人教新目标九年级英语Unit13教案

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九年级英语全册 Unit 13 Rainy days make me sad The Second Period教案人教新目标版

Unit 13 Rainy days make me sadThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytense, have fun, angry, cry.(2) Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．Ability Objects(1) Train students' listening ability.(2) Train students' speaking ability.3．Moral ObjectsEnjoying yourself is very important. But no matter what hobbies you have, do remember they must be good for health and study.Ⅱ．Teaching Key Points1．Key Vocabularytense, angry, cry.2．Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.3．StructuresLoud music makes me tense.Loud music makes me want to dance.Ⅲ．Teaching Difficult Points1．The target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve the students' listening ability.2．Pairwork.Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a pair of students to read the conversation in Activity 1c. Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c.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 Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation.Look at the pictures. Ask, What are they doing? Please guess. (In Picture 1, two women are eating and smiling. Maybe the food is very delicious. In Picture 2, the two women are crying. Maybe they are seeing a sad movie. In Picture 3, one of the two women is very tense that because of the loud music. In Picture 4 , one woman is waiting for the bus or someone. Waiting makes her angry.)Go through the instructions with the class. Say, You will hear Tina and John talking about what Tina and Amy did last night. The four pictures show something that Tina did last night.Point to the boxes. Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording. Play the tape for students. The first time, students just listen. Play the tape again. This time, ask students to number the pictures when they listen.Correct the answers with the class.AnswersThe pictures should be numbered in this order: (down)3 24 1TapescriptBoy: Did you and Amy have fun last night, 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 Blue Lagoon. 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 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 whateach 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 an gry, so a checkmark goes in front of this sentence. Play the tape again. Let students check the sentences they hear.Ask students to say the reasons why they check them.Check the answers with the class.Answers√ Waiting for her made me angry.√ She said that loud music made her tense.________Loud music makes me happy.√ Loud music always makes me want to dance.√ It was so sad it made us cry.√ Sad movies don't make me cry.They just make me want to leave!________It made me sad.Step Ⅳ 2cThis activity provides oral practice using the target language.Look at the sample conversation between Tina 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 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.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 Ⅴ Grammar FocusLook at the grammar box. Invite a student to read the sentences to the class.Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.While the student is reading, write the three sentences on the blackboard. Then ask. What verb do you see in all three sentences in the Grammar Focus (make in the present and in the past tense) Let students underline the verb in all three sentences. Then underline the word that comes right after that verb (me) . Ask, What does this word tell us? (It tells who had the feeling—me, her, etc.) Circle the ending of each sentence. Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class (tense, sad) . Other students repeat. Then let students make up similar sentences with the verb make that talk about feelings and have 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 anadjective. 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.Step Ⅵ SummaRyIn this class, we've learned key vocabulary tense and the target language Loud music makes me tense. Loud music makes me want to dance. That movie made me sad.Step Ⅶ HomeworkGet students to write some sentences according to the target language.Step Ⅷ Blackboard 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…。

九年级英语全册-Unit-13-We’re-trying-to-save-the-earth(第2课时)教案-(新版)人教新目标版

Unit 13 We’re trying to save the earth教材分析本单元带领学生了解了一些有关地球污染，动物濒危等问题。

并且教给大家如何保护濒危动物，如何通过回收利用等方式来保护地球。

本单元主要复习语法内容为情态动词和动词形式变化。

本课主要带领大家进行语法复习，巩固语法知识。

一、三维目标(一) 知识与技能1. To learn different forms of verb.2. To understand the use of Modal Verbs.(二) 过程和方法3. To know how to use different forms of verb in different situations.4. To know how to use Modal Verbs in different situations.(三) 情感态度和价值观5. After learning this part, every student will be able to describe theirawareness of the serious situation of pullution and solutions to environmental problems using what we have learned in this lesson.教学重点1. To change forms of verb according to specific situation.2. To use Modal Verbs properly.教学难点1. To change forms of verb according to specific situation.2. To use Modal Verbs properly.二、教学策略根据本课教学目标和重点内容，教师可采用读，小组讨论，口头及书面练习等活动来引导学生进行学习。

新目标九年级Unit13英文教案（共七课时）

新目标九年级Unit 13英文教案(共七课时)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 ea ting． 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 trainstudents’ 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, re ading 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 should be 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 points。

Unit 13 (SectionB 2a-2e )(教学设计)九年级英语全一册(人教新目标)

