Rainy days make me sad 教学设计
Rainy days make me sad教案
Rainy days make me sad教案SECTION BGoals●To learn to use make/s me ＋ve, make/s me ＋adjective structu●To lalk and read about produProceduWarming up by playing a gameGood morning, class. Ild today. The weaaad. Now let’lay a game to make us happy. We shallay as mawith make/s me ＋ve, make/s me ＋ adjective structures as possible. The one who sauwill be madday!1a looking and matchingage 105 are four pictures of daily products. Now readand mawlogaboxWan white → toothpa2. For thaus look → sunglaFair ever → shaFor sil→ cream1b Making a lIn our life we use lducts every. Wdo you like best, and wdo you not like? Now make a laTat make me happyTat make me saduter, bike, handphonecar, book, bedwine, camera, CD playerclball, med2a Listening and tickingYou are going to la conversation about products used in daily lives. Bu listen, go to page 105 andread the naducts andaTaGirl1: Wow! Look at this ad for Easy Care Shampoo. Fair evBoy: I can’t stand ads like that! They maally mad.Girl1: Why?Boy: They make youat you can look lad. But I bought thaand it didn’t wGirl2: I agree. Look aLookout Sunglasses. For thaus look. I’ll bdon’t evut the sun.Boy: And what abou! Beauty Cream—the silap. Girl2: Wait a minute! I tried Beauty Cream and it works really well. It makes youallHave you ever tried Starshine Toothpaste?Girl1: Oh, you mean Wan White? Yeah, I tried it and it table. I’d never uBoy: I guess you shouldn’t believe everything you read.After you ldulike, and kick oudon’t. Products What people sayNo 1. Easy Care Shampoo → d. It didn’t wNo 2. Lookout Sunglasses → c. They don’t evut the suBeauty Cream → b. It worked really well.No 4. Starshine Toothpaste → a. It table.2b Listening and drawingNext you are to listen and draw to show whale say abouduFinally gad the taleaxand the make/s me ＋ve, make/s me ＋ adjective structu2c Doing groupwIn 1b you have made a list. Now to praglish you are to make ulist making a conversation with your group membA: Have you ever had Beijing Duck?B: Yeah. I lovA: Have you ever used a computer? B: Yeah. I lovA: Have you ever ridden a bike?B: No, I don’t lovA: Have you eve r used a handphone?B: Yeah. I lovA: Have you ever drunk wine?B: No. Never. I don’t lova Reading to decidage 106 you will find article talking about advertising. Bu read, guess at the ideas to be talked abouarticle. While you read, underlxblaves and circle the examplake/s me ＋ve, make/s me ＋adjective structuAdvertising: pros andIdern world, advertising is everywhere！lat ads are greaate ads, saying thaake ouand countryside look ugly. Many ads are aimed specially at teenagers, andung peoplan 100 adva day. It’s true that some ads can be very useful. For instaan help youare two dduat you can buu reallyneed. They can also help you savWare listed, you can gwlowAds also tell you ware having sales. Howevadvertising can be confusing or misleadingwor ds sound good but don’t really tell you anything about the qualduct. Aure in an ad looks a lot baal thing. And you have to be careful. Aan ad can lead you to bug you don’t need at all.After you read, decide if you agree waub Reading and completingage 10an ud article. Read it andlete it usingation about twducts in activity 2aadvll the truth and some don’t. For examplasy Care Shampoo says it will givair ever. Bud tried it and found it didn’t work. Lookout Sunglasses advertised don’t evut the sun! Andarshine Toothpaste. It table. It smells! But the Beauty Cream is a real thing. It works really wellLooking and writingAfter you read, you are to write! Now go back to page 105 to write slogaur own wllogaage 10ar→ It runs faster and never turns over!Handphone → Call you, hear you, go to you!