Unit11 Section B 1a～2d教案-2024-2025学年人教版九年级英语全册

Period III Section B (1a-2b) 教学内容 1．续写Section A的故事。 2．通过阅读学会用“make”的相关用法描述更广泛的情感。 教学目标 1．能够通过听、说，学习描述人们对某种情感所持有的观念。 2．能够正确、得体地运用相关的形容词描绘情感，表达情感变化。 重点难点 正确、得体地运用相关的形容词描绘情感，表达情感变化。 教学思路 本节课的教学内容分成两部分，第一部分是续写Section A 的故事，并用“make”描述人们对某种情感所持有的观念；第二部分是通过阅读进一步理解和掌握“make”的相关用法。由于本课阅读短文中的阅读短文较长，所以建议用清晰、明了、简单的节奏迅速完成第一部分，把重点放到对第二部分阅读短文的理解和“make”的相关用法的使用上。 教学准备 教师准备本课时阅读短文所涉及的相关图片、录音或者是多媒体；有关阅读短文中语言点的幻灯片、多媒体等。 教学过程 Step I Revision & Leading In 1.Make students present the homework in groups 2.Extension, 我们生活在一个五彩的世界里、你知道各种颜色所代表的含义吗？你喜欢什么颜色？它会使你感觉如何？请填空充成表格中的信息，并用自己的语言陈述各种颜色所代表的含义. Colors Mcantng Alakes you black whire red blue green 参考答案： Colors Meaning Makes you black darkness feel serious white clean think of purity（纯洁） red happy (cel warm blue snd fcel free green vitality foel quiet and peaceful 设计意图：通过复习，使学生对所学的语言和话题能够准确熟练地掌握，并能灵活运用。用list导入新课。 Step Il The possible endings to the story(la) 1. Read the instructions to the class. Get students to understand the given endings,make their own choiccs and give the reasons. 2.Check the answers. 设计意图：This activity provides students with oral practice using the targct language. Step II Other possible endings to the story(1b) 1. Talk about the other possible endings of the story. 2.Check the answers and give the reasons. 设计意图：This activity provides students with writing and oral practice using the target language. Step IV Check the things of the story(1c) 1.Read the instructions to the class. Invite one student to read the possible things to the whole class. 2.Play the recording for the first time. Students only listen. 3.Play the recording a second time.Students listen and make their own choices. 4.Check the answers. 设计意图：This activity provides students with comprehen-sion of the story using the target language. Step V Questions about the story(1d) 1.Read the instructions to the class. Invite one student to read the questions to the whole class. 2.Divide the class into groups of four. Play the recording once or twice,using the pause button as necessary and finish 1d. 3. As the groups work together,the teacher walks around the room offering help as needed. Ask some groups to answer the questions. 设计意图：This activity provides students with comprehen-sion of the story using the target language. Step VI Your ideas about happiness(1e) 1.Have a debate between boys and girls: Do you agree with the poor man's thoughts about happiness? 2. Read the instruactions to the class. 3.Divide the students into groups of four and ask them to role-play the rest of the story. 4.As the groups work together,the teacher walks around the room offering help as needed. Ask some groups to present their conversations to the class. 设计意图：This activity provides students with oral practice using the target language. Step VI Feelings about your mistakes(2a) 1. Read the instructions to the class. Ask a group of students to ask and answer the questions of 2a and fill in the following chart as a sample to the class. Mistakes Feelings What happened 2.Divide the class into groups of four. Ask and answer the questions according to the sample and fill in the chart. 3.Talk to the partner about what happened according to the chart. 设计意图：This activity provides a brainstorm on the topic of 2b. Step VII The Winning Team(2b) 1. Invite one of the students to read the story in 2b. Make sure all the students understand it well. 2. Get students to complete the task individually. As they work,the teacher walks around the classroom answering any questions they may have and offering help as needed. 