人教新目標(biāo)版九下英語Unit11SectionA(3a-3c)【教案】

Unit11Sadmoviesmakemecry.SectionA(3a-3c)TeachingAimsLanguagegoalsSscanlearnthestoryaboutanunhappykingandunderstandthetruemeaningofhappiness.Keywordsandphrasesking,power,prime,minister,banker,pale,fame,queen,callin,examine,neither…nor…,palace,wealth.Keysentences1.Thismadethequeenandhispeopleworried.2.Neithermedicinenorrestcanhelphim.3.AlthoughIhavealotofpower,itdoesn’tmakemehappy.TeachingDifficultiesSsareabletoretellthestorylogicallyandretellwithgivenphraseswhicharethekeypointsinthisclass.TeachingAidsmultimediacoursewareorotherrealiathattheTneedsforteachingTeachingProceduresTipsStep1Pre-reading此部分作為引入環(huán)節(jié)，讓學(xué)生思考問題：如何做一個(gè)快樂的人？通過此問題激發(fā)學(xué)生的興趣。通過看圖猜詞，幫助學(xué)生回憶起本節(jié)課的新單詞。FreeTalkStep1:ShowSsteachinggoals.T:Morningeveryone.Todaywearegoingtotalkaboutfeelings.Step2:AskSstothinkaboutaquestion:Whatcanmakeyouhappy?(Sscantalkaboutthisquestioningroupsandonemembercanmakeasummaryabouttheirideasandshareinclass.Sscanalsosharetheirideasonebyonevoluntarily.)Step3:Tmakesasummaryaboutthisquestionbyshowingpicturesandkeywords.Pre-readingStep1:ShowSsapictureofakingandaskthemtoanswerthequestions.Q1.Whoistheman?Q2.Doyouthinkheishappy?(Tcanusemoredetailedquestions(like:whatkindofmanishe?)toleadSstodescribethekingwithmorewords.)Step2While-readingFirstReading環(huán)節(jié)教會(huì)學(xué)生閱讀策略skim。SecondReading環(huán)節(jié)教會(huì)學(xué)生閱讀策略scan。讓學(xué)生學(xué)會(huì)找文本細(xì)節(jié)。ThirdReading環(huán)節(jié)，通過問題層層深入，幫助學(xué)生對文本進(jìn)行深度思考，如何成為一個(gè)快樂的人？While-readingFirstReadingStep1:AskSstoskimthepassageanddividethepassageintofourpartsaccordingtotherelatedmeaning.(TtelslSswhatskimis:toreadfastandfindthekeywords.Sssharethestructureofthepassageaccordingtotheirownunderstanding&Tgivesguidance.Intheend,TshowsSstherightstructure.)Step2:AskSstosummarizetheideasofthefourparts.T:Wehavedividedthemintofourparts.Socanyouuseonesentencetosummarizeeachpart?Youcandiscussitinyourgroupsandthenwesharetogether.(TcanteachSssomereadingskills,e.g.usethekeywordsorkeysentencestomakeasummary.IfSscan’tsummarizecorrectly,TshouldleadSstofindoutthekeysentences.Tcanalsouseamindmaptoshowthemainideasofeachpartontheboard.)Para.1:Para.2:Para.3-5:Para.6:SecondReadingStep1:AskSstoscanpara.1&2andanswer4-wquestions.Q1:Whendidthestoryhappen?Q2:Wheredidthestoryhappen?Q3:What’swrongwiththeking?Q4:Whatdidthedoctorsay?(TtellsSswhatscanis:toreadcarefullyandfindthedetailsofthepassage.Thestoryiseasy,soSscanreadindependentlyandshareonebyone.Ifnecessary,TcancorrectSs’pronunciationswhiletheyareansweringthequestions.)Step2:AskSstoscanpara.3-5andfillintheblanks.T:Inparagraph3toparagraph5,threepeoplearementioned—theprimeminister;theking’sbanker;thepalacesinger.Whatdotheyhave?Aretheyhappy?Whyaretheyunhappy?AndWhataretheyworriedabout?Readthispartcarefullyandfillintheblanks.