新目标九年级英语 Unit13 Rainy days make me sad SectionA 课件

人教版新0标九年级英语Unitl 3 Rainy days make me sad.重点、难点、考点及疑点注释Unit 13 Rainy days make me sad.重点、难点、考点及疑点注释1 • I’d rather go to the Blue Lagoon Restaurant... (P102)我宁愿去Blue Lagoon 餐厅，would rather意为"宁愿......〃，表示句子主语的愿望、选择，后接省去to的不定式。

He'd rathe r join you i n the Englis h Group.他宁愿加入到你的英语小组中来。

Which would you rather h ave, bread o r rice? ifii包和米饭，你更喜欢哪一个？如果表示"宁愿（可）......也不愿......〃则用句型would rather...than...。

在would rather和tha n后面所连接的两个对比部分一般要一致。

The b rave soldier would rathe r die than g ive in.那个勇敢的士兵宁死不屈。

He'd rather work than play.他宁愿工作也不愿玩。

They preferred to die of hu nger rather than take hi s bread.他们宁愿饿死也不愿接受他的面包。

2. Loud music makes me happy. (P103)嘈杂的音乐使我很开心。

Loud music al ways makes m e want to da nee. (P103)嘈杂的咅乐总是使我想去跳舞。

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戎短语。

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 p arents often make me do some other h omework.我父母常让我做蜂其他的作特别提不这一结构中的不定式短语在主动结构屮是宾语补足语，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。

Unit 13 Rainy days make me sad. I．Learning objectives 教学目标II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以Feelings为话题, 从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。

要求学生掌握某物或某事给人带来的感觉、看法或影响等的表达方式。

共设计了四个部分的内容：Section A该部分有4个模块：第一模块围绕Which restaurant would you like to go to?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕How does music or movie affect you? 进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕How do colors in the restaurant affect you?这一话题展开训练，训练形式为阅读和问题体验（3a）和小组活动（3b）；第四模块仍就How do things affect you?这一话题以调查的形式展开讨论(4)。

Section B该部分有4个模块：第一模块围绕产品广告对人们的影响这一话题以“配对”（1a）与“列举”（1b）两种形式展开训练；第二模块继续围绕How do things affect you? 进行听力（2a-2b）、口语对话训练（2c）；第三模块围绕“Advertising”这一话题展开阅读（3a-3b）和写作（3c）训练；第四模块围绕How posters affect you?这一话题以口语训练形式展开小组活动(4)。

Self check该部分有2个模块：第一模块对所学词汇进行填空训练(1)；第二模块就一篇diary 展开阅读和写作训练(2)。

Reading该部分共设置了5项任务：第一项任务要求学生写出并讨论自己对三种礼物的感受(1a-1b)；第二项任务要求学生运用所供策略进行阅读训练(Section 2)；第三项任务利用完成句子、写作等练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生运用合理的想象，讨论不同场景下如何选择不同的礼物以及这些礼物对人们的影响(Section 4)；第五项任务要求学生描述自己在收到某种礼物时的感受(If you have time)。

新目标九年级英语Unit 13 Rainy days make me sad.教案Period One(Section A la－lc)一、教学目标：（一）语言知识目标1、能够运用所学知识，谈论或询问事物对我们情绪的影响或人对某一件事或物的看法。

2、学会比较，分析不同事物的优缺点，从而进行优化选择。

（二）语言技能目标1、学习动词make的用法，即make＋宾语＋形容词，并能在实际情境中简单地运用。

2、学会以下基本句型：How do you feel about loud/soft music？How do you feel about the picture?Loud music makes me tense/angry/...Soft music makes me sleepy/sad/…Soft music makes her relaxed/…The awful pictures make me tense/...3、能听懂听力内容，并能完成相应的练习。

（三）情感态度目标培养学生做一个情感丰富的人。

学习策略目标通过小组对话等方式比较不同的事物，谈论它们对我们情绪的影响。

二、教学重点与难点1、词汇描写“feelings(感受)”的形容词：happy，surprised，embarrassed，sick，anxious，angry，annoyed，sad，upset，unhappy，stressed out，worried，tense，excited，interested，relaxed，bored，comfortable…2、动词make的用法，注重学以致用。

make＋宾语＋形容词课时：One Period三、教学方式：任务型教学法，多媒体辅助教学等。

四、教学过程：（一）、导入（Lead-in）(1)热身（warm-up）老师先问一个学生，T：What’s your favorite sport?And why?学生回答Sl：My favorite sport is soccer. Because it is exciting. T ：so,it makes you excited（板书）以同样的方式，让学生互问互答，引导他们尝试使用“make＋宾语＋形容词”这个结构。

