人教新目标九年级英语下册九年级新教材Unit11_Sad_movies_make_me_crySectionA(1a-2d)
Unit 11 Sad movies make me cry. Section A 1a-1c教案：
makesb＋adjective
三、学习者特征分析(学生对预备知识的掌握了解情况，学生在新课的学习方法的掌握情
况，如何设计预习)
本课主要是一节听说课，根据《英语课程标准》及《英语教学大纲》的要求，在本节课的教学过程中，采用“小组合作“以及“任务型”的教学途径，借助多媒体，增强趣味性和直观性，增大课堂容量，提高课堂效率，面向全体同学，在听说过程中帮助学生掌握知识、发展能力、形成正确的价值观。
SectionA
该部分有 4 个模块：第一模块围绕Which restaurant would you liketo go to?这一话题展开思维(1a)、听力(1b)、口语(1c)训练；第二模块围绕Howdoesmusicaffect you?进行听力(2a-2b)、口语训练(2c)；第三模块继续围绕howdocolorsinthe restaurantaffectyou这一话题展开训练，训练形式为阅读和问题体验(3a)和小组活动(3b)；第四模块仍就 Howdo thingsaffectyou这一话题以调查的形式展开讨论。
【备课例句】
What has made China what she is today?
是什么让中国变成今天的样子?
4、课堂活动
让学生以小组为单位，分角色表演这个故事
5、课堂小结
动词 make 的用法。
6、作业布置
Fillintheblanks
Loudmusicmaybeniceatfirst,butit soon makes people _____ to ______. Hardseatsalso _____ customers _____ __ eat quickly and leave. Manyrestaurants,_________ fast food restaurants, use this __________ to _____customers ____ faster. Customers only sit for 20 minutes before they leave. Because customers don’t ____ very _____, smallrestaurants can ______ manypeopleeveryday.
UNIT11Sadmoviesmakemecry原文与翻译
UNIT11Sadmoviesmakemecry原文与翻译我们看到一篇英文文章之后，首先了解文章的主旨大意(用几个词或者一两句话来说，作者说了什么)，下面是小偏整理的UNIT11Sadmoviesmakemecry原文与翻译，感谢您的每一次阅读。
UNIT11Sadmoviesmakemecry原文与翻译SectionA1bListenandfillintheblanks.Thenmatchtherestaurantswiththesta tements.Tina:I’mhungry,Amy.Amy:SoamI.Whydon’twegetsomethingtoeat?Tina:Yeah.Let’sgotoRockin’Restaurant.Ilovetheirhamburg ers.Amy:Oh,Tina…IhateRockin’Restaurant.Tina:Why?Thefoodisgreat,isn’tit?Am y:Thefood’sfine.Ijustdon’tliketheenvironment.Thosea wfulpicturesonthewallsmakemeuncomfortable,andtheloudmusic makesmenervous.Tina:OK.Sowheredoyouwanttogo,Amy?Amy:Let’sgotoBlueOcean.Thesoftmusicmakesmerelax.Tina:Notme.Itmakesmesleepy.SectionA2aListenandnumberthepictures1-4intheorderyouhearthem.John:DidyouandAmyhavefunlastnight,Tina?Tina:Well…yesandno.John:WasAmylateasusual?Tina:Yes,shewas,andwaitingforherdrovemecrazy.John:Ohdear.Wheredidyougofordinner,then?Tina:FirstwewenttoRockin’Restaurant,butAmydidn’twantt ostay.Shesaidthattheloudmusicmadehernervous.John:That’sfunny.Loudmusicalwaysmakesmewanttodance.Tina:Me,too.SowewenttoBlueOcean.Itwasquietandthefoodw asgreat.Wehadagoodtime.John:Thendidyougototheconcertatthehighschool?Tina:No.Wedecidedtogotothemovies.WesawRememberMeF orever.Itwasareallygoodmovie,butitwassosadthatitmadeuscry.John:Sadmoviesdon’tmakemecry.Theyjustmakemewanttol eave!Tina:Yousoundjustlikemybrother!SectionA2bpletethestatements.John:DidyouandAmyhavefunlastnight,Tina?Tina:Well…yesandno.John:WasAmylateasusual?Tina:Yes,shewas,andwaitingforherdrovemecrazy.John:Ohdear.Wheredidyougofordinner,then?Tina:FirstwewenttoRockin’Restaurant,butAmydidn’twantt ostay.Shesaidthattheloudmusicmadehernervous.John:That’sfunny.Loudmusicalwaysmakesmewanttodance.Tina:Me,too.SowewenttoBlueOcean.Itwasquietandthefoodw asgreat.Wehadagoodtime.John:Thendidyougototheconcertatthehighschool?Tina:No.Wedecidedtogotothemovies.WesawRememberMeF orever.Itwasareallygoodmovie,butitwassosadthatitmadeuscry.John:Sadmoviesdon’tmakemecry.Theyjustmakemewanttol