Fast readingTask 1From the pictures and title,the main idea of this passage is ___.A. We shoud use everything to protect our environment.B. Our enviornment is badly polluted.C. Everyone should take part in saving the earth in a green way.D. We should think again to use again and cycle again. Task 2How many many people are mentioned in the passage ? Who are they ?Task 3A. Bags made from old clothesB. Art pieces made of iron and other materials from old carsC. House built of rubbish Task 4Read the article quickly and choose the correct structure.Careful readingTask 1Read Para.2 and fill in the chart .Task 2Do you know how the house was built ?The top of the house is_______________________. The doors and windows_______________________. The gate is________________________ ___________________. Task 3What do we learn about Amy from Para 2.________________________ ________________________ Is Amy the only one who is good at recycling ?Task 4Read Para.3 and fill in the chart .Task 5Read Para.3 and answer the questions.1.Is Jessica Wong good at recycling? What does she do? ________________________ ________________________2. Where does she sell her bags?________________________ ________________________ 3. What will she write in her book?________________________ ________________________ Task 6Can you think of an ad. For Jessica’s shop ?Task 7Read Para.4 and fill in the chart.Task 8Read Para.4 and answer the questions.1.What does Wang Tao hope to set up? Why ?________________________ _____________________ 2.What can those beautiful art pieces bring to us?________________________ _____________________ Task 9Task 10What do Amy, Jessica and Wang Tao have in common?2c Fill in the blanks with the correct forms of the phrases in the box.1. Amy Hayes lives in the UK. Many of the old buildings in her neighborhood were___________.2. All the rubbish and old things in Amy’s neighborhood were then____________when Amy built her house.3. Amy is very creative. She _______ her front gate______ rocks and old glass bottles. She put an old boat on top of her house.4. Jessica Wong sells her bags in a small shop, but she has also ______ an online business to sell them.5. Though Jessica’s bags are made from old clothes, her bags are __________being cute and useful.6. Wang Tao _______ makes large pieces of metal art that look like animals or humans, ________ makes smaller pieces for the home.2d Underline the words in the passage based on the words below. What are the differences?2e Make a list of things that need to be done to save the environment. Which things can be done by common people every day? Which things have to be done by governments and organizations? Discuss these with your group.Find ways of putting wastes to good use. Make an art work, bring it toschool and introduce it based on the chart below.板书设计Unit 13 We’re trying to save the earth.Section B (2a-2e)。

人教新目标九年级英语全册教案：Unit13

人教新目标九年级英语全册教案：Unit13.教案Save the Sharks!In this lesson。

we will review the use of ns and different tenses。

and XXX issues.To start。

we will set some ground rules for active。

brave。

and confident n in class。

This will help us make the most of our English lessons.Next。

we will watch a short video about the beautiful ocean and its diverse marine life。

This will introduce us to the conceptof the food chain and the interdependence of different species in the ocean ecosystem.Now。

XXX: XXX fierce predators。

XXX the balance of the XXX。

XXX fins。

many shark species are now endangered.To understand the importance of saving sharks。

we will read an article about XXX.As we read。

we will review different tenses and ns such as but。

so。

if。

and although。

These will help us understand the nships een different ideas in the article and make ns to our own XXX.Finally。

人教版九年级英语全册Unit13SectionB3a3b教学设计

2.学生的阅读理解能力有待提高，对文章主旨大意的把握和细节理解存在困难，教师应注重培养学生这方面的能力；
3.在口语表达方面，部分学生存在紧张、焦虑情绪，课堂参与度不高，教师应关注学生的情感需求，创造轻松愉快的课堂氛围，激发学生的表达欲望；
4.学生在小组合作中，团队协作能力和沟通能力有待加强，教师需引导学生积极参与，培养学生的合作精神；
（二）讲授新知
1.教学内容：
（1）教师讲解一般现在时和一般过去时的区别与用法；
（2）引入3a-3b阅读材料，带领学生阅读并分析文章中的人物喜好和经历；
（3）讲解wh-疑问词在询问和回答关于个人喜好和经历问题中的应用。
2.教学方法：
（1）采用讲解、示范、举例等方式，帮助学生掌握语法知识；
（2）通过问答、讨论等形式，引导学生运用目标语言进行交流；
5.树立正确的人生观和价值观，引导学生追求积极、健康、向上的生活。
二、学情分析
针对九年级学生，他们在英语学习方面具备一定的基础，但在本章节的学习中，仍需关注以下学情：
1.学生在词汇和语法方面的掌握程度参差不齐，部分学生对表示喜好和兴趣的词汇及一般现在时、一般过去时的运用尚不熟练，需要教师在教学中进行针对性辅导；
（1）创造轻松、愉快的课堂氛围，鼓励学生大胆开口，提高口语表达能力；
（2）组织丰富多样的课堂活动，如角色扮演、小组讨论等，培养学生的小组合作意识；
（3）提供明确的评价标准和反馈，帮助学生了解自己的优势和不足，提高合作能力。
四、教学内容与过程
（一）导入新课
1.教学活动设计：
（1）教师以一首英文歌曲《My Favorite Things》作为课堂导入，激发学生对主题的兴趣；
（3）利用多媒体教学资源，如PPT、动画等，辅助讲解，提高教学效果。

人教版新目标版九年级英语全册Unit 13 We’re trying to save the earth教案

Unit 13 We’re trying to save the earth!知识导航语言目标谈论污染和环境保护。

Section A 重点单词1. litter v.乱扔n.垃圾2. bottom n.底部3. coal n.煤4.ugly adj.丑陋的 5. cost v.花费n.花费 6. wooden adj.木制的 (wood n.木材) 7. plastic adj.塑料的n.塑料 8. method n.方法 9. cruel adj.残酷的 10. harmful adj.有害的 (harm n.害处) 11. industry n.工业 12. law n.法律 13. afford v.承担得起重点短语1.make a difference 起作用；有影响2. take part in 参加3. turnoff 关掉4. pay for 付费；付出代价5. cut down 减少6. lead to 导致7.hear of 听说 8. cut off 切除重点句型1.We’re trying to save the earth. 我们在努力拯救地球。

