2019秋九年级英语全册Unit11Sadmoviesmakemecry导学案（无答案）（新版）人教新目标版.docx

Unit 11Sad movies make me cry.第一课时Section A(1a2d)Target Navigation【目标导航】Key words and phrases：drive，drive sb.crazy/mad，the morethe more，lately，be friends with(sb.)，leave out，friendshipKey sentences：(1)Sad movies make me cry.(2)Id rather go to Blue Ocean because I like to listen to quiet music while Im eating.(3)Waiting for Amy drove Tina crazy.(4)The more I got to know Julie，the more Ive realized that we have a lot in common.(5)It makes Alice unhappy because she thinks Julie is now better friends with me than with her.Skills：初步学会谈论事情如何影响你，并表达个人主观感受。Emotion：通过互相谈论“周围的环境或事情如何影响你”，使学生相互了解彼此的内心需求和烦恼，从而培养学生学会关心别人，为别人着想。The guidance of learning methods【学法指导】通过听、说等一些活动培养良好的听力习惯和能力，再通过独学和小组合作，学会把握学习的主要内容，在学习中善于记要点，善于抓住用英语进行交际的机会。Learning important and difficult points【学习重难点】学会运用make sb.do sth./make sb.adj.的结构表达“某事使某人怎么样”。Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】预习指导与检测(一)预习指导1预习Page 81、82的生词，根据音标会读知意。2朗读Page 81、82的句子，能英汉互译。(二)预习检测.完成下列短语。1使某人发疯/发狂_2不完全是_3与玩的开心_4(性格、爱好等)有相同之处_5越越_6忽略，不包括，不提及_7是某人的朋友_8听轻音乐_9一起度过更多时光_(Keys：1.drive sb.mad/crazy；2.yes and no；3.have fun with；4.havein common；5.the morethe more；6.leave out；7.be friends with sb.；8.listen to soft music；9.spend more time together).完成书中第81页1a的练习。Classroom Learning Guidance Scheme【课堂导学案】【探究一】听录音，完成1b。【探究二】小组练习，根据前面听力的内容分角色扮演Amy和Tina的会话。Amy：Id rather go to Blue Ocean because I like to listen to quiet music while Im eating.Tina：But that music makes me sleepy.I want to have the hamburgers at Rockin Restaurant.【探究三】完成书中听力训练 2a，2b。师生核对答案。【探究四】 根据2a/2b听力内容，用下面的例子分角色扮演Tina和John之间的对话。John：Did you have fun with Amy last night?Tina：Wellyes and no.She was really late.【探究五】分角色扮演对话，完成2d。【探究六】 Summary根据下面的句子，总结make sb. do sth./make sb.adj.的用法和含义：1Sad movies make me cry.2That music makes me sleepy.3Loud music makes John want to dance.4That can make our friendship stronger.总结：_【知识点拨】1make sb. do sth.“让某人做某事”如：My mom made me clean the room.make sb./sth. adj.“使某人或某物/某事处于某种状态”如：Make the window open/closed. 2.have fun doing sth.做某事有乐趣如：We have fun learning English.我们学英语有乐趣。have fun with sth./sb.和玩的很开心如：He had fun with his friends.他和朋友们玩的很开心。 3.“the more，the more”句型常表示“越就越”，是一个复合句，其中前面的句子是状语从句，后面的句子是主句。the用在形容词或副词的比较级前，more代表形容词或副词的比较级。如：(1)The more he gets，the more he wants.他越来越贪。(2) The more she learns，the more she wants to learn.她越学越想学。“the more，the more”句型，主从句的时态常用一般现在时或一般过去时。如：(1)The higher the ground is，the thinner air becomes.离地面越高，空气就越稀薄。(2)The harder he worked，the more he got.他工作越努力，得到的就越多。若主句的谓语动词用一般将来时，从句的谓语动词要用一般现在时表示将来。如：(1)The harder you work，the greater progress you will make.你越用功，进步就越大。(2)The longer the war lasts，the more the people there will suffer.战争持续得越久，那里的人们受难就越多。若比较级作表语且不位于句首时，可以不用the。如：When we are more in danger，we should be braver.越是危险，我们越应勇敢。在这种句型中，主句在程度上随着从句变化而变化，常把被强调部分提前。如：The faster you run，the better it will be.你跑得越快越好。这种句型的特点是前后都可以有所省略。特别是谚语、俗语，只要意义明确，越简练越好。如：(1)The more，the better.多多益善。(2)The sooner，the better.越早越好。这种句型中的比较部分通常是状语、宾语、表语，也可以是主语。如：(1)The more English you practice，the better your English is.你练习英语越多，你的英语就越好。(2)The busier he is，the happier he feels.他越忙越高兴。(3)The more air there is inside the tyre，the greater pressure there is in it.轮胎里空气越多，承受的压力就越大。若表示“越越不”时，常用“the more，the less”句型。如：The more she flatters me，the less I like her.她越逢迎我，我越不喜欢她。若表示“越不就越”时，常用“the less，the more”句型。如：The less he worried，the better he worked.