九年级英语第十三单元导学案(3)Unit13 Rainy days make me sad .(3)

Unit 13 Rainy days make me sad 复习学案复习目标1. 掌握重点单词和短语，并熟练运用2. 掌握并会运用重点句型Rainy days make me sad.Fd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I am eating.Loud music always makes me want to leave.It was so sad it made us cry.How do you feel about pollution?3. 重点语法…宾语补足语使役动词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。

一.自主学习（一）.单词回顾根据首字母拼写单词1. The shoes are very _______ （舒适白勺）,but they are a little expensive ・2. The dish my mother cooks t __ delicious.3. Everyone will have to protect these _____ （濒临灭绝的）tigers.4. Life was h __ for the people in the old days.5. There are some _____ （产品）in the shop. Let's have a look.（-）短语互译10. feel guilty 11. to be honest 12.at times 二.合作探究：（-）用所给词的适当形式填空。

1. The film ___ (make )me sad last night.scientific,aim,thought,lighting, confusing, instance, serve, tense, purple, shiny, endangered, purse, taste, hard , truth 、 product,1. 使我感到紧张 4. 向…学习 7. for instance2. 等待，等候 5. 濒危动物 3. 挣钱 6. 尝起来很糟糕9. different tastes2.His awful words made us _______ (comfortable)总结:make sb. / sth. + ____ .使某人(感到)…类似的词还有 __________________________________ 等。

Unit 13. Rainy days make me sad. 单元学习目标单元话题为：达情标况对照此表及根据课后自我检测结果自评：A等：80%以上；B等：60%以上；C等：60%以下等级语单词lighting mysterious tense silky owner product knowledge shiny skin cream toothpasteendangered uncomfortable useful cry restaurant awful soft pink sad advertise specially compare词for instance fast food stressed out learn from soft colors.言组spend some time doing loud music stay long be aimed at help sb do sth have sales at times目标释句解难1. Red also makes customers eat faster.使役动词make的用途很广，在这个句型中用不带to的不定式来做make后面宾语的补足语，含义是使某人做某事，但在被动语态中要把to补回来，即sb be made to de。

2. Waiting for her made her angry.这个句型表示使变成，句型的基本构成为make +宾语+形容词/过去分词/名词。

3. It was so sad that it made us cry.在英语中这个句型表述“什么事情怎么样”，so后常接形容词，that后接结果从句。

4. For instance, they can help you to compare two different products so that you can buy the one you reallyneed.这个句型中的so that表达“如此，以至于”的含义，引导结果状语从句，表示前一个活动产生的结果。

Unit 13 Rainy days make me sad.Section A班级—姓名 _________ 小组—课型：听说课主备人：编号：13.1【学习重难点】熟练应用make . make sb. do sth. / make sb. + adj.b5E2RGbCAP【学习过程】（一）预习导航1. 按要求写出下列单词：rain （形容词）_________ o wn （名词）_______ science（形容词）_____ P1Ean q FDPw uncomfortable （反义词）___________________ sad （反义词）________ DXDiTa9E3d2. 翻译下列短语：soft music _____________ make me tense ____________ have fun ____________ RTCrpUDGiT how to make money ___________ 餐馆科学____________________________________ 5PCzVD7HxA 濒临灭绝的动物________________ 招待很多人__________________________________ jLBHrnAILg 加入一个清洁运动___________________________________________3. 尝试翻译下列句子Loud music makes me sad . __________________________________________Sad movies make her want to leave . ____________________________________________ Waiti ng for her made me angry . ___________________________________________（二）自主探究：1. 1a. Look at the two restaura nt below .Which would you like to go to ? Why ? xHAQX74J0X2. 1b .Listen to the tape carefully .Complete the sentences . LDAYtRyKfE3. Listen to the tape carefully again .Finish 2a and 2b . Zzz6ZB2Ltk（三）合作互动：1. 1c、2c Pairwork2. Look at Part 3a .Read the article .Then write answers to the questions below. dvzfvkwMHRead it again. Get more information and fill in the chart. rqyn14ZNXi合作探究1. I ' d rather go tdne Blue Lago on Restaura nt because I like to liste n to quiet music EmxvxOtOcowhile I 'e m ting. 我宁愿去蓝湖餐厅,因为我吃饭时喜欢听轻柔的音乐。

