新版人教版新目标九年级英语unit11第3课时教案
九年级英语全册《Unit-11-Sad-movies-make-me-cry》教案2-(新版)人教新目标版
2. Sad movies don’t make John cry. They just make him want to leave quickly.悲伤的电影没有让John哭他们只能使他想尽快离开。
Unit 11 Sad movies make me cry
教学
要求
1.New words and expressions: 1. drive 2. lately a 3. friendship 1. make me sleepy 2. drive sb crazy 3.越…越…the more…, the more
Look at the pictures.
掌握句子1. ---I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. ---But that music make me sleepy. ---更愿意到蓝海洋餐厅，因为我喜欢在吃饭时听轻音乐。--=但那种音乐使我困倦。2. Waiting for Amy drove Tina crazy.等候Amy使Tina发狂。
①I don’t like loud music. It makes me angry.②I like quiet music. It makes me feel at ease.„„
Step 2完成教材1a-1c的任务
1.要求学生看课本P811a部分的图片。并按要求完成课本上相应的任务。2.检查答案，要求2-3名同学根据提示内容回答问题，并把学生所列举的原因写在黑板上。（3分钟）
人教版新目标九年级英语Unit11单元集体备课教案
人教版新目标九年级英语Unit11单元集体备课教案备课人：九年级组课题：Unit 11 Sad movies make me cry授课时间：1课时授课班级：九年级知识目标】重点词汇：drive。
friendship。
king。
power。
banker。
pale。
XXX。
examine。
nor。
palace。
XXX重点短语：would rather。
drive sb。
mad。
the more。
the more。
be friends with sb。
leave out。
call in。
XXX重点句型：1."I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating."2."Waiting for Amy drove XXX crazy."3."The movie was so sad that it made Tina and Amy cry."4."It’XXX nor rest can help him."5."Although I have a lot of power。
it doesn’t make me happy."能力目标】能够正确使用使役动词make描述外界环境对人们情绪的影响。
情感目标】要学会调节自己的情绪，从而减少事物对自己的负面影响。
教学目标】本课时的教学目标是帮助学生掌握重点词汇和短语，并练使用make的句型。
通过听力练，提高学生的语言能力。
重点难点】重点：重点词汇和短语，make的句型难点：正确使用make描述外界环境对人们情绪的影响教学方法】导学互学，听力练教学过程】Step 1 情景导入引入本课时的话题，让学生思考何种事物会让人感到悲伤，并与同桌分享自己的看法。
新目标英语九年级Unit11教案教学文稿
Show ideas
Work on 3a—3b
1.Read the instructions and get Ss to complete the activities in pairs
2.These phrases can help them:
Need your smile, give me more energy, be useless, win a praise, make…relaxed, give us more confidence, need your congratulations, need more spare time
课前准备
教师
研究课标，专研教材，分析学情，设计导学案
学生
课前复习make的用法
教学活动过程设计（第4-5课时）
教学
环节
教学活动
设计
意图
教师活动
学生活动
Lead in
Work on 2a
1.Read the instructions to the class .Ask Ss to answer the questions of 2a and fill in the blanks
Fast reading-----2b
Number the order of the events
精读课文完成目标任务
Careful reading---
Ask Ss to read the story carefully and discuss the language points
Careful reading---
__________________________________
人教版新目标英语九年级Unit11教案说课评课
Teaching Plan forUnit11 Could you please tell me where the restrooms are？Section A（1a-1c）Huang XianrongⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary?Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main office is?" Class repeat．Can you tell me where the main office is?Ss: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s a nother polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?Ss: Could you tell me how to get to Classroom 1?T: That’s right．Very good．Step Ⅱ1aGo through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our community? What is the name of the one in our community?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead the instructions to students．Point out the two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ1cRead the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to come to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．Unit 11 Could you please tell me where the restrooms are?Section A（1a-1c）说课稿Huang Xianrong一教材分析（一）教材的地位及作用1、新目标英语教材概述《新目标英语》教材的语言教育理念是：知识用于行动强调“语言应用”，培养“创新、实践能力”，发展“学习策略”。
人教新目标九年级英语全册教案：Unit11 教案(1)
新目标九年级英语Unit 11 Sad movies make me cry教学设计Section A 1 (1a-2c)教学对象：九年级学生教学设计：齐道芳教学目标：知识与技能1.能听、说、认读，并理解新单词和词组：rather，would rather ,drive ,drive sb.crazy/mad , 。
2.能掌握句型：The loud music makes me nervous.Soft and quiet music makes me relaxed.Waiting for Amy drove Tina crazy.Loud music makes John want to leave.过程与方法在教学中利用多媒体、图片小组活动等多种方式，创设情境，调动学生多种感官，激活学生的智慧，努力创建一种开放的、和谐的、积极互动的生活化课堂。
情感态度价值观目标：了解一些表达感情的词，能正确表达自己的感情，学会分析不同事物的优缺点，从而进行优化选择。
学会比较选择对自己有影响的事物，正确处理实际问题，远离不良影响，以积极的姿态，精神饱满地面对生活与学习。
教学重难点1. 教学重点：1.掌握本课时中出现的生词2.能够用英语描述自己的情感3.正确理解make 的用法2. 教学难点：掌握make的用法：sth. makes sb.+形容词；sth. makes sb. do 能在实际情境中围绕“Feelings”(感受)这个话题进行交际、谈论或者询问对某件事物的看法，以及谈论事物对人的影响。
教学过程Step 1 Warming up:1.播放电影主题曲《My Heart Will Go On》(先利用歌曲导入新课，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 know this song ?How do you feel about the song ?Does it make you happy ,relaxed ,excited , or sad ?引导学生说：It makes me sad /cry…导入新课。
新目标九年级英语《Unit11》课件
situation
request
1“Where are A team
“Could you
the restrooms?” player asking please tell me
another
where the
player.
restrooms are?”
2“I want to go to the library. Where is it?”
How would you ask?
•How can we try not to offend people when making requests?
