杨晓兰最新公开课nit13-Rainy_days_make_me_sad._SectionA_1a-2c
Unit Rainy days make me sad教案
Unit 13 Rainy days make me sad.The First PeriodSection A (1a——Grammar Focus)Ⅰ．Teaching Aims1．Knowledge Objects（1）Key Vocabularysad, stressed out, soft, loud, have fun, angry, cry（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Loud music makes me tense．Loud music makes me want to dance．2．Ability Objects（1）Improve students’listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Important PointsThe uses of “make” and “would rather”Ⅲ．Teaching Difficult Points1．How to improve students’listening and speaking abilities．2．How to help students to express their opinion freely．Step1. Warm-up1. Check the new word.(1) Check the pronunciation of the new word, lagoon.Get all the students to read the word together. Then have the students read the word by themselves and check in groups. The teacher can give some help about the pronunciation.(2) Show some exercises about the important points from 1a to Grammar Focus.It _________(rain) yesterday. _________(rain) days often make me sad.The ________(awe) pictures make Amy sad.Loud music makes me ____________(happily).___________(wait) for her made me angry.Sad movies make her _________(want) _____________(leave).Check the answers together. Get some students to tell the reasons.2. Free talk.Show two pictures.T: I like Picture 1 because it makes me relaxed. But I don’t like Picture 2 because it makes me sad.Have students talk about the pictures like the teacher——I like… because it makes me…, but I don’t like… because it makes me…Step2. Lead-inShow another picture in 1a. One is the Rockin’Restaurant, the other is the Blue Lagoon Restaurant.1. Get the students to look at the picture and describe it.For example,The pictures in the Rockin ’ Restaurant are awful and the music is loud. The plants in the Blue Lagoon Restaurant are beautiful and the music is soft.(At the same time, teacher write them on the blackboard.)Then help students make conclusions:The awful pictures make me …The loud music makes me …The beautiful plants make me …The soft music mekes me …(At the same time, teacher write them on the blackboard.)T: Which restaurant would you rather go to?Ss: I would rather go to the …. (At the same time, teacher write them on the blackboard.)2. Practice the sentences on the blackboard.Step3. 1bT: What do Amy and Tina think of the two restaurants? Listen to the recording and fill in the blanks.Students listen to the recording for the first time to fill in the blanks.Then check the answers in pairs.Listen to the recording again and then check the answers together.Get students read the four sentences by themselves.Step4. 1cDo pairwork. Look at Amy ’s and tina ’s opinions in the chart. What is your opinion? Get students make new conversations in pairs and show them to the whole class.Step5. 2aListening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.Listen to the recording and number the pictures.Then check the answers together.Step6. 2bListening and checkingListen to the conversation once again. Before listening, go over the seven sentences said by Tina and John in the box on page 103. Check √the things said by them respectively. Then check the answers each other.T: All right now, you are supposed to read the tape script. While reading, try to circlethe“make/s me ＋infinitive, make/s me ＋adjective structure”, underline the expressions and blacken the connectives.Step7. 2c1. Do pairworkGo over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.Teacher can give students some help:John: Did you have fun with Amy last night?Tina: Well… yes and no. she was really late. Waiting for her made me angry. And we went to the Rockin’ Restaurant….Get some pairs to show their conversations.2. Have students write their conversations down on their notebooks.Step8.Grammar Focus1. Let students write down all the sentences with “make” and get them to find out the use of “make”.make sb.＋adjectivemake sb.＋infinitive2. Show some sentences about “would rather”, help students find out the use of “would rather”.would rather + doStep9. Exercises( )1. Usually soft music may make people ________.A. relaxingB. relaxedC. excitingD. excited( )2. The movie made _______ fell energetic.A. heB. hisC. theyD. them( )3. Loud music always makes us ________.A. want danceB. to want danceC. want to danceD. to want to dance( )4. _______his new sunglasses ________ him look mysterious.A. Wears, makeB. Wears, makesC. Wearing, makeD. Wearing, makes( )5. I’d rather _______ in the countryside because in the cities there is much pollution.A. livingB. livedC. to liveD. live( )6. I like to listen to quiet music while _______.A. eatingB. to eatC. eatD. eatedThen check the answers one by one.Step10. HomeworkMake up sentences using “make”.Give students some examples:Long movies make me ．Hot weather makes me ．Unit 13 Rainy days make me sad.The Second PeriodSection A (3a——4)Ⅰ．Teaching Aims1．Knowledge Objects（1）Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target LanguageHow do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．Ⅱ．Teaching Important and Difficult PointsTrain students’ integrating skills and teach students to improve their integrating skills．Step1. Warm-upCheck the homework.T: Yesterday we learned the target language．The structure is…makes me…Now who can make sentences using the structure?Get some students show their sentences to the whole class.Get all the students to read the new words together. Then have the students read the word by themselves and check in groups. The teacher can give some help about the pronunciation. At last, have dictation in groups.Step2. ReviewT: I watched a sad movie last night. Sad movies make me uncomfortable. How do you feel about sad movies?(At the same time, teacher write the sentence “How do you feel about…?”on the blackboard.)Help students answer, “Sad movies make me sad.”T: How do you feel about pollution?Get students to talk about it in groups and make conversations. Then have students read the conversation in Activity 4. And complete the survey in groups. Then show their result using the conversation.Step3. 3a1. Before reading.T: How do you feel about the color red?Help students answer, “ It makes me excited / happy / …”2. Fast readingOn page 104 is an article about restaurant science. While reading, try to underline the “make + n, make sb.+do, make sb. + adjective”structure.Have a student write down the phrases on the blackboard. Go over the uses of “make”.3. Slow readingRead the article slowly and answer the three questions on page 104 in the box.1). What does the color red make most people feel?→The color red makes people hungry. Red also makes customers eat faster.2). Why do so many fast food restaurants paint their walls red, play loud music, and have hard seats?→Because red color makes customers eat faster, loud music makes people want to leave and hard seats also make customers want to eat quickly and leave.3).Do you think it’s fair that some restaurants are designed to be uncomfortable.