【核心素养】人教版九年级英语Unit 11 Sad movies make me cry. 二课时小阅读教学设计（表格式）

课题 Unit 11 Sad movies make me cry. Section A (3a-3c) 班级 备课教师
课型 阅读课 课时 2
核心素养与思政渗透 本课时围绕一个关于寻找幸福的寓言故事展开语言实践活动，在语篇创设的情境下继续引导学生感知和运用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的感受，并通过略读、寻读、构建思维导图、角色扮演等技能的体验与运用提升综合语言运用能力，在语言学习中发展思维，在思维发展中推进语言学习。另外，透过故事想道理，帮助学生去发现生活中的美好，懂得满足现有，活在当下的道理。
课标分析 新课标要求九年级学生能读懂语言简单、主题相关的简短语篇，提取并归纳关键信息，理解隐含意义；能在听、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，能根据读到的关键词对人物、地点、事件等进行推断；会责任感；能欣赏、鉴别美好事物，形成健康的审美情趣；能在学习活动中积极思考，主动探究，发现并尝试使用多种策略解决语言学习中的问题，积极进行拓展性运用。
教学目标 语言能力 能够在谈论“幸福在哪里”的情境中，正确使用所学词汇和make + sb.+ do sth.和 make + sb.+ adj.结构，以读、说、写等方式理解和体会他人的感受并能表达自己的感受；通过略读、寻读、构建思维导图、角色扮演等技能的运用，提高学生的阅读理解能力和口语表达和表演能力；
文化品格 能够透过故事想道理，学习去发现生活中的美好，懂得满足现有，活在当下的道理；
思维品质 能够在老师的引导下，通过自主、合作、探究学习，提取、整理、概括语篇中关于幸福在哪里的关键信息，并能推断语篇的深层含义，做出正确的价值判断，提高思维的逻辑性、批判性和创新性；
学习能力 能够通过阅读有关寻找幸福的语言故事，保持英语学习兴趣；通过部分阅读策略的感悟、体验和学习，促进阅读理解能力的提升；能在学习活动中积极思考、主动探究，并与他人合作，共同完成学习任务。
教材内容分析 本课是一节阅读课，提供了一篇关于寻找幸福的语言故事，该故事还延续至Section B的听力部分。3a和3b分别围绕语篇内容和语言进行设计；3c要求学生在掌握课文内容之后，运用目标语言结构分角色表演该故事，语言学习依然聚焦在感知和运用事物对人所产生的影响以及相应情感的表达方式上。
重点 帮助学生建立使役动词（make, let, have）之后要加省略to的动词不定式的意识；理解make+sb.+adj.结构中的adj.可以有形容词或动词过去分词两种形式；提高阅读技能，理解文章信息；
难点 帮助学生形成相关语言意识，避免其受汉语母语影响，在使用make作使役动词的结构时出错；
学情分析 通过第一课时的学习，学生们初步了解了make的使动用法（make + sb.+ do sth.和 make + sb.+ adj.），但还需要更多的见识与练习，才能逐渐熟悉，树立起使用的意识。本课时寓言故事的语篇类型生动易激趣，学生对于故事本身和角色扮演等活动都很感兴趣。此外，九年级学生的阅读能力存在差距，需要教师多关注学生个体差异，多创设练习机会并进行指导。
教 学 流 程
设 计 教 学 过 程 设 计 意 图
学 生 活 动 教 师 导 学
Step 1. Lead-in. Watch the video and then have a free talk about the things can make them happy with T. Sa: Good grades can make me happy. Step 2. Pre-reading. Think about the questions T asks. Analyze the kind of the text. Ss: This is a story from a fairy tale/fable. Look at the picture and title and make predictions. Step 3. While-reading. Choose the main idea. Ss: The shirt of a happy man can make the king happy. Skim the story and find the structure of the article. Ss: The topic of the story is happiness. Skim the story and find all the characters of the article. Read the story and find the timeline of the article. Read each part carefully and complete the timeline with more details. Sa: His mind was ill. Sb: The shirt of a happy man. Sc: Look carefully at. Ss: No. Because we can see “To be continued”. Step 4. Post-reading. Work in groups and share their opinions and predictions. Then some Ss share in class. With T’s help, talk about their own ideas about the shirt. Try to complete the mind-map and retell the story with their partners. Then work on 3b. Find words or phrases from the story with meaning similar to these phrase. Work on 3c. Choose a character and role-play with their group members. Step 5. Conclusion. Try to have a summary about what they have learnt this lesson. Play a video about the happiness myth. T: What makes you happy Provide some examples of T’s happiness. T: Are you happy now What can make you happy T: We always want a lot of things from life. In fact, what we want most is happiness. T: But when you have money, power and fame, do they really make you happy Provide some