文档内容
Unit 11 Sad movies make me cry.
Section A (3a-3c)
Language goals
Ss can learn the story about an unhappy king and understand the true
meaning of happiness.
Key words and phrases
Teaching
king, power, prime, minister, banker, pale, fame, queen, call in, examine,
Aims
neither…nor…, palace, wealth.
Key sentences
1.This made the queen and his people worried.
2.Neither medicine nor rest can help him.
3.Although I have a lot of power, it doesn’t make me happy.
Teaching Ss are able to retell the story logically and retell with given phrases
Difficulties which are the key points in this class.
Teaching multimedia courseware or other realia that the T needs for teaching
Aids
Teaching Procedures Tips
Step 1 Pre-reading
Free Talk
Step1: Show Ss teaching goals.
T: Morning everyone. Today we are going to talk about feelings.
Step2: Ask Ss to think about a question: What can make you happy? 此部分作为引
(Ss can talk about this question in groups and one member can make a 入环节，让学
生思考问题：
summary about their ideas and share in class. Ss can also share their ideas
如何做一个快
one by one voluntarily.) 乐的人？通过
Step3: T makes a summary about this question by showing pictures and 此问题激发学
生的兴趣。
key words.
Pre-reading 通 过 看 图 猜
Step 1: Show Ss a picture of a king and ask them to answer the 词，帮助学生
questions. 回忆起本节课
的新单词。
Q1. Who is the man?
Q2. Do you think he is happy?
(T can use more detailed questions (like: what kind of man is he?) to lead
Ss to describe the king with more words.)Step 2 While-reading
While-reading
First Reading
Step 1: Ask Ss to skim the passage and divide the passage into four
First Reading
parts according to the related meaning. 环节教会学生
阅 读 策 略
(T telsl Ss what skim is: to read fast and find the key words. Ss share the
skim。
structure of the passage according to their own understanding & T gives
guidance. In the end, T shows Ss the right structure. )
Step 2: Ask Ss to summarize the ideas of the four parts.
T: We have divided them into four parts. So can you use one sentence to
summarize each part? You can discuss it in your groups and then we
share together.
Second Reading
(T can teach Ss some reading skills, e.g. use the key words or key
环节教会学生
阅 读 策 略
sentences to make a summary. If Ss can’t summarize correctly, T should
scan。
lead Ss to find out the key sentences. T can also use a mind map to show 让学生学会找
文本细节。
the main ideas of each part on the board.)
Para.1:
Para.2:
Para.3-5:
Para.6:
Second Reading
Step 1: Ask Ss to scan para.1&2 and answer 4-w questions.
Q1: When did the story happen?
Q2: Where did the story happen?
Third Reading
Q3: What’s wrong with the king?
环节，通过问
题层层深入，
Q4: What did the doctor say?
帮助学生对文
(T tells Ss what scan is: to read carefully and find the details of the 本进行深度思
考，如何成为
passage. The story is easy, so Ss can read independently and share one by
一 个 快 乐 的
one. If necessary, T can correct Ss’ pronunciations while they are 人？
answering the questions.)
Step 2: Ask Ss to scan para.3-5and fill in the blanks.
T: In paragraph 3 to paragraph 5, three people are mentioned — the
prime minister; the king’s banker; the palace singer. What do they have?
Are they happy? Why are they unhappy? And What are they worried
about? Read this part carefully and fill in the blanks.
(Since the table only shows the key words, Ss may not understand themeaning of each blank, so T can ask them with full questions.)
Step 3: Ask Ss to scan para.6 and fill in the blanks.
T: What is the end of the story? Let’s read paragraph 6 carefully and fill in
the blanks.
(This part is very easy, T can ask some B-level Ss to share answers.)
(During the scanning part, T can draw the mind map on the blackboard
first, then ask Ss to complete the mind-map. In the end, T can guide
Ss to retell the story according to the mind map.)
