新目标九年级英语Unit13_Rainy_days_make_me_sad全单元课件
How do you feel about the music? Happy? Excited? Relaxed? … The music makes me relaxed.
How do you feel about this picture?
The picture makes me feel scared. scared
2. I just made it to my class. （Unit 9）我恰好赶到班 级。（arrived in time） 3. make sb. / sth. + adj. 使某人（感到）…
可用到的形容词有： happy, pleased, surprised, angry, annoyed, sad, upset, unhappy, worried, anxious, excited, relaxed, stressed out, tense, calm, scared, comfortable, sick …
1a Look at the two restaurant below. Which would you like to go to? Why?
1b Listening
The Rockin’ Restaurant The awful pictures make Amy____. sad The Blue Lagoon The soft music makes Amy_______. relaxed
How do you feel about the picture?
It makes me energetic. It makes me comfortable.
How do you feel about the picture?
It makes me stressed.
It makes me sick.
The loud music The soft music makes Amy_______. tense makes Tina ______. sleepy
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.
Did you have fun with Amy last night?
Well…yes and no. She was really late.
Write a short passage about your
classroom. How does it make you feel?
3a Reading
makes tense Loud music ______her _______.
Waiting ___________ for her made me angry.
2b Listen again
_ 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.
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： 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。
Restaurant science Restaurant owners have to know how to make food. They
also have to know how to make money. Here are some things they’ve learned from scientific studies. The color red makes people hungry. Red also makes customers eat faster. Many fast food restaurants, therefore, have red furniture or walls. Soft colors like pink and light blue make people relaxed so they spend more time eating 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 seats also make customers want to eat quickly and leave. Many restaurants, especially fast food restaurant, use this knowledge to 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.
was out of town and couldn’t make it.
很遗憾错过你的音乐会,但我当时不在
而且不能及时赶回来。
(5) make of /from./out of make of 当原材料制成成品后,原材料 未经任何化学变化,仍保持原有性质。 如: The chair is made of wood. At first people believed that air was made of only one gas. make from 当原材料制成成品后, 经过了化学变化,失去了原有性质。
Unit 13 Rainy days make me sad.
comfortable
哇! sad want to cry
happy
angry
surprised
nervous / tense/ stressed out
excited
annoyed
tired/sleepy
Brainstorm … unhappy happy uncomfortable excited bored nervous Adj. about comfortable surprised feelings( 感觉 ) tense （紧张的，焦虑的） frightened relaxed angry energetic annoyed relaxed sad stressed out
coins. 她戴着一串有金币制成的项链。
Listen .Number the pictures and fill in the blanks.
made us ____. cry It was_____ quiet and the food was ____ great. It was so sad that it_____
I agree! Loud music makes me uncomfortable.
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ty made her a good
2. Why do so many fast food
restaurant paint their walls red,
play loud music, and have hard seats?
The light color makes me relaxed..
Look at the two pictures. Which one do you like ? Why ?
×
The awful pictures make me sad..
1. make +n. make food 做饭 make the bed 铺床 make a plane做飞机 make money 赚钱
The color red makes people want to
eat faster. 红色使人们吃得更快些。
注意： 当make 用于被动语态时，必须带 不定式符号to。 如： We were made to work all night. 我们被迫日夜工作。
(4) make it习惯用语,及时赶到,到达目的地 I just made it to my class. 我恰好赶到班级。(arrived in time) I’m sorry I missed your concert，but I
（1）Soccer makes me crazy. 足球使我疯狂。
（2）The soft music makes Tina sleepy.
1.make +sb/sth+adj eg: The news made him sad. He tries his best to make his lessons interesting. 2.make +sb/sth+ do eg:He made me wait for a long hours. He made me do this exercise again. 在被动语态中变为：sb be made to do
初中英语 人教版新目标 九年级 Unit13Rainy days make me sadPPT课件
Some things
Red color
Make people
Make food
*hungry *relaxed *Want to *eat faster *look good leave ------look bad ____
Task 1
Think about the two different places .
Unit 13 Rainy days make me sad.
happy
comfortable
angry
What does he or she feel?
What makes him or her …?
uncomfortable
sad
Ａ：What makes him/her sad?
B: Rainy days makes him sad.
makes tense Loud music ______her _______.
