人教新目标版英语九年级全册Unit 11 Sad movies make me cry.教案（共5课时）

Unit 11　Sad movies make me cry.　　　　　　　　　　　　　　　　　　　　
第一课时　Section A (1a～2d)
类别 课时要点
重点单词 1.drive v．迫使　　2.lately adv.最近，不久前　　3.friendship n．友谊，友情
重点词组 1.make me sleepy使我困倦 　　　　　　2.drive sb crazy…发疯3．the more…， the more越……越…… 4.yes and no好坏参半5．be friends with sb是某人的朋友 6.feel left out感觉被忽视
重点句式 1.—I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.—But that music makes me sleepy.——更愿意到蓝海洋餐厅，因为我喜欢在吃饭时听轻音乐。——但那种音乐使我困倦。2．Waiting for Amy drove Tina crazy.等候Amy使Tina发狂。3．The movie was so sad that it made Tina and Amy cry.这部电影是如此悲伤以致使Tina和Amy 都哭了。4．Sad movies don't make John cry.They just make him want to leave quickly.悲伤的电影没有让John 哭。他们只能使他想尽快离开。
自主学习案
根据汉语提示完成单词。
1．We should spend more time with our friends to make our friendship(友谊)stronger.
2．Jim is often late for school and gets to sleep in class lately(最近)．
3．This naughty baby often drives(迫使)Mrs.Smith crazy.
4．I often feel sleepy(困倦)after taking this medicine in the morning.
5．I have realized(意识到)that there is something wrong with my pet dog.
课堂导学案
Step 1　准备与热身(Preparation)
Teacher：Most of us like music.A piece of soft music makes us feel relaxed, a loud music may make us feel boring and an exciting one makes us happy and excited.What kind of music do you like Why
Students：________
① I don't like loud music.It makes me angry.
② I like quiet music.It makes me feel at ease.
……
Step 2　呈现与输入(Presentation)
1．要求学生看课本P81—1a部分的图片。并按要求完成课本上相应的任务。(1分钟)
2．检查答案，要求2—3名同学根据提示内容回答问题，并把学生所列举的原因写在黑板上。(3分钟)
Teacher：Which would you like to go？why
Students：________．
①I'd like to go to the Blue Ocean because I don't like loud music.It makes me angry.
②I'd like to go to the Blue Ocean too because I like quiet music just like the girl in the picture does.It makes me feel at ease.
③I'd like to go to Rockin Restaurant.I like loud music.It makes me feel excited.This loud music makes me want to dance.
……
3．要求学生听第一遍录音，并完成课本上1b的听力任务。(1分钟)
4．要求学生听第二遍录音，并逐句进行跟读。(2分钟)
5．完成教材1c的任务，要求学生模仿听力内容，使用“make＋sb.＋adjective”结构，发表自己的观点。并邀请2－3名同学当堂进行演示。(3分钟)
6．小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时解决纠正。(2分钟)
汉译英，每空一词
1)轻柔的音乐使我感到很放松。
The soft music makes me relaxed．
2)我更愿意待在家里。
I would rather stay at home.
3)墙上那些糟糕的图片让我感到很难过。
Those awful pictures on the walls make me sad.
环节说明：通过学习1a，使学生对make＋ sb.＋adjective结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对make＋ sb.＋adjective结构的认识。
Step 3　练习与体验(Practice)
1．要求学生翻开课本P82。播放录音一遍，完成2a，2b的听力任务。(1分钟)
2．要求学生听第二遍录音，并逐句进行跟读。(2分钟)
3．听力内容巩固训练。要求学生根据所听到的内容完成下列各句。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(4分钟)
1)She said that loud music made her crazy．
2)Loud music always makes me want_to_dance．
3)It was a really good movie, but it was so sad that it made_us_cry．
4)Sad movies don't make me cry.They just make me want_to_leave．
Step 4　运用与生成(Production)
1．大声朗读听力材料。(1分钟)
2．放下听力材料，要求学生模仿听力内容，利用2a，2b的信息分角色练习对话练习。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟)
环节说明：将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
3．播放2d的对话录音，让学生跟读，模仿并理解大意。然后让学生分角色朗读并表演2d的对话。(5分钟)
Step 5　巩固与提高(Progress)
探究点一
I'd rather go to Blue Ocean because I like to listen to quiet music while I'm eating.我更喜欢去蓝色海洋餐馆，因为我喜欢在用餐时听一些轻音乐。
【点拨】句中，“'d rather”为would rather的缩写形式，意为“更愿意做……，宁可做……”。would rather后接动词原形，没有人称和数的变化，其否定形式为would rather not do sth。
e．g.They would rather go fishing than stay at home.他们宁愿去钓鱼也不愿待在家里。
Mr Li would rather not listen to rock music.李先生不愿意听摇滚音乐。
【拓展】　表示“宁愿……而不愿……，与其……宁可……”，用would rather do sth than do sth表示在两者之中进行选择，相当于prefer to do…rather than do…
e．g.I would rather watch TV at home than go to the cinema.我宁可在家看电视也不愿意去看电影。
The children would rather walk there than take a bus.孩子们宁愿步行去那里也不愿乘公共汽车。
针对训练
( A )1.I ________ go to Tai'an because I like Mountain Tai very much.
