Unit 11 教案 2025-2026学年人教版（2012）九年级英语全册

人教版九年级教案·Unit 11 Unit 11 Sad movies make me cry. · 单元分析 单元语法 使役动词make 写作话题 情感(Feelings) Section A 单词概览 名词：friendship; king; power; minister; prime minister; banker; fame; queen; palace; wealth; lemon; 动词：drive; examine; 形容词：prime; pale; grey; uncomfortable; 兼类词：nor; 副词：rather; lately 短语归纳 动词短语：drive sb. Crazy; leave out; call in; make me sleepy; 其他：would rather; the more... the more...; be friends with sb.; neither... nor...; to start with; 句型再现 1. I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. 2. But that music makes me sleepy. 3. I think I’ve made Alice mad and I’m not sure what to do about it. 4. He slept badly and didn't feel like eating. 5. His face was always pale as chalk. 6. This made the queen and his people worried. 7. Neither medicine nor rest can help him. 8. Although I have a lot of power, it doesn’t make me happy. 9. The loud music makes me nervous. 10. Soft and quiet music makes me relax. 11. Money and fame don’t always make people happy. 12. She said that the said movie made her cry. Section B 单词概览 名词：weight; shoulder; goal; coach; teammate; courage; guy; relief; agreement; fault 动词：kick; pull; nod; disappoint 形容词：moving; painful 副词：besides; 短语归纳 动词短语：let...down; kick sb. off; pull together; 其他：be hard on sb.; rather than 句型再现 1.How could he have missed scoring that goal? 2. He was really worried that his coach might kick him off the team. 3. But whatever it was, don't be too hard on yourself. 4.Besides, winning or losing is only half the game. 5.The next day, Peter went to soccer practice with courage rather than fear in his heart. · 文化视窗 Consuming food can be a pleasurable thing – we enjoy feasting on the mix of tastes and textures and it stops us feeling hungry too. Of course, food also gives us energy and the vitamins and minerals that our body needs. It's no wonder we spend so much time preparing and eating food. But what many of us don't consider is how our emotions are affected by what we put into our bellies. For me, it's the unhealthy foods that put a smile on my face – chocolate, cakes and ice cream – well, I do have a sweet tooth! It might seem obvious that food that's bad for our waistline, usually makes us happy, at least in the short term. Most of us get this feeling when we use food as a quick pick-me-up. But dieticians tell us that eating bad food long term, not only makes us put on weight but can lead to other health conditions such as diabetes, and it can also affect our mental state and bring on depression. 　　The link between our mind and food has been looked at by scientists.They've recently found that it's the bacteria in our gut that affects our mood. It's thought we have 39 trillion of these simple, small organisms in our body. Researchers at McMaster University in Canada and University College Cork in Ireland, have found that certain 'good' bacteria help reduce anxiety in mice. And researchers at Kyushu University also found that germs help reduce stress and anxiety in mice. Experts believe that, for us humans, this means food with 'good' bacteria can improve the way we feel. 　　Many food products are claiming to be high in this 'good' bacteria and some of the best types are homemade fermented food like miso soup, yoghurt and sauerkraut. This really makes me think twice about what I eat – maybe I should change my diet to perk me up! Doctor Michael Mosley would agree. He's been looking into this for the BBC and says the best food to cheer us up is in a "Mediterranean diet. Olive oil; oily fish, full of omega 3, which is really good for the brain; whole grains; lots of fruits and vegetables. Sugar: terrible for you!" 　　So maybe it's time to lay off the fatty and sugary things. Eating healthily may seem simple, even if the science behind it is complex. It's not rocket science but this is further evidence for the saying 'we are what we eat' – the person we are is determined by the food we eat. There are other factors that can change our mood but it seems we have some ability to improve how we feel by controlling what we put on our plate. Does your diet affect your mood? Section A · 备课素材 素材一 新课导入设计 Sample 1 歌曲导入 1.播放欧美经典歌曲《Yesterday Once More》,利用歌曲巧妙导入新课，然后提出几个有趣味性的问题，达到课始趣亦生的境界。 Do you like this song? What do you think of the song? Does it make you happy, relaxed,excited,or angry? 引导学生说：It makes me _____________________________. 2. 然后播放不同的音乐，让学生享受音乐的同时探讨不同类型的音乐带给他们的不同感受。 Sample 2 图片导入 向学生们展示几组不同种类的电影海报，让学生小组合作，询问并回答如下问题： What kind of movies do you like？ How do you feel like themovie？ Sample： S1：What kind of movies do you like？ S2：I like action movies. S1：How do you feel like action movies？ S2：They make me excited. 素材二 课堂活动设计 活动一　Presentation 1. 根据1a两幅图片，引导学生说出对餐馆的看法，让学会做到心中有数，为1b听力做好铺垫。 2. 利用多媒体课件，为2a的听力内容创设画面，并配上相适应的音乐，使学生有身临其境的感觉。 活动二　Pair-work（小组合作，完成2c） 1.男女生合作完成2c对话。 