Unit 13 Rainy days make me sad Period 3课件人教新目标版

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九年级英语Unit13Rainydaysmakemesadperiod5教案

2. use the following sentences:
If my best friend give me a history book,Iwould feel…
Receiving a new schoolbag would make me feel…
Iprefer to receive a gift that has some thought behind it.
S1:(After reading.) The writer thinks that receiving a gift can be difficult.
T:Yes.How many examples does the writer use to prove his opinion? Read the passage again and find them out.
单元（章）主题
Unit 13 Rainy days make me sad.
任课教师与班级
初三
本课（节）课题
Period5:Reading
第5课时/共5课时
教学目标（含重点、难点）
及设置依据
一、Teaching aims:
Ability aim:Talk aboutthe feeling on receiving different gifts.
giveme clothes as present. But they andIhavethe different tastes.Ioften feel guilty forInever wear the clothes they give to me.
S4:Paragraph 4 impresses me most becauseIlearn a lot about the foreign cultures from it.They are new to me.

九年级英语全册Unit13《Rainydaysmakemesad》TheFifthPeriod教案人教新目标版

Unit 13 Rainy days make me sadThe Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyaim at, useful, for instance, product, careful, plane(2) Practise reading an article.(3) Practise writing something using the target language.2．Ability Objects(1) Improve students' integrating skills reading skill and writing skill.(2) Improve students' speaking ability by discussion.3．Moral ObjectWe are in charge of our attitude and we can do everything well.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult Point1．How to improve students' reading ability.2．How to improve students' speaking ability by discussion.Ⅳ．Teaching Methods1．Reading method to improve students' reading ability.2．Discussion method to improve students' speaking ability.3．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Get some pairs to read out their conversations.(1) S A: Have you ever had a jacket?S B: Yeah. And it made me beautiful.(2) SA: Have you ever had a science book?S B: Yeah. And it made me tense.Step Ⅱ 3aThis activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector.aim v.瞄准；打算aim at 瞄准；针对specially adv.特别地；专门地useful adj.有用的；有益的instance n.例子；实例for instance 例如；比如product n.产品；制品confuse v.混淆；辨不清；使困惑mislead v.把……引错方向；给……带错路careful adj.小心的；仔细的lead v.引导；致使；领导plane n.飞机Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article. Let a student read the article aloud to the class. Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class.Read the instructions to the class. What's the article about? Do you agree with it? Get students to read the article again and answer the two questions. Get students to do the work individually or in pairs. While they are working, go around the classroom offering help as needed.Check the answers with the whole class. Elicit examples given in the articlefor the advantages and disadvantages.AnswersThe article is about advantages and disadvantages of ads.Advantages of ads: help you compare different products; help you save money.Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don't need.Notes1．pros and cons—the arguments for and against2．for instance—for example3．sales—the offering of goods at low prices for a period4．confuse—put into disorder; mix up in the mind5．mislead—lead wrongly; cause to be or do wrong6．at times—from time to time; now and then; occasionallyStep Ⅲ 3bThis activity provides reading and writing practice using the target language.Go through the instructions with the class. Get a student to read the sentences at the beginning of the paragraph to the class. Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a. Have students finish the article individually. While they are working, walk around the classroom offering help and answering questions as necessary. When they finish, get a student to read his/her completed article to the class.A sample article:Some advertisements tell the truth and some don't. For example, the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I tried Starshine Toothpaste. But it wasn't whiter than white. It tasted terrible. I'd never use it. Yesterday my sister tried Beauty Cream and it worked very well. She said it made her skin very soft. So I'll try it tomorrow. Now, do you think it is right not tobelieve everything we read?Now write the article on the blackboard as an example.Step Ⅳ 3cThis activity' provides writing practice using the target language. Go through the instructions with the class. Ask students, Do you know what the word slogan means? For example, for the shiniest hair ever is the slogan of Easy Care Shampoo. Help students answer the question. Tell them the Chinese meaning if necessary to make sure they understand the meaning.Have students make a list of their favorite products, then try writing a slogan to go with each product. Tell students how to do this work. First ask a student to name a favorite product. Then let students suggest a variety of possible slogans to go with it. And then cross out the ones that don't tell the truth.Ask students to work in groups of four. When they start to write, walk around the classroom offering help as necessary. Revise as many students' work as possible while moving around the classroom.Let some students to read their slogans to the class.Step Ⅴ Part 4This activity provides listening and speaking practice using the target language.Look at the three pictures. Ask, What can you see in the pictures?(In Picture 1. we can see a man jumped out of a plane. In Picture 2, we can see a lot of smoke. The air is polluted. In Picture 3 , some men are riding horses.) Go through the instructions with the class. Look at the example in the box. Get a pair of students to read the conversation to the class.S A: I would love to jump out of a plane!S B: Not me. This picture makes me feel tense!Discuss the three pictures in pairs. As they work, go around the classroom offering help as needed. Have several pairs say their conversations to the class.Sample conversationsS A: There is a lot of smoke in the picture.S B: Yeah. It makes me feel uncomfortable.S A: I would love to ride a horse.S B: Not me. The picture makes me tense.Step Ⅵ SummaryIn this class, we've done much practice reading and writing as well as speaking.Step Ⅶ Homework1．Read the article in Activity 3a again.2．Complete the article in Activity 3b.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section BThe Fifth PeriodA sample answer to Activity 3b:Some advertisements tell the truth and some don't. For example , the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I tried Star shine Toothpaste. But it wasn't whiter than white. It tasted terrible. I'd never use it. Yesterday my sister tried Beauty Cream and it worked very well. She said it made her skin very soft. So I'll try it tomorrow. Now, do you think it is right not to believe everything we read?。