A．would rather　　　 B．wouldn't rather　　　C．would rather to　　　D．rather
2．I __would_rather_study_here_than_go_to_the_movies__(宁愿在这里学习也不愿去看电影)．
3．If you don't mind，__he_would_rather_go_there_the_day_after_tomorrow__(他宁愿后天去那里)．
探究点二
The movie was so sad that it made Tina and Amy cry.这部电影如此悲伤以致Tina和Amy都哭了。
【点拨】so…that…表示“如此……以致……”，so修饰形容词或副词，that引导结果状语从句。
e．g.This book is so interesting that everyone wants to read it.这本书很有趣，人人都想看。
The doctor was so excited that he couldn't fall asleep.那个医生如此兴奋以致无法入睡。
【拓展】　(1)so…that可以与too…to转换。
当that引导的从句为否定句时，若从句主语与主句的主语相同，so…that可以转换为too…to结构，若从句主语与主句的主语不相同，so…that可以转换为too…for sb to…结构。
e．g.He is so young that he can't go to school.＝He is too young to go to school.他太小了，不能去上学。
The box is so heavy that I can't lift it.＝The box is too heavy for me to lift.这个箱子太重了，我搬不动。
(2)so…that可以转换为…enough to…结构，若从句主语与主句主语不相同，so…that可转换为…enough for sb to do…结构。
e．g.Tom is so old that he can go to school.＝Tom is old enough to go to school.Tom年龄够大了，可以去上学了。
The box is light enough for the child to lift.这个盒子够轻，这个孩子可以举起来。
(3)so that有两种用法：①表示“为了……”引导目的状语从句，同in order that相近。
e．g.I got up early so that I could catch the early bus.＝I got up early in order that I could catch the early bus.为了赶上早班车，我起床很早。
②表示“结果……，以致……”也可以引导结果状语从句。
e．g.Please speak more loudly so that everyone can hear you.请说话声音大点儿以便让所有人都能听见你(的声音)。
针对训练
( C )4.—You study ________ hard ________ you're sure to pass the exam.
—Thank you for saying so.
A．enough；to B．as；as C．so；that D．too；to
( A )5.Lin Shuhao is ________ famous ________ all the basketball fans in China know him.
A．so；that B．as；as C．too；to D．enough；to
6．Tian Shan is __so_beautiful_that__(如此美丽)it attracts lots of visitors every year.
§教学反思：本课教学中，通过课前的一个师生问答互动引入新课的话题。
学习1a，使学生对make＋sb.＋adjective结构有所了解；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练，锻炼学生的口头表达能力，同时巩固对make＋sb.＋adjective结构的认识。
在2a—2d教学中，将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习，识记和运用。
教学方法的改进：课堂上在进行本课语法操练的同时，强化make＋sb.＋adjective结构的运用，创设真实的英语语言情景，营造英语氛围，实践学生用英语交际的目的。
第二课时　Section A (3a～3c)
类别 课时要点
重点单词 1.fame n．名声，声誉　　　　　2.pale adj.苍白的，灰白的3．examine v．检查；检验 4.wealth n．财富5．king n．国王；君主 6.power n．权力；力量7．banker n．银行家
重点词组 1.sleep badly睡眠很差　　　　　　　　　　2.don't feel like eating不想吃东西3．for no reason毫无理由 4.neither…nor…既不……也不……5．be called to the palace 应召进宫 6.have lots of power有很大的权力7．take one's position替代某人的职位 8.call in 招人；叫来9．prime minister 首相；大臣 10.be followed by others被人跟踪11．in three days’ time 在三天时间
重点句式 1.He found nothing wrong with his body.他发现他身体没任何毛病。2．It's all in his mind，neither medicine nor rest can help him.全是他的思想问题上，药和休息都不能帮助他。3．Although I have a lot of power，it doesn't make me happy.尽管我有很大的权力，它并不能使我高兴。4．I have a lot of wealth，but I'm always worried about losing my money.我有许多财富，但我总是担心失去我的钱。
自主学习案
根据汉语提示完成单词。
1．Both the tiger and the lion want to be the king (国王)of this forest.
