人教新目标 (Go for it) 版九年级全册Unit 11 Sad movies make me cry.Section A教课内容ppt课件

Teaching Procedures

Tips

Step 1 Lead-in

此部分make句式的练习环节，用多种场景练习make + adj.的句式，并帮助学生联想到更多形容词来描述心情。形容词的扩展部分帮助学生更好的总结了已经学过的重点形容词。

       Show Ss teaching goals in this class.

T: Morning everyone. Today we are going to learn to use “make” to express feelings.

       Show Ss pictures. Ask them to answer the questions PPT P6-P11:

Step 1: Ask Ss to think about the question: How does it make you feel when you win the first place?

(T can write the sentence structure “make sb. + n. / adj” on the board and ask Ss to answer according to the given structure. Ss are expected to give different answers, but T needs to show them the suggested answer “It makes me happy.” and introduce the sentence structure “make sb. + n. / adj.)

Step 2: Show Ss the questions from P7 to P12 and ask them to answer the questions one by one with the given sentence structure “make sb. + n. / adj.”

(T can give proper guidance if Ss can’t answer questions correctly with the sentence structure “make sb. + n. / adj.” )

       Ask Ss to brainstorm adjective words to share feelings:

Step 1: Divide Ss into groups of four. Ask Ss to brainstorm adjectives they learned to describe feelings.

T: Well, we can use some adjectives to describe our feelings. Now, let’s work in groups and summarize the words we’ve learned to share our feelings. Two minutes later, let’s share together.

Step 2: Choose one S from one group to share the adjectives they have written. Then, ask other groups to share more words which the former group didn’t mention.

(When Ss are sharing, T can also draw a webbing map on the board to write down all the words Ss have shared. T can add more words for the webbing map when necessary. T can also encourage Ss to sum up the words using their own mind maps.)

Step 3: T can use the words on PPT P13 to help Ss to review.

T: You knew so many words. Now let’s read the words together, when you are reading, please pay attention to the intonation.

Step 2 Pre-listening

While-reading部分的听力部分对于学生来说可能成为障碍。通过观看视频帮助学生具体的了解听力材料的信息，再通过跟读听力材料，加深学生对材料的理解，同时让学生更加充分的练习了听力能力。

Free Talk 环节通过问答的形式帮助学生学会使用今天所学的重点句型：would rather… make sb. …

1a

       Step 1: Pair up, ask Ss to look at the picture and describe (or compare) the environment of each restaurant.

T: There are two different restaurants here. Now use the adjectives you’ve learned to describe the two restaurants. Work with your partners and share your ideas.

(Tip: T can ask one or two pairs to share their ideas about the two restaurants.)

       Step 2: Ask Ss to discuss with their partner about the question: Which restaurant do you like to go? why?

(Tip: To make this task easier, T can show Ss the sample conversation on P15 first, then ask them to make a similar conversation with their partner. If the class is strong, T can ask Ss to start the conversation directly.)

While-reading

1b

       Ask Ss to listen to the tape and fill in the blanks. Then match the restaurants with the statements.

T: There are two restaurants. One is Rockin’ Restaurant and the other is Blue Ocean. What do Amy and Tina think of the two restaurants? You can circle the key words before listening (e.g. picture, music). Now, let’s listen.

(Tip: T can walk around when Ss are listening to the tape. T can ask Ss to listen for the second time if the material is difficult.)

Answers: 1. awful, uncomfortable  2. loud, nervous  3. soft, relax, sleepy

       T asks Ss to watch a video about the listening material.

       T shows Ss the audio script. Ask them to read the conversation following the recording.

(Tip: T highlights two key sentences about “make”.)

       T asks Ss to predict which restaurant Amy and Tina would like to go to according to the answers in 1b and asks them to share the reasons.

T: What do you think of the Rockin’ Restaurant? What about Blue

Ocean? Which one will Amy choose? Guess and share the reason with us. Before answering the questions, let’s look at an example.

(Tip: Show the example on PPT first. Then, ask Ss to share their ideas in groups. Next, ask one or two Ss to share their ideas to the class. T can encourage other Ss to give comments or opinions. )

Post-listening

1c

       T asks Ss to role-play the conversation between Amy and Tina.

T: Now let’s role-play a conversation between Amy and Tina. I need you to work in pairs, one of you will be Tina and the other will be Amy. Here is an example.

(T asks Ss to choose the partner on their own and role-play. Invite one or two pairs to perform to the class .)

Free Talk

       T asks Ss to talk about the question: Which restaurant do you prefer and why ?

Step1: T asks Ss to think about the question by themselves first and then share their ideas in groups.

T: Which restaurant do you prefer and why ? Now you have one minute to think about the question. Then share in your groups.

(Tips: T gives Ss sentence structures on P21 to help them speak logically. )

Step 3 Language points learning

make的含义及用法：

make 用作使役动词表示“使；让”，可跟复合结构，即“make+宾语+宾语补足语”。其中的宾语补足语可以是不带to的不定式、过去分词，名词或形容词。本句makes me sleepy，是“make+名词/代词+形容词”结构。

make的基本句型

1. make sb./sth. + n.           2. make sb./sth. + adj.

3. make sb./sth. + do sth.      4. make sb./sth. + done

would rather的含用法:及与rather的区别

would rather宁愿; would rather与人称代词连用时，通常缩写为’d rather，后接动词原形，没有人称和数的变化。其用法如下:

would rather (not) do sth.宁愿(不)做某事

would rather do sth. than do sth.宁愿做某事，也不愿做某事

rather 作副词，意为“相当”，多用于修饰形容词或副词； 也有“相反，更确切地说”的意思，用于提出不同的观点或提供更确切的信息。

本部分language points环节中把would rather和rather做了区分，帮助学生更好的理解这俩组词的意思与不同。

Step 4 Exercises & Homework

Exercises的任务是对本节课重点知识点的总结与回顾，如果老师也可以根据学生情况

Exercises

       Ask Ss to do the exercises on PPT P27.

       T ask Ss to make a summary about what we have learned today.

Teaching Reflection

In this period, the most important and the most difficult part is to help Ss to make sentences using the sentence structures: “make sb. + adj. / do” and “would rather ...”. The lead in part and the free talk part help Ss to understand well about these two sentence structures through doing enough practice, which is a very effective way for Ss. The adjectives chart in brainstorm part provides Ss a good way to summarize the words they have learned. Remember, when we design a task, we need to make sure that students can learn more about the target language by doing the task.