Unit 13Rainy days make me sad 学案(人教版九年级全) (1)
九年级英语下教案人教版Unit 13 Rainy days make me sad
Unit 13 Rainy days make me sad学习目标1.通过理解句意，了解使役动词make后跟动词原形或形容词作宾语补足语的用法，通过练习和运用加以巩固。
2.通过文体呈现的语境，我们可以体会出环境污染、噪音污染及一些不良产品给人们带来的不良影响，从而使我们增强环保与文明诚信意识。
难点解析1. make 的用法2.被动句中make的用法典型例题1.Tom was made_______ his own clothes by his mother．A．wash B．washed C．to wash D．washing解析：make somebody do something的被动结构为somebody is made to do something。
故选C。
2. The air pollution makes many people feel________．A．happy B．ill C．bad D．boring解析：make somebody feel+adj．意为“使……感到怎么样”，即feel后应为表示状态的形容词，而符合题意的选项为D。
故选D。
3. I enjoy reading，but I can't_______ much time________ it．A．spend；on B．pay；for C．take；in D．cost；in解析：pay：付钱，后跟钱数或人作宾语。
take：花费(时间)，用于句型It takes sb．some time to do something。
cost：值……钱，主语应为物体。
spend：花费(时间、金钱)主语是人，常与介词on连用。
根据题意此题应选A。
单元练习I．用本单元所学的单词完成下列句子1. Many restaurants in China are d_______ to be comfortable and personalizing.2. Huanan Tigers are one of e_______ animals.3. Don't c________ Austria with Australia.4. Eating dumplings in Spring Festival in the north of China is a t________.5.If we take part in a party in Western countries, not to follow the hosts' suggestions may e________ other guests.6. When we shop on line, good-sound words sometimes m ______ us.7. Starshine T________ tastes terrible.8. A v_______ is used for holding flowers.9.The question is when it is p_______ to give her the gift.10. If the suit don't fit you, you can c________ buying another one.II．根据汉语完成下列句子1. 我宁愿去维也纳，因为我喜欢听古典音乐。
Unit 13 Rainy days make me sadSection A教案
Unit 13 Rainy days make me sad.教案高密市立新中学王雪慧一、教材分析：Rainy days make me sad选自人教版英语九年级第13单元。
本课主要以对两种氛围的餐馆进行比较，引出动词make的用法。
这对于本单元主要“谈论事物对我们情绪的影响”起到了很好的承接作用。
二、学情分析：通过两年半的初中英语学习，九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。
结合学生的年龄特点及知识能力，本课联系学生生活实际，引导学生结合自己的生活体验，以图片、音乐等方式，鼓励他们主动参与教学活动，真正成为学习的主体。
三、设计理念：新课程倡导“以人为本”的教育教学思想，符合学生身心发展的规律。
本课主要面向全体学生，利用多种方式引导学生主动进行对话，学以致用，让学生能够在使用中学习语言，通过听、说、读、写等环节，鼓励学生大胆说出、写出自己的“feelings”（感受）。
四、教学目标：Teaching aims：Knowledge aims:●Be able to master the new words and phrases: e.g.:, pink, lighting,hard, serve, fair, campaign, endangered lagoon, scientific,thereforeWould rather, have funAbility aims:●1.make sb. +adj. / make sb. do sth.●2.How do you feel about…?Emotion aims:●培养学生做一个情感丰富善于表达的人。
五、教学重点与难点1、词汇描写“feelings(感受)”的形容词：happy，surprised，embarrassed，sick，anxious，angry，guilty，annoyed，sad，upset，unhappy，stressed out，worried，tense，excited，interested，relaxed，bored，comfortable…2、动词make的用法，注重学以致用。
人教版九年级英语下册《Unit 13 Rainy days make me sad.(通用)》教案_0
Unit 13、 Rainy day makes me sad.单元分析内容提示本单元主要是围绕着“Feelings(感受)”这个话题，来谈论或询问对某件事或物的看法，以及谈论事物对人的影响。
教学目标课时安排4课时第一课时：Section A：la，lb， 1c第二课时：Section A： 2a，2b， 2c， 3a，3b，4第三课时：Section B：la，lb， 2a，2b， 2c， 3a第四课时：Section B：3b， 3c，4 and Self Check第一课时教学目标1．能用所学的目标语言简单谈论或询问事物对人的影响，或人对某一件事或物的看法。
2．能初步理解动词make的用法，并能在实际情境中简单地运用。
3．能听懂听力内容，并能完成相应的练习。
教学过程一、导入（leading-in）：1．老师将So it makes you interested．这个句子写在黑板上，在interested的下面画上重点符号。
然后，以同样的方式问其他几个学生。
说明：以学生感兴趣的话题hobby，引出本课的重要句子和单词，自然流畅，吸引学生的注意力。
2．让学生们一个一个地说出表示感觉的形容词：happy，sad，excited，relaxed，nervous，sick，energetic，stressed，tense，comfortable…然后，老师小结这些词组，把这些词组呈现在屏幕上，让学生们齐读一遍。
3．老师利用以下图片，呈现几张画，有激动人心的篮球比赛，有美丽的花朵，有温馨幸福的家庭，有悠闲舒适的海边景色，有让人恶心的昆虫等等。
针对这些画，老师问学生对这些画的感受，让学生回答出相应的形容词。
板书：Happy? Beautiful? Excited? Awful?It makes me excited．同时，在excited下划上重点符号。
让学生齐读本句．然后，针对另外几幅图画，问同样的问题，要求学生用“make-代词+形容词”的句型来回答。
人教版九年级英语下册《Unit 13 Rainy days make me sad.(通用)》教案_5
人教版新目标英语（2001课标版）九年级Unit13Reading教学设计一、对教材的分析和理解这篇课文是unit13中的reading,是SectionA，SectionB基础上的升华。
此课属于叙述性阅读文章，阅读课教学是英语教学重要一环，如何培养学生优良阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。
即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰盛知识的同时提高应用语言的能力。
二．教学目标：1.知识目标：掌握三会、四会单词，如：purple,purse,guilty,taste,thought,count等。
同时掌握文中所提供的信息。
2．能力目标：掌握优良的阅读习惯和阅读方法，即快读（fast--reading），细读(careful--reading)等，提高阅读能力;发展合作交流能力。
3.德育目标：渗透在日常生活中换位思考，(think moreabout others)的思想品质；学会给予(giving)和感恩(beingthankful)。
三．教学重点：因为是一篇阅读课，所以本课的重点在于培养和发展学生阅读能力，在有用时间内提高阅读效率，同时让学生掌握本课的知识点。
四.教学难点：让学生学会用本单元所学知识确凿描述自己对某事物的感受，谈论自己的经历。
五.教学手段：多媒体辅助教学，有助于把学生引入到身临其境当中，增强教学情境的真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。
导学案的使用，更有利于提高课堂效率。
六.学法指导：任务型教学法(Task-based Language Teaching)任务型教学是指教师通过引导学生在课堂上完成任务来进行的教学，是一种强调“在做中学”(learning by doing)的语言教学方法。
即在教学活动中，教师围绕特定的交际和语言项目，设计出详尽的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。
九年级英语全册 Unit 13 Rainy days make me sad单元整理教案 人教新目标版
Unit 13 Rainy days make me sad.Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：sad, energetic, stressed out, soft(2) Target LanguageI'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.Oh, really? Loud music makes me energetic.Not me! Loud music makes me stressed out.2．Ability Objects(1) Improve students' listening ability.(2) Help students to express their opinion freely.3．Moral objectsIt is important to choose a suitable place. It is good for your study and life.Ⅱ．Teaching Key Point：Target 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 Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12. In this unit, we learned how to tell what we are supposedto do. Now tell me some things that are good to do in school and that are not good to do in school.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?Step Ⅱ 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? Say, Which restaurant would you rather go to? Talk about it with your partner.Let students work in pairs, and tell each other which restaurant they would like to go to and why. When students work, go around the classroom offering help as needed. When they have finished talking to each other, call out several pairs to say their conversations to the class.Step 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.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.Go through the instructions with the class. Tell students they will he talking about their own opinions with a partner. Look back at the chart in Activity 16. Make up a conversation with a partner using words from the chart.While students are working in pairs, walk around the classroom, and listen to some pairs. Then ask some pairs to act out their conversations in front of the whole class.Step 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, really? Loud music makes me energetic. Not me t Loud music makes me stressed out.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe First PeriodTarget languageA: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.B: Oh, really? Loud music makes me energetic.A: Not me! Loud music makes me stressed out.Unit 13 Rainy days make me sad.Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：tense, 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 Vocabulary：tense, 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 Aid：A 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.Step 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.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.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. Ask students to say the reasons why they check them. Check the answers with the class.Step Ⅳ 2cThis activity provides oral practice using the target language.Look at the sample conversation between Tina and John. Invite a pair of students to read it to the class.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 class room checking the progress of the pairs and offering help as necessary.Call out a pair of students to say their conversation to the class.Step Ⅴ Grammar FocusLook at the grammar box. Invite a student to read the sentences to the class.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 an adjective at the end. Write on the black board: ________ makes me ________ . Let students work alone. Then ask some students to read their sentences.S1: A quiet place makes me sleepy.S2: Loud noise makes me tense.Pay attention to the sentence with wanting to dance at the end. Say, Sometimes there is a phrase like want to dance at the end instead of an adjective. For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ________ . Hot weather makes me Give students two minutes to finish the sentences. Then ask some students to read their sentences.Let students make up any other sentence using the verb make to talk about how things affect them.Step Ⅵ Summar yIn 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 DesignUnit 13 Rainy days make me sad.Section AThe Second Period1．Target languageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．…makes me…Long movies make me…Hot weather makes me…Unit 13 Rainy days make me sad.Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered.(2) Target LanguageHow do you feel about pollution?It makes me kind of angry. How about you?It makes me want to join a clean-up campaign.2．Ability Objects(1) Train students' integrating skills.(2) Train the ability of expressing students' own opinions.3．Moral Object：In our lives, we should express what we feel clearly.Ⅱ．Teaching Key Point：Train students' integrating skills.Ⅲ．Teaching Difficult Point：How to improve students' integrating skills.Ⅳ．Teaching Methods：1．Fast-reading method. 2．Groupwork and pairwork.Ⅴ．Teaching Aids：1．A projector. 2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionWe learned the target language. The structure is … makes me Now who can make sentences using the structure?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 wordsfluently 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.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?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.Step 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.Go 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.Step 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.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.Step 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 DesignUnit 13 Rainy days make me sad.Section AThe Third PeriodTarget languageA: How do you feel about pollution?B: It makes me kind of angry. How about you?A: It makes me want to join a clean-up campaign.Unit 13 Rainy days make me sad.Section BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：mysterious, 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 Vocabulary：mysterious, 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 Aids：1．A tape recorder 2．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. 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. 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.Step Ⅲ 1bThis 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.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.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.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.Step 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 1b. Invite a student to read his/her lists to the class.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.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 DesignUnit 13 Rainy days make me sad.Section BThe Fourth Period 1．Target languageA: Have you ever had a Twisty Treat?B: Yeah. And it made me sick.2．Three products students likecomputer (26)jacket (20)watch (35) Three products students don't likefast food (8)coat (32)science book (23)Unit 13 Rainy days make me sad.Section BThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：aim 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 method to improve students' speaking ability.3．Pairwork to make every student work in class.Ⅴ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Get some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language.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.Check the answers with the whole class. Elicit examples given in the article for the advantages and disadvantages.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Step Ⅳ 3cThis activity' provides writing practice using the target language. Go through the instructions with the class. Ask students, Do you know what the word slogan means? For example, for the shiniest hair ever is the slogan of Easy Care Shampoo. Help students answer the question. Tell them the Chinese meaning if necessary to make sure they understand the meaning.Have students make a list of their favorite products, then try writing a slogan to go with each product. Tell students how to do this work. First ask a student to name a favorite product. Then let students suggest a variety of possible slogans to go with it. And then cross out the ones that don't tell the truth.Ask students to work in groups of four. When they start to write, walk around the classroom offering help as necessary. Revise as many students' work as possible while moving around the classroom.Let some students to read their slogans to the class.Step Ⅴ Part 4This activity provides listening and speaking practice using the target language.Look at the three pictures. Ask, What can you see in the pictures?Go through the instructions with the class. Look at the example in the box. Get a pair of studentsto read the conversation to the class.Discuss the three pictures in pairs. As they work, go around the classroom offering help as needed. Have several pairs say their conversations to the class.Step Ⅵ SummaryIn this class, we've done much practice reading and writing as well as speaking.Step Ⅶ Homework1．