Unit 11 Section A （1a～2d）-【绿卡初中创新题】2025-2026学年九年级下册英语同步教案(人教版)河北专版

课时

第1课时 Section A （1a~2d）

课型

新授课

教学目标

【知识与技能】

1. 能掌握下列词汇：

rather, drive, lately, friendship, would rather, drive sb. crazy/mad, the more...the more..., be friends with sb., leave out

2. 能掌握以下句型：

(1)Sad movies make me cry.

(2)I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.

(3)Quiet music makes me sleepy.

(4)I think I’ve made Alice mad and I’m not sure what to do about it.

(5)The more I get to know Julie, the more I realize that we have a lot in common.

3. 能学会以下技能：

(1)了解一些表达感情的词，能正确的表达自己的感情。

(2)能够掌握make作使役动词的用法。

【情感、态度与价值观】

指导学生正确处理事情，特别是不好的事情对自己的正面影响。

教学重点

1. 能够用英语描述自己的情感。

2. 正确理解make 的用法。

教学难点

make作使役动词的用法。

教学准备

1. 音频、课件。

2. 用于辅助表达情感的图片。

教  学  过  程

Step 1: Leading in

1. Show students teaching goals in this class: to learn to use “make” to express feelings.

2. Show students pictures. Ask them to answer the question: How does it make you feel when you win the first place?

(Attention: write the sentence structure “make sb. + n. / adj” on the board and ask students to answer according to the given structure. Students are expected to give different answers, but the teacher needs to show them the suggested answer “It makes me happy.” and introduce the sentence structure “make sb. + n. / adj.)

3. Ask students to brainstorm adjective words to share feelings:

(1)Divide students into groups of four. Ask students to brainstorm adjectives

they learned to describe feelings.

(2)Choose one student from one group to share the adjectives they have written. Then, ask other groups to share more words which the former group didn’t mention.

Step 2: Discussion

1. Pair up, and ask students to look at the picture and describe (or compare) the environment of each restaurant.

(Attention: ask one or two pairs to share their ideas about the two restaurants.)

2. Ask students to discuss with their partner about the question: Which restaurant do you like to go? Why?

(Attention: To make this task easier, show students the sample conversation first. Then ask them to make a similar conversation with their partner. If the class is strong, ask students to start the conversation directly.)

Step 3: Listening

1. Ask students to listen to the tape and fill in the blanks. Then match the restaurants with the statements.

(Attention: Walk around when students are listening to the tape. Ask students to listen for the second time if the material is difficult.)

(Answers: 1. awful, uncomfortable  2. loud, nervous  3. soft, relax, sleepy)

2. Asks students to watch a video about the listening material. Shows shem the audio script. Ask them to read the conversation following the recording.

3. Ask students to predict which restaurant Amy and Tina would like to go to according to the answers in 1b and asks them to share the reasons.

(Attention: Show the example first. Then, ask students to share their ideas in groups. Next, ask one or two students to share their ideas to the class. Encourage other students to give comments or opinions.)

Step 4: Pair work

1. Ask students to role-play the conversation between Amy and Tina. Invite one or two pairs to perform to the class.

2. Ask students to talk about the question: Which restaurant do you prefer and why? Let students share in their groups.

Step 5: Listening

1. Ask students to listen to the tape and finish the listening tasks in 2a.

2. Ask one student to share the answer, and ask another student to talk about what they did on that day.

(Answers: 3, 2, 4, 1)

3. Ask students to listen and finish 2b.

4. Ask students to share the answers one by one.