人教版九年级英语下册《Unit 13 Rainy days make me sad.(通用)》教案_5
人教版新目标英语（2001课标版）
九年级Unit13 Reading教学设计
一、对教材的分析和理解
这篇课文是unit13中的reading,是Section A ，Section B 基础上的升华。
此课属于叙述性阅读文章，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。
即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。
二．教学目标：
1. 知识目标：掌握三会、四会单词，如：purple,purse,guilty,taste,thought,count等。
同时掌握文中所提供的信息。
2．能力目标：掌握良好的阅读习惯和阅读方法，即快读（fast--reading），细读(careful--reading)等，提高阅读能力;发展合作交流能力。
3. 德育目标：渗透在日常生活中换位思考，(think more about others)的思想品质；学会给予(giving)和感恩(being thankful)。
三．教学重点：
因为是一篇阅读课，所以本课的重点在于培养和发展学生阅读能力，在有效时间内提高阅读效率，同时让学生掌握本课的知
识点。
四.教学难点：
让学生学会用本单元所学知识准确描述自己对某事物的感受，谈论自己的经历。
五.教学手段：
多媒体辅助教学，有助于把学生引入到身临其境当中，增强教学情境的真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。
导学案的使用，更有利于提高课堂效率。
六.学法指导：
任务型教学法(Task-based Language Teaching)
任务型教学是指教师通过引导学生在课堂上完成任务来进行的教学，是一种强调“在做中学”(learning by doing)的语言教学方法。
即在教学活动中，教师围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。
七.教学过程设计：
第一、激情导入（pre-reading）
通过谈论对天气的感觉，如Sunny days make me happy, 以及通过多媒体展示谈论对生日礼物和压岁钱的感受，如Lucky money makes me excited, 引入本课题目: receiving money makes me uncomfortable.这些话题同学们非常感兴趣，以激发他们学英
语的热情。
第二、阅读展示（while-reading）
这一部分既是培养学生良好阅读习惯，又是提高英语阅读能力的阶段，因此我将分三部分进行。
1. 快读（Fast-reading）：
这一过程是让学生快速浏览全文，抓住文章主要内容，同时将为学生获取某种特定信息而阅读，只要求学生从材料中找到特定信息，领会主旨，可忽略大部分内容。
我设计了完成图表的练习,让学生带着这些问题去阅读，认真思考，之后通过提问的方式找出正确答案。
从而体现出新课标要求下的对学生进行先自主学习、思考，后提问、展示的学法指导。
2. 细读 (Careful-reading)：
在领会了主旨，抓住文章大致内容之后，就应该要求学生再次对课文进行深入细致阅读---细读。
这一部分我分段落设置了回答问题、判断正误、选择三种类型的题目。
3.学生再次阅读，处理细节问题，如自己不懂得单词、句子等。
我还针对本课的重点、考点设置了一些题目，学生可以通过组内讨论，合作完成，之后通过提问展示的方法找出学生不懂的地方，我再进行点拨。
总之，学生通过自学、合作学习等能学会的老师不讲，真正把课堂还给学生，学生是课堂的主人。
三、巩固练习（post-reading）
这一步分两步进行
a)listening and fill in the blanks既巩固课文内容又锻
炼听力技能
b)Talk about your experience让学生叙述自身经历,锻炼
学生说的技能，将知识储备输出进而达到能力的提高。
第四、布置作业：
作业和上一步一样，让学生谈论自己的亲身经历，将知识储备以书面表达的形式写在作业本上。
九年级英语全册 Unit 13 Rainy days make me sad The Second Period教案 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…。
人教版英语九年级Unit 13 Rainy days make me sad Section
Section2
When someone gives me money, I feel they didn’t think at all. I prefer to receive a gift that has some thought behind it. I don’t mind if it’s something I don’t need. If someone has thought about a gift for me, it always makes me happy.”
for help
decide instead
lazy in
tradition make
as At
Section3
1. Receiving money might make people uncomfortable.
2. We might pretend to like a gift because
it would make the people who gives gifts happy.
3. Han Ling wore the sweater but very unhappy. 4. It’s important to make people feel that
different people have different taste.
Unit 13 Rainy days make me sad.
Can you guess what gifts …?
Section1
1.If my best friend gave me a history book, I would feel
2.If my grandmother gave me some homemade cookies, I would feel 3. Receiving a new schoolbag would make me feel
九年级英语下教案人教版Unit 13 Rainy days make me sad.
