Unit 11 Section A (3a-3c)（Word教案）-【优翼·学练优】2025-2026学年九年级英语下册同步备课（人教版）

该教案围绕“不快乐的国王”故事，聚焦幸福主题，学习king, power等词汇及Neither...nor...句型。导入通过Free Talk讨论“什么能让你快乐”，结合看图猜词复习新单词，搭建从生活经验到文本学习的支架，衔接前后知识。 特色在于融合阅读策略与思维训练，While-reading教授skim和scan技巧，用思维导图梳理故事结构，提升思维品质。After-reading的角色扮演和“如何成为快乐的人”讨论，促进语言表达与深度思考，培养语言能力与价值观。助力学生逻辑复述与词汇运用，方便教师高效开展读写结合教学。

Unit 11 Sad movies make me cry. Section A (3a-3c) Teaching Aims · Language goals Ss can learn the story about an unhappy king and understand the true meaning of happiness. · Key words and phrases king, power, prime, minister, banker, pale, fame, queen, call in, examine, neither…nor…, palace, wealth. · Key sentences 1.This made the queen and his people worried. 2.Neither medicine nor rest can help him. 3.Although I have a lot of power, it doesn’t make me happy. Teaching Difficulties Ss are able to retell the story logically and retell with given phrases which are the key points in this class. Teaching Aids multimedia courseware or other realia that the T needs for teaching Teaching Procedures Tips Step 1 Pre-reading 此部分作为引入环节，让学生思考问题：如何做一个快乐的人？通过此问题激发学生的兴趣。 通过看图猜词，帮助学生回忆起本节课的新单词。 Free Talk Step1: Show Ss teaching goals. T: Morning everyone. Today we are going to talk about feelings. Step2: Ask Ss to think about a question: What can make you happy? (Ss can talk about this question in groups and one member can make a summary about their ideas and share in class. Ss can also share their ideas one by one voluntarily.) Step3: T makes a summary about this question by showing pictures and key words. Pre-reading Step 1: Show Ss a picture of a king and ask them to answer the questions. Q1. Who is the man? Q2. Do you think he is happy? (T can use more detailed questions (like: what kind of man is he?) to lead Ss to describe the king with more words.) Step 2 While-reading First Reading环节教会学生阅读策略skim。 Second Reading环节教会学生阅读策略scan。 让学生学会找文本细节。 Third Reading环节，通过问题层层深入，帮助学生对文本进行深度思考，如何成为一个快乐的人？ While-reading First Reading · Step 1: Ask Ss to skim the passage and divide the passage into four parts according to the related meaning. (T telsl Ss what skim is: to read fast and find the key words. Ss share the structure of the passage according to their own understanding & T gives guidance. In the end, T shows Ss the right structure. ) · Step 2: Ask Ss to summarize the ideas of the four parts. T: We have divided them into four parts. So can you use one sentence to summarize each part? You can discuss it in your groups and then we share together. (T can teach Ss some reading skills, e.g. use the key words or key sentences to make a summary. If Ss can’t summarize correctly, T should lead Ss to find out the key sentences. T can also use a mind map to show the main ideas of each part on the board.) Para.1: Para.2: Para.3-5: Para.6: Second Reading · Step 1: Ask Ss to scan para.1&2 and answer 4-w questions. Q1: When did the story happen? Q2: Where did the story happen? Q3: What’s wrong with the king? Q4: What did the doctor say? (T tells Ss what scan is: to read carefully and find the details of the passage. The story is easy, so Ss can read independently and share one by one. If necessary, T can correct Ss’ pronunciations while they are answering the questions.) · Step 2: Ask Ss to scan para.3-5and fill in the blanks. T: In paragraph 3 to paragraph 5, three people are mentioned — the prime minister; the king’s banker; the palace singer. What do they have? Are they happy? Why are they unhappy? And What are they worried about? Read this part carefully and fill in the blanks. (Since the table only shows the key words, Ss may not understand the meaning of each blank, so T can ask them with full questions.) · Step 3: Ask Ss to scan para.6 and fill in the blanks. T: What is the end of the