息，评价学生对文章第二段的理解和信息整合的能力；通过对话编写和角色表演进行口头输出，并通过书面表达的形式，评价学生对句型的掌握
Section B 3a-Self check 写作课 第五课时 学生能够总结、归纳、巩固、运用本单元所学的重点短语或句型来表达积极应对人生的各种经历，形成健康向上的品格。 通过书面表达的形式，评价学生写作的能力。
第4课时 教学设计
课题 Unit 11 Sad movies make me cry Section B 2a-2e
教材（语篇）分析： 【what】 本节课Section B第二课时，是一节阅读课。 【why】 本课内容贴近学生生活，易激发学生的共鸣和主动参与课堂活动的愿望。 【how】 通过引导学生阅读文本了解Peter犯错后的故事，帮助学生学会沟通，学会分享，自己培养团队意识，从而提高正确处理事情特别是挫折和不良情绪的能力。
学情分析： 自然情况 九年级的学生已经掌握了一定的阅读技巧，通过本单元前面部分对知识和语言结构的学习，他们也已经掌握一定的背景知识。 （二）已有基础 九年级的学生在语言方面已经有了一定的基础。 （三）存在问题
个别同学阅读上有一定的障碍。 （四）解决措施 进行适当的思考和评价并有一定水平的语言输出。
教学目标： 通过本课学习，学生能够： 学生能正确朗读和拼写以下单词及短语：weight ,kick,besides,courage,the winning team ,on the shoulder,on the soccer field,miss scoring the goal ,let..down,kick sb off, support each other,rather than,pull together ,nod in agreement等。 （学习理解） 学生能读懂文章，掌握重点句型并运用；能理解关键词和短语。 （应用实践） 学生能正确地表达自己的感情，正确对待挫折和不良情绪。 （迁移创新）
教学重难点 重点：阅读短文，明确故事发展的脉络并获得相关的信息，提高综合阅读能力。 难点：学会运用所学内容表达个人感受，学会沟通协作。
学习活动设计 教师活动学生活动环节一：Activity 1 教师活动1 Lead-in T: Have you ever made a mistake What happened How did it make you feel S:... T:Today , we are going to know Peter. Has he ever made a mistake 学生活动1 Answer the questions and discuss 活动意图说明： 通过自由交谈，帮学生做好了语言和情感的预热，激发了学生阅读的兴趣和阅读。 环节二：Activity 2 教师活动2 Presentation Look at the title and the picture in 2b and guess what kind of mistake Peter has made . 学生活动2 Ask and answers 活动意图说明： 通过观察标题和图片，在学生大脑中形成初期预测，然后马上走入文本。 环节三：Activity 3 教的活动3 Work on 2b Fast reading Read the story quickly and number the events in the correct order . _____Peter got home and went into his room _____Peter talked to his teammates . ______Peter missed a goal . ______Peter’s Father gave him advice ______Peter realized that he was worried for no reason . 学的活动3 Read the passage quickly and finish 2b . 活动意图说明： 让学生快速浏览文本，了解文章大意和故事梗概。 环节四：Activity 4 教的活动4 Careful reading Read the story again and answer following question . Why did Peter feel angry and worried Discussion Do you agree with Peter’s father Why or why not 学的活动4 细读文章，检查预测 回答问题学的活动3 1. Ss observe the images and understand the situation. 2. Ss complete the questions and answers using past future tense. 活动意图说明： Peter父亲的话是文章的主旨所在。让学生都有所思，思有所得。环节五：Activity 5 教的活动5 Read the story for the third time and answer the following tasks . Read the story for the fourth time and retell it . 学的活动5 take some notes and ask and answer .活动意图说明： 让学生使用目标语言和已经掌握的文本信息复述文本内容，从而加深对文本的理解。 环节六：Activity 6 教的活动6 Work on 2c Ask students to guess the words they don’t know when they read the passage . Then read the sentences and replace the underlined words with the phrases in the box . 学的活动6 Finish 2c . 活动意图说明： 让学生通过上下文来理解短语的含义和用法。 环节七： Activity 7 教的活动7 Discussion in groups What can we learn from Peter’s story What makes a swimming team 学的活动7 Discussion 活动意图说明： 对文本进行提炼升华，让学生明确沟通交流的重要性、团队精神的不可或缺，实现对学生进行情感态度的教育。
板书设计 Unit 11 Sad movies make me cry . Period 4 Section B 2a-2e Now words and phrases courage the winning team on the shoulder on the soccer field miss scoring the goal His stupid mistake made him angry .
分层作业设计 基础巩固： Do some practice . 设计意图：熟记本课重点单词和短语。 能力提升： Recite some new words and phrases . 设计意图：复习巩固重点单词及短语。
教学反思与改进 教学效益首先体现在课堂信息量、教学活动的广度和密度以及多媒体的使用上。这节课的设计从学生的现有阅读和表达能力出发，引导学生逐步了解课文，分析课文，获得信息，进而进行语言输出。
21世纪教育网(www.21cnjy.com)(共48张PPT)
Unit 11
Sad movies make me cry.