2. The rive used to be so clean. 这河流过去是如此的清澈。

3. The air is badly polluted. 空气被严重污染。

4. The method is not only cruel, but also harmful to theenvironment. 这种方法不仅残酷，而且对环境也有害。

Section B +Self Check 重点单词1. recycle v.回收利用2. gate n.大门3. bottle n.瓶子4.president n. 负责人 5. work n.作品 6. metal n.金属重点短语1. throw away 扔掉2. put sth. to good use 好好利用3. put …down 拆下 4. upside down 上下颠倒 5. bring back 恢复重点句型1. And the gate in front of her house is made of rocks and oldglass bottles. 她房子的前门是由岩石和旧玻璃瓶子制成的。

人教版新目标九年级英语Unit13全英文说课稿

⼈教版新⽬标九年级英语Unit13全英⽂说课稿Unit13 Rainy days make sad.SectionA (1a-1c)Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. I am going to talk about the first period in Section A of Unit13 Rainy days make me sad. It is made up of seven parts.1. Analysis textbook(教材分析)2. The teaching methods(教学⽅法)3. The learning methods(说学法)4. Analysis the students(说学情)5. The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7. Self evaluation.(⾃评)Part 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening , speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.1. Teaching aimsThe teaching aims are established according to Junior School English curriculum standard provision./doc/d1*******acfa1c7aa00cc52.html nguage goals1). Words & expressions : tense, some adjectives of feeling2). Key sentencesLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.B. Ability goalsEnable the students to talk about how things affect them.C. Emotion & attitude goalsEnable the students to understand the effect of things upon them.2. Teaching important Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.To improve students’ listening ability.To train stu dents’ communicative abilities.The teaching important and difficult points are established according toSection A , Unit13 in the teaching material’s position and function.Part 2. The teaching methodsTask-based teaching ; Cooperative learning ;Purpose: Listening-and-answering activity to help the students go through with the listening material. Pairwork to make every student work in class.Part 3. The learning methods1). Set up six steps. It is presentation– words – pairwork – listeningpractice–Grammar - practice2). Ask the students to take part in class actively and develop theircooperation in the activities .Part 4. Analysis the studentsStudents have learned some words about feeling and they have known the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.Part5. The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, especially listening and speaking. Set up six steps.Step Ⅰ. Leading-in .Review some words about feeling . Show the Ss a few pictures on the screen: and ask them How do you feel about …? Happy ? Excited? Nervous? Purpose : Through this part we can consolidate what they studied yesterday, Arouse the stud ents’ interest of study. Bring in new subject:Rainy days make me sad.Step II ListeningAsk the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words.Purpose : Train the Ss’ listening ability and prepare for later exercises.Step III SpeakingAsk the students to talk about how music affects them. Tell thestudents they will be talking about their own opinions with a partner. 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.Pur pose :Train the Ss’ speaking ability and prepare for later exercises.Step IV Grammar1).Sum the usage of make , then help them to say out the sentence structure.2). Do some exercises to consolidate the grammar .Purpose: Train the Ss’ ability of unde rstanding and using language.Step V Do a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them. Purpose : This step can open the Ss eyesight and thought . It’s a step fromtextbook to real life .Step VI Homework Writing practice1. List 4-5 things around you and then describe how the things affect you./doc/d1*******acfa1c7aa00cc52.html position Exams make me _______。

九年级英语全册 Unit 13 Rainy days make me sad The Sixth Period教案人教新目标版

Unit 13 Rainy days make me sadThe 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 ObjectTrain 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 Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids1．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.1．I need a new jacket. This one doesn't keep out the cold.2．Customers say the food at the restaurant tastes terrible.3．When prices are listed, you can go to the store with the lowest price.4．Working hard at English can lead to a good job.5．Wait before you buy that watch. Let's compare prices in another store.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.Sample answers1．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.Step Ⅲ Part 2This actlvity 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.AnswersNotes1．home here is an adverb, means at, in or to one's home or country.2．annoy—make rather angry(esp. in passive) , for example, be annoyed with sb.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.S A: They make me scared.S B: Really? They make me hungry.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.Notescared—frightenedStep Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabularywords 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.。

新版人教版新目标九年级英语unitunit 13-2教案

重点
Target Language
难点
How to train students’ listening ability．
教学内容及问题情境
学生活动
设计意图
2a.To give Ss practice in learning for specific information.
Culture Focus: Throwaway society
Extending the activity
Listening for specific information.
Role-play the conversation.
Write a short paragraph to summarize the problems and the suggested solutions.
2c. To give Ss practice in using the target language in conversations.
Providing an example
2d. To give Ss further practice in using the target language in conversations.
情感
态度
We must be fully aware of the importance of reducing pollution and protecting animals．
学习策略
1.Listening for specific information.
2.Role playing, transforming information.
◈waste- rubbish and unwantedmaterials left b. industrial waste