他越不烦恼，工作就干得越好。4yes and no(对问题的一种两可回答)既肯定又否定，既是又不是，既好又不好。如：“Yes and no，”he says.“不完全是，”他说。 Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题)。Teaching Reflection【教学反思】这一节课我们通过听说等活动，以及学生的自主学习和小组合作初步学习用make sb.adj./do sth.的结构表达某事对某人产生影响。通过互相询问或谈论某事如何影响某人，使学生相互了解彼此的内心需求和烦恼。从而培养学生学会关心别人，为别人着想。在这一节课里，学生应该掌握的drive，drive sb.crazy/mad，the morethe more，lately，be friends with(sb.)，leave out，friendship等重点词汇和(1)Sad movies make me cry.(2)Id rather go to Blue Ocean because I like to listen to quiet music while Im eating.(3)Waiting for Amy drove Tina crazy.(4)The more I got to know Julie，the more Ive realized that we have a lot in common.(5)It makes Alice unhappy because she thinks Julie is now better friends with me than with her.等重点句子都在本节课中顺利完成，收到了很好的效果。第二课时Section A(3a4b)Target Navigation【目标导航】Key words and phrases：king，power，prime，minister，banker，pale，queen，call sb.in，examine，nor，neithernor，palace，wealth，to start with，grey，lemon，uncomfortableKey sentences：(1)The loud music makes me nervous.(2)Soft and quiet music makes me relax.(3)Money and fame dont always make people happy.(4)She said that the sad movie made her cry.Skills：进一步运用Grammar Focus的句型谈论事情如何影响你；同时通过阅读故事让学生讨论什么能真正使人开心，提高学生阅读理解能力。Emotion：通过阅读故事使学生真正从生活中找到什么能使人开心快乐。The guidance of learning methods【学法指导】任务型阅读方法的运用；通过练习、调查、谈论，熟练运用目标语言。Learning important and difficult points【学习重难点】1任务型阅读“The Shirt of a Happy Man(Part I)”2进一步熟练运用目标语言。Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】预习指导与检测(一)预习指导1预习Page 83、84的生词和短语，根据音标会读记。2朗读Grammar Focus的句子，并会用它们谈论事情如何影响你。(二)预习检测完成下列短语。1很久以前_2睡眠很差_3feel like eating_4首相、大臣_5取代某人的位置_6高级将领_7起初，开始时_8在做得好_9考试答题_10发回_11清扫街道_(Keys：1.a long time ago；2.sleep badly；3.想要吃；4prime minister；5.take ones position；6.top general；7.to start with；8.do well in；9.answer the exam questions；10.hand back；11.clean up the streets)Classroom Learning Guidance Scheme【课堂导学案】【探究一】小组合作完成3a/3b/3c的阅读练习。1读故事回答3a的问题。2从故事中找出与3b中这些短语意思相似的单词或短语。3与你的小组分角色扮演这个故事。【探究二】同桌互查Grammar Focus中句子的背写情况。【探究三】小组合作完成4a的练习，学会运用“make sb.adj.”。【探究四】完成这个调查，然后再问两个学生：A：What makes you angry?B：When people throw rubbish on the streets，it makes me angry.C：Me，too.It makes me want to tell them to clean up the streets.Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题)。Teaching Reflection【教学反思】这一节课我们通过任务型阅读活动，使学生真正了解了什么才能使人开心、快乐，药物、权力、金钱、名誉都不能使人开心。学生通过自主学习和小组合作，完成填空练习和小调查，从而学会运用make sb.adj./do sth.。在这一节课里，学生主要学习了king，power，prime minister，banker，pale，queen，call sb.in，examine，nor，neithernor，palace，wealth，to start with，grey，lemon，uncomfortable等重点单词和短语，并且能够运用重点句子根据小调查谈论某事如何影响某人，同时学生们还根据Grammar Focus总结了Section A的重点句型，收到了很好的效果。第三课时Section B(1a1e)Target Navigation【目标导航】Key words and phrases：general，power，search for，even though，fame，return toKey sentences：(1)The general finds a happy person with power and money.(2)The general searched for three days and found a happy person.(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 mans shirt?Skills：1能够通过听录音理解“The Shirt of a Happy Man(Part )”的故事内容。2能用目标语言讨论那个穷人关于快乐的想法。Emotion：通过听力理解“The Shirt of a Happy Man(Part )”的故事内容，并让学生通过讨论理解快乐的真正含义。The guidance of learning methods【学法指导】听说法、小组合作、讨论法。 Learning important and difficult points【学习重难点】1能够通过听录音理解“The Shirt of a Happy Man(Part )”的故事内容。2能用目标语言讨论那个穷人关于快乐的想法。Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】预习指导与检测(一)预习指导复习Page 83的生词和短语。(二)预习检测.翻译。1把他的衬衫给国王穿_2搜索、搜查_3即使_4返回到_5那个穷人关于幸福的想法_(Keys：1.give his shirt to the king to wear；2.search for；3.even though；4.return to；5.the poor mans thoughts about happiness).