Third Reading
3a
Step1: Ask Ss to read the story in groups and answer the questions.
Q1. Can medicine help the king? Why or why not?
No, it can’t. Because there is nothing wrong with his body. The
problem is in his mind and no medicine can help him.
Q2. Why does power not make the prime minister happy?
Because he is always worried about losing his power, and many
people are trying to take his position.
Q3. Why does money not make the banker happy?
Because he is always worried about losing his money, and someone
tries to steal his money every day.
Q4. Why does fame not make the singer happy?
Because he is always worried about being followed by others, so he
cannot be free.
(When Ss are sharing the questions, T can explain new words, phrases and
sentence patterns in the passage. If necessary, T can explain some
sentences which are difficult to understand. T should also guide Ss some
reading strategies like: find the answers paragraph by paragraph.)
3b
Step 2: Ask Ss to finish exercise 3b to check Ss’ understanding to the new
phrases.
Answers: 1. didn’t feel like eating 2. was called in 3. examine
4. losing ... power 5. take my position
Step 3 After-reading
3c 通过让学生角
色扮演，从而
Step1: Ask Role-play the story in groups.
对文本有了更
深刻的了解，(In role-playing part, T can number the members in every group. Ask 并且让学生对
文本中的语句
NO.1 to role-play the king, No.2 to role-play the queen, No.3 to role-play
有更加充分的
the doctor, No. 4 to role-play the prime minister, No.5 to role-play the
掌握，寓教于
乐，这也是学
king’s banker, No.6 to role-play the palace singer, No.7 to role-play the 生最喜欢的部
分。
king’s top general, No.8 to role-play ordinary people, No.9 to role-play the
讨论环节让学
narrator. When Ss are practicing, walk around to give more guidance.) 生对于生命中
最重要的东西
Discussion
进行更深入的
思考，让学生
Step1: Ask Ss to think about the question again: How to be happy? (or
人生观和世界
What makes a happy person?) 观有更深刻的
认识。
(Ss may have more deep thinking after learning the passage. T
needs to encourage Ss to give their answers about the question. If 本部分
language points
necessary, T can write Ss’ answers on the board. Meanwhile, T can 环节中的每个
知识点的意思
share Ss with his / her own ideas of how to be a happy person. In
通过文本让学
this way, Ss may have a better understanding of the important thing 生先行了解，
然后通过习题
in their lives.)
让学生对其用
Language points learning
法有更加清晰
的认识。
(as) pale as chalk的含义和用法
(as) pale as chalk 面色苍白； (as) pale as chalk 是一种比喻的修辞方
式。此处省略了第一个 as。【拓展延伸】英语中表示脸色苍白不能
用white，而要用pale。
examine句式的含义和用法
examine 作及物动词，在此处意为“(仔细地)检查；检验”，其名词
形式为 examination。【拓展延伸】examine作动词时还可意为“考，
测验(某人)”。
neither … nor …句式的含义和用法
neither … nor …既不……也不……表示否定含义，用来连接两个并列
的主语、谓语、宾语或表语等。当连接两个并列的主语时，谓语动
词要与邻近的主语在人称和数上保持一致，即遵循“就近原则”。
其反义短语是both … and … (……和……都)，连接两个并列主语
时，谓语动词用复数形式。
Step 4 Exercises & Homework 通过习题让学
生对知识点的
用法有更加清
Exercises
晰的认识。
Step1: Ask Ss to do the exercises on PPT P30-P32.
Step2: T ask Ss to make a summary about language points they learned
today.
Homework
Read and recite the passage in 3a.
Do the exercises in students’ book.First, mind map is a useful tool to help students retell a passage.
Using a mind map, Ss can retell the passage logically. Second,
teachers should give students more time to do the language exercises
Teaching
so as to make sure every student has enough time to practice the
Reflection
target language. Third, most of the students love to role play the
conversation, so teachers can give them more chances to perform in
front of the class.