3.Check the answers. 4.Get students to read the passage again and discuss any words or sentences they don't know. If students fail it,the teacher should help them. After the discussion, they should learn the followings. (1)weight ·n.重量；体重；重任；重要 The pillars have to support the weight of the roof. 这些柱子须承受屋顶的重量。 He has put on weight since I last saw him. 自从我上次见到他以来，他又长胖了。 The full weight of decision-making falls on her. 决策的重任全落在她的肩上了。 ·vt.使······负重；使倾斜 The true giants weight nearly a ton. 这些真正的巨人的重量约达一吨。 We'll weight up the consequences of the action. 我们将评价这一行动的后果。 The desk not weight itself.书桌本身并不重。 ·常见短语： add weight to...增加对······的重要性 bear the weight of...能承受······的重量 carry weight 具有重要性 gain weight 增加体重 get weight 发胖 give weight to...重视······ have weight 有影响；重要 lend weight to...使······更重要 lift weights 举重 lose weight 减轻体重 put on weight 增加体重 take a weight off sb.＇s mind 使某人放心 参考答案： Colors Mcaning Makes you black darkness feel Berious white cloan think of purity（纯洁） red hnppy fecl wamm blue sod feel freo grcen vitality feel quiet and peaceful 设计意图：通过复习，使学生对所学的语言和话题能够准确熟练地掌握，并能贝活运用。用list导入新课。 Step Il The possible endings to the story(1a) 1.Read the instructions to the class. Get students to understand the given endings.make their own choices and give the reasons. 2.Check the answers. 设计意图：This activity provides students with oral practice using the target language. Step II Other possible endings to the story(1b) 1. Talk about the other possible endings of the story. 2.Check the answers and give the reasons. 设计意图：This activity provides students with writing.and oral practice using the target language. Step NV Check the things of the story(1c) 1. Read the instructions to the class. Invite one student to read the possible thingsto the whole class. 2.Play the recording for the first time. Students only listen. 3.Play the recording a second time. Studens listen and make their own choices. 4.Check the answers. 设计意图：This activity provides students with comprehen-sion of the story using the target language. Step V Questions about the story(1d) 1. Read the instructions to the class. Invite one student to read the questions to the whole class. 2.Divide the class into groups of four. Play the recording once or twice,using the pause button as necessary and finish 1d. 3.As the groups work together,the teacher walks around the room offering help as needed. Ask some groups to answer the questions. 设计意图：This activity provides students with comprehen-sion of the story using the target language. Step VI Your ideas about happiness(1e) 1.Have a debate between boys and girls: Do you agree with the poor man's thoughts about happiness? 2.Read the instructions to the class. 3.Divide the students into groups of four and ask them to role-play the rest of the story. 4. As the groups work together,the teacher walks around the room offering help as needed. Ask some groups to present their conversations to the class. 设计意图：This activity provides students with oral practice using the target language. Step VI Feelings about your mistakes(2a) 1. Read the instructions to the class. Ask a group of students to ask and answer the questions of 2a and fill in the following chart as a sample to the class. Mistakes Feelings What happened 2.Divide the class into groups of four. Ask and answer the questions according to the sample andfill in the chart. 3. Talk to the partner about what happened according to the chart. 