人教版新目标九年级英语教案：Unit 13 Rainy days make me sad

1.Whatwasthegift ?
2.Who gave it to you and why ?
3.Howdidyoufeel whenyouopenedit ?
Writeitafterclass .
综合运用本单元所学习的重要知识点。
七、板书设计
Unit13Rainydaysmakemesad .
Ihavereceivedadictionary .Itwasgivenby ….
A: Have you ever received gift ?
B: YesIhave .
A: What have you ever received ?
B: Ihavereceived ....
A: How did you feel when youreceived ... ?
学生通过问答调查练习，复习学习过的表达感受的形容词。同时明确每个学生收到礼物的不同感受。
Writeandread thewords .
学习课文中的生词。
PPT
Task2
Complete the setences.
Showthe new words andphases for Ss to learn.
Ask Ss to complete the sentencesandread.
Readand tryto understand thewordsandphases.
意和知其句用的目的。
PPT/练习材料
Task5 CarefullyReading
Showfourquestions .
见幻灯片1、Guo Xiaojing felt very embarrassed,why did shepretend tolikeit ?

Unit 13 Rainy days make me sad学习目标1.通过理解句意，了解使役动词make后跟动词原形或形容词作宾语补足语的用法，通过练习和运用加以巩固。

2.通过文体呈现的语境，我们可以体会出环境污染、噪音污染及一些不良产品给人们带来的不良影响，从而使我们增强环保与文明诚信意识。

难点解析1. make 的用法2.被动句中make的用法典型例题1.Tom was made_______ his own clothes by his mother．A．wash B．washed C．to wash D．washing解析：make somebody do something的被动结构为somebody is made to do something。

故选C。

2. The air pollution makes many people feel________．A．happy B．ill C．bad D．boring解析：make somebody feel+adj．意为“使……感到怎么样”，即feel后应为表示状态的形容词，而符合题意的选项为D。

故选D。

3. I enjoy reading，but I can't_______ much time________ it．A．spend；on B．pay；for C．take；in D．cost；in解析：pay：付钱，后跟钱数或人作宾语。

take：花费(时间)，用于句型It takes sb．some time to do something。

cost：值……钱，主语应为物体。

spend：花费(时间、金钱)主语是人，常与介词on连用。

根据题意此题应选A。

单元练习I．用本单元所学的单词完成下列句子1. Many restaurants in China are d_______ to be comfortable and personalizing.2. Huanan Tigers are one of e_______ animals.3. Don't c________ Austria with Australia.4. Eating dumplings in Spring Festival in the north of China is a t________.5.If we take part in a party in Western countries, not to follow the hosts' suggestions may e________ other guests.6. When we shop on line, good-sound words sometimes m ______ us.7. Starshine T________ tastes terrible.8. A v_______ is used for holding flowers.9.The question is when it is p_______ to give her the gift.10. If the suit don't fit you, you can c________ buying another one.II．根据汉语完成下列句子1. 我宁愿去维也纳，因为我喜欢听古典音乐。

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 + 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 sentences with the make/s me＋infinitive, make/s me＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why would you go there?1b Listening and pletingListen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋infinitive, make/s me ＋adjective structure” . And now plete the unfinished sentences in the chart on page 102.Now go to page135 to read this conversation. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋ adjective s tructure” . 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 read the conversation again to turn it into an article.1c 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 “Target Language”Hello, cla ss. Go to page VI. Read after me the sentences in “Target Language”.—I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating.—Me too! Loud music makes me tense.—I agree. Loud music makes me unfortable.Coul d 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 unfortable.—Walking to school makes me strong.—Eating outside makes me unfortable.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 se ntences 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.Now do the cloze test below to test your reading prehension.2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.All right now, you are supposed to read the tapescript. 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.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 science is. While reading try to find all the sentences with th e “make/s me ＋ infinitive, make/s me ＋adjective structure”. And also cut/ the sentence into thought groups, study all thepredicates, 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 are 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 pleting 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 104.1a Looking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1b Making a listIn our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.2a Listening and tickingYou are going to listen to a conversation about products used in daily lives. Before you listen, go to page 105 and read the names of the products and the ments 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”. 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 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.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 munication via print, TV, radio, websites and other media, but do you truly understand the advantages and disadvantages 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 of the make/s … ＋ infinitive, 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 pletingOn page 106 in the center is an unfinished article. Read it and try to plete it using the information about two or more products in activity 2a.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.4 Pairing and speakingIn pairs discuss how the posters on page 106 make you feel.。