Read the article in Activity 3a again.2．Complete the article in Activity 3b.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section BThe Fifth PeriodA sample answer to Activity 3b:Some advertisements tell the truth and some don't. For example , the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I tried Star shine Toothpaste. But it wasn't whiter than white. It tasted terrible. I'd never use it. Yesterday my sister tried Beauty Cream and it worked very well. She said it made her skin very soft. So I'll try it tomorrow. Now, do you think it is right not to believe everything we read?Unit 13 Rainy days make me sad.Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in blanks and make sentences using list, lead, compare, keep out, taste.(2) Finish the table according to the diary.2．Ability Object：Train students' writing ability.3．Moral ObjectsWe should believe in others. We shouldn't be selfish.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the table.Ⅲ．Teaching Difficult PointMake sentences using list , lead, compare, keep out, taste.Ⅳ．Teaching Methods：1．Teaching by explanation. 2．Speaking methodⅤ．Teaching Aids：1．A projector. 2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get a few students to read the article in 3a. Then have a student read his own article.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the boo. Get a student to read them. Make sure the students understand the meanings of the words. Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Get students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Step Ⅲ Part 2This activity provides listening and speaking practice using the target language. Go through the instructions for this activity with the class.Get a student to read the diary aloud. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class. Have students read the diary again. Then ask students to do the work in pairs. When they work, walk around the classroom providing help if necessary. Check the answers with the whole class.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.Get all the students to read the conversation again. Ask, What makes the cartoon funny? Help students to explain. The second fish is intelligent enough to take the bait from the hook without getting caught.Get some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabulary words and the target language presented in this unit.After class, please make sentences with the words in Activity 1 in your exercise books. Then finish off the exercises on pages 55～56 of the workbook.Step Ⅵ Blackboard DesignUnit 13 Rainy days make me sad.Self checkThe Sixth PeriodSample answers to Activity 1:1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard. 4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.Unit 13 Rainy days make me sad.语法讲解课时一、Make的用法：1. Make +n.make food 做饭 make a plane做飞机make the bed 铺床 make money 赚钱2. I just made it to my class. （Unit 9）我恰好赶到班级。
人教版九年级英语下册《 Unit 13 Rainy days make me sad.(通用)》教案_1
Rainy days make me sad教学设计教学目标一.知识目标: 让学生掌握新单词: home-made, schoolbag, purple, purse, guilty, taste, saying, thought 和count二.能力目标:1. 让学生掌握“略读,跳读,精读,猜词”等基本阅读能力。
2. 让学生掌握“分析概括,总结复述,语言表达”等任务型阅读能力。
3. 让学生学会品读文章,提高对文章的欣赏和学习的能力。
4. 发展学生自主探究,交流沟通等能力。
三.情感目标:1. 通过使学生明确阅读的目的,并运用各种方法激发学生阅读的兴趣,拓展学生阅读途径,使学生养成课外英语阅读甚至是终身英语阅读的习惯。
2. 通过谈论中国和外国送礼和收礼的艺术让学生了解中西方文化和习俗的差异,让学生懂得应该如何礼貌对待送礼和收礼的问题,并学会礼貌待人。
教学重难点教学重点:让学生运用“略读,跳读,精读,猜词”等基本阅读技巧更好地理解阅读文段,形成阅读策略。
教学难点:如何引导学生对文章进行品读,让学生以一种欣赏、学习的态度来阅读文章,以及如何让学生养成课外阅读习惯,形成自主学习策略。
一、教学过程（一）Greeting and warming up1. Ask the students what kinds of presents they want to receive mos t.2. Show some presents to students and put them in a box.Purpose:(1) To arouse the students’curiosity and interest of learning.(2) To prepare for the next step.（二）Leading in1. Call raffle numbers and ask students who are luckily picked to take out a present from the box and give me some responses.2. Pair Work (How would they feel and respond when they receive something they like or dislike from important people?)Purpose: To bring in a new subject easily in a lively way.（三）Presentation and consolidation1. Scanning reading: Look at the picture on Page 108, guess what the text is about, then read the passage quickly and sum up the main idea of the text. (1 minute) Purpose: To improve scanning reading ability to grab the general idea of the text.2. Skimming reading: Skim the text and find out two new words “guilty” and “count”and guess the words’ meanings. (1 minute)Purpose: To improve skimming reading ability to find out the key words and important information.3. Intensive reading: Read the passage carefully again and complete the following sentences. (4 minutes)Receiving money might make __________________________________________We might pretend to like a gift because __________________________________Han Ling wore the sweater ____________________________________________It’s important to make people feel that ___________________________________ It’s sometimes easier to _______________________________________________ Purpose: To improve further reading ability to find out details of the text. 4. Consolidation: Fill in the chart and retell the passage following the clues shown in the chart. (6 minutes)NameGifts they receivedFeelingsResponsesGuo XiaojingHan LingJohn WilsonPurpose:(1) To know if my students actually understand the whole text.(2) To improve the ability of retelling.5. Discussion and writing: (16 minutes)(1) Show students some pictures of very expensive presents.(2) Ask them to discuss what their opinions upon sending expensive presents to friends are.(3) Write a composition to show their opinions.You can write like this:I think … should/ shouldn’t....I prefer to...We have a saying: It’s the thought that counts...What’s more, ...Purpose:(1) To enable students to express themselves and communicate with others.(2) To improve their writing ability.(3) To give them emotional education. (“It’s the thought that counts.”)（四）Developing students’extracurricular read1. Say something about the customs of giving and receiving in China.2. Think about the customs of giving and receiving in other foreign countries.3. Show some foreign websites about the foreign customs, and ask them to search them after class.Purpose:(1) To help the students build the reading habit outside the school.(2) To enable students to receive emotional education. (Knowing the differences between Chinese customs and foreign customs and showing truly gratitude towards people’s kindness)（五）Summing upAsk one of the students to sum up what they learn in the lesson.二、课堂小结三、布置作业Make a postcard to introduce one of the customs in a foreign country after doing some extracurricular reading. (1 minute)Purpose:(1) To improve the students’ abilities of searching information independently and using English.(2) To improve the ability of do-it-yourself.。