Waiting ___________ for her made me angry.
Loud music makes me want to dance. That movie made me sad.
Loud music makes me tense.
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. Soft colors Music (loud ) Seats (hard) *Want to eat quickly and leave ___
九年级英语全册 Unit 13 Rainy days make me sad The Sixth Period教案 人教新目标版
Unit 13 Rainy days make me sadThe Sixth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Fill in blanks and make sentences using list, lead, compare, keep out, taste.(2) Finish the table according to the diary.2．Ability ObjectTrain students' writing ability.3．Moral ObjectsWe should believe in others. We shouldn't be selfish.Ⅱ．Teaching Key Points1．Fill in blanks and make sentences.2．Finish the table.Ⅲ．Teaching Difficult PointMake sentences using list , lead, compare, keep out, taste.Ⅳ．Teaching Methods1．Teaching by explanation.2．Speaking methodⅤ．Teaching Aids1．A projector.2．The blackboard.Ⅵ．Teaching ProceduresStep Ⅰ RevisionCheck homework. Get a few students to read the article in 3a. Then have a student read his own article.Step Ⅱ Part 1This activity focuses on vocabulary introduced in the unit.Look at the words in the boo. Get a student to read them. Make sure the students understand the meanings of the words. Please fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Get students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers. Show the answers on the screen by a projector.1．I need a new jacket. This one doesn't keep out the cold.2．Customers say the food at the restaurant tastes terrible.3．When prices are listed, you can go to the store with the lowest price.4．Working hard at English can lead to a good job.5．Wait before you buy that watch. Let's compare prices in another store.Have students make their own sentences with the words, preferably sentences that are meaningful. Walk around the classroom. Collect a few students' answers with mistakes on the blackboard. Then help students correct the mistakes.Sample answers1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.Step Ⅲ Part 2This actlvity provides listening and speaking practice using the target language.Go through the instructions for this activity with the class.Get a student to read the diary aloud. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class. Have students read the diary again. Then ask students to do the work in pairs. When they work, walk around the classroom providing help if necessary.Check the answers with the whole class.AnswersNotes1．home here is an adverb, means at, in or to one's home or country.2．annoy—make rather angry(esp. in passive) , for example, be annoyed with sb.Step ⅣThis activity provides reading and speaking practice with the target language.Ask two students to read the conversation aloud.S A: They make me scared.S B: Really? They make me hungry.Get all the students to read the conversation again. Ask, What makes the cartoon funny? Help students to explain. The second fish is intelligent enough to take the bait from the hook without getting caught.Get some pairs of students to present this conversation to the rest of the class.Notescared—frightenedStep Ⅴ Summary and HomeworkIn this class, we're done much writing practice using the key vocabularywords and the target language presented in this unit.After class, please make sentences with the words in Activity 1 in your exercise books. Then finish off the exercises on pages 55～56 of the workbook.Step Ⅵ Blackboard DesignUnit 13 Rainy days make me sad.Self checkThe Sixth PeriodSample answers to Activity 1:1．Don't forget to list his name.2．All roads lead to Rome.3．Let's compare your translations with the model translation on the blackboard.4．It's very windy. Please shut the window and keep out the cold.5．Look at the bread. It tastes sweet.。
九年级英语全册 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!。
人教版新目标九年级英语Unit13全英文说课稿
⼈教版新⽬标九年级英语Unit13全英⽂说课稿Unit13 Rainy days make sad.SectionA (1a-1c)Hello, everyone ，Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. I am going to talk about the first period in Section A of Unit13 Rainy days make me sad. It is made up of seven parts.1. Analysis textbook(教材分析)2. The teaching methods(教学⽅法)3. The learning methods(说学法)4. Analysis the students(说学情)5. The procedures of the teaching(教学步骤)6.Blackboard design（板书设计）7. Self evaluation.