Section B (2a-2e)
The Winning Team
Free talk
How do you feel about these pictures
It makes me feel energetic.
It makes me feel comfortable.
How do you feel about …
It makes me…
Have you ever made a mistake How did it make you feel Talk to your partner about what happened.
In the English exam last week, I was too nervous that I made a spelling mistake. It made me feel very angry with myself.
The things you can do if you make a mistake.
If possible, come up with a plan to solve the problem.
Apologize to those affected.
Find some happy things to let you release from sad emotions.
错失进球
心情沉重
使队友失望
严厉对待
齐心协力
He missed scoring a goal and lost the game.
He had a heavy weight on his shoulders.
He thought his fault let his teammates down.
His fans asked him not to be hard on himself.
His teammates and coach believe if they pulled together, they would win next time.
Pre-reading
What did the passage mainly talk about
1. What can you see in the picture
2.What does the passage talk about
A soccer ball team.
It may talk about the soccer ball
team’s winning.
Peter
There are three different places in the story. Try to find them.
On Peter’s way home.
At home.
On the soccer field.
The Winning Team
Skimming
Match each part with their main ideas.
The Winning Team
Part 1. Para.1
Part 2. Para.2-6
Part 3. Para.7-11
A.
Encouragement
from Peter's teammates.
B.
Advice
from Peter's father.
C.
Feelings
of losing the game.
Read Part 1 and answer the following questions.
1. What’s his mistake
2. How did he feel after the game
3. Why did he feel angry and worried
He missed scoring a goal.
He felt guilty(内疚), angry and worried.
He had let his team down.
His stupid mistake made him angry.
His coach might kick him off the team.
A. got the ball into the basket
B. didn’t get the ball into the basket
A.make sb. disappointed
B. make sb. satisfied
A.ask sb. to leave
B. ask sb. to join
Find some sentences that can show feelings in paragraph 1.
guilty
angry
worried
1. kept his eyes on the ground
2. felt like there was a heavy weight on my shoulders
3. let his team down
1. the worst day of his life
2. would not stop thinking about the game
3. his stupid mistake made…
might kick him off the team
Thinking
If you were Peter, what would you do
Answer the questions.
Part 2
1.What did Peter do after he got home
2.What did his father tell him at first
3. What did his father think of a good team
4.What did Peter’s father think of a game
Advice
from Peter's father.
He went into his room without another word.
Don’t be too hard on yourself.
Soccer is a team effort, you should support each other.
Winning or losing is only half the game. The other half is learning how to communicate with your teammates and learning from your mistakes.
Read Part 2 carefully and find out some advice Peter’s father gave him.
Advice
from Peter’s father.
① Don’t be too hard on himself.
② Support each other.
③ Communicate with his teammates.
④ Learn from mistakes.
put so much pressure on himself
For Peter
For the team
For the game
For the teammates
Read Part 3 carefully and circle T for true or F for false.
1. Peter felt uneasy when he went to the soccer field. ( T F )
2. Peter wanted to work hard together with his teammates to win the
next game.( T F )
3. Peter’s teammates didn’t blame(责备) him. ( T F )
Peter 1.went to soccer practice with courage ___________ fear.
2.said _______to his teammates.
3.thought if they continued to _____________, they were going to win the next one
his teammates 1. nodded ______________.
2.It was never one person’s ____.
3. should think about how they could __________ the next time.
rather than
sorry
pull together
in agreement
fault
do better
work hard together
instead of
mistake
agree v.
Read the story and number the events in the correct order.
2b
____ Peter got home and went into his room.
____ Peter talked to his teammates.
____ Peter missed a goal.
____ Peter’s father gave him advice.
____ Peter realized that he was worried for no reason.
n. 球门;射门; 目标
n.同队队员;
队友
2
4
1
3
5
Discussion
Which do you think is the most important in a team
a good coach
courage
professional skills
team spirit
Team Spirit
makes a winning team.
What should we do on a winning team
①Encourage each other.
②Support each other.
③Learn to communicate with our teammates.
④Learn from each other.
⑤Learn from mistakes.
⑥Pull together.
⑦Be brave to face failure(失败).
⑧Have an optimistic attitude(乐观的态度).