→No, I don’t think so. The restaurant owners are running the restaurants in order to make money. They want more customers to come to spend money in their restaurants.4. Careful readingRead the article carefully and find out the important and difficult points.Solve the questions students have. If possible, the teacher can give some help.5. ReadingStudents listen to the recording and read after itThen read by themselves.Try to retell the article.Step4. 3bDo groupwork.Get students to read the conversation and make a new conversation. Let them try to guess the name of the place.Show their conversations.Step5. SummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable．We’ve also done a lot of reading, writing and speaking practice using the target language．Step6. Homework1．Finish off the exercises on pages 146～147 of the workbook．2．Ask students to choose some places they know and talk about how they feel about the places and write an article.Unit 13 Rainy days make me sad.The Third PeriodSection B (1a——2c)Ⅰ．Teaching Aims1．Knowledge Objects（1）Key Vocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out（2）Target LanguageHave you ever had Beijing Duck?It made me sick．2．Ability Objects（1）Train students’ speaking and listening ability．（2）Train students’ ability to use the target language．3．Moral ObjectNot all the most expensive things are the best ones. Sometimes we shouldn’t believe all of ads．Ⅱ．Teaching Important Points:1．Key Vocabulary2．Target LanguageⅢ．Teaching Difficult Points:1．How to train students’ speaking and listening ability．2．How to use the target language．Step1. Lead-in and warming-upLet students show their slogans to the whole class.Here are some slogans:Communication unlimited.（摩托罗拉）To be No. 1.(鸿星尔克)Anything is possible.（李宁品牌）T: How do you feel about the products.(Have the students describe the products.)Step2. 1alooking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1. Whiter than white →toothpaste2. For that mysterious look →sunglasses3. For the shiniest hair ever →shampoo4. For silky skin →creamStep3. 1bMaking a list of three products students like and three products students don’t like.T: In our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.Step4. 2aListening and tickingT: Do you like the products in 1a?Have students discuss it in groups.Listen to the recording and write “Yes ” for the products they like and “No ” for the products they don ’t like. Read the names of the products and the comments in the chart.After you listen, tick the products they like, and kick out the ones they don’t.Step5. 2bListening and drawingListen again. What do the people say about the products?Have the students draw lines to match.Check the answers together.Step6. 2cDo groupwork.T: In 1b you have made a list. Now to practice spoken English using the list in 1b. Make a conversation in groups.Get some groups to share their conversations.Step7. SummaryIn this class, we ’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out. We ’ve also learned the target language.Give students some minutes to read the key vocabulary and the target language.Step8. HomeworkTalk about some products using some words in this class, and write down the conversations．Unit 13 Rainy days make me sad.The Fourth PeriodSection B (3a——4)Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyaim at, useful, for instance, product, careful, plane（2）Practise reading an article．（3）Practise writing something using the target language．2．Ability Objects（1）Improve students’integrating skills—reading skill and writing skill．（2）Improve students’speaking ability by discussion．3．Moral ObjectWe are in charge of our attitude and we can do everything well．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult Point1．How to improve students’ reading ability．2．How to improve students’ speaking ability by discussion．Step1. Lead-inShow the slogans we used last class.Communication unlimited.（摩托罗拉）To be No. 1.(鸿星尔克)Anything is possible.（李宁品牌）T: How do you feel about the advertisements.Let students talk about the advertisements.S: I think the advertisements are useful / ugly / …Let’s read the article and see what people think of the advertisements.Step2. Reading1. Pre-reading(1) Listen to the text.What is the article about?Do you agree with it?Check the answers together.2. While-reading①Fast reading.Let students read the article quickly. And try to devide the article into three parts.Give students some minutes and read the article according to the chart on the blackboard. Then retell the article together. Then have some students retell it in front of the class.Students work in groups and make a new conversation according to the article.Get some groups share the conversations.Step3. WritingComplete this article using the information about two or more products in 2a and 2b.After students show their articles, show them one possible version:Step4. SummaryIn this period we’ve leant the pros and cons about advertising, we know everything has two sides, so we should make good use of it.Step5. HomeworkWrite slogans for your favorite products.。
Unit 13 Rainy days make me sad
Unit 13 Rainy days make me sad.1. The awful pictures make Amy sad. 可怕的图画使艾米难过。
make使役动词的用法：△make sb +adj. 使某人处于某种状态（adj.作宾补）=make sb feel +adj.make +n. +adj. 使…怎么样△make sb +n. 推举某人当…（n. 作宾补）e.g. They made me the group leader. 他们选我当组长。
He made her his wife.他娶了她为妻。
△make sb do sth 让某人做某事（省略to 的不定式作宾补）e.g. His father made him go there by himself.注意：当make 用于被动语态时，必须带不定式符号to.e.g. We were made to work all night. 我们被迫日夜工作。
I was made to repeat the story. 我被迫重述这个故事。
△过去分词作宾补e.g. I made myself understood by all my friends.我让我的朋友都明白我的意思。
You must make yourself respected.你必须让大家尊重你。
△make +n.make food 做饭make a plane做飞机make the bed 铺床make money 赚钱△I just made it to my class. （Unit 9）我恰好赶到班级。
（arrived in time）2. The soft music makes Amy relaxed.△the soft music 柔和的音乐△soft adj.(1)（光线、色彩等）柔和的；悦目的e.g. soft light柔和的光(2)（声音等）悦耳的；轻的e.g. soft music轻柔的音乐(3)软的e.g. soft water 软水3. I’d rather go to the Blue Lagoon Restaurant becauseI like to listen to quiet muic while I’m eating.△would rather do sth 宁愿/可做某事，更愿意做某事e.g. He would rather stay at home in such bad weather.△would rather do sth than do sth 宁愿做某事而不愿做某事=prefer to do sth than do sth△rather 相当，有点，稍微e.g. rather cold weather相当冷的天气4. Me too! Loud music makes me tense. 喧闹的音乐使我精神紧张。
Unit 11 Sad movies make me cry课件(共26张PPT)
e.g. Fame is not very important. It can make me nervous if too many people follow me around.
turn down调低; put down放下; cut down砍伐。由句意
“为了不让我父母失望, 我不得不如此做”可知。
2. The coach asked him to leave the basketball team. The coach_k_icke_dhim_o_f_f_the basketball team
3 He is going for a walk instead of staying at home. 4 He is going for a walkr_a_t_h_e_r_t_h_anstaying at
uneasy
2 Write sentences using the words given. 1. sad movies / cry _S_a_d_m__o_v_i_es__m_a_k_e__m_e__c_r_y_. ______________ 2. speaking in front of many people / nervous _S_p_e_a_k_in__g_i_n_f_r_o_n_t_o_f_m__a_n_y_p__eo_p__le_m__a_k_e_s__ _m_e__n_e_r_v_o_u_s.__________________________
What happened?