湖南省蓝山一中九年级英语上册《Unit 13 Rainy days make mesad》导学案牛津版备课人审核人班级学生姓名课时编号第 1 课时 Section A （1a-1c）make的用法1. 重点句型：Rainy days make me sad.Loud music makes me tense.2. 重点词汇和短语：lagoon, make sb. adj, would rather do sth.make的用法，并学会谈论一些事件对你的影响。

1a，互助合作完成1c.一.课前预习 1. 看课文1a回答问题2. 翻译下列短语the awful pictures make sb. sad make sb. relaxed make sb. tense make sb. sleepy make sb. uncomfortable 二. 课内探究知识点拨1B，听磁带填空,讲解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。

（arrived in time）3. 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 …eg. （1）Soccer makes me crazy. 足球使我疯狂。

（2）The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着了。

《Unit 13 Rainy days make me sad Section A 3a-4》一、学习目标Train integrating skills重难点How to improve integrating skills．二. 知识链接1.Long movies make me want to leave.2.Light colors make me relaxed.三．学法指导请同学们先认真阅读学习目标，然后仔细研读课本P104(3a—4)，看完后将所学到的东西进行归纳，画出重要知识点，用红笔做好疑难标记。

四. 自主预习1．请在书本中找出下列词组的正确翻译，并在书中划出。

m ake money________ soft colors __________ soft lighting __________loud m usic________hard seats __________ heavy traffic __________ kind of ___________keep sb waiting __________________ endangered animals __________________你能总结学过有关make的短语及结构吗？相信你一定行！__________ ___________ ___________ _____________________ ___________ ___________ ___________________________________ _________________________2．翻译下列句子五. 合作探究1.3a Reading and answeringOn page 104 is an article about restaurant science. While you read, underline the expressions and blacken the connectives and circle the “make/s me ＋ infinitive, mak e/s me ＋adjective” structure.2.Now you are to answer the three questions on page 104 in the box.3.Do a survey:根据你的实际情况将下列表格完成1）relaxed, happy, excited, fortable, proud …2）nervous, tens e, upset, stressed out, sad, tired, sleepy, embarrassed,exhausted, unhappy, annoyed, unfortable, angry, bored, , …3）laugh, cry, want to leave, want to dance, think of, ...How do you feel about…? You Your parterloud musicrain y daysbasketballplaying puter gamestra vellingspeaking in front of peopleWhen you help othersWhen you’re fooled on AprilFool’s Da yTalk about the survey before class:A: How do you feel about …?How do you feel wh en …?B: It makes me …As you see, different things, different feel ings. Environment influences a lot.。

Unit 13 Rainy days make me sad精美导学案【课题】 Unit 13 Section A 1a-Grammar Focus ( 1课时)【学习目标】 1. 学会谈论或询问事物对人的影响，或人对某一件事或物的看法。

2. 理解动词make的用法，并能在实际情境中运用。

【重点、难点】1. 学会谈论或询问事物对人的影响，或人对某一件事或物的看法。

2. 理解动词make的用法，并能在实际情境中运用。

【导学指导】温故知新大脑风暴。

回忆表示感觉的形容词，如: happy, sad . 各小组竞赛，看哪个小组写得最多？自主互助学习一、自主预习1. 译译，读读，记记1) rainy days 2)awful pictures 3) soft music4) loud music 5) tense 6)uncomfortable2. 弄懂听力1b, 2a, 2b的听力要求。

二、听力训练1. 1b 先明确本题的要求，再听录音内容完成句子空格。

2. 2a 先看懂插图内容，再认真听录音，根据录音内容，把图片编顺序号。

3. 2b 先理解每个句子的含义，再听录音内容，完成任务。

三、合作探究1. 小组讨论交流1a的问题及答案。

2. 小组合作完成1c, 2c的对话练习。

3. 动词make的用法1）make +n. make food m ake a planemake the bed make money2） I just made it to my class. （Unit 9）我恰好赶到班级。