2．My brother dreams of being a banker_(银行家)when he grows up.
3．The singer got great fame_(名誉)after singing at the concert.
4．There is a saying that knowledge is power (力量)．
5．The queen wanted to ask the soldier to build a great palace(宫殿)for herself.
课堂导学案
Step 1　准备与热身(Preparation)
播放一段中央电视台的采访视频“你幸福吗？”让同学回答同样的问题，并询问什么样的人才能直正幸福？告诉同学们，今天我们就将学习一个寻找幸福的故事。(4分钟)
通过上述图片或影片的介绍，使学生对这两个短文有了一定的了解，从而达到导入新课的目的。引起学习短文的兴趣。
Step 2　呈现与输入(Presesntation)
1．要求学生快速默读短文，熟知大意，并完成课本3a的任务。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
2．先邀请几位同学朗读短文，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
Step 3　练习与体验(Practice)
1．短文内容巩固练习。教师可将这篇短文改写成小故事，将一些重点的表达方式空出。让学生在规定的时间内补全故事。然后邀请若干同学给出自己的答案。(4分钟)
Once upon a time，there lived an unhappy king in a rich and beautiful country .He slept badly and didn't feel like eating.The queen and the people was very worried．They sent the most famous doctor to examine him.The doctor said nothing could help the king except a happy man's shirt.The prime minister，the banker and the palace singer were called in to the palace at once，but none_ of them said they were happy and each of them has their own worries.Finally，the king's top general was sent to find the happy man in three days' time.
Step 4　运用与生成(Production)
1．完成教材3b的任务，要求学生再次阅读短文，找出与3b的方框中所给短语意思相近的单词或短语。(5分钟)
2．让学生以小组为单位，分角色表演这个故事。
环节说明：将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
Step 5　巩固与提高(Progress)
探究点　Neither medicine nor rest can help him.药物和休息都帮不了他。
【点拨】(1)neither…nor…表示“既不……也不……”，其含义是否定的，可连接任意两个并列的成分。
e．g.She likes neither milk nor coffee.她既不喜欢牛奶也不喜欢咖啡。
(2)当neither…nor…连接两个主语时谓语动词应遵循“就近原则”。
e．g.Neither dad nor mum is at home today.今天父母都不在家。
(3)若将neither…nor…句型变为肯定句，只需把neither…nor…改为both…and…即可。同时谓语动词必须用复数形式。
e．g.Both dad and mum are at home today.今天父母都在家。
(4)neither可单独使用，作主语，表示两者中没有一个，谓语动词用单数。
e．g.Neither of them likes football.他们两个都不喜欢足球。
(5)neither或nor还有一种用法就是当表达一个人没有做某事，另一个人也没做同一类事时可用neither或nor进行简略回答。其结构为Neither/Nor＋助动词/be动词＋主语。
e．g.—They didn't go to the park yesterday.
—Neither/Nor did we.
—昨天他们没去公园。
—我们也没去。
针对训练
( D )1.________ you ________he is able to swim，but I am.
A．Both；and　　　　B．Not only；but also　　　　C．Either；or　　　　D．Neither；nor
( C )2.He can't speak French，________ can I.
