人教英语九年级下册第十一单元
Unit 11 Sad movies make me cry.
话题Topic 情感Feelings
功能Functions 谈论事物对人的影响Talk about how things affect you
1.The loud music makes me nervous.
2.Soft and quiet music makes me relax.
3.Money and fame don’t always make people happy.
4.She said that the sad movie made her cry.
语法Grammar 掌握make的用法:make sb.do sth.;make sb.+adj.
词汇和常用表达Words & expressions 1.能正确使用下列词汇
drive,friendship,king,banker,pale,queen,examine,nor,palace,po wer,
wealth,grey,lemon,weight,shoulder,goal,kick,courage,pull,nod, agreement,disappoint
2.能正确使用下列常用表达
would rather,drive sb.crazy /mad,the more…the more…,be friends with sb.,leave out,call in,neither…nor…,to start with,let…down,kick sb.off,be hard on sb.,rather than,pull together
3.能认读下列词汇
lately,prime,minister,fame,coach,besides,teammate,rather,guy, relief,
fault
学习策略Strategies 1.能够区分词汇的积极意义和消极意义,理解、体会他人的感受,表达自己的感受。
2.能够学会识别文章中的习语和词组,积累相关的语言知识,提高阅读理解的有效性。
3.掌握叙述性文章的逻辑线索,依据一定的逻辑线索生动地讲述个人的
经历。
文化知识Culture
1.了解寓言故事的基本特点。
2.理解合理的幸福观,勇于面对生活,树立积极的生活、学习态度。
三维目标
Three-dimensiona
l
target 知识与
技能
1.能掌握以下单词:
drive,friendship,king,banker,pale,queen,examine,nor,p
alace,
power,wealth,grey,lemon,weight,shoulder,goal,kick,cou
rage,
pull,nod,agreement,disappoint
2.熟练掌握以下短语:
would rather,drive sb.crazy /mad,the more…the
more…,be friends with sb.,leave out,call in,neither…
nor…,to start with,let…down,kick sb.off,be hard on
sb.,rather than,pull together
3.能掌握以下句型:
I’d rather go to Blue Ocean because I like to listen to
quiet music while I’m eating.
三维目标
Three-dimensiona
l
target 知识与
技能
But that music makes me sleepy.
The movie was so sad that it made Tina and Amy…
Well,the more I get to know Julie,the more I realize that
we have a lot in common.
Mmm…why don’t you ask Alice to join you each time you
do something with Julie?
I’m always worried about losing my power.
“Oh,I’m afraid I’m not happy either,” he said.
Finally,the king’s top general was told to go out and
find a happy man in three days’ time.
He felt like there was a heavy weight on his shoulders
as he walked home alone. Ten
minutes later,Peter heard his father knocking on his
bedroom door.
The other half is learning how to communicate with your
teammates and learning from your mistakes.
Peter didn’t say anything,but what his father said made
him think carefully.
It made him feel lucky to know that he was on a winning
team.