story? Let’s read paragraph 6 carefully and fill in the blanks. (This part is very easy, T can ask some B-level Ss to share answers.) (During the scanning part, T can draw the mind map on the blackboard first, then ask Ss to complete the mind-map. In the end, T can guide Ss to retell the story according to the mind map.) Third Reading 3a · Step1: Ask Ss to read the story in groups and answer the questions. Q1. Can medicine help the king? Why or why not? No, it can’t. Because there is nothing wrong with his body. The problem is in his mind and no medicine can help him. Q2. Why does power not make the prime minister happy? Because he is always worried about losing his power, and many people are trying to take his position. Q3. Why does money not make the banker happy? Because he is always worried about losing his money, and someone tries to steal his money every day. Q4. Why does fame not make the singer happy? Because he is always worried about being followed by others, so he cannot be free. (When Ss are sharing the questions, T can explain new words, phrases and sentence patterns in the passage. If necessary, T can explain some sentences which are difficult to understand. T should also guide Ss some reading strategies like: find the answers paragraph by paragraph.) 3b · Step 2: Ask Ss to finish exercise 3b to check Ss’ understanding to the new phrases. Answers: 1. didn’t feel like eating 2. was called in 3. examine 4. losing ... power 5. take my position Step 3 After-reading 3c · Step1: Ask Role-play the story in groups. (In role-playing part, T can number the members in every group. Ask NO.1 to role-play the king, No.2 to role-play the queen, No.3 to role-play the doctor, No. 4 to role-play the prime minister, No.5 to role-play the king’s banker, No.6 to role-play the palace singer, No.7 to role-play the king’s top general, No.8 to role-play ordinary people, No.9 to role-play the narrator. When Ss are practicing, walk around to give more guidance.) Discussion · Step1: Ask Ss to think about the question again: How to be happy? (or What makes a happy person?) (Ss may have more deep thinking after learning the passage. T needs to encourage Ss to give their answers about the question. If necessary, T can write Ss’ answers on the board. Meanwhile, T can share Ss with his / her own ideas of how to be a happy person. In this way, Ss may have a better understanding of the important thing in their lives.) Language points learning (as) pale as chalk的含义和用法 (as) pale as chalk 面色苍白； (as) pale as chalk是一种比喻的修辞方式。此处省略了第一个as。【拓展延伸】英语中表示脸色苍白不能用white，而要用pale。 examine句式的含义和用法 examine 作及物动词，在此处意为“(仔细地)检查；检验”，其名词形式为examination。【拓展延伸】examine作动词时还可意为“考，测验(某人)”。 neither … nor …句式的含义和用法 neither … nor …既不……也不……表示否定含义，用来连接两个并列的主语、谓语、宾语或表语等。当连接两个并列的主语时，谓语动词要与邻近的主语在人称和数上保持一致，即遵循“就近原则”。其反义短语是both … and … (……和……都)，连接两个并列主语时，谓语动词用复数形式。 通过让学生角色扮演，从而对文本有了更深刻的了解，并且让学生对文本中的语句有更加充分的掌握，寓教于乐，这也是学生最喜欢的部分。 讨论环节让学生对于生命中最重要的东西进行更深入的思考，让学生人生观和世界观有更深刻的认识。 本部分language points环节中的每个知识点的意思通过文本让学生先行了解，然后通过习题让学生对其用法有更加清晰的认识。 Step 4 Exercises & Homework 通过习题让学生对知识点的用法有更加清晰的认识。 Exercises Step1: Ask Ss to do the exercises on PPT P30-P32. Step2: T ask Ss to make a summary about language points they learned today. Homework · Read and recite the passage in 3a. · Do the exercises in students’ book. Teaching Reflection First, mind map is a useful tool to help students retell a passage. Using a mind map, Ss can retell the passage logically. Second, teachers should give students more time to do the language exercises so as to make sure every student has enough time to practice the target language. Third, most of the students love to role play the conversation, so teachers can give them more chances to perform in front of the class. ( 1 ) 学科网（北京）股份有限公司 $