2.教师设置一个评价表，对小组的表演给出评价。 活动三 Group discussion（小组讨论，完成3a-3c） 1.通过“皇帝的新装”的故事带来的信息差引入3a的故事。 2.学生根据短文内容完成3b，邀请学生说出自己的答案，全班核对。 3.学生在小组内练习朗读短文，邀请小组代表进行朗读比赛，教师给与评价 4. 老师及时反馈，进行情感教育，使学生了解和理解合理的幸福观，使他们更加热爱生活和学习。 素材三 课文脉络梳理 【答案】 1.eating 2. no reason 3. examined 4. nothing wrong 5. neither 6. nor 7. power 8. happy 9. take his position 10. either 11. wealth 12. losing 13.being followed by 素材四 知识探究 探究点1 使役动词“make”的用法 【观察】 1. My mom made me clean the room. 我妈妈让我打扫房间。 2. Make the window open/closed. 把窗户打开/关上。 3. Shen Teng has a gift for performance that audiences are made to laugh by his short sketch all the time. 沈腾很有表演天赋，他的小品总是能把观众逗笑。 【发现】 1. make sb. do sth. 让某人做某事 2. make sb./sth. +adj. 是某人/某物/某事处于某种状态 3. be made to do sth. 被要求做某事 【应用】 1. Don't think about things that make you______(生气的). It’s bad for your health. 2. He did what he could ______ the baby ______. A. make; stop to cry B. make; to stop to cry C. to make; stop to cry D. to make; stop crying 3. Shen Teng is so humorous that he often makes us laugh.(改为被动语态) Shen Teng is so humorous that we are often ______ ______ laugh. 【答案】1. angry 2. D 3. made to 探究点2 the +比较级, the +比较级 越……就越…… 【观察】 1. The more he gets，the more he wants. 他贪得无厌。 2. The harder he worked, the more he got. 他工作越努力得到的就越多。 3. The harder you work, the greater progress you will make. 你工作越努力，取得的进步就越大。 4. The more she flatters me, the less I like her. 她越逢迎我，我越不喜欢她。 5. The less he worried, the better he worked. 他越不担心，工作的就越好。 【发现】 1. the more..., the more...句型，主从句的时态常用一般现在时或一般过去时。 2. 若主句的谓语动词用一般将来时，从句的谓语动词用一般现在时表示将来。 3. 若表示“若越……越不……”时常用“the more..., the less...”句型。 4. 若表示“越不……就越……”常用“the less..., the more...”句型。 【应用】 1.我对朱丽叶了解越多，就越意识到我们有许多共同特点。 The ______ I got to konw Julie,the ______ I’ve realized that we have a lot in common. 2. The more he missed his friends, the______ (lonely) he felt. 3.______ I help others, ______ I feel. A. The much; the happier B. The much; the happy C. The more; the happier D. the more; the happily 4. —The doctor told me not to eat too much meat. —He is right. ______ you eat, ______ you will be. A. The less; the healthier B. The less; the more healthier C. The more; the healthier D. The more; the more healthier 【答案】1. more;more 2. lonelier 3. C 4. A 探究点3 rather... than...的用法 【观察】 1. She would rather stay than go out. =She would stay rather than go out 2. He preferred to die rather than surrender to the enemy. 3. This argument aimed at the under standing rather than the motions. 【发现】 1. would rather do A than do B=would do A rather than do B 宁愿……而不愿…… 2. prefer to do A rather than do B 宁愿……而不愿…… 3. rather than单独使用时，意为“而不是”。 · 课堂设计案例 第一课时Section A 1a-2d 【教学目标】 1. 掌握本课时重点词汇及句型。 2. 了解情感词，能正确表达自己的感情。 3. 正确理解make的用法。 【教学重难点】 1. 能够用英语描述自己的情感。 正确理解make的用法。 【教学过程】 预习感知 一、方法指导 1. 预习Page 81-82上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。 2. 朗读1a-2c中的句子,试着翻译。 3. 和搭档分角色朗读2d中的对话。 二、预习检测 1. —我更愿意去蓝海洋餐厅，因为我喜欢在吃饭时听轻音乐。 —但那种音乐是我困倦。 —______ ______ ______ to Blue Ocean because I like to listen to quiet music while I‘m eating. —But that music ______ ______ ______. 2. 等候埃米是蒂娜发狂。 Waiting for Amy ______ Tina ______. 3. 我想我使艾丽斯受不了了，而且我确定该怎么做。 I think I’ve ______ Alice ______ and I’m ______ ______ what to do about it. 【答案】1.I’d rather go;makes me sleepy 2. drove; carzy 3. made; mad; not sure 课堂教学 Step 1 Leading in and presentation（About 4 minutes） Greet the class as usual. Play the song I will Rock You and have a free talk about the music with the students. T: Boys and girls, how do you feel about this song? Excited, Relaxed or Nervous? S1: Excited. T: Oh, so the music makes you excited. S1: Yes. T: Let’s repeat. The music makes me excited. Ss: The music makes me excited. T: What about you, S2? S2: I want to dance when I am listening to it. T: Wow, the music makes you want to dance. S2: Yes. The music makes me want to dance. T: Class repeat. The music makes me want to dance. Ss: The music makes me want to dance. T: Please listen to this song. How do you feel about it? (Play the part of the song Yesterday Once More.) S3: This song makes me relaxed. T: Yes. The music makes us relaxed. Next, please look at some pictures and say how you feel about them. Step 2 Practice（About 6 minutes） Present the pictures and point to Picture1 and have a talk about it with a student. T: How do you feel about picture 1? S1: It makes me relaxed. Have some students talk about other pictures in pairs like this. Picture 2: It makes me sleepy. Picture 3: It makes me excited/energtic. Picture 4: It makes me scary. Picture 5: It makes me hungry/want to eat. Brainstorm. Have students read the useful words and phrases in the chart, then give them an example and ask students to use the words in the chart to make similar sentences. For example: Smoking makes me angry. Encourage them to make sentences as many as possible. smoking heavy traffic loud noise people who keep you waiting the movie I Love My Family happy sad angry relaxed annoyed excited happy nervous comfortable uncomfortable Invite several students to say their sentences in class. 