教学设计
课题 Unit11 Sad movies make me cry. Section B （1a-2e）
教学内容分析 本单元通过谈论不同事物对情绪的影响及人们对某种情感所持有的观念，要求学生能运用本单元词汇和句式make sb. do sth./ make sb. adj.表达情感变化。
学情分析 学生在七、八年级已接触过使役动词的简单用法，但还不太会运用，本单元着重锻炼学生听、说、读、写的综合能力。
目标确定 ①在语境中理解、识记并运用本课时词汇：weight, shoulder… ②能听懂英文寓言故事情节结构，独立完成听力任务。 ③学会识别文章中的习语和词组，积累相关语言知识，能运用各种阅读技巧提高阅读能力。 ④能运用本单元词汇和句式谈论事物对人的影响，表达自己的感受。
重难点 ①在语境中理解、识记并运用本课时词汇：weight, shoulder… ②能听懂英文寓言故事情节结构，独立完成听力任务。
评价任务 1）通过课前的预习，学生是否能利用老师提供的信息对老师进行提问。 2）学生是否能通过朗读，理解课文并用目标词汇和句型造句复述文本。 3）学生是否能读懂目标词汇与基本句型;是否能用目标词汇回答问题;
教学评活动设计 教师活动学生活动环节一：Lead in教师活动 导入 Let’s enjoy a short video. 1. How does the boy in the video make you feel 2. What can we learn from the video 1. Who is the man on the right 2. What happened to him 3. Can you retell his story 学生活动 Work in pairs and discuss.设计意图 励志视频导入让学生观看一种面对挫折的态度，让学生谈论自己的观看感受；图片导入让学生回顾上节课内容，激活听力背景。教师活动 1a. Look at the possible endings to the story about the unhappy king. Do you think any of these is the right one If so, which one a.The general cannot find a happy person and the king remains unhappy forever. b. The general finds a happy person with power and money. c. The general realizes he is a happy person and gives his shirt to the king to wear. d. The king suddenly becomes happy without the shirt of a happy person. 1b. What are some other possible endings to the story Discuss your ideas with your partner. 1. Work in groups to make up an ending of the story. 2. Make the content reasonable without language mistakes. 3. Read loudly and clearly in front of the class. 学生活动 学生选出故事可能的结局，考察学生故事情节推理能力。 discuss 设计意图: 2a环节让学生讨论自己曾经犯的错误及自己的感受，并谈论发生的过程。环节三Pre-reading教师活动 2a. Have you ever made a mistake How did it make you feel Talk to your partner about what happened. 学生活动 能运用本单元词汇和句式表达曾经的错误给自己的感受。环节四While-reading教师活动 一 2b. Read the story and number the events in the correct order. ____ Peter got home and went into his room. ____ Peter talked to his teammates. ____ Peter missed a goal. ____ Peter’s father gave him advice. ____ Peter realized that he was worried for no reason. 二 What kind of style is this passage A. Narration (记叙文) B. Instruction (说明文) C. News report 三 Work in pairs to find out how many parts can the story be divided into and summarize the main idea of each part. 四 What do the red words mean 1. He has let his whole team down. 2. He was worried that his coach might kick him off the team. 五 长句分析 1. He felt like there was a heavy weight on his shoulders as he walked home alone. 当他独自走在回家的路上，他感觉自己肩膀上压着千斤重担。 谢谢你的来信。 句中 “felt like”做谓语，“there was a heavy weight on his shoulders as he walked home alone” 做felt like的宾语，是宾语从句。 feel like v. 感觉; 想要 常见用法有： ①feel like+名词 ②feel like+doing ③feel like+反身代词④feel like+从句 2. His mind would not stop thinking about what happened only just an hour ago on the school soccer field. 他的脑海总是不停地出现就在一个小时前发生在学校足球场上的事情。 句中 “stop thinking about ”做谓语，“what happened only just an hour ago on the school soccer field” 做其宾语，是宾语从句，what在从句中做主语。 stop doing sth. 停止正在做的事 wouldn’t/ couldn’t stop doing sth. 忍不住做某事，不能停止做某事 3. How could he have missed scoring that goal 他怎么没把球射进呢 could have done表示“过去本能够做某事但未做”，包含“责备”意义。 How could he have been such a fool？ 他怎么这么糊涂？ 六 Read para.2-6 and answer the questions. 1. But whatever it was, don’t be too hard on yourself.” What does the phrase in red mean 2. Besides, winning or losing is only half the game. What does “besides” mean here Read para.7-11 and answer the questions. 1. How did Peter feel after he communicated with his teammates 2. What made Peter feel lucky to know that he was on a winning team 七 Fill in the blanks with the appropriate forms of the words in the box. with courage rather than fear in one’s heart pull together to one’s surprise and relief nod in agreement rather than be close to 1. I decided to write ___________ (to) telephone. 2. You ____________ passing the exam, you should try harder next time. 3. After she explained everything, all her friends ___________________. 4. _________________________, nobody noticed what he said just now. 5. The girl stepped on the stage _________________________________ ___________.学生活动 能快速正确地把句子排序。 能快速正确地选出答案。 学生能正确地分段，且基本能正确概括段意。 学生能快速正确选出答案。 学生能理解文章中的长难句，并能造出自己的句子。 学生能根据上下文判断生词的含义。 能正确地完成句子填空。
板书设计
作业与拓展学习设计 Read a passage about feelings, then make a report or draw a mind-map of it.