eave!Tina:Yousoundjustlikemybrother!SectionA2dRoleplaytheconversation.Hey,Bert.IthinkI'vemadeAlicemadandI'mnotsurewhatdoaboutit.Whathappened?YouknowJulieisAlice'sbestfriend,right?Uhhuh..Well,themoreIgettoknowJulie,themoreIrealizethatwelotinco mmon.Sowe'vebeenspendingmoretimetogetherlately.Butwhat'swrongwiththat?UmmitmakesAliceunhappybecauseshethinksJulieisnowbette rfriendswithmethanwithher.Isee.Mmmwhydon'tyouaskAlicetojoinyoueachyoudosomethi ngwithJulie?Thenshewon'tfeelleftout.Oh,goodidea!Thatcanmakeoutfriendshipstronger.SectionA3aReadthestoryandanswerthequestions.TheShirtofaHappyMan(Part1)Alongtimeago,inarichandbeautifulcountry,therelivedanunha ppyking,Hesleptbadlyanddidn’tfeellikeeating.Hisfacewasalway spaleaschalk.Heoftencriedfornoreason.Thismadethequeenandhi speopleworried.Oneday,adoctorwascalledintoexaminetheking.Buthefoundn othingwrongwithhisbody.“It’sallinhismind.Neithermedicinenor restcanhelphim.Whatheneedsistheshirtofahappypersontowear.T hat’llmakehimhappy.”Theprimeministerwascalledtothepalace.Butwhentheyexplain edtheking’ssituationtohim,hesaid,“AlthoughIhavealotofpower, itdoesn’tmakemehappy.I’malwaysworriedaboutlosingmypow er.Manypeoplea retryingtotakemyposition.”Then,theking’sbankercametothepalace.“Oh,I’mafraidI’mnothappyeither,”hesaid.“Ihavealotofwealth,butI’malwaysw orriedaboutlosingmymoney.Someonetriestostealmymoneyeveryday.”Next,thepalacesingercametotheking’sroom.Butthiswaswha thesaid“It’struethatI’mfamousandeveryonelovesmysongs.Bu tI’mnothappybecauseI’malwaysworriedaboutbeingfollowedb yothers.Icannotbefree!”Finally,theking’stopgeneralwastoldtogooutandfindahappy maninthreedays’time.SectionB1cListentoTheShirtofaHappyMan(PartⅡ)andcheck(√)thethings thathappenedintherestofthestory.Thegeneralsearchedandsearchedbutcouldn’tfindanyone.Its eemedthateveryonehadtheirownproblems,andnoonewastrulyha ppy.Twodayspassed.Justashewasabouttogiveup,hesawapoorman onthestreet.Hewaseatingwithhishandsandsinginghappilytohims elf.Thegeneralwentuptohim.General:Hello!I’mtheking’stopgeneral.Man:Hi,General.WhatcanIdoforyoutoday?General:Iheardyousingingjustnow,andyousoundveryhappy.Man:That’sbecauseIamhappy.General:ButIdon’tunderstand.Whatmakesyousohappy?You havenopower,moneyorfame.Man:IhaveeverythingIwant,andIdon’twantwhatIcan’thave .SoI’mhappy,andmysongcomesfromthehappinessinmyheart.General:ThenIneedtogiveyourshirttotheking.Isitthereinyourb ag?Howmuchdoyouwantforit?Man:Shirt?Whatshirt?Idon’townanyshirts!SectionB1dListenagain.Answerthequestions.Thegeneralsearchedandsearchedbutcouldn’tfindanyone.Its eemedthateveryonehadtheirownproblems,andnoonewastrulyhappy.Twodayspassed.Justashewasabouttogiveup,hesawapoorman onthestreet.Hewaseatingwithhishandsandsinginghappilytohims elf.Thegeneralwentuptohim.General:Hello!I’mtheking’stopgeneral.Man:Hi,General.WhatcanIdoforyoutoday?General:Iheardyousingingjustnow,andyousoundveryhappy.Man:That’sbecauseIamhappy.General:ButIdon’tunderstand.Whatmakesyousohappy?You havenopower,moneyorfame.Man:IhaveeverythingIwant,andIdon’twantwhatIcan’thave .SoI’mhappy,andmysongcomesfromthehappinessinmyheart.General:ThenIneedtogiveyourshirttotheking.Isitthereinyourb ag?Howmuchdoyouwantforit?Man:Shirt?Whatshirt?Idon’townanyshirts!SectionB2bReadthestoryandnumbertheeventsinthecorrectorder.TheWinningTeamPeterkepthiseyesontheground.Hefeltliketherewasaheavywei ghtonhisshouldersashewalkedhomealone.Itwastheworstdayofhislife.Hismindwouldnotstopthinkingab outwhathappenedonlyjustanhouragoontheschoolsoccerfield.Howcouldhehavemissedscoringthatgoal?Hehadlethiswholet eamdown.Hisstupidmistakemadehimangry.Histeamhadlosttheg amebecauseofhim.Hewasreallyworriedthathiscoachmightkickhi mofftheteam.Assoonashewalkedthroughthedoor,hisfatherasked,“What’swrong,son?Peter’sfeelingswerewrittenalloverhisface.