新课改单元整体教学设计人教版九年级Unit 11 When was it invented（表格式 5课时）

中小学教育资源及组卷应用平台
单元设计
单元名称 Unit 11 When was it invented
1.单元教学设计说明 本单元的主题是“不同国家的文明礼仪和凤俗习惯”，对应课标中的“人与社会”这一主题语境以及“社会、历史和文化”这一主题群。通过多模态形式的语篇，如表格、图片、对话、描写自己国家文化礼仪的记叙文以及写给好友描绘自己在异国他乡的生活的信件等，呈现了东西方不同的国家在不同情境下的文明习俗，如初次见面、时间观念、访友、餐桌礼仪等。 整个单元分为 Section A 和 Section B 两个部分。每部分的内容都有兼顾学“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：(1）不同国家初次见面的文化札仪；(2)哥伦比亚和瑞士两个国家在时间观念，访友以及制定计划三个情境下的文化差；(3)中国的餐桌礼仪：(4）法国的餐桌礼仪。通过单元话题的学习，引发学生对文化差异的思考，提升学生跨文化交际的意识。同时，引导学生通过各种形式获取资源，扩大文化视野；鼓励学生开展小组活动，增强合作意识；引导学生在学习过程中利用可视化思维工具分类整合信息，提高学习效率。
2.学情分析 通过两年多的初英语学习，九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语表达他们的某些感受。结合学生年龄特点及知识能力，本课联系学生生活实际，引导学生集合自己的生活体验，以小组对话、采访等方式，运用 所学的语言基础知识自我学习，互相学习，鼓励他们主动参与与教学活动，在课堂上能进入角色，克服语言障碍和胆怯和害羞的心里压力，真正成为学习的主体。
3.单元目标与重点难点 语言能力： 1、学习动词 make 的用法，即 make 十宾语＋形容词，并能在实际情境中简单地运用。 2、学会以下基本句型： How do you feel about loud / soft music How do you feel about the picture Loud music makes me tense / angry /.… Soft music makes me sleepy / sad .… Soft music makes her relaxed /… The awful pictures make me tense /… 思维品质： 1、能够运用所学知识，谈论或询问事物对我们情绪的影响或人对某一件事或物的看法。 2、学会比较，分析不同 物的优缺点，从而进行优化选择。 学习能力：能够通过小组对话、采访等方式比较不同的事物，谈论它们对我们情绪的影响。 文化意识：对比环境中的差异，不同事物有不同感受。。 教学重难点： （1）能用学过得话题和功能句谈论或询问不同事物对我们的影响，能够用英语描述自己的情感。 （2）掌握 make的用法：make sb＋infinitive ,make sb＋adjective
4.单元整体教学思路 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： Period 1 Section A (1a-2d) Period 2 Section A (3a-4c) Period 3 Section B ( la - le ) Period 4 Section B(2a－2e) Period 5 Section B(3a－3b) & Self Check
课时教学设计
课题 Unit 11　Sad movies make me cry.Section A(1a－2d)
授课时间： 课型：听说课 课时：1
1.教学目标 ①语言能力 掌握本课的目标词汇和目标语言。掌握 make 的用法：sth. make sb. +形容词；sth. make sb. do能在实际情境中围绕“Feelings”感受这个话题进行交际，谈论对某件事物的看法，以及谈论事物对人的影响 ②文化意识 对比环境中的差异，不同事物有不同感受。 ③思维品质 .增强学生的竞争意识，提高学习效率，促进他们终身成长。 ④学习能力: 自主学习，小组合作学习的方法和能力。
2.教学重难点： （1）能用学过得话题和功能句谈论或询问不同事物对我们的影响，能够用英语描述自己的情感。 （2）掌握 make的用法：make sb＋infinitive ,make sb＋adjective
3.教学准备 PPT，多媒体
4.教学方法 目标教学法、任务型教学法、讨论学习法、合作式学习法
学习活动设计
环节一： Greeting 二次备课
师生活动 T:Good afternoon, boys and girls. I’m very glad to learn English with you today. S: Good afternoon,teacher
活动意图 通过课前打招呼，鼓励学生学习的积极性。
环节二： Warming up
师生活动 Free talk. T:Let’s enjoy a movie first S1.Yes. S2:Do you like it T:How do you feel after watching a movie S:Happy.