【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。

Unit 13 Rainy days make me sad．Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’reading and writing skills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,（2）Ability objectsTo train students’ listening, speaking, reading and writing skills using the target language,（3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we shouldbe in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．V ocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy?Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’Restaurant and The Blue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner．Look back at the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs．If necessary, offer language support．Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel．For example, what are your opinions about this room? A student might answer, This room is sunny．It makes me happy．Or ask them．What are youropinions about all the noise in the cafeteria? A student might say．All the noise in the cafeteria makes me tense．Notes:1．awful——terrible; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really?Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．Section AThe First PeriodTarget languageA: I’d rather go to the Blue Lagoon Restaurant because I like to listen toquiet music while I’m eating．B: Oh, really? Loud music makes me energetic．A: Not me! Loud music makes me stressed out．Unit 13 Rainy days make me sad．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularytense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ．Teaching Key Points1．Key Vocabularytense, angry, cry．2．Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3．StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ．Teaching Difficult Points1．The target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Invite a pair of students to read the conversation in Activity 1c．Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．S A: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．S B: Really? Soft music makes me relaxed．S A: Not me．Soft music makes me sleepy．Step Ⅱ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling．Maybe the food is very delicious．In Picture 2, the two women are crying．Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tensethat because of the loud music．In Picture 4, one woman is waiting for the bus or someone．Waiting makes her angry．）Go through the instructions with the class．Say, You will hear Tina and John talking about what Tina and Amy did last night．The four pictures show something that Tina did last night．Point to the boxes．Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording．Play the tape for students．The first time, students just listen．Play the tape again．This time, ask students to number the pictures when they listen．Correct the answers with the class．AnswersThe pictures should be numbered in this order: （down）3 24 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, John…yes and no．Boy: Was Amy late as usual．Girl: Yes, she was．And waiting for her made me angry．Boy: Where did you go?Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay．She said that loud music made her tense．Boy: That’s funny．Loud music always makes me want to dance．Girl: Me too．So then we went to the BlueLagoon．It was quiet and the food was great．We had a good time．Boy: Then did you go to the concert at the high school?Girl: No．We decided to go to the movies．We saw Love Me Forever．It was a really good movie, but it was so sad that it made us cry．Boy: Sad movies don’t make me cry．They just make me want to leave!Girl: You should just like my brother!Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says．Put a checkmark in front of the statements you hear．Look at the sample answer．On．the tape Tina says, Waiting for her made me angry, so acheckmark goes in front of this sentence．Play the tape again．Let students check the sentences they hear．Ask students to say the reasons why they check them．Check the answers with the class．Answers√Waiting for her made me angry．√She said that loud music made her tense．Loud music makes me happy．√Loud music always makes me want to dance．√It was so sad it made us cry．√Sad movies don’t make me cry．They just make me want to leave!It made me sad．StepⅣ2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．Call out a pair of students to say their conversation to the class．S A: Did you have fun with Li Ping last night?S B: Well…yes and no．She was late again as usual．S A: So, waiting for her made you angry．Where did you go?S B: We went to a small restaurant．It was quiet and clean．The food was delicious．The soft music made me very happy．S A: Did you go to see a movie?S B: Yes．We saw Love Me Once More,Mother．It was a very good movie．It was also moving and sad．It made us cry．S A: Really? You sound just like my mother．Step ⅤGrammar FocusLook at the grammar box．Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard．Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense）Let students underline the verb in all three sentences．Then underline the word that comes right after that verb （me）．Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．）Circle the ending of each sentence．Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat．Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end．Write on the blackboard:makes me ．Let students work alone．Then ask some students to read their sentences．S1: A quiet place makes me sleepy．S2: Loud noise makes me tense．Pay attention to the sentence with wanting to dance at the end．Say, Sometimes there is a phrase like want to dance at the end instead of an adjective．For example,Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ．Hot weather makes me ．Give students two minutes to finish the sentences．Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．Let students make up any other sentence using the verb make to talk about how things affect them．StepⅥSummaryIn this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 13 Rainy days make me sad．Section AThe Second Period1．Target languageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．…makes me…Long movies make me…Hot weather makes me…Unit 13 Rainy days make me sad．The Third Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target LanguageHow do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method．2．Groupwork and pairwork．Ⅴ．Teaching Aids1．A projector．2．The blackboard．Ⅵ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the target language．