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 十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 sen fences wi th the make/s me 7- inf ini ti ve, make/s me + adjective structure as possible・la Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why would you go there?lb 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 strueture "・ And now complete the unfinished sentences in the chart on page 102.Now go to page 135 to read this conversation. reading try to find all the sentences withthe "makc/s me + infinitive, make/s me + adjective structure^ •And also cut/ the sen fence in to though t groups, study ^11 the predicates, circle all the linking words and underl ine all the expressions・ That * s grammar study, indeed.Now read the conversation again to turn it into an article・lc 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 u Target Language vHello, class・ Go to page VI. Read after me the sentences in u Target Language M・—I' d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I' m eating・一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/sme + in finitive, make/s me + adjective structure w . 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 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 J the things 文档从网络中收集，已重新整理排版.word版本可编辑•欢迎下载支持.said by them respectively・ After you listen, check your answers against each other， s・ VWaiting for her made me angry.J She said that loud music made her tense.XLoud music makes me happy・VLoud music always makes me want to dance.V It was so sad it made me cry.VSad movies don' t make me cry. They just make me want to leave!Xlt made me sad.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・John: So then you went to the Blue Lagoon as usually, didn* t you?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 restaurant文档从网络中收集，已重新整理排版.word版本可编辑•欢迎下载支持. science is. 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, too.Now read the text again to turn it into a conversation.Now you arc 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.la Looking and matchingOn page 105 are four pictures of daily products・ Now read, think, and match them with the slogans in the box・lb 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・文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持. 11 word 版本可编辑•欢迎下载支持.文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持.You 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 w ・ 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 lb 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 ・A: Have you ever had Beijing Duck?B: Yeah ・ I love it.A: Have you ever used a computer?B ： Yeah ・ I love it.A: Have you ever ridden a bike?B: No, I don' t love it.A: Have you ever used a hand phone?B: Yeah. I love it.A ： Have you ever drunk wine?lOword 版本可编辑•欢迎下载支持.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 anddisadvantages 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 ofthe make/s ••• + inf ini ti ve, 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 the文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持.11 word 版本可编辑•欢迎下载支持.文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持. information about two or more products in activity 2a.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.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!。
九年级英语全册《Unit 13 Rainy days make me sad Reading》学案(无答案) 人教新目标版
《Unit 13 Rainy days make me sad Reading》一、学习目标通过对阅读课的学习，了解并能表达接受不同礼物时的不同感受；能从文章中尝到新的、有用的表达方式，并能创新使用，提升自己的表达能力。
重难点能正确表达收到不同礼物的心情。
二. 知识链接中西方文化在接受礼物时的差异中国人和西方人的反应截然不同。
在中国，人们接受礼物时往往并不喜形于色，且不当面打开礼品，认为这样做非常不礼貌，而且会给人留下“贪财”、“贪婪”的印象，或让人感到对所接受的礼物过分在意。
往往是在客人离开后，或回到家后悄悄打开礼品。
而在西方，人们在接受礼物时，想到的首先是感谢。
因此，为了表示谢意，他们往往会当面小心地打开礼物，大呼小叫地称赞一番，激动时还拥抱你一下，与你同时分享快乐。
有时在结婚庆典上，主人还将客人送来的礼物展示一番，以增加喜庆的效果。
三、学法指导To learn something effectively, it is important “make it your own”. Instead of learning the example in the book, create one yourself using own experience and ide as.四. 自主预习1．请在书本中找出下列词组的正确翻译，并在书中划出。
写关于_______________ 为sb买sth____________给予的艺术_____________接受的艺术____________假装做sth_______________脱掉__________________穿上________________ 宁愿做sth_______________一个紫色的钱包__________ 使sb有犯罪感______更喜欢做sth_________收到钱让我觉的有犯罪感_________2．翻译下列句子1）收到钱财使人感到不适。
Unit 13Rainy days make me sad 教案(人教版九年级全) (8)
课堂教学设计本课时教案第一页班级九3 科目英语授课时间2011-2-26课题Unit 13 Rainy days make me sad．课型新课课时The First 总课时61学习目标（1） Key Vocabulary：sad, energetic, stressed out, soft（2）I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．学习重点Target Language学习难点1． How to improve students’ listening ability．2． How to help students to express their opinion freely．指导学生自学的内容及方法设计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．Teaching Aids1． A tape recorder2． The blackboard学生自主学习时，教师的活动设计Teaching ProceduresStep Ⅰ RevisionT: In this unit, we learned how to tell what we are supposed to do． Now tell me somethings that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． How do you feel about parties? Happy? Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat． Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat． School vacations make me happy．本课时教案续页二自学效果检查内容及形式设计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．SA: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．SB: Oh, really? Loud music makes me energetic．SA: Not me! Loud music makes me stressed out．师生互动学习内容、过程、方法设计G o 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 th e cafeteria makes me tense．课堂练习设计1．awful——terrible; dreadful 2．energetic——full of energy练习反馈Well done本节小结（In this class, we’ve learned some important words, such as sad, energetic, stressed out． We’ve also learned the target language I’drather go to the Blue Lagoon Restaurant because I like to listen toquiet music while I’m eating． Oh, really?Loud music makes me energetic． Not me!Loud music makes me stressed out．课后作业Review the target language．预习作业2a 2b 2c and Grammar Fouse教后反思存在问题补救措施课堂教学设计本课时教案第一页班级九3 科目英语授课时间2011-2-27课题Unit 13 Rainy days make me sad．课型新课课时The Second 总课时62学习目标（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．