•Is language etiquette as important as learning grammar or vocabulary? Why?
A: Excuse me. Can you please tell me where I can _____________ ?
B: Sure. There’s a ________ on River Road.
mall
elevator
escalato r
You will hear some of the directions below. Number the directions in the order that you hear them.
3“How much
•A teenager wants to stay out late, and asks a parent about it.
•A foreign friend is interested in your new video game, and asks about it.
人教版(新目标)英语九年级下册《Unit 11 Sad movies make me cry》单元话题阅读与写作课件
写作指导
综合上面阅读，思考下面题目。
英语九年级全册Unit11 教学课件 人教新目标版
1. 一直等她让我很生气。
Waiting for her drove me angry.
2. 我宁愿待在家里也不愿去公园。
I’d rather stay at home than go to the park.
3. 为什么不去看电影呢？
Why don’t you/not go to the movies?
The loud music _m__a_k_e_s__m_e__n_e_r_v_o_u_s_.
轻松柔和的音乐让我感到放松。
Soft and quiet music _m__a_k_e_s_m__e_r_e_l_a_x_.
金钱和名望不能让人感到快乐。
Money and fame don’t always _m__a_k_e__p_e_o_p_l_e_h_a_p_p__y_. .
1. 我今天不想打篮球。 I don’t feel like playing basketball today.
2. 她的爸爸和妈妈都不喜欢看足球。 Neither her father nor her mother likes watching football game.
3. 父母总是很担心我们的学习。 Parents are always worried about our study.
【结论】
以上例句中make的意思是“使得；让”。 句1中make的宾语是人(me)，宾语补足语是形容词(happy)； 句2中make的宾语是物(our life)，宾语补足语是形容词(easy and convenient)； 句3中make的宾语是人(us)，宾语补足语是不带to的动词不定式(clean)； 句4中make的宾语是物(the machine)，宾语补足语是不带to的动词不定 式(work)。
九年级英语上册Unit 11英语教案 人教新目标版 教案
Unit 11 教案The First Period Ⅰ．Teaching Aims and Demands 1．Knowledge Objects（1）Key V ocabularyrestroom, shampoo, stamp（2）Target LanguageExcuse me．Can you please tell me where I can get a dictionary?Sure．There’s a bookstore on River Road．2．Ability Objects（1）Train students’listening ability．（2）Train students’municative petence．3．Moral ObjectHelping each other is very important．It is a good quality．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’listening ability．2．How to train students’municative petence．Ⅳ．Teaching ProceduresStep ⅠRevisionT: You’re new to this school．You need to know where the main office is．How can you ask where the main office is?S1: Where’s the main office?T: That’s one way to ask．But there is a more polite way you can ask．You can say, "Can you tell me where the main officeis?" Class repeat．Can you tell me where the main office is?Ss: Can you tell me where the main office is?T: That’s correct．Now let’s say you want to know where Classroom 1 is．How can you ask?S2: Can you tell me where Classroom 1 is?T: Good! There’s another polite way you can ask: Could you tell me how to get to Classroom 1? Class repeat．Could you tell me how to get to Classroom 1?Ss: Could you tell me how to get to Classroom 1?T: That’s right．V ery good．Step Ⅱ1aGo through the instructions with the class．Read the list of things to the class．To review the meaning of each item on the list, invite different students to say each phrase in their own words．Point to the lettered parts of the picture one by one．Ask a student: What kind of place is this?What do they sell there? Do we have one in our munity? What is the name of the one in our munity?Point out the sample answer．Say, The letter c is in front of the words buy shampoo because you could buy shampoo in a department store．There may be more than one correct answer for some blanks．While students are working, move around the room offering help as necessary．Step Ⅲ1bRead the instructions to students．Point outthe two conversations that are shown in the picture．As you listen, fill in the blanks with words you hear in the recording．Play the recording the first time．Students only listen．Play the recording a second time．This time ask them to fill in the blanks with the words you hear．Check the answers with the whole class．Step Ⅳ1cRead the instructions to the class．Point out the list of things people need and the pictures of the places in activity 1a．Say．Look at activity la．Have a conversation with a partner．Ask your parter politely where you can do these thing and then answer your partner’s questions．As students work, listen to some pairs in order to check the progress and help with pronunciation as needed．After students have had a chance to practise several exchanges, ask some pairs to e to the front of the classroom and act out their conversations．Step ⅤHomeworkReview the target language．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyescalator, furniture, exchange money, elevator（2）Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the secondfloor．Take the escalator to the second floor and turn right．The bank is next to the bookstore．2．Ability Objects（1）Train students’listening ability．（2）Train students’municative petence．3．