Unit 11 Sad movies make me cry 第1课时 Section A （1a~2d）表格式教学设计

人教版九年级英语（全）册
《 Unit 11 Sad movies make me cry 》
课时内容 第1课时 Section A （1a~2d）
教学目标 1. 能掌握下列词汇： rather, drive, lately, friendship, would rather, drive sb. crazy/mad, the more...the more..., be friends with sb., leave out 2. 能掌握以下句型： (1)Sad movies make me cry. (2)I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. (3)Quiet music makes me sleepy. (4)I think I’ve made Alice mad and I’m not sure what to do about it. (5)The more I get to know Julie, the more I realize that we have a lot in common. 3. 能学会以下技能： (1)了解一些表达感情的词，能正确的表达自己的感情。 (2)能够掌握make作使役动词的用法。
教学重点 1. 能够用英语描述自己的情感。 2. 正确理解make 的用法。
教学难点 make作使役动词的用法。
教学准备 1. 音频、课件。 2. 用于辅助表达情感的图片。
教学过程
教学过程 Step 1: Leading in 1. Show students teaching goals in this class: to learn to use “make” to express feelings. 2. Show students pictures. Ask them to answer the question: How does it make you feel when you win the first place (Attention: write the sentence structure “make sb. + n. / adj” on the board and ask students to answer according to the given structure. Students are expected to give different answers, but the teacher needs to show them the suggested answer “It makes me happy.” and introduce the sentence structure “make sb. + n. / adj.) 3. Ask students to brainstorm adjective words to share feelings: (1)Divide students into groups of four. Ask students to brainstorm adjectives they learned to describe feelings. (2)Choose one student from one group to share the adjectives they have written. Then, ask other groups to share more words which the former group didn’t mention. Step 2: Discussion 1. Pair up, and ask students to look at the picture and describe (or compare) the environment of each restaurant. (Attention: ask one or two pairs to share their ideas about the two restaurants.) 2. Ask students to discuss with their partner about the question: Which restaurant do you like to go Why (Attention: To make this task easier, show students the sample conversation first. Then ask them to make a similar conversation with their partner. If the class is strong, ask students to start the conversation directly.) Step 3: Listening 1. Ask students to listen to the tape and fill in the blanks. Then match the restaurants with the statements. (Attention: Walk around when students are listening to the tape. Ask students to listen for the second time if the material is difficult.) (Answers: 1. awful, uncomfortable 2. loud, nervous 3. soft, relax, sleepy) 2. Asks students to watch a video about the listening material. Shows shem the audio script. Ask them to read the conversation following the recording. 3. Ask students to predict which restaurant Amy and Tina would like to go to according to the answers in 1b and asks them to share the reasons. (Attention: Show the example first. Then, ask students to share their ideas in groups. Next, ask one or two students to share their ideas to the class. Encourage other students to give comments or opinions.) Step 4: Pair work 1. Ask students to role-play the conversation between Amy and Tina. Invite one or two pairs to perform to the class. 2. Ask students to talk about the question: Which restaurant do you prefer and why Let students share in their groups. Step 5: Listening 1. Ask students to listen to the tape and finish the listening tasks in 2a. 2. Ask one student to share the answer, and ask another student to talk about what they did on that day. (Answers: 3, 2, 4, 1) 3. Ask students to listen and finish 2b. 4. Ask students to share the answers one by one. (Answers: 1. crazy 2. stay 3. dance 4. cry 5. leave) 5. Ask students to listen and read after the tape. (Attention: Shows the listening script to students and highlight some sentences which are difficult to understand.) Step 6: Role-play 1. Ask students to role-play a conversation between Tina and John. Use the given example to begin your conversation. 2. Ask students to read and role-play the conversation in 2d and finish the tasks. (1)Ask students to listen to the conversation in 2d. (2)Ask students to read by themselves and find out the cause of Nancy’s problem. (3)Ask students to role-play the conversation. Step 7: Language points 1. would rather do sth. would rather do sth.“意为“宁愿做某事”，后面可跟than do sth.来进行比较。 I’d rather play tennis than swim. 比起游泳我宁愿去打台球。 2. drive sb. crazy drive可意为“迫使”，“drive sb.+adj.”表示“使某人怎样”，drive sb. crazy/mad 意为“使某人发疯/发狂”。 That thing almost drive me crazy. 那件事几乎要使我发狂了。 3. happen happen 意为“发生”，是不及物动词，常见的用法有： (1) “sth.+happen+地点/时间”表示“某地/某时发生了某事”。 What’s happening outside 外面发生什么事了 (2) “sth.+happen to+sb.” 意为“某人出了某事(常指不好的事发生在某人身上)”。 A car accident happened to him yesterday. 昨天他发生了交通事故。 (3) “sb.+happen to do sth.” 意为“某人碰巧做某事”。 I happened to meet her in the street. 我碰巧在街上遇见她。 4. the more..., the more... “the+比较级，the +比较级”意为“越……，就越……”。 The harder you work, the greater progress you will make. 你越用功，进步就越大。 5. Why don’t you do sth. “Why don’t +sb.+do sth. ”相当于Why not do sth. ，意为“为何不……？”，用来提出建议或劝告。 Why don’t you go with us =Why not go with us 你为什么不和我们一起去呢？ 6. feel left out be/feel left out 表示“被遗忘；被忽略；被冷落”之类的意思。 No one speaks to him, he always feels left out. 没人跟他讲话，他总是觉得被人冷落。
课堂作业 1. 记住语言要点和语法。 2. 背诵2d部分的对话。 3. 完成练习册上的练习。
板书设计 Unit 11 Sad movies make me cry. Section A（1a～2d）
Key words and phrases： friendly adj. Friendship n. friend be friends with sb. make friends with sb. enemy(反义) rather, drive, lately would rather, drive sb. crazy/mad, be friends with sb., leave out Key sentences： 1. Sad movies make me cry. 2. Quiet music makes me sleepy. 3. I think I’ve made Alice mad and I’m not sure what to do about it. 4. The more I get to know Julie, the more I realize that we have a lot in common.
教学反思 导入部分和自由对话部分通过足够的练习帮助学生更好地理解句子结构，这对学生来说是一种非常有效的方法。当我们设计一项任务时，我们需要确保学生能够通过完成任务学习更多关于目标语言的知识。