活动意图： 利用图片，激发学生的兴趣，师生自由讨论，直接导入本节课的主题——谈论感受。
环节三： Presentation
师生活动 Words about feelings 1.Game: Memory Challenge (记忆力挑战) happy worried bored afraid relaxed angry sad tired sleepy surprised nervous excited comfortable 2.New pattern . Show two pictures of music. Let students compare them. The loud music makes them excited .The loud music makes them feel excited. The soft music makes her relaxed. The soft music makes her relaxed. 3..According to compare two pieces of music(the sound) ,go on studying Adjectives . .Let’s practice. This funny story makes me happy/laugh/...The delicious food makes me hungry/want to eat... Sunny days make me comfortable/...Failing the test makes me sad/feel sad... 4. Listen and learn(2a-2c)Listen for the specific ideas(听取细节 ) 2a.Listen to two students talking about two restaurants. Write the numbers. Listen to the tape twice and check the answers. 2bWrite the correct words. Listen to the tape twice and check the answers. (Pay attention to the pronunciation of the word ) 5.Ss read the conversations in 2d and answer the questions. Explain language points and lead Ss to go through the dialogue; .Give Ss three minutes to practice it and let Ss have a presentation to role-play the conversations.
活动意图： 1.游戏环节设置在本节课知识学完之后，既是对知识的进一步巩固，又是一个小的检测，让我能把握孩子们的掌握程度。游戏分组进行比赛，活跃了学习气氛，把整个课堂带入高潮 2.通过展示两种音乐，让学生直观的感受到大声的音乐和轻音乐给人们不同的感受，提高学生学习的兴趣。 3.此部分是对课本 1a-1c听说内容的重新整合。之所以做这样大胆的整合，主要还是根据学生的情况，如果直接听力输入有关形容词，学生还是比较难理解的。这样整合之后，从故事，食物天气，考试入手，由层层深入，学生比较容易接受 4.此部分我采用了任务型教学的方法，让学生提前看题目要求，带着任务有目的地听说练习。另外个别单词很多同学不熟悉，着重纠正了此处孩子们的发音。
环节三：小结训练
用所给词的适当形式填空。 1．The holiday is coming.That makes me ________ (happy)． 2．She would rather ________ (not go) out tonight than ________(leave)her son alone at home. 3．I don’t feel like ________(walk) today. 4．My sister is always worried about ________ (fail) the exam. 5．Mary felt ________ (leave)out at the party because she didn’t know what to do.
活动意图：巩固练习，活学活用，加深理解记忆。
5.作业设计 1)抄写unit6单词一英一汉，完成本课时对应练习。 2)句型转换。 1. The boy isn’t old enough to go to school. （改为同义句） The boy is __________ that he ________ go to school. 2. He made me repair it.（改为被动语态） I _____ ________ ________ repair it. 3. I prefer to eat bananas rather than eat apples. （改为同义句） I ________________ bananas than _______ apples.
6. 板书设计 Unit 11　Sad movies make me cry. Section A(1a－2d) happy make＋sb.＋do sth./make＋sb.＋adj. excited eg.They just make him want to cry. relaxed the more…，the more… nervous have…in common bored feel left out interested would rather drive sb.crazy/mad
7.教学反思与改进
课时教学设计
课题 Unit 11　Sad movies make me cry.(3a－4c)
授课时间： 课型：语法阅读课 课时：2
教学目标 ①语言能力 能够读懂关于寻找幸福的寓言故事，并能按要求找到相应的信息完成阅读任务。 能够对所给的句子找出make的具体用法 ②文化意识 保持健康的情绪, 学会及时疏导不良情绪, 做情绪的主人。 ③思维品质 学会运用常识对一些场所的特点，布局进行比较和评价 ④学习能力 能运用所学词汇和句型表达情绪变化及原因。 能够运用所学的动词make的各种结构；完成相应的练习题；
2.教学重点难点 make 的用法 (1) make +n. 如：make food 做饭make a plane做飞机 make the bed铺床make money 　　 赚钱 (2) make sb./sth. + adj. 使某人（感到），使……处于某种状态 　　 Soccer makes me crazy. 　　　　　 足球使我疯狂。 　　　Loud music makes me tense. 过大声音的音乐使我紧张 　　　可用到的形容词有： 　　　happy，pleased，surprised，angry，annoyed，sad，upset，unhappy，worried，anxious， 　　　excited，relaxed，stressed out，tense，calm，scared，comfortable，sick … 分词作make的宾语补足语 　　 I made myself understood by all the students. 　　 make+ oneself +done (3) make sb. / sth. + do …使某人做某事（带省to不定式）被动语态中要还原 (4) make it　 习惯用语，及时赶到，到达目的地。
3.教学准备 PPT，多媒体
教学方法 采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，帮助学生掌握知识、发展能力、形成正确的价值观
4.学习活动设计
环节一：Warming up 二次备课
师生活动 1.Greeting 2.Lead in(the teacher ask the students if they are happy and what makes them Happy) 学生回答老师是否幸福的问题，并且能用make结构做出简单回答。
活动意图： 1、使学生能够迅速进入学习英语的状态 2、通过回答老师问题复习make用法老师可以通过说出自己对幸福的理解自然地导出下面的阅读the shirt of a happy man.
