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人教版（2024）九年级全册Unit 11 Sad movies make me cry.Section B教案设计
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这是一份人教版（2024）九年级全册Unit 11 Sad movies make me cry.Section B教案设计，共6页。教案主要包含了特别提醒等内容，欢迎下载使用。
Teaching Aims
Language gals
Ss can learn t recgnize idims and phrases while reading.
Key wrds and phrases
weight, shulder, gal, let…dwn, cach, kick, kick sb. ff, be hard n sb., besides, teammate, curage, rather than, guy, pull, pull tgether, relief, nd, agreement, fault, disappint
Key sentences
1. He felt like there was heavy weight n his shulders as he walked hme alne.
2. T his surprise and relief, his teammates all ndded in agreement.
3. It made him feel lucky t knw that he was n a winning team.
Teaching Difficulties
Ss are able t understand the phrases in this article & Ss are able t share the details f the passage.
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Pre-reading
此部分作为引入环节，让学生回忆比赛中发生过的不愉快的事情方便引入主题，并通过此问题激发学生的兴趣。
Predict是中考中需要掌握的一个阅读技巧，通过对文本预测，启发学生回忆起之前所学知识。
Lead-in
T asks Ss t share ne unhappy experience in a cmpetitin.
Q1. What happened in a cmpetitin?
Q2. Hw did it make yu feel?
(Past tense must be used in their stries.)
T asks Ss t think abut the questin: Which d yu think is the mst imprtant in a team?
(Befre answering, T makes sure that Ss can understand the fur phrases by pictures. Ss brainstrm in grups and share their answers ne by ne in a line, a rw r a grup.)
Pre-reading
T asks Ss t predict sme infrmatin abut the passage accrding t the picture in the text.
Q1: Wh is the by and wh are the ther bys? Why?
Q2: What team are they n? Why?
Q3: Did they win the game?
(T uses questins abve t lead Ss t fill in the blanks. Ask Ss t bserve carefully and fill in the blanks with the right wrd frm.)
Step 2 While-reading
First Reading环节教会学生阅读策略skim。通过对文本进行段落划分，让学生对文章大意有初步了解。
Secnd Reading环节教会学生阅读策略scan。
让学生学会找文本细节。让学生对重点的句型有更清晰的了解和掌握。
通过让学生角色扮演，从而对文本有关teamwrk的短语和句型进行练习，同时便于老师检测学生还没有完全掌握的部分，寓教于乐，时效性强，这也是学生最喜欢的部分。
While-reading
First Reading
Ask Ss t skim the passage and divide the passage int three parts accrding t the related meaning.
(T tells Ss what skim is: t read fast and find the key wrds. T asks Ss t divide the passage int three parts and uses ne sentence r phrase t summarize each part. Ss can discuss it within grups befre sharing. T guides Ss t find key wrds r related meanings in every paragraph. Ss share the structure f the passage accrding t their wn understanding & T gives guidance. In the end T shw Ss the right structure.)
Ask Ss t match the ideas f the three parts.
(T als needs t tell Ss reading skills like find the key wrds r sentences t make a summary. If Ss can’t summarize crrectly, T shuld lead Ss t find ut the key sentences r phrases and then they can learn t summarize well.)
Secnd Reading
Ask Ss t scan para.1 and answer the questins.
Q1: What’s his mistake?
Q2: Hw did he feel after the game?
Q3: Why did he feel angry and wrried?
(T tells Ss what scan is: t read carefully and find the details f the passage. Since the article is difficult t read and understand, it’s better fr Ss t read after T. While Ss are answering questins, T remembers t crrect their prnunciatins. T shws the answers f each questin and explains the difficult wrds r phrases.)
Ask Ss t scan para.2-6 and find ut sme advice Peter's father gave him.
Ask Ss t scan para.7-11 and circle T fr true r F fr false.
Third Reading
2a
Ask Ss t talk abut the mistakes they have made befre and their feelings.
Answers will vary.
2b
Ask Ss t read the article in grups and number the events in the crrect rder.
