九年级英语Unit13 Rainy days make me sad Section A 3新人教版.doc

Unit13 Rainy days make me sad
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
T: 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 3a
This activity provides reading and writing practice using the target language．
Show the key vocabulary words on the screen by a projector．
owner n．所有者；业主
scientific adj．科学的
pink adj．粉红色的
lighting n．照明；照明设备
knowledge n．知识；学问
serve v．服务；招待
design v．设计；构思
uncomforable adj．不舒服的；不合意的
campaign n．运动；竞选运动 ：
endangered adj．有灭绝危险的；将要绝种的
smoke v．吸烟；抽烟
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．
Answers
1． 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 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．
SA: The seats are very hard． The white walls make me stressed．
SB: Is it this classroom?
SA: No, it isn’t．
SC: Is it a hospital?
SA: 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 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．
SB: Is it a mall?
SA: No, it isn’t．
SC: Is it a supermarket?
SA: No, it isn’t．
SD: Is it a market?
SA: Yes, you’re right．
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． 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 answers
How do you feel about…
You
Li Ping
Zhao Qiang
Pollution
angry
angry
angry
heavy traffic
worried
tense
angry
loud noise
tense
energetic
want to leave
Endangered animals
sad
cry
angry
Smoking
angry
want to leave
uncomfortable
people who keep you waiting
angry
worried
angry
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．