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?.1b：What are some other possible endings to the story？Discuss your ideas with your partner.Classroom Learning Guidance Scheme【课堂导学案】【探究一】完成1c，1d的听力训练。【探究二】你同意那个穷人关于快乐的想法吗？与你的组讨论你的想法。然后分角色扮演故事的其余部分。Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题)。Teaching Reflection【教学反思】本节课我们通过听和说的活动继续进一步学习了故事“The Shirt of a Happy Man”的剩余部分，重点复习了单词和短语general，power，search for，even though，fame，return to以及句子The general finds a happy person with power and money.The general searched for three days and found a happy person.What made the poor man so happy even though he had no power，money or fame？Do you think the general will return to the king with the poor mans shirt？学生通过这一节课的学习，已经基本掌握了本节课的重点词汇，能用目标语言讨论那个穷人关于快乐的想法，理解了快乐的真正含义。我觉得在合作探究方面，通过小组合作学习，学生说英语的胆子越来越大，组与组之间的比赛，激发了学生听课的积极性和学习的欲望，注意力更加集中了，因而学习的效率更高了。第四课时Section B(2a2e)Target Navigation【目标导航】Key words and phrases：weight，shoulder，goal，letdown，coach，kick，kick sb.off，be hard on sb.，besides，teammate，courage，rather than，guy，pull，relief，nod，agreement, fault，disappointSkills：能够熟练地朗读课文，在阅读中，学会了解成语和短语的意思，学会带着问题有目的地进行阅读。Emotion：通过本节课的学习让学生学会与同桌分享自己快乐和悲伤的经历，学会交流，学会从失败中寻找自信，学会向错误学习。The guidance of learning methods【学法指导】任务型阅读、背记成语和动词短语。Learning important and difficult points【学习重难点】在阅读中，学会认识惯用语和动词短语，学会带着问题有目的地进行阅读。Teaching Steps【教学过程】Autonomous Learning Scheme【自主学习方案】预习指导与检测(一)预习指导1预习Page 86、87的生词和短语，根据音标会读记。2思考：你曾经犯过错误吗？它使你感觉怎么样？与你的同桌谈论所发生过的事情，完成2a的练习。(二)预习检测根据86页2b完成下列英汉互译。1注视_2生命中最糟糕的一天_3校足球场_4miss scoring that goal_5使失望_6开除_7be too hard on oneself_8团队的努力_9向你的错误学习_10与交流_11而不是_12齐心协力、通力合作_13To his surprise and relief，his teammates all nodded in agreement._14Besides，winning or losing is only half the game._15But I think if we continue to pull together，were going to win the next one._(Keys：1.keep ones eyes on；2.the worst day of ones life；3.the school soccer field；4.错过进球；5.letdown；6.kick sb. off；7.对自己太苛刻；8.team effort；9.learn from your mistakes；10.communicate with；11.rather than；12.pull together；13.使他吃惊和得以解脱的是他的队友都同意地点点头。14.而且，输赢仅仅是比赛的一半。15.但我认为如果我们继续齐心协力，我们将赢下一场比赛。)Classroom Learning Guidance Scheme【课堂导学案】【探究一】小组讨论，阅读第86页2b短文，完成2b的阅读练习(读故事按正确的顺序给事件标号)。【探究二】同桌互动，再读故事回答问题，完成2c的练习。【探究三】从故事中找出惯用语和短语替换这些句子中划线的部分，完成2d的练习。【探究四】分角色扮演皮特和他父亲的会话，完成2e的练习。【知识点拨】1stop to do停下来去做另一件事。如：I stop to have a rest.She stops to listen to the teacher.stop doing停止正在做的事。如：We stopped talking when the teacher came in.Stop playing! Lets begin our class.2let down使失望同义词：disappoint，get down，bring down，lower，take down反义词：elevate，get up，bring up，lift，raiselet down的英语解释：fail to meet the hopes or expectations of somebody；move something or somebody to a lower position3ratherthan和rather than实际上是一样的，同would 连用时，可分开写，也可合写。would rather do A than do Bwould do A rather than do B “宁愿而不愿”如：She would rather stay at home than go out.She would stay at home rather than go out.但同prefer连用时，只能合写成：prefer to do A rather than do B “宁愿而不愿” 如：He preferred to die rather than surrender to the enemy.他宁死也不愿向敌人投降。单独使用时，rather than“而不是”。如：This argument aimed at the understanding rather than the emotions.这场辩论针对的是理解而不是感情。Classroom Evaluation Scheme【课堂评价案】详见当堂训练部分(即学生用书同步练习题)。Teaching Reflection【教学反思】本节课是一节阅读课，这节课通过引导学生阅读文段，完成阅读理解题，一方面学会带着问题有目的地阅读，另一方面学会记住成语和动词短语。一节课下来学生基本上能够熟练地朗读课文。这节课由于我在课前精心设计好阅读的思路，课堂上再通过由浅入深的问题引导，这样就一步步地完成了阅读的任务。第五课时3aSelf CheckTarget Navigatio