The structure is…makes me…Now who can make sentences using the structure?S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．owner n．所有者；业主scientific adj．科学的pink adj．粉红色的lighting n．照明；照明设备knowledge n．知识；学问serve v．服务；招待design v．设计；构思uncomforable adj．不舒服的；不合意的campaign n．运动；竞选运动：endangered adj．有灭绝危险的；将要绝种的smoke v．吸烟；抽烟Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture．Offer help if necessary．（The walls are bright red．There is loud music．There are bright lights in the ceiling．The people are eating quickly．They aren’t talking to each other．）Read the instructions and the questions below the article aloud．Make sure students understand what to do．Read the title“Restaurant Science”and ask, What do you think “Restaurant Science”means? （It means the study of how to operate a restaurant．）Get students to read the article on their own．Let students underline any words or phrases they don’t understand．Go through each word or phrase and ask some students to explain what they think it means．Be sure students know what the article is about．Ask students to read the articlealone again and answer the questions．Have students work individually．Ask three students to answer the questions orally in class．Correct the answers if necessary．Check the answers with the whole class．Answers1．Red makes most people hungry．It makes them eat faster．2．They want people to eat quickly and leave so more people can come in．3．Answers will vary．Notes1．owner—person who owns something2．uncomfortable—not comfortable; uneasyStep Ⅲ3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．S A: The seats are very hard．The white walls make me stressed．S B: Is it this classroom?S A: No, it isn’t．S C: Is it a hospital?S A: Yes, that’s right．Go through the instructions with the class．Say, First take a few minutes to think of a place and how you will describe it．You can write down some words that describe the place．Get student to work in groups of four or five．Each students describes a place and others in the group try to guess it．While students are doing their work, walk around the classroom checking their progress and offering help if necessary．At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is．Give students a sample conversation．S A: There are a lot of people every day．The loud noise makes me tense．S B: Is it a mall?S A: No, it isn’t．S C: Is it a supermarket?S A: No, it isn’t．S D: Is it a market?S A: Yes, you’re right．Step IV Part 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution．For example, I hate pollution．Loud noise makes me tense．Smoking makes me very angry．Endangered animals make me sad．I think pollution is very terrible．Get students to read the instructions by themselves．Have students complete the work in groups of three．As they work, go around the classroom offering help as needed．Review the task．Ask a few students to share the results of their surveys．Sample answersHow do you feel about…You Li Ping Zhao Qiang Pollution angry angry angryheavy traffic worried tense angryloud noise tense energetic want to leave Endangered animals sad cry angrySmoking angry want to leave uncomfortable people who keep you waiting angry worried angryStep ⅤSummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 53～55 of the workbook．2．Ask students to choose some places they know and talk about how they feel about the places．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．Section AThe Third PeriodTarget languageA：How do you feel about pollution?B: It makes me kind of angry．How about you?A: It makes me want to join a clean-up campaign．Unit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out（2）Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．2．Ability Objects（1）Train students’ speaking and listening ability．（2）Train students’ ability to understand the target language in spoken conversation．（3）Train students’ ability to use the target language．3．Moral ObjectNot all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．Ⅱ．Teaching Key Points1．Key Vocabularymysterious, shiny, silky, skin, keep out2．Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student works in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step Ⅱ1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each productand let the class repeat （soap, shampoo, toothpaste, and sunglasses）．Look at the four slogans．Have a student read each one to the class and make sure students can guess what it means．If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color．If a person has that mysterious look, it means that the person looks interesting and unusual．It’s difficult to know what a mysterious person is thinking．The shiniest hair means that the person’s hair will look very bright and have lots of light in it．silky skin means that the person’s skin is soft and nice to touch．）Go through the instructions with the class．Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order:4 3 1 2Notes1．slogan——striking and easily remembered phrase used to advertise sth．2．mysterious--full of mysteryStepⅢ 1 bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do．Get students to make lists individually．Ask some students to read their lists to the class．Have other students put up their hands if they have the same item on their own lists．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Step Ⅳ2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’t like it．Read out the name of each product．Get students to repeat it．Listen to the conversation and finish the task．Play the tape the first time．This time students only listen．Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers1．No 2．No 3．Yes 4．NoTapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo．For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad．But I bought that shampoo and it didn’t work．Girl 2:I agree．Look at this one．Lookout Sunglasses．For that mysterious look．I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well．It makes your skin really seft．Have you ever tried Starshine Toothpaste?Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible．I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task．Draw a line from each product to the sentence that describes that product．Now, listen to the tape．You will hear the same recording again．This time listen carefully and draw lines to match up items in the two lists．play the recording again．Let students draw lines individually in their books．Check the answers with the class．Answers。