新目标九级英语UnitRainydaysmakemesad

新目标九年级英语Unit 13 Rainy days make me sad.教案Period One(Section A la－lc)一、教案目标：（一）语言知识目标1、能够运用所学知识，谈论或询问事物对我们情绪的影响或人对某一件事或物的看法。

2、学会比较，分析不同事物的优缺点，从而进行优化选择。

（二）语言技能目标1、学习动词make的用法，即make＋宾语＋形容词，并能在实际情境中简单地运用。

2、学会以下基本句型：How do you feel about loud/soft music？How do you feel about the picture?Loud music makes me tense/angry/...Soft music makes me sleepy/sad/…Soft music makes her relaxed/…The awful pictures make me tense/...3、能听懂听力内容，并能完成相应的练习。

（三）情感态度目标培养学生做一个情感丰富的人。

学习策略目标通过小组对话等方式比较不同的事物，谈论它们对我们情绪的影响。

二、教案重点与难点1、词汇描写“feelings(感受)”的形容词：happy，surprised，embarrassed，sick，anxious，angry，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。

make＋宾语＋形容词课时：One Period三、教案方式：任务型教案法，多媒体辅助教案等。

四、教案过程：（一）、导入（Lead-in）(1)热身（warm-up）老师先问一个学生，T：What’s your favorite sport?And why?学生回答Sl：My favorite sport is soccer. Because it is exciting. T ：so,it makes you excited（板书）以同样的方式，让学生互问互答，引导他们尝试使用“make＋宾语＋形容词”这个结构。

Unit 13 Rainy days make me sad.SectionA 3a-4教案

Unit 13 Rainy days make me sad．The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target LanguageHow 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 ObjectIn our lives, we should express what we feel clearly．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method．2．Groupwork and pairwork．Ⅴ．Teaching Aids1．A projector．2．The blackboard．Ⅵ．Teaching ProceduresStep ⅠRevisionT：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 Ⅱ3aThis 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．（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．Answers1．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．Notes1．owner—person who owns something2．uncomfortable—not comfortable; uneasyStep Ⅲ3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．S A：The seats are very hard．The white walls make me stressed．S B：Is it this classroom?S A：No, it isn’t．S C：Is it a hospital?S A：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．S A：There are a lot of people every day．The loud noise makes me tense．S B：Is it a mall?S A：No, it isn’t．S C：Is it a supermarket?S A：No, it isn’t．S D：Is it a market?S A：Yes, you’re right．Step IV Part 4This 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 answersStep ⅤSummaryIn 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 ⅥHomework1．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 ⅦBlackboard Design。

