人教版初中英語九年級下冊全冊教案（2024年3月修訂）

Unit11Sadmoviesmakemecry.SectionA(1a-1c)TeachingAimsLanguagegoalsSscanlearnhowtouse“make”totalkabouthowthingsaffectpeople.Keywordsandphrasesrather,wouldrather.Keysentences1.Sadmoviesmakemecry.2.I'drathergotoBlueOceanbecauseIliketolistentoquietmusicwhileI'meating.3.Quietmusicmakesmesleepy.TeachingDifficultiesSsareabletouseproperdescriptivewordstosharetheirfeelingsaboutsomething.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Lead-in此部分make句式的練習(xí)環(huán)節(jié)，用多種場景練習(xí)make+adj.的句式，并幫助學(xué)生聯(lián)想到更多形容詞來描述心情。形容詞的擴(kuò)展部分幫助學(xué)生更好的總結(jié)了已經(jīng)學(xué)過的重點(diǎn)形容詞。ShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntouse“make”toexpressfeelings.ShowSspictures.AskthemtoanswerthequestionsPPTP6-P11:Step1:AskSstothinkaboutthequestion:Howdoesitmakeyoufeelwhenyouwinthefirstplace?(Tcanwritethesentencestructure“makesb.+n./adj”ontheboardandaskSstoansweraccordingtothegivenstructure.Ssareexpectedtogivedifferentanswers,butTneedstoshowthemthesuggestedanswer“Itmakesmehappy.”andintroducethesentencestructure“makesb.+n./adj.)Step2:ShowSsthequestionsfromP7toP12andaskthemtoanswerthequestionsonebyonewiththegivensentencestructure“makesb.+n./adj.”(TcangiveproperguidanceifSscan’tanswerquestionscorrectlywiththesentencestructure“makesb.+n./adj.”)AskSstobrainstormadjectivewordstosharefeelings:Step1:DivideSsintogroupsoffour.AskSstobrainstormadjectivestheylearnedtodescribefeelings.T:Well,wecanusesomeadjectivestodescribeourfeelings.Now,let’sworkingroupsandsummarizethewordswe’velearnedtoshareourfeelings.Twominuteslater,let’ssharetogether.Step2:ChooseoneSfromonegrouptosharetheadjectivestheyhavewritten.Then,askothergroupstosharemorewordswhichtheformergroupdidn’tmention.(WhenSsaresharing,TcanalsodrawawebbingmapontheboardtowritedownallthewordsSshaveshared.Tcanaddmorewordsforthewebbingmapwhennecessary.TcanalsoencourageSstosumupthewordsusingtheirownmindmaps.)Step3:TcanusethewordsonPPTP13tohelpSstoreview.T:Youknewsomanywords.Nowlet’sreadthewordstogether,whenyouarereading,pleasepayattentiontotheintonation.Step2Pre-listeningWhile-reading部分的聽力部分對于學(xué)生來說可能成為障礙。通過觀看視頻幫助學(xué)生具體的了解聽力材料的信息，再通過跟讀聽力材料，加深學(xué)生對材料的理解，同時讓學(xué)生更加充分的練習(xí)了聽力能力。FreeTalk環(huán)節(jié)通過問答的形式幫助學(xué)生學(xué)會使用今天所學(xué)的重點(diǎn)句型：wouldrather…makesb.…1aStep1:Pairup,askSstolookatthepictureanddescribe(orcompare)theenvironmentofeachrestaurant.T:Therearetwodifferentrestaurantshere.Nowusetheadjectivesyou’velearnedtodescribethetworestaurants.Workwithyourpartnersandshareyourideas.(Tip:Tcanaskoneortwopairstosharetheirideasaboutthetworestaurants.)Step2:AskSstodiscusswiththeirpartneraboutthequestion:Whichrestaurantdoyouliketogo?why?(Tip:Tomakethistaskeasier,TcanshowSsthesampleconversationonP15first,thenaskthemtomakeasimilarconversationwiththeirpartner.Iftheclassisstrong,TcanaskSstostarttheconversationdirectly.)While-reading1bAskSstolistentothetapeandfillintheblanks.Thenmatchtherestaurantswiththestatements.T:Therearetworestaurants.OneisRockin’RestaurantandtheotherisBlueOcean.WhatdoAmyandTinathinkofthetworestaurants?Youcancirclethekeywordsbeforelistening(e.g.picture,music).Now,let’slisten.