人教新目标 (Go for it) 版九年级全册Section A优秀表格课后复习题

教学目标

1. 语言知识目标：

   (1) To talk about how things affect themselves by using make +sb+do sth/adj.

(2) To learn the usage of some phrases, such as pale, king, queen, examine, prime minister, palace, power, banker, wealth, fame, feel like doing, neither…nor, call in…

2. 能力目标：

(1)Students will be able to learn and retell a story.

(2)Students will be able to improve their reading skills, such as skimming and scanning

(3)Students will be able to role play the story by cooperation.

3、情感态度与价值观：

(1) Students will cultivate the cooperative spirit through pair work and role playing.

(2) Students will be able to understand what true happiness is, and build up the correct values and views on life.

教学重点难点

以及措施

教学重点：

(1)Students will be able to read for information and read for understanding.

 (2)Students will be able to express their feelings by using make +sb+do sth/adj.

教学难点：

Students can understand the text, figure out the definition of happiness and role play the story.

学习者分析

本课授课的对象为九年级下学期学生。他们正处在人生观和价值观的萌芽阶段，已经开始思考人生。在英语学习中他们也已获得了一定的词汇和句型的积累。这些为他们理解课文奠定了一定的基础。在篇章阅读上，他们虽掌握了一定的阅读策略和技巧，但仍需要不断运用和巩固。另外，这个年龄段的学生特别渴望能获得他人的肯定和赞扬，因此对角色扮演等活动的兴趣比较浓厚。而从本单元来看，在第一课时中，学生已掌握了make的使动用法，并能用它来谈论对事物的感受，这也是顺利开展本课阅读活动的前提。

教学环节

教学内容

活动设计

活动目标

应用信息技术和教育资源的使用

I. Review and lead in

学生欣赏音乐“Happy”的视频，教师提出问题 “How does the song make you feel?” 。

Greet the Ss as usual. Before class, students enjoy a short video “Happy” together. And ask students questions like: “How do you feel while listening to the song” to lead into the theme “happiness”.

T: Hello, everyone! Before studying our class, we’ll enjoy a song “Happy”.

S: (enjoy the song)

T: How does the song make you feel?

S1: …

通过复习句型“…makes me happy”进入主题“happiness”

播放视频，导入课文，生动展现本堂课的主题“happiness”。

Ⅱ. Learn new words

任务1、教师通过展示图片，询问三个问题，帮助学生通过头脑风暴学习新单词。

任务2：学生欣赏视频“What makes people happy?”练习听力。

1. The teacher asks questions like:

(1) Do you think people who have a lot of fame are happy?

(2) Will you be happy if you have a lot of wealth?

(3)  How do you feel if you have a lot of power?

Lead into the topic “What makes you happy” and some new words in this lesson, such as: fame, power, king, queen, prime minister…

2. Play a short video “What makes people happy?”, and ask students to pay attention to Scot, Nona and Natalie to practice students’ listening and improve their interest at the same time.

请学生说一说“什么能让他们开心”，可以帮助激活学生已有的背景知识，激发他们的学习兴趣和参与意识，培养他们的发散性思维，同时还可以顺利引入本课新单词。并且通过一段短视频训练学生的听力能力。

利用多媒体一步步展开两个教学任务；根据不同的任务，播放听力、展示对话、帮助学生进行自主学习。

Ⅲ. Skim

1. 教师通过问题“Can a shirt make people happy?”引入阅读文章。

2. 帮助学生通过prediction，Skimming两种阅读策略了解文章中心思想。

1. The teacher asks the question “Can a shirt make people happy?”, “Do you want to have a shirt that can make you happy?” to lead to the story

2. Present the title “The Shirt of a Happy man” and the picture in the book, then asks students to make a prediction about what they will read about. Ask some students to show their ideas, while the teacher doesn't give the exact content of the story.

3. Let the students skim the story in one minute and answer questions:

(1) What’s the main idea of the passage?

(2) Please underline the characters in the story.

4. Check the answers with students and examine how much do they get.

通过阅读标题和看插图对文章内容进行预测，可以让学生形成阅读期待，使他们能够带着兴趣和验证的态度去阅读；快速阅读的环节则主要是为了让学生对文章大意有较为整体的了解；划出人物角色，既能帮助学生更好地理解文章，也能为接下去的细读、复述和角色表演作铺垫。

设定时间标尺，训练学生快速阅读的能力。

Ⅳ. Scan

1、教师把文章分为三个部分。第一部分（1-2）；第二部分（3-5）；第三部分（6）。让学生分段阅读。

2、每个部分设置不同形式的任务帮助学生理解文章并检验学习成果。

1. Students read paragraph one and two after the tape, and find the answers to the questions below:

(1) When did the story happen?

