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人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 11 Sad movies make me cry. Section A 1a-2d （listening & speaking）
学情教材分析 Textbook Analysis: What: This lesson is the first session of Unit 11. The themes are "Human and Society": fostering positive interpersonal relationships and social interactions; "Human and Self": cultivating healthy lifestyles and positive attitudes. How: 1a-1c Use textbook illustrations to predict restaurant environments and their impressions, express desired restaurants with reasons, then complete exercises through audio recordings. 2a-2c Start with picture analysis—observe four images to identify keywords, familiarize with dialogue characters and contextual scenarios. Students complete tasks while listening, practicing target language skills. Why: This activity aims to enhance precise information extraction through listening exercises, develop logical reasoning abilities, recognize emotional vocabulary, and enable accurate expression of personal feelings. Student Analysis: Students have acquired basic emotional vocabulary such as "happy", "relaxed", and "nervous" through prior lessons. They can now use adjectives and verbs to express feelings about simple matters. However, their limited vocabulary and lack of fluency in articulating opinions in English remain challenges.
核心素养目标 Master new vocabulary and expressions: drive, recently, friendship, make me sleepy, drive sb. crazy, the more... the more..., etc., using the causative verb "make". 2. Understand emotional words and express personal feelings accurately. 3. Through listening practice, students can precisely predict and extract key information, enhancing logical reasoning skills. Advanced objectives: Students will be able to construct authentic dialogues in target language with richer linguistic expression, and engage in role-playing activities.
重点 Master and flexibly use the "make + sb. + adjective" plete listening exercises and accurately complete fill-in-the-blank and restaurant matching sentences based on the listening content.
难点 How to make all the students take part in the listening and speaking activities actively. In actual communication, students should naturally and fluently use the "make + sb. + adjective" structure to express themselves. They should be guided to deeply understand how environmental factors affect personal emotions and clearly articulate their own opinions.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Lead-in 【5min】 Greeting each other. To show a short movie for students and ask them try to guess the name of the song. Help students to list some words about feelings they have heard or learned. Greeting Enjoy a short video and free talk.
Ⅱ. Presentation New words and structures 【6min】 1.To show some pictures on the blackboard and get students to say some words about feelings. 2.To show a short video for students to enjoy and get students to enjoy and say their feelings. 3.Present the structure with “take”,and explain the usage in detail. Learn some useful expression about feelings and practice function structures. Read and remember these words. Read these sentences again for remember.
Ⅲ. Practice Listening 1b-2b 【10min】 2d conversation 【6min】 Play the records on 1b to 2b, and ask the students to finish the listening exercises.Then check the answers one by one. Ask several students to role play the conversation and then answer the questions. Listen to the records carefully and take notes while listening to finish the exercises in 1b to 2b.Finally, and revise one’s answers in the end. Volunteer to role play the conversation and then try to find out the correct answers to the questions.
Ⅳ. Promotion Summary: Group work【10min】 Consolidation 【3min】 Help students to say some key words and sentences in this lesson. 2.List the phrases with “make” :make sb. do sth & make sb. + adj. and give some examples. Read the dialogue together. Make conversations with partners and review. Review and do make some sentences.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 11 Sad movies make me cry. Section A 3a-3b （reading）
学情教材分析 Textbook Analysis: This lesson is the second session of Unit 11 in the New Target textbook for ninth graders. Through text-based reading, we aim to enhance language input and develop students' reading skills. The Grammar Focus-4c section reinforces understanding of new language content in this unit, guiding students to comprehend, practice, and apply target sentence structures from a logical perspective. Student Analysis: This reading lesson focuses on the fable of a king searching for a joyful shirt. The curriculum is designed around the text's content. The textbook's illustrations and headings provide foundational elements for students 'predictions. The text's logical structure—character development, temporal context, geographical setting, cause, and significance—serves as a guide for close reading and detailed information extraction. The multi-character cast offers material for role-playing activities, while the open-ended conclusion encourages imaginative speculation and creative reinterpretation. Effectively utilizing these textual resources achieves the learning objectives. Additionally, this lesson establishes a narrative foundation for Section B's listening comprehension.