What happened? How did it make you feel?
小班语言公开课教案《金色的玉米棒》3篇
小班语言公开课教案《金色的玉米棒》小班语言公开课教案《金色的玉米棒》精选3篇（一）教案标题：小班语言公开课教案《金色的玉米棒》一、教学目标：1. 能听懂故事《金色的玉米棒》的大意。
2. 能运用适当的语言表达自己对故事的理解和感受。
3. 能模仿故事中的角色进行表演。
二、教学准备：1. 故事《金色的玉米棒》的PPT或图片。
2. 教师准备简单的小道具，如玉米棒、玉米等。
3. 学生准备画纸和彩色笔。
三、教学内容与过程：1. 导入（5分钟）：教师展示玉米棒，并引导学生回忆一下玉米棒是由什么制成的。
教师问学生：你们有没有见过金色的玉米棒？你们知道金色的玉米棒是由什么制成的吗？有没有人尝过？请你们想象一下，金色的玉米棒是什么味道？2. 听故事（10分钟）：教师通过展示故事《金色的玉米棒》的图片或PPT，让学生进入故事情境。
教师边讲边指导学生观察图片，引导学生回答一些问题，如：故事中的人物是谁？他们在做什么？发生了什么事情？3. 讨论与表达（10分钟）：教师引导学生对故事进行讨论，回答以下问题：- 故事中的玉米棒是什么颜色的？- 玉米棒是怎么做成的？- 你们觉得玉米棒好吃吗？为什么？- 如果你们有机会尝到金色的玉米棒，你们会怎么做？学生逐个回答问题，并依据自己的观察和理解进行表达。
教师鼓励学生积极参与讨论，并给予合理的肯定或引导。
4. 角色扮演（15分钟）：教师将故事中的人物角色打印成卡片，并分发给学生。
然后，教师指导学生按照故事情节进行角色扮演，模仿故事中的对话和动作。
可以让每个学生都有机会扮演不同的角色，以加强学生的参与度。
5. 总结与评价（5分钟）：教师带领学生回顾本节课所学内容，并总结故事《金色的玉米棒》的主题和重点。
四、作业布置：让学生在家里绘制《金色的玉米棒》的图片，并用文字简单描述一下自己对故事的理解和感受。
五、板书设计：板书内容：《金色的玉米棒》- 故事中的人物和情节- 学生的思考和表达六、教学反思：本节课通过故事的讲述和角色扮演，激发了学生的想象力和表达能力，使学生掌握了一些与故事相关的语言表达。
观看《unit13 Rainy day makes me sad .》的课堂实录与反思
观看<<Unit13 Rainy day make me sad >>的课堂实录与反思通榆县第二中学授课教师：胡继文一导入新课T: Nice to meet you .Ss: Nice to meet you ,too.T: The weather is fine .isn’t it ?Ss: Yes ,it is.T：我做一个调查，问：What is your hobby ?S :I like playing football.T: Why ?S : Because it is interesting .T: so it makes you interesting，我把这个句子写在黑板上，在其下面画上重点符号。
然后继续问：What is your hobby ？Why ? ( 我的评价：引起学生感兴趣的话题，引出本课的重要句子和单词，自然流畅，吸引学生的注意力。
）T: 我要进行头脑风暴，让你们一个接一个地说出表示感觉的形容词.S :happy ,sad, excited, relaxed, nervous/tense, tired/ sleepy, annoyed, , comfortable…（我的评价：开拓了学生的思维，活跃了课堂的气氛，复习了旧的知识，同时，为学习新知识打下了基础。
）T: 我把它们写在黑板上，然后看这几张幻灯图片，问：How do you feel about picture ?S: Happy.T: 我在这个形容词下画个重点符号，听我做句子：It makes me happy.注意make在这里的使用。
再看下一个图片，谁能猜出他的表情。
S: Angry.T: Well done 。
你能用这个形容词仿照上面的例句做个句子吗？S: The movie makes me happy.T: Pretty good.做的句子相当好。
接下来再看这个图片，接着猜表情，做句子。
教案139Unit 13 Rainy days make me sad.
Unit 13 Rainy days make me sad．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ．Teaching Key Points1．Key V ocabularytense, angry, cry．2．Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3．StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ．Teaching Difficult Points1．The target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Invite a pair of students to read the conversation in Activity 1c．Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．S A: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．S B: Really? Soft music makes me relaxed．S A: Not me．Soft music makes me sleepy．Step Ⅱ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling．Maybe the food is very delicious．In Picture 2, the two women are crying．Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tense that because of the loud music．In Picture 4, one woman is waiting for the bus or someone．Waiting makes her angry．）Go through the instructions with the class．Say, Y ou will hear Tina and John talking about what Tina and Amy did last night．The four pictures show something that Tina did last night．Point to the boxes．Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording．Play the tape for students．The first time, students just listen．Play the tape again．This time, ask students to number the pictures when they listen．Correct the answers with the class．AnswersThe pictures should be numbered in this order: （down）3 24 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, John…yes and no．Boy: Was Amy late as usual．Girl: Yes, she was．And waiting for her made me angry．Boy: Where did you go?Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay．She said that loud music made her tense．Boy: That’s funny．Loud music always makes me want to dance．Girl: Me too．So then we went to the BlueLagoon．It was quiet and the food was great．We had a good time．Boy: Then did you go to the concert at the high school?Girl: No．We decided to go to the movies．We saw Love Me Forever．It was a really good movie, but it was so sad that it made us cry．Boy: Sad movies don’t make me cry．They just make me want to leave!Girl: You should just like my brother!Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．Y ou will hear the same recording again．This time listen carefully to what each person says．Put a checkmark in front of the statements you hear．Look at the sample answer．On．the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence．Play the tape again．Let studentscheck the sentences they hear．Ask students to say the reasons why they check them．Check the answers with the class．Answers√Waiting for her made me angry．√She said that loud music made her tense．Loud music makes me happy．√Loud music always makes me want to dance．√It was so sad it made us cry．√Sad movies don’t make me cry．They just make me want to leave!It made me sad．StepⅣ2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．Call out a pair of students to say their conversation to the class．S A: Did you have fun with Li Ping last night?S B: Well…yes and no．She was late again as usual．S A: So, waiting for her made you angry．Where did you go?S B: We went to a small restaurant．It was quiet and clean．The food was delicious．The soft music made me very happy．S A: Did you go to see a movie?S B: Y es．We saw Love Me Once More,Mother．It was a very good movie．It was also moving and sad．It made us cry．S A: Really? Y ou sound just like my mother．Step ⅤGrammar FocusLook at the grammar box．Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard．Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense）Let students underline the verb in all three sentences．Then underline the word that comes right after that verb （me）．Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．）Circle the ending of each sentence．Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat．Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end．Write on the blackboard: makes me ．Let students work alone．Then ask some students to read their sentences．S1: A quiet place makes me sleepy．S2: Loud noise makes me tense．Pay attention to the sentence with wanting to dance at the end．Say, Sometimes there is a phrase like want to dance at the end instead of an adjective．For example,Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ．Hot weather makes me ．Give students two minutes to finish the sentences．Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．Let students make up any other sentence using the verb make to talk about how things affect them．StepⅥSummaryIn this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard Design。
教案131Unit 13 Rainy days make me sad.