(Tip:TcanwalkaroundwhenSsarelisteningtothetape.TcanaskSstolistenforthesecondtimeifthematerialisdifficult.)Answers:1.awful,uncomfortable2.loud,nervous3.soft,relax,sleepyTasksSstowatchavideoaboutthelisteningmaterial.TshowsSstheaudioscript.Askthemtoreadtheconversationfollowingtherecording.(Tip:Thighlightstwokeysentencesabout“make”.)TasksSstopredictwhichrestaurantAmyandTinawouldliketogotoaccordingtotheanswersin1bandasksthemtosharethereasons.T:WhatdoyouthinkoftheRockin’Restaurant?WhataboutBlueOcean?WhichonewillAmychoose?Guessandsharethereasonwithus.Beforeansweringthequestions,let’slookatanexample.(Tip:ShowtheexampleonPPTfirst.Then,askSstosharetheirideasingroups.Next,askoneortwoSstosharetheirideastotheclass.TcanencourageotherSstogivecommentsoropinions.)Post-listening1cTasksSstorole-playtheconversationbetweenAmyandTina.T:Nowlet’srole-playaconversationbetweenAmyandTina.Ineedyoutoworkinpairs,oneofyouwillbeTinaandtheotherwillbeAmy.Hereisanexample.(TasksSstochoosethepartnerontheirownandrole-play.Inviteoneortwopairstoperformtotheclass.)FreeTalkTasksSstotalkaboutthequestion:Whichrestaurantdoyoupreferandwhy?Step1:TasksSstothinkaboutthequestionbythemselvesfirstandthensharetheirideasingroups.T:Whichrestaurantdoyoupreferandwhy?Nowyouhaveoneminutetothinkaboutthequestion.Thenshareinyourgroups.(Tips:TgivesSssentencestructuresonP21tohelpthemspeaklogically.)Step3Languagepointslearningmake的含義及用法：make用作使役動詞表示“使；讓”，可跟復(fù)合結(jié)構(gòu)，即“make+賓語+賓語補(bǔ)足語”。其中的賓語補(bǔ)足語可以是不帶to的不定式、過去分詞，名詞或形容詞。本句makesmesleepy，是“make+名詞/代詞+形容詞”結(jié)構(gòu)。make的基本句型makesb./sth.+n.2.makesb./sth.+adj.makesb./sth.+dosth.4.makesb./sth.+donewouldrather的含用法:及與rather的區(qū)別wouldrather寧愿;wouldrather與人稱代詞連用時，通?？s寫為’drather，后接動詞原形，沒有人稱和數(shù)的變化。其用法如下:wouldrather(not)dosth.寧愿(不)做某事wouldratherdosth.thandosth.寧愿做某事，也不愿做某事rather作副詞，意為“相當(dāng)”，多用于修飾形容詞或副詞；也有“相反，更確切地說”的意思，用于提出不同的觀點(diǎn)或提供更確切的信息。本部分languagepoints環(huán)節(jié)中把wouldrather和rather做了區(qū)分，幫助學(xué)生更好的理解這倆組詞的意思與不同。Step4Exercises&HomeworkExercises的任務(wù)是對本節(jié)課重點(diǎn)知識點(diǎn)的總結(jié)與回顧，如果老師也可以根據(jù)學(xué)生情況適當(dāng)增加練習(xí)量。ExercisesAskSstodotheexercisesonPPTP27.TaskSstomakeasummaryaboutwhatwehavelearnedtoday.HomeworkPreviewtheconversationin2d.Dotheexercisesinstudents’book.TeachingReflectionInthisperiod,themostimportantandthemostdifficultpartistohelpSstomakesentencesusingthesentencestructures:“makesb.+adj./do”and“wouldrather...”.TheleadinpartandthefreetalkparthelpSstounderstandwellaboutthesetwosentencestructuresthroughdoingenoughpractice,whichisaveryeffectivewayforSs.TheadjectiveschartinbrainstormpartprovidesSsagoodwaytosummarizethewordstheyhavelearned.Remember,whenwedesignatask,weneedtomakesurethatstudentscanlearnmoreaboutthetargetlanguagebydoingthetask.