环节二：New words
师生活动 T: 1、展示本节课的词汇的图片领读单词 2、展示一个英文小故事及其相应的图片，给出一些空，让同学们根据故事情节及插图完成故事 S: 1、学生看图片学习单词，跟读单词 2、学生们根据图片及文字完成填空。
活动意图： 1、图文并茂，使学生能够生动形象的理解记忆单词，为学习文章做准备。 2、为了让学生们更好的掌握本节课的单词，让学生们充分练习单词的使用，以故事的形式练习单词，既生动又形象有利于单词的记忆和巩固。同时为引出课文的故事情节奠定基础。
环节三：Reading
师生活动 Pre-task ask the students to look at the picture and the title and guess:1who is the man？ 2、is he happy Look at the picture and the title of the passage and try to answer the two questions While-task Task 1 教师 让学生浏览1-2段，完成SectionA 3a中的问题，找出相关类型的词汇。 Read the first two paragraphs for the first time and answer the questions in 3a Task 2 让学生浏览课文3-5段，填表格,然后小组讨论学生浏览3-5段,完成表格，小组讨论核对答案。 Task 3学生再次细读文章,并且完成3b 学生细读文章, ,熟悉细节内容，深层次的理解文章，完成3b Task 4让学生再读课文，记忆要点，然后完成3c Task 5 让学生回顾本课内容，对故事的结尾进行猜测。 快速浏览文章，回顾故事情节，对文章的结果做出自己科学的预测。 Task 6 问学生通过本文的学习学到了什么？如何理解幸福？
活动意图： Pre-task 为学习文章做准备 Task 1 略读课文，培养学生通过阅读抓住有用信息能力 Task 2 使学生对文章细节有很好的了解 Task 3 让学生能够更好的深层次的理解文章 Task 5 开拓学生思维，丰富学生的想象能力。 Task 6 通过对本文的学习根据教师所给的提示谈谈自己对幸福的理解 对学生进行情感教育。
环节四： Grammar Focus
师生活动 先让同学们自己来读所给的这几个英语句子，然后找出两名同学读给全班同学听；接着老师试着让几个同学说出每个句子中的make的结构. The teacher explain： 1. The loud music makes me nervous. 此句是make sb adj 的结构，即：make +某人+形容词； 2. Soft and quiet music makes me relax. 此句是make sb do 的结构，即：make +某人+动词原形； 3. Money and fame don’t always make people happy. 此句是make sb adj的结构，即：make +某人+形容词； 4. She said that the sad movie made her cry. 此句是make sb do 的结构，即：make +某人+动词原形； 总结：make 的结构为： make + 某人（人称代词的宾格） + 形容词/动词原形； 完成练习：4a Think of appropriate words for the blanks. Then compare your choices with your partner. For this part, ask the students to try to complete it by themselves. And then ask two students to say her or his answers to the whole class, and the other students can give her or his opinion about the diary. The answers are not only. 小组活动.(4b) Complete the survey. Then ask two other students. We can use the following words or phrases: happy, want to cry, uncomfortable, angry, nervous, feel like dancing; You can begin like this: A: What makes you angry B: When people throw rubbish on the streets, it makes me angry. A: Me, too. It makes me want to tell them to clean up the streets. Ask the students to practice the dialogue in his or her group, in order to grasp “make sb adj, make sb do”. Give the students about five minutes, and then ask two groups to act it out in the front of the class. And the teacher should say: OK or GOOD, in order to encourage more students to be active in English class.
