Unit 13 Rainy days make me sad

Unit 13 Rainy days make me sad.The First PeriodSection A (1a——Grammar Focus)Ⅰ．Teaching Aims1． Knowledge Objects（1） Key Vocabularysad, stressed out, soft, loud, have fun, angry, cry（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Loud music makes me tense．Loud music makes me want to dance．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 Important PointsThe uses of “make” and “would rather”Ⅲ． Teaching Difficult Points1． How to improve students’listening and speaking abilities．2． How to help students to express their opinion freely．Step1. Warm-up1. Check the new word.(1) Check the pronunciation of the new word, lagoon.Get all the students to read the word together. Then have the students read the word by themselves and check in groups. The teacher can give some help about the pronunciation.(2) Show some exercises about the important points from 1a to Grammar Focus.It _________(rain) yesterday. _________(rain) days often make me sad.The ________(awe) pictures make Amy sad.Loud music makes me ____________(happily).___________(wait) for her made me angry.Sad movies make her _________(want) _____________(leave).Check the answers together. Get some students to tell the reasons.2. Free talk.Show two pictures.T: I like Picture 1 because it makes me relaxed. But I don’t like Picture 2 because it makes me sad.Have students talk about the pictures like the teacher——I like… because it makes me…, but I don’t like… because it makes me…Step2. Lead-inShow another picture in 1a. One is the Rockin’Restaurant, the other is the BlueLagoon Restaurant.1. Get the students to look at the picture and describe it.For example,The pictures in the Rockin’ Restaurant are awful and the music is loud.The plants in the Blue Lagoon Restaurant are beautiful and the music is soft.(At the same time, teacher write them on the blackboard.)Then help students make conclusions:The awful pictures make me…The loud music makes me…The beautiful plants make me…The soft music mekes me…(At the same time, teacher write them on the blackboard.)T: Which restaurant would you rather go toSs: I would rather go to the …. (At the same time, teacher write them on the blackboard.)2. Practice the sentences on the blackboard.Step3. 1bT: What do Amy and Tina think of the two restaurants Listen to the recording and fill in the blanks.Students listen to the recording for the first time to fill in the blanks.Then check the answers in pairs.Listen to the recording again and then check the answers together.Get students read the four sentences by themselves.Step4. 1cDo pairwork. Look at Amy’s and tina’s opinions in the chart. What is your opinion Get students make new conversations in pairs and show them to the whole class. Step5. 2aListening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103.Listen to the recording and number the pictures.Then check the answers together.Step6. 2bListening and checkingListen to the conversation once again. Before listening, go over the seven sentences said by Tina and John in the box on page 103. Check √the things said by them respectively. Then check the answers each other.T: All right now, you are supposed to read the tape script. While reading, try to circle the “make/s me ＋ infinitive, make/s me ＋ adjective structure”, underline the expressions and blacken the connectives.Step7. 2c1. Do 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.Teacher can give students some help:John: Did you have fun with Amy last nightTina: Well…yes and no. she was really late. Waiting for her made me angry. And we went to the Rockin’ Restaurant….Get some pairs to show their conversations.2. Have students write their conversations down on their notebooks.Focus1. Let students write down all the sentences with “make” and get them to find out the use of “make”.make sb.＋ adjectivemake sb.＋ infinitive2. Show some sentences about “would rather”, help students find out the use of “would rather”.would rather + doStep9. Exercises( )1. Usually soft music may make people ________.A. relaxingB. relaxedC. excitingD. excited( )2. The movie made _______ fell energetic.A. heB. hisC. theyD. them( )3. Loud music always makes us ________.A. want danceB. to want danceC. want to danceD. to want to dance ( )4. _______his new sunglasses ________ him look mysterious.A. Wears, makeB. Wears, makesC. Wearing, makeD. Wearing, makes( )5. I’d rather _______ in the countryside because in the cities there is much pollution.A. livingB. livedC. to liveD. live( )6. I like to listen to quiet music while _______.A. eatingB. to eatC. eatD. eatedThen check the answers one by one.Step10. HomeworkMake up sentences using “make”.Give students some examples:Long movies make me ． Hot weather makes me ．Unit 13 Rainy days make me sad.The Second PeriodSection A (3a——4)Ⅰ． Teaching Aims1． Knowledge Objects（1） Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2） Target LanguageHow do you feel about pollutionIt makes me kind of angry． How about youIt 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 Important and Difficult PointsTrain students’integrating skills and teach students to improve their integrating skills．Step1. Warm-upCheck the homework.T: Yesterday we learned the target language． The structure is… makes me…Now who can make sentences using the structureGet some students show their sentences to the whole class.Get all the students to read the new words together. Then have the students read the word by themselves and check in groups. The teacher can give some help about the pronunciation. At last, have dictation in groups.Step2. ReviewT: I watched a sad movie last night. Sad movies make me uncomfortable. How do you feel about sad movies(At the same time, teacher write the sentence “How do you feel about…” on the blackboard.)Help students answer, “Sad movies make me sad.”T: How do you feel about pollutionGet students to talk about it in groups and make conversations. Then have students read the conversation in Activity 4. And complete the survey in groups. Then show their result using the conversation.Step3. 