九年级英语全册 Unit 13 Rainy days make me sad The Fourth

Unit 13 Rainy days make me sad
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
mysterious, shiny, silky, skin, cream, toothpaste, keep out
(2) Target Language
Have 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 Object
Not all the most expensive things are the best ones. Sometimes we shouldn't believe all of ads.
Ⅱ．Teaching Key Points
1．Key Vocabulary
mysterious, shiny, silky, skin, keep out
2．Target Language
Have you ever had a Twisty Treat?
Yeah. And it made me sick.
Ⅲ．Teaching Difficult Points
1．How to train students' speaking and listening ability.
2．How to use the target language.
Ⅳ．Teaching Methods
1．Listening method
2．Groupwork to make every student works in class.
Ⅴ．Teaching Aids
1．A tape recorder
2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check 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 Ⅱ1a
This 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.
Answers
The photos should be numbered in the following order: 4 3 1 2
Notes
1．slogan—striking and easily remembered phrase used to advertise sth.
2．mysterious—full of mystery
Step Ⅲ 1b
This activity helps students apply the ideas in the unit to their lives outside the classroom.
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 like
puter (26)
jacket (20)
watch (35)
Three products students don't like
fast food (8)
coat (32)
science book (23)
Step Ⅳ2a
This 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.
Answers
1．No 2．No 3．Yes 4．No
Tapescript
Girl 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 Ⅴ 2b
This 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.
Answers
Step Ⅵ2c
This activity provides guided oral practice using the target language. Read the instructions for this activity aloud to the class.
Get students to look back at the list of products they made for Activity 1b. Invite a student to read his/her lists to the class.
Three products he/she likes
puter
jacket
watch
Three products he/she doesn't like
fast food
coat
science book
Look 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 1 b.
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 1
S A: Have you ever had a puter?
S B: Yeah. And it made me excited.
Conversation 2
S A: Have you ever eaten fast food?
S B: Yeah. And it made me unfortable.
Step Ⅶ Summary
In 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 Twisty Treat? Yeah. And it made me sick by listening and speaking.
Step Ⅷ Homework
Talk about some products using some words in this class, and write down the conversations.
Step Ⅸ Blackboard Design
Unit 13 Rainy days make me sad.
Section B
The Fourth Period
1．Target language
A: Have you ever had a Twisty Treat?
B: Yeah. And it made me sick.
2．Three products students like
puter (26)
jacket (20)
watch (35)
Three products students don't like
fast food (8)
coat (32)
science book (23)。