Unit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out（2）Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．2．Ability Objects（1）Train students’ speaking and listening ability．（2）Train students’ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectNot all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．Ⅱ．Teaching Key Points1．Key V ocabularymysterious, shiny, silky, skin, keep out2．Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student works in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step Ⅱ1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）．Look at the four slogans．Have a student read each one to the class and make sure students can guess what it means．If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color．If a person has that mysterious look, it means that the person looks interesting and unusual．It’s difficult to know what a mysterious person is thinking．The shiniest hair means that the person’s hair will look very bright and have lots of light in it．silky skin means that the person’s skin is soft and nice to touch．）Go through the instructions with the class．Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order:4 3 1 2Notes1．slogan——striking and easily remembered phrase used to advertise sth．2．mysterious--full of mysteryStepⅢ 1 bThis activity helps students apply the ideas in the unit to their lives outside theclassroom．Go through the instructions with the class．Make sure students know what to do．Get students to make lists individually．Ask some students to read their lists to the class．Have other students put up their hands if they have the same item on their own lists．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Step Ⅳ2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’t like it．Read out the name of each product．Get students to repeat it．Listen to the conversation and finish the task．Play the tape the first time．This time students only listen．Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers1．No 2．No 3．Yes 4．NoTapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo．For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad．But I bought that shampoo and it didn’t work．Girl 2:I agree．Look at this one．Lookout Sunglasses．For that mysterious look．I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well．It makes your skin really seft．Have you ever tried Starshine Toothpaste?Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible．I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task．Draw a line from each product to the sentence that describes that product．Now, listen to the tape．You will hear the same recording again．This time listen carefully and draw lines to match up items in the two lists．play the recording again．Let students draw lines individually in their books．Check the answers with the class．Answers1．d 2．c 3．b 4．aStep Ⅵ2cThis activity provides guided oral practice using the target language．Read theinstructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb．Invite a student to read his/her lists to the class．Three products he/she likescomputerjacketwatchThree products he/she doesn’t likefast foodcoatscience bookLook at the example in the box．Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat?S B: Yeah．And it made me sick．Now work with your partner．Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs．While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer?S B: Yeah．And it made me excited．Conversation 2S A: Have you ever eaten fast food?S B: Yeah．And it made me uncomfortable．Step ⅦSummaryIn this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．We’ve also learned the target language Have you ever had a TwistyTreat? Yeah．And it made me sick by listening and speaking．Step ⅧHomeworkTalk about some products using some words in this class, and write down the conversations．Step ⅨBlackboard Design。
教案164Unit 13 Rainy days make me sad.
Unit 11 Could you please tell me where the restrooms are?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhang out, fresh, advantage, disadvantage, block（2）Target LanguageGo out the front door and take a right．Walk about three blocks．Go past the park, and turn left onto Oak Street．3．Moral ObjectsAnything has both advantages and disadvantages．We should treat everything correctly．Ⅱ．Teaching Key PointTrain students’ listening, speaking, reading and writing ability．Ⅲ．Teaching Difficult PointsHow to improve students’ integrating skills．Ⅳ．Teaching ProceduresStep ⅠRevisionT: Y esterday we learned the structures．Do you know where…? Could you tell me how to get to…? Can you please tell me where…? Now who can make sentences by using the structures?Step Ⅱ3aRead the instructions．Point out the blank lines under the words Advantages and Disadvantages below the interview．Y ou will write your answers in these blanks．Read the first two sentences at the top of the article．Explain that the interviewer will talk to several teenagers．Get students to read the interview on their own quickly．When they have finished, ask if there are any words or sentences they don’t understand．If there are, explain them．Ask students to read the interview again and write the advantages and disadvantages．Check theStep Ⅲ3bRead the instructions．Point out the conversation in the box and invite two students to read it to the class．Point out the list of advantages and disadvantages in Activity 3a．Say, Y ou can use these items and any other items you can think of as you talk about places you usually hang out．Ask students to work in groups of four or five．As they work, move around the classroom helping the groups as necessary．Make sure they talk about both advantages and disadvantages．Ask several groups to act out part of their conversation to the class．Step Ⅳ4Read the instructions to the class．Get students to look back at the picture and activities on the first page of this unit．Point out the sample language in the box．Invite a student to read it to the class．Ask students to say the names of some stores and other places in the community and write them on the board．Say,Each group can choose three of these places to write about, or you can choose another place you know ofWrite careful directions from the school to each place, but do not say the name of the place．Y ou can use the words this place instead．In order to help students work, draw a simple map showing the school and several nearby streets．When the groups are ready, they read their directions to the class and the other students guess the name of the place they are talking about．Step ⅤHomework1．Ask students to choose two places in the community and write careful directions from the school to each place．2．Finish off the exercises on pages 46～47 of the workbook．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyfascinating, convenient, safe, restroom, inexpensiveCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?2．Ability Objects（1）Train students’ writing and speaking ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．Ⅱ．Teaching Key Points1．Key V ocabularyconvenient, safe, restroom inexpensive2．Target LanguageCan you tell me where there’s a good place to eat?Of course．What kind of food do you like?Ⅲ．Teaching Difficult Points1．How to improve students’ writing and speaking ability．2．How to use the target language．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Step Ⅱ1aGo through the instructions with the class．Read the words in the box to the class and ask if there are any of these words that students don’t understand．If so, help students to explain the meaning of the word．Then read the instructions again and point out the sample answer．Get a student to read the sample answer to the class．Point out that students can also write other words after the word clean．Ask students to write words from the box in the blanks on their own．Help students if needed．Correct the answers by having students read what qualities he or she listed．Step Ⅲ1bRead the instructions to the class．Point out the example in the box．Invite two students to read it to the class．Now work with a partner．Look at the words in the box and use them to talk about places in your own city．As students talk, move around the classroom checking their work．Offer language support asInvite several pairs of students to say their conversations to the class．Step Ⅳ2aPoint to the picture and ask students to tell what is happening．If necessary, explain that the scene shows a family on vacation．They are asking the man for information about various things to do in Sunville．Go through the instructions and point to the chart．