九年级英语上册 Unit 13《Rainy days make me sad》Section A 课件 人教新目标版
Tina: No. We decide to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad that it made us cry. John: Sad movies don’t make me cry. They just make me want to leave! Tina: You sound just like my brother!
Did you have fun with Amy last night?
Well…yes and no. She was really late.
How do you feel about the picture?
It makes me energetic. It makes me comfortable.
Make sentences with “make...”.
The snow makes
backyard white.
The war makes people (the boy)
frightened.
The dog makes us feel funny.
3) 分词作make的宾语补足语
例如: I made myself understood by
The awful pictures make Amy sad. The loud music
tense makes Amy _____.
The Blue Lagoon
The soft music
relaxed makes Amy ______.
The soft music
sleepy makes Tina ______.
(2) make sb./sth. + adj. 使某人(感到), 使……处于某种状态 make的宾语之后可跟名词, 形容词, 分词来充当宾语的补足语。
1)名词作make的宾语补足语
如: The party made her a good
teacher. 党把她培养成为一名好教师。
2) 形容词作make的宾语补足语
如: It‟s rather cold today. 今天相当冷。 rather常与would连用 “宁可,宁愿, 还 是…好些” 例:I'd rather play tennis than swim.我不想 游泳,我宁愿去打网球。
(2) lagoon n. 环礁湖, 咸水湖。
2a Listening
如：
Soccer makes me crazy.
足球使我疯狂。 The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着 了。 Loud music makes me tense. 过大声音的音乐使我紧张。
Loud music makes them energetic. 过大声音的音乐使他觉得精力充沛。 It made her sad. 这使她感到难过。 Waiting for her made me angry. 我很生气一直等着她。
Unit 13 Rainy days make me sad.
Section A
How do you feel about the music? Happy? Excited? Relaxed? … The music makes me relaxed.
How do you feel about this picture?
Explanation 1. Rainy days make me sad. 雨天让我感到悲伤。 rainy adj. 多雨的 如: the rainy season 雨季 rain n. 雨 如: The crops need rain. 庄稼需要雨水。
rain v. 下雨 例如: It began to rain hard. 开始下大雨了。 make的用法: (1) make + n. 例如: make food 做饭 make the bed 铺床 make money 赚钱
Listen and number the pictures [1-4]
3
4
2
Listen and check the things that Tina and John said.
√ √ √ √
Exercises:
用所给单词的适当形式填空。
relaxed 1. The soft music makes me _________ (relax).
Look at the two restaurant below. Which would you like to go to? Why?
Tapescript
Tina: I’m hungry, Amy. Amy: So I am . Why don’t we get something to eat? Tina: Yeah. Let’s go to the Rokin’ Restaurant. I love their hamburgers. Amy: Oh, Tina…I hate the Rockin’ Restaurant. Tina: Why? The food is great, isn’t it?
3
4
2
∨ _Waiting for her made 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.
Tapescript
John: Did you and Amy have fun last night, Tina? Tina: Well, John…yes and no. John: Was Amy late as usual? Tina: Yes, she was. And waiting for her made me angry. John: Where did you go? Tina: First we went to the Rokin’ Restaurant, but Amy
How do you feel about the picture?
It makes me stressed. It makes me sick.
Ask and answer
Listen. What do Amy and Tina think of the two restaurants?
The Rockin‟s Restaurant
3
4
Language points:
1. Small restaurants can serve many people every day. 小饭店每天就可以多接待些顾客。 serve 有“服侍，招待”等意思，常用于以下结构中： ◎ serve+宾语 They were busy serving the day‟s last buyers. 他们正忙着接待这天的最后一批顾客。 ◎ serve sb sth, 或 serve sth to sb Mrs Turner served us a very good dinner. =Mrs Turner served a very good dinner to us. 特纳太太招待我们吃了一顿丰盛的晚餐。 ◎ serve sb with sth We served them with beer and wine. 我们用啤酒和红酒招待他们。
Amy: The food is fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Tina: OK. So where do you want to go, Amy? Amy: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Tina: Not me. It makes me sleepy.
didn’t want to stay. She said that loud music made her tense. John: That’s funny. Loud music always make me want to dance. Tina: Me too. So then we went to the Blue Lagoon. It was quiet and food is great. We had a good time. John: Then did you go to the concert at the high school?
The picture makes me sleepy.
sleepy
How do you feel about this picture?
The picture makes me feel scared.
scared
How do you feel about this picture?
The picture makes me comfortable.
Me too! Loud music makes me tense.
I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.
英语：人教版九年级Unit 13《Rainy days make me sad
Read the passage and answer the questions.
