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Unit 11 Section A 1a-2d聽說課教學設計
課題 Grade9 Unit11 Sad movies make me cry. 主題語境 情感 Feelings 語篇類型 對話 課時 1 課型 Listening and Speaking（聽說課）
課標要求 能聽懂有關熟悉話題的談話，并能從中提取信息和觀點。能根據語調和重音理解說話者的意圖。 能借助語境克服生詞障礙、理解大意。能聽懂接近語速的故事和敘述，理解故事的因果關系。 能就簡單的話題提供信息，表達簡單的觀點和意見，參與討論。 能與他人溝通信息，合作完成任務。
教材分析 本單元通過談論不同事物對情緒的影響及人們對某種情感所持有的觀念，要求學生能運用本單元詞匯和句式make sb. do sth./ make sb. adj.表達情感變化。
學情分析 學生在七、八年級已接觸過使役動詞的簡單用法，但還不太會運用，本單元著重鍛煉學生聽、說、讀、寫的綜合能力。
教學 重難點 教學重點： 能聽懂關于個人情感的英文表達，獨立完成聽力任務。 能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。
教學難點：能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。
教學目標 在語境中理解、識記并運用本課時詞匯：drive, friendly等。（學習理解、應用實踐） 能聽懂關于個人情感的英文表達，獨立完成聽力任務。（學習理解、應用實踐） 能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。（學習理解、應用實踐） 能運用本單元詞匯和句式談論事物對人的影響，表達自己的感受。（學習理解、應用實踐、遷移創新）
教學設計
教學目標 課堂環節 活動形式及步驟 活動意圖 層次 效果評價 用時
能運用本單元詞匯和句式談論事物對人的影響，表達自己的感受。 Lead in What makes you happy Beautiful scenery makes me happy. Delicious food makes me happy. What makes you moved Working hard makes me moved. Friendship makes me moved. What makes you depressed Fail an exam hard makes me depressed. Fight with friends makes me depressed. 導入環節讓學生把形容詞區分褒義詞和貶義詞，讓學生了解關于描述心情的詞匯，并能區分肯定和否定意義。在對話中練習使用這些形容詞。 記憶檢索 感知注意 提取概括 學生能掌握這些形容詞的含義和用法，能在對話中運用這些形容詞。 7 mins
能運用本單元詞匯和句式談論事物對人的影響，表達自己的感受。 Pre-listening 1a. Look at the two restaurants below. Which would you like to go to Why I’d like to go to Rockin’Restaurant, because I like the music that I can dance to. The loud music makes me excited. I’d like to go to Blue Ocean restaurant, because I like the music that is quiet. Loud music makes me annoyed. 聽前預測，讓學生根據圖片中的信息選擇自己喜歡的餐廳并說出原因。 記憶檢索 感知注意 提取概括 學生能根據圖片描述表達自己的情感意愿。 3 mins
能聽懂關于個人情感的英文表達，獨立完成聽力任務。 While-listening 1b. Listen and fill in the blanks. Then match the restaurants with the statements. 根據聽力內容填表，讓學生復習描述音樂的形容詞和人的情感的形容詞。 感知注意 提取概括 學生能夠快速準確地完成表格填空。 2 mins
能聽懂關于個人情感的英文表達，獨立完成聽力任務。 While-listening Listen and complete the conversation. Tina: I’m hungry, Amy. Amy: So am I. __________________________________ Tina: Yeah. Let’s go to Rockin’Restaurant. I love their hamburgers. Amy: Oh, Tina…I hate Rockin’Resturant. Tina: Why ______________________ Amy: The food’s fine. I just don’t like the environment. _______________________________________________________, and the loud music makes me nervous. Tina: OK. _________________________, Amy Amy: Let’s go to Blue Ocean. The soft music makes me relax. Tina: Not me. _____________________. 根據聽力內容補全對話，鍛煉學生聽取細節信息及語言輸出的能力。 提取概括整合運用 學生基本能快速正確地完成補全對話。 3 mins
能運用本單元詞匯和句式談論事物對人的影響，表達自己的感受。 Post-listening 1c. Role-play a conversation between Amy and Tina. Amy: I’d rather go to Blue Ocean because I like to listen to quiet music while I’m eating. Tina: But that music makes me sleepy. I want to have the hamburgers at Rockin’Restaurant. Use the words uncomfortable, relax, sleepy etc. and sentence make sb. adj. make up a conversation talking about your favorite restaurants. 讓學生根據1b聽力內容練習對話，談論在不同餐廳就餐不同的感受。 提取概括整合運用 學生根據1b已知信息編造完整對話談論感受。 3 mins
能聽懂關于個人情感的英文表達，獨立完成聽力任務。 While-listening 2a. Listen and number the pictures [1–4] in the order you hear them. 讓學生根據聽到的信息排列圖片順序，考察學生聽取信息和處理信息的能力。 記憶檢索 感知注意 學生能夠根據聽力內容快速且準確地完成練習。 2 mins
能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 While-listening 2b. Listen again. Complete the statements. 1. Waiting for Amy drove Tina ________. 2. Amy didn’t want to ________ at Rockin’ Restaurant. 3. Loud music makes John want to ________. 4. The movie was so sad that it made Tina and Amy ________. 5. Sad movies don’t make John cry. They just make him want to ________. 讓學生根據聽力內容完成細節填空，考察及鍛煉學生聽取細節信息的能力。 感知注意 提取概括 學生能夠快速準確地完成細節填空。 2 mins
能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 Post-listening 2c. Look at 2a and 2b. Role-play a conversation between Tina and John. Use the example to begin your conversation. John: Did you have fun with Amy last night Tina: Well… yes and no. She was really late. 運用本單元詞匯和句式(make sb. adj./ drive sb. adj.)談論事物對人情緒的影響，表達自己的感受。 讓學生用聽力材料的內容練習對話，練習使用make sb. adj./ drive sb. adj.表達不同感受。 感知注意 提取概括 學生能簡單地運用本單元詞匯和句式談論事物對人產生的感受。 4 mins
