下载文档原格式
Unit 13 Rainy days make me sad 教学设计Unit13Rainydaysmakemesad教学设计SectionA3a教学内容话题内容：谈论环境对情绪的影响，帮助学生学会调节自己的情绪。
知识内容：1.学习和掌握与人的心情、描述事物等相关词汇和日常用语。
2.makesb+adj./makesb+do教学理念1.把英语教学与情感教育有机地结合起来，将德育教育渗透到学科教学中。
2.以任务型教学为途径，设计贴近学生实际的教学活动。
使学生通过观察、比较、思考、讨论，交流和合作等方式，学习和使用英语，完成学习任务。
让学生真正把英语作为一种语言工具，通过它来解决生活中的各种问题，培养学生的动手能力和创新意识。
3.设计探究式的学习活动，培养学生的阅读学习策略。
4.合理利用网络资源和多媒体教学软件，丰富教学内容和形式，提高教学效果。
教学目标1.复习与人的心情相关的词汇及表达方式，进一步帮助学生调节自己的情绪。
2.观察社会现象，谈论自己的感受，培养学生正确的是非关。
3.有效利用好阅读篇章，培养学生从文中搜集、整理信息的能力。
4.联系生活，通过任务型作业设计，培养学生动手能力及创新意识。
教学流程Step1watchsomeslidesabouttheexpressionsandrevisethe wordsaboutthem.Guesstheexpression.“Howdoeshe/shefeel?”Talkaboutthestudents'ownfeelings.“whatmakesyoufeelhappy/sad?”谈论学生的情感经历，教师适当加以点评，帮助学生学会调整自己的情绪，正确认识问题，保持健康的心态。
关注学生的情感世界，联系学生的生活体验。
会使学生觉得可以用英语讨论解决生活中的实际问题，从而在学习中产生较高的积极性。
学生的生活经验是最有效的课程资源。
Step2Showthestudentssomepicturesoftheunhealthysocia lphenomenon.Talkabouttheirfeelings.Getthemtohaverig htviews.“Howdoyoufeelaboutthepollution?”抓住教育契机，将思想道德教育渗透到英语教学中，帮助学生树立正确的价值观，具有明确的是非观念，敢于抵制不良现象。
Unit 13 Rainy days make me sad.1. The awful pictures make Amy sad. 可怕的图画使艾米难过。
make使役动词的用法：△make sb +adj. 使某人处于某种状态（adj.作宾补）=make sb feel +adj.make +n. +adj. 使…怎么样△make sb +n. 推举某人当…（n. 作宾补）e.g. They made me the group leader. 他们选我当组长。
He made her his wife.他娶了她为妻。
△make sb do sth 让某人做某事（省略to 的不定式作宾补）e.g. His father made him go there by himself.注意：当make 用于被动语态时，必须带不定式符号to.e.g. We were made to work all night. 我们被迫日夜工作。
I was made to repeat the story. 我被迫重述这个故事。
△过去分词作宾补e.g. I made myself understood by all my friends.我让我的朋友都明白我的意思。
You must make yourself respected.你必须让大家尊重你。
△make +n.make food 做饭make a plane做飞机make the bed 铺床make money 赚钱△I just made it to my class. （Unit 9）我恰好赶到班级。
（arrived in time）2. The soft music makes Amy relaxed.△the soft music 柔和的音乐△soft adj.(1)（光线、色彩等）柔和的；悦目的e.g. soft light柔和的光(2)（声音等）悦耳的；轻的e.g. soft music轻柔的音乐(3)软的e.g. soft water 软水3. I’d rather go to the Blue Lagoon Restaurant becauseI like to listen to quiet muic while I’m eating.△would rather do sth 宁愿/可做某事，更愿意做某事e.g. He would rather stay at home in such bad weather.△would rather do sth than do sth 宁愿做某事而不愿做某事=prefer to do sth than do sth△rather 相当，有点，稍微e.g. rather cold weather相当冷的天气4. Me too! Loud music makes me tense. 喧闹的音乐使我精神紧张。
Unit 13 Rainy days makes me sad. 教学建议一、教学目标1．谈论事物对我们情绪的影响；2．学会比较、分析不同事物的优缺点，从而进行优化选择。
+任务一：你对不同音乐的感受如何？引导学生复习不同的音乐，然后让学生分别说出他们对不同类型的音乐的感受,即不同类型的音乐对他们产生怎样的心理影响。
如果能在课堂上当场播放不同的音乐效果更好，学生能更直观地去感受。
任务二：你对上个周末的感觉如何？让学生回忆上周末做了些什么，然后以采访的形式，让学生说出自己对周末活动的感受，表达自己当时的心情，最后总结中学生对周末的最深感受是什么？任务三：猜猜这是什么产品的广告？展示不同的知名产品的广告词或广告视频，让学生猜测是什么产品，并谈谈自己对该产品的感受。
还可以让学生说出自己知道的广告词，让其他学生猜测。
任务四：对于到处张贴的广告或海报，你是支持还是反对？引导学生以小组形式讨论对到处张贴的广告或海报的看法：支持还是反对？并说明原因。
此任务还可设计成辩论赛形式，让学生在辩论的氛围中陈述自己的观点。
五.可供教师选择的任务Sample 1 采访：假期生活对你的影响以小组为单位，每小组选一人为采访者，对其余同学进行采访，询问他们的假期生活如何？有何感受？通过此项活动，学生学会表达自己对某件事的看法。
Teacher: Please interview your group about how they feel about the vacation？操作建议：1．分好小组，自行确定采访者和被采访者。
2．采访开始，采访者分别采访不同的成员并作好纪录。
3．各小组汇报采访结果。