What’s the article about? Do you agree with it?
Reading carefully and fill in the chart.
Unit 13
Rainy days make me sad.
Look at the products, which slogan is right for it?
Whiter than white 让你的牙 hair ever 使你的头发从此亮起来
For that mysterious look 增加你的神秘感
prices in another store.
Read the diary, and then write words to show how Ming feels at different times during the day.
early late
lunch
morning morning noon time
Advertising : pros and cons
Advantages of ads
Ads can you help you
save money
compare products
Disadvantages
of ads
Ads make our cities and countries look ugly Ads can beconfusingandmisleading Ads can lead you to buy sth.
No 4.StarshineToothpaste
九年级英语教案Unit13Rainydaysmakemesad
Unit 13 Rainy days make me sad.unit 13 rainy days make me sad.一. 教学内容：unit 13 rainy days make me sad.二. 学习目标1. 学习谈论事物对你的影响。
通过理解句意，了解使役动词make后跟动词原形或形容词作宾语补足语的用法，通过练习和运用加以巩固。
2. 通过文体呈现的语境，我们可以体会出环境污染、噪音污染及一些不良产品给人们带来的不良影响，从而使我们增强环保与文明诚信意识。
三. 教学重点难点：使役动词make的用法及本模块中的一些重点短语四. 重点词和短语1. make sb.＋adj 使某人（感到）……make sb. do sth. 使某人做……2. as usual 像往常一样3. scientific study 科学研究science（n.）科学scientist（n.）科学家4. soft lighting / colors 柔和的光线 / 颜色5. serve sb. 为某人服务6. join a clean-up campaign 参加一个大扫除活动7. heavy traffic 拥挤的交通8. endangered animals 濒临灭绝的动物9. keep sb. doing 让某人一直做【即学即用】i’m sorry that i have kept you me so lon g.a. waitingb. waiting forc. to waitd. to wait for10. look mysterious 看起来神秘mystery（n.）神秘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17. mislead sb. to do sth. 误导某人做某事lead sb. to do sth. 引导某人做某事lead into sth. / a question 引入…… /一个问题【即学即用】改错：at times an ad leads you buying something you don’t need at all.18. at times＝sometimes 有时19. jump out of a plane 从飞机里跳出去20. to start / begin with sth. 作为开始/ 以……为开端21. leave sb. a note 给某人留张字条22. after all 毕竟。
九年级英语 Unit 13 Rainy days make me sad.教案 人教新目标版
Unit 13 Rainy days make me sad．教案Ⅰ． Teaching Aims and Demands1． 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 objectsIt is important to choose a suitable place． It is good for your study and life．Ⅱ． Teaching Key Point Target 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 Aids 1． A tape recorder 2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionT: 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． Howdo 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．StepⅡ 1aThis 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 Ⅲ 1bThis 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．AnswersThe Rockin’ Restaurant: sad, tense The 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 Ⅳ 1cThis 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 back at 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; dreadful 2． energetic——full of energyStep Ⅴ SummaryIn 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 Ⅵ Homework Review the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The Second PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary tense, 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 Vocabulary tense, 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 language 2． How to train students’ listening ability．Ⅳ． Teaching Methods1． Listening method to improve the students’ listening ability．2． Pairwork．Ⅴ． Teaching Aid A 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 2 4 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．Wehad 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 what each 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 angry, 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 classroom 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 adjective at the end． Write on the blackboard: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．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．The Third PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1）Key Vocabulary：owner, 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 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 ProceduresStep Ⅰ RevisionT: 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 3aThis 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．Notes 1． owner—person who owns something 2． uncomfortable—not comfortable; uneasy Step Ⅲ 3bThis 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 quicklythe 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 Ⅴ SummaryIn 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 Homework1． 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 DesignUnit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary： mysterious, shiny, silky, skin, cream, toothpaste, keep out （2） Target LanguageHave 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 ObjectNot all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．Ⅱ． Teaching Key Points1． Key Vocabulary：mysterious, shiny, silky, skin, keep out2． Target LanguageHave you ever had a Twisty Treat? Yeah． And it made me sick．Ⅲ． Teaching Difficult Points1． How to train students’ speaking and listening ability．2． How to use the target language．Ⅳ． Teaching Methods1． Listening method 2． Groupwork to make every student works in class．Ⅴ．Teaching Aids 1． A tape recorder 2． The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionCheck 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 1aThis activity introduces new vocabulary．Pay attention to the four pictures． Ask, Who can tell me what each thing is? Get a student to answer． Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）． 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．（Whiter than white means that something has a very, very white color． If a person has that mysterious look, it means that the person looks interesting and unusual． It’s difficult to know what a mysterious person is thinking． The shiniest hair means that the person’s hair will look very bright and have lots of light in it． silky skin means that the person’s skin is soft and nice to touch．） 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．