设计意图：This activity provides a brainstorm on the topic of 2b. Step VIl The Winning Team(2b) 1. Invite one of the students to read the story in 2b. Make sure all the students understand it well. 2. Get students to complete the task individually. As they work,the teacher walks around the classroom answering any questions they may have and offering help as needed. 3.Check the answers. 4.Get students to read the passage again and discuss any words or sentences they don't know. If students fail it,the teacher should help them. After the discussion, they should learn the followings. (1)weight ·n.重量；体重；重任；重要 The pillars have to support the weight of the roof. 这些柱子须承受屋顶的重量。 He has put on weight since I last saw him. 自从我上次见到他以来，他又长胖了。 The full weight of decision-making falls on her. 决策的重任全落在她的肩上了。 ·vt.使······负重；使倾斜 The true giants weight nearly a ton. 这些真正的巨人的重量约达一吨。 We'll weight up the consequences of the action. 我们将评价这一行动的后果。 The desk not weight itself.书桌本身并不重。 ·常见短语： add weight to...增加对······的重要性 bear theweight of...能承受······的重量 carry weight 具有重要性 gain weight 增加体重 get weight 发胖 give weight to.，.重视······ have weight 有影响；重要 lend weight to...使······更重要 lift weights 举重 lose weight 减轻体重 put on weight 增加体重 take a weight off sb.＇s mind 使某人放心 take off weight 减轻体重 （3）stop v．停止 ·stop to do sth.停下来去做另一件事。如： We are tired. Let's stop to have a rest. 我们累了，我们停下来歇会儿吧。 ·stop doing sth.停止正在做的事。如： "Stop talking,please. Let's sing an English song,"said the teacher.“不要说话了，让我们唱支英文歌曲吧。”老师说。 （4）let down v．放下；使······失望；松懈；把（衣服）放长；披散；放气 He won't let you down.He's reliable. 他值得信赖，不会让你失望的。 Don't let down even if the going is good. 即使在顺利的情况下也不要松懈。 The horse let down near the end of the race and lost. 那匹马在比赛接近终点时松了劲，结果输了。 （5）kick off 开始；开球；踢掉；（机器等）停止运转；离开，出发The kick-off is at 3．足球比赛3点开球。 A sports personality was invited to kick off at the final. 一位体育界的著名人士被邀请为决赛开球。 Are you ready to kick off？你准备好出发了吗？ We kick off our program by teaching the word kick-off.我们以讲解kick-off这个词来开始我们的新节目。 （6）too．．．to．．．太······以至于不能······ ·基本结构特点 too..to...结构的基本形式为“too＋形容词或副词＋to＋动词原形”，其意为“太······以至于不能······”。如： He is too shy to speak to her.他太害羞，而不敢同她讲话。 It's too cheap to be good. 这东西太便宜，好不了（便宜无好货）。 ·不定式的逻辑主语 有时不定式前可以带有一个由介词for引出的逻辑主语。如： The box is too heavy for the boy to carry. 这个箱子太重，这男孩提不起。 The print is too small for me to read without glasses. 印刷字体太小，我不戴眼镜就看不清。 ·不定式是否带宾语 在通常情况下，too...to...结构中的不定式可根据其是否及物来确定它是否带宾语。如： He is too tired to go any further.他太累了，不能再往前走了。（不定式togo不及物，无需带宾语） She is too poor to buy such a nice dress.她太穷，买不起那件漂亮的连衣裙。（不定式to buy后带有宾语 such a nice a dress） 但是，若句子主语与其后不定式有动宾关系，那么，其后的及物动词不定式不能带宾语。如： The nice dress is too expensive for her to buy.这件漂亮的连衣裙太贵了，她买不起。（to buy在此虽为及物动词，但由于句子主语 the nice dress与该不定式to buy有动宾关系，故to buy后不宜再接代词it作宾语） 注意：若句子主语与其后不定式有动宾关系，且其中的动词为不及物动词，此时应注意在其后加适当的介词。如： The room is too dirty to live in.这房间太脏，不能住。（句末的介词in不可省略） ·不定式是否用被动语态 上面讲到，若句子主语与其后不定式有动宾关系，其后作为及物动词的不定式不再带宾语。此时还需注意，该不定式通常也不用被动式，尽管意义上是被动的。如： The text is too difficult to understand. 这课文太难了，理解不了。 The text is too difficult for the students to understand. 这课文太难了，学生理解不了。 但在某些特殊的语境，其中的不定式必须要用被动式。如： He spoke in a voice too low to be heard. 他说话的声音太低，听不见。 He is too young to be sent to America foradvanced study.他太年轻，不能送到美国去深造。 ·与so／such...that结构的转换 ①The box is too heavy for me to carry. →The box is so heavy that I can't carry it. →It is such a heavy box that I can't carry it. ②The child is too young to dress himself. →The child is so young that he can't dress himself. →He is such a young child that he can't dresshimself. 注：有时还可与not...enough to...