…4 Doing pairwIn pairs discuss howage 106 make youfeel.A: I would love to mads wwgirls.B: NTakes me angry!A: I would lovvB: NTad!A: I would love to vaB:Taxcited!Closing down by drawing your owAdd we shall dgg: wall draw pictuTo advur produvices you have to drawNow let’s wait and see wduaattractive and persuasive!SEFL CHReading and fillingTo dg boring, go to page 107 and readbox. Complwith aword giv?list, lead, compaut, taI need a new jacket. Tdoesn’uld.2.Cuad aaurant tablWare listed, you can gwlowWorking hard at English can lead to a good jobWait bu buy that watch. Let’s compaa2. Reading and writingIage 107 is a diary. Now you are givgad this diary by Ming. While readinguuctures and exu know how important structures and exare for learning EnglDear Diary, 28, JuneI thought today was going to be really bad. To start wwas raining, and rainy days make me sad. And it was my birthday, but when I got uwas aand Mom and Dad hadn’t left me a note. I walkedl with my bd, Gu. She didn’t say anythingThis made me a little angry. After all, I remembered her birthday laIn claacher askedwork, but as I wawhen I lI had forgbring it wThat made me annoyed wlf. But things got better. Gu invitedlunch. I was so surprised. Mon and Dad and allds wI had a wonderful surprise birthday lunch. That made me VERY haarlgLagNoon LuadA little angryannoyedsurprisedJuun!Looking aabove and write ad slogaReading: Receivingakes me uable.Bu read, gvocabulary lart on page 155. Read the words and study the word formaaningWhile you read, bladicates and circlves.Receivingakes me uablany books have been written about “the art of giving”. But what about the aving?ving a gift can be difficulally wbuys you a gift you don’t want！“I remember when I was about twelve years old, my parents bought me a purple purse,” laughs Guo Xiaojing. “It really madl embarrassed, because to bI thougurse was really ugly！Still, I pretended that I liked it because I knew it would make my parents happy！”Han Ling agrees. “That sounds like my grandparents！A few years ago, my grandparents gave me an orange sweabirthday. I used to wear it evI visited them, but when I luse, I！Of couadl guilty. It was a vught, but my grandparents have da！I’s hard to buy clal thingle.”To make things eale would rather just givIultures, howevvingan make people uable. “Wgivust ma’re being lazy,” saWilson. “In England, we have a saying: It’ught that counts. WgivI fe el they don’at all. Ive a gift that haught behind it. I don’t mind if it’g I don’t need. Ias thought about a galways maappy.”Dle have very dugubject！So maybe the aving is evdifficult than the art of giving！What do you think?Part 2: Teaching Resources (第二部分：教学资源)I. What is a poster?Aany largaper which hangs from a walluch surface. They are a frequent tool of advagandand other grougunicate a message, and they alal use by peoplallung, who wish to decorate in a relatively low-cost maII. Some wonderful slogans of advTruu can make it. (美容)Humalogy. (Nokia)Ww. (联邦快递)The milk chocolate that melur mouth-ur hand. (巧克力)Goodlast drop. (雀巢咖啡)Nexlf, I like BVD best. (BVD内衣)Just do it. (运动鞋)Things go better w(可口可乐)ard, allbility. (Visa)MasterCard. Mag possibility. (Card)It's everywhere you want to be. (Visa)Don't leave home without it. (美国通卡)Ugly is only skin-deep. (汽车)Shape up your image, future and lNatural is beautiful. (美容)Gifted photograquire beautiful print qualUsing your own waworking; It'(信用卡)Everything we do is driving by you. (汽车) Travel by air without avation. (鞋子)A diamondver. (钻石)We dght. (炸鸡)No matter how you look at typing, we are you(打字机)The taste tha(饮料)Nokiale. (Nokia)Makoto Bank. Making commugether. (银行)Ford has a better idea. (Ford)Save our mou(食品)It's Finger Licking good./we all du. (快餐) Are youut? (美语补习班)walking. (酒类)We share. (寿险)Made to move. (Nike)We're family. (信用卡)Forev(Adidas)Just call me, be happy. (大哥大)arming, so easy. (化妆品)Air France-makingbest place on earth. (航空)Your favaur pleasure and dream. (动画商品)It's been a long hard road without youd. (汽车) 星沙英语网整理。
九Rainydaysmakemesad教学设计第课时(00002)
1.I triedWhiter than whiter andit tastes__________ (terrible).
