《Unit 13 Rainy days make me sad》教案（2）.doc

Unit 13 Rainy days make me sad.
Section A
The First Period
Ⅰ．Teaching Aims and Demands
1．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 objects
It is important to choose a suitable place. It is good for your study and life.
Ⅱ．Teaching Key Point：Target Language
Ⅲ．Teaching Difficult Points
1．How to improve students' listening ability.
2．How to help students to express their opinion freely.
Ⅳ．Teaching Methods
1．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 blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
T: 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 1a
This 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 1b
This 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 1c
This 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 Summary
In 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 Homework
Review the target language.
Step Ⅶ Blackboard Design
Unit 13 Rainy days make me sad.
Section A
The First Period
Target language
A: 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 A
The Second Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：tense, have fun, angry, cry.
(2) Target Language
Loud 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 Objects
Enjoying yourself is very important. But no matter what hobbies you have, do remember they must be good for health and study.
Ⅱ．Teaching Key Points
1．Key Vocabulary：tense, angry, cry.
2．Target Language
Loud music makes me tense.
Loud music makes me want to dance.
That movie made me sad.
3．Structures
Loud music makes me tense.
Loud music makes me want to dance.
Ⅲ．Teaching Difficult Points
1．The target language
2．How to train students' listening ability.
Ⅳ．Teaching Methods
1．Listening method to improve the students' listening ability.
2．Pairwork.
Ⅴ．Teaching Aid：A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check 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 2a
This 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 2b
This 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 to say the reasons why they check them. Check the answers with the class.
Step Ⅳ 2c
This 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 Focus
Look 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 Summary
In 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 Homework
Get students to write some sentences according to the target language.
Step Ⅷ Blackboard Design
Unit 13 Rainy days make me sad.
Section A
The Second Period
1．Target language
Loud 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 A
The Third Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary
owner, scientific, pink, knowledge, serve, uncomfortable, endangered.
(2) Target Language
How 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 Procedures
Step Ⅰ Revision
We learned the target language. The structure is … makes me Now who can make sentences using the structure?
Step Ⅱ 3a
This 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.
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?
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 3b
This 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 4
This 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 Summary
In 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 Homework
1．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 Design
Unit 13 Rainy days make me sad.
Section A
The Third Period
Target language
A: 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 B
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
(1) Key Vocabulary：mysterious, shiny, silky, skin, cream, toothpaste, keep out
(2) Target Language
Have 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 Object
Not all the most expensive things are the best ones. Sometimes we shouldn't believe all of ads.
Ⅱ．Teaching Key Points
1．Key Vocabulary：mysterious, shiny, silky, skin, keep out
2．Target Language
Have you ever had a Twisty Treat?
Yeah. And it made me sick.
Ⅲ．Teaching Difficult Points
1．How to train students' speaking and listening ability.
2．How to use the target language.
Ⅳ．Teaching Methods
1．Listening method
2．Groupwork to make every student works in class.
Ⅴ．Teaching Aids：1．A tape recorder 2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check 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 1a
This 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 1b
This 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 2a
This activity provides listening practice with the target language and introduce new vocabulary.
Go through the instructions and make sure students understand what to do. Now you will hear about some more products and what people think of them. Write Yes in front of the product if the person likes it. Write No in front of the product if the person doesn't like it.
Read out the name of each product. Get students to repeat it. listen to the conversation and finish the task.
Play the tape the first time. This time students only listen. Play the tape again. Let students write Yes or No in front of each product to show whether or not the people on the tape liked it. Check the answers.
Step Ⅴ 2b
This activity provides guided listening practice using