questions to guide Ss to predict. T: What's the main idea of the passage Provide the main idea of each part and ask Ss to find out some key words to match. Let Ss skim the story and find the place of the article. Let Ss read Para. 2 and answer the questions. T: What was wrong with the king T: What can help him T: What does the word“examine”in the passage mean Let Ss read Para. 3-5 and fill in the chart. T: Is it the end of the story T: What is the ending of the story？Do you think the top general would find the shirt T: Do you think wearing this shirt will really make the king happy T: Do you have a shirt like that Ask Ss to design their own shirt in groups. Then show and explain their work in class. Provide a mind-map to guide Ss to retell the story. Encourage Ss to work in groups and offer the example of the conversation. Explain some language points. 播放关于幸福的谬论视频，引发师生自由谈论，导入“幸福”话题，激发学生学习本课的兴趣，并渗透词汇教学，为下一步阅读做好准备。 阅读语篇之前，让学生通过观察图片、读题目学习预测文章内容，猜测文章大意，利用有关幸福的问题链引导学生进行初步思考，形成阅读期待，为语篇阅读做好铺垫。 通过快速阅读，训练学生迅速移动眼睛寻找关键词概括文章大意和部分大意的能力，潜移默化地学习并掌握skimming的阅读策略。 引导学生在解读文章的过程中理解生词含义，将词汇教学渗透在语境之中进行，使学生能够充分理解和准确运用新词汇。 在精读训练中，通过时间、地点、人物和故事情节的发展线构建，分别就每个段落帮助学生理解具体细节，梳理故事内容要点，更好地理解故事内容，促进逻辑性、批判性思维的发展和目标语言的内化。 通过小组合作交流的形式，引导学生将发散思维，设计自己的“衬衫”，将所学语言联系自身实际加以迁移运用，并与他人分享合作的成果。 渗透情感教育，使学生学会要去调整心态，主动发现生活中的美好，满足现有，活在当下。 利用思维导图的构建，引导学生复述故事，巩固夯实语言基础，提高口语水平。 通过角色扮演，引导学生在合作学习中内化和灵活运用巩固所学知识，增强合作意识。
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Ⅰ.选择题 ( ) 1．Though she often makes her little brother ，she was made by him this morning． A．cry；to cry B．to cry；cry C．cry；cry D．to cry；to cry ( ) 2．﹣﹣The song is very beautiful．It makes me ． ﹣﹣Oh，I don't like that style． A．sadly B．happily C．happy D．sad ( ) 3．﹣﹣Alice，how do your parents like pop music？ ﹣﹣_____my dad my mum likes it．But they both prefer Beijing Opera． A．Either；or B．Neither；nor C．Not only；but also D．Both；and Ⅱ.填空题 4．Too many worries made her hair turn g　 　． 5．He is a man with great w　 　，but he never lends a cent to others． 6．Are you feeling all right？You look rather p　 　． 7．The ship was helpless against the p　 　of the storm．It sank （下沉） soon． 8．He became an actor at a very young age but he gained　 　 （名声）nearly 10 years later． Ⅲ. 选词填空 call in，to start with，feel like，take one's position，be worried about，hand back
9． 　 　 you should prepare some vegetables and fruits，and secondly you should cut them up． 10．The old man 　 　 his only son，who rows a small boat going fishing on the sea every day． 11．The teacher 　 　 the boys and asked them what happened． 12．I'm very tired．I 　 　 sleeping． 13．Examination papers were 　 　 after the marks were recorded． 14．Susan asked for a year's leave and Claire 　 　．
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板 书 设 计
Unit 11 Sad movies make me cry. (Section A 3a-3c)
作 业 设 计
Level A Think about your school life as well as your feelings at school. Write down one word expressing a positive feeling and another word expressing a negative feeling. Then write down what may arouse the feelings.
Level B Draw a mind-map about the story.
教 学 反 思
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