2019-2020年新人教版英语九年级《unit 13 rainy days make me sad》教案.doc

Unit 13 Rainy days make me sad. I．Learning objectives 教学目标
II. Teaching materials analyzing and rearranging 教材分析和重组
1. 教材分析
本单元以Feelings为话题, 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。

要求学生掌握某物或某事给人带来的感觉、看法或影响等的表达方式。

共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 or movie 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(4)。

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(4)。

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(1)；第二模块就一篇diary展
开阅读和写作训练(2)。

Reading
该部分共设置了5项任务：第一项任务要求学生写出并讨论自己对三种礼物的感受(1a-1b)；第二项任务要求学生运用所供策略进行阅读训练(Section 2)；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(Section 3)；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(Section 4)；第五项任务要求学生描述自己在收到某种礼物时的感受(If you have time)。

2. 教材重组和课时分配
Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c; Grammar) Listening and Grammar Period 2 (Section A: 3a, 3b, 4; Section B: 1a, 1b, 2a, 2b, 2c, 3c, 4; Self check: 1) Practice
Period 3 (Section B: 3a, 3b, 3c, 4; Self check 2) Integrating skills
Period 4 (Reading：Section 1-Section 4)
Reading
III. Teaching plans for each period
分课时教案
Period 1 Listening and Grammar
Language goals 语言目标
1. Words && expressions 生词和短语
lagoon, tense
2. Key sentences 重点句子(P103)
Loud music makes me tense.
Loud music makes me want to dance.
That movie made me sad.
Ability goals能力目标
Enable the students to talk about how things affect them.
Emotion && attitude goals情感和态度目标
Enable the students to understand the effect of things upon them.
Strategy goals 策略目标
Personalizing.
Culture awareness goals 文化意识目标
Different music makes people feel differently.
Teaching important points教学重点
The usage of make.
Teaching procedures and ways教学过程与方式
Step I Lead-in (1a: P102)
T: Most of us like music. A piece of soft music makes us feel relaxed, a loud music may make us feel boring and an exciting one makes us happy and excited. If you and your friends are at a restaurant with loud music on, you can hardly hear what your friends are saying, how would the music make you feel? Now look at the picture on page 102. There are two restaurants in the picture. In one of the restaurants, loud music is playing; while in the other, we can only find a quiet and comfortable environment. Which restaurant do you like better? Would you feel the same as the two girls do in the picture?
S1: I’d like to go to the Blue Lagoon because I don’t like loud music. It makes me angry. This loud music may drive the guests away.
S2: I’d like to go to the Blue Lagoon too because I like quiet music just like the girl in the picture does. It makes me feel at ease.
S3: I’d like to go to Rockin’ Restaurant. I like loud music. It makes me feel excited.
This loud music makes me want to dance.
S4: I’d like to go to Rockin’ Restaurant too. I think loud music makes me feel energetic. This loud music makes me feel encouraged.
T: So, the things in the restaurant may affect the people eating there. In fact, it is our
own feelings that work, but not the things around us affect us. However, different things may have different effects upon us.
Step II Listening (1b: P102)
Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.
T: Next we’ll hear a dialogue between Amy and Tina. Now listen and find out how the music in the two restaurants affect them.
Play the recording and check the answers.
Step III Speaking (1c: P102)
Ask the students to talk about how music affects them.