3a1. Before reading.T: How do you feel about the color redHelp students answer, “ It makes me excited / happy / …”2. Fast readingOn page 104 is an article about restaurant science. While reading, try tounderline the “make+ n, make sb.+do, make sb. + adjective” structure.Have a student write down the phrases on the blackboard. Go over the uses of “make”.3. Slow readingRead the article slowly and answer the three questions on page 104 in the box.1). What does the color red make most people feel→The color red makes people hungry. Red also makes customers eat faster.2). Why do so many fast food restaurants 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.4. Careful readingRead the article carefully and find out the important and difficult points. Solve the questions students have. If possible, the teacher can give some help.5. ReadingStudents listen to the recording and read after itThen read by themselves.Try to retell the article.Step4. 3bDo groupwork.Get students to read the conversation and make a new conversation. Let them try to guess the name of the place.Show their conversations.Step5. 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．Step6. Homework1． Finish off the exercises on pages 146～147 of the workbook．2． Ask students to choose some places they know and talk about how they feel about the places and write an article.Unit 13 Rainy days make me sad.The Third PeriodSection B (1a——2c)Ⅰ．Teaching Aims1． Knowledge Objects（1） Key Vocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out（2） Target LanguageHave you ever had Beijing DuckIt made me sick．2． Ability Objects（1） Train students’ speaking and listening ability．（2） 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 Important Points:1． Key Vocabulary2． Target LanguageⅢ． Teaching Difficult Points:1． How to train students’ speaking and listening ability．2． How to use the target language．Step1. Lead-in and warming-upLet students show their slogans to the whole class.Here are some slogans:Communication unlimited.（摩托罗拉）To be No. 1.(鸿星尔克)Anything is possible.（李宁品牌）T: How do you feel about the products.(Have the students describe the products.)Step2. 1alooking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1. Whiter than white → toothpaste2. For that mysterious look → sunglasses3. For the shiniest hair ever → shampoo4. For silky skin → creamStep3. 1bMaking a list of three products students like and three products students don’t like.T: In 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.Step4. 2aListening and tickingT: Do you like the products in 1aHave students discuss it in groups.Listen to the recording and write “Yes ” for the products they like and “No ”for the products they don ’t like. 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.Step5. 2bListening and drawingListen again. What do the people say about the productsHave the students draw lines to match.Check the answers together.Step6. 2cDo groupwork.T: In 1b you have made a list. Now to practice spoken English using the list in1b. Make a conversation in groups.Get some groups to share their conversations.Step7. SummaryIn this class, we ’ve learned some key vocabulary, such as mysterious, shiny,silky, skin, keep out. We ’ve also learned the target language.Give students some minutes to read the key vocabulary and the target language.Step8. HomeworkTalk about some products using some words in this class, and write down theconversations．Unit 13 Rainy days make me sad.The Fourth PeriodSection B (3a——4)Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabularyaim at, useful, for instance, product, careful, plane（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Improve students’ integrating skills—reading skill and writing skill．（2） Improve students’ speaking ability by discussion．3． Moral ObjectWe are in charge of our attitude and we can do everything well．Ⅱ． Teaching Key PointPractise reading and writing using the target language．Ⅲ． Teaching Difficult Point1． How to improve students’ reading ability．2． How to improve students’ speaking ability by discussion．Step1. Lead-inShow the slogans we used last class.Communication unlimited.（摩托罗拉）To be No. 1.(鸿星尔克)Anything is possible.（李宁品牌）T: How do you feel about the advertisements.Let students talk about the advertisements.S: I think the advertisements are useful / ugly / …Let’s read the article and see what people think of the advertisements.Step2. Reading1. Pre-reading(1) Listen to the text.What is the article aboutDo you agree with itCheck the answers together.2. While-reading①Fast reading.Let students read the article quickly. And try to devide the article into three parts.Give students some minutes and read the article according to the chart on the blackboard. Then retell the article together. Then have some students retell it in front of the class.Students work in groups and make a new conversation according to the article. Get some groups share the conversations.Step3. WritingComplete this article using the information about two or more products in 2a and 2b.After students show their articles, show them one possible version:Step4. SummaryIn this period we’ve leant the pros and cons about ad vertising, we know everything has two sides, so we should make good use of it.Step5. HomeworkWrite slogans for your favorite products.。