2.Do you want to have ________ (silk) skin?
3.The sunglasses make him _________ (mystery).
3. Present in class.
1. Ask two students to read the sample conversation in the box.
2. Say: Work with a partner. Have conversations like the sample one. Use the products on the list you made for activity 1b.
III.预习指导
1.There are some products in 1a on P105. Please write down the names of the products and match each slogan with one of the products.
2.Find out some more products and their slogans. (Using the Internet, newspapers, TV and so on.)
3. Check the answers.
Step 3
Groupwork
(2c)
1. Read the sample conversation.
2.Work with a partner. Have conversations like the sample one. Use the products on the list they made for activity 1b.
Rainy days make me sad教案-1
Rainy days make me sad ．P eriod 1Ⅰ． T eaching Aims and Demands1． Knowledge Objects（1） Key V ocabulary sad, energetic, stressed out, soft（2）T arget 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 mak es me energetic ．Not me! Loud music mak es 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． T eaching Key PointT arget LanguageⅢ． T eaching Difficult Points1． How to improve students’ listening ability ．2． How to help students to express their opinion freely ．Ⅳ． T eaching Methods1．Listening-and-answering activity to help the students go thr oug h with the listening material ．2．Pairwork to mak e every student work in class ．Ⅴ． T eaching Aids1．A tape recorder2．The blackboardⅥ．T eaching ProceduresS tep Ⅰ RevisionT: Y esterday we finished Unit 12 ． In this unit, we learned how to tell what we are supposed to do ． Now tell me some things that are good to do in school and that are not good to do in school ． S 1: We’re supposed to do our homework every day ．S 2: We’re supposed to raise our hands before we talk ． S 3: We’r e supposed to come to class on time ． S 4: W e are not supposed to be late for class ．T: Very good ． You’re right ． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class ． How do you feel about parties? Happy ?Excited? Nervous?S 1: Nervous ．T: Oh, so parties mak e you nervous ．S 1: Y es ．S s : Parties mak e me nervous ． T: Now what about school vacations?l How do you feel about them?S 2: Happy ．T: So, school vacations mak e you happy ．S 2: Y es ．T: Class repeat ． School vacations mak e me happy ．S s : School vacations mak e me happy ．T: Now what about gym class? How do you feel about it?S 3: Excited ．T: So gym class mak es you excited ．S 3: Y es ．S tep Ⅱ 1aGo thr ough the instructions and look at the two pictures ． Ask, Who can describe the interior of each restaurant ? （Let students work in pairs, and tell each other which restaurant they would like to go to and why ． When students work, go ar ound the classroom offering help as needed ． When they have finished talking to each other , call out several pairs to say their conversations to the class ．Sample conversationS A : Which restaurant would you like to go to?S B : I’d like to go to the Blue Lagoon ． S A : Why? S B : Because there are plants and flowers there ． S tep Ⅲ 1bLook at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon ． Look at the sample answer ．Let a studen t r ead the completed sentence, and the n say, Y ou will hear the missing words on the recording ． Play the recording the first time ． S tudents only listen carefully ．S tep 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 isten to quiet music while I’m eating ． Oh, really?Loud music mak es me energetic ． Not me!Loud music mak es me stressed out ．S tep Ⅵ HomeworkReview the target language ．S tep Ⅶ Blackboard DesignRainy days mak e me sad ．Section AT arget languageA: I’d rathe r go to the Blue Lagoon Restaurant because I like to listen toquiet music while I’m eating ．B: Oh, really? Loud music mak es me energetic ．A: Not me! Loud music mak es me stressed out ．。
九年级英语rainy days make me sad教案4
. .