“Ilostthe game,”Peterreplied.Thenhewentintohisroomwithoutanotherwo rd.Tenminuteslater,Peterheardhisfatherknockingonhisbedroomdoor.Heopenedthedoortolethimin.“Look,Peter.Idon’tknowwha thappened.Butwhateveritwas,don’tbetoohardonyourself.”“Ilostthegame,Dad.Ifailedmyteam.They’llprobablyneverlet meplayagain.”“Soccerisaboutteameffort.You’renottheonlyreasonyourte amlost.Ifyouhaveagoodteam,youshouldsupporteachother.Besid es,winningorlosingisonlyhalfthegame.Theotherhalfislearningho wtocommunicatewithyourteammatesandlearningfromyourmista kes.”Peterdidn’tsayanything,butwhathisfathersaidmadehimthin kcarefully.Thenextday,Peterwenttosoccerpracticewithcourageratherth anfearinhisheart.“Hey,guys.”hesaidtohisteammates.“I’mreall ysorryaboutyesterday.Weweresoclosetowinningthatgame.ButIthi nkifwecontinuetopulltogether,we’regoingtowinthenextone.”Tohissurpriseandrelief,histeammatesallnoddedinagreement.“Yeah,”theysaid,“don’tworryaboutit.It’sneverjustoneperson ’sfault.Weshouldthinkabouthowwecandobetternexttime.”Petersmiled.Itmadehimfeelluckytoknowthathewasonawinnin gteam翻译：SectionA2d南希：嗨!伯特，我想我把爱丽丝给逼的受不了，而且我还不确信该怎么做。
人教版九年级英语全册Unit11SadmoviesmakemecrySectionA3a3c说课稿
（2）运用所学知识进行情感表达。
2. 教学难点：
（1）过去进行时态的运用。
（2）听力练习中，对情感表达词汇和句型的理解与应用。
（3）在口语练习中，如何引导学生在小组讨论中自然地运用所学知识进行情感表达。
二、学情分析
（一）学生特点
本节课面向的是九年级的学生，他们大约14-15岁，正处于青春期，具有以下特点：
1. 左侧为课程标题和教学目标，让学生一目了然地知道本节课的学习目标。
2. 中间为主板书区域，包括关键词汇、语法点、例句和板书练习，按照教学内容顺序逐步呈现。
3. 右侧为总结和作业布置，概括本节课的主要内容，提醒学生课后复习的方向。
板书的主要内容包括课程重点词汇、语法规则、典型例句以及课堂讨论的要点。风格上，我会使用清晰的字体，合理利用不同颜色的粉笔突出重点，同时保持板书的整洁和美观。
3. 通过游戏和竞赛，增加课堂的趣味性，激发学生的学习热情。
4. 对学生的进步给予及时的肯定和反馈，增强他们的自信心和学习动力。
5. 鼓励学生分享自己的情感体验，让他们感受到英语学习的实用性和价值。
三、教学方法与手段
（一）教学策略
本节课我将采用以下主要教学方法：
1. 情境教学法：通过创设与学生的生活经验相关的情境，让学生在真实的语言环境中学习，提高他们的语言运用能力。
2. 收集并记录电影或书籍中遇到的情感表达句子，分析其用法和效果。
3. 准备一个小组口头报告，介绍自己的情感表达方式，并在下节课与同学分享。
作业的目的是巩固学生的情感表达能力，同时培养他们的写作和口头表达能力。
五、板书设计与教学反思
（一）板书设计
我的板书设计注重清晰性、逻辑性和美观性。布局上，我会将板书分为三个部分：
人教版九年级英语全册教案Unit 11Sad movies make me cry
人教版九年级英语全册教案Unit 11Sad movies make me cry.Language GoalPeriod 5 Section B(3a－3b) & Self Check本单元围绕情感的话题，通过学习让学生能够表达自己的感受。
Section A通过谈论不同事物对情绪的影响，要求学生学习与情感有关的词汇，并通过听说读写逐步掌握make作使役动词的语言结构，学习掌握表达情绪和感受的形容词和动词，学习make＋sb.＋do sth.和make＋sb.＋adj.的结构并能够正确运用这些结构表达人的情绪等相关内容。
教学重点一是要帮助学生建立使役动词(make，let，have)之后要跟省略to的动词不定式的意识；二是在make＋sb.＋adj.这个结构中，学生要理解这里的adj.有两种形式——形容词和动词过去分词充当的形容词。
学生容易受汉语的影响出错，要帮助学生分析原因，在不断纠正中形成相关的语言意识，正确运用这一结构，做到熟能生巧。
Section B是Section A内容的继续和延伸。
在话题上，从事物对人情感产生影响的简单叙述，转向描述人们对某种情感所持有的观念；在语言上，除了进一步综合训练和掌握单元语言内容外，正确、得体地运用相关形容词描绘情感，表达情感变化是本部分的重点；在语言技能上，由简单技能训练转向侧重听说读写的综合性训练。
Section B有两个重点：一是让学生形成梳理、寻找并积累成语或习语的意识和习惯；二是要求学生能够根据阅读课文的逻辑框架描写自己的个人经历。
学生要学会按一定的逻辑结构去写，注意这个结构中的各个环节的衔接和写作内容的完整一致，要充分利用阅读课文的示范性作用，模仿练习。
