Unit 11 第3课时 Section B(1a－1e)-【名校作业】2025-2026学年九年级下册英语同步教案（人教版）

该初中英语教学设计聚焦make+sb.+adj.结构及remain unhappy、search for等词汇，通过Brainstorming环节提问学生情绪诱因，搭建从基础情绪表达到新句式的学习支架，梳理前后知识脉络。 特色在于任务链设计，1a故事复述激活旧知，1b预测结局培养思维，1c-1e通过多次播放录音并pause辅助听力理解，1e小组讨论幸福观深化思维品质。结合语言能力（听力与口语输出）和思维品质（分析评价），实例丰富，为教师提供清晰教学流程，助力学生提升语言运用与思维能力。

The Third Period—Section B(1a－1e) Teaching Important Points　【教学重点】 　Key words & phrases： 　remain unhappy，search for，even though 　Key sentences： 　1.The king suddenly becomes happy without the shirt of a happy person. 　2.What made the poor man so happy even though he had no power，money or fame? 　Key structure： 　make＋sb.＋adj. e．g.What made the poor man so happy even though he had no power，money or fame? Teaching Difficult Points　【教学难点】 　★Try to understand that the adjective in the structure contains the past participle verbs. Teaching Aids　【教学工具】 　A tape recorder，CAI or multimedia courseware. Teaching Steps　【教学过程】 ★Step 1　Leading in　【新课导入】 1．Greeting 2．Brainstorming Interview individual students，like this： T：What makes you happy/sad/nervous/relaxed/interested/…？Why? 3．Practice with more students. ★Step 2　Cooperative inquiry　【合作探究】 1．Finish the task in 1a ①Tell some students to retell the story about the king. Ask a few questions to help them. ②Read aloud the sentences in 1a. And help students to learn the new phrases by giving body language. 2．Finish the task in 1b ①Encourage them to tell the left of the story and discuss their predictions about the endings. ②Work in pairs. Ask different students to say out their endings of the story. 3．Finish the task in 1c ①Read the instructions in 1c and read aloud these sentences. Make sure they understand the meanings of them. ②Play the recording for the first time. Students only listen and don’t choose the answers. ③Play the recording again and this time get students to choose the answer. Check with the class，asking some questions. How many days did the general search? Did he find a happy man?... 4．Finish the task in 1d ①Play the recording another time.Pause to help them. ②Get the students to read the questions in 1d. ③Play the recording once more.Students repeat and answer the questions. ④Play the tape and make sure all the students understand the story. 5．Finish the task in 1e ①Show these key words：have，can't have，want，don't want，happy，sing from，in my heart，… ②Play the recording again. The students write down the poor man's thoughts about happiness. ③In groups, discuss the poor man's thoughts about happiness. ④Get some students to report their discussions to the class. ★Step 3　Homework 1．Make conversations with other students to discuss your own thoughts about happiness. 2．Write a few sentences about your thoughts about happiness. 3．Translate the following sentences into English. (1)没有什么能让我伤心。 ________________________________________________________________________ (2)我的歌声来自我内心的幸福。 ________________________________________________________________________ (3)什么使你如此高兴？ ________________________________________________________________________ Board Design　板书设计 Unit 11　Sad movies make me cry. Section B(1a－1e) make me happy What makes you so happy? thoughts about happiness What made the poor man so happy even though he had no power，money or fame? have，can't have，want，don't want，happy，sing from，in my heart Teaching Reflection　【教学反思】 In this period, the students expand their learning about the key structure. They do more practice on telling the story about the king. The teacher should get the students to practice them in listening and speaking. They must listen to the recording again and again until they really understand everything in the story. They will improve their capacity of language organization and oral output while listening and discussing the thoughts about happiness. 学科网（北京）股份有限公司 $ Section A 第3课时（3a〜4b) 自主学习方案 1.学生自学生词，并记住单词拼读和拼写。 2.预习课本，找出重点短语和句式。 3.读记后完成作业。 课堂导学方案 Step 1情景导入 We study the story of an ancient king. He had a lot of money but he was not happy. He wanted to find happiness. Its very interesting. Do you want to read the story? 环节说明：教师设置悬念，让学生有兴趣读下去，学习效果更佳。 Step 2完成教材3a〜4b的教学任务 1.让学生快速阅读短文，完成3a练习。 2.请几位同学给出自己的答案，全班一起检查讨论。 3.让学生熟读短文，并找出短文中的重点和难点。 4.让学生再读短文，在文中找出3b中的同义短语，填入表中。 5.完成3c的任务，学生反复读短文，然后按照文中的角色扮演。 6.学生读Grammar中的句子，让学生自己归纳语法知识，并参考学案中单元语法精讲精练，然后让学生完成此页中的相应作业。 7.学生独立完成教材中的任务，然后小组中的成员比较自己与别人的答案。归纳表示感觉的形容词。 8.小组作业，调查小组成员，填写4b表格，然后进行对话练习。 9.小结训练 ( C ) (1) He feels like his hometown. A. leave B. to leave C. leaving ( C )(2) ________ my mother ________ my father has been to Beijing, but they have been to Wuhan A. Both, and B. Either, or C. Neither，nor 环节说明：将听、说、读、写的任务结合起来有利于提高学生的语言综合运用能力。巩固了学生对目标语言的学习，识记和运用。 Step3问题探究 1.根据汉语提示完成句子。 It threatens to rain. I don’t feel like (不想）going out. 2. — Why do you like staying in Guiyang? —Because the weather there is B too hot too cold. A. either; or B. neither; nor C. both; and Step 4 家庭作业 完成课后提升作业。 教学反思 本课时通过教师引导学生对语言点归纳，巩固了本单元的重点语言知识。 学科网（北京）股份有限公司 $