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 make me sad.教案高密市立新中学王雪慧一、教材分析：Rainy days make me sad选自人教版英语九年级第13单元。

本课主要以对两种氛围的餐馆进行比较，引出动词make的用法。

这对于本单元主要“谈论事物对我们情绪的影响”起到了很好的承接作用。

二、学情分析：通过两年半的初中英语学习，九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。

结合学生的年龄特点及知识能力，本课联系学生生活实际，引导学生结合自己的生活体验，以图片、音乐等方式，鼓励他们主动参与教学活动，真正成为学习的主体。

三、设计理念：新课程倡导“以人为本”的教育教学思想，符合学生身心发展的规律。

本课主要面向全体学生，利用多种方式引导学生主动进行对话，学以致用，让学生能够在使用中学习语言，通过听、说、读、写等环节，鼓励学生大胆说出、写出自己的“feelings”（感受）。

四、教学目标：Teaching aims：Knowledge aims:●Be able to master the new words and phrases: e.g.:, pink, lighting,hard, serve, fair, campaign, endangered lagoon, scientific,thereforeWould rather, have funAbility aims:●1.make sb. +adj. / make sb. do sth.●2.How do you feel about…?Emotion aims:●培养学生做一个情感丰富善于表达的人。

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

【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。

色孵市树茶阳光实验学校初三英语Unit 13 Rainy days make me sad【本讲信息】一. 教学内容：Unit 13 Rainy days make me sad教学目标:1. 通过比拟，谈论事物对自己或别人的影响。

2. 学习广告用语并能做出选择。

词组及句型:1. make sb sad/ tense / relaxed…使某人伤心/紧张/放松2. make sb sick 使某人恶心3. make money4. make sb do sth 使某人做某事5. have to 必须，不得不6. learn from 向…学习7. soft color 柔和的颜色8. light blue 浅蓝9. lead …to 导致，引领 10. keep sb doing sth 使某人持续做某事11. jump out of 从…跳出来12. be annoyed with sb 与…生气13. start with 起初，开始时14. walk to school 步行去上学15. spend …doing sth 花费〔时间或金钱〕做某事16. look good 看上去不错17. fast food restaurant 快餐店18. kind of 有一点19. keep out 〔of〕sth 避开…20. pros and cons 赞成和反对的意见21. aim at 瞄准，针对22. learn from 向…学习，以…为典范23. for instance 例如24. so that 以便，为了25. save money 存钱、省钱26. at times = sometimes 有时，间或27. at other times 在其他时候1. Loud music makes me tense.2. Loud music makes me want to dance.3. That movie made me sad.4. Why don’t we get something to eat?5. So am I. / So do I.6. Waiting for my friends makes me hungry.7. The color red makes people hungry.8. It tastes terrible.语法：make的用法make sb. / sth. + adj. make sb. / sth + do sth.、难点讲解：1. Rainy days make me sad.〔1〕 rainy adj. 多雨的，下雨的 rain n. 〔不可数〕雨，雨水rain v.下雨e.g. There’s no enough rain in this area.It looks like rain.It’s quite rainy in spring this time of the year.It has been raining for 3 days.〔2〕 make的用法：a. make +n. make meals做饭make a plan 方案 make the bed 铺床make moneyb. I just made it to my class.〔arrived in time〕c. make sb. / sth. + adj. 使某人〔感到〕…可用到的形容词有：happy, pleased, surprised, angry, annoyed, sad, upset, unhappy, worried, anxious, excited, relaxed, stressed out, tense, calm, scared, comfortable, sick …e.g. The hard life made him more hard-working.Your kind donation made it possible for me to have a specially trained dog.d. make sb. / sth. + do …使某人做某事e.g. The boss made the workers work all and all night.The advertisements make people buy their products.e. make sb. / sth. + n. 使某人/某物成为…2. I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. 我宁愿去蓝湖餐厅，因为我吃饭时喜欢听轻柔的音乐。