学习重点2． Ability Objects（1） Train students’ listening ability．（2） Train students’ speaking ability．学习难点1． The target language2． How to train students’ listening ability．指导学生自学的内容及方法设计Teaching Methods1． Listening method to improve the students’ listening ability．2． Pairwork．Teaching AidA tape recorder学生自主学习时，教师的活动设计Step 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．S A: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．S A: Not me．Soft music makes me sleepy．自学效果检查内容及形式设计Play the recording the first time, students only listen．Play the recording again and ask the children to number each picture．Check the answers with the class and see who have ever got the correct answers without listening．2c Ask the whole class to read the instructions together．We have a new task now．We know Tina was late for class．What do you think happened after Tina was late for class?Work with a partner．Make up an ending for the story by continuing it．The beginning has been given．Get students to discuss in pairs．Complete the ending．Make sure they are talking in English．Move around the classroom, offering language support if needed．After ten minutes, ask students to stop discussing．Get some pairs of students to tell the class how they think the story ended And let the whole class decide whose ending is the best．Tell each pair to write down their ending, or do it after class if time is not enough．本课时教案续页二师生互动学习内容、过程、方法设计Look at the pictures． Ask, What are they doing? Please guess． 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．课堂练习设计This activity provides guided listening practice using the target language．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．练习反馈Well done本节小结In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want todance． That movie made me sad．课后作业Get students to write some sentences according tothe target language．预习作业Section B1a.1b.教后反思存在问题补救措施课堂教学设计本课时教案第一页班级九3 科目英语授课时间2011-2-28课题Unit 13 Rainy days make me sad．课型新课课时The Third 总课时63学习目标（1） Key Vocabularyowner,scientific,pink,knowledge, serve,uncomfortable,endangered．（2） Target LanguageHow do you feel about pollution?It makes me kind of angry． How about you?It makes me want to join a clean-up campaign．学习重点（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．学习难点How to improve students’ integrating skills．指导学生自学的内容及方法设计Teaching Methods1． Fast-reading method．2． Groupwork and pairwork．Teaching Aids1． A projector．2． The blackboard．学生自主学习时，教师的活动设计RevisionT: Yesterday we learned the target language． The structure is… makes me…Now who can make sentences using the structure?S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．自学效果检查内容及形式设计This activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．owner n．所有者；业主scientific adj．科学的pink adj．粉红色的lighting n．照明；照明设备knowledge n．知识；学问serve v．服务；招待design v．设计；构思 uncomforable adj．不舒服的；不合意的campaign n．运动；竞选运动smoke v．吸烟；抽烟endangered adj．有灭绝危险的；将要绝种的本课时教案续页二师生互动学习内容、过程、方法设计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．课堂练习设计Correct the answers if necessary．Check the answers with the whole class．Answers：1．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．练习反馈Some of conversations are good, but some are bad.本节小结In this class, we’ve learned some key vocabulary words such as owner,scientific, knowledge, uncomfortable． We’ve also done a lot ofreading, writing and speaking practice using the target language．课后作业1． Finish off the exercises on pages 53～55 of the workbook．2． Ask students to choose some places they know and talk about howthey feel about the places．预习作业3a 3b self-check.存在问题补救措施课堂教学设计本课时教案第一页班级九3 科目英语授课时间2011-3-1课题Unit 13 Rainy days make me sad．课型新课课时The Fourth 总课时64学习目标（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．学习重点（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．学习难点1． How to train students’ speaking and listening ability． 2． How to use the target language．指导学生自学的内容及方法设计Teaching Methods1． Listening method2． Groupwork to make every student works in class．Ⅴ．Teaching Aids1． A tape recorder2． The blackboardTeaching 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．学生自主学习时，教师的活动设计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）．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．自学效果检查内容及形式设计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 mystery本课时教案续页二师生互动学习内容、过程、方法设计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 likecomputer（26） jacket（20） watch （35）Three products students don’t likefast food（8） coat（32） science book（23）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．课堂教学设计本课时教案第一页班级九3 科目英语授课时间2011-3-2课题Unit 13 Rainy days make me sad．课型新课课时The Fifth 总课时65学习目标（1） Key Vocabularyaim at, useful, for instance, product, careful, plane （2） Practise reading an article．（3） Practise writing something using the target language．学习重点1．（1） Improve students’ integrating skills—reading skill and writing skill．2．（2） Improve students’ speaking ability by discussion．课堂练习设计WB练习反馈Well done本节小结In this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out． We’ve also learned the target languageHave you ever had a Twisty Treat? Yeah． And it made me sick by listeningand speaking．课后作业Talk about some products using some words in this class, and write down the conversations．预习作业Reading教后反思存在问题学习难点1． How to improve students’ reading ability．2． How to improve students’ speaking ability by discussion．指导学生自学的内容及方法设计Teaching Methods1． Reading method to improve students’ reading ability．2． Discussion method to improve students’ speaking ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids1． A projetor2． The blackboardTeaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit．Check homework ． Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket?S B: Yeah． And it made me beautiful．（2）S A: Have you ever bad a science book?S B: Yeah． And it made me tense．学生自主学习时，教师的活动设计This activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．aim u．瞄准；打算aim at瞄准；针对specially adv．特别地；专门地useful adj．有用的；有益的instance n．例子；实例for instance例如；比如product n．产品；制品confuse v．混淆；辨不清；使困惑mislead v．把……引错方向；给……带错路careful adj．小心的；仔细的lead v引导；致使；领导plane n．飞机本课时教案续页二自学效果检查内容及形式设计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 it?Get 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．师生互动学习内容、过程、方法设计Notes1． pros and cons-the arguments for and against2． for instance-for example3． sales-the offering of goods at low prices for a period 4． confuse-put into disorder; mix up in the mind5． mislead-lead wrongly; cause to be or do wrong6． at times-from time to time; now and then; occasionally课堂练习设计WB练习反馈Well done本节小结In this class, we’ve done much practice reading and writing as well as speaking．课后作业Homework1． Read the article in Activity 3a again．2． Complete the article in Activity 3b．预习作业Unit 11 Section A 1a 1b教后反思存在问题补救措施。