Unit11Sadmoviesmakemecry.SectionA(2a-2d)TeachingAimsLanguagegoalsSscantalkabouttheirfeelingsandlistenforspecificinformation.Keywordsandphrasesdrive,drivesb.crazy/mad,themore…themore…,lately,befriendswithsb.,leaveout,friendship.Keysentences1.IthinkI’vemadeAlicemadandI’mnotsurewhattodoaboutit.2.ThemoreIgettoknowJulie,themoreIrealizethatwehavealotincommon.3.Thatcanmakeourfriendshipstronger.TeachingDifficultiesSsareabletouseproperdescriptivewordstosharetheirfeelingsaboutsomething.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Warming-up&Lead-in此部分作為review環(huán)節(jié)，幫助學(xué)生鞏固復(fù)習(xí)makesb.+n./adj.的句型結(jié)構(gòu)。通過創(chuàng)設(shè)情景，讓學(xué)生在真實場景中練習(xí)make句型。Warming-upShowSsteachinggoalsinthisclass.T:Morningeveryone.Todaywearegoingtolearntotalkaboutourfeelings.Tcreatessomesituations.AskSstosharetheirfeelingsaccordingtothepicturesonPPTP7-P10.Step1:ShowSspicturesofabirthdaycakeonP7andask：ThisisTom’sbirthdayparty.Howdoeshefeel?Step2:ShowSsapictureofagirlonP8andask：Cindyislisteningtomusic.Howdoesshefeel?Step3:ShowSsapictureofagalleryonP9andask：Peterisinanoisyartgallery.Howdoeshefeel?Step4:ShowSsapictureofagirlintherainonP10andask：Helengetscaughtintherain.Howdoesshefeel?(TshowspicturesonebyoneandasksSstosharefeelingsinalineorinarow.AskSstoansweraccordingtothegivensentencestructure“makesb.+n./adj.TcangiveproperguidanceifSscan’tanswerquestionscorrectly.LeadSstoreviewthesentencestructure“makesb.+n./adj.”attheendofP10)Lead-inAskSstoimaginethethreesituationsonP11andsharetheirfeelings.Step1:AskSstothinkofthesituation:Youarewaitingforsomeoneforalongtime,butyourfriendstilldon’tshowup.Howdoyoufeel?Step2:AskSstothinkofthesituation:Youarelisteningtoloudmusic.Howdoyoufeel?Step3:AskSstothinkofthesituation:Youarewatchingsadmovies.Howdoyoufeel?(Ssthinkforaminuteandsharetheirfeelingsvoluntarily.Tgivescommentsaccordingtotheiranswers.)Step2While-listeningWhile-reading部分的聽力部分對于學(xué)困生來說可能成為障礙。通過反復(fù)聽讀，讓學(xué)生更加精準(zhǔn)的了解到材料的具體內(nèi)容。并通過讓學(xué)生角色扮演，從而對文本有了更深刻的了解，并且讓學(xué)生通過口語輸出充分了解句式。While-listening2a-2bAskSstolistentothetapeandfinishthelisteningtasks.Step1:AskSstolistenandfinish2a.T:AmyandTinahaveadatetoday.Whathappenedduringtheday?Nowlet’slistentothetapeandnumberthepicturesinorder.(TasksoneStosharetheanswer,andaskanotherStotalkaboutwhattheydidonthatday.)Answers:3,2,4,1Step2:AskSstolistenandfinish2b.T:Now,let’scometoknowmoreabouttheirday.Listenagainandcompletethestatementsin2b.(TasksSstosharetheanswersonebyone.TcanwalkaroundwhenSsarelisteningtothetape.ThenTcanaskSstolistenforthesecondtimeifthematerialisdifficult.)Answers:1.crazy2.stay3.dance4.cry5.leaveStep3:AskSstolistenagainandanswerquestionsonP14.T:Listenagainandanswerquestions.Whenyouarelistening,pleasepayattentiontothepronunciation.Answers:1.B2.B3.CTasksSstolistenandreadafterthetape.