最新-九年级英语 Unit13 Rainy days make me sad 解析 人教新目标版 精品
Unit13 Rainy days make me sad语法：点击“宾语补足语”【点击概念】宾语后面加一个词或短语补充说明宾语，使句子结构更加完整，这个成分我们称之为宾语补足语。
.宾语补足语和宾语一起称为复合宾语，可作宾语补足语的有：名词、形容词、副词、介词短语、分词或动词不定式等。
【点击用法】1.常见的接形容词作宾语补足语的动词有：make, keep, get, find, wish, leave 等。
例句1It’s our duty to keep our classroom cle an.She found the magazine very interesting.再如：Who left the window open?It’s so cold here. Could you please keep the windows closed?2. 常见的接名词作宾语补足语的动词有：call, name, make, find, consider等。
We all consider him the right person for the job.We call him Xiao Wang.3. have, make, let, hear, watch, see, notice等动词用不带to的动词不定式作宾语补足语，但变为被动语态时，动词不定式就必须带to。
I often saw the young man draw by the lake.被动结构：The young man was often seen to draw by the lake.4. 常见的接动词不定式作宾语补足语的动词有：ask, tell, allow, advise, wish等。
The teachers ask us to study hard from now on.Our parents often tell us not to swim alone in the river in summer.5. 现在分词形式作宾语补足语表示宾语正在进行的动作；过去分词作宾语补足语表示与宾语之间有被动关系。
常见的接分词作宾语补足语的动词有：have, keep, hear, watch, see, notice, find等。
I saw him doing his homework.They found him working at the desk.When we got to the shop, we found the door locked.6. 常见的接介词短语作宾语补足语的动词有：make, keep, leave等。
He left his bag at home.Please make yourself at home.7. 副词也可以作宾语补足语。
I found her in / out just now.【温馨提示】宾语和宾语补足语之间存在一种逻辑上的主谓关系；而双宾语则没有这种关系。
试比较：The soft music makes us relaxed. 这柔美的音乐使我们放松。
▲relaxed是宾语us的补足语，两者之间存在逻辑上的主谓关系，可以说We are relaxed.The football game brought us a lot of fun.这场足球赛带给我们无穷的快乐。
▲us 和a lot of fun是动词 brought的双宾语，两者不是主谓关系，不可以说 We area lot of fun.2.宾语补足语的注意事项1)作宾语补足语的形容词应放在宾语后，若放在前则变成了定语。
如：(1)We found the man honest.我们发现此人很诚实。
(宾补)(2)We found the honest man.我们发现了这个诚实的人。
(定语)2)在动词elect，choose，make之后用作补语的名词，若是表示“身份，职位”则不带冠词。
如：They elected Li Lei monitor last week.上周他们选李雷当班长。
3)有些动词后通常跟“to be+名词或形容词短语”作补语，但to be常省去。
这些动词有：think，consider，believe，imagine，suppose，see，find，feel，etc.。
如：He thinks himself (to be) a clever man. 他认为自己很聪明。
4)复合宾语可变为宾语从句。
如：We think her a nice woman.→We think that she is a nice woman.我们认为她是个很好的人。
5)动词let，make，have及感官动词后用不带to的不定式作补语，若变为被动语态，应将to加上。
如：I saw tears come into her eyes.→Tears were seen to come into her eyes.我看到她眼里含着泪。
6)感官动词后跟不带to的不定式或现在分词作补语，其区别在于不定式强调事实经过或动作已完成，而现在分词则强调当时情景或动作正在进行。
请比较。
如：I like to hear her sing.我喜欢听她唱歌。
I heard her singing last night.昨晚我听到她在唱歌。
中考聚焦1. The teacher made the students the text after school.（2018内蒙古乌兰察布）A. wroteB. to writeC. writeD. writing【考点】本题考查不带to的动词不定式做宾语补足语的用法。
【解析】在使役动词make, have, let等后面用省略to的动词不定式做宾语补足语。
选C。
【典型例题】中考真题链接1. Li Lei’s words made h er . （2018山东济南）A. happilyB. angrilyC. cryingD. angry2. Mum! The box’s too heavy. （2018浙江台州）Don’t worry. Let me it for you.A. carryB. carriesC. carryingD. to carry3. Your classroom is so dirty. Everyone should keep it . （2018重庆）A. dryB. openC. cleanD. quiet4. Do you often see William on the playground? （2018山东潍坊）No, but he is often seen Chinese kungfu in the park.A. run; playB. run; to playC. running; playD. running; to play5. Alice asked me another bag for her. （2018北京）A. getB. gotC. to getD. getting6. Our teacher told us again to each other in the library. （2018四川成都）A. to speakB. not to speakC. don’t speakD. to not speak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 long.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23. the art of giving / receiving 给予/接受的艺术24. to be honest 说实话25. pretend＋that从句假装……pretend to do sth. 假装做某事【即学即用】When my mum came into my room, I pretended .A. to sleepB. sleepingC. sleepD. slept26. I’ll bet＋（that）从句我打赌……重点、难点、考点及疑点注释1. I’d rather go to the Blue Lagoon Restaurant. 我宁愿去Blue Lagoon餐厅。
新人教版英语九年Unit13Rainydaysmakemesad
Unit 13 Rainy days make me sad. I．Learning objectives 教学目标II. Teaching materials analyzing and rearranging 教材分析和重组1. 教材分析本单元以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：Section A该部分有4个模块：第一模块围绕Which restaurant would you like to go to?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕How does music or movie affect you? 进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕How do colors in the restaurant affect you?这一话题展开训练，训练形式为阅读和问题体验（3a）和小组活动（3b）；第四模块仍就How do things affect you?这一话题以调查的形式展开讨论(4)。
Section B该部分有4个模块：第一模块围绕产品广告对人们的影响这一话题以“配对”（1a）与“列举”（1b）两种形式展开训练；第二模块继续围绕How do things affect you? 进行听力（2a-2b）、口语对话训练（2c）；第三模块围绕“Advertising”这一话题展开阅读（3a-3b）和写作（3c）训练；第四模块围绕How posters affect you?这一话题以口语训练形式展开小组活动(4)。
Self check该部分有2个模块：第一模块对所学词汇进行填空训练(1)；第二模块就一篇diary 展开阅读和写作训练(2)。
Reading该部分共设置了5项任务：第一项任务要求学生写出并讨论自己对三种礼物的感受(1a-1b)；第二项任务要求学生运用所供策略进行阅读训练(Section 2)；第三项任务利用完成句子、写作等练习形式进一步加深学生对阅读内容的理解(Section 3)；第四项任务要求学生运用合理的想象，讨论不同场景下如何选择不同的礼物以及这些礼物对人们的影响(Section 4)；第五项任务要求学生描述自己在收到某种礼物时的感受(If you have time)。
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-Unit_13_Rainy_days_make_me_sadAlMlMn
A. study
B. studied
C. studying
D. to study
7. Usually soft colors make people _____.
A. relaxing
B. relaxed
C. exciting
D. excited
8. At that time, I realized ______.
Exercises:
1. The rainy day ____me sad and angry.
A. make
B. makes
C. making
D. to make
2. The movie made ____feel energetic.
A. he
B. his
C. they
D. them
3. Loud music always makes us _____.
提出问题：
1. What makes you angry? 2. What makes you sad? 3. What makes you happy? 4. How do you feel about the delicious food? 5. How do you feel about heavy traffic? 6. How do you feel about bad manners? 7. How do you feel about pollution? 8. How do you feel about the good weather? 9. How do you feel about the loud music? 10. How do you feel about the sad music?