总结make用法 The sad news made me sad._____________________ The sad news made me feel sad._________________ I was made to feel sad by the sad news._______________________ 其中make为使役动词，do做__________(句子成分)。类似的动词还有leave, get, keep, let, help, have 等。 E.g. He _____ me ________.他使得我发笑。 I _____ him ____. 我让他走开。 I _______him _____ the car.我帮他修理汽车。 Please _______ him come here.请叫他到这里来。 Tina wanted to _____ her ears ______. 缇娜想打耳洞。 【答案】make sb. +adj.； make sb. do;；be made to；宾语补足语；made；laugh；let；go；have；repair；get；have；pierced Step 3 Listening practice T: Look at the girls in the picture in 1a. Amy and Tina are hungry and want to get something to eat. What do they think of the two restaurants? Next you’ll hear a dialogue between Amy and Tina. You will hear the missing words on the recording. Please fill in the blanks with the words you hear. Now listen and find out how the things in the two restaurants affect them. Have students look through the sentences in 1b and have some students guess how the things in the two restaurants affect them. Play the recording for the first time and students only listen carefully. Play the recording again. This time fill in the missing words. Then check the answers with the whole class. Step 4 Pairwork T: For Tina and Amy, different kinds of music affect them differently. Now work in pairs and talk about how the two restaurants would affect you if you were there. Invite two students to role-play the sample conversation in 1c. Then call students to make conversations to talk about their own opinions with a partner. As students work, move around the classroom and listen to some pairs. If necessary, offer them some language support. Invite several pairs of students to act out their conversations in front of the class. Sample conversation S1: I’d rather go to the Rockin’ Restaurant because I like loud music. S2: But that music makes me mad. I want to eat something quietly at Blue Ocean. Step 5 Listening practice T: It’s true that things around us affect us greatly. For example, examinations may make you feel nervous. Summer vacations make you feel relaxed and happy. History lessons make you feel bored. Now look at the pictures in 2a. Who are in the pictures? Ss: Tina and Amy. T: What is happening in each picture? Next please talk about how things affect them. Have students look at the pictures and describe them. S1: The two girls in Picture 1 are having meals. They look very happy. S2: The girls in Picture 2 look unhappy. They are listening to music. S3: The girls in Picture 3 are crying. They are watching something. S4: The girl in Picture 4 is at a bus stop and looks very angry. She is looking at her watch. Maybe she is waiting for someone. T: Now listen to the recording and number the pictures 1-4 in the order you hear. Play the recording and ask the students to number the pictures in 2a in the order they hear. Play the tape again and check the answer in class. Have the students read the statements in 2b and guess the answers. Play the recording for the third time and find out what Tina and John said about how different things affect them. Then play the recording for the fourth time and complete the sentences in 2b. Check the answers with students. Step 6 Pairwork T: Now suppose you are Tina and John. Work in pairs, make dialogues after the model and then act them out. Call two students read the sample conversations in 2c and help them complete the conversation according to the information in 2a and 2b. Then ask students to make up conversations in pairs using the information in 2a and 2b. As students work, move around the classroom offering help as needed. Sample conversation: S1: Did you have a good time with Amy last night? S2: Well ... yes and no. She was really late. S1: So, waiting for her made you mad. Where did you go? S2: We went to a small restaurant. It was quiet and clean. The food was delicious. The soft music made me very happy. S1: Did you go to see a movie? S2: Yes. We saw Love Me Once More, Mother. It was very moving. It made us cry. Invite several pairs to share their own conversations with other students. Step 7 Summary Guide Ss to summarize the language points they learnt in this class. Ask students to sum up some key phrases and the structures “make +sb. /sth. +adj.” and “make +sb. + infinitive without to”. Then show some pictures and have them practice write some sentences using the key structures. Step 8 Homework Ask the students to list some things around them and then describe how the things affect them by using the structures “make +sb. /sth. +adj.” and “make +sb. + infinitive without to”. 第二课时Section A 3a-3c 【教学目标】 1. 掌握本课时的重点词汇及句型。 2. 