Unit 11 Sad movies make me cry. Section B1a～1e 教案 -2025-2026学年人教版（2012）九年级英语全册

教学设计 课题 Unit 11 Sad movies make me cry.-Section B-1a-1e 课时 1 教学目标 Language Competence: Acquire vocabulary related to emotions (e.g., "embarrassed", "annoyed") and use target structures like "I’d rather... than..." to express preferences. Cultural Awareness: Explore how Western cultures reflect emotional preferences through movie genres, comparing differences in entertainment choices across cultures. Thinking Quality: Classify movie types logically and analyze how they evoke different emotions, enhancing deductive thinking. Learning Ability: Collaboratively discuss emotional expressions in group activities, integrating listening and speaking skills for practical application. 重难点 Key Point: Master "would rather do A than do B" to compare choices (e.g., "I’d rather watch comedies than tragedies"). Difficult Point: Correctly using comparative structures without redundant verbs (e.g., avoiding "I’d rather to watch...") and distinguishing "would rather" from "prefer to". Practice through listening exercises (1c-1d) to refine accuracy in context. 教学环节 学习活动 新课教学 Class Opening Teacher: Good morning/afternoon, class! Today, we're going to continue our exploration of Unit 11, "Sad movies make me cry." So far, we've talked about how different things can affect our feelings. Now, I want you all to think about a really sad movie you've watched. Raise your hands and share a little bit about it. What was the movie? And how did it make you feel? Student 1: I watched "Titanic." It made me so sad when Jack died. I cried a lot. Teacher: Oh, "Titanic" is a classic tear - jerker. The love story between Jack and Rose, and that tragic ending really tugs at the heartstrings. Thank you for sharing. Anyone else? Student 2: I saw "Charlotte's Web." When Charlotte died, I felt really sad. I thought it was so unfair. Teacher: "Charlotte's Web" is such a touching story. The friendship between Wilbur and Charlotte is beautiful, and Charlotte's sacrifice is very moving. Great example. 1a Introduction Teacher: Now, let's look at 1a on page [page number]. Here, we have some pictures. The first one shows a person waiting for a bus in the rain. Can you imagine how this person might feel? Turn to your partner and discuss. (Students discuss in pairs) Teacher: Okay, let's hear some of your ideas. Who wants to start? Student 3: Maybe the person feels frustrated because the bus is late and they're getting wet. Teacher: That's a great thought. The rain and the delay can definitely add to the negative feelings. What about this picture of a person looking at a full refrigerator but having nothing to eat? How does this situation make you think the person feels? Student 4: They might feel disappointed or confused. Like, there's food, but nothing they want. Teacher: Exactly! It's that sense of having options but not finding what you really need. Now, let's look at the last picture of a person getting a low score on a test. How would this make the person feel? Student 5: Sad and maybe a bit ashamed. They probably studied hard and expected a better result. Teacher: Right. Failure on a test can bring about a mix of negative emotions. Now, let's match these situations with the feelings in the box. The feelings are: frustrated, disappointed, nervous, and worried. Take a minute to do this on your own. (Students complete the matching) Teacher: Let's check the answers. For the person waiting for a bus in the rain, the feeling is frustrated. For the person looking at the full refrigerator with nothing to eat, it's disappointed. And for the person getting a low score on a test, it could be both disappointed and worried. Do you all agree? 1b Listening Preparation Teacher: Now, we're going to do some listening practice in 1b. Before we listen, let's look at the pictures and the statements below. The first statement is "The more I get to know Julie, the more I realize that we have a lot in common." The second one is "I don't like waiting in line. When that happens, I get angry." And the third is "The loud music makes me nervous." Try to understand what these statements mean. If you have any questions about the vocabulary or the grammar, raise your hands. Student 6: Teacher, what does "the more... the more" mean in the first sentence? Teacher: Great question. "The more... the more" is used to show a parallel increase. For example, if you say "The more you study, the more you learn," it means as you increase the amount of studying, the amount of learning also increases. In the sentence about Julie, as the speaker gets to know Julie more, they find more things in common. Does that make sense? Student 6: Yes, thank you. Teacher: Now, listen carefully. We'll hear three conversations. Match each conversation with the correct picture and statement. Are you ready? Let's play the recording. (Play the recording for 1b) 1b Listening and Checking Answers Teacher: Okay, let's check the answers. For the first conversation, which picture and statement match? Student 7: It matches Picture 2 and the statement "I don't like waiting in line. When that happens, I get angry." Teacher: Correct! In the conversation, the person was complaining about waiting in line at the supermarket, which made them angry. What about the second conversation? Student 8: It goes with Picture 1 and "The more I get to know Julie, the more I realize that we have a lot in common." Teacher: Right. They were talking about how their friendship with Julie was growing and they were finding more similarities. And the third conversation? Student 9: Picture 3 and "The loud music makes me nervous." Teacher: Perfect. The person was at a concert and the loud music was making them uncomfortable. Well done, everyone. 