英语人教版九年级全册Unit 11 Section A.docx

Unit 11 Sad movies make me cryPeriod 1 Section A 1a-2d【导学目标】1. Guide students to learn the new words and expressions:sth. makes sb., awful pictures make sb., loud music makes sb., soft music makes sb.2. Guide students to learn to express the feelings by using the “make” sentence patterns.3. Guide students to learn to listen, speak and write down some feelings by using the “make” sentence patterns.【导学过程】Step 1. Lead in Design Aim: To warm up students and make them interested in this class and announce theme of this class.1. The teacher talk about something that he/she did last weekend. Such as watching a movie in Xingxing cinema. At the same time, show some pictures about movies and say out the teachers own feelings.2. Show some different kinds of movies and guide the students to talk about these questions: What kind of movies do you like best? Why?3. Tell the students to learn in this period and show the studying aims.Step 2: Presentation : look and say Design Aim: To guide students learn the important sentence patterns in this period.1. The teacher asks the students a question: Do you like games?2. The teacher shows some pictures with different expressions and asks the students to guess how they feel and say out some adjectives about feelings.3. In the same way, the teacher shows some more pictures and guides some more students to practice the sentence patterns: It makes meIt makes him/herStep 3: Activity 1a Design Aim: To guide students to use the sentence patterns to talk about their own feelings.1. Show a chant about the sentence patterns “It makes me” on the screen and guide the students to sing the chant.2. The teacher guides students to look through the picture in 1a and find out the differences between the two restaurants.3. The teacher gives an example and guides students to talk about the two restaurants by using the sentence patterns in the chant.4. Ask some students to show themselves and praise the students who do well and if the students dont do well, the teacher can give the students proper tips.Step 4: Play a challenge Design Aim: To check if the students master the feelings words and be ready for the listening.1. Guide the students to answer the question: Which word in the lyrics shows our feeling?2. Ask the students to say out adjectives about feelings as many as possible.3. Let the students to read the adjectives about feelings if possible.Step 5: Activity 1b Design Aim: To guide students to learn more listening skills and improve the students listening.1. Guide students to look through the instructions and the table, and find out the important information, preparing for listening. 2.Guide students to summarize the listening tips.3.Play the tape for the students for the first time, ask them to fill in the blanks in the table. At the same time, invite two students to write their answers on the blackboard. Step 6: Activity 1c Design Aim: To guide students to practice the daily expressions in communication in this lesson and get the sentence patters used in our daily lives.1. Ask students to practice the conversation in 1c, imagine boys are Amy and girls are Tina to read the conversation.2. Ask several pairs to act out their conversations to the class. Others listen carefully and help to improve them if necessary.Step 7 Activity 2aTo provide Ss with more practice in listening to the target language in natural speech.1.Challenge: Ask Ss to make a guess about the order of events shown in the pictures, the ask a few Ss to share their guesses. 2.Then play the recording for Ss to check if their guesses were correct.3. Invite several pairs to show themselves. And offer the praise if necessary.Step8 Activity 2b To give Ss practice in listening for specific information.Paraphrase the sentences: express each sentence in a different way without changing the meaning of the sentence.Step 9Activity 2c (Free talk)To give Ss guided practice in talking about how things affect people. 