(If Ss d well in the last few steps, this exercise will be very easy fr them. After the answers are shared, T can intrduce a new reading strategy t Ss: RECOGNIZING IDIOMS AND PHRASES. Since this kind f reading strategy are nt the key pints fr middle schl students, T just needs t give simple examples fr Ss t understand.)
Answers: 2, 4, 1, 3, 5
Ask Ss t answer questins in 2c.
Answers:
He was angry with himself fr missing an imprtant gal and letting his team dwn. He was wrried that his cach might kick him ff the team.
Peter’s father advised him nt t be t hard n himself but t learn hw t cmmunicate with his teammates and learn frm his mistake.
Suggested answers: Yes, it is n pint crying ver spilled milk. / It is mre meaningful t learn frm ne’s mistakes and d better in the future.
His teammates asked him nt t wrry abut what had happened as it wasn’t just ne persn’s fault. They agreed that they shuld wrk tgether t think abut hw they culd d better in the future.
He was n a team that had gd team spirit, which wuld help them achieve success in the future.
2d
Ask Ss t find idims r phrases frm the stry t replace the underlined parts f these sentences in 2d.
(If Ss d well in the last few steps, they can find ut the phrases easily. S T can chse different levels f students t answer different questins r phrases t make sure they master the article well.)
Answers:
missed scring (that) gal
let ... dwn
kicked ff
be t hard n yurself
pull tgether
2e
Ask Ss rle-play the cnversatin between Peter and his father.
(T give Ss samples, s they can practice well.)
Step 3 Pst-reading
Ask Ss t talk abut the questin: What des a winning team usually d?
(T asks Ss t find ut the phrases in the last few paragraphs. After Ss shared their answers, T can make a summary abut what team spirits are by using examples.)
Discussin
Ask Ss t discuss ther team spirits that a winning team needs.
(Ss can have mre deep thinking abut team spirits thrugh discussin.)
Language pints learning
keep ne’s eyes n sth. 的含义和用法
keep ne’s eyes n sth. 意为“盯着……”；keep an eye n… 意为“留意；照看”。
let sb. dwn的含义和用法
let sb. dwn 意为“不支持；使失望”；let sth. dwn 意为“放下；降低；降下”
because f 的含义和用法
because f 是介词短语, 意为“因为；由于”, 后面可接名词、代词、动名词或what引导的名词性从句等。扩展：1) thanks t意为 “由于或因为某人（某事）”, 通常用于好的方面, 译为“多亏”, 但有时作反语；引导的介词短语可置于句首或句末。
2) due t意为“由于； 因…...造成”, 在句中既可作状语（此时一般不用于句首）,也可作表语或定语；作表语或状语时可将due t看作是wing t的同义短语。
due t除可表示原因外, 还有“应给于, 应属于”的意思。3) wing t意为“由于”, 引出的介词短语在句中作状语或表语, 做状语时, 习惯上用逗号和句子其他部分分开。
kick sb. ff sth. 的含义和用法
kick sb. ff sth. 意为“使某人离开；开除；逐出”, 相当于kick sb. ut f sth.
rather than的含义和用法
rather than常用于平行结构中，连接名词、代词、形容词、介词短语、动词-ing形式和不定式短语等。【特别提醒】rather than连接两个并列的不定式短语时，通常省略其后的不定式符号t。
讨论环节，通过问题层层深入，让学生对teamwrk深度思考，增强对文本情感目标的培养。
本部分language pints环节中的每个知识点的意思通过文本让学生先行了解，然后通过习题让学生对其用法有更加清晰的认识。
Step 4 Exercises & Hmewrk
通过习题让学生对知识点的用法有更加清晰的认识。
Exercises
Ask Ss t d the exercises n PPT P41-P43.
T ask Ss t make a summary abut what they learned tday.
Hmewrk
Read and recite the new wrds and phrases .
D the exercises in students’ bk.
Teaching Reflectin
Teaching skills are practiced fully in this class. Ss knw hw t find the main idea accrding t the reading skills. Explain the wrds and phrases in English is a gd way t imprve Ss’ English thinking ability. The cntent is t full, s ne class is nt enugh.Mre time shuld be given t deal with the details f the article. The discussin part is a gd way t help Ss t have a better and deeper understanding f team spirits.