…
Team Spirit
Retelling
The winning team
When
Peter
What
why
felt sad and worried
the day before
failed the team because of…
at home
thought carefully
his father’s advice
the next day
smiled, felt lucky…
communicated with…,
agreed to pull together to …
a winning team
keep one’s eyes on the ground
某人的眼睛盯着地面
on the school soccer field 学校足球场上
let sb. down 使某人失望
kick sb. off 开除某人
walk through the door 走进门去
a heavy weight on one’s shoulders 某人双肩沉重
the worst day of one’s life
某人一生中最糟糕的一天
be hard on sb. 对某人苛刻；对某人要求严厉
learn from your mistakes 从错误中吸取教训
Phrases summary
在…肩膀上
在学校足球场地
错过投球
让…失望
开除某人
整个脸上
没再说一句话
敲门
对某人苛刻
彼此支持
on one’s shoulder
on the school soccer field
miss scoring the goal
let sb down
kick sb off
all over one’s face
without another word
knock on the door
be hard on sb
support each other
与…交流
从错误中学习
使他认真思考
带着勇气而不是恐惧
接近胜利
继续合作
令某人解脱
点头同意
一个人的错
在胜利队
communicate with
learn from the mistakes
make him think carefully
with courage rather than fear
be close to winning
continue to pull together
to one’s relief
nod in agreement
one person’s fault
on a winning team
Language Points
1. He felt like there was a heavy weight on his shoulders as he walked home alone.当他独自走回家的时候，感到肩上有 沉重的负担。
本句是一个主从复合句，主句是 He felt like there was a heavy weight on his shoulders （"feel like＋从句"句型），从句是 as引导的时间状语从句。
weight为名词，意为"重量;分量"，原形weigh是动词，称重的意思。
What's your weight 你的体重是多少
固定搭配：the/a weight of……的重量
lose/put on/gain weight减 肥 /增肥
I weigh myself after a bath.我洗澡后称了体重。
Language Points
2. How could he have missed scoring that goal
他怎么能没有踢进那个球呢
本句含有could have done 结构，意为"过去本能够做某事（却未做）"，含有责备的意味。
He could have won， but he failed. 他本来可以赢的但是他输了。
Language Points
3. He had let his whole team down.他让整个球队失望了。
let sb.down意为"使某人失望;辜负某人的期望"，是"动词＋副词"构成的短语，宾语为人称代词时，则必须放在两词中间。
let sb.down相当于make sb. disappointed或 disappoint sb.
I'm afraid she let us down badly.恐怕她让我们大失所望。
3. His team lost the game because of him.
他们队由于他输了比赛。
because of 是介词短语, 意为“因为；由于”, 后面可接名词、代词、动名词或what引导的名词性从句等。
e.g. He walks slowly because of his bad leg.
他因为腿不方便而行走缓慢。
表示“因为”的其他短语
1) thanks to意为 “由于或因为某人（某事）”, 通常用于好的方面, 译为“多亏”, 但有时作反语；引导的介词短语可置于句首或句末。
e.g. Thanks to the bad weather, the match
had been cancelled.
多亏这倒霉天气, 比赛取消了。（反语）
2) due to意为“由于； 因…...造成”, 在句中既可作状语（此时一般不用于句首）,也可作表语或定语；作表语或状语时可将due to看作是owing to的同义短语。
e.g. Accidents due to driving at high speed
were very common that weekend.
在那个周末因高速驾驶造成的交通事故很多。
due to除可表示原因外, 还有“应给于, 应属于”的意思。
e.g. Our grateful thanks are due to you.
向你表示我们衷心的感谢。
3) owing to意为“由于”, 引出的介词短语在句中作状语或表语, 做状语时, 习惯上用逗号和句子其他部分分开。
e.g. They decided to put off the trip, owing to the bad weather.
由于天气不好他们决定推迟旅行。
Owing to his careless driving, we had a bad accident.
由于他驾驶疏忽, 我们发生了一次大车祸。
4. He was really worried that his coach may kick him off the team. 他很担心教练会把他踢出球队。
kick sb. off sth. 意为“使某人离开；开除；逐出”, 相当于kick sb. out of sth. 。
e.g. You will be kicked off the club if you break the rule again.
如果你再违反规定的话, 你将被逐出俱乐部。
5. He opened the door to let him in.他打开门，让他进来。
句子结构分析本句中to let him in为动词不定式做目的状语。
let sb.in意为"让某人进来"，相当于let e in。
Language Points
6. But whatever it was, don't be too hard on yourself.
但是不管什么事，不要对自己太苛刻。
whatever相当于no matter what，引导的是一个让步状语从句。
Whatever you do,I always believe you.=I always believe you no matter what you do.无论你做什么，我总相信你。
whenever无论什么时候），wherever（无论在哪），however（无论怎么样），whoever（无论是谁），它们均可引导从句，可与"no matter十疑问词"互换。
Whenever I meet him,he always smiles. =No matter when I meet him,he always smiles. 无论我什么时候见到他，他总微笑着。
be hard on sb. 过于严格地要求某人; 对某人过于严厉; 以刻薄的方
式批评、对待某人
5. But whatever it was, don’t be too hard on yourself.
但不管结果怎样, 不要对自己要求太苛刻。
be hard on sb.意为“对……很严厉；要求很苛刻；苛待(为难)某人”。
e.g. Don't be too hard on him.
