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Unit 11 Sad movies make me cry.
Section A (1a-1c)
1. 语言能力：学习此寓言故事续篇，掌握单词及词组 general, power,
search for, even though, return to 以及句型 The general finds a happy person
with power and money.和What made the poor man so happy even though he had
no power, money or fame?
Teaching
2. 文化意识：明白此寓言故事的内在寓意：知足常乐。
Aims
3. 思维品质：理解明白happiness的真正含义。能够在生活中寻找真
正的快乐。
学习能力：提升听力获取关键信息，归纳的能力。
Teaching Ss are able to use proper descriptive words to share their feelings about
Difficulties something.
Teaching multimedia courseware or other realia that the T needs for teaching
Aids
Teaching Procedures Tips
Step 1 Lead-in
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: 此 部 分 make
Step 1: Ask Ss to think about the question: How does it make 句式的练习环
节，用多种场
you feel when you win the first place? 景练习make +
adj.的句式，并
(T can write the sentence structure “make sb. + n. / adj” on 帮助学生联想
到更多形容词
the board and ask Ss to answer according to the given structure. Ss are 来描述心情。
形容词的扩展
expected to give different answers, but T needs to show them the 部分帮助学生
更好的总结了
suggested answer “It makes me happy.” and introduce the sentence 已经学过的重
点形容词。
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
1a
Step 1: Pair up, ask Ss to look at the picture and
describe (or compare) the environment of each restaurant.
While-reading
T: There are two different restaurants here. Now use the adjectives
部分的听力部
you’ve learned to describe the two restaurants. Work with your partners 分对于学生来
说可能成为障
and share your ideas.
碍。通过观看
(Tip: T can ask one or two pairs to share their ideas about the two
视频帮助学生
restaurants.) 具体的了解听
力 材 料 的 信
Step 2: Ask Ss to discuss with their partner about the
息，再通过跟
question: Which restaurant do you like to go? why? 读听力材料，
加深学生对材
(Tip: To make this task easier, T can show Ss the sample
料的理解，同
conversation on P15 first, then ask them to make a similar 时让学生更加
conversation with their partner. If the class is strong, T can ask Ss
充分的练习了
听力能力。
to start the conversation directly.)
While-reading1b
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 Free Talk 环节
通过问答的形
Ocean? Which one will Amy choose? Guess and share the reason with us.
式帮助学生学
Before answering the questions, let’s look at an example. 会使用今天所
(Tip: Show the example on PPT first. Then, ask Ss to share their 学 的 重 点 句
型 ： would
ideas in groups. Next, ask one or two Ss to share their ideas to the
rather… make
class. T can encourage other Ss to give comments or opinions. ) sb. …
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： 本部分
language points
make 用作使役动词表示“使；让”，可跟复合结构，即“make+宾
环节中把
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 would rather和
分词，名词或形容词。本句makes me sleepy，是“make+名词/代词 rather做了区
分，帮助学生
+形容词”结构。
更好的理解这
make的基本句型 俩组词的意思
与不同。
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。
Step 4 Exercises & Homework Exercises的任
务是对本节课
重点知识点的
Exercises
总结与回顾，
Ask Ss to do the exercises on PPT P27. 如果老师也可
T ask Ss to make a summary about what we have learned 以根据学生情
况适当增加练
today.
习量。
Homework
Preview the conversation in 2d.
Do the exercises in students’ book.
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
Teaching
doing enough practice, which is a very effective way for Ss. The
Reflection
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.