The First Period—Section A(1a－2d)Teaching Important Points【教学重点】Key words & phrases：drive，friendshipwould rather，drive sb.crazy/mad，the more…the more…，be friends with sb.，leave out Key sentences：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.But that music makes me sleepy.4.The more I get to know Julie，the more I realize that we have a lot in common.5.That can make our friendship stronger.Key structure：make＋sb.＋do sth.；make＋sb.＋adj.e．g.They just make him want to cry.I've made Alice mad.Teaching Difficult Points【教学难点】★The structure “make＋sb.＋do sth.”in listening and speaking.Teaching Aids【教学工具】A tape recorder，pictures，CAI or multimedia courseware.Teaching Steps【教学过程】★Step 1Leading in【新课导入】1．Greeting2．DiscussingTalk about things in the Spring Festival holidays.Lead the students to describe their feelings with proper adjectives.T：Did you see your friends/relatives back to your hometown？How did you feel at that time？Can you describe the dinner/party?Review the words：happy，excited，…3．Practice with more students.★Step 2Cooperative inquiry【合作探究】1．Finish the task in 1a①Show some pictures about their own experience.Then use adjectives to describe them with proper feelings on the face.e．g.This long meeting made me bored and want to sleep.…②Show the pictures of the two restaurants in 1a.Ask students to describe e：loudmusic，strange/interesting pictures，quiet place，elegant music…③Help students to say out their thoughts or feelings.The teacher writes “make sb.adj.”and “make sb.adj.”on the blackboard to help them.④After they understand these，get them to ask and answer in pairs：Which restaurant do you like？Why？Then the teacher asks the whole class the questions.2．Finish the task in 1b①Play the recording for the first time.Students only listen.②Read the instructions and the contents in 1b.Play the recording a second time.Ask them to fill in the blanks.③Check the answers in pairs.Do it like this：S1：The awful pictures…S2：The awful pictures make Amy uncomfortable.④The teacher asks the class：What kind of pictures make Amy uncomfortable？And get the students to answer with full sentences.3．Finish the task in 1c①Ask the students to say which restaurant Amy or Tina likes according to 1b.②Read aloud the conversation with one student as a model.Then practice it in pairs.③Get the students to correct their predictions about Amy and Tina.Say these sentences with the main structures “make sb.do sth.”and “make ab. adj.”Amy didn't want to go to a restaurant with rock music，because quiet music makes her relax.4．Finish the tasks in 2a－2b①Talk about their own feelings about waiting for sb.，loud music and sad movies.Get them to use the main structures“make sb.do sth.”and “make ab. adj.”．②Look at the pictures in 2a and talk about these pictures in pairs.③Play the recording for the first time.Students listen and number the pictures 1－4.④Ask the class to pre－fill the blanks in 2b according to the pictures and the recording.Remind them of the adjectives about feelings.Play the recording again.Students listen and finish their filling work.⑤Play the recording again and check the answers with the whole class.The teacher asks questions to get the students answer with complete sentences.5．Finish the task in 2c①Play the recording again.②Students work in pairs，making their own conversations.6．