【核心素养】人教版九年级Unit 11 Sad movies make me cry. 一课时听说教学设计（表格式）

课题 Unit 11 Sad movies make me cry. Section A (1a-2d) 班级 备课教师
课型 听说课 课时 1
核心素养与思政渗透 本课时围绕“情感(Feelings)”展开，引导学生谈论事物对人的影响，帮助学生在“朋友约会”语境下，理解并尝试运用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，从而激发其学习英语的兴趣，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，引导学生学会调控自己的情绪，调节自己的心态，正确看待生活中的交友等问题。
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；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；能领会所学简短语篇蕴含的人文精神、科学精神和劳动价值，感悟诚实、友善等中外社会生活中的传统美德；有正确的价值观和积极向上的情感态度；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；能在学习过程中积极与他人合作，共同完成学习任务。
教学目标 语言能力 能够在“朋友约会”的情境中，正确使用make的使动用法（make + sb.+ do sth.和 make + sb.+ adj.），以听说等方式理解体会他人的感受并表达自己的感受；能够通过核心结构，从对话中获取相关信息，并进行恰当表达，促进听说能力的提升；
文化意识 通过谈论不同事物给人带来的不同影响，学会做情绪的主人，增强主动调控自己的情绪，调节自己的心态的意识，并树立正确的交友观；
思维品质 能够在听说活动中准确获取并表达有关他人和自己情感和感受的信息，并联系自身表达对于交友方面的观点和看法，提高思维的逻辑性、批判性和创新性，实现知识与思维能力的迁移；
学习能力 通过谈论情感和感受，激发对英语学习的兴趣；通过听说等各项技能策略的感悟、体验和学习，形成良好的学习习惯，提高学习效率；能在学习活动中积极与他人合作，共同完成学习任务。
教材内容分析 本课时为本单元第一课时，是一节听说课。1a-1c为导入部分，包含了本单元用于表达情感的重点词汇，呈现了本单元的基本语言结构及其使用语境，通过有着不同环境的餐馆带给人物的不同感受来呈现sth. makes sb. adj.；2a-2d的听说教学旨在训练、发展学生听说能力，继续探讨事物对人的情绪产生影响这一话题，增加了drive sb.+ adj., be so + adj.+ that...和have fun with sb.等结构，丰富了语言素材。活动2d讲述青少年生活中的交友话题，不仅能训练学生口头综合运用语言能力，同时还为学生实际生活中可能遇到的交友问题给予一定的启示和帮助。
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；
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 本课时话题贴近学生生活，是每个中学生都有亲身感受与体验的，故学生有兴趣去学、有话可说。但学生在学习和运用make的使动用法时，易受汉语母语影响而出错，教师在教学中要分析这类错误的成因，尽量创设语境、提供多样化的语言实践活动来想办法纠正，帮助学生形成相关语言意识，正确运用该结构已达到熟能生巧。
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Step 1. Lead-in. Watch a video and find out the emotions. Step 2. Presentation. Based on the pictures, learn to talk about people’s different feelings with the structure “make sb. adj.”. Sa: Shenteng makes us happy. Sb: Speaking in front of many people makes us nervous. Sc: Failing a test makes us upset. Pay attention to “make sb. adj.” structure. Step 3. ListeningⅠ. Look at the pictures of two restaurants and describe what they see. Talk about their preference using “would rather do sth.”. Sa: I’d rather go to Blue Ocean because the environment makes me comfortable. Listen and fill in the blanks. Then match the restaurants with the statements. Sb: In Rockin’ Restaurant, the awful pictures make Amy uncomfortable. ... Read the example and make their own conversation. Sa: I would like to go to Rockin’s Restaurant, their hamburgers are very good! Sb: But those awful pictures make me uncomfortable, and the loud music make me nervous Step 4. ListeningⅡ. Look at the pictures in 2a and make predictions. Sa: From the picture 1, I think they were at a restaurant. The music was loud, they talked for a long time. Listen and number the pictures in the order they hear them. Look through the sentences and guess the possible words. Then listen and complete the statements. Listen again. Fill in the blanks with the correct words. Work in pairs and role-play a conversation between Tina and John. One minute later, show their conversations bravely. Sa: Did you have fun with Amy last night Sb: Well...yes and no. She was really late. ... Step 4. Role-play. Read the conversation and answer the questions. Sa: Nancy and Julie have been spending more time together lately, and this makes Alice unhappy. Sb: Nancy should ask Alice to join her each time she does something with Julie. Read the conversation by following the recording. Then role-play