Unit 13 Rainy days make me sad．教案Ⅰ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary sad, energetic, stressed out, soft（2）Target Language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2． Ability Objects（1） Improve students’listening ability．（2） Help students to express their opinion freely．3． Moral objectsIt is important to choose a suitable place． It is good for your study and life．Ⅱ． Teaching Key Point Target LanguageⅢ． Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ． Teaching Methods1． Listening-and-answering activity to help the students go through with the listening material．2． Pairwork to make every student work in class．Ⅴ． Teaching Aids 1． A tape recorder 2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． Howdo you feel about parties? Happy? Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes． T: Class repeat． Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat． School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ 1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player．） Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to? S B: I’d like to go to the Blue Lagoon．S A: Why? S B: Because there are plants and flowers there．Step Ⅲ 1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording． Fill in the blanks with the words you hear on the tape．Play the recording the first time． Students only listen carefully． Play the recording again． This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tense The Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy． Girl 2: So am I． Why don’t we get something to eat?Girl 1: Yeah． Let’s go to the Rockin’ Restaurant． I love their hamburgers．Girl 2: Oh, Tina… I hate the Rockin’ Restaurant． Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine． I just don’t like the atmosphere． Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK． So where do you want to go, Amy? Girl 2: Let’s go to the Blue Lagoon． The soft music makes me relaxed．Girl 1: Not me． It makes me sleepy．Step Ⅳ 1cThis activity provides guided oral practice using the target language． Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner． Look back at the chart in Activity 16． Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs． If necessary, offer language support． Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel． For example, what are your opinions about this room? A student might answer, This room is sunny． It makes me happy． Or ask them． What are your opinions about all the noise in the cafeteria? A student might say． All the noise in the cafeteria makes me tense．Notes: 1． awful——terrible; dreadful 2． energetic——full of energyStep Ⅴ SummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out． We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me!Loud music makes me stressed out．Step Ⅵ Homework Review the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary tense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense． Loud music makes me want to dance．That movie made me sad．2． Ability Objects（1） Train students’ listening ability．（2） Train students’ speaking ability．3． Moral ObjectsEnjoying yourself is very important． But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ． Teaching Key Points1． Key Vocabulary tense, angry, cry．2． Target LanguageLoud music makes me tense． Loud music makes me want to dance．That movie made me sad．3． StructuresLoud music makes me tense． Loud music makes me want to dance．Ⅲ． Teaching Difficult Points1． The target language 2． How to train students’ listening ability．Ⅳ． Teaching Methods1． Listening method to improve the students’ listening ability．2． Pairwork．Ⅴ． Teaching Aid A tape recorderⅥ． Teaching ProceduresStep Ⅰ RevisionCheck homework． Invite a pair of students to read the conversation in Activity 1c．Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．S A: I’d rather go to the Rockin’Restaurant because I like to listen to loud music while I’m eating．S B: Really? Soft music makes me relaxed．S A: Not me． Soft music makes me sleepy．Step Ⅱ 2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures． Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry．）Go through the instructions with the class． Say, You will hear Tina and John talking about what Tina and Amy did last night． The four pictures show something that Tina did last night．Point to the boxes． Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording． Play the tape for students．The first time, students just listen． Play the tape again． This time, ask students to number the pictures when they listen．Correct the answers with the class．AnswersThe pictures should be numbered in this order: （down）3 2 4 1TapescriptBoy: Did you and Amy have fun last night, Tina? Girl: Well, John…yes and no．Boy: Was Amy late as usual．Girl: Yes, she was． And waiting for her made me angry．Boy: Where did you go? Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay． She said that loud music made her tense．Boy: That’s funny． Loud music always makes me want to dance．Girl: Me too． So then we went to the Blue Lagoon．It was quiet and the food was great．Wehad a good time．Boy: Then did you go to the concert at the high school?Girl: No． We decided to go to the movies．We saw Love Me Forever． It was a really good movie, but it was so sad that it made us cry．Boy: Sad movies don’t make me cry．They just make me want to leave! Girl: You should just like my brother!Step Ⅲ 2bThis activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says． Put a checkmark in front of the statements you hear．Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear．Ask students to say the reasons why they check them．Check the answers with the class．Answers√ Waiting for her made me angry．√ She said that loud music made her tense．Loud music makes me happy．√ Loud music always makes me want to dance．√ It was so sad it made us cry．√ Sad movies don’t make me cry．They just make me want to leave! It made me sad．Step Ⅳ 2cThis activity provides oral practice using the target language．Look at the sample conversation between Tina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night? Tina: Well… yes and no． She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．