(⾃评)Part 1 The analysis of the teaching material:This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening , speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them.1. Teaching aimsThe teaching aims are established according to Junior School English curriculum standard provision./doc/d1*******acfa1c7aa00cc52.html nguage goals1). Words & expressions : tense, some adjectives of feeling2). Key sentencesLoud music makes me tense.Loud music makes me want to dance.That movie made me sad.B. Ability goalsEnable the students to talk about how things affect them.C. Emotion & attitude goalsEnable the students to understand the effect of things upon them.2. Teaching important Pointsthe usage of make.3.Teaching DifficultiesTrain the Ss to use make correctly.To improve students’ listening ability.To train stu dents’ communicative abilities.The teaching important and difficult points are established according toSection A , Unit13 in the teaching material’s position and function.Part 2. The teaching methodsTask-based teaching ; Cooperative learning ;Purpose: Listening-and-answering activity to help the students go through with the listening material. Pairwork to make every student work in class.Part 3. The learning methods1). Set up six steps. It is presentation– words – pairwork – listeningpractice–Grammar - practice2). Ask the students to take part in class actively and develop theircooperation in the activities .Part 4. Analysis the studentsStudents have learned some words about feeling and they have known the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes.Part5. The procedures of the teachingI have designed the following steps to train their ability of listening, speaking, reading and writing, especially listening and speaking. Set up six steps.Step Ⅰ. Leading-in .Review some words about feeling . Show the Ss a few pictures on the screen: and ask them How do you feel about …? Happy ? Excited? Nervous? Purpose : Through this part we can consolidate what they studied yesterday, Arouse the stud ents’ interest of study. Bring in new subject:Rainy days make me sad.Step II ListeningAsk the students to listen to Amy and Tina talking about the two restaurants and do the exercises.Play the recording the first time. Students only listen carefully. Play the recording again. This time fill in the missing words.Purpose : Train the Ss’ listening ability and prepare for later exercises.Step III SpeakingAsk the students to talk about how music affects them. Tell thestudents they will be talking about their own opinions with a partner. While students are working in pairs, walk around the classroom, and listen to some pairs. If necessary, offer language support. Then ask some pairs to act out their conversations in front of the whole class.Pur pose :Train the Ss’ speaking ability and prepare for later exercises.Step IV Grammar1).Sum the usage of make , then help them to say out the sentence structure.2). Do some exercises to consolidate the grammar .Purpose: Train the Ss’ ability of unde rstanding and using language.Step V Do a survey.After learning 1b , 1c , let the Ss do a survey about other things that affect them. Purpose : This step can open the Ss eyesight and thought . It’s a step fromtextbook to real life .Step VI Homework Writing practice1. List 4-5 things around you and then describe how the things affect you./doc/d1*******acfa1c7aa00cc52.html position Exams make me _______。
九年级英语全册 Unit 13 Rainy days make me sad单元教案 人教新目标版
教学目的知识与能力In this unit, students learn to talk about how things affect them,and how to express their own opinions using the target language, 过程与方法To train students’ listening, speaking, reading and writingskills using the target language,情感态度与价值观The impact of attitude on life is obvious． When go shopping, weshould remember not all the ads are great．We have to be careful． In this way, we can buy nothing that wedon’t need at all．So we should be in charge of oura ttitude． That way, we can live happily and we can do everythingbetter．教学重难点To make students learn and master the key vocabulary words and the target language．To train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．教学资源录音磁带，录音机，电脑，多媒体课件课时分配共7课时教学过程Period One (总第一课时)教学目的1． 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．教学重难点Target Language1． How to improve students’ listening ability．2． How to help students to express their opinion freely．教学方法1． Listening-and-answering activity to help the students go through with the listening mate rial．2． Pairwork to make every student work in classPeriod Three (总第三课时)1． 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．教学目的1． 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．教学重难点 How to train students’ speaking and listening ability．How to use the target language．1． Key Vocabulary mysterious, shiny, silky, skin, keep out 2． Target LanguageHave you ever had a Twisty Treat? Yeah． And it made me sick．教学方法1． Listening method 2． Groupwork to make every student works in class．学法指导教学过程随堂记录Step 1 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 2 1aThis a ctivity 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.Step3 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 4 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．