1c Pair Work Teacher: Now, it's time for some pair work in 1c. I want you to look at the statements again. Create new conversations using these statements and the pictures. For example, if you choose the statement about waiting in line, you can add more details like where the line is, how long they've been waiting, etc. You have five minutes to create your conversations. Then, some pairs will come to the front and act them out. (Students work in pairs to create conversations) Teacher: Time's up. Which pair wants to come to the front and show us their conversation? Pair 1 (Student 10 and Student 11): Student 10: I'm so annoyed. I've been waiting in this line at the amusement park for almost an hour. Student 11: I know! The more I wait, the angrier I get. And the sun is so hot! Student 10: Yeah, and the line isn't even moving fast. I don't like waiting in line at all. Teacher: Great job, you two! You really showed the frustration of waiting in line. Who else wants to share? Pair 2 (Student 12 and Student 13): Student 12: You know, I met this new girl, Julie, in my art class. Student 13: Oh, really? How is it going? Student 12: The more I talk to her, the more I realize we have a lot in common. We both love painting landscapes. Student 13: That's awesome! Maybe you two can be good friends. Teacher: Wonderful. You made the conversation very natural. Now, let's move on to 1d. 1d Listening Preparation Teacher: In 1d, we're going to listen again. This time, we'll hear two more conversations. Before we listen, look at the chart. It has columns for the situation, the person's feeling, and what the person should do. We need to fill in this chart as we listen. Let's first look at some possible suggestions for what a person can do when they feel a certain way. For example, if someone feels frustrated, they could take a deep breath and try to relax. If they feel disappointed, they could talk to a friend about it. Any ideas for what a person could do if they feel nervous? Student 14: They could listen to some calm music. Teacher: That's a great idea. Calming music can really soothe the nerves. Another option could be to do some simple stretching exercises. Now, let's get ready to listen. 1d Listening and Filling the Chart (Play the recording for 1d) Teacher: Okay, let's start filling in the chart. In the first conversation, what was the situation? Student 15: The girl has a big test tomorrow and she's nervous. Teacher: Right. And how does she feel? Student 15: Nervous. Teacher: Good. Now, what does she decide to do? Student 16: She's going to take a hot shower and go to bed early. Teacher: Exactly. Taking a hot shower can help relax the body, and getting enough sleep is important for a clear mind before a test. Now, for the second conversation, what's the situation? Student 17: The boy lost his pet dog. Teacher: How does he feel? Student 17: He's very sad and disappointed. Teacher: And what does he plan to do? Student 18: He's going to talk to his parents about it and maybe look for the dog in the neighborhood. Teacher: Perfect. Talking to his parents can provide emotional support, and looking for the dog is a practical step. Let's check if everyone has filled in their charts correctly. 1e Group Discussion Teacher: Now, for 1e, we're going to have a group discussion. I'll divide you into groups of four. In your groups, talk about situations like the ones we've discussed today. Share a situation where you felt a strong emotion, like frustration, disappointment, nervousness, or sadness. Then, discuss what you did or could have done to feel better. Each group should choose a representative to report back to the class. You have ten minutes to discuss. (Students form groups and start discussing) Teacher: Time's up. Which group wants to start reporting? Group 1 Representative (Student 19): In our group, we talked about different situations. One of us felt really nervous when giving a presentation in front of the class. To feel better, they practiced a lot before and took some deep breaths right before going up. Another person was disappointed because they didn't get the role they wanted in the school play. They talked to the drama teacher to see if there were other ways they could be involved in the play. Teacher: Great sharing. It's good to see that you all came up with practical solutions. Which group is next? Group 2 Representative (Student 20): In our group, someone was frustrated when their computer crashed and they lost their homework. They tried to calm down and then asked their teacher for an extension. Another situation was when a group member was sad because their friend moved away. They decided to keep in touch through video calls and write letters. Teacher: Excellent. These are really good examples of how to deal with different emotions. Well done, everyone. Class Summary Teacher: Today, we've talked about different situations that can make us feel frustrated, disappointed, nervous, or sad. We've also learned how to express these feelings in English and discussed some ways to deal with them. Remember, it's normal to have these emotions, and there are always things we can do to make ourselves feel better. For homework, I want you to write a short paragraph about a time when you felt one of these emotions. Describe the situation, how you felt, and what you did about it. Class dismissed. 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 $$