人教版高中英语Unit 13 Rainy days make mesad 教案2023人教版高中英语Unit 13 Rainy days make me sad 教案Unit 13 Rainy days make me sadTeaching Aims:1. Enable students to understand and use key vocabulary related to weather and emotions.2. Develop students' listening, speaking, reading, and writing skills in the context of rainy days.3. Help students appreciate and express their feelings towards different weather conditions.4. Encourage students to think critically and creatively about the impact of weather on individuals' emotions.Teaching Procedures:Step 1: Pre-reading1. Engage students in a discussion about their personal feelings towards rainy days.2. Show students different images of rainy days and ask them to describe their emotions.3. Introduce key vocabulary related to weather and emotions (e.g., gloomy, melancholy) using flashcards or visual aids.Step 2: Reading1. Distribute the reading passage titled "Rainy days and emotions" to students.2. Read the passage aloud as a class and encourage students to follow along silently.3. Ask comprehension questions to check students' understanding of the passage.4. Conduct a class discussion based on the reading, focusing on the impact of rainy days on individuals' moods.Step 3: Vocabulary and Language Practice1. Divide students into pairs or small groups.2. Distribute a vocabulary matching exercise and have students match the weather-related words with their corresponding definitions.3. Instruct students to create example sentences using the new vocabulary in pairs.4. Encourage students to share their sentences with the class.Step 4: Listening1. Play an audio recording of a conversation between two people discussing their feelings on a rainy day.2. Ask students to listen carefully and take notes on the emotions expressed by the speakers.3. Conduct a class discussion based on the listening exercise, focusing on the different emotional responses to rainy days.Step 5: Speaking1. Divide students into pairs or small groups.2. Provide each group with a set of discussion questions related to rainy days and emotions.3. Instruct students to take turns discussing and sharing their personal experiences and opinions.4. Encourage students to ask follow-up questions and engage in active listening during the conversation.Step 6: Writing1. Assign a writing task to students, such as writing a reflective essay on their favorite type of weather and the emotions it evokes.2. Provide a writing framework or outline to guide students in organizing their thoughts.3. Remind students to use appropriate vocabulary and sentence structures to express their ideas effectively.4. Allow time for peer editing and revision before collecting the final written pieces.Step 7: Post-reading1. Ask volunteers to share their essays or writing excerpts with the class.2. Facilitate a class discussion, encouraging students to compare and contrast their feelings towards different weather conditions.3. Summarize the main points of the discussion and emphasize the importance of recognizing and understanding our emotions in response to various weather patterns.Assessment:1. Monitor students' participation and engagement during the discussions and activities.2. Evaluate students' vocabulary usage and sentence structures in their written essays.3. Assess students' comprehension of the reading passage through comprehension questions and class discussions.4. Provide constructive feedback on students' pronunciation and listening skills during the speaking and listening activities.Extension Activities:1. Assign students to create a multimedia presentation showcasing different types of weather and their associated emotions.2. Organize a weather-themed debate, where students argue for and against the statement "Rainy days have a negative impact on people's moods."3. Encourage students to write and perform original poems or songs inspired by their feelings towards different weather conditions.。

Unit13 Rainy days make me sad重难点解析（1）重点词汇tense owner scientific pink lighting knowledge serve design uncomfortable smoke mysterious shiny silly skin cream toothpaste aim specially useful product confuse mislead careful lead plane wedding co-worker orange vase host hostess arrange feminine consider proper acceptable tradition embarrass quality aim at for instance let’ let’s say ahead of time一、词汇1．owner [′un ] n.所有者，业主。

它是由动词own+er构成的。

同时own还可作形容词用在所有格后以加强语气。

【例】（1）Who is the owner of this building? 谁是这幢大楼的业主？（2）His grandfather was the owner of this farm.他祖父过去是这个农场的所有者。