别对他太苛刻了。
I think he didn't mean to be hard on you.
我想他并不是有意使你为难。
6. Besides, winning or losing is only half the game. 除此之外, 输赢只是比赛的一半。
besides 作副词, 意为“而且；还有, 再者”, 用来追加原因及理由。
e.g. I don’t mind picking up your things from
the store. Besides, the walk will do me good.
我并不在意帮你去商店拿货。再者, 走走 路对我身体也好。
除besides外, also, moreover, in addition等也可表示“而且”。
Language Points
8. The next day, Peter went to soccer practice with courage rather than fear in his heart.
第二天，彼得去参加足球训练，心中满是勇气而不是恐惧。
the next day意为"第二天"，，表示以过去某个时间为基准 的"下一天"，通常与一般过去时连用。
courage为不可数名词，意为"勇气;胆量"。
He showed great courage and determination.
他表现得十分勇敢和果断。
lose courage 灰心丧气
take courage鼓起勇气
Language Points
rather than 的用法意为"而不是"，相当and not，侧重客观上的差别、常用于连接两个并列的名词、代词、形容词、介词短语、动名词和不定式语等。
I'd like tea rather than coffee.我想喝茶，而不是咖啡;
（1）rather than连接两个并列的不定式短语时，通常省略其后的不定式符号to.
I decided to write rather than（to）telephone.
我决定写信而不是打电活。
（2）rather han连接两个名词或代词做主语时谓语动词应与rather than前面的名词或代词在人称为数上保持一数。
You rather than I are going to go camping，是你，不是我要去野营。
Language Points
9.We were so close to winning that game.
我们几乎要赢那场比赛了。
be close to意为"几乎（处于某种状态）"，其中 to为介词，后接名词、代词或动名词做宾语。
I was close to tears，but I held them back.
我几乎就要掉眼泪了，但我忍住了。
be close to还可指"（在时间、空间上）接近...
My house is close to a supermarket.我的房子离一家超市很近。
Language Points
10.But I think if we continue to pull together, we're going to win the next one.
但是我想如果我们继续齐心协力，下次比赛我们会赢。
pull together意为"齐心协力;通力合作"。
We all pulled together to get out of difficulties.
我们通力合作去克服困难。
Language Points
11.To his surprise and relief, his teammates all nodded in agreement.
令他吃惊和轻松的是，他的队友们都赞许地点头。
relief为不可数名词，意为"轻松;解脱"，但当它前面有形容词修饰时或在口语表达中，其前面往往可以加冠词a或 an。
常用结构∶（much）to one's relief意为"使某人（非常）庆幸的是"。News of their safety came as a great relief.
他们平安的消息给大家带来了巨大的安慰。
9. To his surprise and relief, his teammates all nodded in agreement.
令他惊讶和欣慰的是, 他的队友全都赞同地点头。
“to +one’s+情感名词”是英语中一个常见的结构, 主要表示某人由于某事的发生而唤起其内心的某种情感, 通常译为“令某人……的是；使某人感到……的是”。
Language Points
11.To his surprise and relief, his teammates all nodded in agreement.
Language Points
12.It's never just one person's fault.失败绝对不仅仅是一个人的错。
fault为名词，意为"过失（不可数名词），缺点（可数名词）"，指性格和习惯上的弱点或行为上的过失。
It is mainly because of my fault.
这主要是由于我的过错。
Language Points
13.It made him feel lucky to know that he was on a winning team.
认识到自己在一支胜利之队，使他感到很幸运。
本句中含有一个"make+sb.＋do"结构; It是形式主语，真正的主语是后面的动词不定式短语 to know..，know后接的是 that 引导的宾语从句。
Language Points
14.She was woried because she disappointed her parents.
她很担心，因为她令她的父母失望了。
disappoint 在此处为及物动词，意为"使失望"，后常接sb.做宾语，相当于let sb.down。
The result disappointed us.结果令我们失望。
（1）disappointed失望的，沮丧的，一般由人来充当主语。
I was deeply disappointed about the news.我对那则消息深感失望。
（2）disappointing令人失望的，令人气馁的，一般是物做主语。
The ending of the story was disappointing.故事的结局令人失望。
14.You should learn to relax and not put so much pressure on yourself.
你应该学会放松，不要给自己这么多的压力。
put pressure on sb.意为"向某人施加压力"，其后可接不定式，
构成put pressure on sb. to do sth.意为"迫使某人做某事"。
He may have put pressure on her to agree.他可能向她施加了压力，迫使她同意。
Language Points
谢谢
21世纪教育网（www.21cnjy.com)
中小学教育资源网站
兼职招聘：
https://www.21cnjy.com/recruitment/home/admin