九年级英语新目标Unit 13 Rainy day make me sad单元课件Unit 6It’s raining!单元教材分析本单元的核心话题是谈论天气和人们正在干什幺，因此如何问答“How’s the weather? “What are you/they doing?What’s he/ she doing?是教学重点。

通过对本单元的学习，学生能掌握本单元出现的表示天气的形容词。

问天气的句式及灵活运用现在进行时态。

单元知识结构词汇：名词：rain snow weather program desert camel winter etc 形容词：windy cloudy sunny cold cool warm humid pretty动词：rain walk ride snow：right now take photos have a good timeHow’s the weather? It’s raining / windy/ cloudy …= What’s the weather like?句型：What are you doing? I’m watching TV．What’s he /she doing? He/she isplaying basketball．How’s it going? Great.其它1. How’s the weather？It’s raining /windy.2. The use of“The present continuous Tense.”语法单元总体目标：1．Master the vocabulary.2．Master and use：How’s the weather?。

人教版新目标九年级英语Unit13 Rainy days make me sad. 学案一. [ 话题](Topic) Talk about how things affect you.二.[ 重点词组](Key Phrases)make me sad , keep out , learn from , make sb. do , more than , for instanee , help …to do , so that ，have sale ，less than三.[ 交际用语]1. Loud musie makes me tense.2. Loud musie makes me want to danee.3. That movie made me sad.4. Why don 'twe get something to eat?5. So am I. / So do I.6. Waiting for my friends makes me hungry.7. The eolor red makes people hungry.8. It tastes terrible.四. [ 重点难点释义](Language Points)Seetion A:1. Rainy days make me sad. 雨天让我感到悲伤。

rainy adj. 多雨的例如：the rainy season 雨季rainn. 雨例如：The erops need rain. 庄稼需要雨水。

rainv. 下雨例如：It began to rain hard. 开始下大雨了。

make 的用法(1) make +n.例如：make food 做饭make a plane 做飞机make the bed 铺床make money 赚钱(2) . make sb./sth. + adj. 使某人(感到)，使....... 处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1) 名词作make的宾语补足语例如：The party made her a good teaeher. 党把她培养成为一名好教师名词作宾补2) 形容词作make的宾语补足语例如：Soeeer makes me erazy. 足球使我疯狂。

