九年级英语 Unit 13 Rainy days make me sad解析 人教新目标版

Unit 13 Rainy days make me sadThe Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularytense, have fun, angry, cry.(2) Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．Ability Objects(1) Train students' listening ability.(2) Train students' speaking ability.3．Moral ObjectsEnjoying yourself is very important. But no matter what hobbies you have, do remember they must be good for health and study.Ⅱ．Teaching Key Points1．Key Vocabularytense, angry, cry.2．Target LanguageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.3．StructuresLoud music makes me tense.Loud music makes me want to dance.Ⅲ．Teaching Difficult Points1．The target language2．How to train students' listening ability.Ⅳ．Teaching Methods1．Listening method to improve the students' listening ability.2．Pairwork.Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep 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 24 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, John …yes and no.Boy: Was Amy late as usual.Girl: Yes, she was. And waiting for her made me angry.Boy: Where did you go?Girl: First we went to the Rockin' Restaurant, but Amy didn't want to stay. She said that loud music made her tense.Boy: That's funny. Loud music always makes me want to dance.Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time.Boy: Then did you go to the concert at the high school?Girl : No. We decided to go to the movies. We saw Love Me Forever. It was a really good movie, but it was so sad that it made us cry.Boy: Sad movies don't make me cry. They just make me want to leave!Girl: You should just like my brother!Step 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 whateach 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 an gry, 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 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.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 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 anadjective. 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.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．Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’reading and writing skills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to expresstheir own opinions using the target language,（2）Ability objectsTo train students’listening, speaking, reading and writing skills using the target language,（3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we 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 LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．V ocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy?Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’Restaurant and TheBlue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner．Look backat 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; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard Design。

Unit 13 Rainy days makes me sad. 教学建议一、教学目标1．谈论事物对我们情绪的影响；2．学会比较、分析不同事物的优缺点，从而进行优化选择。

+任务一：你对不同音乐的感受如何？引导学生复习不同的音乐，然后让学生分别说出他们对不同类型的音乐的感受,即不同类型的音乐对他们产生怎样的心理影响。

如果能在课堂上当场播放不同的音乐效果更好，学生能更直观地去感受。

任务二：你对上个周末的感觉如何？让学生回忆上周末做了些什么，然后以采访的形式，让学生说出自己对周末活动的感受，表达自己当时的心情，最后总结中学生对周末的最深感受是什么？任务三：猜猜这是什么产品的广告？展示不同的知名产品的广告词或广告视频，让学生猜测是什么产品，并谈谈自己对该产品的感受。

还可以让学生说出自己知道的广告词，让其他学生猜测。

任务四：对于到处张贴的广告或海报，你是支持还是反对？引导学生以小组形式讨论对到处张贴的广告或海报的看法：支持还是反对？并说明原因。

此任务还可设计成辩论赛形式，让学生在辩论的氛围中陈述自己的观点。

五.可供教师选择的任务Sample 1 采访：假期生活对你的影响以小组为单位，每小组选一人为采访者，对其余同学进行采访，询问他们的假期生活如何？有何感受？通过此项活动，学生学会表达自己对某件事的看法。

Teacher: Please interview your group about how they feel about the vacation？操作建议：1．分好小组，自行确定采访者和被采访者。

2．采访开始，采访者分别采访不同的成员并作好纪录。

3．各小组汇报采访结果。

4．全班总结：全班学生对假期生活的普遍感受是什么？学生渴望什么样的假期？完成任务所需的语言结构：1）A: Do you like/hate the winter vacation？B: Yes/No.A: Why？B: Because it is relaxing / interesting / boring...It makes me relaxed / happy / bored / upset 2）A: How do you feel about the winter vacation？B: I like/hate it. It makes me relaxed/happy/bored/upset...任务结束后，可以引导学生归纳所有学到的表示情感的形容词，如：happy, pleased, surprised, angry, annoyed, sad, upset, unhappy, worried, anxious, excited, relaxed, stressed out, tense...Sample 2 调查你的同桌喜欢什么布局的的餐馆（或房间）？为什么？根据Section A: 3a文章的内容，设计一项采访任务：采访同桌平时喜欢去什么布局的餐馆里吃饭或喜欢什么样布局的房间，并说明原因。

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。