Play the recording．Students only listen the first time．Play the recording again．Ask students to write the places people ask about．Check the answers with the whole class．Step Ⅴ2bRead the instructions and point to the chart．Y ou will hear the same recording again．This time listen carefully to the answers the cleck gives．Write the answers in the blanks alone．Point out the sample answer．Play the recording again．Ask students to write their answers in the blanks．Check the answers．Step Ⅵ2cPoint to the sample conversation．Invite two students to read it to the class．Read the instructions．Role play the conversations you hear on the tape．Get students to work in pairs．Move around the room checking the progress of the pairs and offering help as needed．Ask one or two pairs to say their conversations to the class．Step ⅦHomeworkTalk about some places using the words in la, then write down the conversations．The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularywater slide, clown, dress up, have fun（2）Practise reading an article．2．Ability Objects（1）Train students’ reading ability．（2）Train students’ writing ability．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult PointHow to write a guide to a place．Ⅳ．Teaching ProceduresStep I RevisionReview the target language presented in this unit．Check homework．Step Ⅱ3aInvite a student to read the article aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Ask students to read the article again and complete the chart．Get students to do the work on their own or in pairs．As they work, move around the classroom and offer help as necessary．Check the answers．Step m 3bRead the instructions to the class．Point to the first two sentences and ask a student to read these sentences to the class．Look back at Activities 2a and 2b．Use this information to help you complete the guide to Sunville．Ask the students to complete the brochure on their own．As they work, walk around the classroom offering help and answering questions as needed．Invite a student to read the completed article to the class．Step Ⅳ3cRead the instructions to the class．Ask students to say the names of some of the places they might write about．Write a list of these places on the board for students to use as they write their guides．Ask students to work on their own．Tell them that they can use what they wrotefor activity 3b as a guide．They can write the guide for all tourists, teenagers, families, or people on a budget．As they work, move around the room offering help as needed．Correct the students’work．Ask some students to read their guides and correct them．Get students to look back at the guides they wrote in Activity 3c．Ask students to work in groups of four or five students．Let different students play the role of the booth worker and the different tourists．Make sure every student has a chance to participate．Ask one or two groups to say one of their conversations to the class．Step ⅥHomework1．Read the article in 3a again．2．Write a guide to our city．The Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Fill in blanks and make sentences using beautiful, safe, delicious, convenient, fascinating．（2）Write some questions using the target language．2．Ability ObjectsTrain students’ writing ability．Ⅱ．Teaching Key Points1．Fill in blanks and make sentences．2．Write questions using the target language．Ⅲ．Teaching Difficult PointMake sentences using "beautiful, safe, delicious, convenient, fascinating"．Ⅳ．Teaching ProceduresStep ⅠRevisionCheck homework．Ask a few students to read the article in 3a．Then ask a few students to read their guides．Step ⅡPart 1Look at the words in the box．Ask a student to read them．Make sure the students understand the meaning of the words．Y ou are to fill in the blanks with the words．In some cases, students may need to use another form of the word, for example adjusting for tense or subject/ verb agreement．Ask students to fill in the blanks on their own．Check the answers．Look at the example with the students．Ask students what the answer would be．Ask a student to read the question and answer it．Excuse me, could you tell me where the bank is, please?The bank is across the street from the shopping malt．Get students to complete the work in pairs．Check the answers．Ask a few students to read their questions．Step ⅣJust for Fun!Ask all the students to read the conversation．Ask: What is funny about this cartoon? Help students to explain． A Martian is a person from the planet Mars．There is no such thing as Martian food on Earth, and the clerk looks silly because he is trying to think of where there is a Martian restaurant．Invite some pairs of students to present this conversation to the rest of the class．Step ⅤSummary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words and the target language presented in this unit．After class, please finish the questions in 2 in your exercise books．Then finish the exercises on pages 47～48 of the workbook as well．The Seventh PeriodⅠTeaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyimage, adventure, jealousy, hero, crime, journey, brave, no longer, show interestin, take it easy, become interested in, plain looks（2）Text:Grown-ups like cartoons, too．2．Ability Objects（1）Fast-reading to get a general idea of the text．（2）Careful-reading to get the detailed information in the text．Ⅱ．Teaching Key Points1．Key vocabulary．2．Train students’ reading and writing skills．Ⅲ．Teaching Difficult PointTrain students’ reading and writing skills．Ⅳ．Teaching ProceduresStep I Key V ocabularySay the words and have students repeat them again and again until they can pronounce them fluently and accurately．Step ⅡPart 1Read the title Grown-ups like cartoons, too．To the class．Ask, what do you think the article is about?Look at the picture．Ask students to describe what is happening in the picture．Ask students to answer the five questions．But don’t look at the reading text．Instead, they use their background knowledge to try to answer the questions．As students work, walk around, looking at their progress．When most students finish the task, ask students to answer the questions with a parter．Elicit answers from the students．Ask if other students have the same or different answers．Do not give the correct answers to the students at this point．Wait until students have finished the reading and let them revise their answers accordingly．Step ⅢPart 2Read the text quickly, then summarize each paragraph in your own words．As the students are doing this, move around the classroom to make sure they can do the task in English．Ask five students to report their answers．Draw students’ attention to the instructions．Ask students to complete the task individually or in pairs．As they work, walk around the classroom to make sure students discuss their reasons in English．Have students report their answers．Encourage students to use complete sentences．Step ⅣPart 3Point to the story．Look at the words indicated in bold．Ask different students to guess the meaning．Don’t give them the correct answers．Ask students to read the article once．Say, payunderstand．Read in context, guessing their meanings from the other words around them．Ask students to read the article again for comprehension．Read the instructions with the students and have them look at the example．Then ask students to match the correct meanings with the correct words and expressions．Allow them one or two minutes to do this．Check the answers:Get students to make sentences with the words and expressions．Remind them to look at the article again for extra help．Answers to this activity will vary．Then ask a students to write his/her answers on the blackboard．Help correct any mistakes．Step ⅤPart 4Read the instructions to the class．Elicit the first answer from the students from memory．Make sure that they understand what they need to do．Ask students to do the activity on their own or in pairs．As they work, walk around the classroom offering help students may need．Check the answers．Step ⅥPart 5Read the task with the students．Ask students to do the activity in small groups．Try to put creative and artistic students in each group．Check the answers and have students show or act out their cartoons for the class．Optional activityAs an optional in-class or homework activity, remind students to find some cartoons and cut out the speech bubbles．Students can then write their own English stories in the speech bubbles．Step ⅦHomework1．Read the story in 2 again for further comprehension．2．Revise the target language in this unit．。
2025届高三英语一轮复习试卷讲评公开课课件
( )2. What can students get according to the passage?