Teaching Aims
Language gals
Ss can learn t recgnize idims and phrases while reading.
Key wrds and phrases
weight, shulder, gal, let…dwn, cach, kick, kick sb. ff, be hard n sb., besides, teammate, curage, rather than, guy, pull, pull tgether, relief, nd, agreement, fault, disappint
Key sentences
1. He felt like there was heavy weight n his shulders as he walked hme alne.
2. T his surprise and relief, his teammates all ndded in agreement.
3. It made him feel lucky t knw that he was n a winning team.
Teaching Difficulties
Ss are able t understand the phrases in this article & Ss are able t share the details f the passage.
Teaching Aids
multimedia curseware r ther realia that the T needs fr teaching
Teaching Prcedures
Tips
Step 1 Pre-reading
此部分作为引入环节，让学生回忆比赛中发生过的不愉快的事情方便引入主题，并通过此问题激发学生的兴趣。
Predict是中考中需要掌握的一个阅读技巧，通过对文本预测，启发学生回忆起之前所学知识。
Lead-in
T asks Ss t share ne unhappy experience in a cmpetitin.
Q1. What happened in a cmpetitin?
Q2. Hw did it make yu feel?
(Past tense must be used in their stries.)
T asks Ss t think abut the questin: Which d yu think is the mst imprtant in a team?
(Befre answering, T makes sure that Ss can understand the fur phrases by pictures. Ss brainstrm in grups and share their answers ne by ne in a line, a rw r a grup.)
Pre-reading
T asks Ss t predict sme infrmatin abut the passage accrding t the picture in the text.
Q1: Wh is the by and wh are the ther bys? Why?
Q2: What team are they n? Why?
Q3: Did they win the game?
(T uses questins abve t lead Ss t fill in the blanks. Ask Ss t bserve carefully and fill in the blanks with the right wrd frm.)
Step 2 While-reading
First Reading环节教会学生阅读策略skim。通过对文本进行段落划分，让学生对文章大意有初步了解。
Secnd Reading环节教会学生阅读策略scan。
让学生学会找文本细节。让学生对重点的句型有更清晰的了解和掌握。
通过让学生角色扮演，从而对文本有关teamwrk的短语和句型进行练习，同时便于老师检测学生还没有完全掌握的部分，寓教于乐，时效性强，这也是学生最喜欢的部分。
While-reading
First Reading
Ask Ss t skim the passage and divide the passage int three parts accrding t the related meaning.
(T tells Ss what skim is: t read fast and find the key wrds. T asks Ss t divide the passage int three parts and uses ne sentence r phrase t summarize each part. Ss can discuss it within grups befre sharing. T guides Ss t find key wrds r related meanings in every paragraph. Ss share the structure f the passage accrding t their wn understanding & T gives guidance. In the end T shw Ss the right structure.)
Ask Ss t match the ideas f the three parts.
(T als needs t tell Ss reading skills like find the key wrds r sentences t make a summary. If Ss can’t summarize crrectly, T shuld lead Ss t find ut the key sentences r phrases and then they can learn t summarize well.)
Secnd Reading
Ask Ss t scan para.1 and answer the questins.
Q1: What’s his mistake?
Q2: Hw did he feel after the game?
Q3: Why did he feel angry and wrried?
(T tells Ss what scan is: t read carefully and find the details f the passage. Since the article is difficult t read and understand, it’s better fr Ss t read after T. While Ss are answering questins, T remembers t crrect their prnunciatins. T shws the answers f each questin and explains the difficult wrds r phrases.)
Ask Ss t scan para.2-6 and find ut sme advice Peter's father gave him.
Ask Ss t scan para.7-11 and circle T fr true r F fr false.
Third Reading
2a
Ask Ss t talk abut the mistakes they have made befre and their feelings.
Answers will vary.
2b
Ask Ss t read the article in grups and number the events in the crrect rder.
(If Ss d well in the last few steps, this exercise will be very easy fr them. After the answers are shared, T can intrduce a new reading strategy t Ss: RECOGNIZING IDIOMS AND PHRASES. Since this kind f reading strategy are nt the key pints fr middle schl students, T just needs t give simple examples fr Ss t understand.)