4.能掌握以下语法:
使役动词make 的用法
过程与
方法
1.通过学习,能够用“make+省略to 的动词不定式”谈论事物
对人的影响。
2.运用对比法分析和归纳哪些动词和结构后面要接省略to 的
动词不定式,结合实际生活情境进行重点理解和运用。
3.通过学习,学会识别文章中的习语和词组来提高阅读理解
力,并进行语言知识的积累。
4.通过学习,理解不同的人们不同的幸福观,以及战胜挫折的
不同态度和方法,能够克服消极的情绪,战胜自我,勇敢地面对
未来。
情感态度 与价值观 1.通过学习,懂得如何克服消极的情绪,如何从困难中战胜自
我,勇于面对生活,树立积极的生活、学习态度。
2.理解不同文化背景、不同阶层人士的不同的幸福观和战胜挫
折的不同态度和方法,在生活中树立合理的幸福观。
3.学会比较、选择对自己有影响的事物,谈论不同的事物对我
们情绪的影响,并正确处理一些实际问题。
Section A 概述 1.本部分围绕“情感”话题展开,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,掌握make作使役动词的用法。本部分的重难点包括(1)掌握表达情绪和感受的形容词;(2)学习“make+sb.+infinitive without to”和“make+sb.+adj.”结构;(3)表达人的情绪的相关内容。
2.1a呈现了两家不同环境的餐馆,通过不同环境的餐馆带给人们的不同的感受来呈现make sb.adj.的结构,激活学生表达感受的相关语言,过渡到不同环境的餐
Section A 概述馆给人不同感受的讨论。
3.1b是听力训练,要求学生听出用于描述事物和表达情感的形容词,了解使役动词make用来表达情感的基本结构。
4.1c是口语训练,要求学生根据所提供的简短对话示范进行结对训练,利用1b输入的信息,对目标词汇和目标语言进行输出训练。
5.2a—2c是听说训练,训练和发展学生的听说能力,探讨事物对人的情绪产生的影响。2a根据听力内容选择图片的先后顺序;2b要求学生关注事物对人的情绪的影响,能够记录关键、有效信息;2c属于听力部分的延伸,让学生运用听力中所获取的具体信息,分角色训练,实现对目标语言的输出。
6.2d是角色扮演,属于青少年在生活中的交友话题,包含了很多重要的语言知识,通过训练,不仅可以提高学生口头综合运用语言的能力,而且还为学生实际生活中可能遇到的交友问题给予一定的启示和帮助。
7.3a—3c属于语篇阅读训练,阅读语篇材料主要讲述了一个关于寻找幸福的寓言故事,该故事在Section B的听力部分得到了延续。语言学习聚集在感知和运用事物对人所产生的影响以及相应情感的表达方式上。3a 要求学生阅读语篇材料,回答问题;3b要求关注细节,寻找同义单词或短语;3c要求根据语篇材料,运用目标语言结构分角色表演故事,实现语言的输出。
8.4a—4b属于语法训练,主要训练使役动词make的用法,围绕情感的表达方式以及make的用法进行展开。4a是短文训练,提供了一个使用确切词汇表达情感的语言环境,要求学生按照日记发展的要求,选择和使用相关词汇完成语篇填空;4b提供了一个开放的语境,是目标语言在实际生活
中的运用,要求学生先完成调查任务,结合自己的实际情况真实表达不同事物使自己产生的情感。
教学目标1.学习使用与“Feelings”话题相关的单词及短语,掌握使役动词make 的基本用法,并能够谈论事物对人的影响,解决一些实际问题。
2.通过对寓言故事的学习,理解不同文化背景、不同阶层人士的不同的幸福观,帮助学生在生活中树立合理的幸福观。
3.通过学会识别文章中的习语和词组来提高阅读理解力,提高阅读的有效性,并进行语言知识的积累。
Section B 概述1.本部分主要描述人们对某种情感所持有的观念,正确、得体地运用相关的形容词描绘情感,表达情感变化成为本部分的重点,侧重于听、说、读、写的综合性训练。
2.1a—1b是听前的预测练习,要求学生预测故事The Shirt of a Happy Man的结局,为听说训练做准备。
3.1c—1d是听力训练,听力内容是The Shirt of a Happy Man的第二部分,采用了选择和回答问题的训练形式,实现了目标语言的输入。
4.1e是听力内容的延伸,是开放性的口语输出活动,要求学生从谈论事物对人的影响拓展到幸福观的理解,通过口语训练实现目标语言的输出,提高学生的口语交际能力。
5.2a—2e是阅读训练,语篇材料主要讲述了男孩Peter输球后非常沮丧和难过,爸爸的鼓励和团队的理解帮助他走出阴影、重新树立信心的故事。2a要求学生回忆自己曾经犯过的错误的经历和感受,激发学生对Peter受挫后相同的情感和阅读兴趣;2b通过对故事的发展进行排序,检测学生对叙事性文章情节发展先后顺序的理解;2c通过回答问题,考查Peter的情感经历,检查学生对文章细节的把握和对主题的理解;2d要求学生从语篇材料中找出相应的表达方式来替换句子中的词汇,从而加强学生的语言搭配意识;2e通过角色扮演活动训练,帮助学生内化文章的内容,进行综合性的语言输出。
Section B 概述
6.3a—3b是写作训练,要求学生在听、说、读的基础上,以情感变化为写
作题材,进行语言输出,完成写作任务。3a提供了写作所需要的话题以及
语言结构
,为接下来的写作奠定了基础;3b 以问题的方式提供了故事发展
的线索,要求学生以此为线索,完成用书面语言写关于情感变化的文章。
7.Self Check 部分主要对重点词汇和语法进行训练。活动1通过对词汇
积极性和消极性的判断和分类来复习描述情感的形容词;活动2和活动3
主要复习巩固本单元的核心内容——使役动词make 的用法,在特定的语
言环境中,灵活使用。
教学 目标
1.学习与情感相关的词汇,学习描述人们对某种情感所持有的观念,能够
正确运用所学的形容词描绘情感,表达情感变化。
2.通过对语篇材料的学习,懂得克服消极的情绪,从困难中战胜自我,勇
于面对生活,树立积极的生活、学习态度。
3.能够用书面语言写关于情感变化的文章。
4.复习本单元所学习的重点词汇和语言结构。
