Unit13_Raining_days_make_me_sad
九年级下英语 Unit 13 Rainy days make me sad
Loud music makes me want to dance .That movie made me sad .教 学 板 块 个体学习清单一.导入新课Listen to a conversation between Amy and Tina talking about eating in restaurants.While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . Students listen and answer.二.揭示目标（3） Students tryto read them.三.指导自学（A/12） On page 102 is a picture of restaurants. Which one would you like to go? And why? ◆I like to go to the one on the left because the music there would make me excited. ◆I like to go to the one on the right because the music there would make me quiet. ◆I like to go to the one on the left because the pictures there would make me tense. ◆ I like to go to the one on the right because the things there would make me happy Look at the pictures and practice .四.点拨、交流与探究 (B C/15) Girl1: I ’m hungry, Amy.Girl2: So am I. Why don ’t we get something to eat?Girl1: Yeah. Let ’s go to the Rockin ’ Restaurant. I love theirhamburgers.Girl2: Oh, Tina … I hate the Rockin ’ Restaurant.Girl1: Why? The food is great, isn ’t it?Girl2: The food ’s fine. I just don ’t like the atmosphere. Those awful pictures on the walls makeme sad, and the loud music makes me tense.Girl1: OK. So where do you want to go, Amy?Girl2: Let ’s go to the Blue Lagoon. The soft music makes me relaxed.Girl1: Not me. It makes me sleepy..五.当堂训练（5）六、课堂小结(2)七、布置作业(1)教学反思：白马初中 九年级 英语 教案备课组成员:尚万斌 韩小霞 任广耀 郑芳芳 备课组长：郑芳芳 主 备 人：尚万斌。
九年级英语Unit13 Rainy days make me sad人教版新目标
Unit13 Rainy days make me sad目标认知重点词汇：1. scientific科学的2. therefore因此、所以3. hard 坚固的、坚硬的4. serve服务、招待5. campaign运动6. endangered有灭绝危险的、将要绝种的7. mysterious神秘的、不可思议的8. shiny有光泽的、发亮的9. aim瞄准10. list列举、列出11. mislead误导、把......引错方向12. lead 导向、导致13. lighting光线14. fair公平的、公道的15. specifically 特殊地、特定地16. confuse混淆17. truth事实、真相重点词组及句型：1. keep out使......不进入、使......留外面2. aim at瞄准、针对3. to start with首先、作为开始4. jump out of 从......中跳出来5. pros and cons赞成与反对6. for instance例如7. at times有时、间或8. kind of 有点、稍微1. Rainy days make me sad.下雨天让我感到悲伤。
2. Did you have fun with Amy last night?昨天晚上你和Amy玩得高兴吗？3. Do you think it’s fair that some restaurants are designed to be unfortable？你认为一些餐厅设计得让人不舒服公平吗？4. It makes me want to join a clean-up campaign.这使我想进入一次清扫运动。
5. It’s true that some ads can be very useful.一些广告的确很有用。
6. For instance , they can help you to pare two different products so that you can buythe one you really need.例如，它们能够帮助你比较两种不同的产品，这样你就能买到你真正需要的东西。
英语：人教版九年级Unit 13《Rainy days make me sad
Because they want to make customers eat faster and leave quickly. 3.Do you think it’s fair that some restaurants are designed to be uncomfortable?
Scanning the whole passage 3a
and answer the questions.
1.What does the color red make most people feel The color red make people hungry and it also make customers eat faster.
B: I went to Kentucky with my friends. A. And the chairs are too hard.
A: ___________________?
B. That’s right.
C. What’s the matter?
B: Because I love the food very much. D. Where did you go?
Read again
Get more information and fill in the chart.