Now you are supposed to read the tapescript. While reading, underline the expressions and circle the connectives. 1c Doing pairwork
What areyour opinions about the two restaurants?Which on would you like better? A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. B: Me, too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable. A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating. B: Me, too! Loud music makes meexcited. A: I agree! Loud music makes me happy.
Girl: First we went to the Rockin’ Restaurant
.
, but Amy didn’t want to stay. .
She said that loud music made he tense . Boy: That’s funny. Loud music always makes me want to dance
Unit 13 Rainy days make me sad.教学设计(2)
《Rainy days make me sad.》教学设计（2）教学过程：Step1:Lead-in1. Free talk.T: What your favorite sports/ colour/ …?Ss: …T: Why do you like …?Ss: Because it makes me…（引导学生用“make+sb.+adj.”回答）【设计说明】师生针对任意事物询问学生对此的感觉，复习上节课的学习重点。
2. Lead-in.Play some advertisements of different style, let Ss show their opinions about these advertisements or their products.T: Do you like the advertisement? Why?Have you ever used these products?How do you think of these products?Do you know the slogan of each product?Ss: …【设计说明】展示几组不同风格的广告视频，询问学生对这些广告及其产品的看法。
Step2: Presentation1. Presentation.T: What can we learn from the advertisement?Ss: The usage/ slogan/ … of the product.T: What impressed you most in the advertisement?Ss: Maybe the slogan.T: What slogans do you know？Ss: …【设计说明】引导学生说出一些他们所熟悉的广告口号或标语，为1a的学习做准备。
也有助于学生感受中英文广告的不同文化。
2. Activity 1a.1) Pay attention to the four pictures. Ask, Ss to tell what each thing is. Get a student to answer.2) Look at the four slogans. Have a student read each one to the class and make sure Ss can guess what it means. If the Ss can't guess, explain the meaning to them. Then ask them to match each slogan with the correct picture.3) Check the answers with the class.【参考答案】4 3 1 2【设计说明】请学生思考这些产品的用途，揣摩每个标语的含义，并将标语与产品配对。
Unit 8 Rainy days make me sad1
Unit 8 Rainy days make me sad.(Section A 1a-1c ) 教学设计Rainy days make me sad (Section A la-lc )本课主要以对两种氛围的餐馆进行比较，引出动词make的用法。
这对于本单元主要“谈论事物对我们情绪的影响”起到了很好的承接作用，通过本课的学习，引导学生学会比较、选择对自己有影响的事物，并能正确处理一些实际问题，既巩固了语言学习目标，又培养了学生的合作能和交际能力，培养他们做个情感丰富的人。
语言技能目标：1、学习动词make的用法，即make＋宾语＋形容词，并能在实际情境中简单地运用。
2、学会以下基本句型：How do you feel about loud/soft music？Loud music makes me tense/angry/...Soft music makes me sleepy/sad/…The awful pictures make me tense/...3、能听懂听力内容，并能完成相应的练习。
情感态度目标：培养学生做一个情感丰富的人。
学习策略目标：通过小组对话、采访等方式比较不同的事物，谈论它们对我们情绪的影响。
教学重点与难点：1、词汇: 描写“feelings(感受)”的形容词：happy，surprised，embarrasse d，sick，，angry，guilty，annoyed，sad，unhappy，stressed out，worried，ten se，excited，interested，relaxed，comfortable…2、动词make的用法，注重学以致用。
make＋宾语＋形容词课时：One Period教学方式：任务型教学法，多媒体辅助教学等。
教学过程：一、导入（Lead-in）( 1 )热身（warm-up）老师先问一个学生，T：What’s your favorite sport? And why?学生回答Sl：My favorite sport is soccer. Because it is exciting .T ：So it makes you excited（板书）以同样的方式，让学生互问互答，引导他们尝试使用“make＋宾语＋形容词”这个结构。
Rainydaysmakemesad教案
Rainy days make me sad教案Rainy days make me sad教案教材分析本单元以how do things affect you?为话题，从颜色，天气，音乐，广告，产品等方面谈论外界事物如何影响人的心情。
要求学生学会表达某物或某事给人带来的感觉，看法或影响等。
本节课学习SectionA1a-1c，主要围绕which restaurant would you like to go to?这一话题展开思维（1a），听力(1b)和口语训练（1c）.这一单元的语言目标是谈论事物对人的.影响以及如何表达喜欢或不喜欢。
重要的语言表达结构是make sb /sth + adj /do。
学生们已经学过这个结构了。
所以这节课主要教授一些形容词，谈论事物对人的影响以及对喜欢或不喜欢的表达学情分析1．教师主观分析：通过两年多的初中英语学习，这学期的九年级学生已经掌握了一定的英语基础知识，他们大多数能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。
2．学生认知发展分析：学生之前已经学过了I would like to do sth来表达喜爱做某事，也学过make sb/sth+adj/do这个结构来表达影响3．学生认知障碍点：一些描写感受的形容词和动词make的用法教学目标教学目标的确定应注意按照新课程的三维目标体系进行分析语言知识目标：1，能够运用所学知识谈论或询问事物对我们情绪的影响或人对某一件事或物的看法。
2学会比较，分析不同事物的优缺点，从而进行优化选择。
语言技能目标：掌握一些描写感受的形容词。
如happy,sad等。
2学习动词make的用法，即make+宾语+形容词，并能在实际情境中简单地运用。
3能听懂听力内容，并能完成相应的练习情感态度目标：培养学生做一个情感丰富的人教学重点和难点教学重点：描写感受的形容词：happy,surprised,embarrassed.sick,anxious,angry,annoyed,sad,up set,unhappy,stressedout,worried,tense,excited,relaxed,bored,comfortable...教学难点：动词make的用法，注重学以致用。
