TheShirtofaHappyMan教学设计

The Shirt of a Happy Man教案
【教材分析】
本节课是九年级第11单元第二课时，其核心话题继续围绕着make的相关句型来谈论事物对人的影响。

我们之前学习描述人物的喜怒哀乐等情绪的句子，所以能自然过渡到本课的主题，学习句型Sth. make sb…?为主要学习任务，并且设置任务型综合性语言实践活动，让学生在交际活动中学会正确地用英语表达自己的意见和建议，重在培养学生习得语言运用能力、实践能力、合作能力及创新意识。

【学情分析】
九年级学生模仿和记忆的能力特别强，在学习本单元之前，他们已经学习过一些描写人物情绪的词汇和句型，所以对于本节课的学习，大部分学生已经有了一定的学习基础并且能够通过使用英语来表达他们的某些感受。

结合学生的年龄特点及知识能力，本课联系学生生活实际，引导学生结合自己的生活体验，运用所学的语言基础知识自我学习，互相学习，鼓励他们主动参与教学活动，在课堂上能进入角色，克服语言障碍和胆怯害羞的心理压力，真正成为学习的主体。

【教学目标】
语言知识目标
1、掌握本节课的新词汇:king国王，power权力，banker银行家，fame名誉；声誉，pale苍白的，queen
王后，examine（仔细地）检查，palace王宫；宫殿，wealth财富，call in召来，neither…nor…既不……
也不……,take my position取代我的位置等。

语言技能目标
1、对所学make的用法，能在实际情境中简单地运用。

2、学会积累相关语言知识，提高阅读理解能力。

情感态度目标
理解幸福的含义，做一个知足常乐的人。

【教学重难点】
重点：1、掌握本课时中出现的生词和词组。

2、正确理解make的用法。

难点：1、阅读短文获得相关信息的能力。

2、能运用目标语言结构表演复述寓言故事。

【教学方法】
1、任务型教学法：激发学生的学习兴趣，培养学生自主学习能力。

2、情景教学法：培养学生四种基本的语言技巧，即听、说、读、写的能力。

3、多媒体辅助教学：形象、生动，使课堂容量相对增加，给学生提供更多的语言实践机会，有利于综合语言运用能力和提高。

【教学过程】
Step1: Lead-in
T:Today,I am very happy because nobody is late for school. Are you happy?
Ss: Yes.
T: A warm family can make me happy. And you? What can make you happy?
(Call attention to the use of make)
S₁: the fine weather can make me happy.
S₂: A comedy movie can make me happy.
……
T: Yeah…A simple thing can make us happy. What is happiness?(Discussing…)Let me tell you a story next. Maybe we can answer the question from the story.
(设计意图：由师生对话自然导入新课。

贴近学生生活，容易激发学生的学习兴趣。

)
Step2: Presentation
1.New words
Set a scene: A long time ago, there lived a man in a rich and beautiful house .The man had many wives, doctors, singers
and other things. Can you guess who he was?( show students a picture about king.)Where did he lived in?( show students a picture about palace.)please find out other characters in the story on page83.
Next, show students some pictures about other characters to learn new words. Teacher can use expressions and body language to make students understand them if necessary.
king国王palace王宫；宫殿queen王后prime minister首相；总理
power权力banker银行家wealth财富fame名誉；声誉
T:The king is a man with power, wealth and fame. If you are king, are you happy?
(设计意图:通过创设情景和图片学习新单词并用联想记忆法拓展词汇学习，解决单词障碍。

)
2.Reading
①Fast reading
Let students read the passage quickly, then answer the questions below.
1）Do you think the king was happy?
2）What does the passage mainly talk about?
A .The prime minister and the king
B. The meaning of happiness
C. A happy king
(设计意图：训练学生提高快速阅读获取文章大意的能力。

)
②Careful reading
Task1: Read paragraph1 and 2 carefully and answer the questions below .
1）What was wrong with the king?
2）Medicine can help the king, true or false? Why?
Then invite two students to answer the questions.
Task2: Read paragraph3、4 and 5 carefully and answer the questions below.
1）Why does power not make the prime minister happy?
2）Why does money not make the banker happy?
3）Why does fame not make the singer happy?
Then invite three students to answer the questions.
Task3: Read paragraph 6 and finish the blanks below.
Finally, the king’_____ _____was told to go out and ____a happy man in _____ _____time.
Then let all students finish the blanks.
(设计意图:采取分段阅读，其任务形式多样以此训练学生细读获取细节信息的能力。

)
③Post reading
(设计意图：采用这种方式梳理文章的主要逻辑框架，可加强人—事物—情感之间的联系，进一步巩固本单元的重点语言结构。

)
(设计意图：巩固练习，加深学生对重点短语的理解。

)
Step4: Group work
1.Divide students into six groups to act the story.
2.Give them enough time to do this word .As they work, move around the room to check the progress.
3.Finally, invite some groups to act it for the whole class. Others evaluate them.
(设计意图：以表演对话的形式复述故事内容并要求全体学生参与评价，这样既能提高全班的参与度，同时还能给学生创造发现和学习他人长处的机会。

)
Step5: Summary
T: In this period, we mainly learned to talk about the meaning of happiness. What is happiness? It’s in our mind. A contented mind is perpetual feast. From the story, we also developed our comprehensive skill and speaking skill.
(设计意图：对课堂教学进行归纳梳理，给学生一个整体印象，能促进学生掌握知识，总结规律，并同时渗透文化情感教育。

)
Step6: Homework
1.Write a letter to him and cheer him up.
2.Read the passage fluently.
3.Imagine you are writer of the story. Write the ending of the story.”What do you think will happen next?”
(设计意图：让学生巩固复习本节课的知识并发挥想象预测故事发展，可以帮助学生提高他们发散性和创造性的思维品质。

)
【板书设计】
由于贴近学生的生活实际，学生的学习兴趣很浓，学习热情高涨，都能积极参与小组活动，顺利完成任务，实现了预期的教学目标。

教学重难点把握恰当，阅读活动设计合理，但是内容偏多应当合理布置阅读任务。