活动意图：学习语法知识，活学活用，巩固练习，加深理解记忆。
5.作业设计 1. Review the story The Shirt of a Happy Man (Part I) 2. Ask the students to do the following exercises. (1) The good news makes us ____________ (excite) . (2) The subway ____________ (make) it convenient to travel around the city. (3) My English teacher makes me ____________ (feel) more confident. (4) Tom’s hard work ____________ (make) him a university student. (5) I speak loudly to make myself ____________ (hear) by others. Answers: (1) excited　(2) makes　(3) feel　(4) made/makes　(5) heard
6. 板书设计 Unit 11　Sad movies make me cry. Section A (3a-4b) feel like doing sth. neither...nor... try to do sth. 与try doing sth. make + sb. / sth. + adj. make + sb. / sth. + do make sb. / sth. + n. make + sb. / sth. + done
7.教学反思与改进
课时教学设计课题Unit 11　Sad movies make me cry.Section B(1a－1e)授课时间：课型：听说课 课时：3教学目标 ①语言能力 通过听力和合作学习，进一步掌握学习make的用法. ②文化意识 学会乐观处理生活、学习中的问题，做一个快乐的人。. ③思维品质 培养乐观积极向上的精神。 ④学习能力: 通过故事情节的展开，进一步培养听说能力。2.教学重点难点 重点：熟练掌握本课时的词汇及句型 难点：提高听力能力和口语表达。3.教学准备 PPT，多媒体教学方法 任务型教学、小组合作4.学习活动设计环节一： Review and lead in 二次备课师生活动 1.What makes him happy Why 2.What makes her happy Why 3.Do you think Tutu is happy Why Think: What’s the ending of the story about the unhappy king Review and say 1.The king was unhappy because he was worried about _______________. 2.The prime minister was unhappy because he was worried about ________________________ 3.The banker was unhappy because he was worried about __________________________ 4.The palace singer was unhappy because he was worried about ______________________ 活动意图： 通过课文内容复习 自动导入以下的活动。环节二： Presentation师生活动 1. Work on 1a. Look at the possible endings to the story about the unhappy king. Do you think any of these is the right one If so, which one a. The general cannot find a happy person and the king remains unhappy forever. b. The general finds a happy person with power, money and fame. c. The general realizes he is a happy person and gives his shirt to the king to wear. d. The king suddenly becomes happy without the shirt of a happy person. 2. Let Ss work in groups to discuss the other possible endings to the story. Work on 1b What are some other possible endings to the story Discuss your ideas with your partner. Tom: The general found a poor man. The man was very happy. Lily: The poor man gave his shirt to the general. Work on 1c Listen to The Shirt of a Happy Man(Part II) and check ( ) the things that happened in the rest of the story. The general searched for three days and found a happy person. The general could not find a happy person. The general saw a poor man on the street. The poor man was a happy man. The poor man gave the general his shirt. Step 5. Work on 1d. 1.Listen again. Answer the questions. 1) How long did it take the general to find the happy man 2) What was the poor man doing on the street 3) What made the poor man so happy even though he had no power, money or fame 4) Do you think the general will return to the king with the poor man’s shirt Why or why not Work on 1e 1. Divide Ss into four groups and discuss the poor man’s view of happiness and their own views. 2. Let two Ss role-play the rest of the story.活动意图： 通过引导学生复习3a的故事，鼓励学生预测故事的发展，激发他们的好奇心，帮助他们顺利过渡到1c的听力环节。 通过听力训练的方式，引导学生理解目标语言，同时正确摘取信息。 学生间用学过的目标语言进行合作交流完成任务，让每个学生参与到课堂活动中，提升语言运用能力环节三：小结训练Complete the following sentences. 1. 他父亲为了赚钱，从早忙到晚。 His father is busy all day in order to ________. (make money) 2. 看足球赛使我疯狂。 ______________________________ (Watching football game makes me crazy.) 3. 轻柔的音乐使约翰昏昏欲睡。 The soft music ______ John ___________. (makes, sleepy) 4. 红色使人们吃得更快些。 The color red ________ people _________ faster. (makes, eat) 5. 长时间等她使我生气了。 Waiting a long time for her _______________. (makes me angry)活动意图：巩固练习，活学活用，趁热打铁，加深理解记忆。5.作业设计 1)完成同步练习。 2)复习总结本课时笔记知识点，熟读预习下课时内容。 6. 板书设计 Unit 11　Sad movies make me cry. Section B(1a－1e) make me happy What makes you so happy thoughts about happiness What made the poor man so happy even though he had no power，money or fame 7.教学反思与改进
课时教学设计
课题 Unit 11　Sad movies make me cry.Section B(2a－2e)
授课时间： 课型：阅读课 课时：4
1.教学目标 ①语言能力 (1)掌握本课时新单词及短语: weight, shoulder, goal, coach, kick, besides, teammate, courage, guy, pull, relief, nod, agreement, fault, disappoint, let…down, kick sb. off, be hard on sb. , rather than, pull together。 (2)掌握重点句子: ①He was really worried that his coach might kick him off the team. ②The other half is learning how to communicate with your teammates and learning from your mistakes.. ②文化意识 培养学生正确表达自己的情感, 正确对待挫折和不良情绪。 ③思维品质 学生回忆自己犯过的错并反思解决办法。。 ④学习能力: (1)能够比较熟练地运用英语语音知识朗读课文, 能够体会彼得的心理的变化。 (2)学会运用一些常用习语和短语。 (3)培养学生略读、精读的能力。
2.教学重点难点 教学重点 Understand the general idea of the article, and you can get key information. 教学难点 Learning more passive voice sentences and past participles in the reading practice.