T: For Tina and Amy, different kinds of music affect them differently. Now work in pairs and talk about how the two restaurants would affect you if you were there. Sample dialogue 1:
S1: I’d rather go to the Blue Lagoon Restaurant because I like quiet music.
S2: Me too! Loud music makes me mad.
S1: I agree! Loud music makes me feel bored.
Sample dialogue 2:
S1: I’d rather go to the Rockin’ Restaurant because I like loud music.
S2: Me too! Quiet music makes me dizzy.
S1: I agree! Quiet music makes me feel relaxed.
Step IV Practice (2a, 2b, 2c: P103)
Task 1: Listening
Ask the students to read the pictures first.
T: It’s true that things around us affect us greatly. For example, examinations may make you feel nervous. Summer vacations make you feel relaxed and happy.
English lessons make some feel bored. Now look at the pictures in 2a on page 103. Who are in the pictures?
Ss: Tina and Amy.
T: What is happening in each picture? Now talk about how things affect them.
S1: The two women in Picture 1 are having meals. They look very happy.
S2: The people in Picture 2 are crying. They are watching something.
S3: In the third picture they look unhappy. They are listening to music.
S4: In the fourth picture, the girl at the bus stop looks very angry. She is looking at her watch. Maybe she is waiting for someone.
T: Now listen to the recording and find out what Tina and John said about how different things affect them.
Play the recording. Ask the students to number the pictures in 2a and check the things Tina and John said. Check the answers then.
Task 2: Speaking
T: Now suppose you are Tina and John. Work in pairs, make dialogues after the model and then act them out.
Sample dialogue 1:
S1: Did you have a good time with Amy last night?
S2: Well ... yes and no. She was really boring last night. S1: But why?
S2: She kept on asking me what she could do if she failed the entrance exam. That made me angry.
Sample dialogue 2:
S1: Did you have fun with Amy last night?
S2: Well ... yes. We had a good dinner in a very cosy restaurant. And the music made me happy.
Sample dialogue 3:
S1: Did you have a good time with Amy last night?
S2: Well ... yes and no. The dinner in the restaurant near the cinema was very good.
But the film made me cry.
Step V Grammar Focus (P103)
Task 1: Ask the students to read the following sentences first. Then help them write
out the sentence patterns.
1. That makes my eyes ache.
You have made me feel safe.
You may take a horse to the water, but you can’t make him drink.
What makes you change so quickly?
make + 宾语+ v.
2. Praise makes good men better and bad men worse. Trying to comfort her only made things worse.
But we won’t make it too formal.
Well, sit down and make yourself comfortable.
He makes me angry.
It’ll make me so happy if you’ll accept it.
This made the street as light as day.
make + 宾语+ adj.
3. All work and no play makes Jack a dull boy.
He had a lot of interests which made him a best friend.
She made herself the center of the meeting.
Make that a rule.
He made her his girlfriend.
make + 宾语+ n.
4. What made them so frightened?
This has made them interested in physics.
You should make your views known.
You must make yourself heard.
I did not make myself understood by you.
make + 宾语+ p.p.
Task 2: Show the following pictures and ask the students to make sentences.
e.g. The snow makes backyard white.
S1: Swimming makes us strong.
S2: The war makes people (the girl) frightened.
S3: The dog makes us feel funny.
Task 3: Translate the sentences with the word “make”.
1. 这条坏消息让那位老太太生气了。