（3）She was bold enough to own her mistake.她鼓起勇气承认了错误。

（4）Many farmers now own motorbikes.现在许多农民拥有摩托车。

（5）The boy owned to having done wrong.这男孩承认自己做错了事。

（6）I saw the scene with my own eyes.我亲眼看到了那一幕情景。

（7）She worked on her own.她独立工作。

2．knowledge [′n lid ] n.知识，学问，认识，了解，知道。

Unit 13 Rainy days make me sad.Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：sad, energetic, stressed out, soft(2) Target LanguageI'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.Oh, really? Loud music makes me energetic.Not me! Loud music makes me stressed out.2．Ability Objects(1) Improve students' listening ability.(2) Help students to express their opinion freely.3．Moral objectsIt is important to choose a suitable place. It is good for your study and life.Ⅱ．Teaching Key Point：Target LanguageⅢ．Teaching Difficult Points1．How to improve students' listening ability.2．How to help students to express their opinion freely.Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material.2．Pairwork to make every student work in class.Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12. In this unit, we learned how to tell what we are supposed to do. Now tell me some things that are good to do in school and that are not good to do in school.From now on, we'll learn Unit 13. look at the following list of activities on the blackboard: parties, exams, school vacations, gym class. How do you feel about parties? Happy? Excited? Nervous?Step Ⅱ 1aThis activity introduces new vocabulary and provides oral practice using the target language.Go through the instructions and look at the two pictures. Ask, Who can describe the interior of each restaurant? Say, Which restaurant would you rather go to? Talk about it with your partner.Let students work in pairs, and tell each other which restaurant they would like to go to and why. When students work, go around the classroom offering help as needed. When they have finished talking to each other, call out several pairs to say their conversations to the class.Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation.Ask students to read the instructions. Look at the chart and point out the two headings: The Rockin' Restaurant and The Blue Lagoon. Look at the sample answer. Let a student read the completed sentence, and then say, You will hear the missing words on the recording. Fill in the blanks with the words you hear on the tape.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words. Check the answers with the whole class.Step Ⅳ 1cThis activity provides guided oral practice using the target language. Look at the example in the box. Invite a pair of students to read it to the class.Go through the instructions with the class. Tell students they will he talking about their own opinions with a partner. Look back at the chart in Activity 16. Make up a conversation with a partner using words from the chart.While students are working in pairs, walk around the classroom, and listen to some pairs. Then ask some pairs to act out their conversations in front of the whole class.Step Ⅴ SummaryIn this class, we've learned some important words, such as sad, energetic, stressed out. We've also learned the target language I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating. Oh, really? Loud music makes me energetic. Not me t Loud music makes me stressed out.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe First PeriodTarget languageA: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.B: Oh, really? Loud music makes me energetic.A: Not me! Loud music makes me stressed out.Unit 13 Rainy days make me sad.Section AThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：tense, have fun, angry, cry.(2) Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．Ability Objects(1) Train students' listening ability.(2) Train students' speaking ability.3．Moral ObjectsEnjoying yourself is very important. But no matter what hobbies you have, do remember they must be good for health and study.Ⅱ．Teaching Key Points1．Key Vocabulary：tense, angry, cry.2．Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.3．StructuresLoud music makes me tense.Loud music makes me want to dance.Ⅲ．Teaching Difficult Points1．The target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve the students' listening ability.2．Pairwork.Ⅴ．Teaching Aid：A tape recorderⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Invite a pair of students to read the conversation in Activity 1c. Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c.Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation.Look at the pictures. Ask, What are they doing? Please guess.Go through the instructions with the class. Say, You will hear Tina and John talking about what Tina and Amy did last night. The four pictures show something that Tina did last night.Point to the boxes. Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording. Play the tape for students. The first time, students just listen. Play the tape again. This time, ask students to number the pictures when they listen.Correct the answers with the class.Step Ⅲ 2bThis activity provides guided listening practice using the target language. Go through the instructions and point to the list of statements.You will hear the same recording again. This time listen carefully to what each person says. Put a checkmark in front of the statements you hear. Ask students tosay the reasons why they check them. Check the answers with the class.Step Ⅳ 2cThis activity provides oral practice using the target language.Look at the sample conversation between Tina and John. Invite a pair of students to read it to the class.Go through the instructions with the class. Get students to make up a conversation using information from Activities 2a and 2b. Let students work in pairs. While they are working, go around the class room checking the progress of the pairs and offering help as necessary.Call out a pair of students to say their conversation to the class.Step Ⅴ Grammar FocusLook at the grammar box. Invite a student to read the sentences to the class.While the student is reading, write the three sentences on the blackboard. Then ask. What verb do you see in all three sentences in the Grammar Focus (make in the present and in the past tense) Let students underline the verb in all three sentences. Then underline the word that comes right after that verb (me) . Ask, What does this word tell us? (It tells who had the feeling—me, her, etc.) Circle the ending of each sentence. Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class (tense, sad) . Other students repeat. Then let students make up similar sentences with the verb make that talk about feelings and have an adjective at the end. Write on the black board: ________ makes me ________ . Let students work alone. Then ask some students to read their sentences.S1: A quiet place makes me sleepy.S2: Loud noise makes me tense.Pay attention to the sentence with wanting to dance at the end. Say, Sometimes there is a phrase like want to dance at the end instead of an adjective. For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ________ . Hot weather makes me Give students two minutes to finish the sentences. Then ask some students to read their sentences.Let students make up any other sentence using the verb make to talk about how things affect them.Step Ⅵ 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…Unit 13 Rainy days make me sad.Section AThe Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered.(2) Target LanguageHow do you feel about pollution?It makes me kind of angry. How about you?It makes me want to join a clean-up campaign.2．Ability Objects(1) Train students' integrating skills.(2) Train the ability of expressing students' own opinions.3．Moral Object：In our lives, we should express what we feel clearly.Ⅱ．Teaching Key Point：Train students' integrating skills.Ⅲ．Teaching Difficult Point：How to improve students' integrating skills.Ⅳ．Teaching Methods：1．Fast-reading method. 2．Groupwork and pairwork.Ⅴ．Teaching Aids：1．A projector. 2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionWe learned the target language. The structure is … makes me Now who can make sentences using the structure?Step Ⅱ 3aThis activity provides reading and writing practice using the target language.Show the key vocabulary words on the screen by a projector.Read the words and get students to repeat again and again until theycan 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.Read the instructions and the questions below the article aloud. Make sure st udents understand what to do. Read the title“Restaurant Science” and ask, What do you think “Restaurant Science” means?Get students to read the article on their own. Let students underline any words or phrases they don't understand. Go through each word or phrase and ask some students to explain what they think it means. Be sure students know what the article is about. Ask students to read the article alone again and answer the questions. Have students work individually. Ask three students to answer the questions orally in class. Correct the answers if necessary. Check the answers with the whole class.Step Ⅲ 3bThis activity provides oral practice using the target language. Ask three students to read the sample conversation in the box to the whole class.Go through the instructions with the class. Say, First take a few minutes to think of a place and how you will describe it. You can write down some words that describe the place.Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Ask a good student to tell students how he/she feels about pollution.Get students to read the instructions by themselves. Have students complete the work in groups of three. As they work, go around the classroom offering help as needed.Review the task. Ask a few students to share the results of their surveys.Step Ⅴ SummaryIn this class, we've learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable. We've also done a lot of reading, writing and speaking practice using the target language.Step Ⅵ Homework1．Finish off the exercises on pages 53～55 of the workbook.2．Ask students to choose, some places they know and talk about how they feel about the places.Step Ⅶ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe Third PeriodTarget languageA: How do you feel about pollution?B: It makes me kind of angry. How about you?A: It makes me want to join a clean-up campaign.Unit 13 Rainy days make me sad.Section BThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：mysterious, shiny, silky, skin, cream, toothpaste, keep out(2) Target LanguageHave you ever had a Twisty Treat?Yeah. And it made me sick.2．Ability Objects(1) Train students' speaking and listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectNot all the most expensive things are the best ones. Sometimes we shouldn't believe all of ads.Ⅱ．Teaching Key Points1．Key Vocabulary：mysterious, shiny, silky, skin, keep out2．Target LanguageHave you ever had a Twisty Treat?Yeah. And it made me sick.Ⅲ．Teaching Difficult Points1．How to train students' speaking and listening ability.2．How to use the target language.Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student works in class.Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get some pairs to act out their conversations about how they feel about a place. Collect their conversations and help students correct any mistakes.Step Ⅱ 1aThis activity introduces new vocabulary. Pay attention to the four pictures. Ask, Who can tell me what each thing is? Get a student to answer. Look at the four slogans. Have a student read each one to the class and make sure students can guess what it means. If the students can't guess, explain the meaning to them. Go through the instructions with the class. Ask them to write the number of each slogan, with the correct picture.Check the answers with the class.Step Ⅲ 1bThis activity helps students apply the ideas in the unit to their lives outside the classroom.Go through the instructions with the class. Make sure students know what to do. Get students to make lists individually. Ask some students to read their lists to the class. Have other students put up their hands if they have the same item on their own lists.Step Ⅳ 2aThis activity provides listening practice with the target language and introduce new vocabulary.Go through the instructions and make sure students understand what to do. Now you will hear about some more products and what people think ofthem. Write Yes in front of the product if the person likes it. Write No in front of the product if the person doesn't like it.Read out the name of each product. Get students to repeat it. listen to the conversation and finish the task.Play the tape the first time. This time students only listen. Play the tape again. Let students write Yes or No in front of each product to show whether or not the people on the tape liked it. Check the answers.Step Ⅴ 2bThis activity provides guided listening practice using the target language.Go through the instructions with the whole class. Look back at the two lists in Activity 2a. Get students to put up their hands if they don't understand ANY of the words. If necessary, explain new vocabulary. Read each item to the class. Look at the sample answer and invite a student to read the matching parts to the class.Draw a line from each product to the sentence that describes that product. Now, listen to the tape. You will hear the same recording again. This time listen carefully and draw lines to match up items in the two lists.Play the recording