Step 5 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．Step 6 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．Step 7 Homework Talk about some products using some words in this class, and write down the conversations．教学目的1． 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．教学重难点Practise reading and writing using the target language．1． How to improve students’ reading ability．2． How to improve students’ speaking ability by discussion．教学方法1． Reading method to improve students’ reading ability．2． Discussion method to improve students’ speaking ability．3． Pairwork to make every student work in class．学法指导教学过程随堂记录Step 1 RevisionRevise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．（1）S A: Have you ever had a jacket?S B: Yeah． And it made me beautiful．（2）S A: Have you ever bad a science book?S B: Yeah． And it made me tense．Step 2 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．Step3 3bThis activity provides reading and writing practice using thetarget 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．Step 4 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．Step 5 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 students to read the conversation to the class．Step 6 Homework1． Read the article in Activity 3a again．2． Complete the article in Activity 3b．教学目的1． 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 Objects We should believe in others． We shouldn’t beselfish．教学重难点1． Fill in blanks and make sentences．2． Finish the table．Make sentences using list, lead, compare, keep out, taste.教学方法1． Teaching by explanation．2． Speaking method学法指导教学过程随堂记录Step 1 RevisionCh eck homework． Get a few students to read the article in 3a． Then have a student read his own article．Step 2 Part 2This activity focuses on vocabulary introduced in the unit．Look at the words in the box． Get a student to read them． Make sure the students understand the meanings of the words．Please fill in the blanks with the words．Step3 This 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．Step4ⅣThis 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．Step 5 Summary and HomeworkIn this class, we’re done much writing practice using the key vocabulary w ords and the target language presented in this unit．After class, please make sentences with the words in Activity I in your exercise books． Then finish off the exercises on pages 55～56 of the workbook．Period Seven (总第七课时)教学目的1． Knowledge ObjectsKey Vocabularywedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time2． Ability ObjectsFast-reading to get a general idea of the text．Careful-reading to get the detailed information in the text．Learn the words and phrases from the context．3． Moral ObjectGiving a gift is an art． Money is one of the gifts we can give others． But we must know money is not everything． So only when it is proper can we give someone money as a gift．教学重难点Key vocabularyTrain students’reading ability． Train students’reading and writing skills教学方法Fast-reading to improve students’ reading ability．Careful-reading to get the detailed information． Pairwork and groupwork学法指导教学过程随堂记录Step 1 Key VocabularyThis activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．Step 2 Part 1This activity allows students to activate their background knowledge before attempting the reading．Look at the picture． Ask, What’s happening in the picture? Let students describe the picture．Read the title The art of giving aloud． Get the students to predict what they think the article is about, based on the title and the picture． Get students to finish Task 1． But don’t look at the reading text． Instead, they use their background knowledge to try to answer the questions．Step3 Part 2This activity encourages students to read for the main idea．Read the instructions aloud to the class．Get students into groups of four． Let them read th4 text quickly, then each group summarizes one paragraph in their own words． As they are doing this, go around the classroomto make sure they discuss the questions in English． Invite four students to report their answers．Step 4 This activity encourages students to use the strategy of reading in context．Look back at the story and find out the words and expressions indicated in bold．Step 5 Part 4his activity helps students read for specific information and paraphrase ideas．Read the instructions aloud to the class．Elicit the first answer from the students from memory． Make sure that they understand what they need to do．Let students complete the sentences individually or in pairs． As they work, move around the classroom offering help as necessary．Step 6 Part 5This activity helps students work in a group and think critically about what they have read．Go through the instructions with the students． Let students do the task in small groups． Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．Check the answers． Let students share their answers with the class．Step 7 Homework1．Read the story in activity 2 again for further comprehension．2． Revise the target language in this unit．。