A．so B．and C．nor D．but
§教学反思：本课教学中，通过播放一段中央电视台的采访视频“你幸福吗？”，根据影片或图片的介绍，让同学们回答同样的问题，使学生对这篇短文有了一定的了解，从而达到导入新课的目的，引起学生学习的兴趣。
在3a教学中，将听听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习，识记和运用。
教学方法的改进：在采用阅读法阅读课文时，先邀请几位同学阅读短文，再分小组操练，给予优秀者及时表扬，以激励全体学生学习的积极性。
第三课时　Section A (Grammar Focus～4b)
　　
类别 课时要点
重点单词 1.grey adj.阴沉的，灰色的　　2.lemon n．柠檬　　3.uncomfortable adj使人不舒服的
重点词组 1.to start with起初　　　　　　　　2.get the exam result back取考试成绩单 3．find out发现 4.do badly做的差 5．make me nervous让我紧张 6.make me relax让我放松7．get even better(情况)变得甚至更好了
重点句式 1.Loud music makes me nervous.吵闹的音乐使我紧张。2．Soft and quiet music makes me relax.轻柔的音乐使我放松。3．Money and fame don't always make people happy.金钱和名誉并不总能使人幸福。4．She said that the sad movie made her cry.她说悲伤的电影使她哭泣。
§自主学习案
根据句意首字母提示完成单词。
1．It was cloudy and grey and the cloudy days make me unhappy.
2．When you are tired，you can listen to the soft music.
3．I don't like sitting on the hard seat.It makes me uncomfortable．
4．Your face is pale like white paper，you should take more exercise.
5．Knowledge is the most valuable wealth in our life.
§课堂导学案
Step 1　准备与热身(Preparation)
回顾：你对快乐的不同见解(4分钟)
T：How do you make yourself happy every day
SA：________________________________________________________________________
T：How do you make your classmates and family happy
SB：________________________________________________________________________
T：How do your classmates and family make you happy
Sc：________________________________________________________________________
Step 2　呈现与输入(Presesntation)
要求学生分角色问答并翻译表格中的句子。说出make的句型结构及基本用法。并能造出相仿的句子。
Step 3　练习与体验(Practice)
1．要求学生翻开课本P84，想一些表示情感的形容词填入4a的短文中。.给出5分钟的时限，然后请5组同学朗读句子，全班集体核对答案。(5分钟)
2．依照4b下面方框中的对话提示，在小组中做一个调查写成4b的表格。
Step 4　运用与生成(Production)
小结训练。要求学生在规定的时间内完成一个小练习。并请若干学生给出自己的答案。有错误的话及时解决纠正。(2分钟)
根据汉语提示完成句子
1．起初，他总是担心有人会取代他的位置。
To start with，he is always worried_about that someone may take_his_position．
2．直到老师把试卷发还给我们，我才发现我考的并不太差。
I didn't find_out that I didn't do too badly_until the teacher handed_back our exams.
3．今天天气阴沉，我不想出去散步。
It's cloudy_and_grey today and I don't feel_like_going_out for a walk.
4．我越是了解Julie，我越意识到我们有许多的共同点。
The_more I got_to_know Julie，the_more I've realized we have a lot in_common．
Step 5　巩固与提高(Progress)
探究点　“make＋宾语＋宾语补足语”结构
make后常接宾语和宾语补足语，宾语补足语可以由名词、形容词、动词的过去分词或省略to的动词不定式来充当补足宾语的意义。make后接宾语补足语，有以下几种形式：
(1)接名词作宾语补足语。
“make sb＋名词”意为“使某人成为……”。
e．g.They make me their monitor.他们选我当班长。
(2)make＋宾语＋形容词。
这一结构表示“使……处于某种状态”。宾语补足语用来修饰人或事物的性质或所处的状态。
e．g.The nurse there makes me nervous.那儿的护士让我感到紧张。
(3)接动词原形作宾语补足语。
“make sb＋动词原形”意为“使某人做……”。
e．g.The boss made him work ten hours a day.老板让他每天工作十个小时。
My mother often makes me do some housework.母亲经常让我做些家务活。
(4)接过去分词短语作宾语补足语。
“make＋sb＋过去分词”表示“使某人被……”，有被动含义，翻译时常翻译成主动语态的形式。
e．g.He spoke aloud to make himself heard.他大声说话以使别人能听到他。
Can you make yourself understood？你能让别人理解你吗？
注意：当make后接省略to的动词不定式作宾语补足语，而make本身用在被动语态中时，动词不定式的符号to不能省略。
I was made to wait(by him)for a long time.＝He made me wait for a long time.他让我等了很长时间。
针对训练
( A )1.The London Olympics made people all over the world ________ there very much.
A．want to go　　　　　B．to fly　　　　　C．fly　　　　　D．to want to go
( C )2.—Have you seen the funny movie Let the Bullet Fly(让子弹飞)
—Yes，it made me ________ many times.