（arrived in time）3） make sb. / sth. + adj. 使某人（感到）…eg. （1）Soccer makes me crazy. 足球使我疯狂。

（2）The soft music makes Tina . 轻柔的音乐使Tina快睡着了。

4） make sb. / sth. + do …使某人做某事eg. （1）Wars make the peace go away. 战争使和平远离。

姜驿中学“八步”教学模式九年级英语《Unit 13 Rainy days make me sad.》导学案主备教师：杨金芬辅备教师：段荣琼李进丽第一课时Section A 1a—2c第一步：温故知新1.Try your best, Linda, It’s only difficult for you , you can do it wellA a bit ofB a bitC a lot ofD a lot2.Is there in today’s newspaper?A something importantB anything importantC important somethingD important anything3.The twins sat in the sun, a story book togetherA to readB readingC to watchD watching4.Liu Jia usually goes to school without breakfast, he is really paleA to eatB eatsC eatingD eats5.Don’t be angry with him, , he is only fiveA in allB after allC of allD at all第二步：明确目标1.掌握make等使役动词的用法2.熟练运用would rather dowould rather…than…重难点：make 的用法第三步：自主学习1.学习分析标题Rainy days make me sadrain y make sb +adjn + y--- adj the rainy season 雨季2.通读Section A 1a—2c了解大意，勾画短语，找出重点短语，结构等3.大声朗读1C 找出本课重点句型，并在组内练习4.背诵Grammar Focus中句子5.独立完成导学案并上交第四步：合作探究1.课题与学习目标解读（5）2.听力，完成1B，2A，2B（10）3.导学案讨论释疑，展示（20）4.对话练习2C（7）5.整理背诵（3）第五步&第六步：导学释疑&拓展延伸make的用法(1) make +n. 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Soccer makes me crazy. 足球使我疯狂。

一、学习目标学习谈论事物对你的影响。

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。

重难点使役动词make的用法及一些重点短语I.We have learned unit13. We m ust pay attention to the uses of "make" and learn them by heart.(1) make a kite / plane ____________________ (2) make money ____________________ (3) make up ( be made up of ...) __________________(4) make sure ____________________ (5) make friends ____________________(6) make faces _____________________(7) be made of / from __________________(8) make noise _________________(9) make it …__________________(10) make the bed _______________(11) make a decision = make up one's mind ____________(12) make mistakes _____________(13) make a speech _____________(14) make breakfast / dinner _____________ (15) make a plan _______________(16) make a toast to sb. ________________(17) be made in + sp. _________________(18) make a living ___________________(19) make a conversation with sb. ___________________(20) make/keep + n. + adj. ______________________make me energetic __________________________make him/them relaxed / comfortable /guilty /confusing ________________________________(21) make sb./sth. do _____________________(22) make sb./sth. doing sth. _______________II.Review the phrases and remember by heart.1 scientific research / study _________________science ( n. ) _______ scientist ( n. ) __________2 soft lighting/colors _______________________3 hard/soft seats _______________hard (adj) = difficult ________ work hard (adv) ___________4 serve sb./be served by sb. _________________5 join a clean-up campaign _________________president campaign _____________________6. look mysterious(adj) _________________mystery ( n. ) _________________7 have shiny hair ______________________8 have silky skin ______________________9 to start / begin with sth. _________________10 home-made cake / cookie ________________11 a purple parse _____________________a girl in purple ____________________12 taste (v.) good __________________have different taste(n.) fromsb._________________13 stay very long ____________14 as usual _____________15 an ad for sth. _________________16 in the modern world ________________17 the quality of the product ________________18 look a lot better than ____________________III．重要单词的用法与归纳：1. pretend + that从句假装...pretend to do sth. 假装做sthpretend to be doing sth. 假装正在做sth翻译下列句子。

詹大悲中学初三英语导学案：预习sectionA的主要知识点（Happy new year！）1.make用法小结：(1)make+n.make food 做饭make a plane做飞机make the bed 铺床make money 赚钱make sb./sth.+adj.使某人(感到)，使……处于某种状态(2)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The party made her a good teacher.党把她培养成为一名好教师.2)形容词作make的宾语补足语如：Soccer makes me crazy.足球使我疯狂。