2. 那些美味的食物让Tom感到饿了。

3. 阴雨天气把我留在了家里。

4. 工厂巨大的噪音让我感到紧张。

5. 这么长时间的等待，真让我感到生气。

Sample answers:
1. That piece of bad news made the old woman angry.
2. The delicious food makes Tom feel hungry.
3. Rainy days make me stay at home.
4. The great noise from the factory makes me tense.
5. Waiting for such a long time made me kind of angry.
Step VI Homework
Ask the students to list the things around them and then describe how the things affect them.
Period 2 Practice
Language goals语言目标
1. Words && expressions 生词和短语
mysterious, shiny, skin, product, lookout, beauty, keep out, slogan, endangered, campaign
2. Key sentences重点句子(P104)
The color red makes people hungry.
It makes me kind of angry.
It makes me want to join a clean-up campaign.
Ability goals能力目标
Enable the students to talk about how some products affect them.
Emotion && attitude goals情感和态度目标
Learn in what way some products affect us.
Strategy goals 策略目标
Matching.
Culture awareness goals 文化意识目标
Different products make people feel differently.
Teaching important points 教学重点
The usage of make.
Teaching procedures and ways教学过程与方式
Step I Revision and Lead-in
Show the following to the students and ask them to make sentences with them. running / healthy; exercises / strong; communication technology / smaller; computer / easier; flood / homeless; video games / forget study; short message / bored; chocolates / fat
S1: Running makes the soldiers healthy.
S2: Exercises make us strong.
S3: Communication technology makes the earth smaller.
S4: Computers make the work easier.
S5: The flood makes many people homeless.
S6: The video games make me forget study.
S7: The chocolates make me fat.
S8: The short messages make me feel bored.
Ask the students to make a list of household supplies and then make sentences using “make”.
Sample answers:
soap, sunglasses, toothpaste, broom, air-conditioner, refrigerator, washing machine S1: The soap makes me clean.
S2: The sunglasses make my eyes keep out of sunlight.
S3: The toothpaste makes my teeth white.
S4: The broom makes the floor clean.
S5: The air-conditioner makes the room cool.
S6: The refrigerator makes the food fresh and frozen. S7: The washing machine
makes the washing quickly. T: The soap, sunglasses, toothpaste, etc are all things we use every day. These products may affect us too. Today we’ll tal k about how these products affect us.
Step II Listening and Speaking (1a, 1b, 2a, 2b: P105)
Task 1: Ask the students to talk about the pictures in 1a on page 105.
T: Look at the pictures in 1a. These are all products for daily use. What are they?
S1: They are soap, shampoo, toothpaste and sunglasses.
T: Then why do you use them every day?
S2: Soap makes my skin clean.
S3: Shampoo makes my hair smooth.
S4: Toothpaste makes my teeth strong and white.
S5: Sunglasses make me look cool.
S6: Sunglasses make my eyes keep out of sunlight.
Task 2: Ask the students to match the pictures with slogans.
T: In order to sell the products, businessmen come up with many new ideas. Slogan is one of the ways they often use. A slogan is a short easily remembered phrase used in advertising, politics etc. There are four slogans in the book. Read them out and match each of them with one of the products above.
Task 3: Then ask the students to list three products they like and three they don’t like.
Sample lists:
Likes: Coca Cola, Pepsi, Li-Ning, Anjan Radio ...
Dislikes: Nestle coffee, Nike shoes, Changhong TV ...
Task 4: Ask the students to listen to people talking about the products in 2a, and then find out if the people like the products.
T: Next we’ll hear some people t alking about their likes and dislikes about the products in the picture. Find out what people say about each of the products. Play the recording and ask the students to do 2a and 2b. Then check the answers.
Step III Speaking (2c: P105)
After listening, let the students talk about some products they like or dislike. Sample dialogue 1:
S1: Have you ever had Beijing Duck?
S2: Yeah. I love it.
Sample dialogue 2:
S1: Have you ever had meals at McDonald’s?
S2: Yeah. The food there is expensive.
Sample dialogue 3:
S1: Have you ever worn Shuangxing shoes?
S2: No. I often wear Nike shoes. And they make me feel comfortable.
Step IV Reading and Speaking (3a, 3b, 4: P104) Task 1: Ask the students to read the article in 3a and then answer the questions.
T: Read the passage and find out the answers to the questions followed.
Sample answers:
1. The color red makes people hungry. Red also makes customers eat faster.
2. Hard seats, loud music and red walls make people want to leave.
3. It’s not fair. It’s their dut y to make people feel comfortable there.
Task 2: Ask the students to do the following exercises.
Put the following sentences into English.
1) 我给我弟弟买的小说值得一读。