A．sing B．cry C．laugh D．sleep
( D )3.Edward，you have grown up.You should learn to make your own room ________．
A．empty B．noisy C．dirty D．tidy
教学反思：通过课前的一个师生问答互动引入新课的话题。在Grammar Focus教学中，让同学们分组操练make的句型结构及用法。
在4a—4b的教学中，将听听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学方法的改进：通过自测发现，在本课时Grammar Focus的语法操练中，教师必须躬身示范，带动全体学生共同参与，以便更加牢固地掌握本课语法重点。
第四课时　Section B (1a～1e)
类别 课时要点
重点词组 1.remain unhappy forever仍旧永远不幸福 2．a shirt of a happy person一件快乐人的衬衫3．search for搜寻，寻找4．return to the king回到国王身边5．a person with power and money有权力和金钱的人
重点句式 1.The general finds a happy person with power and money.将军找到了一位既有权又有钱的快乐人。2．The general realizes he is a happy person and gives his shirt to the king to wear.将军意识到他就是一个快乐的人并把他的衬衫脱下给国王穿。3．What made the poor man so happy even though he had no power，money or fame.是什么使这位穷人即使没权，没钱也没名誉还如此高兴？4．Do you agree with the poor man's thoughts about happiness.你同意那位穷人关于快乐的想法吗？
自主学习案
根据句意首字母提示提示完成单词。
1．I don't like that movie because the sad movie makes me unhappy．
2．All the police were sent to search for the three lost children.
3．The woman was too poor and she was always worried about the food for her children.
4．I have been out for three weeks and I have to return back home tomorrow.
5．They invented a plane which can get power from the sun and keep on flying around the world.
§课堂导学案
Step 1　准备与热身(Preparation)
同学们还记得在第二课时一个国王派人寻找快乐人的衬衫的故事吗？国王最后找到了快乐的人吗？故事的结果是怎样的呢？你们能猜一猜吗(3分钟)
1．Do you remember the story we learned in the period two
________________________________________________________________________
2．Had the king find the happy man
________________________________________________________________________
3．Do you want to know the ending of the story
________________________________________________________________________
4．Can you guess the ending of the story
________________________________________________________________________
Step 2　呈现与输入(Presesntation)
1．要求学生翻开课本P85，迅速阅读1a部分所给的有关国王的故事的结局的几种猜测。。然后要求同学就故事的结局进行讨论并给出自己的答案，教师可以与学生一起讨论答案。(3分钟)
2．要求学生进行小组讨论，看这个故事是否有其他的结局。
Step 3　练习与体验(Practice)
1．听第一遍录音，完成课本上1c部分的任务。并要求学生把故事的后半部分内容所发生的事勾选出来。
2．听第二遍录音，回答课本上1d部分的所提出的问题。
3．听力内容巩固训练。要求学生根据所听到的内容完成下列句子。完成后要求若干学生给出自己的答案。以巩固对听力内容的了解。(3分钟)
They went all__over the country looking high and low for a happy man but never finding one.
They were returning home when they saw a beggar sitting by the roadside.He watched his supper cooking, singing merrily.
The man looked at each__other．Had they found what they had been looking for They went__up to him and said，“You sound very happy，my friend.”
“Of course，I'm happy．” he said.They could hardly believe their ears.With one voice they said，“We want your shirt．”
The beggar said laughing，I'm sorry，gentlemen.But I haven't got a shirt.