again. Let students draw lines individually in their books.Step Ⅵ 2cThis activity provides guided oral practice using the target language. Read the instructions for this activity aloud to the class.Get students to look back at the list of products they made for Activity 1b. Invite a student to read his/her lists to the class.Now work with your partner. Make up conversations like this one, using the products on the list you made for Activity 1 b.Ask students to work in pairs. While they are working, walk around the classroom offering help as needed. Call out several pairs to give theirconversations to the class.Step Ⅶ SummaryIn this class, we've learned some key vocabulary, such as mysterious, shiny , silky, skin, keep out . We've also learned the target language Have you ever had a Twisty Treat? Yeah. And it made me sick by listening and speaking.Step Ⅷ HomeworkTalk about some products using some words in this class, and write down the conversations.Step Ⅸ Blackboard DesignUnit 13 Rainy days make me sad.Section BThe Fourth 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.Section BThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：aim at, useful, for instance, product, careful, plane(2) Practise reading an article.(3) Practise writing something using the target language.2．Ability Objects(1) Improve students' integrating skills reading skill and writing skill.(2) Improve students' speaking ability by discussion.3．Moral ObjectWe are in charge of our attitude and we can do everything well.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult Point1．How to improve students' reading ability.2．How to improve students' speaking ability by discussion.Ⅳ．Teaching Methods1．Reading method to improve students' reading ability.2．Discussion method to improve students' speaking ability.3．Pairwork to make every student work in class.Ⅴ．Teaching Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Get some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language.Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article. Let a student read the article aloud to the class. Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class.Check the answers with the whole class. Elicit examples given in the article for the advantages and disadvantages.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.Step Ⅳ 3cThis activity' provides writing practice using the target language. Go through the instructions with the class. Ask students, Do you know what the word slogan means? For example, for the shiniest hair ever is the slogan of Easy Care Shampoo. Help students answer the question. Tell them the Chinese meaning if necessary to make sure they understand the meaning.Have students make a list of their favorite products, then try writing a slogan to go with each product. Tell students how to do this work. First ask a student to name a favorite product. Then let students suggest a variety of possible slogans to go with it. And then cross out the ones that don't tell the truth.Ask students to work in groups of four. When they start to write, walk around the classroom offering help as necessary. Revise as many students' work as possible while moving around the classroom.Let some students to read their slogans to the class.Step Ⅴ Part 4This activity provides listening and speaking practice using the target language.Look at the three pictures. Ask, What can you see in the pictures?Go through the instructions with the class. Look at the example in the box. Get a pair of students to read the conversation to the class.Discuss the three pictures in pairs. As they work, go around the classroom offering help as needed. Have several pairs say their conversations to the class.Step Ⅵ SummaryIn this class, we've done much practice reading and writing as well as speaking.Step Ⅶ Homework1．Read the article in Activity 3a again.2．Complete the article in Activity 3b.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section BThe Fifth PeriodA sample answer to Activity 3b:Some advertisements tell the truth and some don't. For example , the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I tried Star shine Toothpaste. But it wasn't whiter than white. It tasted terrible. I'd never use it. Yesterday my sister tried Beauty Cream and it worked very well. She said it made her skin very soft. So I'll try it tomorrow. Now, do you think it is right not to believe everything we read?Unit 13 Rainy days make me sad.Section BThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) F ill in blanks and make sentences using list, lead, compare, keep out, taste.(2) Finish the table according to the diary.2．Ability Object：Train students' writing ability.3．Moral ObjectsWe should believe in others. We shouldn't be selfish.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the table.Ⅲ．Teaching Difficult PointMake sentences using list , lead, compare, keep out, taste.Ⅳ．Teaching Methods：1．Teaching by explanation. 2．Speaking method Ⅴ．Teaching Aids：1．A projector. 2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get a few students to read the article in 3a. Then have a student read his own article.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the boo. Get a student to read them. Make sure the students understand the meanings of the words. Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Get students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Step Ⅲ Part 2This activity provides listening and speaking practice using the target language. Go through the instructions for this activity with the class.Get a student to read the diary aloud. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class. Have students read the diary again. Then ask students to do the work in pairs. When they work, walk around the classroom providing help if necessary. Check the answers with the whole class.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.Get all the students to read the conversation again. Ask, What makes the cartoon funny? Help students to explain. The second fish is intelligent enough to take the bait from the hook without getting caught.Get some pairs of students to present this conversation to the rest of the class.Step Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabulary words and the target language presented in this unit.After class, please make sentences with the words in Activity 1 in your exercise books. Then finish off the exercises on pages 55～56 of the workbook.Step Ⅵ Blackboard DesignUnit 13 Rainy days make me sad.Self checkThe Sixth PeriodSample answers to Activity 1:1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.Unit 13 Rainy days make me sad.语法讲解课时一、Make的用法：1. Make +n.make food 做饭 make a plane做飞机make the bed 铺床 make money 赚钱2. I just made it to my class. （Unit 9）我恰好赶到班级。

