unit13 rainy days makes me sad
九年级Unit13单元备课
九年级英语第十三单元备课
一 题目 Unit 13 Rainy days make me sad. 二 单元整体设计
本单元学会谈论事物对我们情绪的影响，学会比较分析不同事物的优缺点，从而
进行优化选择。
三 语言知识目标
四 本单元重点：
本单元学会谈论事物对我们情绪的影响，学会比较分析不同事物的优缺点，从而进行优化选择。
本单元难点：make 的用法
五 主题思维图及任务型活动
六 流程
1 课时安排
First period : Section A1 Second period: Section A2B1
Third period: Section B2& Self check Fourth period : Reading 2 备课时具体安排
（1）展示不同的知名产品的广告词或广告视频，让学生猜测是什么产品，并谈谈自
己对该产品的的感受
（2）引导学生以小组形式讨论对到处张贴的广告或海报的看法：支持还是反对？并
说明原因。
也可设计成辩论的形式。
3 方法和手段
Task-based method Situation communicative method Cooperation method Audio-lingual method。
unit13《rainy days make me sad_reading material》课件2(24页)(人教新目标九年级)
Guo Xiaojing purple purse embarrassed
Han Ling orange sweater guilty
John Wilson money
they are lazy
Second Reading
Careful reading
(answer the following questions)
happy embarrassed
gimming
First Reading
(answer a question and then fill in the missing information)
Skimming
How many people took part in the discussion according to the passage?
A: How do you feel about lucky money? B: It makes me happy. A: Why? B: Because I can buy what I need.
purse
Purple sweater
surprised uncomfortable
disappointed excited
Han Ling agrees, “That sounds like my grandparents!A few years ago, my grandparents gave me an orange sweater for my birthday. I used to wear it every time I visited them, but when I left their house, I took it off ! Of course, this made me feel guilty .It was very nice thought, but my grandparents and I have difficult tastes! I think it’s hard to buy clothes or other personalthings for people.”
九年级英语全册 Unit 13 Rainy days make me sad The Fourth
Unit 13 Rainy days make me sadThe Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularymysterious, 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 Vocabularymysterious, 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 method2．Groupwork to make every student works in class.Ⅴ．Teaching Aids1．A tape recorder2．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 Ⅱ1aThis 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, withthe correct picture.Check the answers with the class.AnswersThe photos should be numbered in the following order: 4 3 1 2Notes1．slogan—striking and easily remembered phrase used to advertise sth.2．mysterious—full of mysteryStep Ⅲ 1bThis 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 likeputer (26)jacket (20)watch (35)Three products students don't likefast food (8)coat (32)science book (23)Step Ⅳ2aThis 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. Play the 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.Answers1．No 2．No 3．Yes 4．NoTapescriptGirl 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 tastesterrible. 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.AnswersStep Ⅵ2cThis 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 1b. Invite a student to read his/her lists to the class.Three products he/she likesputerjacketwatchThree products he/she doesn't likefast foodcoatscience 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 1 b.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 puter?S B: Yeah. And it made me excited.Conversation 2S A: Have you ever eaten fast food?S B: Yeah. And it made me unfortable.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 youever 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.Section BThe Fourth Period1．Target languageA: Have you ever had a Twisty Treat?B: Yeah. And it made me sick.2．Three products students likeputer (26)jacket (20)watch (35)Three products students don't likefast food (8)coat (32)science book (23)。
【全效学习】九年级英语全册 unit 13 rainy days make me sad.(第二