unit13 rainy days make me sad教案1(人教新目标九年级)
Unit 13 Rainy days make me sad．Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’reading and writing skills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,（2）Ability objectsTo train students’ listening, speaking, reading and writing skills using the target language,（3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we shouldbe in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．V ocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy?Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’Restaurant and The Blue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will 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 youropinions 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 ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really?Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．Section AThe First PeriodTarget languageA: I’d rather go to the Blue Lagoon Restaurant because I like to listen toquiet music while I’m eating．B: Oh, really? Loud music makes me energetic．A: Not me! Loud music makes me stressed out．Unit 13 Rainy days make me sad．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 ⅠRevisionCheck homework．Invite a pair of students to read the conversation in Activity 1c．Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．S A: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．S B: Really? Soft music makes me relaxed．S A: Not me．Soft music makes me sleepy．Step Ⅱ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling．Maybe the food is very delicious．In Picture 2, the two women are crying．Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tensethat 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, Tina?Girl: Well, John…yes and no．Boy: Was Amy late as usual．Girl: Yes, she was．And waiting for her made me angry．Boy: Where did you go?Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay．She said that loud music made her tense．Boy: That’s funny．Loud music always makes me want to dance．Girl: Me too．So then we went to the BlueLagoon．It was quiet and the food was great．We had a good time．Boy: Then did you go to the concert at the high school?Girl: No．We decided to go to the movies．We saw Love Me Forever．It was a really good movie, but it was so sad that it made us cry．Boy: Sad movies don’t make me cry．They just make me want to leave!Girl: You should just like my brother!Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．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 acheckmark 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．StepⅣ2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．Call out a pair of students to say their conversation to the class．S A: Did you have fun with Li Ping last night?S B: Well…yes and no．She was late again as usual．S A: So, waiting for her made you angry．Where did you go?S B: We went to a small restaurant．It was quiet and clean．The food was delicious．The soft music made me very happy．S A: Did you go to see a movie?S B: Yes．We saw Love Me Once More,Mother．It was a very good movie．It was also moving and sad．It made us cry．S A: Really? You sound just like my mother．Step ⅤGrammar FocusLook at the grammar box．Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard．Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense）Let students underline the verb in all three sentences．Then underline the word that comes right after that verb （me）．Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．）Circle the ending of each sentence．Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat．Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end．Write on the blackboard:makes me ．Let students work alone．Then ask some students to read their sentences．S1: A quiet place makes me sleepy．S2: Loud noise makes me tense．Pay attention to the sentence with wanting to dance at the end．Say, Sometimes there is a phrase like want to dance at the end instead of an adjective．For example,Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ．Hot weather makes me ．Give students two minutes to finish the sentences．Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．Let students make up any other sentence using the verb make to talk about how things affect them．StepⅥSummaryIn this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 13 Rainy days make me sad．Section AThe Second Period1．Target languageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．…makes me…Long movies make me…Hot weather makes me…Unit 13 Rainy days make me sad．The Third Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target LanguageHow do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．Ⅱ．Teaching 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 ⅠRevisionT: Yesterday we learned the target language．The structure is…makes me…Now who can make sentences using the structure?S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．owner n．所有者；业主scientific adj．科学的pink adj．粉红色的lighting n．照明；照明设备knowledge n．知识；学问serve v．服务；招待design v．设计；构思uncomforable adj．不舒服的；不合意的campaign n．运动；竞选运动：endangered adj．有灭绝危险的；将要绝种的smoke v．吸烟；抽烟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 articlealone 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 Ⅲ3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．S A: The seats are very hard．The white walls make me stressed．S B: Is it this classroom?S A: No, it isn’t．S C: Is it a hospital?S A: Yes, that’s right．Go 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 A: There are a lot of people every day．The loud noise makes me tense．S B: Is it a mall?S A: No, it isn’t．S C: Is it a supermarket?S A: No, it isn’t．S D: Is it a market?S A: Yes, you’re right．Step 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 answersHow do you feel about…You Li Ping Zhao Qiang Pollution angry angry angryheavy traffic worried tense angryloud noise tense energetic want to leave Endangered animals sad cry angrySmoking angry want to leave uncomfortable people who keep you waiting angry worried angryStep ⅤSummaryIn 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 ⅥHomework1．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 ⅦBlackboard DesignUnit 13 Rainy days make me sad．Section AThe Third PeriodTarget languageA：How do you feel about pollution?B: It makes me kind of angry．