英语九年级上册Unit13《Rainydaysmakemesad》Period6课件(新人教版)

Giving a gift is not always easy. How do you 1_d_ec_id_e_
which is the right gift for your friend, classmate, family
member,or 2_f_o_r co-worker? Will they like? How much
Section2
To make things easier, some people would rather just give money. In some cultures, however, receiving money can make people uncomfortable. “When someone gives me money, it just makes me think they’re being lazy,” says John Wilson. “In England, we have
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.
Sing songs
Can you guess what gifts …?
Section1
1.If my best friend gave me a history book, I would feel

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.。

九年级英语全册《Unit13RainydaysmakemesadPeriod1SectionA》课件

Weather rainy sunny hot cold cloudy windy foggy feeling sad happy …
3
4
2
_____ Waiting for her made me angry. _____ She said that loud music made her tense.
1
2a&2b
_____ 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
smoking heavy traffic loud noise people who keep you waiting the movie I Love My Family
Listen.
tense
relaxed sleepy
What is your opi different kinds of weather make you feel.
me want to leave!
_____ It made me sad. Ø Listen and check the things that Tina and John said
Loud music makes me want to dance. That movie made me sad.
happy
What does he or she feel?
angry
What makes him or her …?

新目标英语UnitRainydaysmakemesad

Unit 13 Rainy days make me sad.Period 1 Listening and Grammar一、教案内容本课时的教案内容是新目标英语九年级第13单元的第1课时单元课题是《Rainy days make me sad.》。

本单元以Feelings为话题, 从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。

要求学生掌握某物或某事给人带来的感觉、看法或影响等的表达方式。

共设计了四个部分的内容。

二、教案目标1 ．知识与技能Talk about how things affect you(1)How music affects you (P102-103)Loud music makes me tense.Loud music makes me want to dance.Loud music makes me happy.(2) How colors in the restaurant affect you (P104)The color red makes people hungry.Red also makes customers eat faster.(3)How ads affect you. (P106)语法：make sb. do sth.make sb. / sth. + adj.2 ．过程与方法通过这一节课的学习，对整个单元的进一步学习起到铺垫作用。

通过阅读，能够用英语描述自然景观,学生在阅读中理解本课所出现的新单词，理解课文大意并能进行综合性的回答。

锻炼和提高听力、口头表达和阅读水平，体验自主学习、合作学习的过程与方法。

3 ．情感态度与价值观Enable the students to understand the effect of things upon them. 三、学习者特征分析1 ．智力因素方面学生通过初中两年多的学习，掌握了英语句子的基础知识，能够就一些话题进行简单的讨论，具有一定的阅读理解水平。

新目标九年级unit 13 rainy days make me sad Period1 课件

The loud music makes me tense /exciting /want to leave The soft music makes me relaxed /sleepy
Listen
What do Amy and Tina think of the two restaurants?
Listen
Number the pictures [1-4] in the orde r that you hear them.
3
4
2Leabharlann 1Listen again.Check(√)the things that Tina and John said.
___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 that it made us cry. ___Sad movies don't make me cry.They just ___make me want to leave! ___It made me sad.
The Rockin'Restaurant
The swful pictures m ake Amy sad .
The loud music makes Amy tense .
The Blue Lagoon
The soft music makes
Amy relaxed.
The soft music makes