the dialogue in pairs. Show their work in class. Underline some useful expressions. Step 5. Summary. Listen to T to explain the language points and do some exercises. Play a video about different emotions. T: How many emotions can you find out in this video What are they T: Let's feel with your heart. T: What do you feel Present some pictures and guide Ss to talk about their feelings in face of different people or things. T: There are two restaurants in the town, what do you think of the environments Guide Ss to talk about the two restaurants with some tips. T: Which would you like to go to Why Guide Ss to use “would rather” to express their own likes. Play the recording twice and ask Ss to finish 1b. Encourage Ss to check the answers by making sentences. Let Ss to role-play a conversation between Amy and Tina. Let Ss observe the pictures in 2a and ask questions. T: Tina and Amy had a date last night. According to the pictures, guess what they did. Play the recording and let Ss order the pictures based on the key words they guess. Lead Ss to read the statements and make predictions. Then play the recording. For the third time, provide a short passage to let Ss fill in the blanks. After listening, let Ss make conversations according to the information they’ve got with their partners. Invite some pairs to show their work. Provide questions for Ss to catch the main information. T: What happened between Alice and Nancy T: What should Nancy do Ask Ss to work in pairs and play the roles of Nancy and Bert. Invite two pairs to act out. Give comments according to the evaluation. (loudly, clearly and with expression) 通过为学生所熟知的动画片中人物不同情绪的视频呈现，吸引学生的学习兴趣，引出情感话题，激活学生的已有背景知识。 借助多个人或事物的图片，谈论它们带给“我”的不同感受，引导学生体验和感知make sb. adj.结构的意义和用法，为下一步的学习做好词汇和句式准备。 引导学生观察主题图，培养其在听力前浏览和预测信息的能力和习惯。通过两幅插图的对比谈论，使学生做好充分准备，形成听力期待。 通过听力填空的方式输入本课功能句型，达成知识目标。 先听后读再说，帮助学生掌握良好的语音语调，并努力创造更多说的机会引导学生模仿、表达。 介绍对话情境，引导学生通过观察图片获取和预测相关信息，渗透听力技能教学，为下一步的听说活动做好铺垫。 通过三组听力任务的完成，引导学生依次按梯度进行由大意向细节的信息获取，巩固目标语言，渗透听力技能教学，促进语言能力和学习能力的提升。 通过听后角色扮演，帮助学生梳理信息，促进了逻辑性、批判性、创新性思维的发展，同时为其创设展示平台，激发成就感，促进口语表达能力的提升。 通过回答问题，让学生对对话内容进行整体感知，获取主要大意。 通过角色扮演帮助学生进一步巩固目标语言，并关注语音语调、肢体语言等。
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Ⅰ. 用make的适当形式完成下列句子。 1. 虽然他曾经常把他小妹妹弄哭，但今天他被他小妹妹弄哭了。 Though he _________________ his little sister cry, today he ______________ cry by his little sister. 2. 她必须大声喊才能让人听见她说话。 She had to shout to _____________________. 3.我们会尽一切努力使你幸福。 We'll do our best to __________________. 4.有些纸是用木头做的。 Some paper _______________ wood. 5.他不必担心，他会办成的。 You needn't worry; he _____________. Ⅱ. 完成句子，每空一词（含缩略形式）。 6. 你何不外出野餐呢？ ________ ________ ________ go out for a picnic 7. 这部电影如此精彩以至于萨莉想再看一遍。 The film is _____ wonderful _______ Sally wants to see it again. 8. 把音乐声音调小点儿，吵得我快疯了！ Turn that music down. It's _______ ______ _______! 9. 安和萨拉是我的朋友，我们经常一起玩。 Ann and Sara _______ _______ _______ _______. We often play together. 保罗认为和朋友旅行能使友谊更加牢固。 Paul thinks traveling with friends can _______ _________ ________.
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Unit 11 Sad movies make me cry. (Section A 1a-2d) （1） Feelings: The soft music makes me relax. It makes me sleepy. (3)
作 业 设 计
Level A Have you ever spent a special day with somebody Write a short passage to share your experience. Try to use “make” to express your different feelings.
Level B Write a short passage according to the conversation in 2d.
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