How about you?A: It makes me want to join a clean-up campaign．Unit 13 Rainy days make me sad．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 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 ⅠRevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step Ⅱ1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each productand let the class repeat （soap, shampoo, toothpaste, and sunglasses）．Look at the four slogans．Have a student read each one to the class and make sure students can guess what it means．If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color．If a person has that mysterious look, it means that the person looks interesting and unusual．It’s difficult to know what a mysterious person is thinking．The shiniest hair means that the person’s hair will look very bright and have lots of light in it．silky skin means that the person’s skin is soft and nice to touch．）Go through the instructions with the class．Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order:4 3 1 2Notes1．slogan——striking and easily remembered phrase used to advertise sth．2．mysterious--full of mysteryStepⅢ 1 bThis activity helps students apply the ideas in the unit to their lives outside 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 Ⅳ2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’t like it．Read out the name of each product．Get students to repeat it．Listen to the conversation and finish the task．Play the tape the first time．This time students only listen．Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers1．No 2．No 3．Yes 4．NoTapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo．For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad．But I bought that shampoo and it didn’t work．Girl 2:I agree．Look at this one．Lookout Sunglasses．For that mysterious look．I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well．It makes your skin really seft．Have you ever tried Starshine Toothpaste?Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible．I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task．Draw a line from each product to the sentence that describes that product．Now, listen to the tape．You will hear the same recording again．This time listen carefully and draw lines to match up items in the two lists．play the recording again．Let students draw lines individually in their books．Check the answers with the class．Answers。
Unit 13 Rainy days make me sad.(5课时学案)
刘营初中九年级英语课时学案Unit 13 Rainy days make me sad .执笔：龚琴审核：初三英语备课组时间：2012.2.7---12第一课时Section A 1a—2cⅡ.Date :Ⅲ. Teachers’ words :（practice makes perfect ）.Ⅳ. Learning Aims :1. Master the words and phrases in this part .2. Can understand the listening…Focal and difficult points : Learn to talk about how things affect youⅤ. Learning Steps :step 1 Lean new words and translate泄湖科学的（名词）粉红色的光线坚硬的服务公平的运动濒临灭绝的标语神秘的有光泽的皮肤产品前景美貌使留在外面Step 2 Finish 1a Look at the picture and talk about“which would you like to go to ? why? ”Step 3 Finish 1b Listen twice and fill in blanks , then check选择所给句子补全对话.Tina: I’m hungry, Amy.Amy: So am I. ________(1_)_________?Tina: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers.Amy: Oh, Tina… I hate the Rockin’ Restaurant.Tina: Why? _________（2）_________?Amy: The food’s fine. I just don’t like the atmosphere(气氛). Those awful pictures on the wallsmake me sad, ______________（3）__________________.Tina: OK. So where do you want to go , Amy?Amy: __________（4）___________. The soft music makes me relaxed.Tina: Not me. ____________（5）____________.A. It makes me sleepy.B. The food is great, isn’t it?C. Let’s go to the BlueLagoon.D. Why don’t we get something to eat?E. and the loud music makes me tense.Step 4 Finish 1c 1)Read the dialogue and translate .2) Talk about in pairsStep 5 Explain1. make 的用法1)make+宾语+宾语补足语形容词做宾语补足语，表示宾语的特点,性质，状态等。
人教版新目标九级英语UnitRainydaysmakemesa
人教版新目标九年级英语Unit13 Rainy days make me sad. 学案一. [ 话题](Topic) Talk about how things affect you.二.[ 重点词组](Key Phrases)make me sad , keep out , learn from , make sb. do , more than , for instanee , help …to do , so that ，have sale ，less than三.[ 交际用语]1. Loud musie makes me tense.2. Loud musie makes me want to danee.3. That movie made me sad.4. Why don 'twe get something to eat?5. So am I. / So do I.6. Waiting for my friends makes me hungry.7. The eolor red makes people hungry.8. It tastes terrible.四. [ 重点难点释义](Language Points)Seetion A:1. Rainy days make me sad. 雨天让我感到悲伤。
rainy adj. 多雨的例如：the rainy season 雨季rainn. 雨例如：The erops need rain. 庄稼需要雨水。
rainv. 下雨例如：It began to rain hard. 开始下大雨了make 的用法(1) make +n.例如：make food 做饭make a plane 做飞机make the bed 铺床make money 赚钱(2) . make sb./sth. + adj. .... 使某人(感到)，使处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1) 名词作make的宾语补足语例如：The party made her a good teacher. 党把她培养成为一名好教师名词作宾补2) 形容词作make的宾语补足语例如：Soccer makes me crazy. 足球使我疯狂。
九年级英语上册 Unit 13《Rainy days make me sad》学案 人教新目标版
九年级英语上册 Unit 13《Rainy days make me sad》学案人教新目标版Section A（1a--- Grammar Focus）学习目标：1.The use of important words and phrases in this unit.2.掌握make和 would rather 的用法。
3.Talk about how things affect you.学习过程：一、自主预习（一）、预习，记下本课新词及你没掌握的词。
__________________________________(二)、要点导学1.掌握以下短语使人沮丧make food make aplanemake the bed make money make sbhappy2.通过自主预习，你的不懂之处是_______________________二、合作探究任务1：预习检查，解决存在的问题。
（小组汇报）。
任务2：完成1a. 1b. Listen to the tape.任务3：完成1c. Pair work：Ask and answer in pairs according to 1b.根据听力材料进行对话练习生生互动讨论（小组交流合作）任务4：完成2a 和2b。
Listen to the tape.任务5：完成2c。
小组合作，练习对话。
任务6：Grammar Focus： make的用法。
三、精讲释疑（师生互动讨论）1. Rainy days make me sad.(1) make + n. make food 做饭； make a plane做飞机； make thebed ；赚钱； make sb. / sth.+ adj.使某人(感到)，使……处于某种状态(2) make的宾语之后可跟名词、形容词、分词、不定式来充当宾语的补足语The party made her a good teacher.Soccer makes me crazyThe soft music makes Tina sleepy.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…I made myself understood by all the students. You must make yourself respected.Wars make the peace go away.注意：当make用于被动语态时，必须带不定式符号to。
(九年级英语教案)Unit13Rainydaysmakemesad的学案
Unit13Rainydaysmakemesad的学案九年级英语教案
Section A 主备人Yang HJ 备注栏(教师填写教学活动设计,学生标注学习重点及修改错题)
课型New lesson 备课时间2013-12-26 序号37
学习目标1.words and phrases
2. 熟练应用make . make sb. do sth. / make sb. + adj.
学法指导Listening ,speaking, reading
●一、预习感知翻译下列短语:
泻湖科学的(名词) 粉红色的光线坚硬的服务公平的
运动濒临灭绝的标语
神秘的有光泽的皮肤
产品前景美貌
●二、合作交流
1. Rainy days make me sad. 雨天让我感到悲伤。
(1) make +n.
make food 做饭make a plane 做飞机
make the bed 铺床make money 赚钱
(2). make sb./sth. + adj. 使某人(感到),使……处于某种状态
make的宾语之后可跟名词,形容词,分词来充当宾语的补足语1)名词作make的宾语补足语
The party made her a good teacher. 党把她培养成为一名好教师.