(TshowsthelisteningscripttoSs.Thighlightssomesentenceswhicharedifficulttounderstand.)Post-listening2cAskSstorole-playaconversationbetweenTinaandJohn.Usethegivenexampletobeginyourconversation.Step1:TshowsSstheconversationbetweenTinaandJohn.Thenasksthemtopayattentiontothekeysentencestructure.Step2:TasksSstorole-playtheconversationinpairs.T:Nowlet’slookattheconversationandreaditcarefully.Herearefoursentencesthatyouneedtopayattentionto:No.1Itmademealittleimpatient.No.2Itmadeusverysatisfiedandhappy.No.3Itmadeuscry!No.4Sadmoviesalwaysmakepeoplecry.Nowitisyourtimetorole-play.Workwithyourpartnerinpairs.OnewillbeJohn,andtheotherwillbeTina.(WhenSsarepracticing,Tcanwalkaroundandgiveguidancetothemtomakesuretheycanusecorrectsentencepatternstomakeaconversation.)2dAskSstolistenandreadtheconversationin2dandfinishthetasks.Step1:AskSstolistentotheconversationin2dandunderlineNancy’sproblem.Step2:AskSstoreadbythemselvesandfindoutthecauseofNancy’sproblem.Step3:AskSstoreadtheconversationandanswerthreequestions.T:Well,Nancyhasaproblem,sosheasksBertforhelp.Nowlet’slistentotheconversationin2dtoseewhatisNancy’sproblem.Let’sreadtheconversationtogethertofindoutBert’sadvice.Let’scometoknowmoredetails.Nowreadagainandanswerthefollowingquestions.(TcanuseamindmaptohelpSstounderstandtheconversationclearly.TcanalsowritedownNancy’sproblemandBert’sadvicetohelpSsgetfamiliarwiththeconversation.)Step3LanguagepointslearningDrive的含義和用法drive作及物動詞，在此處意為“迫使”，其過去式和過去分詞分別為drove和driven。常用搭配：drivesb.crazy/mad使某人發(fā)瘋/發(fā)狂；drivesb.todosth.迫使某人做某事；rive作動詞時，還可意為“駕駛，開車；驅(qū)趕”。themore...,themore...句式的含義和用法themore...,themore...越越；愈……愈……屬于“the+比較級，the+比較級”結(jié)構(gòu)。前一部分表示條件，后一部分表示結(jié)果。have...incommon句式的含義和用法have...incommon有共同之處；havealot/muchincommon有很多共同之處；havelittle/nothingincommon幾乎沒有/沒有共同之處。leaveout的含義和用法leaveout意為“忽略；不提及；不包括”；be/feelleftout意為“被遺忘；被忽略”。friendship的含義和用法friendshipn.友誼；友情friendship作名詞，由“friend+-ship(名詞后綴)”構(gòu)成?！就卣寡由臁棵~后綴-ship通常表示“狀態(tài)；性質(zhì)；地位；資格；職位”等，常見的以其結(jié)尾的詞還有：hardship艱苦，艱難；citizenship公民資格；professorship教授職位；membership會員資格本部分languagepoints環(huán)節(jié)中的每個知識點(diǎn)進(jìn)行了造句，在真實語境中，讓學(xué)生對這些知識點(diǎn)進(jìn)行了充分練習(xí)。Step4Exercises&HomeworkExercises的任務(wù)是對本節(jié)課重點(diǎn)知識點(diǎn)的總結(jié)與回顧，如果老師也可以根據(jù)學(xué)生情況適當(dāng)增加練習(xí)量。ExercisesAskSstodotheexercisesonPPTP29.TaskSstomakeasummaryaboutlanguagepointstheylearnedtoday.HomeworkPreviewthepassageonPage83.Previewthenewwordsandphrases.Dotheexercisesinstudents’book.TeachingReflectionInthislesson,Sshavelistenedtothetapeformanytimes,sotheycanreadtheconversationcorrectlyandunderstandthedialoguewell.Ssalsohaveenoughtimetospeakmore,whichmeanstheyhaveenoughtimetopractice.MoreexerciseshouldbegiventoSsbecausetherearemanykeylanguagepointsforSstomaster,whichisalsodifficulttounderstand.