1.How does it make you feel? 2.How does waiting for people make you feel?3.How does loud music make you feel?4.How do sad movies make you feel?Step 10 Role-play.2d1.Have the students listen to the tape and get the main idea in 2d.2.Let the students read after the tape and correct their pronunciation.3.Explain some language points.4.Invite some pairs to make conversation.Step 11 SummaryAsk the students to summary the key words and expressions they have learned in this class.Step 12 ExercisesLeave the students 8minutes to finish the exercises in the learning guide.【探究归纳】1. But that music makes me sleepy. 动词make的使役用法，make sb后分别接了形容词和不定式短语。make的这种用法常见于以下结构： make+名词（代词）+省略to的动词不定式My parents often make me _ some other homework. 我父母常让我做些其他的作业。注意：:这一结构中的不定式短语在主动结构中是宾语补足语，必须省去to，变为被动结构时，不定式短语作主语补足语，这时必须带to。如：She _ _ _ work for the night shift. 她不得不上夜班。make+名词/代词+-ed分词短语。如：What _ them so frightened?什么使他们这样害怕？make+名词/代词+介词短语或名词短语。如：She made him her assistant. 她委派他做自己的助手。make+名词（代词）+形容词或形容词短语。如：The good news made us _. 这条好消息使我们很高兴。. make +形式宾语it +形容词或名词（作宾语补足语）+从句（作真正的宾语）eg:They want to make_clear to the public that they do an important and necessary job.他们要向公众表明，他们所做的工作不但重要， 而且是必不可少的。eg.What has made China what she is today?是什么让中国变成今天的样子?2. Id rather go to the Blue Ocean Restaurant because I like to listen to quiet music while Im eating. would rather do sth.，意为“宁可，宁愿 还是好些”。 e.g. Id rather_ tennis than swim. 比起游泳我宁愿去打台球。would rather意为“宁愿”，表示句子主语的愿望、选择，后接省去to的不定式。如：Hed _ join you in the English Group. 他宁愿加入到你的英语小组中来。如果表示“宁愿（可）也不愿”则用句型would rather.than.。在would rather和than后面所连接的两个对比部分一般要一致。如：The brave soldier _ _die _ give in.那个勇敢的士兵宁死不屈。eg.I would rather have lunch at school so that I can have a talk with my friends. 我更愿意在学校吃午饭以便可以和我的朋友交流一下。3. Yes, she was, and waiting for her drove me crazy.【来源：21cnj*ydrive v. 迫使 drive sb.+adj.，使某人怎样drive sb. crazy/mad 使某人发疯/发狂 e.g. That thing almost _ me crazy. 那件事几乎要使我发狂了。 Youll drive mum _ one of these days.你这样总有一天会把妈妈急疯了的。 4. What happened? happen 发生，不及物动词。常见的用法有： (1) “sth.+happen+地点/时间”，“某地/某时发生了某事” e.g. Whats _ outside? 外面发生什么事了?(2) “sth.+happen to+sb.” 意为“某人出了某事(常指不好的事发生在某人身上)”。e.g. A car accident happened _ _ yesterday. 昨天他发生了交通事故。(3) “sb.+happen+to do sth.” 意为“某人碰巧做某事”e.g. I _ _ meet her in the street.我碰巧在街上遇见她。5. The more I got to know Julie, the more Ive realized that we have a lot in common. the+比较级+从句 ，the +比较级+从句 “越, 越”e.g. The _ you work, the greater progress you will make.你越用功，进步就越大。6. Why dont you ask Alice to join you each time you do something with Julie? Why dont +sb.+do sth.=Why not + do sth.?为何不？用来提出建议或劝告。 e.g. Why dont you go with us?= Why_ _ with us? 你为什么不和我们一起去呢？7. Then she wont feel left out. be/feel left out 表示“被遗忘；被忽略；被冷落”之类的意思。e.g. No one speaks to him, he always _ _ _.没人跟他讲话，他总是觉得被人冷落。【板书设计】：Unit 11 Sad movies make me cry.Period 1 Section A 1a-2dStudying Aims and Demands 1.Learn the new words and expressions: sth. makes sb, awful pictures make sb, loud music makes sb, soft music makes sb2.Learn to express our own feelings by using the following sentence patterns:1). I like . It makes me2). I dont like . It makes me3). I want to do sth. It makes me4). The loud / soft / quiet / music makes sb.5). The sad movies / scary movies / awful pictures make sb3.Learn to listen, speak and write down some feelings by using the “make” sentence patterns.【教后反思】Unit 11 Sad movies make me cryPeriod 2 Section A 3a-3b【导学目标】1. Guide the students to learn the new words and sentences:2. Guide the students to talk about how things affect you using make.3. Guide them to learn to talk about how things affect you.【导学过程】Step 1 Greetings and Free talk Free talk: What can make you happy?Step 2 Reading Activity 3a&3b 1.Before reading.(1)PredictionAsk the students to predict what the story is about when they see the title “The Shirt of a Happy Man”?(2)Have the students listen to the tape and get the man idea.2.While reading(1).Fast-reading.Have the students read the story quickly and answer the questions.(2).Careful-reading (Activity 3b)Let the students read the story carefully .Find words or phrases from the story with meanings similar to these phrases.