Unit 13: Rainy days make me sad.Part 1： Teaching Design第一部分:教学设计Period 1: Looking, Listening and Speaking (Page 102)(Those awful pictures make me sad.)Objectives•To learn to understand and use make + sb. + infinitive/ make 十sb. + adjective•To listen and speak about how things affect youProcedures■ Warming up by studying make + sb・ + infinitive; make + sb・ + adjective"On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Now you are supposed to make as many sen fences wi th the make/s me 7- inf ini ti ve, make/s me + adjective structure as possible・la Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why would you go there?lb Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants・While listening, pay attention to the ^make/s me + infinitive, make/s me + adjective strueture "・ And now complete the unfinished sentences in the chart on page 102.Now go to page 135 to read this conversation. reading try to find all the sentences withthe "makc/s me + infinitive, make/s me + adjective structure^ •And also cut/ the sen fence in to though t groups, study ^11 the predicates, circle all the linking words and underl ine all the expressions・ That * s grammar study, indeed.Now read the conversation again to turn it into an article・lc Pairing and speakingWhat are your opinions about the two restaurants? Which on would you like better?Period 2： Listening and Speaking (Page 103)(Waiting for her makes me angry.)Objectives•To learn to understand and use make + sb. + infinitive/ make + sb. + adjective•To listen and speak about how things affect youProcedures■Warming up by studying the u Target Language vHello, class・ Go to page VI. Read after me the sentences in u Target Language M・—I' d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I' m eating・一Me too! Loud music makes me tense・—I agree・ Loud music makes me uncomfortable.Could you find sentences with "make + sb・ + infinitive; make + sb. + adjective" structure? Let' s make more such sentences.—English movies make me excited・—Her photos make me uncomfortable.—Walking to school makes me strong・—Eating outside makes me uncomfortable.Now go to page 103・2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103・ Now go to page 135・ Go over the tapescript carefully・ While reading try to find all the sentences with the “make/sme + in finitive, make/s me + adjective structure w . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That' s grammar study, indeed.Now do the cloze test below to test your reading comprehension・2b Listening and checkingYou are supposed to listen to the conversation once again・ Before you listen, go over the seven sentences said by Tina and John in the box on page 103・ While you listen, check J the things 文档从网络中收集，已重新整理排版.word版本可编辑•欢迎下载支持.said by them respectively・ After you listen, check your answers against each other， s・ VWaiting for her made me angry.J She said that loud music made her tense.XLoud music makes me happy・VLoud music always makes me want to dance.V It was so sad it made me cry.VSad movies don' t make me cry. They just make me want to leave!Xlt made me sad.All right now, you are supposed to read the tapescript・ While reading try to find all the sentences with the "make/s me + infinitive, make/s me + adjective structure" • And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That" s grammar study, indeed.2c Pairing and speakingGo over the activities in 2a and 2b・ Then in pairs try to role play the conversation between Tina and John・ You may make use of the examples on page 103 to begin with・John: So then you went to the Blue Lagoon as usually, didn* t you?Period 3: Reading and Speaking (Page 104)(Restaurant science)Objectives•To learn to understand and use make + sb. + infinitive/ make + sb. + adjective•To read and speak about how things affect youProcedures■Warming up by talking about what affect running a restaurantRunning a restaurant is not easily. You have a lot to think about・ Could you think of some topics to think about if you have a run a restaurant?To know more about running a restaurant, go to page 104.3a Reading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurant文档从网络中收集，已重新整理排版.word版本可编辑•欢迎下载支持. science is. While reading try to find all the sentences with the "make/s me + infinitive, make/s me + adjective structure" • And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That' s grammar study, too.Now read the text again to turn it into a conversation.Now you arc to answer the three questions on page 104 in the box・3b Grouping and speakingNow let' s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.4 Completing and surveying1)How do you feel about pollution?2)It makes me kind of angry. How about you?3)It makes me want to join a clean-up campaign.Period 4: Matching, Listing, Listening and Speaking (Page 105)(They make me really mad・)Objectives•To learn to understand and use make + sb. + infinitive/ make + sb. + adjective•To listen and speak about how ads affect youProcedures■Warming up by reading some famous ad slogansAd slogans are written and used to promote selling・ Do you any famous ad slogans? Give me some examples*Could you work out some interesting ad slogans? To be better* at writing ad slogans go to page 104.la Looking and matchingOn page 105 are four pictures of daily products・ Now read, think, and match them with the slogans in the box・lb Making a listIn our life we use lots of products every・ Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice・文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持. 11 word 版本可编辑•欢迎下载支持.文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持.You are going to listen to a conversation about products used in daily lives ・ Before you listen, go to page 105 and read the names of the products and the comments in the chart ・ After you listen, tick the products they like, and kick out the ones they don* t ・Now go page 136 to read the conversation ・ While reading try to find all the sentences with the "make/s me + infinitive, make/s me + adjective structure w ・ And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions ・ That' s grammar study, indeed ・2b Listening and drawingNext you are to listen again and draw to show what the people say about the products ・2c Grouping and speakingIn lb you have made a list ・ Now to practice spoken English you are to make use of the list making a conversation with your group members ・A: Have you ever had Beijing Duck?B: Yeah ・ I love it.A: Have you ever used a computer?B ： Yeah ・ I love it.A: Have you ever ridden a bike?B: No, I don' t love it.A: Have you ever used a hand phone?B: Yeah. I love it.A ： Have you ever drunk wine?lOword 版本可编辑•欢迎下载支持.Period 5: Reading, Writing and Speaking (Page 106)(Advertising: pros and cons)Objectives•To learn to understand and use make + sb. + infinitive/ make + sb. + adjective • To read and speak about how ads affect you ■Warming up by talking about pros and cons of advertisingWhat are the pros and cons of advertising? You know that advertising is a paid mass communication via print, TV, radio, websites and other media, but do you truly understand the advantages anddisadvantages of using advertising to grow a business?How do I grow my business bigger and faster? Maybe I should advertise more!To know more about pros and cons of advertising go to page 106・3a Reading and thinkingOn page 106 you will find an article talking about advertising ・Before you read, guess at the ideas to be talked about in the article ・ While you read, underline the expressions, blacken the connectives and copy the examples ofthe make/s ••• + inf ini ti ve, make/s … + adjective structures ・After you read, decide if you agree with the author or not ・ Now read the text again to turn it into a conversation ・3b Reading and completingOn page 106 in the center is an unfinished article ・ Read it and try to complete it using the文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持.11 word 版本可编辑•欢迎下载支持.文档从网络中收集，已重新整理排版.word 版本可编辑•欢迎下载支持. information about two or more products in activity 2a.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105・Car — It runs faster and never turns over!Handphone -* Call you, hear you, go to you, come to me!4 Pairing and speakingIn pairs discuss how the posters on page 106 make you feel.B: Not, me. This poster makes me angry!A ： I would love to see this movie ・B: Not, me. This poster makes me terrified!A ： I would love to visit this park.B ： Me, too. This poster makes me excited!。