4．全班总结：全班学生对假期生活的普遍感受是什么？学生渴望什么样的假期？完成任务所需的语言结构：1）A: Do you like/hate the winter vacation？B: Yes/No.A: Why？B: Because it is relaxing / interesting / boring...It makes me relaxed / happy / bored / upset 2）A: How do you feel about the winter vacation？B: I like/hate it. It makes me relaxed/happy/bored/upset...任务结束后，可以引导学生归纳所有学到的表示情感的形容词，如：happy, pleased, surprised, angry, annoyed, sad, upset, unhappy, worried, anxious, excited, relaxed, stressed out, tense...Sample 2 调查你的同桌喜欢什么布局的的餐馆（或房间）？为什么？根据Section A: 3a文章的内容，设计一项采访任务：采访同桌平时喜欢去什么布局的餐馆里吃饭或喜欢什么样布局的房间，并说明原因。
【本讲教育信息】一. 教学内容：11. an ad for sth. 一则……的广告12. keep out the sun / rain /cold 遮阳/挡雨/御寒【即学即用】The sweater is too thin to cold.A. keep outB. hand outC. work outD. make out13. aim at 瞄准；针对14. for instance 例如【即学即用】⑴At home, you can help your mother do some housework, , washing and cooking.A. suchB. soC. for instanceD. an example⑵For instance, some young people see more than 100 advertisements a day.（同义词组选择）A. For exampleB. FinallyC. LuckilyD. At first15. so that＝in order to＋不定式以便/为了16. have sales 促销Loud music always makes me want to dance. 声音大的音乐总是使我想去跳舞。
（Section A, 2b）这两句是动词make的使役用法，make me后分别接了形容词和不定式短语。
make的这种用法常见于以下结构：◎make＋名词（代词）＋省略to的动词不定式My parents often make me do some other homework. 我父母常让我做些其他的作业。
特别提示这一结构中的不定式短语在主动结构中是宾语补足语，必须省去to，变为被动结构时，不定式短语作主语补足语，这时必须带to。
She was made to practice it again and again. 她不得不反复练习。
阅读点拨小提示小提示新目标英语第13单元测试题一、请你用所给词的适当形式完成下列句子。
1. Here are some things they have learned from ______(scientist ) studies.2. Sunglasses are used for _____ (keep) out the sun.3. The students are ______ (confuse) about the ______ (confuse) problem.4. I’m considering _____ (study) in Beijing or Shanghai.5. I felt _______(embarrass) when everyone looked at me.二、根据首字母提示,补写下列单词, 使句意完整。
1. We should protect e_______ animals.2. I want to eat something because I am k_______ of hungry.3. How do you feel a________ pollution?4. The cake t_________ delicious. Would you pass me one more?5. Many advertisements are aimed specifically a________ teenagers, so you have to be careful.6. I need a pair of warm trousers to keep o________ cold.7. Money is a_______ in some situations.8. You can send flowers a_______ of time for Mother’s birthday.9. I t’s very important to choose a p_______ time to visit friends.10. The map m_______ me, so I went the wrong way.三、请你来当翻译家根据汉语提示,完成下列句子。
Unit 13 Rainy days make me sad．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularytense, 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 V ocabularytense, 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 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, Y ou 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．Y ou 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 studentscheck 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: Y es．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? Y ou 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 Design。