正确理解幸福的艺术，学会控制自己的心情、情绪。 3. 会用happy、sad、relaxed等形容词来表达事物对我们心里和情绪产生的影响以及自己的感受。 【教学重难点】 1. 进一步学习make的用法，提高处理一些实际问题的能力。 分析理解本篇阅读材料，把握中心思想。我们要学会合理调整自己的情绪，把消极的力量转化为积极的力量。 【教学过程】 预习感知 一、方法指导 1. 预习Page 83上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。 2. 朗读3a中的文章,找出重点句子。 二、预习检测 探究一 浏览课本P83的标题和图片，试着预测一下吧！ 1. Was the king happy? Why or Why not? ______________________________________________________________________ 2. How many people are there in the story? ______________________________________________________________________ 3. What was the top general told to do at last? ______________________________________________________________________ 探究二 认真阅读课本P83的标题和图片，回答下面问题！ 1. Can medicine help the king? Why or why not? ______________________________________________________________________ 2. Why does power not make the prime minister happy? ______________________________________________________________________ 3. Why does money not make the banker happy? _______________________________________________________________________ 4. Why does fame not make the singer happy? _______________________________________________________________________ 【答案】探究一 1. No. Because the doctor said there is nothing wrong with his body. The problem was in his mind .Neither rest nor medicine could help him. 2. Seven. 3. He was told to go out and find a happy man in three days’ time. 探究二 1. No, the doctor says there is nothing wrong with his body. The problem is in his mind and no medicine can help him. 2. Because he is always worried about losing his power and many people are trying to take his position. 3. Because he is always worried about losing his money and someone tries to steal his money every day. 4. He is always worried about being followed by others, so he can't be free. 课堂教学 Step 1 Warm up Play the song "Ode to Joy" of Harlem Yu, and have a free talk with students. T: This is a cheerful song. Do you like it? Ss: Yes. T: Are you happy? What makes you happy in your life? S1: I like singing. Lovely music makes me happy. S2: I like eating, and delicious food makes me happy. S3: Playing with my friends makes me happy. … T: Good. A lot of things can make us happy around us. It’s true that things around us affect us greatly. For example, summer vacations make you feel relaxed and happy. But tomorrow’s math exam may make you feel nervous and the great noise outside may makes me angry. Next, let’s do a survey in groups. Step 2 Groupwork First, have students look at the chart in 4b and complete what makes you happy/want to cry/ uncomfortable/angry/nervous/feel like dancing. Then in groups, have them ask two other students and fill in the chart. Have three students read the sample conversation, and then ask them to practice asking and answering with their own information in the group. Each group chooses one student as a reporter, then have them choose a question to interview the students in other groups freely. Encourage students to say their own ideas. Step 3 Careful reading First, have students read the title of the story, then read the story quickly and say why the writer use “The Shirt of A happy Man” as the title? Have students read through the four questions in 3a, and then ask them to read the passage carefully again with the questions and find the answers to the questions. Call different students to answer the questions and check the answers in class. Then have students listen to the story carefully and find out key phrases, key structures and sentences with the structure “make sb. /sth. +adj.”. Then help students sum up some key language points and explain some phrases and the key structures.(Phrases: feel like doing sth., for no reason, call in, prime minister, take one’s position, go out, in three days’ time. Key structure: neither…nor…, It’s true that…) Step 4 Practice T: As we know, many things around us affect our feelings greatly. Please read the diary and think of how the things in the diary affect the writer. Then think about the appropriate words to fill in blanks. Have students read the passage in 4a and think of the appropriate words to fill in blanks. Then compare their choices with their partners and choose the most suitable words. As they work, move around and give them some help if they need. Call different students to say their answers and check them in class. Have students read the diary again and talk about how the things in the diary affect them. Step 5 Do class quiz 根据句意、汉语意思和首字母提示完成句子。 1. She was p ______ (苍白的) with fear. 2. The doctor e______ (检查) the little boy but could find nothing wrong. 3. He was rich, but w_____ (财富) didn’t bring him happiness. 4. Citron is a kind of yellow fruit like a l_____ (柠檬) .  5. Parents didn’t hold the p_____ (权利) to read their children’s letter without promise. II. 选择填空。 