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

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, recorderTeaching periods:Period 1: Section A 1a / 1b / 2a / 2b /2c / Grammar focusPeriod 2: Section A 3a / 3b / 4Period 3: Section B 1a / 1b / 1c /2a / 2b / 2cPeriod 4: Section B 3a / 3b / 3c/ 4 / Self checkPeriod 5: ReadingPeriod 1Teaching 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 upLet students say out their hobbies.Help students to answer: I like it because it makes me interested, happy, comfortable, etc.Step 2. PresentationLook 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 1aThis 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. I f the student can’t answer, offer vocabulary help whereneeded.Ask a few pairs to present their conversations to the class.Step 4. Section A 1bThis 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 workThis 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 2aThis 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 2bThis 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 PairworkThis 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. PracticeDeal with some exercises to consolidate the knowledge learned in this lessonin the slide in class.Step 10. ConclusionLearn 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 2Teaching 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. RevisionAsk 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. PresentationLet 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 3aThis 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 workThis 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 youknow. 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 4This 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. PracticeDeal with some exercises to consolidate the knowledge learned in this lesson. Step7. ConclusionLearn 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 / 2cPeriod 3Teaching 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 talkAsk several students to present their ideal restaurants to the class. Step 2. Section B 1aThis 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 1bThis 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 theydon’t like.Students work individually.Have a few students to read their lists to the class.Step 4. Section B 2aThis 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 2bThis 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 2cThis 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. ConclusionLearn 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 4Teaching 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 talkWork in groups, express their own idea of the slogans they searched.Step 2. Section B 3aAsk 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 3bThis 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 3cHave 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 workThis 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 1This 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 2This 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. PracticeDeal 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 5Teaching 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 readThis 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 strategyAsk a student to read the sentences.Explain to the class.Step 3. Section 2 While you readAsk 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. PracticeDeal 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.。

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Whiter than white For the shiniest hair ever
For that mysterious look
For silky skin
Look at the products, which slogan is right for it?
Whiter than white For the shiniest hair ever For that mysterious look
No ___ 1. Easy Care Shampoo
___ 2. Lookout Sunglasses No
Yes ___ 3. Beauty Cream
___ 4. Starshine Toothpaste No
b. It worked really well. c. They don’t even keep out the sun. d. It didn’t work.
•Feel the new space. •感受新境界。（三星电子）
1b
Make a list of three products you like and three products you don’t like.
Products I like Products I don’t like
I like Kebike Potato Chips because they are delicious. But I don’t like Heiren Toothpaste because it tastes terrible.
pictures on the screen.
2. Talk about some products using some words in this class, and write down the conversations．
3. Find some slogans from newspaper or TV.
Look at the products, which slogan is right for it?
Whiter than white For the shiniest hair ever For that mysterious look
For silky skin
Look at the products, which slogan is right for it?
3
Slogans
1
2 2a&2b
1. Whiter than white 2. For that mysterious look Products
3.For the shiniest hair ever 4. For silky skin What people say a. It tastes terrible.
Pepsi
Nike
The slogans of some famous products
广告语
Just do it. 只管去做。（耐克运动鞋）
Ask for more. 渴望无限。（百事流行鞋）
Let’s make things better. 让我们做得更好。（飞利浦电子）
Impossible made possible. 使不可能变为可能。（佳能打印机）
Groupwork
go to a concert see a cartoon movie surf the sea
A: Have you ever had Beijing Duck? B: Yeah. I love it. A: Have you ever had…? B: Yeah. And it made me…
Homework
给下面的公益广告写出广告词
Try to write some slogans about them.
Save the water
Protect the enviroment
protect green plants
1. Try to write some slogans about the
soap
.
shampoo
toothpaste
sunglasses
keep out the sun
What are these products? What are they used for?
What do your friends say about the products and the ads?
For silky skin
Look at the products, which slogan is right for it?
Whiter than white For the shiniest hair ever For that mysterious look
For silky skin
4
Canቤተ መጻሕፍቲ ባይዱyou guess the ad?
before
after
before
after
washing powder 奇强贬日篇
Can you guess the ad?
razor
Can you guess the ad?