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九年级学生两极分化现象，有部分学生不能听懂老师的指示，设计过程力求由简到难，呈现层次性、递进性、逐步为学生搭设小台阶，以让全体学生参与进去。
五、教学设计
（一）．教学目标
1.知识目标：
1）Target language:
This made the queen and his people worried.
Neither medicine nor rest can help him.
He didn’t feel like eating.
2）Grammar:
make +sb. + infinitive without to； make + sb. + adj.
2.能力目标：
According to designing some tasks, train students’ listening ability and help students to express their opinion freely．
3.情感目标：
It is important to choose a suitable place． It is good for your study and life．What should we do to be happy?
(二)．教学重难点
1. 教学重点：
能过用说学的话题和功能句谈论或询问不同事物对我们的影响能够用英语描述自己的情感。
2. 教学难点：
掌握make的用法：sth. makes sb.+形容词；sth. makes sb. do 能过在实际情境中围绕"Are you happy?"这个话题进行交际、谈论或者询问幸福。
六．教学过程
1. Lead-in. 展示一组中央电视台的采访视频“你幸福吗？”图片， 让同学展开讨论“Are you happy？”，并采访部分学生，作为学生如何做才能幸福。告诉同学们，今天我们就将学习一个寻找幸福的故事。
2.Finish3a.要求学生快速默读短文，熟知大意，并讨论课文知识点，完成课本3a的任务。然后邀请几位同学给出自己的答案。
3. Come to 3b. 完成教材3b的任务，要求学生再次阅读短文,找出与3b的方框中所给短语意思相近的单词或短语。
4.Group work.讨论课文知识点，先邀请每组同学对重点知识点进行讲解。
5.Role-play.将这篇短文改写成课本剧，让学生根据故事情节分角色表演，可是适当拓展故事结尾。邀请部分同学进行现场表演。
A long time ago, there lived an unhappy king in a rich and beautiful country. He slept badly and didn’t feel like eating. The queen and the people was very worried. They sent the most famous doctor to examine him. The doctor said nothing could help the king except a happy man’s shirt. The prime minister, the banker and the palace singer were called in to the palace at once, but none of them said they were happy and each of them has their own worries. Finally, the king’s top general was sent to find the happy man in three days’ time. 6.当堂训练
7.课后作业
8.课后反思
学生表演有点紧张，准备不够充分，课堂时间不够，部分内容不能拓展。