【初中英语】Rainy days make me sad教案2 人教版5
The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyaim at, useful, for instance, product, careful, plane(2) Practise reading an article.(3) Practise writing something using the target language.2．Ability Objects(1) Improve students' integrating skills reading skill and writing skill.(2) Improve students' speaking ability by discussion.3．Moral ObjectWe are in charge of our attitude and we can do everything well.Ⅱ．Teaching Key PointPractise reading and writing using the target language.Ⅲ．Teaching Difficult Point1．How to improve students' reading ability.2．How to improve students' speaking ability by discussion.Ⅳ．Teaching Methods1．Reading method to improve students' reading ability.2．Discussion method to improve students' speaking ability.3．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionRevise the target language presented in this unit. Check homework. Get somepairs to read out their conversations.(1) S A: Have you ever had a jacket?S B: Yeah. And it made me beautiful.(2) SA: Have you ever had a science book?S B: Yeah. And it made me tense.Step Ⅱ3aThis activity provides reading practice using the target language.Teach the new words. Show the new words on the screen by a projector.aim v.瞄准；打算aim at 瞄准；针对specially adv.特别地；专门地useful adj.有用的；有益的instance n.例子；实例for instance 例如；比如product n.产品；制品confuse v.混淆；辨不清；使困惑mislead v.把……引错方向；给……带错路careful adj.小心的；仔细的lead v.引导；致使；领导plane n.飞机Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently.Look at the article. Let a student read the article aloud to the class. Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class.Read the instructions to the class. What's the article about? Do you agree with it? Get students to read the article again and answer the two questions. Get students to do the work individually or in pairs. While they are working, go around the classroomoffering help as needed.Check the answers with the whole class. Elicit examples given in the article for the advantages and disadvantages.AnswersThe article is about advantages and disadvantages of ads.Advantages of ads: help you compare different products; help you save money.Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don't need.Notes1．pros and cons—the arguments for and against2．for instance—for example3．sales—the offering of goods at low prices for a period4．confuse—put into disorder; mix up in the mind5．mislead—lead wrongly; cause to be or do wrong6．at times—from time to time; now and then; occasionallyStep Ⅲ3bThis activity provides reading and writing practice using the target language.Go through the instructions with the class. Get a student to read the sentences at the beginning of the paragraph to the class. Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a. Have students finish the article individually. While they are working, walk around the classroom offering help and answering questions as necessary. When they finish, get a student to read his/her completed article to the class.A sample article:Some advertisements tell the truth and some don't. For example, the Easy Care Shampoo says it will give you the shiniest hair ever. But my friend tried it and it didn't work. It made my friend really mad. A few days ago, I tried Starshine Toothpaste. Butit 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?Now write the article on the blackboard as an example.Step Ⅳ3cThis 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 ⅤPart 4This activity provides listening and speaking practice using the target language.Look at the three pictures. Ask, What can you see in the pictures?