Unit 11 Sad movies make me cry. Section B（1a-2e）表格式教学设计2024-2025学年人教版英语九年级全册

人教版九年级全册
Unit11 SectionB （1a-2e）教学设计
课题 Grade9 Unit11 Sad movies make me cry. 主题语境 情感 Feelings 语篇类型 记叙文（情感） 课时 1 课型 阅读课
课标要求 从语篇中提取主要信息和观点，理解语篇要义； 抓住语篇中的关键概念和关键细节； 能找出文章中的主题、理解故事的情节，预测故事情节的发展和可能的结局。
教材分析 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。
教学 重难点 教学重点： 1. 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。 2. 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。
教学难点：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。
教学目标 在语境中理解、识记并运用本课时词汇：weight, shoulder…（学习理解、应用实践） 能听懂英文寓言故事情节结构，独立完成听力任务。 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。（学习理解、应用实践） 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。（学习理解、应用实践）
教学设计
教学目标 课堂环节 活动形式及步骤 活动意图 层次 效果评价 用时
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。 Lead in 导入 Let’s enjoy a short video. Work in pairs and discuss. 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 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。 感知注意 提取概括 整合运用 学生能运用本单元的词汇和句型谈论自己的感受并能复述学过的课文内容。 6 mins
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。 Pre-listening 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. 1a环节让学生选出故事可能的结局，考察学生故事情节推理能力。 感知注意 提取概括 学生能够选出合理的故事情节。 2 mins
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。 Pre-listening 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. 1b让学生讨论其他可能出现的故事结局，让学生练习合理推论故事结局，并能表述理由。 感知注意 提取概括 学生能够积极讨论故事可能的结局，有理有据。 2 mins
能听懂英文寓言故事情节结构，独立完成听力任务。 While-listening 1c. Listen to The Shirt of a Happy Man (Part II) and check ( ) the things that happened in the rest of the story. ____ The general searched for three days and found a happy person. ____ The general could not find a happy person. ____ The general saw a poor man on the street. ____ The poor man was a happy man. ____ The poor man gave the general his shirt. 1c环节让学生根据对话内容选出正确的故事结局，考察学生听取故事情节的能力。 感知注意 提取概括 学生能够根据听力内容正确地选出故事结局。 2 min
能听懂英文寓言故事情节结构，独立完成听力任务。 While-listening 1d. Listen again. Answer the questions. 1. How long did it take the general to find the happy man 2. What was the poor man doing on the street 3. What made the poor man so happy even though he had no power, money or fame 4. Do you think the general will return to the king with the poor man’s shirt Why or why not 1d环节让学生根据听力内容回答问题，考察学生听取信息及语言综合表达的能力。 感知注意 提取概括 整合运用 学生能正确地回答问题。 4 min
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。 While-listening 1e. Do you agree with the poor man’s thoughts about happiness Discuss your ideas with your group. Then role-play the rest of the story. 让学生谈论穷人关于幸福的想法，是否认同穷人幸福的含义，然后表达故事的结局。 感知注意 提取概括 整合运用 学生能编造故事的结局，合理合情。 4 min
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。 Pre-reading 2a. Have you ever made a mistake How did it make you feel Talk to your partner about what happened. 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。 提取概括整合运用 学生能运用本单元词汇和句式表达曾经的错误给自己的感受。 2 mins
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。 While-reading 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. 让学生读文章并根据故事情节排序，考察学生的逻辑思维能力。 感知注意 提取概括 学生能快速正确地把句子排序。 5 mins
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。 While-reading What kind of style is this passage A. Narration (记叙文) B. Instruction (说明文) C. News report 让学生判断文章的体裁。 提取概括 描述禅释 学生能快速正确地选出答案。 3 mins
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。 While-reading Work in pairs to find out how many parts can the story be divided into and summarize the main idea of each part. 让学生分组讨论文章能分成几部分，并尝试概括段意，锻炼学生理解文章篇章结构的能力。 提取概括 描述禅释 学生能正确地分段，且基本能正确概括段意。 5mins
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。 While-reading 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. 让学生选出红色字体的含义，考察学生词义推理判断能力。 感知注意 提取概括 学生能快速正确选出答案。 2mins
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。 While-reading 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？ 把文章中长难句挑出来分析句意，再用相关词汇造句，并让学生模仿造句。 提取概括 描述禅释 学生能理解文章中的长难句，并能造出自己的句子。 3 mins
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。 While-reading 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 让学生阅读第二部分并回答问题，问题为习语词义选择题，考察学生词义推理判断能力。 提取概括 描述禅释 学生能根据上下文判断生词的含义。 3 mins
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。 While-reading Role-play a conversation between Peter and his father. F: What’s wrong, Peter S: I lost the game. 让学生表演父亲和儿子的对话，锻炼学生组织语言和演绎能力。 提取概括 描述禅释 学生能完整且流利地演绎对话。 3 mins
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。 While-reading 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 让学生阅读第三部分并回答问题，考察学生读取细节信息及推理判断能力。 提取概括 描述禅释 学生能基本正确完整地回答问题。 4mins
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。 While-reading Role-play a conversation between Peter and his teammates. P: Hey guys, … T: Don’t worry about it… 让学生演绎Peter和其队友的对话，考察学生语言组织和表达能力。 提取概括 描述禅释 学生能完整且正确地演绎对话。 4mins
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。 While-reading 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 _________________________________ ___________. 让学生阅读文章并填空，让学生关注文章中重要知识点和句式结构。 提取概括 描述禅释 学生能正确地完成句子填空。 3 mins
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。 While-reading What can we learn from the story 让学生根据文章内容找出作者给我们传达的一种精神，锻炼学生推理作者意图的能力。 提取概括 描述禅释 学生能快速正确地找出答案。 3 mins
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。 While-reading 2c. Read the story again and answer the questions. 1. Why did Peter feel angry and worried 2. What kind of advice did Peter’s father o er him 3. Do you agree with Peter’s father Why or why not 4. What happened after Peter told his teammates that he was sorry 5. Why did Peter think that he was on a winning team even though they lost the last game 2c根据文章内容设计问题，考察学生运用阅读策略读取文章细节和推理判断能力。 提取概括 描述禅释 学生能快速正确地回答问题。 5mins
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。 While-reading 2d. Find idioms or phrases from the story to replace the underlined parts of these sentences. 1. He could not believe that he did not get the ball into the basket. 2. She was worried because she had disappointed her parents. 3. Tony was sad that he was asked to leave the team. 4. You should learn to relax and not put so much pressure on yourself. 5. The teacher told the students to work hard together and not to give up. 让学生找出文章中的习语，考察学生词义推理判断能力。 提取概括 描述禅释 学生能正确地找出对应的习语表达。 4 mins
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。 While-reading 把文章设置成一篇完形填空题目，让学生复习文章内容的同时，关注其中的词汇运用。 提取概括 描述禅释 学生能正确地完成文章完形填空。 4 mins
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。 While-reading To err is human. (人非圣贤孰能无过) The more mistakes you make, the more progress you will make. Learn from making mistakes. Ask others for help and pull together with our teammates. We will be on the winning road! 关于mistakes的几句名言让学生学习积累。 感知注意 学生能掌握一些名言名句。 3 mins
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。 Homework Read a passage about feelings, then make a report or draw a mind-map of it. 让学生读一篇有关情感的文章，并完成一个思维导图或读书报告。 提取概括 描述禅释 学生能独立完成一篇课外阅读并完成一篇思维导图概括文章。 1 min