Unit11Sadmoviesmakemecry.SectionA(3a-3c)TeachingAimsLanguagegoalsSscanlearnthestoryaboutanunhappykingandunderstandthetruemeaningofhappiness.Keywordsandphrasesking,power,prime,minister,banker,pale,fame,queen,callin,examine,neither…nor…,palace,wealth.Keysentences1.Thismadethequeenandhispeopleworried.2.Neithermedicinenorrestcanhelphim.3.AlthoughIhavealotofpower,itdoesn’tmakemehappy.TeachingDifficultiesSsareabletoretellthestorylogicallyandretellwithgivenphraseswhicharethekeypointsinthisclass.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Pre-reading此部分作為引入環(huán)節(jié)，讓學(xué)生思考問題：如何做一個快樂的人？通過此問題激發(fā)學(xué)生的興趣。通過看圖猜詞，幫助學(xué)生回憶起本節(jié)課的新單詞。FreeTalkStep1:ShowSsteachinggoals.T:Morningeveryone.Todaywearegoingtotalkaboutfeelings.Step2:AskSstothinkaboutaquestion:Whatcanmakeyouhappy?(Sscantalkaboutthisquestioningroupsandonemembercanmakeasummaryabouttheirideasandshareinclass.Sscanalsosharetheirideasonebyonevoluntarily.)Step3:Tmakesasummaryaboutthisquestionbyshowingpicturesandkeywords.Pre-readingStep1:ShowSsapictureofakingandaskthemtoanswerthequestions.Q1.Whoistheman?Q2.Doyouthinkheishappy?(Tcanusemoredetailedquestions(like:whatkindofmanishe?)toleadSstodescribethekingwithmorewords.)Step2While-readingFirstReading環(huán)節(jié)教會學(xué)生閱讀策略skim。SecondReading環(huán)節(jié)教會學(xué)生閱讀策略scan。讓學(xué)生學(xué)會找文本細(xì)節(jié)。ThirdReading環(huán)節(jié)，通過問題層層深入，幫助學(xué)生對文本進(jìn)行深度思考，如何成為一個快樂的人？While-readingFirstReadingStep1:AskSstoskimthepassageanddividethepassageintofourpartsaccordingtotherelatedmeaning.(TtelslSswhatskimis:toreadfastandfindthekeywords.Sssharethestructureofthepassageaccordingtotheirownunderstanding&Tgivesguidance.Intheend,TshowsSstherightstructure.)Step2:AskSstosummarizetheideasofthefourparts.T:Wehavedividedthemintofourparts.Socanyouuseonesentencetosummarizeeachpart?Youcandiscussitinyourgroupsandthenwesharetogether.(TcanteachSssomereadingskills,e.g.usethekeywordsorkeysentencestomakeasummary.IfSscan’tsummarizecorrectly,TshouldleadSstofindoutthekeysentences.Tcanalsouseamindmaptoshowthemainideasofeachpartontheboard.)Para.1:Para.2:Para.3-5:Para.6:SecondReadingStep1:AskSstoscanpara.1&2andanswer4-wquestions.Q1:Whendidthestoryhappen?Q2:Wheredidthestoryhappen?Q3:What’swrongwiththeking?Q4:Whatdidthedoctorsay?(TtellsSswhatscanis:toreadcarefullyandfindthedetailsofthepassage.Thestoryiseasy,soSscanreadindependentlyandshareonebyone.Ifnecessary,TcancorrectSs’pronunciationswhiletheyareansweringthequestions.)Step2:AskSstoscanpara.3-5andfillintheblanks.T:Inparagraph3toparagraph5,threepeoplearementioned—theprimeminister;theking’sbanker;thepalacesinger.Whatdotheyhave?Aretheyhappy?Whyaretheyunhappy?AndWhataretheyworriedabout?Readthispartcarefullyandfillintheblanks.(Sincethetableonlyshowsthekeywords,Ssmaynotunderstandthemeaningofeachblank,soTcanaskthemwithfullquestions.)Step3:AskSstoscanpara.6andfillintheblanks.T:Whatistheendofthestory?Let’sreadparagraph6carefullyandfillintheblanks.(Thispartisveryeasy,TcanasksomeB-levelSstoshareanswers.)