教学反思与改进 将知识点与中考考点相连接,目标明确。提高交际能力，增强了学生学习英语的兴趣和信心。在情感方面，学生在各种问答和自我陈述中，体会到了快乐源于自身，而非金钱，地位和财富，要快乐更要为别人带去快乐。教学设计课题 Unit11 Sad movies make me cry. Section A（1a-2d）教学内容 本单元通过谈论不同事物对情绪的影响及人们对某种情感所持有的观念，要求学生能运用本单元词汇和句式make sb. do sth./ make sb. adj.表达情感变化。学情分析 本单元的教学为九年级下期内容，学生已通过两年半的初中英语学习，对初中英语学习的要求明白，并已适应初中英语学习，具备英语学习的基本技能，初步掌握一些学习策略，能够对新的现象和问题进行观察和分析，并且结合自己的生活经历，表达自己的情感以及对事物的不同看法。在身心特点方面，九年级的学生学业繁重，心智逐渐成熟，课堂上的活跃度较初一，初二而言有所降低，需要教师将学生生活和情感融入课堂，从学生实际出发，去激发他们语言表达的欲望和学习的兴趣。目标确定 ①在语境中理解、识记并运用本课时词汇：drive, friendly等。 ②能听懂关于个人情感的英文表达，独立完成听力任务。 ③能在实际情景对话中了解不同事物对情绪的影响，理解在交友问题上应该采取什么态度和处理方式。 ④能运用本单元词汇和句式谈论事物对人的影响，表达自己的感受。 评价任务 （1）通过课前的预习，学生是否能利用老师提供的信息对老师进行提问。 （2）学生是否能读懂目标词汇与基本句型;是否能用目标词汇回答问题;理解文本并复述两个事件。教学评活动过程 教师活动学生活动环节一：Lead in教师活动 What makes you happy Beautiful scenery makes me happy. Delicious food makes me happy. What makes you moved Working hard makes me moved. Friendship makes me moved. What makes you depressed Fail an exam hard makes me depressed. Fight with friends makes me depressed.学生活动 学生能掌握这些形容词的含义和用法，能在对话中运用这些形容词。 设计意图 导入环节让学生把形容词区分褒义词和贬义词，让学生了解关于描述心情的词汇，并能区分肯定和否定意义。在对话中练习使用这些形容词。环节二：Pre-listening教师活动 1a. Look at the two restaurants below. Which would you like to go to Why I’d like to go to Rock in’ Restaurant, because I like the music that I can dance to. The loud music makes me excited. I’d like to go to Blue Ocean restaurant, because I like the music that is quiet. Loud music makes me annoyed. 1b. Listen and fill in the blanks. Then match the restaurants with the statements. 1c. Role-play a conversation between Amy and Tina. Amy: I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. Tina: But that music makes me sleepy. I want to have the hamburgers at Rock in’ Restaurant. Use the words uncomfortable, relax, sleepy etc. and sentence make sb. adj. make up a conversation talking about your favorite restaurants. 2b. Listen again. Complete the statements. 1. Waiting for Amy drove Tina ________. 2. Amy didn’t want to ________ at Rock in’ Restaurant. 3. Loud music makes John want to ________. 4. The movie was so sad that it made Tina and Amy ________. 5. Sad movies don’t make John cry. They just make him want to 学生能根据图片描述表达自己的情感意愿。 学生能够快速准确地完成表格填空。 学生根据1b已知信息编造完整对话谈论感受。 学生能够快速准确地完成细节填空。设计意图: 让学生用听力材料的内容练习对话，练习使用make sb. adj./ drive sb. adj.表达不同感受。环节三Fast-reading教师活动 2d. Read the conversation and answer the questions. 1. Who have a lot in common 2. Why is Alice unhappy 3. What advice does Bert give to Nancy 学生活动 学生能快速准确找到问题答案。环节四教师活动 【拓展】 “would rather+动词原形”是英语中常见的一个结构，如果在两者中进行取舍，表示“宁愿……而不愿……，与其……不如……”，则用would rather do sth. than do sth. 或 would do sth. rather than do sth.。 They would rather walk than ride bikes. =They would walk rather than ride bikes. 他们宁愿步行也不愿骑自行车。 “make+宾语+宾语补足语”结构中，可以作宾语补足语的有不带to的动词不定式、形容词、名词或介词短语。用于被动语态时，动词不定式的to不可省略。 His jokes make me laugh. 他的笑话使我发笑。 The boy is made to do much homework every day by his mother. 这个男孩每天被妈妈迫使写很多家庭作业。 drive动词，意为“迫使”，其后可跟形容词、副词或动词不定式作宾语补足语。 drive sb. adj.=make sb. adj.意为“使某人……”， drive sb. crazy/mad “使某人发疯/发狂”。 That thing almost drive me crazy. 那件事几乎要使我发狂了。 His hunger drove him to steal food. 饥饿驱使他去偷食物。学生活动 学生能快速正确地完成本课时习题。
板书设计 - I think I’ve made Alice mad and I’m not sure what to do about it. -What happened -You know Julie is Alice’s best friend, right -Uh-huh. -Well, the more I got to know Julie, the more I realize that we have a lot in common. So we’ve been spending more time together lately.教学反思与改进 小组边学习边讨论。老师把课堂交给了学生，大大提高了学生学习的自主性，充分体现了以学生为主体的教学思路。本节课通过这种形式的学习，也进一步证明了发挥学生主动性，自主性的重要性。同学们围绕学习、生活上的压力以及建议展开热烈的讨论，既练习本节课的基本句型和学习重点又锻炼了英语口语。