Step 4　运用与生成(Production)
1．第三遍录音，并打开听力材料，全班逐句进行跟读。(2分钟)
2．放下听力材料，首先要求学生讨论这个穷人关于快乐的想法，然后模仿听力内容，分角色表演故事的后半部分。然后邀请2－3对同学当堂演示。看哪一对的表现最佳。(5分钟)
环节说明：将听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
Step 5　巩固与提高(Progress)
探究点　The general cannot find a happy person and the king remains unhappy forever.这个将军不能找到一个幸福的人，国王仍然永远不幸福。
【点拨】句中remain在此用作连系动词，意为“仍然，保持(某种状态)”后接名词，形容词，分词或介词短语。
e．g.Peter has become a judge but John remains a fisherman.Peter当了法官，但John仍是个渔民。
I asked her a question but she remained silent.我问了一个问题，但她仍保持沉默。
She remained standing though we asked her to sit down.虽然我们请她坐下，但她还是站着。
【拓展】　remain还可用作不及物动词，意为“留、待、剩下、还有”。
e．g.A few leaves remained on the trees.树上还剩几片叶了。
针对训练
1．If you do this，you __will_remain_comfortable_till_you_find_another_job__ (将保持舒适的生活直到你找到另一份工作)．
( B )2.Only a few old city walls remain now.In this sentence，“remain”means ________．
A．keep　　　　B．are left　　　　C．recover　　　　D．are rebuilt
§教学反思：本课教学中，通过课前的师生问答互动不仅让学生回顾了上节课的内容，拓展了学生们的知识面，而且还可以很自然地导入到本课的内容。
在1a—1e教学中，将听听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习、识记和运用。
教学方法的改进：通过英语听力测试的结果来考查学生掌握语言知识的能力。根据测试中存在的问题，学生们必须反复地听英语课文，持续跟读，熟读成诵。只有这样循序渐进，才能保证英语教学效果地不断提高。
第五课时　Section B (2a～Self Check)
类别 课时要点
重点单词 1.weight n．重量，分量　　　2.pull v．拉，拖　　　3.kick v．踢，踹4．shoulder n．肩膀 5.besides adv.而且 6.goal n．球门，目标7．courage v．勇敢，勇气 8.coach n．教练
重点词组 1.the winning team 获胜的球队　　　　　　2.on the shoulder在肩上3．be too hard on对…要求严格 4.miss scoring the goal错过进球5．let…down使……失望 6.kick sb off开除7．support each other相互支持 8.rather than而不是9．pull together齐心协力 10.nod in agreement点头同意11．learn from mistakes吸取教训 12.to one’s surprise使…惊奇的是
重点句式 1.He felt like there was a heavy weight on his shoulders as he walked home alone.当他步行回家时，他感觉肩头好像压着沉重的担子。2．The other half is learning how to communicate with your teammates and learning from your mistakes.另一半是学会如何与你的队友交流并从错误中学习。3．Peter didn't say anything，but what his father said made him think carefully.彼特没说什么，但他父亲的话使他认真的思考。4．The next day，Peter went to soccer practice with courage rather than fear in his heart.第二天，彼特心里带着勇气而不是恐惧去参加足球训练。5．I think if we continue to pull together，we're going to win the next one.我认为如果我们继续齐心协力，下次一定能赢。6．It made him feel lucky to know that he was on a winning team.知道他在一支必胜的球队里，使他感到幸运。
自主学习案
根据汉语提示完成单词。
1．Katie only have one meal a day in order to lose weight (重量)．
2．While I was leaving home，my father came back with a heavy bag on his shoulder (肩头)．
3．The boy walked around the teacher's office for a long time and went in at last with courage(勇气)．
4．The teacher told the students not to kick (踢)the door when it was closed.
5．Holly works hard at school because she doesn't want to disappoint (使失望)his parents.
课堂导学案
Step 1　准备与热身(Preparation)
教师利用多媒体放映一段篮球或足球比赛团体比赛的片段。然后教师提问：在团体比赛中获胜的关键是什么？你是否参加过团体比赛？你在比赛中犯过错误吗？你是如何看待队友的错误的？(4分钟)
What's the most important for a team
________________________________________________________________________
Have you made a mistake in the match
________________________________________________________________________
How did it make you feel
________________________________________________________________________
Step 2　呈现与输入(Presesntation)
1．要求学生快速默读短文，熟知大意，并找出各段的主题大意并标出事件的正确顺序。然后邀请几位同学给出自己的答案，全班一起检查讨论。(3分钟)
2→5→1→3→4
Step 3　练习与体验(Practice)
1．先邀请几位同学阅读短文(可一人一段)，教师要注意语音，及时纠正。然后播放录音，全班同学一起跟读。(3分钟)
2．短文内容巩固练习。教师可给出一篇改写了的短文，将一些重点的表达方式空出。让学生在规定的时间内补全短文。然后邀请若干同学给出自己的答案。(4分钟)
Peter had a soccer match today，but they lost the game because Peter missed scoring the goal.Peter thought he had let his whole team down and was worried that his coach might kick him off the team.
Peter's father told him that soccer was about team effort．He was not the only reason your team lost.If he had a good team，they should support each other.Besides，winning or losing was only half the game.The other half was learning how to communicate with your teammates and learning from the mistakes.
The next day，Peter went to soccer practice with courage rather than fear in his heart.His teammates all nodded in agreement that they would continue to pull together to win the next match.It made him feel lucky to know that he was on a winning team.