转换，但此时要注意把原句型中的形容词改为相对应的反义词。如： The child is too young to dress himself. →The child is not old enough to dress himself. (7)besides ·除······之外（还有） He has another car besides this.除了这辆车外，他还有一辆。 Mary knows Japanese besides French. 除法语外，玛丽还懂日语。 ·除······之外（不再有）（用于否定句） I care for nothing besides this.除此之外，我什么也不要。 No one writes to me besides you. 除你之外，没有人给我写信。 ·besides后除接名词或代词外，还可接v.-ing短语或名词性从句。 Besides being a teacher,he was a poet. 除了是位教师外，他还是位诗人。 Besides doing the cooking I look after the garden. 除了做饭之外我还得管园子。 Have you nothing to tell us besides what we have already heard？除了我们已经得知的消息外，你难道没有什么可以告诉我们的吗？ I know nothing besides what I have told you. 除了我已对你说的之外，其他的我一无所知。 ·besides adv.此外；而且 I don't want to come out now.and besides,I must work. 我现在不想出去，而且我还得工作。 I have many more besides.除此之外，我还有更多。 ·词语辨析，besides，but和except 三者都可表示“除外”，但besides 表示一种累加关系，意指“除了什么之外，还有······”；而except或but 则表示一种排除关系，意指“除了什么之外，不再有······”。如： Besides his wife，his daughter also went to see him.除他妻子外，他女儿也去看过他（即妻子女儿都去看过他）。 Nobody went to see him except［but］his wife.除他妻子外，没有一个人看过他（即只有他妻子去看过他）。 注：在否定句中，besides 也表示“除······之外，不再有······”，与but，except同义。如： No one passed the exam besides [except/but] Jim. 除吉姆外，没一个人通过考试。 关于but与except： ①两者都可表示“除······之外，不再有······”，但含义上略有差别；but侧重指意义的几乎完整性，而except则侧重指后面除去的部分。比较： All are here but one.除一个人都到了。 All are here except one.还有一个人没到。 ②在现代英语中，but的介词用法十分有限，一般说来，它只能用在下列词语之后： a. no，no one，nobody，nothing，nowhere等； b. any，anyone，anybody，anything，anywhere等； c.every，everyone，everybody，everything，everywhere等； d.all，none等； e.who，what，where等。 Everyone knows it but you.除你之外大家都知道。 I haven＇t told anybody but you.除你之外，我没告诉任何人。 No one but he showed much interest in it.除他之外没有一个人对此表现出很大兴趣。 一般说来，若没有出现上述词汇，就不宜使用介词but，否则可能造成错句。但是 except却没有以上限制。比较： 正：The window is never opened except in summer.除夏天外，这扇窗户从不打开。 误：The window is never opened but in summer. ③but一定不能用于句首，except 通常不用于句首。 除我之外每个人都累了。 正：Everyone is tired but（except）me. 正：Everyone but（except）me is tired. 误：But（Except）me，everyone is tired. 注：except for 可用于句首，表示except的意思。 正：Except for me，everyone is tired. （8）teammate n．队友 The best equipment is your teammate beside you. 最好的装备，是你身边的队友。 The tallest teammate held a paper roll made by his team-mates.参加者每人卷一张报纸，连接在一起，再由队中最高的组员拿着。 （9）rather than 宁可·····也不愿；与其······倒不如；而不是 It is better to express your anger,rather than bottle it up. 生气宁可发泄出来也不要闷在肚内。 I prefer to walk there rather than take a bus. 与其坐公共汽车去，还不如走路去。 She is a career woman rather than a housewife. 她是职业妇女而不是家庭主妇。 （10）pull together齐心协力；控制（自己的）感情 So long as we pull together,there's no mountain top we can't conquer.只要咱们一条心，就没有攀登不上的高峰。 （11）relieí n．减轻；解除；轻松；浮雕；救济（品）；安慰；替代This medicine will give you quick relief. 这种药将迅速解除你的病痛。 A doctor's life is consecrated to the relief of suffering. 医生的一生奉献于解除世人的疾苦。 ·常见短语：to one＇s relief使某人安心的是；使某人欣慰的是 To his parents＇ relief， he got first prize in the contest.使他父母欣慰的是，他在竞赛中拿了第一名。 （12）agreement n．同意；一致；协议 We are in agreement with their decísion. 我们同意他们的决定。 I am in entire agreement with you.我完全同意你。 ·常见短语： arrive at an agreement 达成协议 come to an agreement 达成协议 reach an agreement 达成协议 tear up the agreement 撕毁协议 write out the agreement 写契约 agreement with 同意；与······一致 5.Game: Simon says 教师发出指令，如指令前有“Simon says”，则学生把教师说的生词或者短语译成英语，指令前没有“Simon says”学生便不译。例如教师说“同意；一致”，而学生翻译成了英语，便算错了，要扣分。这个游戏同样可以用竞赛的形式进行，每组抽一名学生，一起到前面参加比赛，错了就被淘汰，最后剩下的一人或两人为获胜。 Step I Homework 画出2b中短文的思维导图。 设计意图：提高用思维导图分析阅读，增强逻辑思维的能力，为下节课奠定基础。 板书设计 Unit 11 Sad movies make me cry. Period III Section B (1a-2b) Mistakes Feelings What happened 学科网（北京）股份有限公司 $$