2) 我昨天看的那本书是爸爸送给我的礼物。

3) 他是一个可以依靠的人。

4) 你认识刚才讲话的那个人吗？
Sample answers:
1) The novel which I bought for my brother is worth reading.
2) The book that I read yesterday is a present from my father.
3) He is a man whom you can depend on.
4) Do you know the man who spoke just now?
Task 3: Ask the students to make sentences with the following words and phrases: tense, knowledge, smoke, aim at, for instance
Sample sentences:
1. The players were tense when the game started.
2. Knowledge is power. / We go to school to get knowledge about many different things.
3. Please give up smoking. It’s harmful to your he alth.
4. Many ads are aimed especially at teenagers. / English Weekly is aimed at all of the students who are learning English.
5. “For instance” is another way of saying “for example”.
Task 4: Groupwork: guess the places described.
Sample dialogue 1:
S1: The seats are very hard. The white walls make me stressed.
S2: Is it this classroom?
S1: No, it isn’t.
S3: Is it a hospital?
S1: Yes, that’s right.
Sample dialogue 2:
S1: The crowed people make me feel mad. The noises make me feel uncomfortable. S2: Is it a cinema?
S1: No, it isn’t.
S3: Is it a bus station?
S1: Yes, that’s right.
Task 5: Survey
T: Work in groups, ask and answer how each of you feel about the things in the survey chart.
Sample dialogue 1:
S1: How do you feel about heavy traffic?
S2: It makes me feel worried. How about you?
S1: It makes me feel relaxed a little, for a long driving is a terrible thing.
Sample dialogue 2:
S1: How do you feel about loud noise?
S2: It makes me feel very uncomfortable. How about you?
S1: It makes me feel upsetting.
Sample dialogue 3:
S1: How do you feel about endangered animals?
S2: They make me feel worried. How about you?
S1: They make me feel disappointed with human beings.
Sample dialogue 4:
S1: How do you feel about smoking?
S2: It makes me suffer. How about you?
S1: It makes me feel hard to breathe.
Sample dialogue 5:
S1: How do you feel about people who keep you waiting?
S2: They make me angry. How about you?
S1: They make me feel anxious.
S3: They make me hurry for things.
Step V Homework
Ask the students to collect more slogans and pre-read 3a on page 106.
Period 3 Integrating skills
Language goals语言目标
1. Words && expressions生词和短语
stardust, advertising, pros and cons, aim, aim at, specifically, instance, list, confuse, mislead, lead, truth, to start with
2. Key sentences重点句子
Others hate ads, saying that they make our cities and countryside look ugly. (P106) This picture makes me feel tense! (P106)
Rainy days make me sad. (P107)
Ability goals能力目标
Enable the students to talk about how ads affect us.
Emotion && attitude goals情感和态度目标
Enable the students to understand how ads affect us.
Strategy goals策略目标
Personalizing.
Culture awareness goals文化意识目标
Different ads make people feel differently.
Teaching important points教学重点
Talk about how ads affect us.
Teaching procedures and ways 教学过程与方式
Step Ⅰ Revision and Lead-in
Ask the students to guess the products for which the following ads (messages) are made. Then talk about how they affect them.
T: It has been said that we are living in a world of ads. It is difficult for any of us to imagine a world without public and personal advertisements. Few places are faraway enough to be completely from the influence of ads. The following are some famous ads (messages). Read and guess what product each of them is made for.
Show the following.
Sony gives you a good reception no matter where you travel.
Give up my Pepsi？Don’t even think about it.
My Goodness！My Guinness！
The airline that’s smooth as silk.
The sign of excellence.
It may be your car but it’s still your baby.
Why we all choose Roma as our skin care？
Sample answers:
S1: The first ad is for Sony. It makes me think of a company with excellent services. S2: The second one is for a famous drink called Pepsi. It makes people think their products are the best.
S3: The third one is for a kind of beer. It makes me think of a kind of beer of high quality.
S4: The fourth one is for an airline. It makes me think of a plane flying fast and safely.
S5: The fifth one is for a famous watch. It makes people think of an excellent product.
S6: The sixth one is for a car. It makes people think of a baby who needs great care. S7: The seventh one is for a skin-care product. It makes people feel Roma is the best product that most people choose.
T: There are a great many of ads (messages) that are very short and easy to remember. Some of them are very attractive. Some of them are popular. As talking about ads, people have different ideas about them. How do people think of ads: are they good or bad? Now read the passage on page 106 and find out the answer.
Step II Reading (3a: P106)
Task 1: Read the passage quickly and find the answers to the questions in 3a?
T: Before reading, please pay attention to the title. What do the words “pros and cons” mean?
S：“pros and cons” mean: arguments for and against sth.
Task 2: Ask the students to list the pros and cons of advertising.
Sample answers:
Pros: Ad are great.
Some ads can be very useful.
Some ads can help you to compare two different products so that you can buy the one you really need. They can also help you save money. Ads also tell you when stores are having sales.
Cons: Some advertising can be confusing or misleading.