(Duringthescanningpart,Tcandrawthemindmapontheblackboardfirst,thenaskSstocompletethemind-map.Intheend,TcanguideSstoretellthestoryaccordingtothemindmap.)ThirdReading3aStep1:AskSstoreadthestoryingroupsandanswerthequestions.Q1.Canmedicinehelptheking?Whyorwhynot?No,itcan’t.Becausethereisnothingwrongwithhisbody.Theproblemisinhismindandnomedicinecanhelphim.Q2.Whydoespowernotmaketheprimeministerhappy?Becauseheisalwaysworriedaboutlosinghispower,andmanypeoplearetryingtotakehisposition.Q3.Whydoesmoneynotmakethebankerhappy?Becauseheisalwaysworriedaboutlosinghismoney,andsomeonetriestostealhismoneyeveryday.Q4.Whydoesfamenotmakethesingerhappy?Becauseheisalwaysworriedaboutbeingfollowedbyothers,sohecannotbefree.(WhenSsaresharingthequestions,Tcanexplainnewwords,phrasesandsentencepatternsinthepassage.Ifnecessary,Tcanexplainsomesentenceswhicharedifficulttounderstand.TshouldalsoguideSssomereadingstrategieslike:findtheanswersparagraphbyparagraph.)3bStep2:AskSstofinishexercise3btocheckSs’understandingtothenewphrases.Answers:1.didn’tfeellikeeating2.wascalledin3.examinelosing...power5.takemypositionStep3After-reading3cStep1:AskRole-playthestoryingroups.(Inrole-playingpart,Tcannumberthemembersineverygroup.AskNO.1torole-playtheking,No.2torole-playthequeen,No.3torole-playthedoctor,No.4torole-playtheprimeminister,No.5torole-playtheking’sbanker,No.6torole-playthepalacesinger,No.7torole-playtheking’stopgeneral,No.8torole-playordinarypeople,No.9torole-playthenarrator.WhenSsarepracticing,walkaroundtogivemoreguidance.)DiscussionStep1:AskSstothinkaboutthequestionagain:Howtobehappy?(orWhatmakesahappyperson?)(Ssmayhavemoredeepthinkingafterlearningthepassage.TneedstoencourageSstogivetheiranswersaboutthequestion.Ifnecessary,TcanwriteSs’answersontheboard.Meanwhile,TcanshareSswithhis/herownideasofhowtobeahappyperson.Inthisway,Ssmayhaveabetterunderstandingoftheimportantthingintheirlives.)Languagepointslearning(as)paleaschalk的含義和用法(as)paleaschalk面色蒼白；(as)paleaschalk是一種比喻的修辭方式。此處省略了第一個as?！就卣寡由臁坑⒄Z中表示臉色蒼白不能用white，而要用pale。examine句式的含義和用法examine作及物動詞，在此處意為“(仔細(xì)地)檢查；檢驗”，其名詞形式為examination?！就卣寡由臁縠xamine作動詞時還可意為“考，測驗(某人)”。neither…nor…句式的含義和用法neither…nor…既不……也不……表示否定含義，用來連接兩個并列的主語、謂語、賓語或表語等。當(dāng)連接兩個并列的主語時，謂語動詞要與鄰近的主語在人稱和數(shù)上保持一致，即遵循“就近原則”。其反義短語是both…and…(……和……都)，連接兩個并列主語時，謂語動詞用復(fù)數(shù)形式。通過讓學(xué)生角色扮演，從而對文本有了更深刻的了解，并且讓學(xué)生對文本中的語句有更加充分的掌握，寓教于樂，這也是學(xué)生最喜歡的部分。討論環(huán)節(jié)讓學(xué)生對于生命中最重要的東西進(jìn)行更深入的思考，讓學(xué)生人生觀和世界觀有更深刻的認(rèn)識。本部分languagepoints環(huán)節(jié)中的每個知識點(diǎn)的意思通過文本讓學(xué)生先行了解，然后通過習(xí)題讓學(xué)生對其用法有更加清晰的認(rèn)識。Step4Exercises&Homework通過習(xí)題讓學(xué)生對知識點(diǎn)的用法有更加清晰的認(rèn)識。ExercisesStep1:AskSstodotheexercisesonPPTP30-P32.Step2:TaskSstomakeasummaryaboutlanguagepointstheylearnedtoday.HomeworkReadandrecitethepassagein3a.Dotheexercisesinstudents’book.TeachingReflectionFirst,mindmapisausefultooltohelpstudentsretellapassage.Usingamindmap,Sscanretellthepassagelogically.Second,teachersshouldgivestudentsmoretimetodothelanguageexercisessoastomakesureeverystudenthasenoughtimetopracticethetargetlanguage.Third,mostofthestudentslovetoroleplaytheconversation,soteacherscangivethemmorechancestoperforminfrontoftheclass.