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 make me sadSection A教案
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。
九年级英语全册 Unit 13 Rainy days make me sad The Sixth Period教案 人教新目标版
Unit 13 Rainy days make me sadThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in blanks and make sentences using list, lead, compare, keep out, taste.(2) Finish the table according to the diary.2．Ability ObjectTrain students' writing ability.3．Moral ObjectsWe should believe in others. We shouldn't be selfish.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the table.Ⅲ．Teaching Difficult PointMake sentences using list , lead, compare, keep out, taste.Ⅳ．Teaching Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids1．A projector.2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get a few students to read the article in 3a. Then have a student read his own article.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the boo. Get a student to read them. Make sure the students understand the meanings of the words. Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Get students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.1．I need a new jacket. This one doesn't keep out the cold.2．Customers say the food at the restaurant tastes terrible.3．When prices are listed, you can go to the store with the lowest price.4．Working hard at English can lead to a good job.5．Wait before you buy that watch. Let's compare prices in another store.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Sample answers1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.Step Ⅲ Part 2This actlvity provides listening and speaking practice using the target language.Go through the instructions for this activity with the class.Get a student to read the diary aloud. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class. Have students read the diary again. Then ask students to do the work in pairs. When they work, walk around the classroom providing help if necessary.Check the answers with the whole class.AnswersNotes1．home here is an adverb, means at, in or to one's home or country.2．annoy—make rather angry(esp. in passive) , for example, be annoyed with sb.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.S A: They make me scared.S B: Really? They make me hungry.Get all the students to read the conversation again. Ask, What makes the cartoon funny? Help students to explain. The second fish is intelligent enough to take the bait from the hook without getting caught.Get some pairs of students to present this conversation to the rest of the class.Notescared—frightenedStep Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabularywords and the target language presented in this unit.After class, please make sentences with the words in Activity 1 in your exercise books. Then finish off the exercises on pages 55～56 of the workbook.Step Ⅵ Blackboard DesignUnit 13 Rainy days make me sad.Self checkThe Sixth PeriodSample answers to Activity 1:1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.。
【推荐】初中英语Unit 13 Rainy days make me sad
【本讲教育信息】一. 教学内容：11. an ad for sth. 一则……的广告12. keep out the sun / rain /cold 遮阳/挡雨/御寒【即学即用】The sweater is too thin to cold.A. keep outB. hand outC. work outD. make out13. aim at 瞄准；针对14. for instance 例如【即学即用】⑴At home, you can help your mother do some housework, , washing and cooking.A. suchB. soC. for instanceD. an example⑵For instance, some young people see more than 100 advertisements a day.（同义词组选择）A. For exampleB. FinallyC. LuckilyD. At first15. so that＝in order to＋不定式以便/为了16. have sales 促销Loud music always makes me want to dance. 声音大的音乐总是使我想去跳舞。
（Section A, 2b）这两句是动词make的使役用法，make me后分别接了形容词和不定式短语。
make的这种用法常见于以下结构：◎make＋名词（代词）＋省略to的动词不定式My parents often make me do some other homework. 我父母常让我做些其他的作业。
特别提示这一结构中的不定式短语在主动结构中是宾语补足语，必须省去to，变为被动结构时，不定式短语作主语补足语，这时必须带to。
She was made to practice it again and again. 她不得不反复练习。
人教版新目标九年级英语Unit13全英文说课稿
⼈教版新⽬标九年级英语Unit13全英⽂说课稿Unit13 Rainy days make sad.SectionA (1a-1c)Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. I am going to talk about the first period in Section A of Unit13 Rainy days make me sad. It is made up of seven parts.1. Analysis textbook(教材分析)2. The teaching methods(教学⽅法)3. The learning methods(说学法)4. Analysis the students(说学情)5. The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7. Self evaluation.