Sometimes the words sound good but don’t really tell you anything about the quality of the product.
At other times, the picture in an ad looks a lot better than the real thing.
At times an ad can lead you to buy something you don’t need at all.
Task 3: Ask the students to conclude the main idea of the article. Then read aloud the text.
Ss: The article is about the pros and cons of ads.
Step III Writing (3b, 3c: P106)
Task 1: Ask the students to complete the article in 3b.
T: Next please read the beginning of the article in 3b and complete it using the information in activity 2a on page 105.
A sample version:
... find it didn’t work at all. I bought a pair of Lookout Sunglasses yesterday and they didn’t even keep out of the sun though I might look mysterious with them. There are of course, some ads telling the truth. For example, Beauty Cream, it works really well. It makes me whiter than white. So remember: seeing is believing. Don’t haste to buy but find the truth.
Task 2: Ask the students to write slogans for their favorite products modeled after activity 1a on page 105.
Sample slogans:
Shuangxing shoes: Shuangxing, Shuangxing, one pair is OK.
Bubugao Replayer: Make English study easy and fun!
Task 3: Ask the students to read the diary on page 107, finish the task after reading
and then write a diary talking about how the environment affects you.
A sample version:
Sunday J uly 12 Rainy
I live in a city full of pollution. The dirty air makes me feel sick. The heavy traffic makes me kind of angry. Loud noises make me tense. Smoking makes me hard to breathe. I just wonder why human beings are destroying themselves. As students, I think we should realize the importance of environmental protection and take into action. We ourselves should do something beneficial to the environment. For example, we should not speak loudly or spit in public. Don’t litter things around. It’s our duty to protect the environment around us.
Step IV Speaking (4: P106)
Ask the students to look at the posters, and talk about how they make them feel. Sample dialogue 1:
S1: I would love to jump out of a plane!
S2: Not me. This picture makes me feel tense!
Sample dialogue 2:
S1: I would love to destroy the factory!
S2: Me too. This picture makes me feel hard to breathe!
Sample dialogue 3:
S1: I would love to wear the clothes!
S2: Not me. This picture makes me feel tense!
Step V Homework (If you have time: P109)
Ask the students to write a short passage talking about feelings when receiving a gift as required in “If you have time” on page 109.
T: After class, please write a passage in which you should include: (1) What was the gift? (2) Who gave it to you and why? (3) How did you feel when you opened it? (4) Did the person who gave it think carefully about it? You may use some sentences like the following:
1. My best / worst gift is ...
2. I got it on my thirteenth birthday.
3. ... gave it to me.
4. It made me ...
5. I hope my gift is ...
Period 4 Reading
Language goals语言目标
1. Words && expressions生词和短语
home-made, schoolbag, purple, purse, guilty, taste, thought, count
2. Key sentences重点句子(P108)
It really made me feel embarrassed ...
Of course, this made me feel guilty.
In some cultures, however, receiving money can make people uncomfortable. Ability goals能力目标
Enable the students to talk about how “receiving” and “giving” af fect people. Emotion && attitude goals情感和态度目标
Enable the students to understand how others would feel when giving or receiving something.
Strategy goals策略目标
Personalizing.
Culture awareness goals 文化意识目标
It’s always polite to show thanks to others.
Teaching important points 教学重点
How to describe feelings of the receivers and givers.
Teaching procedures and ways 教学过程与方式
Step Ⅰ Revision and warming up (Section 1: P108)
T: As we all know, gifts are something we’d like to send to someone else for various reasons. Some may think that gifts are very important in life; some may think it doesn’t matter to send or not. What do you think of it? Now show me your ideas about it.
A sample version:
I have received lots of gifts before. Among them, the beautiful cake made by my grandpa is still a sweet memory for me. I think it is the best gift I’ve ever received. I got it on my tenth birthday. Grandpa wrapped it in a beautiful box. When I opened it, I felt very surprised and it made me cry with thankful tears. Grandpa was not in good health and I learnt that he spent nearly five hours in the kitchen! It was made of love and care. Grandpa is now 71. I’ve decided to send him a cake made by myself next year!
T: As we can see from the above article, His / Her grandpa showed great love in his gift. This gift made him / her full of thanks to his / her grandpa. However, there are many gifts that are not so full of thoughts behind them. Sometimes they maybe just kind of symbol or for other uses. Next, please talk about how you would feel if you received the gifts listed in the textbook.
Sample dialogue 1:
S1: What would you feel if your best friend gave you a history book. I know you like history very much.
S2: I would feel happy. Because he / she knows me very well. The book will make me knowledgeable.
Sample dialogue 2:
S1: What would you feel if your grandma gave you some home-made cookies? I know you don’t like cookies at all.