Call out a pair of students to say their conversation to the class．S A: Did you have fun with Li Ping last night? S B: Well…yes and no．She was late again as usual．S A: So, waiting for her made you angry．Where did you go?S B: We went to a small restaurant． It was quiet and clean．The food was delicious．The soft music made me very happy．S A: Did you go to see a movie? S B: Yes． We saw Love Me Once More,Mother．It was a very good movie．It was also moving and sad．It made us cry．S A: Really? You sound just like my mother．Step Ⅴ Grammar FocusLook at the grammar box． Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard． Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense） Let students underline the verb in all three sentences． Then underline the word that comes right after that verb （me）． Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．） Circle the ending of each sentence． Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end． Write on the blackboard:makes me ． Let students work alone． Then ask some students to read their sentences．S1: A quiet place makes me sleepy．S2: Loud noise makes me tense．Pay attention to the sentence with wanting to dance at the end． Say, Sometimes there is a phrase like want to dance at the end instead of an adjective． For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ． Hot weather makes me ．Give students two minutes to finish the sentences． Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．Let students make up any other sentence using the verb make to talk about how things affect them．Step Ⅵ SummaryIn this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad．Step Ⅶ HomeworkGet students to write some sentences according to the target language．Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabulary：owner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2） Target LanguageHow do you feel about pollution? It makes me kind of angry． How about you?It makes me want to join a clean-up campaign．2． Ability Objects（1）Train students’integrating skills．（2）Train the ability of expressing students’own opinions．3． Moral Object：In our lives, we should express what we feel clearly．Ⅱ． Teaching Key Point Train students’ integrating skills．Ⅲ． Teaching Difficult Point How to improve students’ integrating skills．Ⅳ． Teaching Methods 1． Fast-reading method．2． Groupwork and pairwork．Ⅴ． Teaching Aids 1． A projector．2． The blackboard．Ⅵ． Teaching ProceduresStep Ⅰ RevisionT: Yesterday we learned the target language． The structure is… makes me…Now who can make sentences using the structure?S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step Ⅱ 3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture． Offer help if necessary．（The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly． They aren’t talking to each other．）Read the instructions and the questions below the article aloud． Make sure students understand what to do． Read the title“ Restaurant Science” and ask, What do you think “Restaurant Science” means? （It means the study of how to operate a restaurant．）Get students to read the article on their own． Let students underline any words or phrases they don’t understand． Go through each word or phrase and ask some students to explain what they think it means． Be sure students know what the article is about． Ask students to read the article alone again and answer the questions． Have students work individually．Ask three students to answer the questions orally in class． Correct the answers if necessary．Check the answers with the whole class．Answers1． Red makes most people hungry． It makes them eat faster．2． They want people to eat quickly and leave so more people can come in．3． Answers will vary．Notes 1． owner—person who owns something 2． uncomfortable—not comfortable; uneasy Step Ⅲ 3bThis activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．S A: The seats are very hard． The white walls make me stressed．S B: Is it this classroom? S A: No, it isn’t．S C: Is it a hospital? S A: Yes, that’s right．Go through the instructions with the class．Say, First take a few minutes to think of a place and how you will describe it． You can write down some words that describe the place．Get student to work in groups of four or five． Each students describes a place and others in the group try to guess it． While students are doing their work, walk 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 quicklythe other students can guess what the place is． Give students a sample conversation．S A: There are a lot of people every day．The loud noise makes me tense．S B: Is it a mall? S A: No, it isn’t．S C: Is it a supermarket? S A: No, it isn’t．S D: Is it a market?S A: Yes, you’re right．Step IV Part 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution． For example, I hate pollution． Loud noise makes me tense． Smoking makes me very angry．Endangered animals make me sad． I think pollution is very terrible．Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．Review the task． Ask a few students to share the results of their surveys．Sample answersStep Ⅴ SummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable． We’ve also done a lot of reading, writing and speaking practice using the target language．Step Ⅵ Homework1． Finish off the exercises on pages 53～55 of the workbook．2． Ask students to choose some places they know and talk about how they feel about the places．Step Ⅶ Blackboard DesignUnit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary： mysterious, shiny, silky, skin, cream, toothpaste, keep out （2） Target LanguageHave you ever had a Twisty Treat? Yeah． And it made me sick．2． Ability Objects（1） Train students’ speaking and listening ability．（2） Train students’ability to understand the target language in spoken conversation．（3） Train students’ ability to use the target language．3． Moral ObjectNot all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．Ⅱ． Teaching Key Points1． Key Vocabulary：mysterious, shiny, silky, skin, keep out2． Target LanguageHave you ever had a Twisty Treat? Yeah． And it made me sick．