Moral ObjectsIf someone asks you how to get to the place he wants to go to, you should tell him the way correctly．Ⅱ．Teaching Key Points 1．Key Vocabularyexchange money2．Target LanguageExcuse me．Do you know where I can exchange money?Sure．There’s a bank on the second floor．3．StructuresDo you know where I can buy shampoo?Could you tell me how to get to the post office?Can you please tell me where I can get a dictionary?Ⅲ．Teaching Difficult Points1．Indirect questions．2．How to improve students’listening ability．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ2aRead the instructions and point to the list of directions．Get students to name the items in the picture such as escalator, elevator, shoestore, and so on．Play the recording．Students only listen．Tell them that the picture may help them understand what they are hearing．Play the recording again．This time ask students to write a number next to four of the directions．Check the answers with the whole class．Step Ⅲ2bPoint to the picture．Say, now you will hear the recording again．This time show where the boy went as he followed the directions to the drug store．Draw a line on the picture in your book．Play the recording again and ask students to draw the line on their own．Check the answer with the class．Step Ⅳ2cAsk a pair of students to read the sample conversation aloud to the class．Read the instructions aloud．Say．Make conversations using information about the places in the picture with your partners．As students work, move around the classroom checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Ask the rest of the class to look at the picture as they listen．Step ⅤHomeworkAsk the students to write three sentences with the starters of the structures．The Third Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．（3）Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．You will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check the answers with the whole class．Step Ⅲ3bRead the instructions．Point out the conversation in the box and invite twostudents to read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, You can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the munity and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．You can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step ⅤHomework1．Ask students to choose two places in the munity and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensive（2）Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’writing and speaking ability．（2）Train students’ability to understand the target language in spoken conversation．（3）Train students’ability to use the target language．Ⅱ．Teaching Key Points 1．Key Vocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1bRead the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support as needed．Invite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．You will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Train students’reading ability．（2）Train students’writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Step Ⅱ3aInvite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and plete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step Ⅲ3bRead the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you plete the guide to Sunville．Ask the students to plete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the pleted article to the class．Step Ⅳ3cRead the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own．Tell them that they can use what they wrotefor activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’work．Ask some students to read their guides and correct them．Step ⅤPart 4Go through the instructions with the class．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching Procedures Step ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．You are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Step ⅢPart 2Go through the instructions with the class．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to plete the work in pairs．Check the answers．Ask a few students to read their questions．Step ⅣJust for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain．A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, bee interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．（3）Learn the words and phrases from the context．Ⅱ．Teaching Key Points1．Key vocabulary．2．Train students’reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’reading and writing skills．Ⅳ．Teaching ProceduresStep I Key VocabularySay the words and have students repeat them again andagain until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’attention to the instructions．