(3).After reading Guide the students to read the article again and fill in the following passage.Step 3 Activity 3c1.Have the students look at the example at first.2.Ask them to read the example loudly.3.Guide them to make conversations like this.4.Invite several pairs to show themselves.Step4. Summary.Guide students to go through the contents to sum up what they have learned in this period.Step 5.Exercises.Get students to do some exercises to consolidate what they have learned.【探究归纳 】1. He slept badly and didnt feel like eating. 他的睡眠很糟糕，他也不想吃东西。 feel like doing 想做某事 e.g. I _ _ _a drink. 我想喝点酒。feel like的用法(1). 表示“摸起来像”It feels like silk. 这东西摸起来像丝绸。This _ _ an orange. 这东西摸起来像个桔子。(2). 表示“感觉像(是)”My legs feel like cotton . 我感觉两条腿像棉花一样。(3). 表示“有的感觉”Im surprised that he feels like that. 我奇怪他会有这种感觉。(4). 表示“给人的感觉（像）是”I was only there two days, but it felt like a week. 我只在那里呆了两天，但好像过了一个星期似的。Its been a year since her daughter died, but to her, it still feels like yesterday. 她丈夫已过世一年了，但在她看来，这还仿佛像是在昨天。(5). 表示“想吃或喝”Do you _ _ a drink? 你想喝点什么吗? (6). 表示“想做”I dont feel like _. Lets eat out. 我不想做饭，我们出去吃吧。(7) feel like +从句 “感觉像.”He _ _ there was a heavy weight on his shoulders.他感觉好想有一副重担压在肩上。I dont feel like _ around for him to make up his mind. 我不能干等着他拿主意。2. His face was always pale as chalk. 他总是面色苍白。 (as) pale as chalk是一种明喻修辞结构，虽然英语把苍白比作chalk(白垩，一种白色石灰岩)，但汉语不可真译，相当于我们说的“惨白；苍白”。【版权所有：21教育】e.g. You look as _ as chalk today. Whats wrong?2今天你看着面色苍白，哪里不舒服？另外值得注意的是，汉语描述不健康的人的面部颜色时常用“白”字，如“煞白；苍白；灰白”等等，英语常用pale来表达。e.g. He suddenly went _. 他突然面色苍白。3. One day, a doctor was called in to examine the king. call in 召来，叫来 e.g. He only waited two minutes before he _ _ _.他只等了两分钟就被叫了进去。 _ _ the doctor at once. 马上去请医生来。call短语归纳call back 唤回，叫回； 回电话，再打电话call up (给)打电话； 想起，回忆起call away 叫走，叫开 4. Neither medicine nor rest can help him. 药物和休息对他都无帮助。 neither 表示“两者都不”； 常用词组：neithernor 既不也不，谓语动词跟最近的主语一致e.g. Neither he nor I _ from Beijing. 他和我都不在北京。both, either & neitherneither表示“两者都不”， 作主语时，谓语动词常用单数形式。 e.g. Neither of his parents _a doctor. 他的父母都不是医生。both表示“两者都”，作主语时，谓语动词用复数形式。 e.g. Both of his parents _doctors. 他的父母都是医生。either表示“两者中的任何一个”，作主语时，谓语动词常用单数形式。 e.g. Either of his parents _ a doctor. 他的父母中有一个是医生。【链接】both . and . 连接主语时，谓语动词用复数形式；either . or . 与neither . nor . 连接主语时，谓语动词常与离它最近的主语在人称和数上保持一致。e.g. Both my sister and my mother _ teachers. Either Tom or I have to clean the room. Neither the twins nor John knows how to spell the word.25.wealth n. 财富； wealth的用法（1）. 表示“财富”“金钱”，是不可数名词。如：They had little desire for _. 他们对财富无大欲望。_ is seldom related to happiness. 财富鲜与幸福相关。（2）. 表示“大量”“众多”“丰富”等，可连用不定冠词，尤其用于a wealth of结构（其后可接可数名词或不可数名词）。如：He sent me a book with a wealth of illustrations. 他送给我一本有大量插图的书。Hidden underground is a wealth of gold, silver, copper, lead and zinc. 地下埋藏了大量的金、银、铜、铅和锌。拓展：wealthy的用法1. 意思是：富有的。如：He was born to wealthy parents. 他出生于有钱人家。He succeeded in business and was very_. 他事业成功，非常富有。2. 表示在某一方面富有，后接介词in。如：He is wealthy _ wisdom. 他富于智慧。Our country is _ in natural resources. 我国自然资源丰富。3. 用于谚语。如：Early to bed and early to rise makes a man healthy, wealthy and wise. 早睡早起使人健康、富裕又聪明【板书设计】：Unit 11 Sad movies make me cry.Period 2 Section A 3a-3cStudying Aims:1.Learn the new words and sentences:1)Key words: fame, pale, examine , wealth, sleep badly, dont feel like eating , for no reason ,neithernor ,be called to the palace ,have lots of power , take ones position 2)Sentences: He found nothing wrong with his body.。 Its all in his mind, neither medicine nor rest can help him. Although I have a lot of power, it doesnt make me happy. I have a lot of wealth, but Im always worried about losing my money.2. Be able to talk about how things affect you.3.Encourage students to express their feeling clearly and freely.【教后反思】Unit 11 Sad movies make me cryPeriod 3 Section A Grammar Focus-4c【导学目标】1. Guide the students to talk about how things affect you using make.2. Teach them how to master the use of make.