2019年九年級(jí)英語(yǔ)全冊(cè) Unit 13 Rainy days make me sad教案 人教新目標(biāo)版.doc

2019年九年級(jí)英語(yǔ)全冊(cè) Unit 13 Rainy days make me sad教案 人教新目標(biāo)版 Analysis of the Teaching Material1 Status and FunctionIn this unit, students learn to talk about how things affect them The topic is meaningful and practical to students, It is very useful It can help students express their own opinions in their daily life It continues to train students speaking ability and integrating skillsAfter 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 Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im 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 language2 Teaching Aims and Demands（1）Knowledge ObjectsIn 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 ObjectThe impact of attitude on life is obvious When go shopping, we should remember not all the ads are greatWe have to be careful In this way, we can buy nothing that we dont need at all So we should be in charge of our attitude That way, we can live happily and we can do everything better3 Teaching Key PointTo make students learn and master the key vocabulary words and the target language4 Teaching Difficult PointsTo train students listening, speaking, reading and writing skillsTo train students municative petence5 Studying WayTeach students how to express their own opinions freely Language FunctionTalk about how things affect you Target LanguageId rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eatingOh, really? Loud music makes me energeticNot me! Loud music makes me stressed out StructureSecond conditional with wish Vocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, unfortable, useful Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep out Learning Strategies 1 Personalizing 2 Matching Teaching Time Seven periodsThe First Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularysad, energetic, stressed out, soft（2）Target LanguageId rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eatingOh, really? Loud music makes me energeticNot me! Loud music makes me stressed out2 Ability Objects（1） Improve students listening ability（2） Help students to express their opinion freely3 Moral objectsIt is important to choose a suitable place It is good for your study and life Teaching Key PointTarget Language Teaching Difficult Points1 How to improve students listening ability2 How to help students to express their opinion freely Teaching Methods1 Listening-and-answering activity to help the students go through with the listening material2 Pairwork to make every student work in class Teaching Aids1 A tape recorder2 The blackboardTeaching ProceduresStep RevisionT: 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 schoolS1: Were supposed to do our homework every dayS2: Were supposed to raise our hands before we talkS3: Were supposed to e to class on timeS4: We are not supposed to be late for classS5: Were not supposed to eat in classT: Very good Youre right From now on, well 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: NervousT: Oh, so parties make you nervousS1: YesT: Class repeat Parties make me nervousSs: Parties make me nervousT: Now what about school vacations?How do you feel about them?S2: HappyT: So, school vacations make you happyS2: YesT: Class repeat School vacations make me happySs: School vacations make me happyT: Now what about gym class? How do you feel about it?S3: ExcitedT: So gym class makes you excitedS3: YesStep 1aThis activity introduces new vocabulary and provides oral practice using the target languageGo 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 parterLet 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 classSample conversationSA: Which restaurant would you like to go to?SB: Id like to go to the Blue LagoonSA: Why?SB: Because there are plants and flowers thereStep 1bThis activity gives students practice in understanding the target language in spoken conversationAsk students to read the instructionsLook at the chart and point out the two headings: The Rockin Restaurant and The Blue Lagoon Look at the sample answerLet 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 tapePlay the recording the first time Students only listen carefully Play the recording again This time fill in the missing wordsCheck the answers with the whole classAnswersThe Rockin Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescript Girl 1: Im hungry, Amy Girl 2: So am I Why dont we get something to eat? Girl 1: Yeah Lets 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, isnt it? Girl 2: The foods fine I just dont 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: Lets go to the Blue Lagoon The soft music makes me relaxed Girl 1: Not me It makes me sleepyStep 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 classSA: Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eatingSB: Oh, really? Loud music makes me energeticSA: Not me! Loud music makes me stressed outGo through the instructions with the classTell 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 musicWhile 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 classOptional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel For example, what are your opinions about this room? A student might answer, This room is sunny It makes me happy Or ask them What are your opinions about all the noise in the cafeteria? A student might say All the noise in the cafeteria makes me tenseNotes: 1 awfulterrible; dreadful 2 energeticfull of energyStep SummaryIn this class, weve learned some important words, such as sad, energetic, stressed out Weve also learned the target language Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eating Oh, really?Loud music makes me energetic Not me!Loud music makes me stressed outStep HomeworkReview the target languageStep Blackboard DesignUnit 13 Rainy days make me sadSection AThe First PeriodTarget languageA: Id rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while Im eatingB: Oh, really? Loud music makes me energeticA: Not me! Loud music makes me stressed outUnit 13 Rainy days make me sadThe Second Period Teaching Aims and Demands1 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 sad2 Ability Objects（1） Train