Unit13 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 BlueLagoon 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 toSs: 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 circle the “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 nightTina: 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.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 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 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 structureGet 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 pollutionGet 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 redHelp students answer, “ It makes me excited / happy / …”2. Fast readingOn page 104 is an article about restaurant science. While reading, try tounderline 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 DuckIt 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 1aHave 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 productsHave 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 in1b. 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 theconversations．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 aboutDo you agree with itCheck 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 ad vertising, we know everything has two sides, so we should make good use of it.Step5. HomeworkWrite slogans for your favorite products.。