Unit 13 Rainy days make me sad．教案Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary sad, energetic, stressed out, soft（2）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．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 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． Howdo 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．StepⅡ 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．AnswersThe Rockin’ Restaurant: sad, tense The 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 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 be talking about their own opinions with a partner． Look back at the chart in Activity 16． Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs． If necessary, offer language support． Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel． For example, what are your opinions about this room? A student might answer, This room is sunny． It makes me happy． Or ask them． What are your opinions about all the noise in the cafeteria? A student might say． All the noise in the cafeteria makes me tense．Notes: 1． awful——terrible; dreadful 2． 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!Loud music makes me stressed out．Step Ⅵ Homework Review the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The 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 language 2． 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．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 2 4 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．Wehad 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 what each person says． Put a checkmark in front of the statements you hear．Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear．Ask students to say the reasons why they check them．Check the answers with the class．Answers√ Waiting for her made me angry．√ She said that loud music made her tense．Loud music makes me happy．√ Loud music always makes me want to dance．√ It was so sad it made us cry．√ Sad movies don’t make me cry．They just make me want to leave! It made me sad．Step Ⅳ 2cThis activity provides oral practice using the target language．Look at the sample conversation 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 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 Ⅴ Grammar FocusLook at the grammar box． Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard． Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense） Let students underline the verb in all three sentences． Then underline the word that comes right after that verb （me）． Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．） Circle the ending of each sentence． Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end． Write on the blackboard:makes me ． Let students work alone． Then ask some students to read their sentences．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．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．Unit 13 Rainy days make me sad．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabulary：owner, 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 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．Step Ⅱ 3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture． Offer help if necessary．（The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly． They aren’t talking to each other．）Read the instructions and the questions below the article aloud． Make sure students understand what to do． Read the title“ Restaurant Science” and ask, What do you think “Restaurant Science” means? （It means the study of how to operate a restaurant．）Get students to read the article on their own． Let students underline any words or phrases they don’t understand． Go through each word or phrase and ask some students to explain what they think it means． Be sure students know what the article is about． Ask students to read the article alone again and answer the questions． Have students work individually．Ask three students to answer the questions orally in class． Correct the answers if necessary．Check the answers with the whole class．Answers1． Red makes most people hungry． It makes them eat faster．2． They want people to eat quickly and leave so more people can come in．3． Answers will vary．Notes 1． owner—person who owns something 2． uncomfortable—not comfortable; uneasy 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．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 aroundthe 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 answersStep Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable． We’ve also done a lot of reading, writing and speaking practice using the target language．Step Ⅵ Homework1． Finish off the exercises on pages 53～55 of the workbook．2． Ask students to choose some places they know and talk about how they feel about the places．Step Ⅶ Blackboard DesignSection 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 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 method 2． 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． Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）． Look at the four slogans． Have a student read each one to the class and make sure students can guess what it means． If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color． If a person has that mysterious look, it means that the person looks interesting and unusual． It’s difficult to know what a mysterious person is thinking． The shiniest hair means that the person’s hair will look very bright and have lots of light in it． silky skin means that the person’s skin is soft and nice to touch．） Go through the instructions with the class． Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order : 4 3 1 2Notes 1． slogan——striking and easily remembered phrase used to advertise sth．2． mysterious--full of mysteryStep Ⅲ 1 bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t like fast food（8） coat（32） science book （23）Step Ⅳ 2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’tlike it．Read out the name of each product． Get students to repeat it． Listen to the conversation and finish the task．Play the tape the first time． This time students only listen． Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers 1． No 2． No 3． Yes 4． No TapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo． For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad． But I bought that shampoo and it didn’t work．Girl 2:I agree． Look at this one． Lookout Sunglasses． For that mysterious look． I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well． It makes your skin really seft． Have you ever tried Starshine Toothpaste? Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible． I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task． Draw a line from each product to the sentence that describes that product． Now, listen to the tape． You will hear the same recording again． This time listen carefully and draw lines to match up items in the two lists．play the recording again． Let students draw lines individually in their books．Check the answers with the class．Answers 1． d 2． c 3． b 4． aStep Ⅵ 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb． Invite a student to read his/her lists to the class．Three products he/she likes：Computer jacket watchThree products he/she doesn’t like：fast food coat science bookLook at the example in the box． Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat? S B: Yeah． And it made me sick．Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer? S B: Yeah． And it made me excited．Conversation 2S A: Have you ever eaten fast food? S B: Yeah． And it made me uncomfortable．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 B The Fourth Period1． 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．The 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 Object：We are in charge of our attitude and we can do everything well．Ⅱ． Teaching Key Point：Practise 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 Revision：Revise 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．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class． What’s the article about? Do you agree with 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．AnswersThe article is about advantages and disadvantages of ads．Advantages of ads: help you compare different products; help you save money．Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don’t need．Notes1． pros and cons-the arguments for and against 2． for instance-for example3． sales-the offering of goods at low prices for a period4． 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; occasionallyStep Ⅲ 3bThis activity provides reading and writing practice using the target language．Go through the instructions with the class． Get a student to read ‘the sentences at the beginning of the paragraph to the class． Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a． Have students finish the article individually． While they are working, walk around the classroom offering help and answering questions as necessary． When they finish, get a student to read his/her completed article to the class．A sample article: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 andit didn’t work． It made my friend really mad． A few days ago, I tried Starshine Toothpaste． But it wasn’t whiter than white． It tasted terrible． I’d neveruse it．Yesterday my sister tried Beauty Cream and it worked very well． She said。