核心素养目标 1. Through skimming, students learn the story's content and develop their ability to quickly grasp the main idea of a text. 2. By analyzing titles and observing images, students can predict the overall content of a passage. 3. Through focused reading to complete various tasks, students enhance their capacity to extract specific information from texts. 4. Cultivate students' awareness of actively engaging their minds during reading.
重点 Through rapid reading, students can know the content of the story and develop their ability to read quickly and grasp the general meaning of the article.
难点 Students can predict the whole content of the article by reading the title and observing the pictures.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【2min】 Situation creating. What makes you happy Peter’s father and he are talking about it. Talk about Peter’s problem. After that, answer the question. What makes you happy
Ⅱ. Presentation Before-reading Lead-in 【7min】 Show the picture of the king. Do you think he is happy Now,Let’s read the fable about the king and check your imagination. Free talk. Tell what you think.
Ⅲ. Practice While-reading Skimming.3a Careful Reading 【8min】 3b【5min】 Choose the structure of the article and list the main idea. Read Para.1-5 and finish the relevant tasks. Work on 3b. pay attention to the first sentence. Fill in the chart, Complete the ID card, and answer the questions. Read again and find words or phrases from the story with meanings similar to these phrases.
Ⅳ. Promotion Post-reading retelling【10min】 Summary 【2min】 After reading the story, what do you think can make people happy Retell the story according to the following key words. Discuss the question with partners, then share in class. Retell the story by using the mind map.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 11 Sad movies make me cry. Section A Grammar Focus+Language points
学情教材分析 Student Analysis: Ninth graders have built a solid foundation in English, having mastered basic sentence structures and vocabulary through prior studies. They show strong interest in topics closely related to daily life, demonstrating keen curiosity and thirst for knowledge. However, when encountering complex grammatical constructions like "make + sb./sth. + do sth./adj.", students may face challenges in both comprehension and application. Some learners might struggle with using verb infinitives accurately or express the impact of external factors on individuals in a clear and fluent manner. Textbook Analysis: The Grammar Focus section presents core sentence patterns of this unit in tabular form, such as "Sad movies make me cry." and "Loud music makes me tense," helping students gain intuitive understanding of the "make + sb./sth. + do sth./adj." structure. Section 4a requires students to rewrite sentences using this grammatical structure based on provided scenarios, reinforcing their comprehension and application skills. Section 4b serves as a comprehensive oral and writing exercise: students first read a passage, then answer questions based on its content while practicing writing using learned grammatical structures.
核心素养目标 Be able to use the make grammar to correctly express their own emotional changes and explain the reasons. Be able to express and deal with their own emotional problems correctly. Cultivate a positive and optimistic attitude and be a person with stable emotions. Through observation and induction, make verbs are correctly understood and used; the language structure of make is accurately used to express emotions. Through observation, discussion and induction, the usage of the service verb make is summarized to improve the logic of thinking.
重点 Master the usage of make, that is, the structure and meaning of "make + sb. + adj." and "make + sb. + do sth." Be able to use the sentence pattern of make to accurately express language and describe the influence of things on people.
难点 Distinguish between the usage of "make + sb. + adj." and "make + sb. + do sth." and use them correctly in actual context. Understand and flexibly use the make sentence pattern to express complex emotions and ideas.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Grammar Focus 【4min】 Review Oral test 【4min】 Lead the students to read and translate the sentences in Grammar Focus. Give the students two chances to read the article of 3a to test their oral ability. Read the sentences in Grammar Focus all together in English twice and then translate them into pete to get the chances to read the passage and try one’s best to get a higher mark.
Ⅱ. Presentation Language points 【6min】 Present the students the key language points in Section A on PPT one by one. Give necessary explanation that the students need. e.g: Learn the language points carefully and take notes when there is necessity.
Ⅲ. Practice Relevant exercises 【6min】 Check answers 【6min】 Show the students the relevant exercises and ask the students to finish them with the help of the language points learned above. Check the answers of the exercises one by pete to finish the exercises within the limited time. Revise one’s answers carefully. Copy the exercises which one makes mistakes on.