【导学过程】Step1.Revision. Review the use of make by answering a few questions.Step 2.Grammar Focus1.Have the students to read the sentences and ask them to try to translate them intoChinese.2.Guide the students to complete the sentences.3.Have the students try to recite the sentences.4.Have the students read the sentences and summarize the use of make.Step 3 Activity 4a 1. First, lead students to read the diary to get the main idea.2.Ask students to read it again and fill in the blanks.3.Have students check the answers with each other.4.Guide the students to compare their choices with their partners.5.Let students memorize some key and useful phrases.6.Invite a students to present his or her answers.Step 4 Activity 4b 1. First ,lead students to have a quick look at the chart to get the main idea and know how to do this activity.2. Ask the students to answer “What makes you happy?”3. Guide students to read the example.4. Have students make conversation like this.5. Finally, invite a students to read his or her answers to check the answers. Correct mistakes if any.Step5.Summary.In this period, weve mainly learned the use of make through doing some practice as well as the target language and grammar. Step 6. Exercises.Leave the students 8minutes to finish the exercises in the learning guide.【探究归纳】一.make 的各种用法1.实义动词 “做，制作，建造” make sb sth= make sth for sb (make me a skirt=make a skirt for me)2.使役动词：“使处于状态，使成为” 结构：make +宾语+宾补（n.,adj.,v.,-ing,-ed）make 宾语 +n. 意为“使，让某人/某物(成为)”We made him our monitor. 我们选了他做班长。 make 宾语 +adj. 意为“使，让某人/某事(变得)”What he did made me unhappy. 他所做的事使我不高兴。We will make our country more and more beautiful.我们将会使我们的国家越来越美丽。 make 宾语 +do（不带to的不定式） 意为“使，让某人干”Our teacher makes us feel more confident.我们的都是使我们更加自信。被动：we are made to feel more confident.此类结构变被动to必须还原。类似的词还有“一感二听三让四看” make 宾语 +doing 意为“使，让某人一直干”He makes the boys standing all the time.他使那个男孩一直站着。 make 宾语 +done 意为“使，让某人被”make oneself understood/ heard / known让别人听懂 / 听见 / 知道He raised his voice to make himself heard.他提高声音使别人听见。3. make it(形式宾语) +adj./n. （作宾语补足语+ to do sth(真正主语) Eg: This makes it possible for agriculture and industry to develop quickly这使工农业有可能很快发展。 People in the West make it a rule to buy Christmas presents for their relatives and friends.西方国家的人常在圣诞节时购买礼物给亲属和朋友。4. make + it（形式宾语） + adj./n.（作宾语补足语） +从句（作真正的宾语）They want to make it clear to the public that they do an important and necessary job他们要向公众表明， 他们所做的工作不但重要， 而且是必不可少的二.make 构成的一些固定搭配make faces做鬼脸 make friends with与交朋友 make breakfast 做早餐 make noises制造噪音 make money赚钱 make the bed铺床 make flashcards制作抽认卡 make progress取得进步 make mistakes犯错 make a decision to do下决心干 make yourself at home使某人感到宾至如归 make up占/ 编造，组成，拼凑成 make a living(by) doing谋生 make a fire生火 make it earlier把时间订早一点 make up for弥补 make sure确保，弄清楚 make use of利用 be made of (看出原料)/ from（看不出原原料）由制成 be made in在制成 be made into被制成 be made up of由组成 三.make 小练1.What do you think of what she did.What she did still us feel very sad now.A. makesB. makeC. is makingD. is made2.The baby was made (cry) by the other kids.3.The paper is made ( of / from) the wood.4.You should do better in math. Because it 30% of the exam.A. makesof B. makes fromC. makes upD. makes up of5. His father makes a living (sell) newspaper.【板书设计】：Unit 11 Sad movies make me cry.Period 3 Section A Grammar Focus-4bStudying Aims Learn the new words and sentences:1)Key words: grey, lemon, to start with, get the exam result back, find out, do badly2)Sentences: Loud music makes me nervous. Soft and quiet music makes me relax Money and fame dont always make people happy.。 She said that the sad movie made her cry.2.Be able to talk about how things affect you using make.3.Emotional aims: Lead students to express their feelings freely.【教后反思】Unit 11 Sad movies make me cryPeriod 4 Section B 1a-1e【导学目标】1. Guide students to learn the new words and phrases: choice, enter, support, get in the way of.2.Guide the students to learn to tell stories.【导学过程】Step 1:Lead-in (Free talk)1.Guide Ss to think about possible endings to the story they have read in 3a. in the last period.2.Have them talk about the endings of the story with their partner.Step 2 Activity 1a 1.Have the students read the sentences in 1a,and guess the ending of the story.2.Have Ss work in groups to choose the ending that the think is the right one. Ask each group in turn to tell the class its choice and give reasons for the choice.Step3 Activity 1b (Discussing).Encourage Ss create some other possible endings to the story. Whats the moral of the story?T:The story is a fable, it has a moral. In other words, it tries to teach a lesson about life. Prompt Ss to think about possible lessons that the story may w