1.正确运用使役动词make,能够谈论事物对人的影响。
2.学会识别文章中的习语和词组来提高阅读理解力,进行语言知识的积累,提高学习效率。
3.了解不同人们的不同的幸福观,以及战胜挫折的不同方法,克服消极的情绪,战胜自我,面对未来。
4.用书面语言写关于情感变化的文章。
本单元涉及的名词较多,采用相关的图片,形象地帮助学生进行记忆。
语法教学是对于make 的用法,运用活动教学法,采用探究、总结和运用的方式帮助同学们更好地掌握新的语法内容。
第一课时:Section A 1a —2d
第二课时:Section A 3a —4b
第三课时:Section B 1a —2b
第四课时:Section B 2c —Self Check
教学目标单词
卡片
名词:friendship,king,minister,banker,fame,queen,place,power,wealth, lemon,weight,shoulder,goal,coach,teammate,courage,guy,relief,agreem ent,fault
动词:drive,examine,kick,pull,nod,disappoint
形容词:prime,pale,grey
副词:lately,nor,besides,rather
连词:nor
短语
归纳
would rather宁愿drive sb.crazy /mad 使人发疯/发狂the more…the more…越……越……;愈……愈……be friends with sb.成为某人的朋友leave out 忽略;不提及;不包括call in召来;叫来neither… nor…既不……也不……to start with起初;开始时 let…down使失望kick sb.off开除某人be hard on sb.对某人苛刻;对某人要求严厉rather than 而不是pull together齐心协力;通力合作
句型
集锦
1.I’d rather go to Blue Ocean because I like to listen to quiet music
while I’m eating.
2.But that music makes me sleepy.
3.The movie was so sad that it made Tina and Amy…
4.Well,the more I get to know Julie,the more I realize that we have a
lot in common.
5.Mmm…why don’t you ask Alice to join you each time you do something
with Julie?
教学目标句型
集锦
6.I’m always worried about losing my power.
7.“Oh,I’m afraid I’m not happy either,” he said.
8.Finally,the king’s top general was told to go out and find a happy
man in three days’ time.
9.He felt like there was a heavy weight on his shoulders as he walked
home alone.
10.Ten minutes later,Peter heard his father knocking on his bedroom
door.
11.The other half is learning how to communicate with your teammates
and learning from your mistakes.
12.Peter didn’t say anything,but what his father said made him think
carefully.
13.It made him feel lucky to know that he was on a winning team.
重点
语法
使役动词make 的用法
中考
考什
么
1.使役动词make 的用法。
2.would rather 的用法。
3.so …that …的用法。
4.“特殊疑问词+动词不定式”的用法。
5.“the+比较级…,the+比较级…”的用法。
6.What’s wrong with …?的用法。
7.feel like doing sth.的用法。
8.neither …nor …的用法。
9.although 引导让步状语从句的用法。
10.短语wait for,leave out,have fun,to start with,search for,even though,because of,as soon as,knock on,communicate with,learn from,pull together,be in agreement,to one’s surprise 和feel lucky to do sth.的用法。
How to get into a happy mood?
If you want to change your mood into a happy one,there are some tips on how you can get into a happy mood.
Watch a funny show or movie.This is a great way to divert(转移)your attention away from whatever is making you feel sad.A movie or funny show will also get you https://www.wendangku.net/doc/ca13011021.html,ughing will make you feel happier.