The soft music makes Tina sleepy.轻柔的音乐使Tina快睡着了。

Waiting for her made me angry.我很生气一直等着她。

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…3)分词作make的宾语补足语如：I made myself understood by all the students.You must make yourself respected.(3). make sb./sth.+do…使某人做某事(不能带不定式符号to)如：Wars make the peace go away.战争使和平远离。

注意：当make用于被动语态时，必须带不定式符号to.如：We were made to work all night.我们被迫日夜工作。

(4). make it习惯用语，及时赶到，到达目的地如：I just made it to my class.(Unit 9)我恰好赶到班级。

初三英语《Unit 13 Rainy days make me sad》教案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 chargeof their attitude and they can do everything better．〔1〕The first period mainly gives students listening and oral practice using the target language Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im 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 dont need at all．So we should be 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 LanguageId rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．Vocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, uncomfortable, useful Ⅵ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep out Ⅶ．Learning Strategies 1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects〔1〕Key Vocabularysad, energetic, stressed out, soft〔2〕Target LanguageId rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im 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．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．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, sleepyStep Ⅳ1cThis activity provides guided oral practice using the targetlanguage．Look at the example in the box．Invite a pair of students to read it to the class．SA: Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eating．SB: Oh, really? Loud music makes me energetic．SA: 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．awfulterrible; dreadful2．energeticfull of energyStep ⅤSummaryIn this class, weve learned some important words, such as sad, energetic, stressed out．Weve also learned the target language Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eating．Oh, really?Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard DesignThe 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 Aid A 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．Step Ⅱ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．〔In Picture 1, two women are eating and smiling．Maybe the food is very delicious．In Picture 2, the two women are crying．Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tense that because of the loud music．In Picture 4, one woman is waiting for the bus or someone．Waiting makes her angry．〕Go through the instructions with the class．Say, 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 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 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．They just make me want to leave!It made me sad．Step Ⅳ2cThis 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: Wellyes 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．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〕． Let students make up any other sentence using the verb make to talk about how things affect them．Step ⅥSummaryIn this class, weve 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 DesignThe 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 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 ismakes meNow 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．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 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 dont 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 Ⅲ3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole 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．SA: There are a lot of people every day．The loud noise makes me tense．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 ⅤSummaryIn this class, weve learned some key vocabulary words such as owner,scientific, knowledge, uncomfortable．Weve 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 DesignThe 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 shouldnt 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,Step 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 likeStep 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 doesnt 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 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 dont 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 didnt 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．Step Ⅵ2cThis 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 likescomputerjacketwatchThree products he/she doesnt likefast foodcoatscience bookLook at the example in the box．Let a pair of students read the conversation to the class．SA: Have you ever had a Twisty Treat?SB: 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 1SA: Have you ever had a computer?SB: Yeah．And it made me excited． Conversation 2SA: Have you ever eaten fast food?SB: Yeah．And it made me uncomfortable．Step ⅦSummaryIn this class, weve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．Weve also learned the target language Have you ever had a Twisty Treat? Yeah．And it made me sick by listening and speaking．Step ⅧHomeworkTalk about some products using some words in this class, and write down the conversations．Step ⅨBlac kboard DesignThe Fifth PeriodⅠ．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 skillsreading 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 Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionRevise the target language presented in this unit．Check homework．Get some pairs to read out their conversations．〔1〕SA: Have you ever had a jacket?SB: Yeah．And it made me beautiful．〔2〕SA: Have you ever bad a science book? SB: Yeah．And it made me tense．Step Ⅱ3aThis 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．While they are working, go around the classroom offering help as needed． Check the answers with the whole class．Elicit examples given in the article for the advantages and disadvantages．Step Ⅲ3bThis activity provides reading and writing practice using the target language．Step Ⅳ3cThis 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?Step ⅤPart 4This activity provides listening and speaking practice using the target language．Look at the three pictures．Ask, What can you see in the pictures? In this class, weve done much practice reading and writing as wellas speaking．Step ⅦHomework1．Read the article in Activity 3a again． 2．Complete the article in Activity 3b．Step ⅧBlackboard Design。