Finish the task in 2d①The teacher introduces the relationship between the three persons，Julie，Nancy and Alice.Present the new language items.e.g.is not sure what to do about，the more…，the more…，have…in common，is now better friends with me than her，feel left out，make sb.stronger②Ask：What's Bert's suggestion to Nancy？And get the students to read the conversation in 2d.③Ask the class to read the conversation more carefully.Encourage them to write down and learn the new words and phrases.Then ask：What advice will you give Nancy?④Play the recording and get the students to follow the teacher in the recording.And find the sentences with “make”．And notice what is it followed by.⑤Practice in pairs.Then ask two pairs to role－play the conversation.★Step 3Homework1．Do a survey：What kind of music do you like or dislike？Why?2．Write how different kinds of music make you feel.3．Translate the following sentences into English.(1)轻音乐使我放松。
Sad_movies_make_me_cry 九年级英语unit11sad_moviey第一课
It makes me nervous
How does it make you feel when …?
you receive a present It makes me excited.
How does it make you feel when…?
Bert: But what’s wrong with that? Nancy: Umm ... it makes Alice unhappy because she thinks Julie is now better friends with me than with her. Bert: I see. Mmm ... why don’t you ask Alice to join you each time you do something with Julie? Then she won’t feel left out. Nancy: Oh, good idea! That can make our friendship stronger.
4.The bad weather made her worried _________(worried/worry)
about her mother. uncomfortable
5.The noisy music made him ____________(comfortable).
make sb.+adj.
you watch scary movies
It makes me scared
How does it make you feel when…?
you listen to rock music
人教版九年级下册英语 Unit11 单元词句梳理
Unit 11 Sad movies make me cry.Period 1 Section A(1a－2d)必背单词1. drive v. 迫使→ drove (过去式) → driven (过去分词)→ drive sb. crazy/mad 使人发疯/ 发狂2. friendship n.友谊; 友情→friend n.朋友→fr iendly adj.友好的必背短语3. be friends with sb. 成为某人的朋友4. leave out 忽略; 不提及; 不包括5. the more... the more... 越…… 越……; 愈…… 愈……6. wait for 等待7. each/every time 每次必背句子8. Sad movies make me cry.悲伤的电影让我哭泣。
9. I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.我宁愿去蓝色海洋, 因为我吃饭时喜欢听安静的音乐。
10. Waiting for Amy drove Tina crazy.等待埃米使蒂娜发狂。
11. The movie was so sad that it made Tina and Amy cry.这部电影如此悲伤以至于它让蒂娜和埃米哭泣。
12. Well, the more I get to know Julie, the more I realize that we have a lot incommon.嗯, 我对朱莉了解得越多, 越意识到我们有许多共同之处。
Period 2 Section A (3a-3c)必背单词1. king n.国王; 君主→ kingdom n. 王国2. power n.权力; 力量3. banker n.银行家→ bank n.银行; (河) 岸4. pale adj. 苍白的; 灰白的5. queen n. 王后; 女王6. examine v. (仔细地) 检查; 检验→ examination n.考试7. nor conj. & adv.也不→neither ... nor ... 既不…… 也不……8. palace n. 王宫; 宫殿→ the Palace Museum 故宫9. wealth n.财富→ wealthy adj. 富有的必背短语10. feel like doing sth. 想要做某事11. call in 召来; 叫来12. be worried about 担心; 担忧13. for no reason 毫无理由14. prime minister 首相; 大臣15. take one’s position 取代某人的位置必背句子16. A long time ago, in a rich and beautiful country, there lived an unhappyking.很久以前, 在一个富饶美丽的国家住着一位不快乐的国王。
九年级Unit_11_Sad_movies_make_me_cry_教学设计