Unit11Sadmoviesmakemecry.SectionA(GrammarFocus-4b)TeachingAimsLanguagegoalsSscanlearntousethestructure“makesb.dosth.”and“makesb.+adj.”.Keywordsandphrasestostartwith,grey,lemon,uncomfortableKeysentences1.Theloudmusicmakesmenervous.2.Softandquietmusicmakesmerelax.3.Moneyandfamedon'talwaysmakepeoplehappy.4.Shesaidthatthesadmoviemadehercry.TeachingDifficultiesSsareabletosharetheirfeelingsonsometopicswiththestructure“makesb.dosth.”and“makesb.+adj.”.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Presentation讓學(xué)生通過觀察討論獲取知識的用法，要比老師直接告訴他們用法有效得多。學(xué)生討論很熱烈積極，課堂效果很小。這個部分補(bǔ)充了make的三種用法，這三種用法對于中考的閱讀理解很有幫助，學(xué)生多進(jìn)行句子翻譯，理解即可。FreeTalkStep1:ShowSsteachinggoals.T:Morningeveryone.Todaywearegoingtolearntousethestructure“makesb.dosth.”and“makesb.+adj.”.Step2:AskSstoobservesomesentencesandfindouttheusageof“make”.(TgivesSs2minutestoobservethesentencesandtalkabouttheusageingroups.Onememberinthegroupcanmakeasummaryabouttheirideasandsharetotheclass.TcanaskSstosharegroupbygroup.)Step3:Tmakesasummaryandshowtheusageof“make”.T:Wow,youdidagoodjob.Thenlet’sseetheusageof“make”.(Tsharesthestructureof“makesb.dosth.”and“makesb.+adj.”onebyone.EnoughexamplesmustbegiventoSstomakesuretheyunderstandtheusagefully.TcanaskSstomakesentencesusingthesetwostructurestocheckSs’understandings.)Step4:Sslearnthedifficultpointsofthestructureof“make”.1.bemadetodosth.2.make+sb.+title3.make+O+done.(Thestructuresabovearedifficulttounderstand,somoreexamplesshouldbegiven,especiallysentencesrelatedtothehighschoolentranceexam.It’sbestforSstodoexerciseaboutfillingintheblankswiththerightform.)Step2Practice這個survey很有意義，讓學(xué)生在真實的語境中對make進(jìn)行練習(xí)，學(xué)生興趣高漲。這個環(huán)節(jié)的Q&A幫助把make句式進(jìn)行充分的練習(xí)。在這個環(huán)節(jié)老師一定要多引導(dǎo)學(xué)生用恰當(dāng)?shù)木涫交卮饐栴}。Step1:AskSstolookatthepicturesfromP12-14andmakesentenceswith“make”Picture1:T:Lookatthepicturehere.Howdoyoufeelwhenyoulookatthetwodogs?Picture2:Howdoesthesnowmakeyoufeel?Picture3:Lookatthepicturesandmakesentenceswith“make”.4aAskSstocompletethediaryusingtheappropriatewords.Suggestedanswers:feelsad,anxious,upset,nervous,glad,happy4bAskSstodoasurveyandfillintheblanks.Q1:Whatmakesyouhappy?Q2:Whatmakesyouwanttocry?Q3:Whatmakesyouuncomfortable?Q4:Whatmakesyouangry?Q5:Whatmakesyounervous?Q6:Whatmakesyoufeellikedancing?(First,Texplainssomewordslikeuncomfortable,nervoustoSs.ThenSswritedowntheiranswersaboutthequestionsgiveninthetable.Third,Ssasktwooftheirdeskmatesaboutthequestionsabovetofinishthesurvey.AtlastSssharevoluntarily,andTgiveshisorhercomments.OrTcansharehisorheranswersaboutthesequestions.WhenSsaresharing,Tmustcorrecttheirsentencestothecorrectform.)Step3:AskSstodoanswerthequestionsaccordingtothepicturesfromP19-P23.P19:Whatmakesyouhappy?P20:Whatmakesyouwanttocry?P21:Whatmakesyounervous?P22:Whatmakesyounervous?P23:Whatmakesyoufeellikedancing?