Ⅲ． Teaching Difficult Points1． How to train students’ speaking and listening ability．2． How to use the target language．Ⅳ． Teaching Methods1． Listening method 2． Groupwork to make every student works in class．Ⅴ．Teaching Aids 1． A tape recorder 2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step Ⅱ 1aThis activity introduces new vocabulary．Pay attention to the four pictures． Ask, Who can tell me what each thing is? Get a student to answer． Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）． Look at the four slogans． Have a student read each one to the class and make sure students can guess what it means． If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color． If a person has that mysterious look, it means that the person looks interesting and unusual． It’s difficult to know what a mysterious person is thinking． The shiniest hair means that the person’s hair will look very bright and have lots of light in it． silky skin means that the person’s skin is soft and nice to touch．） Go through the instructions with the class． Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order : 4 3 1 2Notes 1． slogan——striking and easily remembered phrase used to advertise sth．2． mysterious--full of mysteryStep Ⅲ 1 bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t like fast food（8） coat（32） science book （23）Step Ⅳ 2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’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． Playthe tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers 1． No 2． No 3． Yes 4． No TapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo． For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad． But I bought that shampoo and it didn’t work．Girl 2:I agree． Look at this one． Lookout Sunglasses． For that mysterious look． I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well． It makes your skin really seft． Have you ever tried Starshine Toothpaste? Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible． I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task． Draw a line from each product to the sentence that describes that product． Now, listen to the tape． You will hear the same recording again． This time listen carefully and draw lines to match up items in the two lists．play the recording again． Let students draw lines individually in their books．Check the answers with the class．Answers 1． d 2． c 3． b 4． aStep Ⅵ 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb． Invite a student to read his/her lists to the class．Three products he/she likes：Computer jacket watchThree products he/she doesn’t like：fast food coat science bookLook at the example in the box． Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat? S B: Yeah． And it made me sick．Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer? S B: Yeah． And it made me excited．Conversation 2S A: Have you ever eaten fast food? S B: Yeah． And it made me uncomfortable．Step Ⅶ SummaryIn this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．We’ve also learned the target language Have you ever had a Twisty Treat? Yeah． And it made me sick by listening and speaking．Step Ⅷ HomeworkTalk about some products using some words in this class, and write down the conversations．Step Ⅸ Blackboard DesignUnit 13 Rainy days make me sad．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary： aim at, useful, for instance, product, careful, plane（2） Practise reading an article．（3） Practise writing something using the target language．2． Ability Objects（1） Improve students’ integrating skills—reading skill and writing skill．（2） Improve students’ speaking ability by discussion．3． Moral Object：We are in charge of our attitude and we can do everything well．Ⅱ． Teaching Key Point：Practise reading and writing using the target language．Ⅲ． Teaching Difficult Point1． How to improve students’ reading ability．2． How to improve students’ speaking ability by discussion．Ⅳ． Teaching Methods1． Reading method to improve students’ reading ability．2． Discussion method to improve students’ speaking ability．3． Pairwork to make every student work in class．Ⅴ． Teaching Aids 1． A projector 2． The blackboardⅥ． Teaching ProceduresStep Ⅰ Revision：Revise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket? S B: Yeah． And it made me beautiful．（2）S A: Have you ever bad a science book? S B: Yeah． And it made me tense．Step Ⅱ 3aThis activity provides reading practice using the target language．Teach the new words． Show the new words on the screen by a projector．Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．Read the instructions to the class． What’s the article about? Do you agree with it?Get students to read the article again and answer the two questions． Get students to do the work individually or in pairs．While theyare working, go around the classroom offering help as needed．Check the answers with the whole class．Elicit examples given in the article for the advantages and disadvantages．AnswersThe article is about advantages and disadvantages of ads．Advantages of ads: help you compare different products; help you save money．Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don’t need．Notes1． pros and cons-the arguments for and against 2． for instance-for example3． sales-the offering of goods at low prices for a period4． confuse-put into disorder; mix up in the mind5． mislead-lead wrongly; cause to be or do wrong6． at times-from time to time; now and then; occasionallyStep Ⅲ 3bThis activity provides reading and writing practice using the target language．Go through the instructions with the class． Get a student to read ‘the sentences at the beginning of the paragraph to the class． Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a． Have students finish the article individually． While they are working, walk around the classroom offering help and answering questions as necessary． When they finish, get a student to read his/her completed article to the class．Now write the article on the blackboard as an example．Step Ⅳ 3cThis activity provides writing practice using the target language． Go through the instructions with the class． Ask students,。