九年级英语上册 Unit 13《Rainy days make me sad》教案 人教新目标版.doc

Unit 13 Rainy days make me sad.
Language goals:
In this unit students learn to talk about how things affect them.
New languages:
How do you feel about loud music?
Loud music makes me uncomfortable.
Waiting for her made me angry.
Sad movies make her want to leave.
Red makes customers eat faster.
Difficult points:
1. How to improve the students’ reading ability.
2. In this unit, the structure “make + object + adj.” express the feelings.
Teaching aids:
computer, recorder
Teaching periods:
Period 1: Section A 1a / 1b / 2a / 2b /2c / Grammar focus
Period 2: Section A 3a / 3b / 4
Period 3: Section B 1a / 1b / 1c /2a / 2b / 2c
Period 4: Section B 3a / 3b / 3c/ 4 / Self check
Period 5: Reading
Period 1
Teaching aims:
1. Target languages:
The awful pictures make Amy sad.
Loud music makes me tense.
Sad movies don’t make me cry.
They just make me want to leave.
2. Train the speaking and listening abilities.
3. Learn to express the feelings.
Teaching procedures:
Step 1. Warming up
Let students say out their hobbies.
Help students to answer: I like it because it makes me interested, happy, comfortable, etc.
Step 2. Presentation
Look at the slides and ask students to say out how they feel about each picture.
Help students to answer: It makes me energetic, comfortable, stressed, relaxed, sick, etc.
Step 3. Section A 1a
This activity introduces new vocabulary and provides oral practice using the target language.
Say, there are two restaurants in the slide. Ask a student to describe it to the class. If the student can’t answer, offer vocabulary help where needed.
Ask a few pairs to present their conversations to the class.
Step 4. Section A 1b
This activity provides practice in understanding the target language in spoken conversation.
Read and explain the instructions to the class.
Say: You will hear a conversation. Listen carefully and fill in the blanks.
Play the recording for the first time. Students only listen. Then say next time please fill in the missing words. Then explain.
Check the answers using the slide.
Step 5. Section A 1c Pair work
This activity provides guided oral practice using the target language.
Call attention to the conversation. Ask two students to read it.
Then point to the pictures in 1a. Say: Now have conversations in pairs according to your own opinion.
Ask several students to present their conversations.
Step 6. Section A 2a
This activity provides practice in understanding the target language in spoken conversation.
Ask some students to say something of the five pictures in the slides.
Say: You will hear a recording of a conversation. Listen and number the pictures (1-4) in the order that you hear them.
Play the recording for the first time, students only listen.
Play the recording again. This time ask students to number each picture on their own.
Check the answer.
Step 7. Section A 2b
This activity provides guided listening practice using the target language.
Look at the slide. Ask a student to read these sentences.
Say: You will hear the same recording again. This time check the things that Tina and John said.
Play the recording again. Ask students to check the sentences they hear on their own.
Look at the slide and check the answers.
Step 8. Section A 2c Pairwork
This activity provides guided oral practice using the target language.
Call attention to the sample conversation and ask two students to read it aloud.
Pair the students. Ask them to play the conversation in 2a and 2b, using the example in the left box. As they work, move around the room, offering help as needed.
Have some pairs perform their conversations to the class.
Step 9. Practice
Deal with some exercises to consolidate the knowledge learned in this lesson in the slide in class.
Step 10. Conclusion
Learn to use the verb “make” to talk about how things affect them.
Homework:
Write some sentences about how things affect them, using the verb make.
Preview Section 3a / 3b / 4.

Period 2
Teaching aims:
1. Master some vocabulary words and target languages.
The red color makes people hungry.
Red also makes customers eat faster.
Soft colors like pink and blue make people relaxed.
Hard seats also make customers want to eat quickly and leave.
2. Train the reading and speaking abilities.
3. Learn to write a ideal restaurant, using target language in this unit.
Teaching procedures:
Step 1. Revision
Ask students to look at the pictures in the slides.
Ask and answer in pairs using the target language:
How do you feel about picture 1?
It makes me happy / excited, etc.
Step 2. Presentation
Let a student describe the fast food restaurant. Try to include the color, lighting, seat, music, etc. If the student has difficulty, ask another student for help.
Then ask and answer in pairs using the target language.
Step 3. Section 3a
This activity provides reading and writing practice using the target language.
Ask students to describe the picture in the slide.
Have students read the article individually, underlining the difficult points they don’t understand.
Explain the language points.
Read the questions after the article to the class.
Ask students to read the article for a second time and answer the questions.
Students work individually. As they work, move around the room, offering language help as needed.
Check the answers.
Step 4. Section A Group work
This activity provides oral practice using the target language.
Call attention to the sample conversation and ask three students to read it aloud.
Ask students to work in groups of four. Tell your group about a place you know. The others try to guess the place. As they work, move around the room listening to conversations and offering help as needed.
Take turns to describe a place.
Ask groups of students to present their conversations to the class.
Step 5. Section A 4
This activity provides reading, writing, listening and speaking practice using the target language.
Ask two students to read the conversations in the box.
Ask students to work in groups of three.
Look at the slide, ask and answer how they feel about each thing. As they work, move around the room providing help as needed.
Have students complete the survey individually.
Ask a few students to share the results of their surveys.
Explain how to use the verb keep.
Step 6. Practice
Deal with some exercises to consolidate the knowledge learned in this lesson.
Step7. Conclusion
Learn the vocabulary words and practice more about the target language.
Express the feelings about different things.
Homework:
Write a short passage to describe a restaurant using the target language.
Preview Section B 1a / 1b / 2a / 2b / 2c