Do something you like to get you into a happy mood.For example,what gets me into a happy mood is getting a massage,going out to a new restaurant,hiking with some
friends,creating(创造)life goals and planning my next trip.
Listen to some happy music.Research has shown that music can help form our happy mood.Listen to different types of music.Find out which music seems to get you into the happy mood.
Make a difference in someone’s life.Help a stranger in need or simply ask your neighbor what you can do to help them.Doing something for someone else will not only make them feel happy but will make you happy too.
Take care of your body.Sometimes if we don’t eat,sleep or take care of our body,feelings of sadness can take over.So get 6—8 hours of rest.Eat three meals a day with snacks in between.Every day do some simple exercise.When you feel your best,getting into a happy mood will become easier.
第一课时Section A 1a—2d
1.记忆单词drive,friendship和短语would rather,drive sb.crazy /mad,the more…the more…,be friends with sb.,leave out。
2.学会运用make的两个用法:make+sb.+infinitive without to和make+sb.+adjective。
3.通过小组训练、角色扮演等活动,结合实际生活情景,理解和运用目标语言谈论事情对自己或他人的影响。
1.学习与情感相关的词汇。
2.掌握使役动词make的基本用法,掌握其基本句型。
Sad movies make me cry.
The soft music makes Amy relax,but it makes Tina sleepy.
The awful pictures make Amy uncomfortable.
1.掌握使役动词make的基本用法。
2.运用“make+省略to的动词不定式”谈论事物对人的影响。
3.掌握和运用would rather,so… that…,have fun,特殊疑问词+动词不定式,the+比较级…,the+比较级…,What’s wrong with…?和Why don’t you…?的用法。
首先,利用与不同情感相关的图片,激发同学们的学习兴趣,为接下来的听说训练做好铺垫。
其次,通过1b—1c的听说训练,帮助学生感知和了解使役动词make的基本用法,分角色训练,提高学生的听说能力。
然后,2a—2b的听力训练,利用根据听力内容选择相应的图片和对关键词的捕捉和关键信息的记录,培养学生听取细节信息的能力。
最后,利用听力部分输入的信息进行会话交流,实现对目标语言的输出;深入学习2d的示范对话,帮助学生围绕Feelings话题进一步交流,完成教学目标。
上课所需要的实物或图片,教学PPT,录音机,磁带和多媒体。
Step Ⅰ.Lead in
Leading in 【情景1】
T:Do you like movies?
Ss:Yeah!
T:Let’s watch TV.(Watch the part of the movie Titanic.)How do you feel about it?
S1:I feel sad.
S2:I feel nervous.
S3:I want to cry.
T:I t’s a sad movie.Sad movies make me want to cry.Many things can affect our moods.
[设计意图]通过电影《泰坦尼克号》的视频片段,创造更加真实的语言交际情景,师生互动交流,让学生围绕Feelings话题进行谈论,为接下来的听力训练做铺垫。
Leading in 【情景2】
利用课件,提供几种不同布局的餐馆或房间的图片,让学生进行简单地描述,根据提供的图片内容,让学生选择自己最喜欢的一幅,表达自己的观点并说明原因,然后导入新课。
T:What kind of restaurant do you like?(colors,light,music,seats and the food…) S:I like the restaurant with…
T:Why do you like…?
S:Because it makes me…
[设计意图]利用图片创设融洽的交际情境,调动学生不同的感官,激发学生的学习热情,围绕Feelings,运用目标语言进行初步交流,为下一步的学习做充分的准备。
Step Ⅱ.Practice(1a)
Now look at the picture on Page 81.There are two restaurants in the picture.Which restaurant do you like better?Why?
S1:I’d like to go to Blue Ocean,because I don’t like loud music.It makes me angry.
S2:I’d like to go to Rockin’ Restaurant.I like loud music.It makes me feel excited.This loud music makes me want to dance.
Ss:…
T:You have talked about your feelings about the two restaurants.
[设计意图]通过对Blue Ocean和Rockin’Restaurant两个饭店的不同情感的交谈,体验话题Feelings的内容,为接下来的听力训练做铺垫。
Step Ⅲ.Listening activities(1b)
(1)Listen and find the general idea.