Some things
Red color
Soft colors
Music (loud )
Seats (hard)
Make people
新目标九年级Unit13Rainy days make me sad 整单元教案
新目标九年级Unit13Rainydaysmakemesad整单元教案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 mu sic 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 Ⅰ RevisionT: 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．: We’re supposed to do our homework every day．S1S: We’re supposed to raise our hands before we ta lk．2: We’re supposed to come to class on time．S3: We are not supposed to be late for class．S4S: We’re not supposed to eat in class．5T: 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: Nervous．S1T: Oh, so parties make you nervous．: Yes．S1T: Class repeat． Parties make me nervous．: Parties make me nervous．SsT: Now what about school vacationsHow do you feel about themS: Happy．2T: So, school vacations make you happy．: Yes．S2T: Class repeat． School vacations make me happy．S: School vacations make me happy．sT: Now what about gym class How do you feel about it: Excited．S3T: So gym class makes you excited．: Yes．S3StepⅡ 1aThis 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 offeringhelp as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversation: Which restaurant would you like to go toSAS: I’d like to go to the Blue Lagoon．B: WhySAS: Because there are plants and flowers there．BStep Ⅲ 1bThis 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’ R estaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eatGirl 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 itGirl 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 tease． Girl 1 :OK． So where do you want to go, AmyGirl 2: Let’s go to the Blue Lagoon． The soft music makes me relaxed． Girl 1: Not me． It makes me sleepy．Step Ⅳ 1cThis 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．: I’d rather go to the Blue Lagoon Restaurant because I like to listen SAto quiet music while I’m eating．: Oh, really Loud music makes me energetic．SB: Not me! Loud music makes me stressed out．SAGo through the instructions with the class．Tell students they will be 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．Notes:1． awful——terrible; dreadful2． energetic——full of energyStep Ⅴ SummaryIn 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, reallyLoud music makes me energetic． Not me!Loud music makes me stressed out．Step Ⅵ Homework Review the target language．Step ⅦBlackboard Design课后小结：The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularytense, 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 Vocabularytense, 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 Ⅰ RevisionCheck 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．: I’d rather go to the Rockin’ Restaurant because I like to listen SAto loud music while I’m eating．: Really Soft music makes me relaxed．SB: Not me． Soft music makes me sleepy．SAStep Ⅱ 2aThis 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, You 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, TinaGirl: 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 goGirl: 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 schoolGirl: 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 Ⅲ 2bThis activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements．You 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 students check 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．Step Ⅳ 2cThis 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 nightTina: 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．: Did you have fun with Li Ping last nightSAS: Well…yes and no． She was late again as usual．B: So, waiting for her made you angry．SAWhere did you go: We went to a small restaurant． It was quiet and clean． The food was SBdelicious． The soft music made me very happy．S: Did you go to see a movieA: Yes． We saw Love Me Once More,SBMother． It was a very good movie． It was also moving and sad． It made us cry．: Really You sound just like my mother．SAStep Ⅴ Grammar 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．S: A quiet place makes me sleepy．1: Loud noise makes me tense．S2Pay 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．: Long movies make me want to leave．S1S: Long movies make me want to cry．2: Hot weather makes me want to go swimming．S3: Hot weather makes me want to drink a lot of water．S4Let students make up any other sentence using the verb make to talk about how things affect them．Step Ⅵ SummaryIn 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 Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ Blackboard Design课后小结：The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2） Target LanguageHow do you feel about pollutionIt makes me kind of angry． How about youIt 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 Key PointTrain students’ integrating skills．Ⅲ． Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ． Teaching Methods1． Fast-reading method．2． Groupwork and pairwork．Ⅴ． Teaching Aids1． A projector．2． The blackboard．Ⅵ． Teaching ProceduresStep Ⅰ RevisionT: Yesterday we learned the target language． The structure is… makes me…Now who can make sentences using the structure: Light colours make me relaxed．S1S: Loud noise makes me tense．2: Loud music makes me energetic．S3T: Very good．Step Ⅱ 3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture Ask some students to describe the picture． Offer help if necessary．（The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly．They aren’t talking to each other．）Read the instructions and the questions below the article aloud． Make sure students understand what to do． Read the title“ Restaurant Science”and ask, What do you think “Restaurant Science” means （It means the study of how to operate a restaurant．）Get students to read the article on their own． Let students underline any words or phrases they don’t understand． Go through each word or phrase and ask some students to explain what they think it means． Be sure students know what the article is about． Ask students to read the article alone again and answer the questions． Have students work individually．