S2: I would feel happy. Though I don’t like cookies, I would eat them up. Because I could feel the great love in them.
Sample dialogue 3:
S1: What would you feel if your parents gave you a new schoolbag? I know you
need a new one.
S2: I would feel very happy. Because my old schoolbag made me feel disgusted.
Step II Reading (Section 2-Section 3: P109 )
Task 1: Ask the students to read the text and get the main idea. And then fill in the form.
T: Chinese have the tradition of sending gifts. So do the westerners. But we seldom think of the question: How the receiver would feel about the gifts? Sometimes “giving” may make people feel uncomfortable. It is an art, “an art of giving” as said in the text. Now read the passage and find out how others think about it. Find the information and filll in the form.
Show the following.
Sample answers:
Task 2: Ask the students to read again the text and get the main idea of each paragraph. Encourage them to summarize in their own words and share the summary with the whole group.
Sample answers:
Para 1: Sometimes giving and receiving gifts isn’t easy.
Para 2: Guo Xiaojing’s opinion about receiving gifts and what she did.
Para 3: Han Ling’s opinion about receiving gifts and what she did.
Para 4: Giving money is not a good thing sometimes.
Para 5: The art of receiving is even more difficult than the art of giving.
Task 3: Ask the students to finish the tasks of 3a in Section 3.
Sample answers:
1. people uncomfortable.
2. it makes others happy.
3. to make her grandparents happy.
4. receiving a gift is a very happy thing.
5. give money.
Task 4: Ask the students to write about a time when they experienced a feeling when receiving gifts.
A sample version:
In my life, I have received many gifts. Among them, I have still remembered a doll which my parents gave me on my tenth birthday. The doll is very beautiful with big eyes and wears a red dress. I often remember what my parents said,“The doll looks like my daughter. I hope my daughter will grow more and more beautiful.” I love the gift, because receiving is happy. Though I become older and older, it makes me excited every time I see it. I hope I will give my parents a lovely gift when I grow up.
Step III Go For It (P109)
Ask the students to work in groups and discuss the gifts they choose to send to Tina and Peter.
Sample answers:
Step IV Homework
Ask the students to go over the whole unit and find more information about different opinions upon sending and receiving gifts.
Teaching Resources 教学资源库
I. 写作：Tips for writing a diary
1. Think of a diary as a conversation with someone. When read, the words sound like someone talking to you. Think of sharing your thoughts about when and where the event took place, how you felt about it, and so on. See the situation from different angles.
2. A diary is a balance (almost 50/50) of facts and feelings. This balance is necessary. Too many feelings and the writer sounds rather emotionally overcharged, and the diary’s point can be confusing. Too many factual statements make the diary sound like a recount or a report, rather than a diary. The reader will engage / identify more with the writer if some feelings are given.
3. It is written in first person “I”.
4. Often the best beginning is a sentence with a direct feeling about a situation that the writer is going to tell us more about through the diary entry. It is often effective to begin as if you are replying to someone’s question, or as if you are in mid-conversation.
5. You can use short sentences and even incomplete ones, but don’t do this all the time because it sounds too boring and the ideas don’t tend to flow. Having some shorter and some longer sentences, the variation creates interest and flow. Try to vary the beginnings. Don’t always begin with “I” or “The”.
6. Some slangs and colloquial (everyday) expressions are allowed but don’t use any language that might be offensive. It makes your readers unwilling to be with you.
7. Although paragraphing is less an issue here, if you do change to a different time, place or topic, follow the expected paragraphing rule.
8. After writing a diary from real-life about yourself, it is fun to write a diary as a character from literature. This usually expands the possibilities of content because, as the character, you can comment on the events of plot through subjective angles, make comments about other characters you admire, envy or dislike, describe the setting and scene and how you feel about it, your dreams and fears, and perhaps even give a message. Why are you telling us these facts and feelings?
9. Watch the verb tenses. It is easier to write in simple past.
10. It isn’t always necessary to write “Dear Diary”. This can look very unreal.
11.Questions can be effective as they can show character’s thoughts and feelings
without being said in an obvious way.
A sample version:
I hate school. Well, not everything about school, but I certainly don’t like having to get up in the mornings, bolting down my breakfast and then dashing for the bus. Actually, now I think about it, school itself can be all right. Today, Mrs. Bright wore this really bright (ha ha!get it? ... sick joke) green dress, and said she was a traffic light and wanted to make us a ll “go”. She said she wanted us to “rev our engines and get motoring” and we all made these pathetic car sounds, but it was kind of funny.。