3.教学准备 PPT，多媒体
教学方法
4.学习活动设计
环节一： Lead-in 二次备课
师生活动 (1) Free talk At the beginning of the class, ask the students two questions. Have you ever made a mistake How did it make you feel Let the students share their stories about making mistakes. (2) Predication Read the title and present the picture. Ask the students to guess what the story was about and find out who it was about.
活动意图： 1.通过问题导入本节课话题，让学生复习之前学习过的情感表达句式，活跃课堂气氛，在师生对话中自然导入新课，同时激发了学生的学习兴趣。 2.充分利用文本图片和题目，让学生学会预测文本内容，提高快速获取信息能力。
环节二：Reading
师生活动 Fast reading First, ask the students to read the story quickly and number the events in the correct order. 1、Peter got home and went into his room. 2、Peter talked to his teammates. 3、Peter missed a goal. 4、Peter's father gave him advice. 5、Peter realized that he was worried for no reason. Then check the answers one by one. After this, ask the students to divide the story into three parts based on the story line. Careful reading Task 1 Read Part 1Read Part 1 and answer the following two questions. Why was it the worst day for Peter __________________ How did he feel ________________ The students read carefully and try to find the answers. Check the answers with the class. Then ask the students to think about this question: What would you do if you were Peter __________ Students think and share their opinions with the class. Task 2 Read Part 2 Read Part 2 and answer the following two questions. What advice did Peter’s father give him __________________ Did Peter take his father’s advice How do you know ________________ The students read carefully and try to find the answers. Check the answers with the class. Task 3 Read Part 3Read Part 3 and answer the following question. What did Peter do the next day __________________ The students read carefully and try to find the answers. Check the answers with the class. Then ask the students to think about this question: What would you do if you were Peter’s teammates __________ Students think and share their opinions with the class. What did Peter do the next day __________________ How did he feel in the end ________________ The students read carefully and try to find the answers. Check the answers with the class.
活动意图： 1.让学生快速阅读文本，理清故事发展情节，为下一步细节信息阅读做铺垫。 2.在细节阅读任务一后安排一个思考问题有三个意图。第一让孩子体会主人公 Peter当时的复杂心情；第二，启发学生在日常中遇到麻烦寻求帮助；第三，自然地过渡到阅读任务二。 3.让学生在阅读中学会猜测故事发展趋势，同时渗透与友谊相关的德育知识。）
环节三： Summarizing
Find the expressions to give advice. The students find the phrases with their partners and the teacher show some examples on the power point. The students read them together: Don’t be too hard on yourself. You are not the only reason... Winning or losing is only half the game. The other half is learning how to ... If we continue to pull together, we will... It’s never just one person’s fault. we should think about how we can do better next time.
活动意图：利用文本总结本节课学过的主要知识点，通过学生自主总结、朗读和记忆，为下一步小组对话和写作奠定基础。
环节四：小结训练
根据语境，猜一猜下列划线部分英语习语的意思。 1. I think the police are barking up the wrong tree. He is not the thief at all. 2. We’ve been planning for days to travel around China, and we finally hit the road the next day. 3. They’ll miss the boat if they don’t hurry. 4. His new job was a piece of cake and he did it without any difficulties. 5. Don’t spill the beans! It’s a secret between you and me.
