人教新目标版九下英语Unit11SectionA(3a-3c)【教案】

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此部分作为引入环节，让学生思考问题：如何做一个快乐的人？通过此问题激发学生的兴趣。通过看图猜词，帮助学生回忆起本节课的新单词。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环节教会学生阅读策略skim。SecondReading环节教会学生阅读策略scan。让学生学会找文本细节。ThirdReading环节，通过问题层层深入，帮助学生对文本进行深度思考，如何成为一个快乐的人？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的含义和用法(as)paleaschalk面色苍白；(as)paleaschalk是一种比喻的修辞方式。此处省略了第一个as。【拓展延伸】英语中表示脸色苍白不能用white，而要用pale。examine句式的含义和用法examine作及物动词，在此处意为“(仔细地)检查；检验”，其名词形式为examination。【拓展延伸】examine作动词时还可意为“考，测验(某人)”。neither…nor…句式的含义和用法neither…nor…既不……也不……表示否定含义，用来连接两个并列的主语、谓语、宾语或表语等。当连接两个并列的主语时，谓语动词要与邻近的主语在人称和数上保持一致，即遵循“就近原则”。其反义短语是both…and…(……和……都)，连接两个并列主语时，谓语动词用复数形式。通过让学生角色扮演，从而对文本有了更深刻的了解，并且让学生对文本中的语句有更加充分的掌握，寓教于乐，这也是学生最喜欢的部分。讨论环节让学生对于生命中最重要的东西进行更深入的思考，让学生人生观和世界观有更深刻的认识。本部分languagepoints环节中的每个知识点的意思通过文本让学生先行了解，然后通过习题让学生对其用法有更加