(2) Where did the story happen?

(3) What’s wrong with the king?

(4) What did the doctor say?

In this period, the teacher can use the chalk to help students understand the phrase “as pale as chalk”. Besides, the teacher writes down the key words of each question to prepare for the following steps.

2. Students read paragraph three to five, and fill in a chart below. While the student is giving the answers, the teacher writes down the key words of each question to prepare for the following steps.

3. Ask students to read paragraph six and finish the sentence below.

Finally, the king’s __ ___was told to go out and ____ a happy man in ___  ____ time.

本环节的设计是要求学生细读文章，通过寻找细节来获得更多信息。本篇课文篇章结构清晰，适宜进行分段阅读。分段细读，可以帮助学生更好地把握文章的细节信息、理解文章内容。另外，在核对答案时教师将要点进行板书，最后在黑板上形成完整的思维导图，将文章内容进行完整，清晰地展示。让学生在获取细节信息后，再获得整体的感知，同时也是为后面的复述环节做好铺垫。

利用多媒体展示文章内容，并设置不同种类的教学任务，激起学生阅读兴趣。

Ⅴ. Careful reading

1.学生再一次细读文章，根据上下文猜测词义，完成书上3b的单词学习任务。

2.学生完成设置的与词组有关的句子填空，检验学习情况。

1. The teacher asks students to read the story again and finish task 3b in the book: find words or phrases from the story with meanings similar to these phrases.

(1) did not want to eat __________

(2) was asked to come and help ___

(3) becoming less important ______

(4) get my job___________

2. Let students finish the following sentences about different characters to examine whether they have learned these phrases.

(1)The king was a man who was unhappy. He slept badly and _______.

(2) The doctor _______to examine the king but found nothing wrong.

(3)The prime minister is always worried about ______. He also worried that others are trying to ____.

本环节的设计是要求学生在阅读中学习词汇。在学生找出相关短语后，再请他们进行句子填空的练习，以帮助他们更好地掌握这些词汇。句子填空的设计是关于人物角色的，也能帮助教师顺利过渡到下一步复述环节。

利用多媒体展示教学任务，设置时间标尺。

Ⅵ.

Retell the story

利用黑板上的思维导图，帮助学生复述人物角色。

Ask students to work in groups of 4, and help students retell each character according to the mind map on the blackboard.

T: The king was an unhappy man. He slept badly and didn’t feel like eating…

S: The doctor ……

S: …

复述能较好地帮助学生加深对课文的整体理解,巩固所学英语知识,提高语言运用能力。黑板上的思维导图还可以给学生提供帮助。另外，对于人物角色的复述也是为学生在下一环节中的角色表演做准备。

创造语言环境。

Ⅶ. Role-play

角色扮演

Students work in groups of 8, and role play the whole story. While students are preparing, the teacher walks around to see if they need help. Then ask one of groups to show their presentation.

The characters:

narrator，king，queen，doctor，prime minister，king’s banker，palace singer，king’s top general

角色扮演的任务可以帮助学生更好地理解和体会文章内容，也能充分激发学生的学习兴趣和动机。

创造语言环境，展示故事中的人物角色。

Ⅷ.

Guess the endings

学生猜测并讨论不同的故事结尾。

1. The teacher gives three possible endings and asks students which one they like best.

(1) The general couldn’t find a happy person and the king remains unhappy forever.

(2) The general realized he was a happy person and gives his shirt to the king.

(3) The general found the happy man and the man gave his shirt to the king. 

活跃课堂氛围，让学生通过短片体会故事蕴含的深意，从而实现情感的升华。

展示可能的故事结尾。

Ⅸ.

Moral education

学生欣赏一段视频，联系本文获得情感教育。

1. Ask students what the meaning of happiness is to talk about the main idea of this passage.

2. Share a short video “Keep healthy” with students, and lead to the meaning of happiness.

猜测故事结尾的活动，可以吸引学生的注意力，激发学生的参与活动的兴趣，激活学生的逻辑思维。

播放视频，创设情感环境。

Ⅹ.

Homework

布置作业。

1. Write more possible endings to the story.

2. Find an English poem about happiness on the internet.

1.猜测故事结尾的活动，为下节课做铺垫。

2、通过上搜索有关快乐主题的诗，提高学生对英语学习的兴趣，培养学生利用络学习的能力。

展示作业。