九年级英语全册 Unit 13 Rainy days make me sad The First Period教案人教新目标版

Unit 13 Rainy days make me sadThe 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 Ⅰ RevisionT: 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.Ss: 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.Ss: 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.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? (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 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.The 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 tense.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 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.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 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, such as awful pictures, loud music and soft music.While students are working in pairs, walk around the classroom, and listen to some pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel. For example, what are your opinions about this room? A student might answer, This room is sunny. It makes me happy. Or ask them. What are your opinions about all the noise in the cafeteria?A student might say. All the noise in the cafeteria makes me tense.Notes1．awful—terrible; dreadful2．energetic—full of energyStep Ⅴ SummaryIn this class, we've learned some important words, such as sad, energetic, stressed out. We've also learned the target language I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating. Oh, 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.。

英语人教版九年级全册Unit 13教学设计

人教版九年级全一册 Unit 13 We’re trying to save the earth! 教学设计教材以“环保问题”为话题，以“谈论污染和环保”为交际功能，重点在这些语境中复习正在进行时、完成时和被动语态等。

I.教学目标：理解、掌握和运用关于环境保护、环境污染和循环再利用的生词短语，复习正在进行时、现在完成时和被动语态等。

能够运用正在进行时、完成时和被动语态等描述污染和环境保护问题。

通过讨论污染环境、环境保护培养学生爱护环境的意识。

通过听说读写来提高学生综合语言运用能力。

II. 课堂环节Step1用多媒体给学生播放一些有关环境污染的图片或视频，然后询问学生对环境污染的看法和观点。

Teacher: What kinds of pollutions do you know？What cause the pollution?环节说明：通过视频和课前的一个师生问答互动引入新课的话题Step 2 完成教材1a-1c的任务1. 要求学生翻开课本P97，迅速阅读1a部分的内容。

把方框中的单词按它们产生污染的类型写入相应的栏目中，并添加更多的单词。

2. 检查答案，先要求全班一起给出答案并检查讨论。

然后要求2-3名同学给出自己的答案，并把收集的答案列举在黑板上。

3. 要求学生听第一遍录音，并根据听到的内容完成课本上1b表格中的句子。

然后要求2-3名同学读答案。

（polluted, rubbish, fish Litter rubbish newspaper, stop, clean）4. 要求学生听第二遍录音，并逐句进行跟读。

5. 完成教材1c的任务，要求学生模仿1a内容，编造自己的关于污染的对话并进行对话练习。

并邀请2-3对同学当堂进行演示。

6. 小结训练。

要求学生在规定的时间内完成一个小练习。

并请若干学生给出自己的答案。

有错误的话及时解决纠正。

用所给词的适当形式填空。

1. There are many kinds of pollutions（pollute）in our daily life.2. All of the students should take part in keeping (keep) our school clean and tidy.3. Can you tell us your ideas for improving (improve) your spoken English.4. W e should stop using the wooden (wood) chopsticks toprotect the forest.5. Their grandparents were fishermen (fisherman) near the sea before they moved to the town.环节说明：通过学习1a，使学生对过去完成时态有所了解，并拓宽了思路；通过1b，锻炼学生的听力及抓取关键信息的能力；通过1c的训练锻炼学生的口头表达能力，同时巩固对本课内容的认识。

