【核心素养】人教版九年级英语Unit 11 Sad movies make me cry. 四课时听说教学设计（表格式）

课题 Unit 11 Sad movies make me cry. Section B (1a-1e) 班级 备课教师
课型 听说课 课时 4
核心素养与思政渗透 本课时继续围绕一个关于寻找幸福的寓言故事展开语言实践活动，主要通过故事中将军与穷人之间的对话，进一步引导学生巩固make的使动用法（make + sb.+ do sth.和 make + sb.+ adj.），理解和体会他人的感受并能表达自己对幸福的看法，从而激发学生学习英语的兴趣，促进其在语言学习中发展思维，在思维发展中学习语言，提升思维的逻辑性、批判性和创新性，另外，透过故事想道理，启发学生去发现生活中的幸福，懂得满足现有，乐观生活的道理。从而树立正确的幸福观和人生观，拥有良好的心态。
课标分析 新课标要求九年级学生能听懂发音清晰、语速较慢的简短口头表达，获取关键信息；积累常用的词语搭配；在听、读、看的过程中，围绕语篇内容记录重点信息，整体理解和简要概括主要内容；能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调、用词基本正确，表达比较连贯；有正确的价值观和积极向上的情感态度；有自信自强的良好品格，做到内化于心、外化于行；能多角度、辩证地看待事物和分析问题；有积极主动的学习态度和较强的自信心；能主动参与课内外各种英语实践活动，注意倾听，积极使用英语进行交流。
教学目标 语言能力 能够在“寻找幸福”的情境中，正确使用make的使动用法（make + sb.+ do sth.和 make + sb.+ adj.），以听、看、说等方式，理解和体会他人的感受并能表达自己对幸福的看法；通过听前预测、听中细节获取、听后信息整合、迁移创新等途径促进听说技能的提升；
文化意识 能够去有意识地发现生活中的幸福，懂得满足现有，乐观生活的道理,从而树立正确的幸福观和人生观，拥有良好的心态；
思维品质 能够在听说活动中准确获取并清晰表达有关事物对人所产生的影响等信息，提高思维的逻辑性、深刻性和批判性；
学习能力 能够通过谈论有关幸福观的话题，保持英语学习兴趣；通过听力及口语策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能主动参与各种英语实践活动，注意倾听，积极使用英语进行交流。
教材内容分析 本课是一节听说课，1a-1e部分通过听说活动巩固和拓展单元话题中的目标语言。活动1a-1b是听前的预测练习，要求学生预测故事The Shirt of a Happy Man的结局;1c-1d是听力练习，所听内容是前面故事的第二部分内容；1e作为听后开放性的口语输出活动，要求学生从谈论事物对人的影响拓展到对幸福观的理解。
重点 理解并运用make + sb.+ do sth.和 make + sb.+ adj.结构谈论事物对人的影响和对幸福观的理解；
难点 充分运用目标语言展开话题讨论，培养学生正确的幸福观。
学情分析 学生在A阅读部分基本了解了故事的内容，所以对听力话题的背景认识没有问题，但是，由于学生的想象力还不够丰富，对故事的发展和结局并没有终结性的认识。教师可充分利用这个信息差，调动学生学习的欲望。对学生来说，这是一个充满期待的挑战，有利于激发兴趣。
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设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Talk about the situations of the characters in the first part of the story. Sa: The prime minister owned a lot of power. But it didn’t make him happy. Because he always worried about losing his power. Sb: The King’s banker owned a lot of wealth. But ... Step 2. Pre-listening. Read the possible ending in 1a and have a discussion about them. Then some Ss share their ideas. Sa: I think the first one is right. Because three days is not enough. Sb: I don’t agree with you. I think... Sc: That sounds reasonable. But in my opinion, ... because... Step 3. While-listening. Multiple choices. Read the instructions first and circle the key words. Listen and choose the right answers. Then check the answers. Work on 1b. Read the sentences quickly and make sure they can understand the meaning. Report their answers after listening. Sa: The general could not find a happy person. Sb: The general saw a poor man on the street. Work on 1c. Make sure they can understand the questions. Listen and find out the answers. Sa: Two days. Sb: He was eating some food with his hands and singing happily to himself. Sc: He had everything he wanted and didn’t want what he couldn’t have. Sd: No, I don’t think so. because the poor man did not own a shirt. Filling in the blanks. Listen again and complete the short passage. Check the answers by reading the story. Step 4. Post-listening. Work in pairs and have a discussion about the ending. Sa: No, I don’t think so. Because the poor man did not own any shirts. Work in groups and play the roles of the king, the queen, the general, the poor man, etc. Five minutes later, act out their conversation. Talk about their opinions on happiness with group members. Sa: I think family is the most important to me. My family around me makes me feel comfortable and contented. How about you Step 5. Conclusion. Have a summary of what we have learned with the help of T. T: Let’s review the play. Show some pictures and sentences for Ss to fill in the blanks. Make sure Ss can understand the statements and encourage them to talk about their opinions. Provide an example for them. T: Is any of these the right one If so, which one Why T: What are some other possible endings to the story Discuss your