Unit 13 Rainy days make me sad.教案一、教学目标1、知识目标学生能够掌握并正确运用与情绪和天气相关的词汇，如：rainy, sad, depressed, gloomy 等。

学生能够理解并熟练运用 make ＋ sb ＋ adj 的句型结构。

2、能力目标学生能够通过阅读和听力材料，获取有关天气对情绪影响的信息。

学生能够运用所学词汇和句型，表达自己对不同天气的感受和情绪。

3、情感目标引导学生关注自己的情绪状态，学会调节情绪。

培养学生对不同天气的积极态度，提高适应环境的能力。

二、教学重难点1、教学重点重点词汇和短语：rainy, sad, make ＋ sb ＋ adj 等。

重点句型：Rainy days make me sad2、教学难点如何引导学生正确运用 make ＋ sb ＋ adj 句型表达情绪。

帮助学生理解天气对情绪的影响，并能够用英语进行阐述。

三、教学方法1、情景教学法通过创设各种与天气和情绪相关的情景，让学生在真实的语境中学习和运用语言。

2、任务驱动法布置各种任务，如小组讨论、角色扮演、写作等，让学生在完成任务的过程中提高语言运用能力。

3、合作学习法组织学生进行小组合作学习，培养学生的合作意识和交流能力。

四、教学过程1、导入（5 分钟）播放一段有关下雨天的视频或图片，引导学生观察并描述自己看到的景象。

提问学生：How do you feel when it rains? 从而引出本节课的主题“Rainy days make me sad”2、词汇学习（10 分钟）展示与天气和情绪相关的图片，教授新单词，如：rainy, sunny, cloudy, windy, happy, sad, excited, depressed 等。

让学生通过跟读、拼写、造句等方式巩固所学词汇。

3、句型讲解（10 分钟）讲解 make ＋ sb ＋ adj 的句型结构，举例说明：The bad news makes me sad Loud music makes me nervous让学生模仿例句，用所学词汇和句型进行造句练习。