(BeforeSsshare,it’sbetterforTtoaskwhatthesepicturesareabout.Tcanaskwiththesesentenceslike:Whatkindofmovieisit?Whathappenedinpicture2?Tcanputallthepicturesononeppt,andaskSstochooseonepicturetoshare.Sscanusemakesb.+adj.ormakesb.+do.tosharetheirideasfreely.)Step3LanguagePointsuncomfortable的含義和用法uncomfortableadj.使人不舒服的；令人不舒適的；作形容詞，由“否定前綴un-+comfortable”構(gòu)成。comfortableadj.使人舒服的；comfortablyadv.舒服地；uncomfortableadj.使人不舒服的；uncomfortablyadv.不舒服地。Step4Exercises&Homework通過習(xí)題讓學(xué)生對知識點(diǎn)的用法有更加清晰的認(rèn)識。ExercisesAskSstodotheexercisesonPPTP25-P26.TasksSstomakeasummaryaboutlanguagepointstheylearnedtoday.HomeworkPreviewthenewwordsandphrasesinSectionB(1a-1e).Dotheexercisesinstudents’book.TeachingReflectionInthisclass,IdesigneddifferentactivitieshelpSspracticethestructureof“make”fully.Whenteachinggrammar,IusuallyaskSstoobserveandfindouttherulesofthatgrammarpointbythemselves.Ssareinterestedinthiswayofteaching,andIthinktheclassiseffectiveandinterestingtoo.However,ininthisPPT,someoftheexercisesaresimilar,TcanchoosewhatexercisestodobasedonSs’level.

Unit11Sadmoviesmakemecry.SectionB(1a-1e)TeachingAimsLanguagegoalsDevelopSs’sabilitiesinpredicting.SscanpredicttheendingofTheShirtofaHappyMan.Keywordsandphrasespower,fame,search,eventhoughKeysentences1.Thegeneralfindsahappypersonwithpowerandmoney.2.Whatmadethepoormansohappyeventhoughhehadnopower,moneyorfame?3.Thegeneralsearchedforthreedaysandfoundahappyperson.TeachingDifficultiesSsareabletosharetheendingofthestorywiththeirownwords.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Before-listening視頻吸引學(xué)生興趣并幫助學(xué)生快速進(jìn)入主題。學(xué)生看視頻回答問題幫助學(xué)生復(fù)習(xí)之前所學(xué)知識。學(xué)生通讀文本，回答問題，鞏固復(fù)習(xí)所學(xué)知識。學(xué)生給故事編一個結(jié)局，引入聽力部分，激發(fā)學(xué)生思考。Lead-inStep1:ShowSsteachinggoals.T:Morningeveryone.Todaywewillcontinuetotalkaboutthestoryofthehappyman,andIhopeyoucanwriteanendforthestory.Step2:AskSstowatchashortvideoclipandanswerthequestions.Q1:Whatishappiness?Q2:Whatwillmakeyouhappy?(BeforeSsanswertheabovetwoquestions,askthemtotalkaboutthevideowiththeirpartners.)ReviewTasksSstoreadthestoryandanswerquestions.Q1:What’sthedoctor’sadvice?Q2:Whatmakestheprimeministerunhappy?Q3:Whatmakesthebankerunhappy?Q4:Whatmakesthesingerunhappy?Q5:Whathappenedatlast?(WhenSsarereading,TcollectstheirpronunciationmistakesandleadsSstoreadagain.AskSstoanswerthequestionssoastocheckSsunderstanding.)1aAskSstochooseonepossibleendingthestoryin1a.T:Lookatthepossibleendingstoabouttheunhappykingin1a.Doyouthinkanyoftheseistherightone?Ifso,whichone?(Tdon’tneedtospendtoomuchtimeonthisstep,becauseit’sjustalead-in.)Answerswillvary.1bAskSstodiscussotherpossibleendingsforthestorywiththeirpartner.(Tmaywanttohighlightthefactthatthestoryisfable,whichmeansthatithasamoral.Inotherwords,ittriestoteachalessonaboutlife.Ssmaybepromptedtothinkaboutpossiblelessonsthatthestorymaywanttoteachbeforetheythinkofpotentialstoryendings.)Step2While-listening學(xué)生聽過一聽二讀和再讀三個環(huán)節(jié)，熟悉聽力材料，同時更好的理解聽力文本。1cAskSstolistento1canddoexercise.T:Whatistheendofthestory?Let’slistento1c