活动意图:巩固练习，活学活用
5.作业布置 根据首字母及汉语提示完成句子。 1. Lisa felt l________ out because her family went on vacation without her. 2. If you have a g______, you should work hard to achieve it. 3.Many NBA players became _________ (教练) after they retired. 4. Peter felt there was a heavy ______ (重担) in his heart when he lost his wallet. 5. As an elder brother, he _________ (肩负起) everything in his family after his father died.
6.板书设计 Unit 11　Sad movies make me cry. Section B (2a-2e) (1) weigh v.称……的重量; 衡量→weight n.重量 lose weight 减肥 gain/put on weight 增肥 What’s his weight 他的体重是多少？ (2) shoulder n.肩; 肩膀 on one’s shoulders 在某人的双肩上 shoulder to shoulder 肩并肩地
7.教学反思与改进
课时教学设计
课题 Unit 11　Sad movies make me cry.（3a-Self check）
授课时间： 课型：写作课 课时：5
1.教学目标 ①语言能力 (1) 复习本单元的单词、短语及动词make的用法。 (2) 完成Self Check的练习题; 学会写有关事物对人们的影响的短文。 ②文化意识 学会调节自己的情绪, 用轻松、乐观、愉快的心情对待生活。 ③思维品质 将单元所学重要知识点迁移到自己的作文之中，举一反三，灵活运用。 ④学习能力: (1) 能运用所学语言写有关事物对人们的影响的短文。 (2) 能运用动词make和部分形容词描述自己或他人的情绪。
2.教学重点难点 重点: 本单元的重点单词、短语、句型; make的用法 难点: 写有关事物对人们的影响的短文
3.教学准备 PPT，多媒体
教学方法 讲练结合，任务型教学
4.学习活动设计
环节一： Step 1 Revision 二次备课
师生活动 Practice and review some words.
活动意图： 通过复习有关本单元词汇的用法，复习旧知。
环节二： Pre-writing
师生活动 Free talk T: When you are in good or bad mood, what other positive or negative words can help you to express your feelings What makes you happy or sad winning/losing a competition
活动意图： 通过问答，引导学生回顾能表达人的感受的词汇，导入话题，激发学生已有的学习经验，为下一步的造句作好准备。
环节三： Writing
师生活动 Work on 3a 1. Think of some experiences that made they feel happy or sad and tell their partners about them. ● winning/losing a competition ● getting good/bad grades on an exam ● performing something well/badly in front of a big group of people ● getting into a fight with your best friend ● your first trip outside your hometown 2. Let several Ss to share their experiences with the class. Work on 3b 1. Invite a student to read 3b to the class. Make sure students understand it quite well. 2. Learn the writing guide. 3. Write a story similar to the one in 2b using your notes in 3a. 4. As students are writing, move around the classroom offering help as needed. Ask several students to read their articles to the class. 话题分析 本单元的话题是“Emotions and feelings(情感与情绪)”，要求能根据文字提示或实际情况，简单描述某事物对人们的生活及情感所产生的影响。写作首先要把此事物介绍清楚，然后描述这件事对你情感或情绪的影响；最后也可得出结论，总结经验或表达自己的观点。 Writing tips: 1. 话题：谈论一件事物对自己的影响 2. 时态：一般过去时为主 3. 人称：以第一人称为主 4. 逻辑顺序：事情的发展顺序 ...
活动意图： 1.这是一个承上启下的环节，承上复习了所学新知，为完成3b写作奠定基础。 2.学生明确写作任务，老师通过构建文章结构的方式，帮助学生快速理清写作方向。然后通过引导学生当堂进行写作训练，提高学生的写作水平。
环节四： Self Check
Work on 1 Put the words in the appropriate place in the chart. Work on 2 Write sentences using the words given. Work on 3 Number the things [1–6] (1 = least important, 6 = most important). Write a reason for each choice. 思考进行小题练习，朗读题目并阐述原因，进行总结
活动意图： 在练习中巩固复习make的使动用法。
5.作业设计 复习本单元的重要句型和知识点 完善书面表达
6. 板书设计 Unit 11　Sad movies make me cry. Section B (3a-Self Check) 1. 让某人感到焦虑 make sb. feel nervous 2. 而不是, 并非 rather than 3. 感觉被忽略 feel left out 4. 首先, 开始 to start with 5. 代替某人的位置 take one’s position 6. 让某人失望 let sb. down 7. 开除某人 kick sb. off 8. 对某人苛刻 be hard on sb.
7.教学反思与改进
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