(Sincethetableonlyshowsthekeywords,Ssmaynotunderstandthemeaningofeachblank,soTcanaskthemwithfullquestions.)Step3:AskSstoscanpara.6andfillintheblanks.T:Whatistheendofthestory?Let’sreadparagraph6carefullyandfillintheblanks.(Thispartisveryeasy,TcanasksomeB-levelSstoshareanswers.)(Duringthescanningpart,Tcandrawthemindmapontheblackboardfirst,thenaskSstocompletethemind-map.Intheend,TcanguideSstoretellthestoryaccordingtothemindmap.)ThirdReading3aStep1:AskSstoreadthestoryingroupsandanswerthequestions.Q1.Canmedicinehelptheking?Whyorwhynot?No,itcan’t.Becausethereisnothingwrongwithhisbody.Theproblemisinhismindandnomedicinecanhelphim.Q2.Whydoespowernotmaketheprimeministerhappy?Becauseheisalwaysworriedaboutlosinghispower,andmanypeoplearetryingtotakehisposition.Q3.Whydoesmoneynotmakethebankerhappy?Becauseheisalwaysworriedaboutlosinghismoney,andsomeonetriestostealhismoneyeveryday.Q4.Whydoesfamenotmakethesingerhappy?Becauseheisalwaysworriedaboutbeingfollowedbyothers,sohecannotbefree.(WhenSsaresharingthequestions,Tcanexplainnewwords,phrasesandsentencepatternsinthepassage.Ifnecessary,Tcanexplainsomesentenceswhicharedifficulttounderstand.TshouldalsoguideSssomereadingstrategieslike:findtheanswersparagraphbyparagraph.)3bStep2:AskSstofinishexercise3btocheckSs’understandingtothenewphrases.Answers:1.didn’tfeellikeeating2.wascalledin3.examinelosing...power5.takemypositionStep3After-reading3cStep1:AskRole-playthestoryingroups.(Inrole-playingpart,Tcannumberthemembersineverygroup.AskNO.1torole-playtheking,No.2torole-playthequeen,No.3torole-playthedoctor,No.4torole-playtheprimeminister,No.5torole-playtheking’sbanker,No.6torole-playthepalacesinger,No.7torole-playtheking’stopgeneral,No.8torole-playordinarypeople,No.9torole-playthenarrator.WhenSsarepracticing,walkaroundtogivemoreguidance.)DiscussionStep1:AskSstothinkaboutthequestionagain:Howtobehappy?(orWhatmakesahappyperson?)(Ssmayhavemoredeepthinkingafterlearningthepassage.TneedstoencourageSstogivetheiranswersaboutthequestion.Ifnecessary,TcanwriteSs’answersontheboard.Meanwhile,TcanshareSswithhis/herownideasofhowtobeahappyperson.Inthisway,Ssmayhaveabetterunderstandingoftheimportantthingintheirlives.)Languagepointslearning(as)paleaschalk的含義和用法(as)paleaschalk面色蒼白；(as)paleaschalk是一種比喻的修辭方式。此處省略了第一個(gè)as?！就卣寡由臁坑⒄Z中表示臉色蒼白不能用white，而要用pale。examine句式的含義和用法examine作及物動(dòng)詞，在此處意為“(仔細(xì)地)檢查；檢驗(yàn)”，其名詞形式為examination。【拓展延伸】examine作動(dòng)詞時(shí)還可意為“考，測驗(yàn)(某人)”。neither…nor…句式的含義和用法neither…nor…既不……也不……表示否定含義，用來連接兩個(gè)并列的主語、謂語、賓語或表語等。當(dāng)連接兩個(gè)并列的主語時(shí)，謂語動(dòng)詞要與鄰近的主語在人稱和數(shù)上保持一致，即遵循“就近原則”。其反義短語是both…and…(……和……都)，連接兩個(gè)并列主語時(shí)，謂語動(dòng)詞用復(fù)數(shù)形式。通過讓學(xué)生角色扮演，從而對文本有了更深刻的了解，并且讓學(xué)生對文本中的語句有更加充分的掌握，寓教于樂，這也是學(xué)生最喜歡的部分。討論環(huán)節(jié)讓學(xué)生對于生命中最重要的東西進(jìn)行更深入的思考，讓學(xué)生人生觀和世界觀有更深刻的認(rèn)識(shí)。本部分languagepoints環(huán)節(jié)中的每個(gè)知識(shí)點(diǎn)的意思通過文本讓學(xué)生先行了解，然后通過習(xí)題讓學(xué)生對其用法有更加