新目标英语九年级Unit 13全单元教案

Unit 13 Rainy days make me sad.Part 1: Teaching designSection AGoals●To learn to use make/s me＋infinitive, make/s me＋adjective●To listen and talk about eating in a restaurantProceduresWarming up by learning to use make/s me＋infinitive, make/s me＋adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Now you are supposed to make as many sentences with themake/s me＋infinitive, make/s me＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why?1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋infinitive, make/s me ＋adjective structure” .And now complete the unfinished sentences in the chart on page 102.Now you are supposed to read the tapescript. While reading, underline the expressions1c Doing pairworkWhat are your opinions about the two restaurants? Which on would you like better?2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.All right now, you are supposed to read the tapescript. WhileReading, try to the “make/s me ＋infinitive, make/s me ＋adjective structure”, underline the expressions and blacken the connectives.2c Doing 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.3a Reading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋infinitive, make/s me ＋adjective” structure.Now you are to answer the three questions on page 104 in the box.3b Doing groupworkNow 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)Closing down by looking and sayingSECTION BGoals●To learn to use make/s me＋infinitive, make/s me＋adjective structures●To listen, talk and read about productsProceduresWarming up by playing a gameGood morning, class. It is so cold today. The weather here makes me sad. Now let’s first play a game to make us happy. We shall try to say as many sentences with make/s me＋infinitive, make/s me＋adjective structures as possible. The one who says the most such sentences will be made the monitor for today!1a looking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1b Making a listIn our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.2a Listening and tickingYou are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and read the names of the products and the comments in the chart.After you listen, tick the products they like, and kick out the ones they don’t.2b Listening and drawingNext you are to listen and draw to show what the people say about the products. Finally go on to read the tapescript to learn some expressions and the make/s me ＋infinitive, make/s me ＋adjective structures.2c Doing groupworkIn 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.3a Reading to decideOn page 106 you will find 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 the examples of the make/s me ＋infinitive, make/s me ＋adjective structures.After you read, decide if you agree with the author or not.3b Reading and completingOn page 106 in the center is an unfinished article. Read it and try to complete it using the 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 105.4 Doing pairworkIn pairs discuss how the posters on page 106 make you feel.Closing down by drawing your own postersAt the end of the period we shall do something interesting: weshall draw pictures or posters. To advertise your products or services you have to draw posters. Now let’s wait and see whose products of posters are the most attractive and persuasive!SEFL CHECK1 Reading and fillingTo do something boring, go to page 107 and read the 5 sentences in the box. Complete them with a correct word given in its correct form. OK?2. Reading and writingIn the center of page 107 is a diary. Now you are given the right to read this diary by Ming. While reading keep your eyes on the structures and expressions. You know how important structures and expressions are for learning English.Just for fun!Looking at theposters above andwrite ad slogans forthem.Reading: Receiving money makes me uncomfortable.Before you read, go to the vocabulary list for this part on page 155. Read the words and study the word formation for meanings.While you read, blacken the predicates and circle the connectives.Part 2: Teaching Resources (第二部分：教学资源)I. What is a poster?A poster is any large piece of paper which hangs from a wall or other such surface. They are a frequent tool of advertisers, propagandists, protestors and other groups trying to communicate a message, and they also see personal use by people, especially the young, who wish to decorate in a relatively low-cost manner.II. Some wonderful slogans of advertisementsTrust me, you can make it. (美容)Human technology. (Nokia)When there is no tomorrow. (联邦快递)The milk chocolate that melts in your mouth-not in your hand. (巧克力)Good to the last drop. (雀巢咖啡)Next to myself, I like BVD best. (BVD内衣)Just do it. (运动鞋)Things go better with coke. (可口可乐)One card, all the possibility. (Visa)MasterCard. Master the shopping possibility. (Card)It's everywhere you want to be. (Visa)Don't leave home without it. (美国通卡)Ugly is only skin-deep. (汽车)Shape up your image, future and life.Natural is beautiful. (美容)Gifted photographers require beautiful print quality.Using your own way to enjoy working; It's no price. (信用卡) Everything we do is driving by you. (汽车)Travel by air without any reservation. (鞋子)A diamond is forever. (钻石)We do chicken right. (炸鸡)No matter how you look at typing, we are your type. (打字机) The taste that refreshes. (饮料)Nokia connection people. (Nokia)Makoto Bank. Making communities together. (银行)Ford has a better idea. (Ford)Save our mouth for Memtos. (食品)It's Finger Licking good./we all do it for you. (快餐)Are you in or out? (美语补习班)Keep walking. (酒类)We share. (寿险)Made to move. (Nike)We're family. (信用卡)Forever sport. (Adidas)Just call me, be happy. (大哥大)So charming, so easy. (化妆品)Air France-making the sky best place on earth. (航空)Your favorite spare for your pleasure and dream. (动画商品) It's been a long hard road without you on the mind. (汽车)。

新版人教版九年级英语Unit13全单元公开课教案共16页

新版人教版九年级英语Unit13全单元公开课教案共16页学科课型课题 English fresh 年级课时 9 1 / 6 班级媒体 a tape recorder, CAI Unit 13 we’re trying to save the earth!Section A 1a ~ 1c 话题Protecting the environment 功能 Talk about pollution and environmental protection 1. Target language: |m We’re trying to save the earth. People are throwing litter into the river. The river used to be so clean. Everyone should help to clean up the river. 2. Grammar: Present progressive, used to, modal verbs 3. Words and expressions; (1) Curriculum words: litter, bottom, fisherman (2) Useful expressions: be full of, put…into, throw…into, clean up, play a part in, close down According to designing some tasks, to train students’listening ability and to train students’ xxmunicative xxpetence．教学目标过程方法知识技能情感Everyone should keep our rivers clean. 态度学习策略Listening for key words, transforming information. 重点 Target Language 难点 1．How to train students’listening ability．2．How to train students’xxmunicative xxpetence．教学内容及问题情境学生活动设计意图 Look at the 1a. To introduce Ss to the unit goal, talk pictures and write these about pollution and environmental protection. words in the boxes below. Picture: Then write The four pictures show other words you know. different forms of environmental pollution. The first picture on the left shows an airplane flying 新|课 |标|第 |一| 网呈现本课重点词汇，认知，理解，记忆。

义务教育阶段九年级英语第十三单元教案新目标-人教新目标版九年级全册

Unit 13 Rainy days make me sad第一课时单元分析与提示教学目标语言目标：1、掌握过去完成时的用法；2、学会谈论过去发生的事情，会使用以下基本句子：By the time I got outside, the bus had already left.Have you ever been to …… ?Yes, I have.What happened to David on April Fool’s Day?认知目标掌握“By the time I got outside, the bus had already left.”句型，通过练习和运用加以巩固情感目标1、通过本单元学习使学生更加了解世界各地；2、通过对本单元的学习，熟悉了解不及时做某事而造成的危害培养学生养成良好的行为习惯。

教学重、难点过去完成时态态1、过去完成时的意义。

过去完成时表示过去的某时前已经发生的动作或情况，也就是“过去的过去”。

如：By the end of June they had treated 3,000 patients.The play had already started when we got to the theater.2、过去完成时的构成过去完成时由“had + 过去分词”构成3、常使用过去完成时的情况1) 在很多情况下，句中没有明显的时间状语，而是要从上下文来分析，这时过去完成时表示的动作较另一过去的动作先发生。