Variation: According to the passage, what benefits
can students gain?
T A. Credits from the courses indge and practical experience in AIM. C. At least 8 transferable credits in High School Honors. D. The chance to engage in in-depth research in Summer Preview.
Warmly, Amanda Nelson
Associate Director
BAC University Summer Term
Passage A
Genre(体裁) : A letter Expected time : 6 Minutes Question1-3:Details（细节）
A ( )1. What can a Grade 11 student in fall 2024 who prefers online
Boston. Here is a brief overview of our programs:
High School Honors is a six-week residential or online program in which students take
BAC University undergraduate courses and earn up to 8 transferable college credits.
七选五解读课件(公开课超经典)
2代词线索法
英语表达中, 代词出现的频率极高, 代词的作 用是用来指代前面面提及的名词或句子。
代词线索 （2012全国课标卷）
Try taking these four steps.the next time you are stressed: (1) Get support.When you need help, reach out to the people who care about you.Talk to “trusted adult, such as “parent or other relatives. 72 They might have had similar problems, such as dealing with a test, or the death of a beloved pet.
D.Talk yourself what things that cost money are most important to you. E.Ask yourself what things that cost money are most important to you. G.The best time to teach a child anything about money is when he shows an interest.
A.Turn the lights off. B.Avoid bright lights. C.Just do enough to get energetic.
1.2复现（反义词复现）（2012辽宁卷）
There are times in our lives such as when we have recently moved into a new town, or changed our jobs or schools. Such changes often leaves us without a friend 71 . But for many of us the process is difficult and requires courage….
新目标英语九年级教案Unit 13 Rainy days make me sad教案1
The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularysad, energetic, stressed out, soft(2) Target LanguageI'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.Oh, really? Loud music makes me energetic.Not me! Loud music makes me stressed out.2．Ability Objects(1) Improve students' listening ability.(2) Help students to express their opinion freely.3．Moral objectsIt is important to choose a suitable place. It is good for your study and life.Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students' listening ability.2．How to help students to express their opinion freely.Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material.2．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12. In this unit, we learned how to tell what we are supposed to do. Now tell me some things that are good to do in school and that are not good to do in school.S1: We're supposed to do our homework every day.S2: We're supposed to raise our hands before we talk.S3: We're supposed to come to class on time.S4: We are not supposed to be late for class.S5: We're not supposed to eat in class.T: Very good. You're right. From now on, we'll learn Unit 13. look at the following list of activities on the blackboard: parties, exams, school vacations, gym class. How do you feel about parties? Happy? Excited? Nervous?S1: Nervous.T: Oh, so parties make you nervous.S1: Yes.T: Class repeat. Parties make me nervous.Ss: Parties make me nervous.T: Now what about school vacations How do you feel about them?S2: Happy.T: So, school vacations make you happy.S2: Yes.T: Class repeat. School vacations make me happy.Ss: School vacations make me happy.T: Now what about gym class? How do you feel about it?S3: Excited.T: So gym class makes you excited.S3: Yes.Step Ⅱ1aThis 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 interior 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 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 conversationS A: Which restaurant would you like to go to?S B: I'd like to go to the Blue Lagoon.S A: Why?S B: Because there are plants and flowers there.Step Ⅲ1bThis 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' Restaurant and The Blue Lagoon. 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 in the missing words. Check the answers with the whole class.AnswersThe Rockin' Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I'm hungry, Amy.Girl 2 : So am I. Why don't we get something to eat?Girl 1 : Yeah. Let's go to the Rockin' Restaurant. I love their hamburgers.Girl 2: Oh, Tina…I hate the Rockin' Restaurant.Girl 1: Why? The food is great, isn't it?Girl 2: The food's fine. I just don't like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.Girl 1: OK. So where do you want to go, Amy?Girl 2 : Let's go to the Blue Lagoon. The soft music makes me relaxed.Girl 1: Not me. It makes me sleepy.Step Ⅳ1cThis activity provides guided oral practice using the target language. Look at the example in the box. Invite a pair of students to read it to the class.S A: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.S B: Oh, really? Loud music makes me energetic.S A: Not me! Loud music makes me stressed out.Go through the instructions with the class. Tell students they will he talking about their own opinions with a partner. Look back at the chart in Activity 16. 