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1、九年级英语 Unit 13 Rainy days make me sad. Section A la、lb、lc说课稿教材分析：Rainy days make me sad section A la 、lb、 lc 选自新课程标准试验教科书英语（人教版）九年级第 13 单元；本课主要以对两种氛围的餐馆进行比较，引出动词make 的用法；这对于本单元主要“谈论事物对我们心情的影响”起到了很好的承接作用，通过本课的学习，引导同学学会比较、挑选对自己有影响的事物，并能正确处理一些实际问题，既巩固了语言学习目标，又培育了同学的合作能和交际才能，培育他们做个情感丰富的人；同学分析：通过两年多的中学英语学
2、习，这个学期的九年级同学已经把握了肯定的英语基础学问，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受；结合同学的年龄特点及学问才能，本课联系同学生活实际，引导同学结合自己的生活体验，以小组对话、采访等方式，运用所学的语言基础学问自我学习，相互学习，勉励他们主动参与教案活动，在课堂上能进入角色，克服语言障碍和害怕害羞的心理压力，真正成为学习的主 体；设计理念：新课程提倡“以人为本”的训练教案思想，符合同学身心进展的规律；本课主要依据任务型教案法的真实性原就，设计任务型合作学习活动，面对全体同学，引导同学主动进行对话，学以致用，让同学能够在使用中学习语言；提倡积极参与，以小组
3、性活动教案方式为主，环绕教案目标，创设贴近同学生活的话题和情境，通过听、说、读、写等环节，勉励同学大胆说出、写出自己的“ feelings ”（感受）；培育同学的合作才能和语言交际才能及丰富的情感态度；教案目标：语言学问目标1、能够运用所学学问，谈论或询问事物对我们心情的影响或人对某一件事或物的看法；2、学会比较，分析不同事物的优缺点，从而进行优化挑选；语言技能目标1、学习动词 make 的用法，即 make宾语形容词，并能在实际情境中简洁地运用；2、学会以下基本句型：How do you feel about loud/soft music ？How do you feel about th
4、e picture. Loud music makes me tense/angry/.Soft music makes me sleepy/sad/Soft music makes her relaxed/The awful pictures make me tense/.3、能听懂听力内容，并能完成相应的练习；情感态度目标培育同学做一个情感丰富的人；6 / 6学习策略目标通过小组对话等方式比较不同的事物，谈论它们对我们心情的影响；教案重点与难点1、词汇描写“ feelings 感受 ”的形容词： happy， surprised， embarrassed， sick ， anxious ，
5、 angry ， annoyed ， sad， upset ， unhappy ， stressed out ， worried ， tense ， excited ， interested ， relaxed， bored， comfortable 2、动词 make 的用法，留意学以致用；make宾语形容词课时： One Period教案方式：任务型教案法，多媒体帮助教案等；教案过程 Step I Lead- in .Review some words about feeling , then present the sentence structure . Show the Ss a f
6、ew pictures and then show the teaching material .Look at the followinglist of activities on the screen: parties, exams, school vacations, gym class.How do you feel about . Happy.Excited. Nervous.A: What makes him/her sad. B: Rainy days makes him sad.Purpose :Through this part we can consolidate what
7、 they studiedyesterday, Arouse the students Rainy days make me sad.Step II 1ainterest of study. Bring in new subject:This activity introduces new vocabulary and provides oral practice using the target language.Go through the instructions and look at the two pictures. Ask, Who can describe the interi
8、or of each restaurant. Rockin Restaurant has red walls, ugly paintings on the walls, and loud music. The Blue Lagoon has blue walls, plants, flowers, and a piano player. Say, Which restaurant would you rather go to. Talk about it with your parter.Let students work in pairs, and tell each other which
9、 restaurant they would like to go to and why. When students work, go around the classroom offering help as needed. When they have finished talking to each other, call out several pairs to say their conversations to the class. Sample conversationPurpose:Train the students to communicate with others a
10、bout their feelings and prepare for the next activity.Step III Listening 1b: P102This activity gives students practice in understanding the target language in spoken conversation.Ask students to read the instructions.Look at the chart and point out the two headings: The Rockin Rest and The Blue Lago
11、on. Look at the sample answer.Let a student read the completed sentence, and then say, You will hear the missing words on the recording. Fill in the blanks with the words you hear on the tape.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill
12、in the missing words.Check the answers with the whole class. AnswersThe Rockin Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyPurpose:Train the Ss listening ability and prepare for later exercises.Step IV Speaking 1c: P102Ask the students to talk about how music affects them.Tell thestudents
13、they will be talking about their own opinions with a partner. Look back at the chart in Activity 1b. Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music.While students are working in pairs, walk around the classroom, and listen to some