通过学生反复阅读短文，限时独立完成所给问题，使学生循序渐进地了解文章大意，训练筛选信息的能力，感知重要的知识点，直至综合语言，深入了解文章，培养学生的全面素质。
Step 4　运用与生成(Production)
1．让学生再细读短文，回答2c的问题。给出5分钟的时限，然后找5位同学回答问题，并集体核对答案．(5分钟)
The answers：
①Because he had missed scoring that goal in the match and his team had lost the game because of him.
②His father advised him not to be too hard to himself.
③Yes ，I agree.Because soccer was about team effort.Peter was not the only reason their team lost.
④What his father said made him think carefully and the next day，Peter went to soccer practice with courage rather than fear in his heart.And he told his teammates he was sorry.
⑤Because his teammates all nodded in agreement that they would continue to pull together to win the next match.
2．让学生读2a的短文，找出能替换2d中的句子划线部分的习语或短语。
The answers：
①missed scoring that goal　　　　　　　　　②let…down
③kicked off ④Be too hard to yourself
⑤pull together
3．让学生两人一组合作参照2e所给示例练习彼特与他父亲之间的对话。
4．根据课文87页3a的所给的提示，想一些使你高兴或悲伤的经历，和同伴进行讨论。
5．根据3a 写的提要以及3b所给的提示，写一篇与2b内容相似的短文。
学生完成后评出优秀的作文在班上展示。
环节说明：本节主要是将读、写的任务结合起来不仅锻炼了学生的写作及对语言综合运用能力，还巩固了学生对目标语言的学习、综合运用。
6．把表格中的单词放入表格中恰当的位置。
给出3分钟的时限，并请1位同学核对答案。
Positive：comfortable，relaxed，happy
Negative：nervous，unhappy，uncomfortable，worried，angry，awful，uneasy
7．参照例句，用所给的单词造句。
The answers：
①Speaking in front of many people makes me nervous.
②Money and fame don't always make people happy.
③Soft piano music makes me relaxed.
④Rainy days makes us stay at home and watch TV.
8．阅读方框中所给的单词，按照所代表的含义用1－6(1表示最不重要，6表示最重要)分别标出，表达它们对你的重要性，并根据你的选择，参照例句写六个句子。
Step 5　巩固与提高(Progress)
探究点一
He had let his whole team down.他让他的团队失望了。
【点拨】let…down意为“使……失望或沮丧”为“动词＋副词短语”结构。
e．g.I will never let you down.我永远不会让你失望。
Missing the last bus let him down.错过末班车让他很失望。
【拓展】　let…down还可表示“把……放下来”。
e．g.Let the basket down gently.把篮子轻轻地放下来。
针对训练
1．Don't worry I __won't_let_you_down__(不会让你失望)．
( B )2.Harry won't ________ his parents ________．
A．lend；down　　　　B．let；down　　　　C．put；down　　　　D．get；down
探究点二
The next day，Peter went to soccer practice with courage rather than fear in his heart.
rather than连词短语，意为“宁可，而不是”。相当于instead of，常用于连接两个并列的句子成分。
e．g.She likes talking to one or two people rather than to group.她喜欢和一两个人谈话而不愿和一群人谈话。
针对训练
3．After taking lessons in Hitop Language School I'll think about working as a tour guide __rather_than_a_doctor__(而不是医生)．
4．I like __going_out_with_you_rather_than_with_Joe__(和你一起外出而不是Joe)．
§教学反思：本课教学中，教师利用多媒体播放一段篮球或足球比赛的片段，通过上述影片来提问，让学生回答，使学生对本课内容有了初步的了解，从而达到导入新课的目的，引起学生学习短文的兴趣。
在2b教学中，通过学生反复阅读短文，限时独立完成所给问题，使学生循序渐进地了解文章大意，训练筛选信息的能力，感知重要的知识点，直至综合语言，深入了解文章，培养学生的全面素质。
在2c－2e任务教学中，将听听、说、读、写的任务结合起来不仅锻炼了学生的语言综合运用能力，还巩固了学生对目标语言的学习，识记和运用。
教学方法的改造：通过英语听力测试的结果来考查学生掌握语言知识的能力。根据测试中存在的问题，学生们必须反复地听英语课文，持续跟读，熟读成诵。只有这样循序渐进，才能保证英语教学效果地不断提高。