九年级英语全册 Unit 13 Rainy days make me sad单元整理教案 人教新目标版
Unit 13 Rainy days make me sad.Section AThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabulary：sad, 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 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 supposedto do. Now tell me some things that are good to do in school and that are not good to do in school.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?Step Ⅱ 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? Say, Which restaurant would you rather go to? Talk about it with your partner.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.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.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.Go through the instructions with the class. Tell students they will he 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.While students are working in pairs, walk around the classroom, and listen to some pairs. Then ask some pairs to act out their conversations in front of the whole class.Step 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 t Loud music makes me stressed out.Step Ⅵ HomeworkReview the target language.Step Ⅶ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe First PeriodTarget languageA: I'd rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I'm eating.B: Oh, really? Loud music makes me energetic.A: Not me! Loud music makes me stressed out.Unit 13 Rainy days make me sad.Section AThe 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 language2．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.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.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.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. Ask students to say the reasons why they check them. Check the answers with the class.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.Go through the instructions with the class. Get students to make up a conversation using information from Activities 2a and 2b. Let students work in pairs. While they are working, go around the class room checking the progress of the pairs and offering help as necessary.Call out a pair of students to say their conversation to the class.Step Ⅴ Grammar FocusLook at the grammar box. Invite a student to read the sentences to the class.While the student is reading, write the three sentences on the blackboard. Then ask. What verb do you see in all three sentences in the Grammar Focus (make in the present and in the past tense) Let students underline the verb in all three sentences. Then underline the word that comes right after that verb (me) . Ask, What does this word tell us? (It tells who had the feeling—me, her, etc.) Circle the ending of each sentence. Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class (tense, sad) . Other students repeat. Then let students make up similar sentences with the verb make that talk about feelings and have an adjective at the end. Write on the black board: ________ makes me ________ . Let students work alone. Then ask some students to read their sentences.S1: A quiet place makes me sleepy.S2: Loud noise makes me tense.Pay attention to the sentence with wanting to dance at the end. Say, Sometimes there is a phrase like want to dance at the end instead of 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.Let students make up any other sentence using the verb make to talk about how things affect them.Step Ⅵ Summar yIn this class, we've learned key vocabulary tense and the target language Loud music makes me tense. Loud music makes me want to dance. That movie made me sad.Step Ⅶ HomeworkGet students to write some sentences according to the target language.Step Ⅷ Blackboard DesignUnit 13 Rainy days make me sad.Section AThe Second Period1．Target languageLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.2．…makes me…Long movies make me…Hot weather makes me…Unit 13 Rainy days make me sad.Section AThe 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 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 RevisionWe learned the target language. The structure is … makes me Now who can make sentences using the structure?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 wordsfluently 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.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?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.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.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.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.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.Step 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.Section AThe Third PeriodTarget languageA: How do you feel about pollution?B: It makes me kind of angry. How about you?A: It makes me want to join a clean-up campaign.Unit 13 Rainy days make me sad.Section BThe 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 method2．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. 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. 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.Step 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.