Unit 11 Section A (1a-2d) 教学设计 2024-2025学年人教版九年级英语全册

Unit 11 PeriodI Section A (1a-2d) 教学内容 1．复习并学习与人的情感相关的词汇。 2．口头掌握句型： That music makes me sleepy. The soft music makes Tina relaxed. Sad movies don't make John cry. 教学目标 1．学习make+sb.+dosth."和make+sb.+形容词"结构。 2．理解“drive sb．＋形容词”、、"bso十形容+that.."和＂have fun with sb.”结构。 3．用上述结构表达人的情绪等相关内容。 重点难点 1．用"make+宾语＋省略to的动词不定式”谈论事物对人的影响。 2．正确选择和使用“drive sb＋形容词”、“be so＋形容词＋that...”和“have fun with sb.”结构。 教学思路 本课包含两个教学重点。其一，要求学生学习、掌握“make ＋sb.＋do sth.”结构，这个结构的难点在于帮助学生建立使用使役动词（make，let，have等）之后要加省略to的不定式的意识。一些学生在用make sb.后仍会使用带to的动词不定式，教师需要分析这类错误的成因，并想办法纠正；其二，“"make+sb.+形容词”结构是另一个重点和难点，这里的形容词可以有两种形式-形容词和动词过去分词充当的形容词，由于受汉语母语影响，“make＋sb.十动词过去分词充当的形容词”容易造成学生在应用语言时的错误，教师要提供足够的语境，使学生对其应用的反应达到熟练的程度。 教学准备 教师准备本课时教材中所涉及的不同环境的餐厅的图片或教学幻灯片；课后巩固练习的幻灯片、多媒体等。 教学过程 Step I Revision & Leading in 教师呈现图片，提出问题并引导学生回答： (1)Would you go fishing with us? How do you like it? (2)-Would you go to the cinema with us? -Yes,I'd love to. I think it mnakes me.../Sorry,I think... 设计意图：导入新课。 Step II Restaurants and statements(1a) 1.Go through the instructions and look at the two pictures.Ask two questions: Who can describe each restaurant? (The Rockin' Restaurant has red walls,ugly paintings on the walls,and loud music. The Blue Ocean has blue walls,plants, flowers,and a piano player.) Which restaurant would you like to go to? Talk about it with your partner. 2.Let students work in pairs,and talk about which restau-rant they would like to go to and why. When students work,the teacher goes around the classroom offering help as needed. 3. When they have finished la,ask several pairs to act out their conversations to the class. 设计意图：This activity introduces the topic and the key words. Step III Fill in the blanks(1b) 1．Present the grammar：make的用法 ·用作使役动词，表示“使”，后接不定式的复合结构时，不定式不能带 to；但是，若make为被动语态，则不定式必须带to。例如： Though he had often made his little sister cry,today he was made to cry by his little sister.虽然他曾经常把他小妹妹弄哭，但今天他被他小妹妹弄哭了。 注意：若make不表示“使”，而表示其他意思则情况不同，比如下面两句，make后的不定式不是宾语补足语。 We make candles to give light.我们做蜡烛照明。 ·其后除可接不带to的不定式补足语外，还可以接以下成分： （1）接过去分词作宾语补足语。例如： He tried to make his ideas known. 他设法让别人知道他的想法。 注意：其后通常不接现在分词作宾语补足语。例如： 他让司机在外面等他。 误：He made the driver waiting for him outside. 正：He had the driver waiting for him outside. （2）接形容词作宾语补足语。例如： Have I made myself clear? 我的意思说清楚了吗？ （3）接介词短语作宾语补足语。例如： Sit down and make yourself at home. 请坐，不要拘束。 2.Practice the grammar. 信心是打开福气大门的“金钥匙”。体验成功是人生的最大快乐。请学生在组内用英语交流是他们最有成就感的事，说明时间、地点和事情发生的经过，让每一个人都去品尝成功的快乐！ （1）让学生想好了要叙述的事情和将要表达的感情，要说什么？怎样表达出来？ （2）看看提纲，写出草稿，再举手发言！ （3）仔细听其他学生的讲话，根据他们的表达，简单地记录本小组的学生的快乐。 （4）评一评这学期谁将是班里的“快乐小天使”和“成功大使”？ 完成任务所需要的语言结构： I saw... It made me... I had...I feel... I like......makes me... I'm so excited about... I'm interested in... 3. Ask students to read the instructions. 4. Point out the two headings: "Rockin' Restaurant" and "Blue Ocean”. Look at the sentences with the blanks. 5.T:You will listen to the recording. Fill in the blanks with the words you hear on the tape. 6.Play the recording for the first time. Students only listen carefully. 7.Play the recording again. This time fill in the blanks with missing words. 8.Check the answers with the whole class. 设计意图：This activity provides students with listening practice using the target language. Step IV Role-play the conversation(1c) 1.Get students to work in pairs. Start by reading the conver-sation in the box. Then make conversations in pairs. 2. As students work,the teacher moves around the classroom offering help with language and pronunciation as needed. 