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 pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Optional activityLet students look around the classroom, think about other rooms in the school,and talk about how these places make the students feel. For example, what are your opinions about this room? A student might answer, This room is sunny. It makes me happy. Or ask them. What are your opinions about all the noise in the cafeteria? A student might say. All the noise in the cafeteria makes me tense.Notes1．awful—terrible; dreadful2．energetic—full of energyStep ⅤSummaryIn this class, we've learned some important words, such as sad, energetic, stressed out. We've also learned the target language I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating. Oh, really? Loud music makes me energetic. Not me t Loud music makes me stressed out.Step ⅥHomeworkReview the target language.Step ⅦBlackboard DesignUnit 13 Rainy days make me sad.Section AThe First PeriodTarget languageA: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.B: Oh, really? Loud music makes me energetic.A: Not me! Loud music makes me stressed out.。
人教版九年级英语上册教学计划
人教版九年级英语上册教学计划1.指导思想：让学生在使用英语中研究英语，成为使用者而非仅仅是研究者。
让英语成为学生研究生活中最实用的工具，并体味到轻松和成功的快乐。
2.教材分析：本学期将完成《新目标英语》九年级前十个单元的教学。
各单元话题贴近学生生活实际，同时研究语法知识点如被动语态、虚拟语气、情态动词、定语从句等。
每个单元都增加了文化背景知识和研究策略，并增加了任务型研究成分与语篇输入，提高学生的阅读能力和阅读量。
3.学情分析：本届学生英语基础不太扎实，英语研究成绩普遍不高。
主要问题有词汇量不足、研究惰性、研究兴趣不高、积压问题和不用心。
重点培养学生养成良好的研究惯和适当的研究方法，培养学生对英语的研究兴趣，加大对学生的英语研究管理。
4.教学重难点：1）教学重点：各部分中出现的四会词和语法项目，以及语言项目。
2）教学难点：熟练应用所学语法项目，解决问题，正确书写简单的英语作文。
5.教学策略及措施：采用任务型教学方法，注重语言输出和实际应用，提高学生的语言综合能力。
同时，加强课堂笔记和课后复的指导，引导学生养成良好的研究惯。
鼓励学生多读英语原版书籍，提高阅读能力和兴趣。
加强与学生的沟通和互动，及时解决学生的问题，提高教学效果。
惯和方法。
2.要培养学生的跨文化交际能力，了解外国文化和风俗惯，增强文化自信心。
教学内容本学期教学内容主要包括以下几个方面：1、语音、语法、词汇、听说读写等基础知识的讲解和训练；2、生活场景中的英语应用，如购物、旅游、餐饮等；3、英语阅读和写作能力的提高；4、文化交际和跨文化交际的研究。
四、教学方法1、任务型教学法：以任务为导向，通过完成任务来促进学生的学和语言运用能力的提高。
2、交际法：强调语言的交际功能，注重语言的实际运用，让学生在真实的语言环境中研究和运用语言。
3、多媒体教学法：利用多媒体教学设备，丰富教学内容，提高课堂教学效率。
五、教学进度安排本学期教学进度安排如下：第一单元：Unit 1-2，时间：4周第二单元：Unit 3-4，时间：4周第三单元：Unit 5-6，时间：4周第四单元：Unit 7-8，时间：4周第五单元：Unit 9-10，时间：4周第六单元：Unit 11-12，时间：4周第七单元：Unit 13-14，时间：4周第八单元：Unit 15-16，时间：4周六、教学评估1、课堂测验：每个单元结束后进行小测验，测验内容包括单词、语法、阅读和听力等，以检测学生掌握情况。
Unit 13 Rainy days make me sad单元教案
Unit 13 Rainy days make me sad单元教材分析本单元是Go for it第三册第13单元，本单元的核心话题为“Talk about how things affect you”，围绕从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。
要求学生掌握表达某物或某事给人带来的感觉、看法或影响等.设计了四个部分的内容：Section A该部分有4个模块：第一模块围绕Which restaurant would you like to go to?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕How does music affect you? 进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕how do colors in the restaurant affect you这一话题展开训练，训练形式为阅读和问题体验（3a）和小组活动（3b）；第四模块仍就How do things affect you这一话题以调查的形式展开讨论。
Section B该部分有4个模块：第一模块围绕产品广告对人们的影响这一话题以“配对”（1a）与“列举”（1b）两种形式展开训练；第二模块继续围绕How do things affect you? 进行听力（2a-2b）、口语对话训练（2c）；第三模块围绕“Advertising”这一话题展开阅读（3a-3b）和写作（3c）训练；第四模块围绕How posters affect you这一话题以口语训练形式展开小组活动。
Self Check该部分有2个模块：第一模块对所学词汇进行填空训练；第二模块就一篇diary展开阅读和写作训练。
Reading该部分共设置了5项任务：第一项任务要求学生写出自己对三种礼物的感受；第二项任务要求学生运用所供策略进行阅读训练；第三项任务利用完成句子、写作等练习形式进一步加深学生对阅读内容的理解；第四项任务要求学生运用合理的想象，讨论不同场景下如何选择不同的礼物以及这些礼物对人们的影响；第五项任务要求学生描述自己在收到某种礼物时的感受。
Unit-13-Rainy-days-make-me-sad市公开课一等奖课件名师大赛获奖课件
smoking heavy traffic loud noise people who keep you waiting the movie I Love My Family
happy
sad
angry
relaxed
annoyed
tressed
happy
tense
comfortable
uncomfortable
remember him.
Talk about how the different kinds of weather make you feel.
Weath rainy sunny hot cold cloudy windy foggy er
feeling sad happy …
A: _______? I called you but your mother said you were out.
A: Nothing much. I just want to know when we will meet on Sunday.
B: At 7:00 o’clock. A: OK. Thanks.
Phrases:
• make sb. relaxed
• make sb.tense
• make sb. sad
Unit 13 Rainy days make me sad.
happy
What does he or she feel?
angry
comfortable
What makes him or her …?
uncomfortable
sad
Ａ：What makes him/her sad? B: Rainy days makes him sad.