AnswersThe photos should be numbered in the following order : 4 3 1 2Notes 1． slogan——striking and easily remembered phrase used to advertise sth．2． mysterious--full of mysteryStep Ⅲ 1 bThis 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．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t like fast food（8） coat（32） science book （23）Step Ⅳ 2aThis 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． Playthe 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．Answers 1． No 2． No 3． Yes 4． No TapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo． For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad． But I bought that shampoo and it didn’t work．Girl 2:I agree． Look at this one． Lookout Sunglasses． For that mysterious look． I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well． It makes your skin really seft． Have you ever tried Starshine Toothpaste? Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible． I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ 2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task． Draw a line from each product to the sentence that describes that product． Now, listen to the tape． You will hear the same recording again． This time listen carefully and draw lines to match up items in the two lists．play the recording again． Let students draw lines individually in their books．Check the answers with the class．Answers 1． d 2． c 3． b 4． aStep Ⅵ 2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb． Invite a student to read his/her lists to the class．Three products he/she likes：Computer jacket watchThree products he/she doesn’t like：fast food coat science bookLook at the example in the box． Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat? S B: Yeah． And it made me sick．Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer? S B: Yeah． And it made me excited．Conversation 2S A: Have you ever eaten fast food? S B: Yeah． And it made me uncomfortable．Step Ⅶ SummaryIn this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．We’ve also learned the target language Have you ever had a Twisty Treat? Yeah． And it made me sick by listening and speaking．Step Ⅷ HomeworkTalk about some products using some words in this class, and write down the conversations．Step Ⅸ Blackboard DesignUnit 13 Rainy days make me sad．The Fifth PeriodⅠ． Teaching Aims and Demands1． Knowledge Objects（1） Key Vocabulary： aim 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 Object：We are in charge of our attitude and we can do everything well．Ⅱ． Teaching Key Point：Practise 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 Aids 1． A projector 2． The blackboardⅥ． Teaching ProceduresStep Ⅰ Revision：Revise 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）S A: Have you ever bad 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．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 theyare working, go around the classroom offering help as needed．Check the answers with the whole class．Elicit examples given in the article for 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 against 2． 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．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,。
九年级英语全册 Unit 13 Rainy days make me sad.教案
Unit 13: Rainy days make me sad.Part 1: Teaching Design第一部分:教学设计Period 1: Looking, Listening and Speaking (Page 102)(Those awful pictures make me sad.)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective● To listen and speak about how things affect youProcedures■ Warming up by studying “make + sb.＋ infinitive; make + sb. + adjective” On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure.Now you are supposed to make as many sentences with the make/s me ＋infinitive, make/s me ＋adjective structure as possible.1a Looking and sayingOn page 102 is a picture of restaurants. Which one would you like to go? And why would you go there?1b Listening and completingListen to a conversation between Amy and Tina talking about eating in restaurants. While listening, pay attention to the “make/s me ＋infinitive, make/s me ＋adjective structure” . And now complete the unfinished sentences in the chart on page 102.Now go to page135 to read this conversation. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋ adjective structure” . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.Now read the conversation again to turn it into an article.1c Pairing and speakingWhat are your opinions about the two restaurants? Which on would you like better?Period 2: Listening and Speaking (Page 103)(Waiting for her makes me angry.)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To listen and speak about how things affect youProcedures■Warming up by studying the “Target Language”Hello, class. Go to page VI. Read after me the sentences in “Target Language”.—I’d rather go to the Blue Lagoon restaurant because I like to listen to quiet music while I’m eating.—Me too! Loud music makes me tense.—I agree. Loud music makes me uncomfortable.Could you find sentences with “make + sb.＋infinitive; make + sb. + adjective” structure? Let’s make mo re such sentences.—English movies make me excited.—Her photos make me uncomfortable.—Walking to school makes me strong.—Eating outside makes me uncomfortable.Now go to page 103.2a Listening and numberingA boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Now go to page 135. Go over the tapescript carefully. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure” . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.Now do the cloze test below to test your reading comprehension.2b Listening and checkingYou are supposed to listen to the conversation once again. Before you listen, go over the seven sentences said by Tina and John in the box on page 103. While you listen, check √the things said by them respectively. After you listen, check your answers against each other’s.All right now, you are supposed to read the tapescript. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure” . And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s grammar study, indeed.2c Pairing and speakingGo over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with.Period 3: Reading and Speaking (Page 104)(Restaurant science)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To read and speak about how things affect youProcedures■Warming up by talking about what affect running a restaurantRunning a restaurant is not easily. You have a lot to think about. Could you think of some topics to think about if you have a run a restaurant?To know more about running a restaurant, go to page 104.3a Reading and answeringOn page 104 is an article about restaurant science. Before you read, imagine just what a restaurant science is. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure”. And also cut/ the sentence into thought groups, study all thepredicates, circle all the linking words and underline all the expressions. That’s grammar study, too.Now read the text again to turn it into a conversation.Now you are to answer the three questions on page 104 in the box.3b Grouping and speakingNow let’s play a game. Tell your group members about a place you know well. Let them try to guess the name of the place.4 Completing and surveying1)How do you feel about pollution?2)It makes me kind of angry. How about you?3)It makes me want to join a clean-up campaign.Period 4: Matching, Listing, Listening and Speaking (Page 105) (They make me really mad.)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To listen and speak about how ads affect youProcedures■Warming up by reading some famous ad slogansAd slogans are written and used to promote selling. Do you any famous ad slogans? Give me some examples.Could you work out some interesting ad slogans? To be better at writing ad slogans go to page 104.1a Looking and matchingOn page 105 are four pictures of daily products. Now read, think, and match them with the slogans in the box.1b Making a listIn our life we use lots of products every. Which ones do you like best, and which ones do you not like? Now make a list of them, three for each choice.2a Listening and tickingYou are going to listen to a conversation about products used in daily lives. Before you listen,go to page 105 and read the names of the products and the comments in the chart. After you listen, tick the products they like, and kick out the ones they don’t.Now go page 136 to read the conversation. While reading try to find all the sentences with the “make/s me ＋ infinitive, make/s me ＋adjective structure”. And also cut/ the sentence into thought groups, study all the predicates, circle all the linking words and underline all the expressions. That’s gram mar study, indeed.2b Listening and drawingNext you are to listen again and draw to show what the people say about the products.2c Grouping and speakingIn 1b you have made a list. Now to practice spoken English you are to make use of the list making a conversation with your group members.Period 5: Reading, Writing and Speaking (Page 106)(Advertising: pros and cons)Objectives●To learn to understand and use make + sb.＋ infinitive/ make + sb. + adjective●To read and speak about how ads affect you■Warming up by talking about pros and cons of advertisingWhat are the pros and cons of advertising? You know that advertising is a paid mass communication via print, TV, radio, websites and other media, but do you truly understand the advantages and disadvantages of using advertising to grow a business?How do I grow my business bigger and faster? Maybe I should advertise more!To know more about pros and cons of advertising go to page 106.3a Reading and thinkingOn page 106 you will find an article talking about advertising.Before you read, guess at the ideas to be talked about in the article. While you read, underline the expressions, blacken the connectives and copy the examples of the make/s … ＋ infinitive, make/s … ＋ adjective structures.After you read, decide if you agree with the author or not. Now read the text again to turn it into a conversation.3b Reading and completingOn page 106 in the center is an unfinished article. Read it and try to complete it using the information about two or more products in activity 2a.Some advertisements tell the truth and some don’t. For example, the Easy CareShampoo says it will give the shiniest hair ever. But my friend tried it and foundit didn’t work. Lookout Sunglasses advertised don’t even keep out the sun! Andthere is the Starshine Toothpaste. It tastes terrible. It smells! But the BeautyCream is a real thing. It works really well for me.3c Looking and writingAfter you read, you are to write! Now go back to page 105 to write slogans of your own with the help of the slogans of theirs there on page 105.Car→ It runs faster and never turns over!Handphone → Call you, hear you, go to you, come to me!…4 Pairing and speakingIn pairs discuss how the posters on page 106 make you feel.A: I would love to make friends with the two pretty girls.B: Not, me. This poster makes me angry!A: I would love to see this movie.B: Not, me. This poster makes me terrified!A: I would love to visit this park.B: Me, too. This poster makes me excited!。
九年级英语-Unit_13_Rainy_days_make_me_sadAlqKqH
A girl is exercising in gym class.
A girl is painting a picture.
A boy is singing.
A boy is looking at some insects.
(4) Call on different pairs to read out their conversations to the class.
4.Task Four (Groupwork): A debate
(1) Show students a survey that the teacher did before the class.
Unit 13 Rainy days make me sad
【
教学目的
基础
知识
Words and phrases
基本
技能
Talk about the things you used to like when you were a child
思想
教育
人在身体上会发生变化，兴趣和爱好也会较以前有所不同，随着年龄的增长，应不断克服自己的缺点，增长知识，健全自己的人格，日趋完善自己。
2.Task Two: Listening practice (2a, 2b)
(1) Ask students to listen to a dialog between a boy and a girl.