students listening ability（2） Train students speaking ability3 Moral ObjectsEnjoying yourself is very important But no matter what hobbies you have, do remember they must be good for health and study Teaching Key Points1 Key Vocabulary tense, angry, cry2 Target Language Loud music makes me tense Loud music makes me want to dance That movie made me sad3 Structures Loud music makes me tense Loud music makes me want to dance Teaching Difficult Points1 The target language2 How to train students listening ability Teaching Methods1 Listening method to improve the students listening ability2 Pairwork Teaching AidA tape recorder Teaching ProceduresStep RevisionCheck homework Invite a pair of students to read the conversation in Activity 1cThen let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1cSA: Id rather go to the Rockin Restaurant because I like to listen to loud music while Im eatingSB: Really? Soft music makes me relaxedSA: Not me Soft music makes me sleepyStep 2aThis activity gives students practice in understanding the target language in spoken conversationLook 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 nightPoint 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 studentsThe first time, students just listen Play the tape again This time, ask students to number the pictures when they listenCorrect the answers with the classAnswersThe pictures should be numbered in this order: （down）3 2 4 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, Johnyes and noBoy: Was Amy late as usualGirl: Yes, she was And waiting for her made me angryBoy: Where did you go?Girl: First we went to the Rockin Restaurant, but Amy didnt want to stay She said that loud music made her tenseBoy: Thats funny Loud music always makes me want to danceGirl: Me too So then we went to the BlueLagoon It was quiet and the food was great We had a good timeBoy: Then did you go to the concert at the high school?Girl: No We decided to go to the moviesWe saw Love Me Forever It was a really good movie, but it was so sad that it made us cryBoy: Sad movies dont make me cry They just make me want to leave!Girl: You should just like my brother!Step 2bThis activity provides guided listening practice using the target language Go through the instructions and point to the list of statementsYou will hear the same recording againThis time listen carefully to what each person says Put a checkmark in front of the statements you hearLook 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 hearAsk students to say the reasons why they check themCheck the answers with the classAnswers 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 dont make me cryThey just make me want to leave! It made me sadStep 2cThis activity provides oral practice using the target languageLook at the sample conversation betweenTina and John Invite a pair of students to read it to the classJohn: Did you have fun with Amy last night?Tina: Well yes and no She was really lateGo through the instructions with the classGet 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 necessaryCall out a pair of students to say their conversation to the classSA: Did you have fun with Li Ping last night?SB: Wellyes and no She was late again as usualSA: So, waiting for her made you angryWhere 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 happySA: 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 crySA: Really? You sound just like my motherStep Grammar FocusLook at the grammar box Invite a student to read the sentences to the classLoud music makes me tenseLoud music makes me want to danceThat movie made me sadWhile 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 sentencesS1: A quiet place makes me sleepyS2: Loud noise makes me tensePay 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 sentencesS1: Long movies make me want to leaveS2: Long movies make me want to cryS3: Hot weather makes me want to go swimmingS4: Hot weather makes me want to drink a lot of waterLet students make up any other sentence using the verb make to talk about how things affect themStep SummaryIn this class, weve learned key vocabulary tense and the target language Loud music makes me tense Loud music makes me want to dance That movie made me sadStep HomeworkGet students to write some sentences according to the target languageStep Blackboard DesignUnit 13 Rainy days make me sadSection AThe Second Period1 Target languageLoud music makes me tenseLoud music makes me want to danceThat movie made me sad2makes meLong movies make meHot weather makes meUnit 13 Rainy days make me sadThe Third Period Teaching Aims and Demands1 Knowledge Objects（1） Key Vocabularyowner, scientific, pink, knowledge, serve, unfortable, 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 campaign2 Ability Objects（1）Train students integrating skills（2）Train the ability of expressing students own opinions3 Moral ObjectIn our lives, we should express what we feel clearly Teaching Key PointTrain students integrating skills Teaching Difficult PointHow to improve students integrating skills Teaching Methods1 Fast-reading method2 Groupwork and pairwork Teaching Aids1 A projector2 The blackboard Teaching ProceduresStep RevisionT: Yesterday we learned the target language The structure is makes meNow who can make sentences using the structure?S1: Light colours make me relaxedS2: Loud noise makes me tenseS3: Loud music makes me energeticT: Very goodStep 3aThis activity provides reading and writing practice using the target languageShow the key vocabulary words on the screen by a projectorowner 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(wèn)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(jìng)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 accuratelyPoint 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 arent 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 dont 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 individuallyAsk three students to answer the questions orally in class Correct the answers if necessaryCheck the answers with the whole classAnswers1 Red makes most people hungry It makes them eat faster2 They want people to eat quickly and leave so more people can e in3 Answers will vary