Ⅳ. Promotion Reinforcement 4a-4c 【6min】 Have the students finish the tasks in 4a to 4c to consolidate the learning of Section A. Finally, check the answers all together. Do the exercises in 4a-4c, and then compete to show one’s answers in front of the whole class. Revise one’s answers in the end.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 11 Sad movies make me cry. Section B 1a-1e （listening & speaking）
学情教材分析 Textbook Analysis: The unit's theme "Feelings" focuses on human emotions and feelings. Section B 1a-1e serves as an extension, reinforcing emotional expressions through listening and speaking activities to develop students' comprehensive language application skills. Part 1a-1b engages students in discussing life experiences that bring joy or sorrow, activating their background knowledge and relevant vocabulary. The listening section (1c-1e) revolves around Peter's experiences, exploring his feelings in various situations to train students' ability to extract key information and understand details. Student Analysis: Ninth graders have developed a solid foundation in English language skills, including listening, speaking, reading, and writing. They also possess some life experiences and emotional awareness regarding various topics. However, there is still room for improvement in their listening techniques and accuracy of language expression. Additionally, some students may demonstrate less initiative in class participation, requiring teachers to employ diverse teaching activities to stimulate their learning interest and enthusiasm.
核心素养目标 Language ability: Learn the sequel of this fable story, master the words and phrases "general", "power", "search for", "even though", "return to" and sentence patterns. The general found a happy person with power and money. What makes the poor man so happy even though he has no power, money or fame Improve the ability to obtain key information and summarize in listening. Train listening strategies for prediction and verification. Understand the true meaning of happiness. Develop critical thinking to distinguish material and spiritual happiness. Be able to find true happiness in life. Understand the universal value of the connotation of happiness, understand the inner meaning of this fable: contentment is always happy.
重点 Master the key vocabulary and sentence patterns in this section. Understand and understand the description of the characters' emotions in the listening material. Be able to use the learned language to express their own feelings and experiences.
难点 Understanding of complex sentences and phrases in listening materials. How to guide students to express their own complex emotions and ideas accurately and fluently in English.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【4min】 Interview individual students，like this： T：What makes you happy/sad/nervous /relaxed/interested/…？Why Show students a chart about the previous content to fill in. Think actively and answer questions. Retell the story according to the cute.
Ⅱ. Presentation Lead-in 【2min】 Ask students: “What did the King need ” and then show them the answer: “What he needs is the shirt of a happy man.”The main idea of The shirt of a Happy man is… Review the ending of the story’s first part: A general was told to find a happy man.
Ⅲ. Practice Listening practice 1b 【3min】 1c 【5min】 Play the record of 1b and ask the students to finish the task. [add more questions if possible] Play the record of 1c for the students and ask them to finish the task in 1c. Listen to the record carefully and then answer the questions. Listen carefully again and fill in the blanks to find out what do people usually do on Halloween.
Ⅳ. Promotion Group Work 【5min】 Ask students to discuss their ideas about happiness in groups.Then ask each group to share their ideas with others. Make up the textbook play according to the rest of the story.Then invite them role－play their textbook play in front of the class.Give some praise and encouragements to them.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 11 Sad movies make me cry. Section B 2a-2e （reading）
学情教材分析 Textbook Analysis: This unit discusses the effects of different things on emotions and people's ideas about certain emotions, asking students to use the vocabulary and sentence patterns of this unit to make sb. do sth./ make sb. adj. to express emotional changes. Student Analysis: Students have been exposed to the simple use of service verbs in grades 7 and 8, but they are not very good at using them. This unit focuses on developing students' comprehensive listening, speaking, reading and writing skills.
核心素养目标 Understand, memorize, and apply vocabulary from this lesson in context: weight, shoulder... Understand the plot structure of English fables and independently complete listening tasks. Learn to identify idioms and phrases in texts, accumulate relevant language knowledge, and apply various reading techniques to enhance reading skills. Use vocabulary and sentence patterns from this unit to discuss how things affect people and express personal feelings.