(2) Ask students to check the sentences on the list that they hear on the recording.
九年级英语全册《Unit13RainydaysmakemesadPeriod1SectionA》课件
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 …?
Unit13 Rainy days make me sad重难点解析
Unit13 Rainy days make me sad重难点解析（1）重点词汇tense owner scientific pink lighting knowledge serve design uncomfortable smoke mysterious shiny silly skin cream toothpaste aim specially useful product confuse mislead careful lead plane wedding co-worker orange vase host hostess arrange feminine consider proper acceptable tradition embarrass quality aim at for instance let’ let’s say ahead of time一、词汇1．owner [′un ] n.所有者，业主。
它是由动词own+er构成的。
同时own还可作形容词用在所有格后以加强语气。
【例】（1）Who is the owner of this building? 谁是这幢大楼的业主？（2）His grandfather was the owner of this farm.他祖父过去是这个农场的所有者。
（3）She was bold enough to own her mistake.她鼓起勇气承认了错误。
（4）Many farmers now own motorbikes.现在许多农民拥有摩托车。
（5）The boy owned to having done wrong.这男孩承认自己做错了事。
（6）I saw the scene with my own eyes.我亲眼看到了那一幕情景。
（7）She worked on her own.她独立工作。
2．knowledge [′n lid ] n.知识，学问，认识，了解，知道。
九年级英语Rainy-days-make-me-sad课件1
【拓展理解】 (1)would rather do sth.的否定形式是：would rather not do sth. 宁愿不做某事。如： I'd rather not go to the movies.我宁愿不去看电影。 (2)would rather 与 than 连用，构成 would rather do sth.than do sth.，意为“宁愿做某事而不愿做某事”。如： We would rather work outside than study indoors all day.我们 宁愿在室外工作，也不愿整天在室内学习。
白饭，不得不想尽办法把白米藏在竹叶下、畜寮里。久而久之，便养成根深的习惯。想到那么难堪的苦日斗是由她们那一代人去吃，对于阿嬷爱藏食物的癖性便没有资格挑剔。偶尔，在置放棉被、衣物的柜内发现几粒软糖，也会浮出寻宝的笑意－－这个游戏玩去了整个童年。不禁剥了一粒
吃又揣了一粒在口袋，再将它放回原处，装作啥事都不知晓。过不了几日，便会听到她的抱怨：“半包软糖仔那是你们阿姑买给我的，放在棉被堆里也给你们偷拿去呷。看看，剩三粒，比日本仔还野！夭鬼囡仔，我藏到无路啰！－－喏，敏嫃，剩这粒给你。”
、挥汗，继续围剿一颗足球。树荫下，陪孩子练球的爸爸、妈妈坐在阶梯式看台上像一群聒噪肥鸭，聊天、看报、吃早餐，积极点儿的踢腿扭腰做运动或打呵欠之後穴道；大操场一隅，乃其餐桌之延长、沙发之延长或会议室之延长。彷佛太平盛世就应该这样，爸爸妈妈做的谈的想的都是琐
九年级英语《UnitRainydaysmakemesadSectionB(ac)》教案
九年级英语《Unit 13 Rainy days make me sad SectionB（1a-2c）》教案Section B (1a-2c)第四课时学习目标：1.掌握词汇和短语： slogan ,mysterious ,shiny, skin ,product ,lookout ,beauty,toothpaste.2.熟练应用make sb. do sth. / make sb. + adj.结构3.能运用所学知识谈论广告的优缺点。
4.能运用所学知识谈论事物事件对人的影响。
学习重点：make sb. do sth. / make sb. + adj.结构学习难点：谈论广告的优缺点。
学前准备：1.学会运用音标和拼读规则读出生词，理解含义，重点掌握划线词语含义和用法；slogan,mysterious,shiny,skin,product,lookout,beauty,toothpaste.2.翻译下列短语：whiter than white______________ for that mysterious look _____________for silky skin _________________ for the shiniest hair ever ____________ 遮挡阳光____________________ 看起来丑陋____________3.按要求写出下列单词：beautiful(名词) ________ silk(形容词) _______ make(过去式) _______ product（动词）_______specifically(形容词) _______4.知识点导学①taste+形容词，尝起来有……的味道⒈这蛋糕尝起来很甜。
__________________⒉这些南瓜尝起来很好。
_______________taste n. have a taste 尝一尝Would you like to ___________?你想尝一尝吗？[拓展]taste作动词用时，属于系动词，后跟形容词作表语。
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.。