新目标九年级英语
Unit 11 Sad movies make me cry教学设计
Section A 1 (1a-2d) 太湖县江塘初级中学 蔡凤枝
教学目标：
知识与技能目标：
1.能听、说、认读，并理解的新单词和词组单词：drive ,drive sb.crazy/mad ,the more …the more…,lately ,be friendly with ,leave out ,friendship ,would rather ,rather 。
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.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：
能过用说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。
教学手段与方法：
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
教学过程：
Step 1 Warming up:
1.播放歌曲（先利用歌曲巧妙导入新课，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 song ? What do you think of the song ? Does it make you happy ,relaxed ,excited , or angry ? 引导学生说：It makes me excited/ relaxed…
然后播放不同的音乐，让学生享受音乐的同时探讨不同类型的音乐带给他们的不同感受。
2.Gue how they feel.从学生感兴趣的图片出发利用多媒体课件习以前与feeling有关的词汇： happy/sad/nervous/tense/ streed excited/sleepy/surprised 【设计意图】通过展示能表达情绪的图片，引导学生观察图片，体验和复习与feeling有关的词汇，起到温故而知新，同时为下步新授课做铺垫
Step 2 Presentation 1.（1a）Look and talk.T: Now , my two friends Amy and Tina are going to have a dinner .There are two restaurants around their home .They don’t know which to choose .Can you help them ?Look at the picture in 1a .Talk about it with your partner .【设计意图】根据两幅图画，引导学生说出对餐馆的看法，既介绍和复习了主要词汇，又为听力做好铺垫，让学生做到心中有数，有备而听。同时不断激发和引导学生的学习兴趣，为他们提供更多思考和创造的时间和空间）
T: Which would you like to go to? Why? S1: …… S2: …… S3: ……
2.（1b）Listen and fill in the blanks.Then match the restaurants with the statements.【设计意图】学生讨论自己对餐馆的看法后，再听Amy 和Tina 的对话，了解他们对餐馆的不同态度，同时巩固本课的重点句型。
3.( 1c).Role-play a conversation between Amy and Tina.(Student A is Amy.Student B is Tina .Student B asks Student A about her feeling.) 4.( 2a).Listen and number the pictures (1-4) in the order you hear them.T:You will hear Tina and John talking about what Tina and Amy did last night .The four pictures show something that Tina did last night .Listen to the tape now.
Play the tape for the students .For the first time ,students just listen .Play the tape again ,then ask students to number the pictures when they listen.At last ,correct the answers with the cla.【设计意图】利用多媒体课件，创设听力内容出现的画面，不仅能帮助学生理解短文意思，更能使学生身临其境的感觉，吸引学生注意力，提高学习兴趣。
5.（2b）Listen again.Complete the statements.Waiting for Amy drove Tina__________ (crazy).Amy didn’t want to ______ at Rockin’ Restaurant.(stay) Loud music makes John want to_____________.( dance) Th e movie was so sad that it made Tina and Amy______.(cry) Sad movies don’t make John cry.They just make him______________ (want to leave).【设计意图】通过进一步的听力练习，继续巩固主要句型，同时在听的过程中，引导学生听关键词和关键句，提高听力技巧。
6.Role-play the conversation.（2c）（2d）
（2c）Pair work : Go over the activities in 2a and 2b .Then try to role-play the conversation between Tina and John in pairs .You may use the example to begin with your conversation.John : Did you have fun with Amy last night ? Tina : Well…yes and no .John : Was Amy late as usual ? Tina : Yes , she was .……
John : Sad movies make me want to leave ! Tina : You behave just like my brothers ! （2d）Pair work Nancy;Hey, Bert.I think I’ve made Alice mad and I’m not sure what to do about Bert: What happened? Nancy: You know Julie is Alice’s best friend, right? Bert: Uh-huh.Nancy: Well, the more I get 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.it.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.【设计意图】此环节为听后的控制练习，能了解学生对听力内容的掌握情况，也将听力转化为口语练习，既学生听说能力，有巩固了本节课的主要知识。
Step 3 Summary
利用多媒体课件，对make用法进行小结
教学反思
结合教学需要，我从课堂导入到听力练习由浅入深，创设各种各样的机会让学生熟练掌握make+宾语+adj.和make+宾语+v.在实际情境中围绕Feelings 这个话题谈论事物对人的影响。学生展示自我，张扬个性，体验快乐，听说课不再是机械地复现和朗读。课堂上，我鼓励学生各抒己见，学生有了话语权，有了展现自我的机会，在练习涉及情感形容词（happy , sad , nervous）时，适当引导学生树立乐观向上的生活态度，让从学生乐学，会学，从而促进其长足发展。