ideas with your partner. Lead Ss to look through the instruction and guide Ss on listening strategy — To get some information based on the instruction. Make sure they can understand the meaning. Play the recording. For the first time, let Ss choose the right answers. Play the recording twice. Let Ss check the things that happened in the rest of the story. Then encourage Ss to read their sentences to check the answers. Play the recording for another time and let Ss write down the answers to the questions. Check the answers. T: How long did it take the general to find the happy man T: What was the poor man doing on the street T: What made the poor man so happy even though he had no power, money or fame T: Do you think the general will return to the king with the poor man’s shirt Why or why not Play the recording again and let Ss finish the second part of the story. Guide Ss to guess the ending of the story. T: Do you think the general will return to the king with the poor man’s shirt Why or why not T: Actually, everyone has his trouble. Although we have something the others admire, but the unhappiness was around us all the time. Can you help them Play a video about the most important thing in our life. T: What do you think the most important in our life Let Ss work in groups and talk about what is the most important thing in their opinions. T: Do you agree with the poor man’s thoughts about happiness Then what can make you happy Provide the structure to help Ss. 利用图片引导学生回顾前情，通过复述故事的方式唤起学生对已知知识的记忆，启动听力前的背景图式。同时重点强调语言结构make + sb. + adj., 为新课学习做好语言和认知的铺垫。 通过为故事选择并讨论可能的结局，引导学生预测将要听到的谈话内容，形成自己的故事发展预期，激发学生的学习兴趣，为获取准确的听力信息做好准备，产生信息期待，在语言结构上巩固夯实发表意见的相关句式。 通过层层递进的听力活动，进行知识的理解巩固和听力策略的渗透。听力第一遍要求学生初听掌握大意，选择正确的信息选项。 第二遍主要为了获取故事的主要信息，从五个事件中选择所听到的故事事件，培养学生抓故事梗概的能力。 第三遍要求学生回答问题，主要为了获取故事的细节信息，以及事件发展的过程。 第四遍要求学生补全短文，进而获取其他细节信息，以方便学生对对话内容有更深入的理解，并进行速记的训练。 通过小组合作交流，引导学生将所获取的信息进行有效利用，巩固目标语言，提高口语表达能力和合作能力，同时，发挥想象力和创造力，为故事增添结尾，并以合作表演的方式呈现出来，促进学生创造性思维的发展。 通过视频资料补充，引发学生对幸福观的深度思考，灵活运用目标语言谈论自己生活中最重要的人或事，渗透情感教育。 总结提炼，情感渗透，帮助学生懂得调整心态，珍惜现有，乐观生活。
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课 时 达 标 检 测
Ⅰ.选择题 ( )1．How long will it ____ you to fly to Beijing from your hometown？ A．spend B．take C．pay D．use ( )2．The police the village the thief yesterday. A．searched； for B．searched； at C．looked； for D．looked； at Ⅱ.填空题 3．"What a　 　（relief ）!"she said，as she took her shoes off． 4．They had an　 　（agree） never to talk about work at home． 5．Early to bed and early to rise makes a man healthy，　 　and wise. （wealth） 6．If you feel　 　（comfort）， you'd better see the doctor. 7．It took him about two hours　 　（finish） the work. 8．The poor man was happy even though he had no power， money or　 　（famous）. 9. Driving again after his accident must have taken a lot of　 　（勇气）． Ⅲ. 选词填空 teammate，shoulder，fault，besides，coach，weight，courage
10．Larry often gives his little sister a ride on his 　 　． 11．I don't want to go out now，and 　 　，I must work． 12．It takes 　 　 to begin a new life in a strange country． 13．Andy is often advised by his 　 　 on how to be a great sportsman． 14．Alan can't stand working with Mike in the same group；he is always finding 　 　 with him． 15．Laura and her 　 　 performed well in the volleyball match yesterday and won first prize． 16．I don't think 　 　 training is appropriate （合适的） for children under the age of 10﹣they can get hurt easily．
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课 时 教 学 设 计 尾 页
板 书 设 计
Unit 11 Sad movies make me cry. Section B (1a-1e) Let’s report 四朵“花(费)”
作 业 设 计
Level A Work in groups and make a video to act out the story. A play is needed before acting.
Level B What is the true happiness in our life Write a short passage about your opinions and reasons.
教 学 反 思
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