(⾃评)Part 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening , speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.1. Teaching aimsThe teaching aims are established according to Junior School English curriculum standard provision./doc/d1*******acfa1c7aa00cc52.html nguage goals1). Words & expressions : tense, some adjectives of feeling2). Key sentencesLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.B. Ability goalsEnable the students to talk about how things affect them.C. Emotion & attitude goalsEnable the students to understand the effect of things upon them.2. Teaching important Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.To improve students’ listening ability.To train stu dents’ communicative abilities.The teaching important and difficult points are established according toSection A , Unit13 in the teaching material’s position and function.Part 2. The teaching methodsTask-based teaching ; Cooperative learning ;Purpose: Listening-and-answering activity to help the students go through with the listening material. Pairwork to make every student work in class.Part 3. The learning methods1). Set up six steps. It is presentation– words – pairwork – listeningpractice–Grammar - practice2). Ask the students to take part in class actively and develop theircooperation in the activities .Part 4. Analysis the studentsStudents have learned some words about feeling and they have known the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.Part5. The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, especially listening and speaking. Set up six steps.Step Ⅰ. Leading-in .Review some words about feeling . Show the Ss a few pictures on the screen: and ask them How do you feel about …? Happy ? Excited? Nervous? Purpose : Through this part we can consolidate what they studied yesterday, Arouse the stud ents’ interest of study. Bring in new subject:Rainy days make me sad.Step II ListeningAsk the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words.Purpose : Train the Ss’ listening ability and prepare for later exercises.Step III SpeakingAsk the students to talk about how music affects them. Tell thestudents they will be talking about their own opinions with a partner. 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.Pur pose :Train the Ss’ speaking ability and prepare for later exercises.Step IV Grammar1).Sum the usage of make , then help them to say out the sentence structure.2). Do some exercises to consolidate the grammar .Purpose: Train the Ss’ ability of unde rstanding and using language.Step V Do a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them. Purpose : This step can open the Ss eyesight and thought . It’s a step fromtextbook to real life .Step VI Homework Writing practice1. List 4-5 things around you and then describe how the things affect you./doc/d1*******acfa1c7aa00cc52.html position Exams make me _______。
九年级英语 Unit 13 Rainy days make me sad
阅读点拨小提示小提示新目标英语第13单元测试题一、请你用所给词的适当形式完成下列句子。
1. Here are some things they have learned from ______(scientist ) studies.2. Sunglasses are used for _____ (keep) out the sun.3. The students are ______ (confuse) about the ______ (confuse) problem.4. I’m considering _____ (study) in Beijing or Shanghai.5. I felt _______(embarrass) when everyone looked at me.二、根据首字母提示,补写下列单词, 使句意完整。
1. We should protect e_______ animals.2. I want to eat something because I am k_______ of hungry.3. How do you feel a________ pollution?4. The cake t_________ delicious. Would you pass me one more?5. Many advertisements are aimed specifically a________ teenagers, so you have to be careful.6. I need a pair of warm trousers to keep o________ cold.7. Money is a_______ in some situations.8. You can send flowers a_______ of time for Mother’s birthday.9. I t’s very important to choose a p_______ time to visit friends.10. The map m_______ me, so I went the wrong way.三、请你来当翻译家根据汉语提示,完成下列句子。
人教版九年级英语课件Unit 13 Rainy days make me sad.
Reading carefully and fill in the chart. Advertising: pros and cons Advantages of Ads can help you compare products . _____________ ads save money Ads can help you __________. Disadvantages of Ads make our cities and countries look ugly ads ___________. confusing misleading Ads can be _______and ________. Ads can lead you to buy something useless ______________________.
Newspaper
What are the ads about?
Top people takes the Times.
car
Imagine…having a nice of tea awaiting your return from weary shopping expeditions. It’s Swift! It’s Sleek! It’s Spacious! The saloon that’s really a sports-car.
Question 2.Why did the fast food restaurants have red furniture or walls?
Red makes customers hungry and makes them eat faster
人教版新目标九年级Unit13 Rainy days makes me sad. Selfcheck课件
(2) forget to do 忘记做…… e.g. Yesterday when I left home, I forgot to lock the door. 昨天我离开家时, 忘记锁门了。 forget doing 忘记了已经做过的事情。 e.g. I’ll never forget finding that rare old coin in my garden. 我永远不会忘记在我花园里找到的那枚稀罕的 古币。
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compare vt. 比较, 比喻, 对照 vi. 相比 n. 比较 【计】 比较 【经】 比较, 对照
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keep out v.使在外 Keep the strangers out 不让陌生人进来
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taste n. 味道, 品味, 味觉, 感受, 体验, 爱好, 审美, 少量 vt. 尝, 察觉...的味道, 体会 vi. 品尝, 察觉味道, 有某种味道 【医】 味觉, 味
2. In class, the teacher asked me for my homework. 在课上, 老师问我要家庭作业。 ask sb. for sth. “向某人要某物”, ask for则表示“请求, 通过询问寻找”。 e.g. How much did they ask for this book? 这本书他们要多少钱？ The stranger asked the old man for his address. 那陌生人问老人要家庭住址。 He came to ask for help. 他来求助。 Did anyone ask for me? 有人找过我吗？
list n. 目录, 名单, 明细表, 布条, 条纹, 列表, 序列, 数据清单 vt. 列出, 列于表上, 记入名单内, 装布条 vi. 列于表上 【计】 列表, 序列, 数据清单 【经】 目录表, 一览表, 价目表; 列出