Answers: 2, 4, 1, 3, 5
Ask Ss t answer questins in 2c.
Answers:
He was angry with himself fr missing an imprtant gal and letting his team dwn. He was wrried that his cach might kick him ff the team.
Peter’s father advised him nt t be t hard n himself but t learn hw t cmmunicate with his teammates and learn frm his mistake.
Suggested answers: Yes, it is n pint crying ver spilled milk. / It is mre meaningful t learn frm ne’s mistakes and d better in the future.
His teammates asked him nt t wrry abut what had happened as it wasn’t just ne persn’s fault. They agreed that they shuld wrk tgether t think abut hw they culd d better in the future.
He was n a team that had gd team spirit, which wuld help them achieve success in the future.
2d
Ask Ss t find idims r phrases frm the stry t replace the underlined parts f these sentences in 2d.
(If Ss d well in the last few steps, they can find ut the phrases easily. S T can chse different levels f students t answer different questins r phrases t make sure they master the article well.)
Answers:
missed scring (that) gal
let ... dwn
kicked ff
be t hard n yurself
pull tgether
2e
Ask Ss rle-play the cnversatin between Peter and his father.
(T give Ss samples, s they can practice well.)
Step 3 Pst-reading
Ask Ss t talk abut the questin: What des a winning team usually d?
(T asks Ss t find ut the phrases in the last few paragraphs. After Ss shared their answers, T can make a summary abut what team spirits are by using examples.)
Discussin
Ask Ss t discuss ther team spirits that a winning team needs.
(Ss can have mre deep thinking abut team spirits thrugh discussin.)
Language pints learning
keep ne’s eyes n sth. 的含义和用法
keep ne’s eyes n sth. 意为“盯着……”；keep an eye n… 意为“留意；照看”。
let sb. dwn的含义和用法
let sb. dwn 意为“不支持；使失望”；let sth. dwn 意为“放下；降低；降下”
because f 的含义和用法
because f 是介词短语, 意为“因为；由于”, 后面可接名词、代词、动名词或what引导的名词性从句等。扩展：1) thanks t意为 “由于或因为某人（某事）”, 通常用于好的方面, 译为“多亏”, 但有时作反语；引导的介词短语可置于句首或句末。
2) due t意为“由于； 因…...造成”, 在句中既可作状语（此时一般不用于句首）,也可作表语或定语；作表语或状语时可将due t看作是wing t的同义短语。
due t除可表示原因外, 还有“应给于, 应属于”的意思。3) wing t意为“由于”, 引出的介词短语在句中作状语或表语, 做状语时, 习惯上用逗号和句子其他部分分开。
kick sb. ff sth. 的含义和用法
kick sb. ff sth. 意为“使某人离开；开除；逐出”, 相当于kick sb. ut f sth.
rather than的含义和用法
rather than常用于平行结构中，连接名词、代词、形容词、介词短语、动词-ing形式和不定式短语等。【特别提醒】rather than连接两个并列的不定式短语时，通常省略其后的不定式符号t。
讨论环节，通过问题层层深入，让学生对teamwrk深度思考，增强对文本情感目标的培养。
本部分language pints环节中的每个知识点的意思通过文本让学生先行了解，然后通过习题让学生对其用法有更加清晰的认识。
Step 4 Exercises & Hmewrk
通过习题让学生对知识点的用法有更加清晰的认识。
Exercises
Ask Ss t d the exercises n PPT P41-P43.
T ask Ss t make a summary abut what they learned tday.
Hmewrk
Read and recite the new wrds and phrases .
D the exercises in students’ bk.
Teaching Reflectin
Teaching skills are practiced fully in this class. Ss knw hw t find the main idea accrding t the reading skills. Explain the wrds and phrases in English is a gd way t imprve Ss’ English thinking ability. The cntent is t full, s ne class is nt enugh.Mre time shuld be given t deal with the details f the article. The discussin part is a gd way t help Ss t have a better and deeper understanding f team spirits.
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