Ask three students to answer the questions orally in class． Correct the answers if necessary．Check the answers with the whole class．Answers1． Red makes most people hungry． It makes them eat faster．2． They want people to eat quickly and leave so more people can come in．3． Answers will vary．Notes1． owner—person who owns something2． uncomfortable—not comfortable; uneasyStep Ⅲ 3bThis activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．: The seats are very hard． The white walls make me stressed．SAS: Is it this classroomB: No, it isn’t．SAS: Is it a hospitalC: Yes, that’s right．SAGo through the instructions with the class．Say, First take a few minutes to think of a place and how you will describe it． You can write down some words that describe the place．Get student to work in groups of four or five． Each students describes a place and others in the group try to guess it． While students are doing their work, walk around the classroom checking their progress and offering help if necessary． At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is． Give students a sample conversation．S: There are a lot of people every day．AThe loud noise makes me tense．: Is it a mallSBS: No, it isn’t．A: Is it a supermarketSC: No, it isn’t．SAS: Is it a marketDS: Yes, you’re right．AStep IV Part 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution． For example, I hate pollution． Loud noise makes me tense． Smoking makes me very angry．Endangered animals make me sad． I think pollution is very terrible．Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．Review the task． Ask a few students to share the results of their surveys．Sample answersStep Ⅴ 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．Step Ⅵ Homework1． Finish off the exercises on pages 53～55 of the workbook．2． Ask students to choose some places they know and talk about how they feel about the places．Step Ⅶ Blackboard Design课后小结：The Fourth PeriodⅠ．Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out（2） Target LanguageHave you ever had a Twisty TreatYeah． 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 Vocabularymysterious, shiny, silky, skin, keep out2． Target LanguageHave you ever had a Twisty TreatYeah． 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 Ⅰ RevisionCheck 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 Ⅱ 1aThis 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 thatmysterious 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 mysteryStep Ⅲ 1 bThis 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 likecomputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Step Ⅳ 2aThis 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: WhyBoy: 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 whiteYeah, I tried it and it tastes terrible．I’d never use it．Boy: I guess you shou ldn’t believe everything you read．Step Ⅴ 2bThis 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 Ⅵ 2cThis 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 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．: Have you ever had a Twisty TreatSAS: Yeah． And it made me sick．BNow 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 1: Have you ever had a computerSAS: Yeah． And it made me excited．BConversation 2S: Have you ever eaten fast foodA: Yeah． And it made me uncomfortable．SBStep Ⅶ SummaryIn 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 HomeworkTalk about some products using some words in this class, and write down the conversations．Step Ⅸ Blackboard Design课后小结：The Fifth PeriodⅠ． 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．Ⅳ． Teaching Methods1．Reading method to improve students’ reading ability．2． Discussion meth od to improve students’ speaking ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A projetor2． The blackboardⅥ． Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．（1）S: Have you ever had a jacketA: Yeah． And it made me beautiful．SB（2）S: Have you ever bad a science bookA: Yeah． And it made me tense．SBStep Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class．What’s the article about Do you agree with itGet students to read the article again and answer the two questions． Get students to do the work individually or in pairs．While they are working, go around the classroom offering help as needed．Check the answers with the whole class．Elicit examples given in the article for the advantages and disadvantages．AnswersThe article is about advantages and disadvantages of ads．Advantages of ads: help you compare different products; help you save money．Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don’t need．Notes1． pros and cons-the arguments for and against2． for instance-for example3． sales-the offering of goods at low prices for a period。
unit13《rainydaysmakemesad》课件3(13页)(人教新目标九年级)
Section4
Discuss how you think the person would feel about each suggestion.
Then write down the gifts that your group decides is best
for Tina and Peter.
Han Section2 Ling agrees. “That sounds like my grandparents! A few years ago, my grandparents gave me an orange sweater for my birthday. I used to wear it every time I Rveicseitievdintghaemsw, beuattewrhmeankIeslefHtatnhLeinirghuonuhsea,pIpy. took it off! Of course, this made me feel guilty. It was a very nice thought, but my grandparents have different taste from me! I think it’s hard to buy clothes or other personal things for people.”
Section2
“I remember when I was about twelve years old, my parents bought me a purple purse ,“ laughs Guo Xiaojing. “I really made me feel embarrassed, because to be honest, I thought the purse was really ugly! Still, I pretended that I liked it because I knew it would make my parents happy!”
新目标九年级_Unit13_Rainy_days_make_me_sad
Fill in the blanks according to the article.