九年级英语新目标 Unit 13 Rainy day make me sad 单元课件
九年级英语新目标Unit 13 Rainy day make me sad单元课件Unit 6It’s raining!单元教材分析本单元的核心话题是谈论天气和人们正在干什幺，因此如何问答“How’s the weather? “What are you/they doing?What’s he/ she doing?是教学重点。
通过对本单元的学习，学生能掌握本单元出现的表示天气的形容词。
问天气的句式及灵活运用现在进行时态。
单元知识结构词汇：名词：rain snow weather program desert camel winter etc 形容词：windy cloudy sunny cold cool warm humid pretty动词：rain walk ride snow：right now take photos have a good timeHow’s the weather? It’s raining / windy/ cloudy …= What’s the weather like?句型：What are you doing? I’m watching TV．What’s he /she doing? He/she isplaying basketball．How’s it going? Great.其它1. How’s the weather？It’s raining /windy.2. The use of“The present continuous Tense.”语法单元总体目标：1．Master the vocabulary.2．Master and use：How’s the weather?。
九年级英语全册 Unit 13 Rainy days make me sad教案 人教新目标版
Unit 13 Rainy days make me sad教案Skill Focus ▲Listen and talk about how things, such as music, weather, color，ads and so on, affect you.Listen, describe and talk about personalitiesExpress feeling. Write a diaryLanguage Focus 功能句式Talk about how things affect you1. how music affects you (P102-103)Loud music makes me tense.Loud music makes me want to dance.Loud music makes me sad.2. how colors affect you in the restaurant (P104)Red makes people hungry.Red also makes people eat faster.3. how ads affect you. (P106)Talk about personalities1. I’d rather go to the Blue Lagoon Restaurant because I liketo listen to quiet music while I’m eating. (P102）2. How do you feel about pollution? (P104)词汇1．重点词汇scientific, pin, hard, serve, shiny, list, truth, schoolbag, purple, purse, thought2. 认读词汇lagoon, therefore, lighting, fair, campaign,endangered, slogan, mysterious, skin, product, lookout, beauty, stardust, advertising, aim, specifically, instance, confuse, mislead, lead, home-made, guilty, taste, count3．词组 keep out, pros and cons, aim at, for instance, to start with语法1.make sb. do sth. / make sb./sth. + adj./p.p.2.second conditional with wishStrategyFocus 1. Matching 2. PersonalizingCulture Focus Learn about the food and ad cultureDifferent attitudes toward giving and receiving?第一课时Section A提前预习,英汉互译1.the awful pictures2.使我忧伤3.make me kind of hungry4.玩乐5.paint the walls red6.等候某人7.how to make food8.怎样赚钱9.so many fast food restaurants10.接待顾客一．看课文1A回答问题二．1B，听磁带填空,讲解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。
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。
新目标九年级_Unit13_第一课时Rainy_days_make_me_sad
How do you feel about this picture?
The picture makes me sleepy.
sleepy
How do you feel about this picture?
The picture makes me comfortable.
comfortable
Loud music makes me tense.
make sb. adj. eg: This news makes us happy. make sb. do sth. eg: This photo makes me remember him.
练习：用so, such, such a(an)填空： so (1)She speaks ________fast that I can't follow him. so (2)The film is ________ interesting that I want to see it again. (3)It is ________ interesting film that I want to see it such an again. such (4)They are ________rare (稀少的) animals that only a few people have seen them in the world. (5)He brought us _____ surprising news that all of us were such shocked（震惊）。 (6)She is ________ beautiful a girl that we all like her very so much. (7)He made so ___many mistakes that his teacher got angry.
九级英语全册《UnitRainydaysmakemesad》检测题(含详解)人教新目标版
UNIT 13Rainy days make me sad. 检测题(时间:60分钟；满分:100分)一、听力部分（共两节，满分20分）听句子，选择可以回答该句的正确答语。
（每个句子听一遍）1.A.Yes，I am.B.Not at all.C.I’m good at it.2.A.I’ve no idea yet.B.Happy birthday.C.Me，too.3.A.Yes，it’s a good idea.B.Are you sure？C.No，it made me tense.4.A.It makes me feel sleepy.B.It makes me feel hungry.C.It makes me annoyed.5.A.Me，too.B.Me not.C.I think not.听五段对话及五个问题，选择正确答案。
（对话及问题听两遍）6.A.He feels sad.B.He feels happy.C.He feels angry.7.A.They think receiving money makes them sad.B.They don’t think so.C.They think receiving money makes them uncomfortable.8.A.He feels un comfortable.B.He wants to stay at home.C.She wants to stay at home.9.A.Yes，she did.B.No，she didn’t.C.We don’t know.10.A.Cloudy days.B.Rainy days.C.Hot days.听一段对话，选择正确答案。
（对话及问题听两遍）11.In modern life，advertisements are _______.A.somewhereB.nowhereC.everywhere12.Advertisements can give us some _______ about new things.A.giftsrmationC.helps13.Some advertisements can make people _______.A.thinB.happyC.fat14.Advertisements also make kids _______ money.A.saveB.wasteC.make15.Some kids spend _______ on things they don’t really need.A.lots of moneyB.lots of timeC.lots of changes听短文，根据短文内容选择最佳答案。