1. I feel like some water, but there is none left in the bottle. A. drink B. to drink C. drinking D. drank 2. They decided to call in a doctor, because the child was feeling terrible. A. call at B. call in C. call on D. call off 3. ---Could you please tell us something about Canada, OK? ---I’m sorry. _____ Jack _____ I have ever been there. A. Either; or B. Not only; but also C. Both; and D. Neither; nor 4. In the past the children were made ______15 hours a day. A. work B. working C. to work D. worked 5. ---What should I do to learn English well as a beginner? --- , you should memorize some words. A. In the end B. To be honest        C. To start with D. In this way III 用所给词的适当形式。 1. The boy was badly ill. It made his parents_____ (worry). 2. My father likes Beijing Opera, but neither my sister nor I _____ (like) it. 3. Jimmy grew up in a _______(wealth) family 4. The famous singer always (follow) by many reporters. It makes her unhappy. 5. The man was worried about_____ (lose) his job. 【答案】I. 1. pale 2. examined 3. wealth 4. lemon 5. power II.1-5CBDCC III. 1. worried 2. like 3. wealthy 4. is followed 5. losing Step 6 Homework Have students to make up the textbook drama about The Shirt of A happy Man and act it out in groups. Write a short passage to talk about how some things around you make you feel. 第三课时Section A Grammar Focus-4c 【教学目标】 1. 掌握本课时的重点词汇及句型。 2. 能够用英语描述自己的情感。 3. 正确理解make的用法。 4. 熟练运用语法要点中的句型和他人对话。 【教学重难点】 1. 熟练运用语法要点中的句型和他人对话。 2. 掌握make的用法。 【教学过程】 预习感知 一、方法指导 1. 预习Page 84上的生词,根据音标能读出这些词,并掌握其词性和汉语意思。 2. 大声朗读和翻译Grammar Focus中的句子。 二、预习检测 用括号内所给单词的适当形式填空。 1．We must make computers ________ (serve) us better. 2．I am often made ________ (do) some housework. 3．I just couldn't make myself ________ (understand) while talking to a foreigner. 4．The news made me________ (surprise)． 5．Soccer makes him________ (excite)． 【答案】 1. serve 2. to do 3. understood 4. surprised 5.excited 课堂教学 Step 1 Listening a song Listen to an English song and try to write down the missing lyrics.Try to say more adjectives for describing feelings. happy nervous Step 2 Grammar 【例句】 1. Drinking coffee can make me energetic. 2. Cloudy days make me want to sleep. 3. We made him our monitor. 4.We must make it done in two hours. 5. He makes the boy standing all the time. 【结论】 1.“ make＋名词/代词＋形容词(短语)”意为“使某人/某物(感到)……”。make是谓语动词，名词/代词是make的______，后面的形容词(短语)在此处作______。 2. “make＋名词/代词＋动词原形”意为“使某人/某物做某事”，此处的动词原形是省略to的不定式，也作______。 3. “make＋名词/代词＋名词(短语)”意为“使某人/某物(变成)……”，名词(短语)作______。 4. “make＋宾语＋过去分词”意为“使某人/某事被……”。宾语补足语是过去分词时，宾语是过去分词的逻辑宾语，______与______之间存在逻辑上的被动关系。 5. “make＋宾语＋现在分词”意为“使某人/某事一直……”。______与______之间存在逻辑上的主谓关系。 【注意】如果将此类句型改为被动语态，主动语态中的宾补，即不带to的不定式，应改为带to的不定式作主语的补足语。 【运用】 用make将下列句子翻译成英语。 1. 妈妈让她每天弹钢琴一小时。 ____________________________________________________________ 2. 这个故事让王飞很伤心。 ____________________________________________________________ 3. 我们被迫在宾馆待了三天。 ____________________________________________________________ Step 3 Practice(4b) Complete the survey. Then ask two other students. What makes you...? You Student 1 Student 2 happy want to cry uncomfortable angry nervous feel like dancing ... Step 4 Do class quiz 1. The socialist new countryside(社会主义新农村) makes farmers ______ their living conditions. A. to improve B. improve C. improving D. to improves 2. He didn’t make ______ clear when and where the meeting would be held. A. this B. that C. it D. one 3. What makes Timmy our team ______ in the project? A. leading B. leader C. lead D. to lead 4. The teacher raised his voice so that he could make himself ______. A. heard B. hear C. to hear D. hears 5. --- While watching Stephen’s films, I am often made ______ again and again. --- So am I. And laughing can make us _____. A. laugh; relaxed B. to laugh; relaxed C. to laugh; to relax D. laugh; relax 【答案】1-5 BCBAB Step 5 Homework 1. Try to memorize the new words and phrases of the passage. 2. Try to finish the exercise book. Section B · 备课素材 素材一 新课导入设计 Sample 1 图片导入 通过图片信息展示，观看主题相关的视频和问答，引入2b内容 向学生们展示足球的照片并问两个问题： 1. What do you think of the soccer game? 2. Do you know some famous soccer player? 观看一些足球运动员的视频，并问如下问题： Can they always win every competition? Sample 2 小组自由讨论 自由讨论如下问题： Have you ever made a mistake? What happened? How did it make you feel? The things you can do if you make a mistake. 素材二 课堂活动设计 活动一 Brainstorming(2a) 1. 学生谈论自己曾经犯过的错误及感受，阅读2b之前先尝试排序，浏览课文完成排序。 2. 回答最多的小组获胜。 活动二 Pair Work(2c) 小组阅读完成2c问题，全班核对答案，老师讲解习语和短语在阅读中的重要性。 活动三 Role-play(2e) 分角色朗读课文，小组练习语篇对话。 素材三 课文脉络梳理 【答案】1. missed 2. a heavy weight 3. the worst 4. let 5. down 6. being kicked off 7. gave 8. be too hard on yourself 9. team effort 10. support 11. communicate with each other 12. mistakes 13. communicated 14. pull together 15. how we can do better next time 素材四 知识探究 探究点1 keep one's eyes on sth. / sb. 【观察】 1. Peter kept his eyes on the ground. 