九年级英语Unit 11 Sad movies make me cry教学设计Section A 1 (1a-1c)教学对象：九年级学生教学设计：康兆飞教学目标：知识与技能1.能听、说、认读，并理解的新单词和词组单词：rather ,would rather2.能掌握句型：1).The awful pictures make Amy uncomfortable.2). The loud music makes Amy nervous.3).The soft music makes Amy relax.4).I’d rather go to Blue Ocean because…..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，能正确的表达自己的感情，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：能通过用所学的话题和功能句谈论或询问不同事物对我们的影响能够用英语描述自己的情感。
2. 教学难点：掌握make的用法：sth. makes sb.+形容词；sth. makes sb. do 能通过在实际情境中围绕“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.呈现泰坦尼克电影海报（先利用海报巧妙导入新课，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 like this movie ?How do you feel about the movie?Does it make you happy , relaxed ,excited , or sad? 引导学生说：It makes me cry/sad excited/ relaxed…然后播放不同的电影海报，让学生享受电影海报的同时探讨不同类型的电影带给他们的不同感受。
人教新目标九年级英语Unit 11 Sad movies make me cry 教学设计
3.Listen for the third time.Ask students to listen and repeat for better pronunciation and intonation.
Why is Alice unhappy?
What should Nancy do?
3.Ask students to read for the second time and fill in the blanks.
Julie is Alice’s best friend.But lately Nancy has been spending more time with Julie.So Alice thinks Julie is now better friends with Nancy and it makes her unhappy.
After listening
Role play the conversation between Tina and John.Follow the example in 2c to make your own conversation.
设计意图：通过听前观察图画，让学生做到听前有准备；在听的过程中先听后读，让学生模仿语音语调，培养听力策略；听后运用合作学习法进行语言实践，调动学生的学习积极性，提高学生模仿所学语言进行交际的能力。
3.Why do you like to go there?
设计意图：通过让学生观察图画并回答问题，来调动学生学习英语的热情及参与课堂的积极性，同时提高他们观察、思考及反应问题的能力，也为听力铺垫对话背景。
Unit11++SectionA+(3a-3c)+课件+2024-2025学年人教版九年级英语全册
didn’t feel like eating. His face was always pale as
(as) pale as chalk 面色苍白
chalk. He often cried for no reason. This made the queen and his people worried.
Read Para.5 and finish the task.
Next, the palace singer came to the king’s room. But this was what he said: “It’s true that I’m famous and everyone loves my songs. But I’m not happy because I’m always worried about being followed by others. I cannot be free!”
Fables are short and most of them are about animals. Fables are stories which teach lessons about life. Many of them are written by Aesop(伊索 ), an ancient Greek writer.
become happy. F 4. MNeeidtihceinremaenddicrienset ncoorulrdeshteclpanthheelkpinthg.e king.
Read Para. 2 again and fill in the table.
One day, a docor _w__a_s_c_a_ll_e_d_i_n_ to __e_x_a_m_i_n_e__ the king. But he found _n_o_t_h_in__g_w__ro_n__g_ with his body. _N__ei_t_h_e_r_ medicine _n_o_r___ rest can help him. What he needs is the _s_h_ir_t__ of a happy person to wear.
九年级新教材Unit11Sad_movies_make_me_cry._SectionA_(3a-4d)
The Shirt of a Happy Man
定语后置
One day, a doctor was called in to examine the king. But he found nothing wrong with his body. “It’s all in his mind. Neither medicine nor rest can help him. What he needs is the shirt of a happy person to wear. That’ll make him happy.” what引导的
的名词从句
被别人跟踪
The Shirt of a Happy Man
大将军
Finally, the king’s top general was told to go out and find a happy man in three days’ time.
三天后
3b Find words or phrases from the story
A: What makes you angry? B: When people throw rubbish on the streets, it makes me angry. C: Me, too. It makes me want to tell them to clean up the streets.
n. 柠檬
4b
Complete the survey. Then ask two other students.
You Student 1 Student 2
What makes you ...? happy want to cry