Unit 11 Section A (Grammar Focus-4b)教学设计 2024-2025学年人教版九年级英语全册

Unit 11 Sad movies make me cry. Section A (Grammar Focus-4b)教学设计 I. Analysis of the New Curriculum Standards Theme The theme of this unit focuses on emotions and feelings. By describing people's emotional changes in different situations, it helps students understand and express their own feelings. This aligns with the concept emphasized in the new curriculum standards that language learning should be combined with real - life situations, enabling students to use the language to describe their life experiences while learning the language, thereby improving their practical language application ability. II. Core Literacy Goals (I) Language Competence 1. Students can master and correctly use the structure of "make + object + object complement" to accurately describe the impact of things on people's emotions. 2. Be able to skillfully use the key vocabulary of this unit, such as "nervous," "relax," "happy," "cry," etc., for oral and written expression. (II) Cultural Awareness 1. Through the study of emotional expression, understand how people in different cultural backgrounds perceive and express emotions. 2. Cultivate students' awareness of respecting and understanding differences in emotional expression in different cultures. (III) Thinking Quality 1. Cultivate students' logical thinking ability. By analyzing emotional changes in different situations, they can reasonably use the structure of "make + object + object complement" for description. 2. Guide students to think critically about how to deal with negative emotions and cultivate a positive attitude. (IV) Learning Ability 1. Cultivate students' autonomous learning ability. Through independent completion of exercises and thinking, they can master the key knowledge of this unit. 2. Improve students' cooperative learning ability. Through group discussion and exchange, they can jointly complete survey tasks. III. Teaching Key and Difficult Points (I) Teaching Key Points 1. Master the grammatical structure of "make + object + object complement", including different forms such as making followed by adjectives and base - form verbs. 2. Be able to use the vocabulary and grammar learned in this unit to accurately describe personal emotional experiences. (II) Teaching Difficult Points 1. Make students understand and flexibly use the changes of the structure "make + object + object complement" in different situations. 2. Guide students to accurately select appropriate vocabulary and grammar to express emotions in actual situations. IV. Teaching Methods and Learning Methods (I) Teaching Methods 1. Situational Teaching Method: Create various situations related to emotions, such as weather changes, exam result announcements, etc., to help students understand and apply the learned knowledge. 2. Task - driven Method: Assign filling - in - the - blanks, survey and other tasks, allowing students to consolidate the learned knowledge in the process of completing the tasks. 3. Interactive Teaching Method: Organize students for group discussion and exchange to promote language interaction and knowledge sharing among students. (II) Learning Methods 1. Autonomous Learning Method: Students cultivate autonomous learning ability through independent reading and filling - in - the - blanks exercises. 2. Cooperative Learning Method: In the group survey and discussion section, students improve their cooperative learning ability by cooperating to complete tasks. V. Teaching Process (I) Lead - in (5 minutes) 1. The teacher guides students to describe their emotions of the day with simple words by asking "How do you feel today?" 2. Display some pictures related to emotions, such as smiling faces, crying faces, etc., and ask students to quickly say the corresponding emotion words to stimulate students' interest in learning. (II) Presentation (10 minutes) 1. The teacher presents the example sentences in the textbook, such as "The loud music makes me nervous.", guides students to observe the sentence structure, and focuses on explaining the grammatical structure of "make + object + object complement". 2. Through more example sentences, such as "Soft and quiet music makes me relax.", let students further understand the usage of different forms of object complements after "make". (III) Practice (15 minutes) 1. Students independently complete the filling - in - the - blanks exercises in part 4a of the textbook. The teacher patrols and provides individual guidance. 2. After students complete the exercises, they exchange answers with their deskmates and discuss why they choose these words to fill in the blanks, deepening their understanding of the structure of "make + object + object complement". (IV) Expansion (15 minutes) 1. The teacher organizes students to conduct group survey activities in part 4b. Each group selects several classmates to conduct surveys, asking about their emotional changes in different situations and recording them in the form. 2. Representatives of each group report the survey results, and other groups can ask questions and make supplements. In this way, students apply the learned knowledge in actual situations. (V) Summary (5 minutes) 1. The teacher guides students to review the key vocabulary and grammatical structures learned in this class, summarizing the application of "make + object + object complement" in different situations. 2. Encourage students to pay attention to observing their own and others' emotional changes in daily life and describe them in English. VI. Teaching Reflection (I) Successes 1. Through situational lead - in and diversified teaching methods, students' attention was successfully attracted, and their interest in learning was stimulated. Students showed a high level of participation in the classroom. 2. In the practice and expansion sections, students were able to use the structure of "make + object + object complement" well for expression, indicating that students have a good grasp of this grammar point. 3. The group survey activity promoted cooperation and exchange among students, cultivated students' cooperative learning ability, and also enabled students to consolidate the learned knowledge in practical operation. (II) Deficiencies 1. When explaining the structure of "make + object + object complement", some students did not fully understand the difference between "make" followed by base - form verbs and adjectives, and made some mistakes in the exercises. 2. In the group activities, the discussion efficiency of individual groups was not high. There was a situation where some students dominated the discussion, while other students had low participation. 3. There is still room for improvement in time control. During the group report in the expansion section, the time was a little tight, and some groups did not fully display their survey results. (III) Improvement Measures 1. In future teaching, for the difficult parts of the structure of "make + object + object complement", more comparative exercises and case analyses can be added to help students better understand and distinguish different forms of object complements. 2. When organizing group activities, clarify group division in advance to ensure that each student has the opportunity to participate in the task. At the same time, strengthen patrol and guidance to promptly solve problems arising in group discussions. 3. In teaching design, arrange the time of each teaching link more reasonably. Appropriate additional time can be added in the expansion section to allow each group to fully display and exchange. At the same time, the teaching progress can be flexibly adjusted according to the actual situation in the classroom. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$