2. I need to go out for a while. Would you please keep an eye on my son? 3. —Dad, may I go out alone tonight? —You'd better not, Jenny. But you must keep an eye on your safety if you must. 【发现】 keep one’s eyes on sth. /sb.= keep an eye on sth. /sb. 盯着……；留意；照看 【应用】 1. I never worried about my son while I was away because my mother ______ him. A. took pride in B. played a joke on C. kept an eye on D. played a role in 2. 我们经常只关注一些不好的事情。 We often just _______ ________ _______ on something bad. 【答案】1. C 2. keep our eyes 探究点2 weight的用法 【观察】 1. He felt like there was a heavy weight on his shoulders as he walked home alone. 2. It’s about 67 kilos in weight. 3. The young lady is tying to lose weight. 【发现】 1. weight意为“重量；分量”时既可以作可数名词也可以作不可数名词。 2. weight意为“体重”时是不可数名词 【应用】 1. —Do you know the ______ of an ant? —It ______ about 25 milligrams. A. weigh; weight B. weight; weighs C. weigh;weighs D. weight; weight 2. 她不介意长胖，因为她非常爱吃垃圾食品。 She doesn't mind _______ ________ _______because she likes eating junk food very much. 3. The _______ (weigh) of all this things together was 150 pounds. 【答案】1. B 2. putting up weight 3. weight 探究点3 agreement的用法 【观察】 1. We are in agreement about the price. 2. She nodded her head in agreement. 3. After a long discussion, we reached an agreement. 【发现】 1. in agreement是固定搭配，意为“（意见或看法）一致；同意”，agreement为不可数名词。 2. agreement作可数名词，意为“协议；契约”。 【应用】 1. if you want to ask for sick leave, you must get your teacher's _______ first. A. achievement B. agreement C. instrument 2. The whole family was in _______(agree) with her about what they should do? 3. There are too many problems between Russia and Ukraine（乌克兰）, so it's difficult for these two countries to stop the war and reach an a______. 【答案】 1. B 2. agreement 3. agreement · 课堂设计案例 第四课时Section B 1a-1d 【教学目标】 1. 学习此寓言故事续篇，掌握重点单词及词组。 2. 明白词寓言故事的内在寓意：知足常乐。 3. 理解明白happiness的真正含义，能够在生活中寻找真正的快乐。 【教学重难点】 1. 能够用英语描述自己的情感。 2. 正确理解make的用法。 【教学过程】 预习感知 一、方法指导 1. 阅读1a中句子，选出自己所认为的故事结局，邀请学生发表自己的意见并简单陈述理由。 2. 小组内展开讨论，让学生展开想象力，说出更多种故事的结局，并和同学们分享，完成1b。 3. 听录音完成1c和1d任务，核对答案。 二、预习检测 Ⅰ.根据句意及首字母提示写出所缺单词的适当形式 1．Linda is such a patient p________ that she never gets angry easily. 2．I didn't r________ I had left the key at home until I got to my car. So I had to go back. 3．You can keep the book for a few days, but you must r________ it by Saturday. 4．UNICEF is one of the best-known charities that help p________ children around the world. 5．Here is a letter for Jack. Please g________ it to him. Ⅱ.用所给单词的适当形式填空 6．It's a(n) __________ (happy) memory. I don't want to mention it again. 7．The general ________ (search) for three days and found a happy man. 8．It took him about two hours ________(finish) the work. 9．It ________ (sudden) became grey and started to rain. 10．The poor man was happy even though he had no power, money or ________ (famous)． 【答案】1. person 2. realize 3. return 4.poor 5. give 6. unhappy 7. searched 8. to finish 9. suddenly 10. fame 课堂教学 Step 1 Review and lead in 1.What makes him happy? Why? 2.What makes her happy? Why? 3.Do you think Tutu is happy? Why? Think: What’s the ending of the story about the unhappy king? Review and say 1.The king was unhappy because he was worried about _______________. 2.The prime minister was unhappy because he was worried about ________________________ 3.The banker was unhappy because he was worried about __________________________ 4.The palace singer was unhappy because he was worried about ______________________ Step 2 Work on 1a 1. Work on 1a. Look at the possible endings to the story about the unhappy king. Do you think any of these is the right one? If so, which one? a. The general cannot find a happy person and the king remains unhappy forever. b. The general finds a happy person with power, money and fame. c. The general realizes he is a happy person and gives his shirt to the king to wear. d. The king suddenly becomes happy without the shirt of a happy person. 2. Let Ss work in groups to discuss the other possible endings to the story. Step 3 Step 3 Work on 1b What are some other possible endings to the story? Discuss your ideas with your partner. Tom: The general found a poor man. The man was very happy. Lily: The poor man gave his shirt to the general. Step 4 Step 4 Work on 1c Listen to The Shirt of a Happy Man(Part II) and check (✔) the things that happened in the rest of the story. The general searched for three days and found a happy person. The general could not find a happy person. ✔ The general saw a poor man on the street. ✔ The poor man was a happy man. The poor man gave the general his shirt. Step 5 Read and check the answers The general searched and searched but couldn’t find anyone. It seemed that everyone had their own problems, and no one was truly happy. Two days passed. Just as he was about to give up, he saw a poor man on the street. He was eating with his hands and singing happily to himself. The general went up to him. General: Hello! I’m the king’s top general. Man: Hi, General. What can I do for you today? General: I heard you singing just now, and you sound very happy. Man: That’s because I am happy. General: But I don’t understand. What makes you so happy? You have no power, money or fame. Man: I have everything I want, and I don’t want what I can’t have. So I’m happy, and my song comes from the happiness in my heart. General: Then I need to give your shirt to the king. Is it there in your bag? How much do you want for it? Man: Shirt? What shirt? I don’t own any shirts! Step 6 Do class quiz I 单项填空 1. The socialist new countryside (社会主义新农村) makes farmers ______ their living conditions. A．