With their help, I realized that I had been wrong.2）在包含when, as soon as, before, after, until, now that等连词的复合句中，如果主句谓语和从句谓语表示的过去动作是在不同时间发生的，那么先发生的动作常用过去完成时来表示。

She didn’t go to bed until she had finished her work.I hadn’t learned any English before I came here.4、一般过去时与过去完成时的区别。

九年级Unit13单元教案

人教版英语九年级unit13单元教案一、教学内容及分析本单元教学主要围绕“感受Feelings”这个话题，谈论对某件事或物的看法，以及谈论事物对人的影响。

本单元一开始用音乐、图画、植物、电影等事或物对人的影响，引出本单元的话题和新目标语言，同时学习一些新的词汇和表达。

然后通过阅读有关“饭店科学”的文章，进一步学习新目标语言，谈论事物对人的感情的影响。

随着教学活动的深入，教材又安排了学习日常生活用品和广告等事物对人的影响，并帮助学生学会表达自己对事物的观点。

最后教材进一步升华到学习现实生活中为人处事的感受。

本单元所学习的知识点比较少，本单元主要学习运用make的用法，谈论事物对人的影响。

一些表示感受的形容词在前面学生已经学习过，所以用起来应该是比较简单的。

要求掌握How do you feel about loud music ? Loud music makes me tense .Loud music makes me want to dance .等句型。

学会运用这些句型表达对事物的感受和观点。

我将本单元的目标定位为：1、掌握表示感受的一些形容词的用法。

（interested、happy 、sad 、excited、relaxed、bored、energetic 、nervous 、sick 、comfortable 、angry 、tens 、annoyed 、healthy、hungry、pleased 、upset 、scared 、sleepy、awful 、stressed out）2、主要掌握关于make一些句型：make sb. + adj. ; make sb. + do sth. ; 在被动语态中还原动词不定式符号to 。

根据教材的编排体系，我将本单元分为三大板块（即听说练习、读写练习、巩固运用）。

第一二课时设计以听说为主，主要练习表示感受的形容词的用法以及本单元的重要语法make句型的运用。

英语人教版九年级全册unit13教案

Unit13 Section A（3a-3b）一 Teaching aimsTarget language:No scientific studies have shown that shark fins are good for health.The number of some kinds of sharks have fallen be over 90 percent in the last 20 to 30 years.Grammar: Present perfectWords and expressions:Curriculum words: shark, cruel, harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportationUseful expressions: be harmful to, at the top of, the food chain, take part in, turn off, pay二Teaching key pointsTarget Language三Teaching difficult pointsHow to improve students’ integrating skills．四Teaching stepsStep1 Warming upStep2 Learning3a. To give Ss practice in reading for specific information. Learning more about sharksAsk Ss to do some additional research to find out more about sharks before this lesson.3b. To give Ss the opportunity to review the use of conjunctions. Shark fin soup is a Chinese delicacy that is popular not only in China, but also among the Chinese population in other countries like Singapore and Malaysia.Review of conjunctions○so: used to say that something is a result of something else that has just been mentioned.e.g. I was tired, so I decided to take a map.○ although: used to contrast one part of a sentence with another, has the effect of making the main idea in the sentence seem surprising or unexpected.e.g. Although she studied hard, she did not pass the exam.○ if: used to talk about the circumstances in which something else might happen; gives the condition for something else to happen.e.g. If you study hard, you will do well.○but: used to contrast two parts of a sentence and show that they are opposite or very different in meaning.e.g. The children stopped plying when they heard the bell.Step3 PracticeRetell the passage according to the words on the screenLanguage pointsStep4 Blackboard DesignUnit 13 we’re trying to save the earthSection A 3a -4cNo scientific studies have shown that shark fins are good for health.The number of some kinds of sharks have fallen be over 90 percent in the last 20 to 30 years.Step5 Teaching Feelings。

人教版九年级全册英语Unit 13 教案

人教版九年级全册英语Unit 13 教案Unit 13 We’re trying to save the earth!教学目标：话题Topic：环境保护(Protecting the environment)功能Functions：能谈论环境污染和环境保护问题(Talk about pollution and environmental protection)We’re trying to save the earth.The river used to be so clean.The air is badly polluted.To cut down air pollution, we should take the bus or subway instead of driving.语法复习：Review of key structures能正确区分和使用以下语法结构：现在进行时、used to、被动语态、现在完成时、情态动词等。