A: I hate watching TV now. Why B: 1___________________?
many A: Because there are too 2______ ads.
B: Yes, there are. But they can also give us a lot of information. misleading A: Don’t you know a lot of ads are 3_____________? They mislead us. truth B: That’s true. Some ads tell us the 4________, but some don’t. A: So when we want to buy the things, we should be careful 5_________.
Which restaurant would you like to go ? Talk about their differences.
Scanning the whole passage 3a
and answer the questions.
Question 1 .What should the restaurant owners know if they want to make money? a. the color b. the music c. the seats
* What’s the article about? * Do you agree with it?
Reading carefully and fill in the chart. Advertising: pros and cons Advantages of Ads can help you compare products . _____________ ads save money Ads can help you __________. Disadvantages of Ads make our cities and countries look ugly ads ___________. confusing misleading Ads can be _______and ________. Ads can lead you to buy something useless ______________________.
九年级英语全册Unit13Rainydaysmakemesad.教案人教新目标版
Unit 13: Rainy days make me sad.Part 1: Teaching Design第一部分:教学设计Period 1: Looking, Listening and Speaking (Page 102)(Those awful pictures make me sad.)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective● To listen and speak about how things affect youProcedures■ Warming up by studying “make + sb.＋ infinitive; make + sb. + adjective” On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Now you are supposed to make as many sentences with the make/s me ＋infinitive, make/s me ＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why would you go there?1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋infinitive, make/s me ＋adjective structure” . And now complete the unfinished sentences in the chart on page 102.Now go to page135 to read this conversation. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.Now read the conversation again to turn it into an article.1c Pairing and speakingWhat are your opinions about the two restaurants? Which on would you like better?Period 2: Listening and Speaking (Page 103)(Waiting for her makes me angry.)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To listen and speak about how things affect youProcedures■Warming up by studying the “Target Language”Hello, class. Go to page VI. Read after me the sentences in “Target Language”.—I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating.—Me too! Loud music makes me tense.—I agree. Loud music makes me uncomfortable.Could you find sentences with “make + sb.＋infinitive; make + sb. + adjective” structure? Let’s make more such sentences.—English movies make me excited.—Her photos make me uncomfortable.—Walking to school makes me strong.—Eating outside makes me uncomfortable.Now go to page 103.2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Now go to page 135. Go over the tapescript carefully. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure” . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar st udy, indeed.Now do the cloze test below to test your reading comprehension.2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the thingssaid by them respectively. After you listen, check your answers against each other’s.All right now, you are supposed to read the tapescript. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure” . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.2c Pairing and speakingGo 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.Period 3: Reading and Speaking (Page 104)(Restaurant science)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To read and speak about how things affect youProcedures■Warming up by talking about what affect running a restaurantRunning a restaurant is not easily. You have a lot to think about. Could you think of some topics to think about if you have a run a restaurant?To know more about running a restaurant, go to page 104.3a Reading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurantscience is. While reading try to fin d all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure”. And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, too.Now read the text again to turn it into a conversation.Now you are to answer the three questions on page 104 in the box.3b Grouping and speakingNow let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.4 Completing and surveying1)How do you feel about pollution?2)It makes me kind of angry. How about you?3)It makes me want to join a clean-up campaign.Period 4: Matching, Listing, Listening and Speaking (Page 105) (They make me really mad.)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To listen and speak about how ads affect youProcedures■Warming up by reading some famous ad slogansAd slogans are written and used to promote selling. Do you any famous ad slogans? Give me some examples.Could you work out some interesting ad slogans? To be better at writing ad slogans go to page 104.1a Looking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1b Making a listIn 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.2a Listening and tickingYou are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and 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.Now go page 136 to read the conversation. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure”. And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.2b Listening and drawingNext you are to listen again and draw to show what the people say about the products.2c Grouping and speakingIn 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.Period 5: Reading, Writing and Speaking (Page 106)(Advertising: pros and cons)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To read and speak about how ads affect you■Warming up by talking about pros and cons of advertisingWhat are the pros and cons of advertising? You know that advertising is a paid mass communication via print, TV, radio, websites and other media, but do you truly understand the advantages and disadvantages of using advertising to grow a business?How do I grow my business bigger and faster? Maybe I should advertise more!To know more about pros and cons of advertising go to page 106.3a Reading and thinkingOn page 106 you will find an article talking about advertising.Before you read, guess at the ideas to be talked about in the article. While you read, underline the expressions, blacken the connectives and copy the examples of the make/s … ＋ infinitive, make/s … ＋ adjective structures.After you read, decide if you agree with the author or not. Now read the text again to turn it into a conversation.3b Reading and completingOn page 106 in the center is an unfinished article. Read it and try to complete it using theinformation about two or more products in activity 2a.Some advertisements tell the truth and some don’t. For example, the Easy CareShampoo says it will give the shiniest hair ever. But my friend tried it and foundit didn’t work. Lookout Sunglasses advertised don’t even keep out the sun! Andthere is the Starshine Toothpaste. It tastes terrible. It smells! But the BeautyCream is a real thing. It works really well for me.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.Car→ It runs faster and never turns over!Handphone → Call you, hear you, go to you, come to me!…4 Pairing and speakingIn pairs discuss how the posters on page 106 make you feel.A: I would love to make friends with the two pretty girls.B: Not, me. This poster makes me angry!A: I would love to see this movie.B: Not, me. This poster makes me terrified!A: I would love to visit this park.B: Me, too. This poster makes me excited!。
九年级英语 unit13Rainydaysmakemesad课件 13
√ 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
Unit 13
Rainy days make me sad.
Look at the two places. Which one do you like ? Why ?
√
It makes me comfortable.
Look at the two colors. Which one do you like ? Why ?
Because this restaurants want to make customers eat faster and leave.
3. Do you think it’s fair that some restaurants are designed to be uncomfortable?
Listen. What do Amy and Tina think of the
two restaurants?
The Rockin’ Restaurant
The Blue Lagoon
The awful pictures
makes Amy sad
The soft music
The loud music makes makes Amy relaxed
九年级英语Unit 13 Rainy days make me sad(4)
Unit 13 Rainy days make me sad（4）Ⅰ．Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularymysterious, 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 Vocabularymysterious, 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 Ⅰ RevisionCheck 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 Ⅱ 1aThis 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 mysteryStep Ⅲ 1 bThis 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 likeputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Step Ⅳ 2aThis 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 Ⅴ 2bThis 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 Ⅵ 2cThis 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 lb． Invite a student to read his/her lists to the class．Three products he/she likesputerjacketwatchThree 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 puter?S B: Yeah． And it made me excited．Conversation 2S A: Have you ever eaten fast food?S B: Yeah． And it made me unfortable．Step Ⅶ SummaryIn 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 HomeworkTalk about some products using some words in this class, and write down the conversations．Step Ⅸ Blackboard Design。
九年级英语 Unit 13 Rainy days make me sad课件 人教新目标版
To learn something effectively, it is
important to “make it your own”. Instead of
learning the example in the book, create
one yourself using your own experience
3. When someone gives me money, it just makes me think
they’re being lazy and they didn’t think at all.
4. I prefer to receive a gift that has some thought behind it.
Unit 13
Rainy days make me sad.
( Reading)
sad Rainy days make me _______.
happy Birthdays make me _______.
The Spring Festival makes me excited _______.
and ideas.
Homework
Write a short passage talking about feelings when receiving a gift.
(1)What was the gift?
(2) Who gave it to you and why?
(3) How did you feel when you opened
people feel uncomfortable
we don’t want to offend the person who gave it to _____________________________________ . us
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（1）Soccer makes me crazy. 足球使我疯狂。
（2）The soft music makes Tina sleepy. 4. make sth done 让某事被做
Can you make yourself understood in English?
He shouted aloud so that he could make his voice heard. 附：be made of / be made from / be made in / make up
由…制成
由…制成
在…被制成
组成
5. make sb. /sth + do使某人做某事(不能带to)
1. Wars make the peace go away. 战争使和平远离。
2.The color red makes people want to eat faster. 红色使人们吃得更快些。
make friends 交朋友
make breakfast 做早饭 make a plane做飞机
make the bed 铺床
make money 赚钱
make progress 取得进步 make mistakes 犯错误
make a living 谋生
make a decision 做决定
make a contribution to 做贡献 make a kite 做风筝
customer 顾客
浅/深蓝色
therefore 因此;所以
light /dark blue
花时间做某事 spend time doing sth.