14、pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Purpose:Train the SsStep VGrammarspeaking ability and prepare for later exercises.1). Sum the usage of make then help them to say out the sentence structure.2). Do some exercis
15、es to consolidate the grammar .Purpose: Train the Ss ability of understanding and usginugaglaen.Step VI Homework1. List 4-5 things around you and then describe how the things affect you.2. Composition Exams make me；Purpose:I want to improve the ability of their writing. At the same time, train the a
16、bility of do-it-yourselfand looking up the information by themseleves.Part 6. Blackboard design1. make +sb/sth+adjeg: The news made him sad.He tries his best to make his lessonsinteresting. make +sb/sth+ doeg: He made me wait for a long hours.He made me do this exercise again.在被动语态中变为： sb be made to
17、 do2. rather 原意为相当 ,为副词eg: It s rather cold to今da天y.相当冷；rather常与 would 连用 “宁可,宁愿, 仍是好些”eg: Id rather play tennis than swim.我不想游泳 ,我宁愿去打网球；Purpose：In my opinion, the blackboard design can reflect the teacher s ability of mastering the text and leading the students to master the text easily. In this t
18、ext, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. Iwant to use them correctly and flexibly.Part 7. Self evaluation.自评 In order to make the students the real masters in class while the teacher himself acts as direct
19、or. I designed some activities to arouse the students interest of studying .The students can learn thgeettalranguageeasily .Also ,by these activities , I vceultivated the students spirit ofcooperating , trained the students skills of listening ,speaking , reading ,writing, improved the students abil
20、ityof collecting information anddealing with the information. Help the students to form a positive attitude towards life .Thanks for listening .：一、导入 （ Lead-in ）1 热身（ warm-up ）老师先问一个同学， T： Whatsyour favorite sport.And why. 同学回答 Sl：My favorite sport is soccer. Because it is exciting. T ： so,it makes
21、you excited （板书）以同样的方式，让同学互问互答，引导他们尝试使用“make宾语形容词”这个结构；老师赐予适当帮忙；设计思路：以同学感爱好的话题，引出本课的重要句子和单词，自然流畅，吸引同学的学习留意力，激发同学的学习动机，调动同学的学习积极性，同时，在师生、生生相互沟通的基础上，加深了彼此之间的信任与情感，培育同学的语言交际才能；（ 2 ）大脑风暴（ Brain Storm ），让同学们一个一个说出已学过的表示感觉的形容词：happy， surprised， embarrassed， sick ， anxious ， angry ， annoyed， sad， upset， un
22、happy ， stressed out ， worried ， tense ， excited ， interested ， relaxed ， bored ， comfortable ， uncomfortable （板书）老师做板书登记，并让同学们大声齐读一遍；（设计思路：大脑风暴开拓了同学的思维，活跃了课堂气氛，既复习了旧学问，又为本课的新学问学习打下基础；）二、新课出现（ Presentation）（1） 图片展现不同的情感；同学回答表情感的单词；（2） 利用同学关怀话题，练习make 的用法；（3） 最终，老师小结：“make宾语形容词”的用法；（设计思路：通过图画的出现，刺激同学
23、的视觉感官，防止了枯燥乏味的说教，调剂同学的心情，调动同学的学习积极性；让同学在轻松奇怪的氛围中学习本节课的目标语言；自然生动，易于把握运用；）三、操练（ Practice）Ia,看图比较书本上Ia 的图画，描述这两个餐厅的特点（老师赐予适当的补充），询问同学情愿去哪一家？（ Where would you rather go. ）然后，让同学进行四人一组口语链接练习， 让同学尽量用刚学到的目标语来说明缘由；egS1:where would you rather go.S2:I would rather go to the Blue Lagoon restaurant. S1: Why.S2:
24、 Because blue walls make me relaxed. do not like to go to the Rockin Restaurant becausethe awful pictures there make me tense. What about you S3.S3:I like What about you, S4.S4:I don t like because , what about you, S1.S1:I like because然后，抽查几组，让他们在全班面前表演对话；（设计思路：通过小组合作，同学初步操练目标语言，学会比较，学会争论不同的事物对他们心情
25、的影响，并进行优化挑选；同时，为听懂听力内容作了铺垫；）Ib.听力（ Listening ） .（1） 第一，老师问：What do Amy and Tina think of the two restaurants.帮忙同学明确此题要求，指着表格，让同学先明白表格中的信息；（2） 第一次播放录音，同学只听不做；（3） 其次次播放录音，同学依据录音内容完成句子；（ 4）检查答案；（可以通过回放录音让同学一句一句跟读，懂得对话内容来完成检查任务；）（设计思路：通过老师的提问题及同学看表格明白信息的预备，让同学带着问题有意识地听，有的放矢，成效好；）Ic.结对练习（ Pairwork ）同学依据
26、Ib 中 Amy 和 Tina 的看法，仿照 Ic 中的对话进行对话练习，两人一组运用刚学过的目标语言谈论对两家餐厅中不同事物的看法，最终抽查几对学生，让他们按要求在全班面前进行对话；（设计思路：要提高同学的听说才能，必需进行必要的口头训练，让同学带着任务进行面对面的沟通；同学通过对话，进一步操练了目标语言，增进了同学之间，师生之间的交 流，培育同学的合作才能，在情感目标方面，又勉励同学勇于说出自己的想法，做个情感丰富的人；）四、巩固和练习Listen 2a,2b（设计思路：这是语言的实际运用的检验，通过同学熟识的真实生活情形，激发了同学的学习积极性，既巩固了本课所学的语言目标，又开拓了同学思
27、维，使同学思维跳出了课 本，从而真正达到新课程提出的培育同学综合运用语言的才能；）五、作业布置（ Homework）作业：周末，你情愿去哪里吃饭和玩耍？又不想去哪里？请用本课的目标语分别说明缘由，并整理成一篇约为60 字的短文；（设计思路：通过写的训练，既能巩固本课的目标语言，又锤炼同学的规律思维才能，有用有效，同时又为下一节课的学习内容作好了铺垫，既承上又启下；）教案反思：通过这一系列的教案设计，老师在教案活动中与同学积极互动，在传授学问的同时，既培育了同学的独立性和自主性，又引导他们主动、富有个性的学习，面对全体同学，又关注个体差异，创设引导同学主动参与教案活动，激发同学的学习积极性，把课堂“交仍”同学，使同学真正成为学习的主人；）