We are trying to save the earth.The river used to be so clean.It was considered the nicest river in town.We should help save the sharks.词汇和常用表达Words & expressions1.能正确使用下列词汇(Curriculum words)bottom, fisherman, coal, advantage, industry, law, gate, bottle, president, work, metal, ugly, wooden, plastic, cruel, harmful, scientific, litter, cost, afford, recycle 2.能正确使用下列常用表达(Useful expressions)be harmful to, at the top of, the food chain, take part in, turn off, pay for, take action, throw away, put sth. to good use, pull…down, upside down, bring back3.能认读下列词汇(Non-curriculum words)takeaway, bin, shark, fin, chain, ecosystem, reusable, transportation, napkin, inspiration, iron, creativity学习策略Strategies1.借助文章标题和插图对阅读篇章内容进行合理的预测2.能在阅读中借助上下文语境和构词特征猜测部分词汇的含义文化知识Culture了解环境污染情况问题和如何保护环境Section A 1 (1a-2d)Learning objectives:1. To learn and talk about air pollution, waste pollution and ways to solve the problems.2. To learn to use the sentence patterns.used to...but now…should do sth.3. To master key words and phrases:litter, bottom, fisherman, coal, ugly, advantage, cost, wooden, plastic, make a difference, lead to, instead ofI. Warming upShow the pictures to make some comparison and tell students the earth is polluted now.For example: (1) The factories that burn coal pollute the air with a lot of black smoke.(2) Factories put waste into the river.(3) People should throw away litter in the bin.(4)There are more cars on the road.Learn some new words.II. Work on 1aHere are some words related to different kinds of pollution. Write them in the box below. Then add more words.loud music cars rubbish planes littering shipsfactories smoking building houses mobile phonesnoise pollution air pollution water pollution____________ ___________ _________________________ ___________ _________________________ ___________ _________________________ ___________ _____________Keys: noise pollution: loud music, planes, building houses, mobile phones, (machines Crowds, vehicles)air pollution: cars, factories, smoking, building houses, water pollution, (burning, power plants, nuclear waste disposal)water pollution: rubbish, littering, ships, factories, (sewage, industrial waste, pesticides)III. Listening1. Work on 1b. Listen and complete the sentences.What was the problem?The river was _____________. Even thebottom(底部) of the river was full of________. There were no more ______ forfishermen (渔民) to catch.What caused the problem?People are throwing _______ into the river.Factories are putting ______ into the river. How should the problem be solved?We should write to the ____________ and askthem to ___________ the factories. Everyoneshould help to __________ the river.litter, wastegovernment, close down, clean up2. Listen again and answer the following questions.1)What does Tony want to do later this afternoon?He wants to go swimming with Mark in the river later this afternoon.2) How was the river in the past?It used to be so clean. It has been the nicest river in this town.3. 原文展示used to do sth. “过去常常……” 表示过去习惯性的动作但如今已不存在。

人教版新目标九年级英语全英文说课稿

人教版新目标九年级英语全英文说课稿第一篇：人教版新目标九年级英语全英文说课稿找教案Unit13Rainy days make sad.SectionA(1a-1c)Hello, everyone，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.My topic is Section A(1a-1c , Grammar Focus)in Unit13.It is made up of seven parts.1.Analysis textbook(教材分析)2.The teaching methods(教学方法)3.The learning methods(说学法)4.Analysis the students(说学情)5.The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7.Self evaluation.(自评)Part 1The analysis of the teaching material:This lesson is about listening and speaking.It plays a very important part in the English teaching of this unit.By studying Section A , The students can improve their speaking ability, learn more about things that affect people.At the same time, we should get the students to understand better.The students should do some listening, speaking and writing, too.Of course, the students should receive some moral education.Let the students have positive attitude to dealing with things around them.1.Teaching objectsThe teaching aims are established according to Junior School English curriculum standard nguage goals1).Words & expressions :tense, some adjectives of feeling2).Key sentencesLoud music makes me tense.(P103)Loud music makes me want to dance.That movie made me sad.B.Ability goalsEnable the students to talk about how things affect them.Emotion & attitude goalsEnable the students to understand the effect of things upon them.The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function.2.Teaching Key Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.T o improve students’ listening ability.To train students' communicative competence.:Part 2.The teachingmethodsTask-based teaching;Cooperative learning;Part 3.The learning methods1).Set up six steps.It is presentation–words –pairwork –listening practice–Grammar-practice2).Ask the students to take part in class actively and develop their cooperation in the activities.Part 4.Analysis the students The students have learned some words about feeling and they have k now the word make.But they don’t often use English to express themselves and communicate with others.Some Ss are not active in the class because they are afraid of making mistakes.Part 5.The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, writing , especially listening and speaking.Set up six steps.It is greeting –lead-in-presentation– words – pairwork – listening practice–Grammar –practice –homework.Step Ⅰ Lead-in.Show the Ss a picture and then show the teaching material.Purpose: Arouse the students’ interest of study.Bring in new subject: Rainy days make mesad.Step IIPresentation.Review some words about feeling , then present the sentence structure.A:What makes him/her B:makes him sad.Purpose :Through this part we can consolidate what they studied yesterday, communicate with others about their feelings and prepare for the new lesson.Step IIIListening(1a, 1b: P102) Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Purpose :Train the Ss’ listening ability and prepare for later exercises.Step IVSpeaking(1c: P102)Ask the students to talk about how music affects them.Let the Ss work in pairs andtalk about how the two restaurants would affect them.Purpose :Train the Ss’ speaking ability and prepare for later exercises.Step VDo a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them.Purpose : This step can open the Ss eyesight and thought.It’s a s tep from textbook to real life.Step VIGrammar1).Sum the usage of make then help them to say out the sentence structure.2).Do some exercises to consolidate the grammar.Purpose: Train the Ss’ ability of understanding and using language.Step VIIWriting practice1.List 4-5 things around you and then describe how the things affect you.positionExams make me _______。

