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人教9全一册 Unit 11 Sad movies make me cry

2021-02-22 17:25:14| 来源:网络综合 点击量: 9

人教9全一册 Unit 11 Sad movies make me cry. Section B 1a-1e

A篇--详细完整版

请根据人民教育出版社《义务教育教科书》九年级全一册Unit 11 Sad movies make me cry. Section B 1a-1e 部分的材料,按要求设计一篇完整的教学设计。

Teaching aims

Knowledge aim:

(1) Students can master the sentence patterns: make + sb. + do sth.; make + sb. + adj.

Ability aims:

(1) Students can use some adjective words to describe and express their feelings.

(2) Students can use the sentence patterns to talk about their emotional changes appropriately.

Emotional aim:

Students will have positive attitude towards life.

Key points and different points:

Key point:

Students can master the sentence patterns: make + sb. + do sth.; make + sb. + adj.

Different points:

(1) Students can use the adjective words and sentence patterns to describe and express their feeling correctly and appropriately.

(2) Students can have positive attitude towards life.

Teaching procedures:

Step 1 Warming-up

(1) Daily greeting.

(2) Show students some pictures describing someone waiting someone impatiently or going to a birthday party happily and so on. Then ask them to describe the pictures using what they’ve learned before. Then lead in today’s topic.

(设计意图:通过这种方式,可以激发学生的兴趣,导入与情感相关的话题,同时又复习了上一节课所学的重点词汇及句式)

Step 2 Pre-listening

(1) Teacher introduces the story (The Shirt of a Happy Man) in Section A, and ask some questions like:

a. Why does power not make the prime minister happy?

b. Why does money not make the banker happy?

c. Why does fame not make the singer happy?”

to remind students what they’ve learned.

(2) Ask students to read the sentences in 1a and predict the ending of the story.

(3) Check the answers.

(设计意图:老师介绍故事并提问可以帮助学生回忆故事;预测活动有助于激发学生的好奇心,可以帮助他们顺利地过度到下面的听力环节。)

Step 3 While-listening

(1) Before listening, ask students to read the sentences in 1c to ensure that they understand the sentences. Play the tape for the first time and ask students to check the things that happened in the rest of the story. After that check the answers.

(2) Play the tape again, and ask students to answer the following questions:

a. How long did it take the general to find the happy man?

b. What was the poor man doing on the street?

c. What made the poor man so happy even though he had no power, money or fame?

d. Do you think the general will return to the king with the poor man’s shirt? Why or why not?

Then check the answers with students.

(3) Play the tape for the third time, and ask students to listen and repeat the text, and pay attention to pronunciation and intonation at the same time.

(设计意图:本环节主要是通过听力练习,锻炼和培养学生捕捉文章大意和细节信息的能力,从而提高学生的听力技能。同时,通过跟读练习,提高学生的口语能力。)

Step 4 Post-listening

Have a discussion. Students will be asked to have a discussion in groups of four about their own view on happiness. They will be given six minutes to do it. After that, 3 students from different groups will be invited to give the rest of the class a report.

(设计意图:通过讨论,不仅能锻炼学生的口语表达能力和应用能力,也能在一定程度上帮助学生树立正确的幸福观。)

Step 5 Summary and homework

Summary: Ask students to review what they’ve learned today and make a summary together.

Homework: Students will be asked to think about “What makes a person be more positive?” They can write a short report according to their own experience and share their reports with the rest of the class.

(设计意图:让学生总结,有助于加深学生对所学知识的理解;让学生思考“什么使人变得积极”,有助于复习本节课所学内容,也有助于学生树立积极的生活态度。)

Blackboard design:

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