(In Picture 1. we can see a man jumped out of a plane. In Picture 2, we can see a lot of smoke. The air is polluted. In Picture 3 , some men are riding horses.) Go through the instructions with the class. Look at the example in the box. Get a pair of students to read the conversation to the class.S A: I would love to jump out of a plane!S B: Not me. This picture makes me feel tense!Discuss the three pictures in pairs. As they work, go around the classroomoffering help as needed. Have several pairs say their conversations to the class.Sample conversationsS A: There is a lot of smoke in the picture.S B: Yeah. It makes me feel uncomfortable.S A: I would love to ride a horse.S B: Not me. The picture makes me tense.Step ⅥSummaryIn this class, we've done much practice reading and writing as well as speaking.Step ⅦHomework1．Read the article in Activity 3a again.2．Complete the article in Activity 3b.Step ⅧBlackboard 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?。
Unit13Rainydaysmakemesad.教案2
The Fourth PeriodⅠ.Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out(2) Target LanguageHave you ever had a Twisty Treat?Yeah. And it made me sick.2. Ability Objects(1) Train students’ speaking and listening ability.(2) Train students’ ability to understand the target language in spoken conversation.(3) Train students’ ability to use the target language.3. Moral ObjectNot all the most expensive things are the best ones. Sometimes we shouldn’t believe all of ads. Ⅱ. Teaching Key Points1. Key Vocabularymysterious, shiny, silky, skin, keep out2. Target LanguageHave you ever had a Twisty Treat?Yeah. And it made me sick.Ⅲ. Teaching Difficult Points1. How to train students’ speaking and listening ability.2. How to use the target language.Ⅳ. Teaching Methods1. Listening method2. Groupwork to make every student works in class.Ⅴ.Teaching Aids1. A tape recorder2. The blackboardⅥ.Teaching ProceduresStep ⅠRevisionCheck homework. Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes.Step Ⅱ1aThis activity introduces new vocabulary.Pay attention to the four pictures. Ask,Who can tell me what each thing is? Get a student to answer. Repeat the name of each product and let the class repeat (soap, shampoo, toothpaste, and sunglasses). Look at the four slogans. Have a student read each one to the class and make sure students can guess what it means. If the students can’t guess, explain the meaning to them. (Whiter than white means that something has a very, very white color. If a person has that mysterious look, it means that the person looks interesting and unusual. It’s difficult to know what a mysterious person is thinking. The shiniest hair means that the person’s hair will look very bright and have lots of light in it. silky skin means that the person’s skin is soft and nice to touch. ) Go through the instructions with the class. Ask them towrite the number of each slogan, with the correct picture.Check the answers with the class.AnswersThe photos should be numbered in the following order:4 3 1 2Notes1. slogan——striking and easily remembered phrase used to advertise sth.2. mysterious--full of mysteryStepⅢ 1 bThis activity helps students apply the ideas in the unit to their lives outside the classroom.Go through the instructions with the class.Make sure students know what to do. Get students to make lists individually. Ask some students to read their lists to the class. Have other students put up their hands if they have the same item on their own lists.Three products students likecomputer (26)jacket (20)watch (35)Three products students don’t likefast food (8)coat (32)science book (23)Step Ⅳ2aThis activity provides listening practice with the target language and introduce new vocabulary. Go through the instructions and make sure students understand what to do. Now you will hear about some more products and what people think of them. Write Yes in front of the product if the person likes it.Write No in front of the product if the person doesn’t like it.Read