The general idea of the conversation is that .
A.Amy and Tina are talking about the restaurants
B.Amy and Tina are talking about the music
C.Amy and Tina are talking about the food
(2)Listen to the conversation more carefully and find the specific ideas.
Get the students to listen to the tape and fill in the blanks.
1.The pictures make Amy . Rockin’ Restaurant
2.The music makes Amy .
3.The music makes Amy ,but it Blue Ocean
makes Tina .
【Keys】(1)A (2)1.awful,uncomfortable 2.loud,nervous 3.soft,relax,sleepy [设计意图]围绕“Rockin’ Restaurant和Blue Ocean两个饭店”的内容,通过初听培养学生听取大意的能力,通过细听培养学生听取细节信息的能力,进行语言输入,为接下来的语言输出奠定基础。
Step Ⅳ.Post-listening activities
(1)Get the students to listen to the tape of 1b and repeat to get their pronunciations.
(2)Get the students to role-play a conversation between Amy and Tina.
Amy:I’d rather go to Blue Ocean because I like to… while I’m eating.
Tina:But that music makes me…I want to have the… at Rockin’ Restaurant.
(3)Ask some pairs to present their conversations to the whole class.
The following language point should be explained.
☆教材解读☆
I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating.
◆I’d rather是I would rather的缩写,would rather意为“宁愿”,后面跟do sth.,表示“宁愿做某事”。
I’d rather stay at home and watch TV.我宁愿待在家看电视。
◆because引导的是原因状语从句,while引导的是时间状语从句。
We are going to the movies because we like to relax while we are tired.我们要去看电影,因为当我们累的时候我们喜欢放松。
[设计意图]口语训练是听力部分的延伸,在情境中操练使役动词make的用法,实现语言信息的输出,锻炼用英语进行口语交际的能力。
Step Ⅴ.Listening activities(2a—2b)
(1)T:Now let’s go on with the story.Can you guess what will happen?
Please listen for the general idea of 2a.
The general idea of the conversation between Tina and John is about
A.the restaurant
B.the feelings
C.different things make them feel different
(2)Listen for the specific ideas of 2a.
Ask the students to listen and number the pictures [1—4] in the order they hear them.And check their work with several students.
(3)Have the students listen to the tape again and fill in the blanks in 2b individually.And then check their work with some students.
【Keys】(1)C (2)3,2,4,1 (3)1.crazy 2.stay 3.dance 4.cry 5.leave
The following language point should be explained.
☆教材解读☆
The movie was so sad that it made Tina and Amy…
本句采用了“so+adj.+that…”结构,表示“如此……以至于……”,that引导的是结果状语从句。
The boy is so young that he can’t go to school.男孩是如此小以至于他不能够去上学。
【拓展】so that表示“以便于”,引导目的状语从句。
I got up early so that I caught the first bus.我起得很早以便于能够赶上第一班公交车。
[设计意图]通过听力训练,理解和巩固所学的目标语言,提取信息完成相应的听力任务,帮助学生掌握一定的听力技巧,实现目标语言的输入,为下一步的口语训练奠定基础。Step Ⅵ.Post-listening activities
(1)Have the students listen and repeat after the tape of 2a or 2b.
(2)Ask the students to role-play a conversation between Tina and John.
John:Did you have fun with… last night?
Tina:Well…yes and no.She was really…
(3)Ask some pairs to present their work to the class.
[设计意图]通过生生对话交流,分角色表演实现对目标语言的训练,运用听力中所输入的语言知识进行交流实践,从而提高学生使用所学知识进行交流的能力。
Step Ⅶ.Role-play the conversation(2d)
(1)Read for the main idea of 2d.
The main idea of 2d is .
A.Nancy’s friend Julie
B.Nancy’s friend Alice
C.how to make friends happy
(2)Read for the specific idea of 2d.
Get the students to answer the following questions with the information from 2d.
1.Who’s Julie?
2.How does Nancy make Alice unhappy?
3.What does Nancy think of Julie?
4.What advice did Bert give Nancy?
(3)Read after the tape.
(4)Read the conversation aloud in pairs.
(5)Role-play the conversation in pairs.Then go to the front of the classroom and perform it to the whole class.