2)形容词作make的宾语补足语
Soccer makes me crazy. 足球使我疯狂。
(3). make sb. / sth. + do …使某人做某事(不能带不定式符号to) Wars make the peace go away.
(4。
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2013年上期九年级英语导学案Unit13 Rainy days make me sad.审核人班级学生姓名课时编号第 1 课时Section A （1a-1c）make的用法1. 重点句型：Rainy days make me sad.Loud music makes me tense.2. 重点词汇和短语：lagoon, make sb. adj, would rather do sth.make的用法，并学会谈论一些事件对你的影响。
1a，互助合作完成1c.一.课前预习 1. 看课文1a回答问题2. 翻译下列短语the awful pictures make sb. sadmake sb. relaxed make sb. tensemake sb. sleepy make sb. uncomfortable二. 课内探究知识点拨1B，听磁带填空,讲解make的用法1. make +n.make food 做饭make a plane做飞机make the bed 铺床make money 赚钱2. I just made it to my class.（Unit 9）我恰好赶到班级。
（arrived in time）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 …eg. （1）Soccer makes me crazy. 足球使我疯狂。
（2）The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着了。
4. make sb. / sth. + do …使某人做某事eg. （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。
注意：当make 用于被动语态时，必须带不定式符号to.eg. We were made to work all night. 我们被迫日夜工作。
5. make of /from make of 当原材料制成成品后，原材料未经任何化学变化，仍保持原有性质。
make from当原材料制成成品后，经过了化学变化，失去原有性质。
例如：The chair is made of wood.6.make up of常用于被动结构：be made up of相当于consist of （由……组成），make up from 由…..所制造eg. A car is made up of many different parts.1C Pairwork 讲解Would rather 的用法1. would rather 表主观上的选择：宁愿，更喜欢。
后面跟不带to的不定式（动词原形）2. would rather … than … 宁愿……而不愿…… 后面跟动词原形3.prefer to … rather than …宁愿……而不愿……后面跟动词原形1. Rainy days makes me_________________ (难受)2. Light blue makes people_________________ （放松）3. The film made us _________________（有趣）4. Her mother’s death made us _________________（很吃惊）5. She often makes her class ________________（生动有趣）选择6. What Tom did made his mother _____.A. be angryB. to be angryC. angryD. angrily7. John’s dog died. That made him very __ .A. sadB. pleasedC. easyD. interesting8. The teacher tried to make the exam __ for us.A. easilyB. easyC. difficultyD. hardly9. He made faces just to make others ___ .A. to laughB. laughingC. laughD. laughed10. Jack was made ____ the classroom again.A. cleanB. to cleanC. cleaningD. cleaned2013年上期九年级英语导学案Unit13 Rainy days make me sad.审核人班级学生姓名课时编号第 2 课时Section A （2a-2c）make的用法1. 重点句型：Waiting for her made me angry..It was so sad that it made us cry.2. 重点词汇和短语：make sb. do sth. wait for sb. have funmake谈论一些事件对你的影响。
2c. 自主背诵Grammar Focus一.课前预习汉英翻译使某人做某事等候某人玩得开心二. 课内探究知识点拨讲解1 Waiting for her made me angry.动词短语作主语，常用ing形式，例如：1._______ _______ _______every morning is important.（大声朗读英语）2. _______ _______ _______ is good for health.（散步）3. _______ _______ often makes happy.（帮助她）4. _______ _______ _______ is bad for your eyes.(躺在床上看书) 讲解2 It was so sad that it made us cry.so….that “如此…以致…”引导结果状语从句，常见结构有so+adj./adv+that……so+adj.+a/an+可数名词单数+that……so+many/few+可数名词复数+that……so+much/little+不可数名词+that……注：当that引导否定从句时，so…that…can’t/couldn’t….可与too…to 互换。
当that引导肯定从句时，so…that…可与enough…to 互换。
讲解3 Did you have fun with Amy last night?fun n. 乐趣，享乐（不可数）have fun = have a good time = enjoy oneselffor fun 消遣，取乐e.g. They just play basketball for fun.funny adj. 有趣的，好玩的，滑稽的（funny stories）1.She did everything possible to make her mother .A. happinessB. happilyC. happy D .to happy2. It makes me stressed.A. to feelB. feelingC. felt D .feel3.I’d rather at home than .A. stay, go outB. to stay, to go outC. to stay, go out D .stay, to go out4. 那些美味的食物让Tom感到饿了。
The delicious food _______ Tom ________ ________.5. 这么长时间的等待，真让我感到有点生气。
________ for such a long time made me ________ ________ angry.6. The boy is too young to go to school.（改为同义句）The boy is young he can’t go to school.7. The long meeting makes me want to sleep.（对划线部分提问）does the long meeting make you want ?8. music, me, loud, uncomfortable, makes（连词成句）9. Tom made him wait for over an hour.(改为被动语态）He wait for over an hour.10. I saw him go out.（改为被动语态）He go out by me.2013年上期九年级英语导学案Unit13 Rainy days make me sad.审核人班级学生姓名课时编号第3课时Section A （3a-4）一. 课前预习1. 掌握下列新词，大声朗读并知其意scientific pink hard serve fairtherefore lighting campaign endangered2英汉互译把墙刷成红色how to make food怎样赚钱so many fast food restaurants接待顾客make me kind of hungry3.阅读3a，回答课文后面的问题二. 课内探究知识点拨讲解1.They also have to know how to make money.疑问词+不定式，这一句式可以改为复合句。
(一般根据句意要加情态动词)=They also have to know how they can made money.Please tell me when we should leave.(改成简单句)_____________________________________________________I don’t know what to do next.(改成复合句)_____________________________________________________讲解2. Soft colors like pink and light blue make people relaxed，so they spend more time eating their meals.柔和的颜色如粉红色和浅蓝色让人们得到放松，因此他们用更多的时间来进餐。