out the name of each product. Get students to repeat it. Listen to the conversation and finish the task.Play the tape the first time. This time students only listen. Play the tape again.Let students write Yes or No in front of each product to show whether or not the people on the tape liked it.Check the answers.Answers1. No2. No3. Yes4. NoTapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo. For the shiniest hair ever.Boy: I can’t stand ads like that! They make me really mad.Girl 1: Why?Boy: They make you think that you can look like the person in the ad. But I bought that shampoo and it didn’t work.Girl 2:I agree. Look at this one. Lookout Sunglasses. For that mysterious look. I’ll bet they don’t even keep out the sun.Boy: And what about this one! Beauty Cream--the silky skin soap.Girl 2: Wait a minute! I tried Beauty Cream and it works really well. It makes your skin really seft. Have you ever tried Starshine Toothpaste?Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible. I’d never use it.Boy: I guess you shouldn’t believe everything you read.Step Ⅴ2bThis activity provides guided listening practice using the target language.Go through the instructions with the whole class. Look back at the two lists in Activity 2a. Get students to put up their hands if they don’t understand ANY of the words. If necessary, explain new vocabulary. Read each item to the class. Look at the sample answer and invite a student to read the matching parts to the class.Easy Care Shampoo--It didn’t work.Tell students how to do the task. Draw a line from each product to the sentence that describes that product. Now, listen to the tape. You will hear the same recording again. This time listen carefully and draw lines to match up items in the two lists.play the recording again. Let students draw lines individually in their books.Check the answers with the class.Answers1. d2. c3. b4. aStep Ⅵ2cThis activity provides guided oral practice using the target language. Read the instructions for this activity aloud to the class.Get students to look back at the list of products they made for Activity lb. Invite a student to read his/her lists to the class.Three products he/she likescomputerjacketwatchThree products he/she doesn’t likefast foodcoatscience bookLook at the example in the box. Let a pair of students read the conversation to the class.S A: Have you ever had a Twisty Treat?S B: Yeah. And it made me sick.Now work with your partner. Make up conversations like this one, using the products on the list you made for Activity 1b.Ask students to work in pairs. While they are working, walk around the classroom offering help as needed.Call out several pairs to give their conversations to the class.Conversation 1S A: Have you ever had a computer?S B: Yeah. And it made me excited.Conversation 2S A: Have you ever eaten fast food?S B: Yeah. And it made me uncomfortable.Step ⅦSummaryIn 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 ⅧHomeworkTalk about some products using some words in this class, and write down the conversations.Step。
[推荐精选]Unit 13 Rainy days make me sad.上课学习上课学习教案
Unit 13 Rainy days make me sad.教案www.5ykj.com Unit13Rainydaysmakemesad.一.[话题]Talkabouthowthingsaffectyou.二.[重点词组]makemesad，keepout，learnfrom，makesb.do，morethan，forinstance，help…todo，sothat，havesale，lessthan三.[交际用语]1.Loudmusicmakesmetense.2.Loudmusicmakesmewanttodance.3.Thatmoviemademesad.4.whydon’twegetsomethingtoeat?5.SoamI./SodoI.6.waitingformyfriendsmakesmehungry.7.Thecolorredmakespeoplehungry.8.Ittastesterrible.四.[重点难点释义]SectionA:1.Rainydaysmakemesad. 雨天让我感到悲伤。
rainy adj. 多雨的例如：therainyseason雨季rain n. 雨例如：Thecropsneedrain.庄稼需要雨水。
rain v. 下雨例如：Itbegantorainhard.开始下大雨了。
make的用法make+n.例如：makefood 做饭makeaplane 做飞机makethebed铺床makemoney 赚钱.makesb./sth.+adj.使某人（感到），使……处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1)名词作make的宾语补足语例如：Thepartymadeheragoodteacher.党把她培养成为一名好教师.名词作宾补2)形容词作make的宾语补足语例如：Soccermakesmecrazy. 足球使我疯狂。