柔和的灯光
soft lighting
lighting 光线;照明 想要离开 want to leave
呆很久
stay very long
3a. fill in the blanks:
The delicious food makes me_h_u_n_g_r_y.
makes me want to eat.
Listen.
tense
relaxed sleepy
Listen .Number the pictures and fill in the blanks.
It was_q_u_i_e_t and the food was _g_r_e_at. It was so sad that it_m__a_d_e us _c_r_y_. Loud music _m__ak_e_s_her __t_e_n_s_e_. W_a_i_ti_n_g_f_o_r_h_e_r made me angry.
• Hard seats also m__a_k_e_ customers w__a_n_t_to__ eat quickly and leave.
• Many restaurants, _es_p_e_c_i_a_ll_y_ fast food restaurants, use this _k_n_o_w_l_e_d_g_e_ to _m_a_k_e_ customers e_a_t__ faster. Customers only sit for 20 minutes before they leave. Because customers don’t s_t_a_y_ very _l_o_n_g_, small restaurants can _s_e_r_v_e_ many people every day.
Period
Two
( Section A 3a----4 )
3a. Fast food restaurant
Color: The colors are often red or orange. Music: The music is often loud. Seat: The seats are often hard. Lighting: The lightings are often bright.
• _S_o_ft_ lighting _m_a_k_e__ people _lo_o_k__ good, but it makes food _lo_o_k_ b_a_d____.
• Loud music may be nice at first, but it soon makes people w__a_n_t_ to _le_a_v_e__.
2. Exams always ___m_a_k_e__h_im__t_e_n_s_e_______________ 考试总让他很紧张.
3. The news that we will fly to Hainan tomorrow______ ___m__a_d_e_u_s__e_x_c_it_e_d___________________. 我们明天将坐飞机到海南的消息令我们很兴奋.
4. Long time studying __m_a_k_e_s__th_e_m___e_x_h_a_u_s_te_d_.______ 长时间的学习令他们筋疲力尽.
5. ___L_o_u__d_m__u_s_ic__m_a_k_e_s__m__e_w_a_n__t _to__d_a_n_c_e_.________. 大声的音乐令我很想跳舞.
• The color red __m_a_k_e_s peopleh_u_n_g_r_y_. Red also m__a_k_e_s customers __ea_t_fa_s_t_er____. Many fast food restaurant, _th_e_r_e_fo_r_e__, have red furniture or walls. Soft colors _li_k_e__ pink and light blue m__a_k_e_ people _re_l_a_xe_d__, so they spend more time _ea_t_in_g___ their meals.
注意： 当make 用于被动语态时，必须带不定符号to. 如：
1.We were made to work all night. 我们被迫整夜工作。
2.I was made to repeat the story. 我被迫重述这个故事。
完成句子
1. The story was so sad that it __m__a_d_e_u_s__c_ry_.________ 这故事如此悲伤以致于它令我们哭了.
Loud music makes me tense. Sad movies make her want to leave. 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.make +n.
make faces 做鬼脸
The snake makes me scared.
makes me cry.
The tidy room makes me comfortable.
makes me feel comfortable.
The beautiful beach makes me _re_l_a_x_e_d_.
makes me want to have a holiday.
Unit 13 Rainy days make me sad
Class Three Grade Nine
Period
One
(Section A 1a----2c)
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.
Brainstorm unhappy … happy
uncomfortable
e just made it to my class. （Unit 9）我恰好赶到 班级。（arrived in time） make it 获得成功(succeed)
I believe you will make it.
3. make sb. / sth. + adj. 使某人（感到）…
可 用 到 的 形 容 词 有 ： happy, pleased, surprised, angry, annoyed, sad, upset, unhappy, worried, anxious, excited, relaxed, stressed out, tense, calm, scared, comfortable, sick …
scientific 科学的
做菜
make food
science
赚钱
make money
pink 粉红色的 科学研究 scientific studies
hard 坚硬的;坚固的 令人饥饿的 make people hungry
令顾客吃更快
serve 服务;招待
make customers eat faster
Restaurant ownReersshtaaveutoraknnowt shocwietonmcakee food. They
also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue make people relaxed so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurant, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.