Unit 13 Rainy days make me sad.第二课时Section A 3a-4 (阅读课)Ⅰ. 单词1. 科学的2. 因此3. 粉红色的4. 光线5. 坚硬的6. 招待, (为…)服务7. 公平的 8. 运动9. 濒临灭绝的Ⅱ. 词组1. 餐馆里的科学2. 制作食物3. 赚钱4. 从…学到….5. 科学研究6. 使人饥饿7. 使顾客吃得更快 8. 快餐店9. 红色的家具 10. 柔和的颜色11. 淡蓝色 12. 淡绿色13. 淡黄色 14. 某人花费时间做某事15. 柔和的灯光 16. 使人看上去好17. 使食物看上去糟 18. 首先19. 硬座位 20. 使顾客吃得快21. 用某物做某事 22. 招待很多客人23. 使我紧张 24. 使我有点生气25. 让某人一直做某事Ⅲ. 阅读Section A 3a, 判断正误(正T, 误F)( ) 1. Restaurant owners know how to make food.( ) 2. The color red makes people annoyed.( ) 3. Soft colors like pink and light blue make people relaxed.( ) 4. Soft music makes people want to leave.( ) 5. Fast foo d restaurants’ owners use hard seats to make customers eat faster.Ⅳ. 翻译下列句子1. 餐馆的主人必须知道如何制作食物。
2. 他们也必须知道如何赚钱。
3. 红色使顾客吃得更快些。
4. 像粉红色和淡蓝色这些人柔和的颜色使人放松。
5.他们花费更多的时间来吃饭。
6.硬座使顾客想要快吃并且迅速离开。
7.他爸爸让他一直站在外面。
8.关于污染你认为怎样？(三种说法)Ⅴ. 用所给词的适当形式填空1. Restaurant owner have to know how ____________(make) food.2. Here are some things they’ve ___________(learn) from scientific ___________(study).3. (rain) days make me sad.4. The color red makes people ___________(hunger).5. Hard seats also make ______________(customer) want to eat __________(quick) and leave.6. Restaurants use this knowledge _________(make) customers eat __________(fast).7. The workers kept the machine ____________(work) 10 hours a day.Ⅵ. 3a词形转换Restaurant owner have 1)___________(know) how to make food. They also have to know how 2)___________(make) money. Here are some things they’ve learned from scientific studies. The color red 3)________(make) people hungry. Red also makes customers 4)_____(eat)faster. Many fast food restaurants, therefore, have red 5)_____________(furniture) or walls. Soft colors like pink and light blue make people 6)__________(relax), so they spend more time 7)________(eat) their meals. Soft lighting makes people look good, but it makes food look bad. Loud music may be nice at first, but it soon makes people want to leave. Hard 8)_______(seat) also make customers want to eat 9)__________(quick) and leave. Many restaurants,10)____________(especial) fast food restaurants, use this knowledge11)_________(make) customers eat faster. Customers only sit for about 20 minutes before they leave. Because customers don’t stay very long, small restaurants can serve many people every day.。
人教版英语九年级Unit 13 Rainy days make me sad Section
Section2
When someone gives me money, I feel they didn’t think at all. I prefer to receive a gift that has some thought behind it. I don’t mind if it’s something I don’t need. If someone has thought about a gift for me, it always makes me happy.”
for help
decide instead
lazy in
tradition make
as At
Section3
1. Receiving money might make people uncomfortable.
2. We might pretend to like a gift because
it would make the people who gives gifts happy.
3. Han Ling wore the sweater but very unhappy. 4. It’s important to make people feel that
different people have different taste.
Unit 13 Rainy days make me sad.
Can you guess what gifts …?
Section1
1.If my best friend gave me a history book, I would feel
2.If my grandmother gave me some homemade cookies, I would feel 3. Receiving a new schoolbag would make me feel
unit 13 rainy days make me sad(PPT)4-2. reading material新目标
1.If my best friend gave me a history book, I would feel
2.If my grandmother gave me some homemade cookies, I would schoolbag would make me feel
定 [>.× 年] /+ . (7) . ～. 74 H .4777(4) 稳定 + .(7) .～.4 H .4 777() .() 年 /+ 4H 4.7() . ()×- s [4.( ) MeV] - H 4 .() > .×- s (/+) H .44 4() . (7)×- s [.(4) MeV] -# 7H 7.7()# .()×-# s [()# MeV] /+# 备注：画上#号的数据代表没有经过实验的证明，只是理论推测而已，而用括号括起来的代表数据不确定性氢是 一种能量密度很高的清洁可再生能源，但其特； 少儿英语加盟 少儿英语加盟 ；殊性质导致难以常温常压储存，泄漏后有爆炸危险。 若能突破储存技术便可以广泛用于各种动力设备。中国利用特殊溶液大量吸收氢气，一立方米可以吸收超过公斤，平常可以稳定储存，加入催化剂便可释放 氢气，储氢材料可重复使用次。该技术国际领先，或引发氢能利用革命。 [] 保存氢气方法很多，但是高效的储氢方法主要有：液化储氢（成本太高，而且需 要很高的能量维持其液化）；压缩储氢（重量密度和体积密度都很低）；金属氢化物储氢（体积存储密度较高，但是重量密度低），还有一个是现在正在研 究的碳纳米管吸附储氢（已经证明在室温和不到bar(约一个大气压)的压力下，单壁碳管可以吸附%-%,多壁碳纳米管储氢可达4%,但是这些报道都受到了质疑， 原因是目前尚未建立一个世界上公认的检测碳纳米管储氢的检测标准）目前根据理论推算和反复验证，大家普遍认为可逆储/放氢量在%（质量密度百分比） 左右，但是即使是只有%也是迄今为止最好的储氢材料。 氢的储运技术是制约氢能发展的最主要技术瓶颈，目前其研究主要集中在高压储氧罐、轻金属材料、 复杂氢化物材料、有机液态材料等氢储运技术。将氢气经特殊处理溶解在液态材料中，实现氢能的常态化、安全化应用，甚至用普通矿泉水瓶也能装运，这 一愿景正在逐渐接近现实。业界认为该技术处于国际领先水平，并有可能引发氢能利用革命。 [] 4年 月 日，中国地质大学(武汉)可持续能源实验室开发的液 态储氢技术已经完成了实验室阶段的研究，正准备进行大规模中试和工程化试验。 [] 团队利用不饱和芳香化合物催化加氢的方法，成功攻克了氢能在常温常 压下难以贮存和释放这一技术瓶颈，实现了氢能液态常温常压运输，而且克服了传统高压运输高成本、高风险的弊病，所储氢在温和条件下加催化剂释放后 即可使用。储氢材料的技术性能指标超过了美国能源部颁布的车用储氢材料标准。 [] 实验室