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Rainy days make me sad 教学设计 大夫庄中学 贾桂霞 Part 1: Teaching design Structures: make/s me ＋ infinitive, make/s me ＋ adjective 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. Vocabulary: lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, uncomfortable, useful Learning strategies: Personalizing, Matching Section A Goals： To learn to use make me ＋ infinitive, make me ＋ adjective To listen and talk about eating in a restaurant Procedures： Warming up by learning to use make me ＋ infinitive, make me ＋ adjective On page 103 is the grammar focus chart. Read the three sentences and try to understand its structure. Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. 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 saying On page 102 is a picture of restaurants. Which one would you like to go? And why? 1 .like to go to the one on the left because the music there would make me excited. 2. I like to go to the one on the right because the music there would make me quiet. 3. I like to go to the one on the left because the pictures there would make me tense. 4. I like to go to the one on the right because the things there would make me happy. 1b： Listening and completing Listen 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” . Tape script： Girl1: I’m hungry, Amy. Girl2: So am I. Why don’t we get something to eat? Girl1: Yeah. Let’s go to the Rockin’ Restaurant. I love their hamburgers. Girl2: Oh, Tina… I hate the Rockin’ Restaurant. Girl1: Why? The food is great, isn’t it? Girl2: The food’s fine. I just don’t like the atmosphere. Those awful pictures on the walls make me sad, and the loud music makes me tense. Girl1: OK. So where do you want to go, Amy? Girl2: Let’s go to the Blue Lagoon. The soft music makes me relaxed. Girl1: Not me. It makes me sleepy. And now complete the unfinished sentences in the chart on page 102. The Rockin’s Restaurant The Blue Lagoon The awful pictures make Amy sad. The soft music makes Amy relaxed. The loud music makes Amy tense. The soft music makes Tina sleepy. Now you are supposed to read the tape script. While reading, underline the expressions and circle the connectives. 1c: Doing pair work What are your opinions about the two restaurants? Which on would you like better? A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. B: Me, too! Loud music makes me tense. A: I agree! Loud music makes me uncomfortable. A: I’d rather go to the Rockin’s Restaurant because I like to listen to loud music while I’m eating. B: Me, too! Loud music makes me excited. A: I agree! Loud music makes me happy. 2a: Listening and numbering A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 103. Tape script Boy: Did you and Amy have fun last night, Tina? Girl: Well, John… yes and no. Boy: Was Amy late as usual? Girl: Yes, she was. And waiting for her made me angry. Boy: Where did you go? Girl: First we went to the Rockin’s Restaurant, but Amy didn’t want to stay. She said that loud music made he tense. Boy: That’s funny. Loud music always makes me want to dance. Girl: Me too. So then we went to the Blue Lagoon. It was quiet and the food was great. We had a good time. Boy: Then did you go to the concert at the high school? Girl: No. We decided to go to the movies. We saw Remember Me Forever. It was a really good movie, but it was so sad it made us cry. Boy: Sad movies don’t make me cry. They just make me want to leave! Girl: You sound just like my brother! 2b: Listening and checking You 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 T or F the things said by them respectively. After you listen, check your answers against each other’s. (T)Waiting for her made me angry. (T)She said that loud music made her tense.