Ask students to plete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use plete sentences．Step ⅣPart 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, pay attention to the bold words and expressions．And note any other words or sentences, you don’t understand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for prehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step ⅤPart 4Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs．As they work, walk around the classroom offering help students may need．Check the answers．Step ⅥPart 5Read the task with the students．Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remindstudents to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further prehension．2．Revise the target language in this unit．。
人教版新目标英语九年级Unit 11 单元话题写作教学案
九年级Unit 11 Sad movies make me cry.写作教学案（教师使用）【话题】情感（Feelings）【写作目标】了解一些表达感情的词，能正确的表达自己的感情，用英语描述事情对自己感情的影响，并培养学生正确处理事情，特别是不好的事情对自己的正面影响。
【课前任务】一、写出下列短语。
1、许多2、流行英文歌曲3、其他国家的文化4、总之5、一点儿6、一周两次参考答案：1. a lot of /lots of 2. popular English songs 3. the culture of other countries 4. in a word 5.a little bit 6. twice a week二、根据汉语意思完成下列句子。
1、我们能提高英语方面听和说的能力。
We can improve our in English.2、从你的节目中，我们能学到许多生词和用语。
we can learn many new words and expressions.3、也很遗憾，我们一周只能看两次你的节目。
that we can only watch your program twice a week.4、谢谢你给我们许多欢乐！Thank you us a lot of fun.5、我祝愿你的节目有一个美好的未来。
I a bright future.参考答案：1. listening and speaking 2. From your program 3. It’s also a pity 4. for giving 5. wish your program三、写出与本话题有关的词汇和句型。
（课前任务）常用词汇：popular, improve, learn from, in a word, a bright future经典句型：I’d rather do… than do…That kind of music makes me feel …I often have fun doing…The more…the more…It was so sad that…How do you feel about…【课中任务】读写结合一、 A. 信息归纳阅读下面短文，然后按照项目要求填写所缺信息。
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Unit 11 Sad movies make me cry.
Unit 11 - 5 - / 12 Period 3
学科 English 年级 9 班级
课型 fresh 课时 3 / 6 媒体
CAI
课题
Unit 11 Sad movies make me cry. Section A 3a
~
4b
话题
Feelings
功能
Talk about how things affect you.
教
学
目
标
知识
技能
1. Target language:
This made the queen and his people worried.
Neither medicine nor
rest can help him.
He didn’t feel like eating.
2. Grammar:
make +sb. + infinitive without to; make +
sb. + adj.
3. Words and expressions;
(1) Curriculum words:
king, power, prime, banker, fame,
queen, examine, nor, palace, wealth,
grey, lemon, uncomfortable
(2) Useful expressions:
call sb. in, neither… nor…, to start
with
过程
方法
According to designing some tasks, train
students’ listening ability and help
students to express their opinion freely．
情感
态度
It is important to choose a suitable
place． It is good for your study and life．
学习
策略
Ss can distinguish between positive and
negative significance of vocabulary, to understand
and experience the feelings of others and be able
to express their feelings.
重点
Target Language
难点
How to help students to express their feelings
freely．
教学内容及问题情境 学生活动 设计意图
1a. To provide Ss with
reading practice using the
target language.
Culture focus: Fables
The story The Shirt of a
Happy Man is what we would
Unit 11 Sad movies make me cry.
Unit 11 - 6 - / 12 Period 3
consider a fable, which is a
traditional story with a
moral. This means that the
story teaches a lesson about
life.
Leading into the activity:
How to be happy
(family, friends, love,
success, etc.)
3b. To enable Ss to learn
some of the sky words and
phrases in the story.
Using similes
Focus on the use of
similes.
Note:
◎A simile is a phrase used
to describe something by
comparing it with something
else.
◎A simile contains the
words “as” or “like”.
“pale as chalk” emphasize
how pale the king is.
Here are some common
similes;
- Easy as a pie (= very
easy)
- As easy as ABC (= very
easy)
- (as) white as snow (=
completely white)
Work in pairs
to answer the
questions in
the white
box.
Discuss and
write the
scripts, and
then role-
play it.
Unit 11 Sad movies make me cry.
Unit 11 - 7 - / 12 Period 3
3c. To give Ss practice in
using the target language
and vocabulary.
Script-writing
Ask each group to write
out a script for their role-
play first, before they role-
play the story. Help Ss out
by suggesting which
characters they can include
in their role-play, e.g.
king, queen, doctor, prime
minister, banker, palace
singer, top general,
narrator, etc.
板
书
设
计
Unit 11 Sad movies make me cry. Section A 3a ~ 4b
This made the queen and his people worried.
Neither medicine nor rest can help him.
He didn’t feel like eating.
make +sb. + infinitive without to; make + sb. + adj.
反
思