九年级英语下教案人教版Unit 13 Rainy days make me sad.
Unit 13 Rainy days make me sad．Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’reading and writing skills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to expresstheir own opinions using the target language,（2）Ability objectsTo train students’listening, speaking, reading and writing skills using the target language,（3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we should be in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．V ocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy?Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’Restaurant and TheBlue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner．Look backat the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs．If necessary, offer language support．Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel．For example, what are your opinions about this room? A student might answer, This room is sunny．It makes me happy．Or ask them．What are your opinions about all the noise in the cafeteria? A student might say．All the noise in the cafeteria makes me tense．Notes:1．awful——terrible; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard Design。
Unit 13 Rainy days make me sad
Adjectives about feelings
surprised
uncomfortable
happy embarrassed
disappointed excited
guilty scared
内疚的
2. Make notes about a gift that you have received.
4. It’s important to make people feel that _y_o_u_l_ik_e__th__e_g_if_t_t_h_e_y_g_a_v_e__y_o_u___.
5. It’s sometimes easier to _g_i_v_e_a__g_if_t_t_h_a_n__to__r_e_ce_i_v_e_o_n_e___.
1.What was the gift, who gave it to you and why?
2. How did you feel when you opened it, and do you Think the person who gave it thought carefully about it?
Task 3： How many people took part in the discussion according to the passage?
Guo Xiaojing
purple purse embarrassed
Han Ling
Orange
guilty
sweater
John Wilson money
Unit 13 Rainy days make me sad.
Reading
— Receiving money makes me uncomfortable.
英语总结unit 13
Unit 13 Rainy days make me sad.一. [话题](Topic) Talk about how things affect[ə'fekt]影响you.二.[重点词组](Key Phrases)make me sad，keep out，learn from，make sb. do，more than，for instance，help…to do，so that，have sale，三.[交际用语]1. Loud music makes me tense.2. Loud music makes me want to dance.3. That movie made me sad.4. Waiting for my friends makes me angry.5. The color red makes people hungry.6. It tastes terrible.四. [重点难点释义](Language Points)Section A:1. Rainy days make me sad.雨天让我感到悲伤。
rainy adj.多雨的例如：the rainy season 雨季rain n. 雨例如：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(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的宾语补足语例如：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的宾语补足语例如：. Waiting for her made me angry. 我很生气一直等着她。
新目标九年级 Unit13 Rainy days make me sad.ppt
Question 2.Why did the fast food restaurants have red furniture or walls?
Red makes customers hungry and makes them eat faster
Read again
Get more information and fill in the chart.
Tea -pot The saloon that’s really a sports-car.
milk
Listen
Match these sentences and fill in the blanks with the letters..
____ 1.Easy Care Shampoo a. It tastes terrible.
A. White than white B. For that mysterious look C. For silky skin D. For the shiniest hair ever
Pairwork
go to a concert
see a cartoon movie
surf the sea
A: But it is very crowded there.
E. Why did you go there?
B: _______________. And the noise made me uncomfortable.