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Unit 13 Rainy days make me sad.Part 1: Teaching design (第一部分：教学设计)Structures:make/s me＋ infinitive, make/s me＋ adjectiveTarget language: I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating. Me too! Lo ud music makes me tense. I agree. Loud music makes me uncomfortable.Vocabulary:lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, usefulLearning strategies: Personalizing, MatchingSection AGoals●To learn to use make/s me＋ infinitive, make/s me＋ adjective●To listen and talk about eating in a restaurantProceduresWarming up by learning to use make/s me＋ infinitive, make/s me＋ adjectiveOn page 103 is the grammar focus chart. Read the three sentences and try tounderstand its structure.Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.Now you are supposed to make as many sentences with themake/s me＋ infinitive, make/s me＋ adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why?◆I like to go to the one on the left because the music there would make me excited.◆I like to go to the one on the right because the music there would make me quiet.◆I like to go to the one on the left because the pictures there would make me tense.◆I like to go to the one on the right because the things there would make me happy.1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants.While listening, pay attention to the “make/s me ＋ infinitive, make/s me ＋adjective structure” .Girl1: I’m hungry, Amy.Girl2: So am I. Why don’t we get something to eat?Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I lovetheir hamburgers.Girl2: Oh, Tina… I hate the Rockin’ Restaurant.Girl1: Why? The food is great, isn’t it?Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense.Girl1: OK. So where do you want to go, Amy?Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed.Girl1: Not me. It makes me sleepy.And now complete the unfinished sentences in the chart on page 102.The Rockin’s Rest aurant The Blue LagoonThe awful pictures make Amy sad. The soft music makes Amy relaxed.The loud music makes Amy tense. The soft music makes Tina sleepy.Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives.1c Doing pairworkWhat are your opinions about the two restaurants? Which on would you like better?A:I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.B: Me, too! Loud music makes me tense.A: I agree! Loud music makes me uncomfortable.A:I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating.B: Me, too! Loud music makes me excited.A: I agree! Loud music makes me happy.2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and numberthe pictures on page 103. 3 42 1Boy: 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 he tense.Boy:That’s funny. Loud music always makes me want to dance.Girl: Me too. So then we went to the Blue Lagoon. 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 Remember Me Forever. It was a really good movie, but it was so sad it made us cry.Boy:Sad movies don’t make me cry. They just make me want to leave!Girl: You sound just like my brother!2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.√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 me cry.√Sad movies don’t make me cry. They just make me want to leave!×It made me sad.All right now, you are supposed to read the tapescript. WhileReading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.2c Doing 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.John: Did you have fun with Amy last night?Tina:Well…yes and no. She was really late.John:Amy was late as usual, wasn’t she?Tina: Yes, she was.John: And waiting for her made me angry?Tina: Yes, it made me angry.John: What did you do?Tina: First we went to the R ockin’ Restaurant.John: Did you stay long there?Tina:No, we didn’t because Amy didn’t want to stay.John: Why?Tina: She said that loud music made he tense.John:That’s strange. Loud music always makes me excited and want to dance. Tina: Me too.John:So then you went to the Blue Lagoon as usually, didn’t you?Tina: yes, you guess right.John: It was quiet and the food was great there. Did you have a good time there? Tina: Yes, we did.John: Where did you go then?Tina: I wanted to go to the concert a t the high school. But Amy didn’t like to go there. We decided to go to the movies.John: What movie did you watch?Tina: We saw Remember Me Forever.John:It was a really good movie, wasn’t it?Tina: Yes, it was, but it was so sad it made us cry.John: Sad movies make me want to leave!Tina: You behave just like my brother!3a Reading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While you read, try to divide the sentences into parts, underline the expressions and, blacken the connectives and circle the “make/s me ＋infinitive, make/s me ＋adjective”structure.Restaurant scienceRestaurant owners have to know how to make food. They also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue ma ke people relaxed, so they spend more time eating their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurants, use this knowledge to make customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.Now you are to answer the three questions on page 104 in the box.1.What does the color red make most people feel? →The color red makes peoplehungry. Red also makes customers eat faster.2.Why do so many fast food restaurant 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.3b Doing groupworkNow 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.A: The seats are very hard.The white walls make me stressed.B: Is it this classroom?A:No, it isn’t.B: Is it a hospital?A:Yes, that’s right.A: The house is very big.The noise makes me tense.B: Is it a railway station?A:No, it isn’t.B: Is it a dancing hall?A:No, it isn’t.B: Is it a therter?A:Yes, that’s right.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 campain.A survey about…How do you feelabout…?You Zhao Mingyuan Li BaoguoPollution Makes meuncomfortableMakes me unhealthy Makes me headacheHeavy traffic Makes me tense Makes me go on foot Makes me stayindoorsLoud music Makes me excited Makes me shut myearsMakes me crazyEndangered animals Makes me sad Makes me unable tofall asleep Makes me stop eating meatsSmoking Makes me sick Makes me stressed Makes me cry People who keep youwaitingMakes me angry Makes me hungry Makes me thirsty Closing down by looking and saying。