【Keys】(1)C (2)1.Alice’s friend. 2.Nancy spends more time with Julie and Alice thinks Julie is better friends with Nancy than with her. 3.Julie has a lot in common with her. 4.Ask Alice to join Nancy each time Nancy does something with Julie.
The following language points should be explained.
☆教材解读☆
1.Well,the more I get to know Julie,the more I realize that we have a lot in common.
◆本句采用了“the+比较级…,the+比较级…”结构,意思是“越……,越……”。
The more you read,the happier you feel.你读得越多,你就感觉越快乐。
【拓展】“get/become+形容词比较级+and+形容词比较级”表示“变得越来越……”,and 连接同一个形容词的比较级。当表示“越来越……”,形容词为多音节词或一些双音节词时,用“more and more+原级形式”。
It gets warmer and warmer when spring comes.春天来了,天气变得越来越暖和了。
Our country becomes more and more beautiful.我们的国家变得越来越漂亮。
◆have… in common的意思是“在……有共同点”。
Lily and Lucy are twins.They have a lot in common.莉莉和露西是双胞胎。她们有很多共同点。
2.Mmm…why don’t you ask Alice to join you each time you do something with Julie?
本句采用了Why don’t you do sth?结构,意思是“你为什么不做某事?”,相当于Why not do sth.?
Why don’t you listen to music?
=Why not listen to music?为什么不听音乐呢?
[设计意图]通过阅读,培养获取主旨大意和利用关键、有效信息处理细节问题的能力,学生两人一组大声朗读、互相问答,在阅读的过程中理解对话内容,为角色扮演奠定基础。分角色表演,有效地输出所学语言知识,既提高了学生的口语表达能力,又培养了学生的合作意识。
Step Ⅷ.Exercises:the end-of-class test
Ⅰ.用所给词的适当形式填空
1.They have been spending more time together (late).
2.The better you understand,the (much)you practice.
3.Why don’t you (buy)a birthday card for your friend?
4.Waiting for her so long (drive)me mad.
5.The quiet music makes me (sleep).
Ⅱ.根据汉语提示完成句子
1.I (忽略)two words in the sentence.
2.Lily and Lucy (是我的朋友).We often play together.
3.Many people are (等待)the train at the railway station.
4.The movie was (如此悲伤以至于)it made me cry.
5.I realize that we (有很多共同点).
【Keys】Ⅰhttps://www.wendangku.net/doc/ca13011021.html,tely 2.more 3.buy 4.drove 5.sleepy
Ⅱ.1.left out 2.are friends with me 3.waiting for 4.so sad that 5.have a lot in common
[设计意图]通过检测训练,检查对知识的掌握情况,发现疑难问题,教师进行点拨并及时解决,复习、巩固所学知识。
Step Ⅸ.Homework
1.Read 1b and 2a after the tape.
2.Make up a conversation according to the conversation in 2d.
[设计意图]本部分内容是课堂内容的延伸,复习巩固所学内容,提高综合语言的应用能力。
Section A(1a—2d)
so+adj.+that…“如此……以至于……”,引导结果状语从句。
so that“以便于”,引导目的状语从句。
“the+比较级…,the+比较级…”“越……,越……”
have… in common在……方面有共同点
Why don’t you do sth?=Why not do sth? 为什么不做某事?
【基础训练】
Ⅰ.要点词汇
1.迫使
2.友谊;友情
Ⅱ.翻译短语
3.宁愿
4.使人发疯/发狂
5.成为某人的朋友
6.忽略;不提及;不包括
7.等待
8.有共同点
9.如此……以至于……
Ⅲ.用方框中所给词(组)的适当形式填空
leave out,be friends with,wait for,would rather,have fun,lately
10.If you want to buy the new house,you should the price.
11.They me.We often play games together.
12.Many people are the train now.
13.I go to Hainan than Hunan.
14.I haven’t been sleeping well just .
15.Did you with your friends last night?
【综合运用】
Ⅰ.单项填空
1.The novel is wonderful I want to read it again.
A.so,that
B.too,to
C.as,as
D.so,as
2.Tom said that light music him happy.
A.makes
B.making
C.made
D.to make
3.—Let’s play football on the playground.