能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 Fast-reading 2d. Read the conversation and answer the questions. 1. Who have a lot in common 2. Why is Alice unhappy 3. What advice does Bert give to Nancy 讓學生聽讀對話并找出以下問題答案，鍛煉學生讀取細節信息的能力。 提取概括整合運用 學生能快速準確找到問題答案。 3 mins
能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 Careful-reading Read the conversation and complete the sentences. Nancy: Hey, Bert. _________________________and I’m not sure what to do about it. Bert: _______________ Nancy: You know Julie is Alice’s best friend, right Bert: Uh-huh. Nancy: Well, the more I got to know Julie, __________________ _________________________. So we’ve been spending more time together lately. Bert: But what’s wrong with that Nancy: Umm ... ______________________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 _________________________. Nancy: Oh, good idea! ___________________________________. 讓學生細讀文章補全對話，讓學生把握對話中常考的提問形式和問答方法。 提取概括整合運用 學生能正確地完成補全對話。 3 mins
能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 Fill in the blanks according to the conversation in 2d. Nancy thinks she has made Alice mad, but she is not sure _____________ _________. Julie is Alice’s best friend, but _________ Nancy gets to know Julie, ___________ she realizes that they ___________________. So they’ve been __________________ together. This makes Alice unhappy because she thinks Julie is now _______________________ than with her. Bert advises her to ask Alice ________ them whenever she wants to do something with Julie. Then Alice won’t feel ___________. And it can also _______ their friendship ___________. 復述對話讓學生填空，讓學生感知對話中重要知識點。 提取概括整合運用 學生能正確地完成對話填空。 3 mins
能在實際情景對話中了解不同事物對情緒的影響，理解在交友問題上應該采取什么態度和處理方式。 Role-play the conversation. Nancy: Hey, Bert. I think I’ve made Alice mad and I’m not sure what to do about it. Bert: What happened Nancy: You know Julie is Alice’s best friend, right Bert: Uh-huh. Nancy: Well, the more I got to know Julie, the more I realize that we have a lot in common. So we’ve been spending more time together lately. 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. 讓學生表演對話并在班級同學前演示，讓學生注意對話中的語音語調。 提取概括整合運用 學生能流暢并帶感情地表演對話。 4 mins
在語境中理解、識記并運用本課時單詞、短語。 【拓展】 “would rather+動詞原形”是英語中常見的一個結構，如果在兩者中進行取舍，表示“寧愿……而不愿……，與其……不如……”，則用would rather do sth. than do sth. 或 would do sth. rather than do sth.。 They would rather walk than ride bikes. =They would walk rather than ride bikes. 他們寧愿步行也不愿騎自行車。 “make+賓語+賓語補足語”結構中，可以作賓語補足語的有不帶to的動詞不定式、形容詞、名詞或介詞短語。用于被動語態時，動詞不定式的to不可省略。 His jokes make me laugh. 他的笑話使我發笑。 The boy is made to do much homework every day by his mother. 這個男孩每天被媽媽迫使寫很多家庭作業。 drive動詞，意為“迫使”，其后可跟形容詞、副詞或動詞不定式作賓語補足語。 drive sb. adj.=make sb. adj.意為“使某人……”， drive sb. crazy/mad “使某人發瘋/發狂”。 That thing almost drive me crazy. 那件事幾乎要使我發狂了。 His hunger drove him to steal food. 饑餓驅使他去偷食物。 讓學生完成練習題，檢測學生本環節詞匯掌握情況。 提取概括整合運用 學生能快速正確地完成本課時習題。 3 min
在語境中理解、識記并運用本課時單詞、短語。 We went to the beach last Sunday and we had great fun _______ volleyball. A. play B. playing C. played D. to play 2. Keep on. Don’t stop. The _________ you climb, the _________ you will see. A. highest; farthest B. highly; father C. high; far D. higher; farther 3. — Come and see! The baby is crying. —Please do something to make him _______. A. stop crying B. stop to cry C. crying D. cry 4. — Driving less, walking more is good for our health. — So I’d rather ______ an hour’s walk to work than consider _______ a car. A. take; drive B. take; to drive C. take; driving D. taking; driving 讓學生完成練習題，檢測學生本環節詞匯掌握情況。 提取概括整合運用 學生能快速正確地完成本課時習題。 2 min
在語境中理解、識記并運用本課時單詞、短語。 Homework 登錄優教信使或優教通學生端，完成Unit11 SectionA (1a-2d )基礎達標， Unit11 SectionA (1a-2d )能力提升訓練。 讓學生完成本課時的練習題，檢測學生本課時知識點掌握情況。 提取概括整合運用 學生能快速正確地完成本課時習題。 1 min

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