重点 Understand, memorize and use the vocabulary of this lesson in context: weight, shoulder... Master the new words, phrases and sentence patterns that appear in this lesson; master the details of the text;
难点 Can understand the plot structure of English fables and complete listening tasks independently. Summarize the main idea of the article and be able to retell the article based on the mind map.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Pre-teach 【4min】 Situation creating: Have you ever made a mistake How did it make you feel What did you do after making a mistake Watch a video. Tell the feelings after the Video. After that, answer the questions.
Ⅱ. Presentation Before-reading Lead-in 【3min】 Let's predict.Look at the title and the picture,finish the questions. What can you see in the picture What does the passage may talk about Free talk. Tell what you think. Is the author positive or negative about his team
Ⅲ. Practice While Reading Fast-reading: 3c【7min】 Careful-reading 【8min】 Ask the students to read the article quickly and answer the questions below: Q1: What did Peter think of the mistake Q2: How did the mistake make Peter feel Why Ask the students to read the article carefully, and then find out his father’s advice. . Read the passage quickly and try to find out the correct answers to the questions. Read the passage carefully this time and of one’s own understanding of the passage.
Ⅳ. Promotion Post-reading 2d【5min】 Discussion: 2e 【7min】 Ask the students to finish the task in 2d. then check the answers. Let the students have a group discussion and then give a report. Summarize what they have learned in this class. Discuss whether they are successful learners and what good or useful learning habits they have.Then give a report in front of the class.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
教学 后记人教版英语2012九年级全一册电子教案
学科 English 年级 9 上课时间 总 节 次
课题 GFI 9 Unit 11 Sad movies make me cry. Section B 3a-Self Check
学情教材分析 Textbook Analysis: This lesson is adapted from Unit 11 "Sad Movies Make Me Cry" in the People's Education Press Grade 9 Curriculum. The unit's thematic objective is to discuss how things affect people, while the language goal focuses on mastering the usage of "make sb. + adj." / verb structures. This narrative writing lesson centers around the theme "An Unforgettable Experience," featuring three progressive modules—pre-writing, in-writing, and post-writing tasks—to systematically develop students' writing skills. Student Analysis: Ninth graders have built a solid foundation in English, making them relatively comfortable with the "make sb. + adj./verb" structure. However, they often struggle to correctly identify the part of speech and conjugation of the word following "make" in practical usage. Facing the high school entrance exam, these students endure frequent tests and immense pressure, with every event in their daily lives and studies potentially affecting their emotional state.
核心素养目标 Master as many emotional expression words as possible; Learn to view things positively through recalling past events; Develop logical writing structures to enhance language skills. Through grammar review and consolidation in this unit, master stigmatization techniques; Complete writing tasks by analyzing content and methods.
重点 Use the main functional sentence patterns learned in this unit to write a narrative.
难点 How to make the students discover the writing skills and thinking pattern in the passages of this Unit and to lead the students to write a good article of their own.
板 书 设 计 教学准备 Teaching plan PPT Pad(s) Testing materials …
教育之于心灵，犹雕刻之于大理石。——爱迪生 5
教 学 过 程 教学内容 教师活动 学生活动
Ⅰ. Warm-Up Before-writing Revision 【4min】 Brainstorm: Think of words that describe feelings as many as possible and write them down. Actively participate in classroom activities, discuss relevant topics with peers, and work together to complete learning tasks.
Ⅱ. Presentation preparation 3a 【4min】 3b 【2min】 Ask the students to read the task of 3a, and then answer the questions in the chart. Lead the students to read the hints in 3b. Think about the questions and then write down key information about one's favorite Chinese festival. Read the hints and think about how to make use them in one’s writing later.
Ⅲ. Practice While-writing 【16min】 Ask the students to write their letter about one’s favorite Chinese festival now. Offer help whenever the students need while they are writing. Then choose several good writings as examples to show in class. Begin to write the letter to introduce one’s favorite Chinese festival to one’s pen pal. Ask the teacher for help if one needs indeed. Enjoy others’ good writings and try to learn something good from others.
Ⅳ. Promotion Post-writing Consolidation Self Check 【8min】 Asks Ss to complete the tasks in Self Check and work on their own. Explain and check the answers. Work on Self Check. Summarize what we have learned.
作业 布置 Must do: Choose to do: 预计时长：≤20分钟
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