Unit 11 Sad movies make me cry第3课时 Section B （1a~2e）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3课时 Section B （1a~2e）
教学目标 1. 能掌握以下词汇： 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. 能掌握以下句型： (1)He felt like there was heavy weight on his shoulders as he walked home alone. (2)To his surprise and relief, his teammates all nodded in agreement. (3)It made him feel lucky to know that he was on a winning team.
教学重点 1. 掌握本课时出现的新词汇。 2. 在短文中获得相关信息，准确理解文段中的习语、短语。
教学难点 培养学生理解关键词和短语的能力。
教学准备 1. 设计并制作本课时所涉及的图片、教学幻灯片。 2. 本课的音频。
教学过程
教学过程 Step 1: Leading in 1. Ask students to answer the questions. (1)What is happiness (2)What will make you happy 2. Ask students to read the story and answer questions. (1)What’s the doctor’s advice (2)What makes the prime minister unhappy (3)What makes the banker unhappy (4)What makes the singer unhappy (5)What happened at last 3. Ask students to choose one possible ending. Step 2: Discussion Ask students to discuss some other possible endings for the story with their partners. (Attention: Students may be prompted to think about possible lessons that the story may want to teach before they think of potential story endings.) Step 3: Listening 1. Ask students to listen to 1c and do exercise. (Attention: The tape can be played twice. For the first time, students listen and do exercise. For the second time, students check their answers. Walk around and write down their common mistakes.) (Answers: The general saw a poor man on the street. The poor man was a happy man.) 2. Ask students to listen again and answer questions in 1d. (1)Students listen and try to use their own words to answer the questions. (2)Students read the listening script and find out the topic sentence. (Answers: It took the general two days to find the happy man. He was eating some food with his hands and singing happily to himself. He had everything he wanted and didn’t want what he couldn’t have. No, because the poor man did not have a shirt.) Step 4: Group work 1. Ask students to talk about their understanding of the topic sentence. (Attention: Students share their ideas and reasons. The aim of this part is to help students active their minds so one or two minutes is enough for this part.) 2. Ask students to think of their endings for the story. (1)Divide students into different groups. Each group can discuss one possible ending for the story. They can either tell the ending orally or role-play the ending.. (2)When students are sharing, give comments on their performances. 3. Makes a summary in the end. Step 5: Preparation for 2b 1. Ask students to share one unhappy experience in a competition. Past tense must be used in their stories. (1)What happened in a competition (2)How did it make you feel 2. Ask students to think about the question: Which do you think is the most important in a team Students brainstorm in groups and share their answers one by one in a line, a row or a group. Step 6: Fast Reading 1. Ask students to predict some information about the passage according to the picture in the text. (1)Who is the boy and who are the other boys Why (2)What team are they on Why (3)Did they win the game 2. Ask students to skim the passage and divide the passage into three parts according to the related meaning. (Attention: Guide students to find key words or related meanings in every paragraph. Students share the structure of the passage according to their own understanding. In the end, show students the right structure.) 3. Ask students to match the ideas of the three parts. (Attention: Tell students reading skills like find the key words or sentences to make a summary. If students can’t summarize correctly, lead students to find out the key sentences or phrases and then they can learn to summarize well.) Step 7: Careful Reading 1. Ask students to scan Para. 1 and answer the questions. (1)What was his mistake (2)How did he feel after the game (3)Why did he feel angry and worried 2. Ask students to scan Para. 2-6 and find out some advice Peter's father gave him. 3. Ask students to scan Para.7-11 and circle T for true or F for false. 4. Ask students to read the article in groups and number the events in the correct order. (Answers: 2, 4, 1, 3, 5) 5. Ask students to answer questions in 2c. (Answers: He was angry with himself for missing an important goal and letting his team down. He was worried that his coach might kick him off the team. Peter’s father advised him not to be too hard on himself but to learn how to communicate with his teammates and learn from his mistake. Suggested answers: Yes, it is no point crying over spilled milk. / It is more meaningful to learn from one’s mistakes and do better in the future. His teammates asked him not to worry about what had happened as it wasn’t just one person’s fault. They agreed that they should work together to think about how they could do better in the future. He was on a team that had good team spirit, which would help them achieve success in the future.) 6. Ask students to find idioms or phrases from the story to replace the underlined parts of these sentences in 2d. (Answers: missed scoring (that) goal let ... down kicked off be too hard on yourself pull together) Step 8: Role-play Ask students to role-play the conversation between Peter and his father. Step 9: Language points 1. with 表示伴随 with 表示伴随时，意为“带着……，与…… 一起，随着，有”；反义词without 意思是“没有”。两个词的后面均可接名词或动名词。 He left without saying a word. 他一句话都没有说就走了。 2. could have done could have done 表示“过去本能够做某事但未做”，含责备意义。 How could she have forgotten what kind of man he was 她怎么能忘记他是哪种人呢？ 3. kick...off 动词kick意为“踢；踹”，kick sb. off意为“开除某人”。 Tim made a huge mistake, and the manager kicked him off the company. 蒂姆犯了一个很大的错误，经理把他开除出了公司。 4. hear sb. doing sth. doing sth.在这里做hear 的宾补。相同用法的词还有：see/ watch/ find/ hear/ notice sb. doing sth.。 When Lisa was alone at home, she heard something making noise outside. 当丽莎独自在家时，她听到外面有响声。 5. be hard on sb. 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”。 Perhaps I’m too hard on my daughter. 或许我对我女儿要求过头了。 6. besides besides“除……以外还有”，表示包括后面提到的人或物在内。 except “除去”， 表示不包括后面所提到的人或物在内。 All the students went to the park except Jim. (Jim没去) Lucy went to the cinema besides Lily. (Lily 也去了) 7. rather than rather than “并非；而不是”。 I, rather than you, should do the work. 该做这工作的是我而不是你。 The most valuable thing is time, rather than money. 最珍贵的是时间，而不是金钱。 8. pull together pull together 意为“齐心协力；通力合作”。 If all of us pull together, there must be something we can do to improve the environment. 如果我们都能齐心协力，我们一定能做点什么来改善环境。
课堂作业 1. 用自己的语言复述2b的课文内容。 2. 做本节PPT课件末尾的练习。
板书设计 Unit 11 Sad movies make me cry. Section B（1a～2e）
Key words and phrases： weight, shoulder, goal, coach, courage, agreement let..down, kick sb. off, be hard on sb., rather than, pull together Key sentences： 1. He felt like there was heavy weight on his shoulders as he walked home alone. 2. To his surprise and relief, his teammates all nodded in agreement. 3. It made him feel lucky to know that he was on a winning team.
教学反思 这节课的亮点是让学生深入讨论生命的价值。同时，他们给故事以不同的结局，这有助于活跃他们的思维，打开他们的视野。在角色扮演部分，应该给予更多的指导。