to improve 　　　B．improve C．Improving 2. Hearing the ring bell, all the students ______ the classroom and become quiet. A. come B. come back C. return to 3. ______ he failed the Math test, he still studied hard all the time. A. Even B. Even though C. If 4. Jane’s watch was lost and now she is ______ it everywhere. A. search B. searching C. searching for 5. When we have ______ power, we should use it to help those in need. A. much B. many C. a number of II按照要求完成句子,每空一词。 6．即使他一个人生活在农村，他也从来不感到孤单。 He never feels lonely ________ ___________ he lives in the countryside alone. 7．昨晚他花了两个小时修电脑。 It ________ him two hours ________ ________ his computer last night. 8．他虽然找到了一份好工作，但仍然闷闷不乐。 Although he found a good job, he still ________ ________． 9．他开心地带着一个漂亮的盒子回到了家。 He ________ ________ happily with a beautiful box. 10．他们正在街上寻找彼得的宠物狗。 They are ________________ ________ Peter's pet dog in the street. 【答案】1-5 BCBCA 6. even though 7. took; to fix 8.remained unhappy 9. returned home 10. searching for Step 7 Homework 1. Preview the passage in Section B 2b. 2. Do the exercises in students’ book. 第五课时Section B 2a-Self Check 【教学目标】 1. 扎实掌握P86重点单词及短语。 2. 通过阅读和合作学习，掌握习语和动词短语的用法。 3. 培养良好的阅读理解能力，在理解故事情节的基础上对文章进行进一步的解读。 【教学重难点】 1. 掌握P86重点单词和短语；进一步掌握学习make的用法。 2. 通过小组活动和合作，能够用英语谈论影响情绪的事物，提高学生的人文素养和文化交际意识。 【教学过程】 预习感知 1、 方法指导 1. 回答2a的问题，能够说出犯错后会发生什么，利用这些话题导入2b课文。 2. 朗读2b中的文章,并尝试翻译。 3. 阅读输出，要求学生模仿文中Peter的父亲以及Peter，并编成对话，一次巩固练习与课本先关的内容。 4. 预习并试做Self Check。 2、 预习检测 I. 用方框中所给单词的适当形式填空 beside, help, remain, courage, real 1.Mary has no 　　　　to walk home alone at night.  2.He is 70 years old, but he still 　　　　active in sports.   3.I can't believe I am 　　　　going to meet the pop star.  4.I found Wendy sitting 　　　　her mother, saying nothing.  5.Sometimes it is 　　　　to make a list of everything you have to do.   II. 按照要求完成句子,每空一词。 6.我不想让你失望,我会尽力的。 I don't want to 　　　　you 　　　　. I'll try my best.  7.你必须要记住赢或输只是比赛的一半。 You must remember that 　　　　 is only half the game.  8.我们应该互相信任,而不是互相猜疑。 We should believe in each other 　　　　 doubt each other.  9.直到我成人了,我才真正理解为什么我的爸爸总是对我很苛刻。 I don't realize why my father is always 　　　　 me until I am an adult.  10. 我相信,如果我们继续齐心协力,我们就一定能赢。 I believe if we continue to 　　　　 , we are sure to win.  【答案】1. courage 2.remains 3. really 4. beside 5. helpful 6. let;down 7. winning or losing 8. rather than 9. hard on 10. pull together 课堂教学 Step 1Warming Up and Review Play the song I believe I can fly and have students sing along the music together. Have a free talk with students. T: Boys and girls, how do you feel while listening to the song? Ss: It makes us excited. T: Yes. In our lives, many things around us affect our feelings greatly. They may make us happy, angry, sad or surprised and so on. Look at the picture. This is a feeling tree. Can you complete its branches with adjectives? Have students discuss with their partners and finish it. Encourage them write as many adjectives as possible. Then ask some students to say the adjectives about feelings. Present a feeling tree with adjectives and ask students to check their own answers. Praise some students who write more and right words. Invite different students choose an adjective each to talk about how the things affect him/her. Step 2 Reading(2b-2e) While Reading First, have students read through the events in the box in 2b. Then let them read the story in 2b as quickly as possible and number the events in the order. Call a student to say his answer and check the answer in class. Have students read through the five questions in 2c, and then ask them to read the story carefully again with the questions and find the answers to the questions. Call different students to answer the questions and check the answers in class. Ask different students to read the sentences in 2d and explain the meanings of the underlined parts. Then have them read the story again by their own and find out the idioms or phrases from the story to replace the underlined parts. Call different students to say their answers and check the answers with the class. Then ask them to make sentences with these idioms or phrases. After-reading Ask students to discuss how Peter’s mistake made him