3. After all the students have had an opportunity to ask and answer questions,stop the activity. Get different pairs of students to act out their conversations to the class. 4. Let students look around the classroom, imagine other rooms in the school,and talk about how these places make the students fcel. 设计意图：This activity provides students with oral practice using the target language. Step V Number the pictures(2a) 1. Ask students to look at the pictures. Ask a question:What are they doing? (In Picture 1:Two wornen are eating and smil-ing. Maybe the food is vory deicious. In Picture 2:One of the two women is very nervous because of the loud music. In Picture 3:The two women are crying. Maybe they are seeing a sad movie. In Picture 4,One woman is waiting for a bus or someone. Waiting makes her angry.) 2. Read the instructions with the class. T, You will hear Tina and John talking about what Tina and Amy did last night. The four pictures show something that Tinn did last night 3. Point to the boxes. T,Usc the numbers I to 4 to show the order you hear what Tina and John are talking about in the re-cording 4.Play the tape for students. The first time, students just listen. Play the tape again. This time,ask students to number the pictures when they listen. 5.Correct the answers with the class. 设计意图：This sctivity provides students with listening practice using the target language. Step VI Complete the statemcnts(2b) 1.Point to the numbered list of statements which contain blanks Read the statements to the class, 2.Play the recording. Have students listen and fill in the blanks. 3. Check thc answers. 4.Extension:"You are great!" 你喜欢在课堂上举手发言吗？当你的精彩的发言赢得了一片掌声，老师竖起大拇指说“You are great！”时，你会有什么样的感觉？请你写下来，然后说给大家听。 1．想一想：你当时的感受。是兴奋，还是害羞？是激动，还是不安呢？ 2．动笔简单地写一写。 3．向大家报告你的感受。 设计意图：This activity provides students with listening and writing practice using the target language. Step VI Make conversations(2c) 1.Look at the sample conversation between Tina and John.Invite a pair of students to read it to the class. 2.Go through the instructions with the class. 3. Get students to make up a conversation using information from the activities 2a and 2b, Let students work in pairs. While they are working,the teacher goes around the classroom offering help as necessary. 4. Ask a pair of students to act out their conversation to the class. 设计意图：This activity provides students with oral practice using the target language. Step Yi Role-play the conversation(2d) 1.Showthe background of the conversation: Nancy and Bert are talking about the friendship among Nancy, Alice and Julie.Anything annoyed Nancy? Let's read the conversation in 2d. 2.Have students read the conversation between boys and girls. Then answer the above question. 3. Read the conversation again and underline the sentences with the infinitive. Have students work in pairs. Read and act out the conversation. 设计意图：This activity provides students with oral practice using the target language. Step IX Homework 你一定很喜欢你们的学校吧！那里有你可敬的老师，亲爱的同学们，你可以在那里尽情地吸吮着知识的琼浆，享受着爱的温暖······我知道你是学校的主人。请在同学们中间展开一项调查，谈谈你眼中的学校。 请你设计好一个表格。 name happy excited tired interested angry bored 在同学中展开调查，并仔细地填写好你的记录。 最后总结一下，在你们班级里有多少人、多少事给人的感觉好或不好。 设计意图：This activity provides students with writing prac-tice using the target language. 板书设计 Unit 11 Sad movies make me cry. Period I Section A (1a-2d) But that music makes me sleepy. The soft music makes Amy relaxed. Sad movies don't make John cry. 学科网（北京）股份有限公司 $$