資源簡介

教學設計
課題 Unit11 Sad movies make me cry. Section B （1a-2e）
教學內容分析 本單元通過談論不同事物對情緒的影響及人們對某種情感所持有的觀念，要求學生能運用本單元詞匯和句式make sb. do sth./ make sb. adj.表達情感變化。
學情分析 學生在七、八年級已接觸過使役動詞的簡單用法，但還不太會運用，本單元著重鍛煉學生聽、說、讀、寫的綜合能力。
目標確定 ①在語境中理解、識記并運用本課時詞匯：weight, shoulder… ②能聽懂英文寓言故事情節結構，獨立完成聽力任務。 ③學會識別文章中的習語和詞組，積累相關語言知識，能運用各種閱讀技巧提高閱讀能力。 ④能運用本單元詞匯和句式談論事物對人的影響，表達自己的感受。
重難點 ①在語境中理解、識記并運用本課時詞匯：weight, shoulder… ②能聽懂英文寓言故事情節結構，獨立完成聽力任務。
評價任務 1）通過課前的預習，學生是否能利用老師提供的信息對老師進行提問。 2）學生是否能通過朗讀，理解課文并用目標詞匯和句型造句復述文本。 3）學生是否能讀懂目標詞匯與基本句型;是否能用目標詞匯回答問題;
教學評活動設計 教師活動學生活動環節一：Lead in教師活動 導入 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 學生活動 Work in pairs and discuss.設計意圖 勵志視頻導入讓學生觀看一種面對挫折的態度，讓學生談論自己的觀看感受；圖片導入讓學生回顧上節課內容，激活聽力背景。教師活動 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. 學生活動 學生選出故事可能的結局，考察學生故事情節推理能力。 discuss 設計意圖: 2a環節讓學生討論自己曾經犯的錯誤及自己的感受，并談論發生的過程。環節三Pre-reading教師活動 2a. Have you ever made a mistake How did it make you feel Talk to your partner about what happened. 學生活動 能運用本單元詞匯和句式表達曾經的錯誤給自己的感受。環節四While-reading教師活動 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 (記敘文) B. Instruction (說明文) 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 長句分析 1. He felt like there was a heavy weight on his shoulders as he walked home alone. 當他獨自走在回家的路上，他感覺自己肩膀上壓著千斤重擔。 謝謝你的來信。 句中 “felt like”做謂語，“there was a heavy weight on his shoulders as he walked home alone” 做felt like的賓語，是賓語從句。 feel like v. 感覺; 想要 常見用法有： ①feel like+名詞 ②feel like+doing ③feel like+反身代詞④feel like+從句 2. His mind would not stop thinking about what happened only just an hour ago on the school soccer field. 他的腦海總是不停地出現就在一個小時前發生在學校足球場上的事情。 句中 “stop thinking about ”做謂語，“what happened only just an hour ago on the school soccer field” 做其賓語，是賓語從句，what在從句中做主語。 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 他怎么沒把球射進呢 could have done表示“過去本能夠做某事但未做”，包含“責備”意義。 How could he have been such a fool？ 他怎么這么糊涂？ 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 _________________________________ ___________.學生活動 能快速正確地把句子排序。 能快速正確地選出答案。 學生能正確地分段，且基本能正確概括段意。 學生能快速正確選出答案。 學生能理解文章中的長難句，并能造出自己的句子。 學生能根據上下文判斷生詞的含義。 能正確地完成句子填空。
板書設計
作業與拓展學習設計 Read a passage about feelings, then make a report or draw a mind-map of it.
教學反思與改進 將知識點與中考考點相連接,目標明確。提高交際能力，增強了學生學習英語的興趣和信心。在情感方面，學生在各種問答和自我陳述中，體會到了快樂源于自身，而非金錢，地位和財富，要快樂更要為別人帶去快樂。教學設計課題 Unit11 Sad movies make me cry. Section A（1a-2d）教學內容 本單元通過談論不同事物對情緒的影響及人們對某種情感所持有的觀念，要求學生能運用本單元詞匯和句式make sb. do sth./ make sb. adj.表達情感變化。學情分析 本單元的教學為九年級下期內容，學生已通過兩年半的初中英語學習，對初中英語學習的要求明白，并已適應初中英語學習，具備英語學習的基本技能，初步掌握一些學習策略，能夠對新的現象和問題進行觀察和分析，并且結合自己的生活經歷，表達自己的情感以及對事物的不同看法。在身心特點方面，九年級的學生學業繁重，心智逐漸成熟，課堂上的活躍度較初一，初二而言有所降低，需要教師將學生生活和情感融入課堂，從學生實際出發，去激發他們語言表達的欲望和學習的興趣。目標確定 ①在語境中理解、識記并運用本課時詞匯：drive, friendly等。 ②能聽懂關于個人情感的英文表達，獨立完成聽力任務。 ③能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 ④能運用本單元詞匯和句式談論事物對人的影響，表達自己的感受。 評價任務 （1）通過課前的預習，學生是否能利用老師提供的信息對老師進行提問。 （2）學生是否能讀懂目標詞匯與基本句型;是否能用目標詞匯回答問題;理解文本并復述兩個事件。教學評活動過程 教師活動學生活動環節一：Lead in教師活動 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.學生活動 學生能掌握這些形容詞的含義和用法，能在對話中運用這些形容詞。 設計意圖 導入環節讓學生把形容詞區分褒義詞和貶義詞，讓學生了解關于描述心情的詞匯，并能區分肯定和否定意義。在對話中練習使用這些形容詞。環節二：Pre-listening教師活動 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 學生能根據圖片描述表達自己的情感意愿。 學生能夠快速準確地完成表格填空。 學生根據1b已知信息編造完整對話談論感受。 學生能夠快速準確地完成細節填空。設計意圖: 讓學生用聽力材料的內容練習對話，練習使用make sb. adj./ drive sb. adj.表達不同感受。環節三Fast-reading教師活動 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 學生活動 學生能快速準確找到問題答案。環節四教師活動 【拓展】 “would rather+動詞原形”是英語中常見的一個結構，如果在兩者中進行取舍，表示“寧愿……而不愿……，與其……不如……”，則用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. 他們寧愿步行也不愿騎自行車。 “make+賓語+賓語補足語”結構中，可以作賓語補足語的有不帶to的動詞不定式、形容詞、名詞或介詞短語。用于被動語態時，動詞不定式的to不可省略。 His jokes make me laugh. 他的笑話使我發笑。 The boy is made to do much homework every day by his mother. 這個男孩每天被媽媽迫使寫很多家庭作業。 drive動詞，意為“迫使”，其后可跟形容詞、副詞或動詞不定式作賓語補足語。 drive sb. adj.=make sb. adj.意為“使某人……”， drive sb. crazy/mad “使某人發瘋/發狂”。 That thing almost drive me crazy. 那件事幾乎要使我發狂了。 His hunger drove him to steal food. 饑餓驅使他去偷食物。學生活動 學生能快速正確地完成本課時習題。
板書設計 - 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.教學反思與改進 小組邊學習邊討論。老師把課堂交給了學生，大大提高了學生學習的自主性，充分體現了以學生為主體的教學思路。本節課通過這種形式的學習，也進一步證明了發揮學生主動性，自主性的重要性。同學們圍繞學習、生活上的壓力以及建議展開熱烈的討論，既練習本節課的基本句型和學習重點又鍛煉了英語口語。

展開更多......

收起↑