【学习实践】Unit 13 Rainy days make me sad.教案_1
Unit 13 Rainy days make me sad.教案Unit13Rainydaysmakemesad.一.[话题]Talkabouthowthingsaffectyou.二.[重点词组]makemesad，keepout，learnfrom，makesb.do，morethan，forinstance，help…todo，sothat，havesale，lessthan三.[交际用语]1.Loudmusicmakesmetense.2.Loudmusicmakesmewanttodance.3.Thatmoviemademesad.4.whydon’twegetsomethingtoeat?5.SoamI./SodoI.6.waitingformyfriendsmakesmehungry.7.Thecolorredmakespeoplehungry.8.Ittastesterrible.四.[重点难点释义]SectionA:1.Rainydaysmakemesad. 雨天让我感到悲伤。
rainy adj. 多雨的例如：therainyseason雨季rain n. 雨例如：Thecropsneedrain.庄稼需要雨水。
rain v. 下雨例如：Itbegantorainhard.开始下大雨了。
make的用法make+n.例如：makefood 做饭makeaplane 做飞机makethebed铺床makemoney 赚钱.makesb./sth.+adj.使某人（感到），使……处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1)名词作make的宾语补足语例如：Thepartymadeheragoodteacher.党把她培养成为一名好教师.名词作宾补2)形容词作make的宾语补足语例如：Soccermakesmecrazy. 足球使我疯狂。
ThesoftmusicmakesTinasleepy.轻柔的音乐使Tina 快睡着了。
Unit 13 Rainy days make me sad 教学设计
Unit 13 Rainy days make me sad 教学设计Unit 13 Rain das ae e sad 教学设计Setin A 3a教学内容话题内容：谈论环境对情绪的影响，帮助学生学会调节自己的情绪。
知识内容：1 学习和掌握与人的心情、描述事物等相关词汇和日常用语。
2 ae sb + ad/ ae sb + d教学理念1 把英语教学与情感教育有机地结合起，将德育教育渗透到学科教学中。
2 以任务型教学为途径，设计贴近学生实际的教学活动。
使学生通过观察、比较、思考、讨论，交流和合作等方式，学习和使用英语，完成学习任务。
让学生真正把英语作为一种语言工具，通过它解决生活中的各种问题，培养学生的动手能力和创新意识。
3 设计探究式的学习活动，培养学生的阅读学习策略。
4 合理利用网络资和多媒体教学软，丰富教学内容和形式，提高教学效果。
教学目标1 复习与人的心情相关的词汇及表达方式，进一步帮助学生调节自己的情绪。
2 观察社会现象，谈论自己的感受，培养学生正确的是非关。
3 有效利用好阅读篇，培养学生从中搜集、整理信息的能力。
4 联系生活，通过任务型作业设计，培养学生动手能力及创新意识。
教学流程Step 1ath se slides abut the expressins and revise the rds abut the Guess the expressin “H des he/she feel?”Tal abut the students’ n feelings “hat aes u feel happ/sad?”谈论学生的情感经历，教师适当加以点评，帮助学生学会调整自己的情绪，正确认识问题，保持健康的心态。
关注学生的情感世界，联系学生的生活体验。
会使学生觉得可以用英语讨论解决生活中的实际问题，从而在学习中产生较高的积极性。
学生的生活经验是最有效的程资。
Step 2Sh the students se pitures f the unhealth sial phenenn Tal abut their feelings Get the t have right vies“H d u feel abut the pllutin?”抓住教育契机，将思想道德教育渗透到英语教学中，帮助学生树立正确的价值观，具有明确的是非观念，敢于抵制不良现象。
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Listen to the music. Which one do you like ? Why ?
I like ___ music because it makes me___. I don’t like ____ because it makes me___.
How do you feel about different kinds of restaurants?
3. Waiting for her made me angrily. angry 4. The sad movies make me wanting to leave.
5. It was so sad that it made us cried. cry
want
1. As a student, you must make your hands________. A.clean B. to clean C.cleaning D. cleaning up 2.He was made ___from morning till night. A.work B.working C. to work D.worked
Rockin’ Restaurant
Blue Lagoon
music, walls,pictures plants
Pairwork:
Which restaurants would you like to go to? Why?
A: I’d rather go to the Blue Lagoon because I like to listen to quiet music while I’m eating. B:Me,too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable.
Warming up
• What’s the weather like today? Do you like it? Why or why not?
I like sunny days because they make me comfortable.
I don’t like rainy days because they make me sad.
of music make you feel?
Please write an article to
show your feelings.
Thanks for your listening !
Listen and fill in the chart.
The Rockin’ Restaurant The awful pictures make Amy ________. sad The loud music makes Amy _________. tense The Blue Lagoon The soft music makes Amy __________. relaxed The soft music makes Tina __________. sleepy
teacher.
4.I’d rather go to the Blue Lagoon
rather常与would连用 “宁可,宁愿,”
Would rather do than do
=prefer to do rather than do
例:我宁死也不嫁/娶你。
I‘d rather die than marry you.
Summary
Everyone has many feelings. Some good things make us , some bad things make us . But we are supposed to learn to control(控制）our feelings. (For example, listening to soft music makes us feel happy/quiet, wearing red clothes makes us feel ….We’d better keep happy)
sad
happy
adj. About feelings (感觉)
angry
哇! surprised
nervous stressed out
excited
relaxed comfortable
sleepy
What’s your feeling about different kinds of music?
Relax and laugh often
Relaxing and laughing often can make us happy.
Our life is interesting and colorful. I hope all of you are happy every day!
How does different kinds
1.Loud music makes me tense.
2.Sad movies make her want to leave. 3.Waiting for her made me angry.
make sb +adj (令某人怎样)
make sb do sth (令某人干某事) 1.We were made ______ (work) all night.
Check the things that Tina and John said.
___Waiting for her made me angry. √ ___She said that loud music made her tense. √ ___Loud music makes me happy. ___Loud music always makes me want to dance. √ ___It was so sad that it made us cry. √ ___Sad movies don’t make me cry. They just √ make me want to leave! ___It made me sad.
注意：当make 用于被动语态时必须带不
定式符号to. 如:1.We were made to work all night. 我们被迫日夜工作。
2.老师让高原站了起来. (改为被动语态）
The teacher made Gaoyuan stand up.
Gaoyuan was made to stand up by the
3.He often makes his younger sister _____,but this time, he was made ____by his sister. A. to cry, cry B. to cry, crying C. cry, crying D. cry, to cry 4.Wen Tianxiang would rather__than ____. A. to die, give in B. die, give in C.die,to give in D.dying,giving in
rather 原意为”相当”,为副词
It’s rather cold today. 今天相当冷。
Find out and correct the mistakes.
1. Those awful pictures make me sadly. 2. The loud music makes me to feel tense.
Body and mind healthy can make you happy.
Be honest and justice(正义的）
• Being honest and justice can make us happy.
Sharing the joy and pain can make you feel happy.