2019-2020年九年級(jí)Unit13 Rainy days make me sad教案 人教新目標(biāo)版.doc

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2019-2020年九年級(jí)Unit13 Rainy days make me sad教案 人教新目標(biāo)版 Ⅰ． Analysis of the Teaching Material 1． Status and Function In this unit, students learn to talk about how things affect them． The topic is meaningful and practical to students, It is very useful． It can help students express their own opinions in their daily life． It continues to train students’ speaking ability and integrating skills． After studying this unit, students will be in charge of their attitude and they can do everything better． （1） The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． OK, really? Loud music makes me energetic． Not me! Loud music makes me stressed out． （2） The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language． The practice can help students improve their listening and speaking skills． （3）The third period provides an article． Students learn to get detailed information from the article． It is a basic reading skill, and also it is of great help for students to improve their reading skill． （4） The fourth period not only introduces some new words but also provides students with many different kinds of activities． In this class, students learn how to express their own opinions using the target language． （5）A lot of practice is designed in the fifth period to train students’ reading and writing skills． Students also learn how to treat the advertisement from the reading material． （6） All the activities in the last period in this unit are used to provide writing practice using the target language． 2． Teaching Aims and Demands （1）Knowledge Objects In this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language, （2） Ability objects To train students’ listening, speaking, reading and writing skills using the target language, （3） Moral Object The impact of attitude on life is obvious． When go shopping, we should remember not all the ads are great． We have to be careful． In this way, we can buy nothing that we don’t need at all． So we should be in charge of our attitude． That way, we can live happily and we can do everything better． 3． Teaching Key Point To make students learn and master the key vocabulary words and the target language． 4． Teaching Difficult Points To train students’ listening, speaking, reading and writing skills． To train students’ municative petence． 5． Studying Way Teach students how to express their own opinions freely． Ⅱ． Language Function Talk about how things affect you． Ⅲ． Target Language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me! Loud music makes me stressed out． Ⅳ． Structure Second conditional with wish Ⅴ． Vocabulary lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny, skin, cream, toothpaste, endangered, unfortable, useful Ⅵ． Recycling fast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep out Ⅶ． Learning Strategies 1． Personalizing 2． Matching Ⅷ． Teaching Time Seven periods The First Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary sad, energetic, stressed out, soft （2）Target Language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me! Loud music makes me stressed out． 2． Ability Objects （1） Improve students’ listening ability． （2） Help students to express their opinion freely． 3． Moral objects It is important to choose a suitable place． It is good for your study and life． Ⅱ． Teaching Key Point Target Language Ⅲ． Teaching Difficult Points 1． How to improve students’ listening ability． 2． How to help students to express their opinion freely． Ⅳ． Teaching Methods 1． 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 blackboard Ⅵ．Teaching Procedures Step Ⅰ Revision T: Yesterday we finished Unit 12． In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school． S1: We’re supposed to do our homework every day． S2: We’re supposed to raise our hands before we talk． S3: We’re supposed to e to class on time． S4: We are not supposed to be late for class． S5: We’re not supposed to eat in class． T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． How do you feel about parties? Happy? Excited? Nervous? S1: Nervous． T: Oh, so parties make you nervous． S1: Yes． T: Class repeat． Parties make me nervous． Ss: Parties make me nervous． T: Now what about school vacations? How do you feel about them? S2: Happy． T: So, school vacations make you happy． S2: Yes． T: Class repeat． School vacations make me happy． Ss: School vacations make me happy． T: Now what about gym class? How do you feel about it? S3: Excited． T: So gym class makes you excited． S3: Yes． StepⅡ 1a This activity introduces new vocabulary and provides oral practice using the target language． Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player． ） Say, Which restaurant would you rather go to? Talk about it with your parter． Let students work in pairs, and tell each other which restaurant they would like to go to and why． When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class． Sample conversation SA: Which restaurant would you like to go to? SB: I’d like to go to the Blue Lagoon． SA: Why? SB: Because there are plants and flowers there． Step Ⅲ 1b This 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 pleted 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． Answers The Rockin’ Restaurant: sad, tense The Blue Lagoon: relaxed, sleepy Tapescript Girl 1: I’m hungry, Amy． Girl 2: So am I． Why don’t we get something to eat? Girl 1: Yeah． Let’s go to the Rockin’ Restaurant． I love their hamburgers． Girl 2: Oh, Tina… I hate the Rockin’ Restaurant． Girl 1: Why? The food is great, isn’t it? Girl 2: The food’s fine． I just don’t like the atmosphere． Those awful pictures on the walls make me sad, and the loud music makes me tease． Girl 1 :OK． So where do you want to go, Amy? Girl 2: Let’s go to the Blue Lagoon． The soft music makes me relaxed． Girl 1: Not me． It makes me sleepy． Step Ⅳ 1c This 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． SA: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． SB: Oh, really? Loud music makes me energetic． SA: Not me! Loud music makes me stressed out． Go through the instructions with the class． Tell students they will be talking about their own opinions with a partner． Look back at the chart in Activity 16． Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music． While students are working in pairs, walk around the classroom, and listen to some pairs． If necessary, offer language support． Then ask some pairs to act out their conversations in front of the whole class． Optional activity Let students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel． For example, what are your opinions about this room? A student might answer, This room is sunny． It makes me happy． Or ask them． What are your opinions about all the noise in the cafeteria? A student might say． All the noise in the cafeteria makes me tense． Notes: 1． awful——terrible; dreadful 2． energetic——full of energy Step Ⅴ Summary In this class, we’ve learned some important words, such as sad, energetic, stressed out． We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me! Loud music makes me stressed out． Step Ⅵ Homework Review the target language． Step Ⅶ　Blackboard Design Unit 13 Rainy days make me sad． Section A The First Period Target language A: 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． The Second Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary tense, have fun, angry, cry． （2）Target Language Loud 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 Objects Enjoying yourself is very important． But no matter what hobbies you have, do remember they must be good for health and study． Ⅱ． Teaching Key Points 1． Key Vocabulary tense, angry, cry． 2． Target Language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad． 3． Structures Loud music makes me tense． Loud music makes me want to dance． Ⅲ． Teaching Difficult Points 1． The target language 2． How to train students’ listening ability． Ⅳ． Teaching Methods 1． Listening method to improve the students’ listening ability． 2． Pairwork． Ⅴ． Teaching Aid A tape recorder Ⅵ． Teaching Procedures Step Ⅰ Revision Check 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． SA: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating． SB: Really? Soft music makes me relaxed． SA: Not me． Soft music makes me sleepy． Step Ⅱ 2a This activity gives students practice in understanding the target language in spoken conversation． Look at the pictures． Ask, What are they doing? Please guess． （In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry． ） Go through the instructions with the class． Say, You will hear Tina and John talking about what Tina and Amy did last night． The four pictures show something that Tina did last night． Point to the boxes． Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording． Play the tape for students． The first time, students just listen． Play the tape again． This time, ask students to number the pictures when they listen． Correct the answers with the class． Answers The pictures should be numbered in this order: （down） 3 2 4 1 Tapescript 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’ Restaurant, but Amy didn’t want to stay． She said that loud music made her tense． Boy: That’s funny． Loud music always makes me want to dance． Girl: Me too． So then we went to the Blue Lagoon． It was quiet and the food was great． 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 Love Me Forever． It was a really good movie, but it was so sad that it made us cry． Boy: Sad movies don’t make me cry． They just make me want to leave! Girl: You should just like my brother! Step Ⅲ 2b This activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements． You will hear the same recording again． This time listen carefully to what each person says． Put a checkmark in front of the statements you hear． Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear． Ask students to say the reasons why they check them． Check the answers with the class． Answers √ Waiting for her made me angry． √ She said that loud music made her tense． Loud music makes me happy． √ Loud music always makes me want to dance． √ It was so sad it made us cry． √ Sad movies don’t make me cry． They just make me want to leave! It made me sad． Step?、?2c This activity provides oral practice using the target language． Look at the sample conversation between Tina and John． Invite a pair of students to read it to the class． John: Did you have fun with Amy last night? Tina: Well… yes and no． She was really late． Go through the instructions with the class． Get students to make up a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, go around the classroom checking the progress of the pairs and offering help as necessary． Call out a pair of students to say their conversation to the class． SA: Did you have fun with Li Ping last night? SB: Well…yes and no． She was late again as usual． SA: So, waiting for her made you angry． Where did you go? SB: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy． SA: Did you go to see a movie? SB: Yes． We saw Love Me Once More, Mother． It was a very good movie． It was also moving and sad． It made us cry． SA: Really? You sound just like my mother． Step Ⅴ Grammar Focus Look at the grammar box． Invite a student to read the sentences to the class． Loud music makes me tense． Loud music makes me want to dance． That movie made me sad． While the student is reading, write the three sentences on the blackboard． Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense） Let students underline the verb in all three sentences． Then underline the word that es 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 e to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）． Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end． Write on the blackboard: makes me ． Let students work alone． Then ask some students to read their sentences． S1: A quiet place makes me sleepy． S2: Loud noise makes me tense． Pay attention to the sentence with wanting to dance at the end． Say, Sometimes there is a phrase like want to dance at the end instead of an adjective． For example, Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me 　　　?。?Hot weather makes me ． Give students two minutes to finish the sentences． Then ask some students to read their sentences． S1: Long movies make me want to leave． S2: Long movies make me want to cry． S3: Hot weather makes me want to go swimming． S4: Hot weather makes me want to drink a lot of water． Let students make up any other sentence using the verb make to talk about how things affect them． Step?、?Summary In 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 Homework Get students to write some sentences according to the target language． Step Ⅷ Blackboard Design Unit 13 Rainy days make me sad． Section A The Second Period 1． Target language Loud 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… The Third Period Ⅰ． Teaching Aims and Demands 1． Knowledge Objects （1） Key Vocabulary owner, scientific, pink, knowledge, serve, unfortable, endangered． （2） Target Language How 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 Procedures Step Ⅰ Revision T: Yesterday we learned the target language． The structure is… makes me… Now who can make sentences using the structure? S1: Light colours make me relaxed． S2: Loud noise makes me tense． S3: Loud music makes me energetic． T: Very good． Step Ⅱ 3a This activity provides reading and writing practice using the target language． Show the key vocabulary words on the screen by a projector． owner n．所有者；業(yè)主 scientific adj．科學(xué)的 pink adj．粉紅色的 lighting n．照明；照明設(shè)備 knowledge n．知識(shí)；學(xué)問 serve v．服務(wù)；招待 design v．設(shè)計(jì)；構(gòu)思 unforable adj．不舒服的；不合意的 campaign n．運(yùn)動(dòng)；競選運(yùn)動(dòng) ： endangered adj．有滅絕危險(xiǎn)的；將要絕種的 smoke v．吸煙；抽煙 Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately． Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture． Offer help if necessary． （The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly． They aren’t talking to each other．） Read the instructions and the questions below the article aloud． Make sure students understand what to do． Read the title“ Restaurant Science” and ask, What do you think “Restaurant Science” means? （It means the study of how to operate a restaurant．） Get students to read the article on their own． Let students underline any words or phrases they don’t understand． Go through each word or phrase and ask some students to explain what they think it means． Be sure students know what the article is about． Ask students to read the article alone again and answer the questions． Have students work individually． Ask three students to answer the questions orally in class． Correct the answers if necessary． Check the answers with the whole class． Answers 1． Red makes most people hungry． It makes them eat faster． 2． They want people to eat quickly and leave so more people can e in． 3． Answers will vary． Notes 1． owner—person who owns something 2． unfortable—not fortable; une