feel and what things make his feeling change in pairs. Then call two students to retell Peter’s story. Step 3 Pair Work T: In the story, what did his father talk about to help him when Peter made a mistake in the soccer match and felt angry? Please make a conversation between Peter and his father with your partner according to the story and role-play it. Have students work in pairs. As students work, move around the room offering them some help. Invite some pairs to role-play their conversations in front of the class. Step 4 Group work T: In your daily life, there must be something interesting or special. How did the things make you feel? Please talk about your unforgettable experiences in your groups. Have students read through the things in 3a and think about what happened to them and make some notes about the experience. Then Have them work in groups to talk about some experiences that made them feel very happy or sad. Choose the most meaningful experience they think in each group and report it to the class. Step 5 Writing Have students read the instruction in 3b, and then ask them to write a story similar to the one in 2b according to their notes in 3a. First, let them answer the questions in 3b and write down the main ideas about the experience. Then have them write their own story according to the notes about questions. The teacher walks around and gives them some help if they need. Finally, have each student read his or her own story in groups and all the members can give some advice. Each group chooses the best story to present in class. Have students write down their passages in the exercise books. Step 6 Self Check Work on Self Check 1: 1. Put the words in the appropriate place in the chart. nervous　　unhappy uncomfortable worried comfortable　　relaxed angry　　awful happy　　uneasy Positive Negative (1) Go through the words in the chart. Make sure the students know the meaning of the words. (2) Ask the students to read the words in groups. (3) Put the words in the appropriate place in the chart. (4) Check the answers with the whole class. Answers: Positive: comfortable, relaxed, happy Negative: nervous, unhappy, uncomfortable, worried, angry, awful, uneasy Work on Self Check 2: Write sentences using the words given. 1. sad movies / cry Sad movies make me cry. 2. speaking in front of many people / nervous ______________________________________________________________ 3. money and fame / not always happy ______________________________________________________________ 4. soft piano music / relaxed ______________________________________________________________ 5. rainy days / stay at home and watch TV ______________________________________________________________ ☀Ask the students to write the sentences by themselves. ☀Check the answers in pairs. Answers: 2. Speaking in front of many people makes me nervous. 3. Money and fame don’t always make you happy. 4. Soft piano music makes me relaxed. 5. Rainy days make me want to stay at home and watch TV. ☀Ask the students to read the sentences in groups. Work on Self Check 3: Number the things [1–6] (1 = least important, 6 = most important) . Write a reason for each choice. ________ fame (名誉) ________ power (权力) ________ friendship (友谊) ________ wealth (财富) ________ health (健康) ________ family (家庭) e. g. Fame is not very important. It can make me nervous if too many people follow me around. (1)First, ask the students to read the words. Make sure that they know the meaning of the words. (2)Ask the students to number the words. (3)Write a reason for each choice. (4)Share the ideas in class. Possible answers: 　1　 fame　　2　 power　　3　 wealth　　4　 health　 　5　 friendship　　6　 family Power is not important to me. I don’t like to control others. Wealth is not very important. I prefer to live a simple life. Health is important. A healthy body makes it possible for me to do many things in life. Friendship is very important. Spending time with friends makes me happy. Family is the most important to me. My family around me makes me feel comfortable and contented. Step 7 Do class quiz 完成句子 1．The result of the match disappointed everyone.（改为同义句） The result of the match ________  ________  ________ . 2. The box is so heavy that we can’t carry it．(改为同义句) The box is ________ heavy for us ________ carry． 3．Working hard makes Helen happy. (改为一般疑问句) ________ working hard ________ Helen happy? 4．The soft music made me feel sleepy.（改为被动语态） I was made ________ ________ sleepy by the soft music. 5．It took the young man half an hour to find the post office.（对画线部分提问） ________ ________ ________ it ________ the young man to find the post office? 【答案】1. let everyone down 2. too; to 3. Does; make 4. to feel 5. How long did; take Step 8 Homework 1. Review this whole unit. 2. Write a composition of your unforgettable experiences. 1 学科网（北京）股份有限公司 $$