—It’s too hot outside.I would rather at home than out.
A.to stay,go
B.staying,going
C.stay,to go
D.stay,go
4.—The doctor told me not to eat too much,but I find it difficult.
—The doctor is right. you eat, you will be.
A.The less,the healthier
B.The less,the more healthier
C.The more,the healthier
D.The more,the more healthier
5.—Why not John a toy car for his birthday?
—Good idea!He is crazy about cars.
A.buying
B.buy
C.to buy
D.buys
Ⅱ.句型转换
6.Why don’t you go out for a picnic with your friends?(改为同义句)
Why out for a picnic with your friends?
7.can,this,our,friendship,stronger,make(.)(连词成句)
_______________________________________________________________________________
___________ 8.Our teacher often makes us do a lot of homework.(改为被动语态)
We are often made a lot of homework by our teacher.
9.She was so weak that she couldn’t look after her baby.(改为同义句)
She was weak look after her baby.
10.The sunny days always make me happy.(改为同义句)
I always happy the sunny days.
Ⅲ.根据汉语意思完成句子
11.男孩是如此小以至于他不能够去上学。
The boy is young he can’t go to school.
12.你挣的钱越多,你的生活就会越好。
money you make, your life will be.
13.他和她只有一个共同点。
He and she only one thing .
14.你知道他在等谁吗?
Do you know whom he is ?
15.我宁愿踢足球也不愿打篮球。
I football basketball.
【参考答案】
【基础训练】
Ⅰ.1.drive 2.friendship
Ⅱ.3.would rather 4.drive sb.crazy /mad 5.be friends with sb. 6.leave out 7.wait for 8.have… in common 9.so…that…21世纪教育网版权所有
Ⅲ.10.leave out 11.are friends with 12.waiting for 13.would rather https://www.wendangku.net/doc/ca13011021.html,tely 15.have fun
【综合运用】
Ⅰ.1.A 2.C 3.D 4.A 5.B
Ⅱ.6.not go7.This can make our friendship stronger.8.to do9.too,to 10.am,made,by
Ⅲ.11.so,that12.The more,the better13.have,in common14.waiting for 15.would rather play,than play
第二课时Section A 3a—4c
1.记忆单词king,banker,pale,queen,examine,nor,palace,power,wealth,grey,lemon, uncomfortable和短语call in,neither… nor…,to start with。
2.理解故事The Shirt of a Happy Man(Part I)。
3.能够使用自己的语言对故事The Shirt of a Happy Man(Part Ⅰ)进行表述。
4.运用使役动词make解决实际问题,谈论事物对人的影响。
1.复习和学习与Feelings话题和与王室相关的词汇和句型,学会使用使役动词make谈论事物对人的影响。
2.学习使役动词make的基本用法。
3.通过学习寓言故事The Shirt of a Happy Man(Part Ⅰ),了解寓言故事的基本特点。
1.完成与3a中的语篇材料The Shirt of a Happy Man(Part Ⅰ)相关的阅读任务。
2.学会使用make谈论事物对人的影响。
思路一:
对于阅读语篇材料The Shirt of a Happy Man(Part Ⅰ)的训练,首先,通过略读语篇材料,掌握文章大意,选择文章的主旨大意;然后,细读文章,寻找相关的细节信息,回答问题和寻找同义词和同义短语;最后,分角色扮演,使所学的语言内容得到更好的输出。通过反复阅读训练,理解语篇材料,增加阅读的有效性,提高阅读能力。
对于语法内容的学习,首先,通过对Grammar Focus部分的学习,总结使役动词make的基本用法;然后,采用短文填空和小组合作进行训练,帮助学生更好地使用使役动词make谈论事物对人的影响。
思路二:
首先运用不同的阅读策略,反复阅读语篇材料The Shirt of a Happy Man(Part Ⅰ),理解寓言故事的基本特点,完成相应的阅读任务,理解使役动词make的用法;再进行语言积累方面的训练,增加对使役动词make的理解和运用。
设计教学PPT,录音机,磁带,多媒体,语篇材料的关键词。
Step Ⅰ.Lead in
Leading in 【情景1】
T:Do you have any trouble in your daily life?
Ss:Yeah.