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. 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.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.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.Step 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 1b. Invite a student to read his/her lists to the class.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.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.Section BThe Fourth Period 1．Target languageA: Have you ever had a Twisty Treat?B: Yeah. And it made me sick.2．Three products students likecomputer (26)jacket (20)watch (35) Three products students don't likefast food (8)coat (32)science book (23)Unit 13 Rainy days make me sad.Section BThe 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 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 Aids：1．A projector 2．The blackboardⅥ．Teaching ProceduresStep Ⅰ RevisionRevise the target language presented in this unit. Check homework. Get some pairs to read out their conversations.Step Ⅱ 3aThis activity provides reading practice using the target language.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.Check the answers with the whole class. Elicit examples given in the article for the advantages and disadvantages.Step Ⅲ 3bThis activity provides reading and writing practice using the target language.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?Go through the instructions with the class. Look at the example in the box. Get a pair of studentsto read the conversation to the class.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.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?Unit 13 Rainy days make me sad.Section BThe 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 Object：Train 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 Methods：1．Teaching by explanation. 2．Speaking methodⅤ．Teaching Aids：1．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.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.Step Ⅲ Part 2This activity 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.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.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.Step Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabulary words 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.Unit 13 Rainy days make me sad.语法讲解课时一、Make的用法：1. Make +n.make food 做饭 make a plane做飞机make the bed 铺床 make money 赚钱2. I just made it to my class. （Unit 9）我恰好赶到班级。
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.。
Unit 13_Rainy_days_make_me_sad_知识点
Unit13 Rainy days make me sad.1、make的用法:1）make +宾语+ adj. “使… 变得…” ---- We must make the rivers clean.2）make sb do sth. “让某人做某事”----Loud music always makes me want to dance.3）be made to do sth. “被指使、强迫去做…”---The boy was made to taste the terrible cake. 2、1) would rather do sth than do sth= prefer to do sth rather than do sth= prefer doing sth to doing sth “宁愿做某事也不愿做某事”2) would rather not do 不愿做某事3、1）so…that…= such…that…太。
以至于。
2）so +adj. (+a/an +n.) + （that从句）= such + a/an + adj + n. + （that从句）eg: He is so lovely (a boy) that we all like him.= He is such a lovely boy that we all like him.注：名词前有many , much时，只能用so.3）以便/为了：so that = in order that4、1）learn from + 表人的名词“向某人学习”表物的名词“从….中学习”2）learn about…. “学习/了解…..”5、serve v. service n. 服务serve sb sth = serve sth to sb “为某人上（菜），提供…”春节期间，我们经常用自己家做的小吃来招待客人。
----During the Spring Festival, we often serve our guests some home-made snacks.----During the Spring Festival, we often serve some home-made snacks to our guests.6、How do you like …? = What do you think of …? = How do you feel about…? 你认为…怎么样？7、keep-kept-kept●keep + 宾语+ adj. ---We should keep our classroom clean. 我们应该保持教室清洁。
初中英语最新-九年级英语Rainy days make me sad练习
Unit 13 Rainy days make me sad.Section A重要词组have fun, make money, look good/bad, at first重点句型Loud music makes me tense.Oh,really! Loud music makes me want to dance.How do you feel about pollution?It makes me angry.一、单项选择( ) 1. Rock music can make people __________ about the world and how to make it better.A. thinkB. thinkingC. to thinkD. to be thinking.答案:A make sb．／sth. do 让……做，其中do 前省略不定式符号“to”。
( ) 2. Someone __________ you know might really need the money.A. whichB. whatC. thatD. this 答案:C 引导词that 既可指人也可指物。
( ) 3. Doing more reading __________ a good way to improve your English.A. beB. isC. areD. being答案:B 动名词短语作主语时，谓语应用单数。
( ) 4. Let’s enjoy the song Yesterday Once More. It sounds __________.A. wellB. sadlyC. niceD. bad答案:C sound 作连系动词，后接形容词作表语，D项意思不符。
( ) 5. During Christmas,people get together and sing Christmas song for __________.A. funB. wishesC. interestD. thanks答案:A for fun 为……高兴，fun 为不可数名词。
九年级英语上Unit13练习题附部分答案
Unit 13 Rainy days make me sad.一、词汇1．基础词汇tense owner lighting servepinkknowledgedesignsmokeshinysilkyskinaimusefulcarefulleadplaneproductinstanceconfuse2．重点短语make me sad keep out learn frommake sb. Domore thanfor instancehelp…to doso thathave saleless than二、日常用语1. Loud music makes me tense.2. Loud music makes me want to dance.3. That movie made me sad.4. How do you feel about the movie?三、知识讲解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.make food 做饭make a plane做飞机make the bed 铺床make money 赚钱(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Soccer makes me crazy. 足球使我疯狂。