Period 3
Teaching aims:
1. Learn vocabulary words and some useful expressions.
2. Strengthen the target language and practice more.
3. Train the speaking and listening abilities.
Teaching procedures:
Step 1. Have a free talk
Ask several students to present their ideal restaurants to the class.
Step 2. Section B 1a
This activity introduces new vocabulary.
Ask students to look at the four pictures in the slides. Learn the new words one by one.
Ask a student to read the slogans to the class.
Have a student guess the meaning of each slogan.
Match each slogan with one of the products.
Check the answers.
Step 3. Section B 1b
This activity helps students apply the ideas in the unit to their lives outside of the classroom.
Have students look at the slide, name each picture.
Have students make a list of three products they like and three products they don’t like.
Students work individually.
Have a few students to read their lists to the class.
Step 4. Section B 2a
This activity provides listening practice with the target language and introduces new vocabulary.
Point to the name of each product and ask students to repeat it.
Say: Do the people like the products in 1a? Write “Yes” for the products they liked and “No” for the products they don’t like.
Listen to the tape for the first time. Students only listen.
Listen to the tape again. Write “Yes” or “No” in front of each products.
Check the answers.
Step 5. Section B 2b
This activity provides guided listening practice using the target language.
Ask a student to read the sentences in the box to the class.
Say: You will hear the same recording. What do the people say about the products? Draw lines to match.
Play the recording. Students work individually.
Check the answers.
Step 6. Section B 2c
This activity provides guided oral practice using the target language.
Point to the sample conversation in the box.
Ask two students to read it to the class.
Read the instructions to the class. Say: Each group of students can make conversations, using information from the list in 1b.
Ask students to work in groups. Move around the room checking the progress of the groups and offering help as needed.
Ask one or two groups to present their conversations to the class.
Step7. Conclusion
Learn to describe the quality of each product.
Master several slogans in this lesson.
Homework:
Search some slogans and express your own idea about them.
Preview Section B 3a.

Period 4
Teaching aims:
1. Teaching vocabulary words.
2. Train the speaking, reading and writing abilities.
3. Learn to comment the ads.
Teaching procedures:
Step 1. Have a free talk
Work in groups, express their own idea of the slogans they searched.
Step 2. Section B 3a
Ask students to look through the text individually. Find out the answer to the question:
Does the picture in an ad look the same as the real thing?
Let students read the text again. Find out the advantages and disadvantages of the ads.
Check the answers.
Explain the language points.
Step 3. Section B 3b
This activity provides reading and writing practice using the target language.
Ask a student to read the sentences at the beginning of the paragragh to the class.
Then say: Complete this article using the information about two or more products in 2a and 2b.
Ask students to write individually. As they work, move around the room offering help and answering questions where needed.
Ask a student to read his or her completed article to the class.
Step 4. Section B 3c
Have students make a list of their favorite products in the slide.
Ask students to try writing a slogan to go with each product. As they write, move around the room offering help where needed.
Ask several students to read their slogans to the class.
Step 5. Section B Pair work

This activity provides listening and speaking practice using the target language.
Have some students describe the three posters.
Ask two students to read the conversation to the class.
Say: How do these posters make you feel?
Discuss in pairs.
Ask several pairs to present their conversations to the class.
Step 6. Self-check 1
This activity focuses on vocabulary introduced in the unit.
Ask a student to read the words and phrases. Make sure to understand the meaning of each word.
Ask students to fill in the blanks on their own.
Check the answers
Let students make new sentences with the words and phrases.
Check the answers in groups.
Step 7. Self-check 2
This activity provides reading practice using the target language.
Ask students to read the article.
Let students discuss in pairs, filling in the box.
Explain the language points.
Check the answers.
Have students to read the article again.
Step 8. Just for Fun!
This activity provides reading and speaking practice using the target language.
Let a student read the sentences to the class.
Ask students to explain what is funny about the cartoon funny.
Step 9. Practice
Deal with some exercises to consolidate the knowledge learned in this lesson.
Homework:
Write a short passage about your own experience, using “An unusual Day” as the title.
Ask the students to make a list of the gifts they received.

Period 5
Teaching aims:
1. Train the reading and writing abilities.
2. Strengthen the target language.
3. Learn to be friendly to others.
Teaching procedures:
Step 1. Section1 Before you read
This activity asks students to explore their feelings about receiving certain gifts.
Let a student read the sentences in 1a to the class.
Say: Write how you would feel if you received the following gifts in the blanks.
Students work individually.
Get students to share their answers with a partner and discuss any different adjectives used.
Step 2. Learning strategy
Ask a student to read the sentences.
Explain to the class.
Step 3. Section 2 While you read
Ask students to read the passage once without stopping for general understanding.
Ask students to give examples of language they don’t know.
Explain the language points.
Step 7. If you have time!
Get students to write notes about a gift that they have received.
Work in groups, telling this experience according to the two questions.
Step 8. Practice
Deal with some exercises to consolidate the knowledge learned in this unit in the slide in class.
Homework:
Review the words and phrases in the whole unit.
Preview Unit 14.