Unit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularymysterious, 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 V ocabularymysterious, 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 product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）．Look at the four slogans．Have a student read each one to the class and make sure students can guess what it means．If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color．If a person has that mysterious look, it means that the person looks interesting and unusual．It’s difficult to know what a mysterious person is thinking．The shiniest hair means that the person’s hair will look very bright and have lots of light in it．silky skin means that the person’s skin is soft and nice to touch．）Go through the instructions with the class．Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order:4 3 1 2Notes1．slogan——striking and easily remembered phrase used to advertise sth．2．mysterious--full of mysteryStepⅢ 1 bThis activity helps students apply the ideas in the unit to their lives outside theclassroom．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．Answers1．d 2．c 3．b 4．aStep Ⅵ2cThis activity provides guided oral practice using the target language．Read theinstructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb．Invite a student to read his/her lists to the class．Three products he/she likescomputerjacketwatchThree products he/she doesn’t likefast foodcoatscience bookLook at the example in the box．Let a pair of students read the conversation to the class．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 ⅦSummaryIn 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 TwistyTreat? Yeah．And it made me sick by listening and speaking．Step ⅧHomeworkTalk about some products using some words in this class, and write down the conversations．Step ⅨBlackboard Design。
Unit13 Rainy days make me sad.1、make的用法:1）make +宾语+ adj. “使… 变得…” ---- We must make the rivers clean.2）make sb do sth. “让某人做某事”----Loud music always makes me want to dance.3）be made to do sth. “被指使、强迫去做…”---The boy was made to taste the terrible cake. 2、1) would rather do sth than do sth= prefer to do sth rather than do sth= prefer doing sth to doing sth “宁愿做某事也不愿做某事”2) would rather not do 不愿做某事3、1）so…that…= such…that…太。
以至于。
2）so +adj. (+a/an +n.) + （that从句）= such + a/an + adj + n. + （that从句）eg: He is so lovely (a boy) that we all like him.= He is such a lovely boy that we all like him.注：名词前有many , much时，只能用so.3）以便/为了：so that = in order that4、1）learn from + 表人的名词“向某人学习”表物的名词“从….中学习”2）learn about…. “学习/了解…..”5、serve v. service n. 服务serve sb sth = serve sth to sb “为某人上（菜），提供…”春节期间，我们经常用自己家做的小吃来招待客人。
----During the Spring Festival, we often serve our guests some home-made snacks.----During the Spring Festival, we often serve some home-made snacks to our guests.6、How do you like …? = What do you think of …? = How do you feel about…? 你认为…怎么样？7、keep-kept-kept●keep + 宾语+ adj. ---We should keep our classroom clean. 我们应该保持教室清洁。
