2019新人教版九年《Unit 13 Rainy days make me sad》word教案.doc

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2019新人教版九年《Unit 13 Rainy days make me sad》word教案 I．Learning objectives 教學(xué)目標(biāo) Skill Focus ▲Listen and talk about how things, such as music, weather, color， ads and so on, affect you ▲Listen, describe and talk about personalities ▲Express feelings ▲Write a diary Language Focus 功能句式 Talk about how things affect you 1. how music affects you (P102-103) Loud music makes me tense. Loud music makes me want to dance. Loud music makes me happy. 2. how colors in the restaurant affect you (P104) The color red makes people hungry. Red also makes customers eat faster. 3. how ads affect you. (P106) Talk about personalities(P102-104) 1. I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. 2. How do you feel about pollution? 詞匯 1． 重點(diǎn)詞匯 scientific, pink, hard, serve, shiny, list, truth, schoolbag, purple, purse, thought 2. 認(rèn)讀詞匯 lagoon, therefore, lighting, fair, campaign, endangered, slogan, mysterious, skin, product, lookout, beauty, stardust, advertising, aim, specifically, instance, confuse, mislead, lead, home-made, guilty, taste, count 3． 詞組 keep out, pros and cons, aim at, for instance, to start with 語法 make sb. do sth. make sb. / sth. + adj. Strategy Focus 1. Matching 2. Personalizing Culture Focus Different attitudes toward giving and receiving. II. Teaching materials analyzing and rearranging 教材分析和重組 1. 教材分析 本單元以Feelings為話題, 從顏色、天氣、音樂、廣告、產(chǎn)品等方面談?wù)摿送饨缡挛锶绾斡绊懭说男那?。要求學(xué)生掌握某物或某事給人帶來的感覺、看法或影響等的表達(dá)方式。共設(shè)計(jì)了四個(gè)部分的內(nèi)容： Section A 該部分有4個(gè)模塊：第一模塊圍繞Which restaurant would you like to go to?這一話題展開思維（1a）、聽力（1b）、口語（1c）訓(xùn)練；第二模塊圍繞How does music or movie affect you? 進(jìn)行聽力（2a-2b）、口語訓(xùn)練（2c）；第三模塊繼續(xù)圍繞How do colors in the restaurant affect you?這一話題展開訓(xùn)練，訓(xùn)練形式為閱讀和問題體驗(yàn)（3a）和小組活動(dòng)（3b）；第四模塊仍就How do things affect you?這一話題以調(diào)查的形式展開討論(4)。 Section B 該部分有4個(gè)模塊：第一模塊圍繞產(chǎn)品廣告對(duì)人們的影響這一話題以“配對(duì)”（1a）與“列舉”（1b）兩種形式展開訓(xùn)練；第二模塊繼續(xù)圍繞How do things affect you? 進(jìn)行聽力（2a-2b）、口語對(duì)話訓(xùn)練（2c）；第三模塊圍繞“Advertising”這一話題展開閱讀（3a-3b）和寫作（3c）訓(xùn)練；第四模塊圍繞How posters affect you?這一話題以口語訓(xùn)練形式展開小組活動(dòng)(4)。 Self check 該部分有2個(gè)模塊：第一模塊對(duì)所學(xué)詞匯進(jìn)行填空訓(xùn)練(1)；第二模塊就一篇diary展開閱讀和寫作訓(xùn)練(2)。 Reading 該部分共設(shè)置了5項(xiàng)任務(wù)：第一項(xiàng)任務(wù)要求學(xué)生寫出并討論自己對(duì)三種禮物的感受(1a-1b)；第二項(xiàng)任務(wù)要求學(xué)生運(yùn)用所供策略進(jìn)行閱讀訓(xùn)練(Section 2)；第三項(xiàng)任務(wù)利用完成句子、寫作等練習(xí)形式進(jìn)一步加深學(xué)生對(duì)閱讀內(nèi)容的理解(Section 3)；第四項(xiàng)任務(wù)要求學(xué)生運(yùn)用合理的想象，討論不同場(chǎng)景下如何選擇不同的禮物以及這些禮物對(duì)人們的影響(Section 4)；第五項(xiàng)任務(wù)要求學(xué)生描述自己在收到某種禮物時(shí)的感受(If you have time)。 2. 教材重組和課時(shí)分配 Period 1 (Section A: 1a, 1b, 1c, 2a, 2b, 2c; Grammar) Listening and Grammar Period 2 (Section A: 3a, 3b, 4; Section B: 1a, 1b, 2a, 2b, 2c, 3c, 4; Self check: 1) Practice Period 3 (Section B: 3a, 3b, 3c, 4; Self check 2) Integrating skills Period 4 (Reading： Section 1-Section 4) Reading III. Teaching plans for each period 分課時(shí)教案 Period 1 Listening and Grammar Language goals 語言目標(biāo) 1. Words && expressions 生詞和短語 lagoon, tense 2. Key sentences 重點(diǎn)句子 (P103) Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Ability goals能力目標(biāo) Enable the students to talk about how things affect them. Emotion && attitude goals情感和態(tài)度目標(biāo) Enable the students to understand the effect of things upon them. Strategy goals 策略目標(biāo) Personalizing. Culture awareness goals 文化意識(shí)目標(biāo) Different music makes people feel differently. Teaching important points教學(xué)重點(diǎn) The usage of make. Teaching procedures and ways教學(xué)過程與方式 Step I Lead-in (1a: P102) T: Most of us like music. A piece of soft music makes us feel relaxed, a loud music may make us feel boring and an exciting one makes us happy and excited. If you and your friends are at a restaurant with loud music on, you can hardly hear what your friends are saying, how would the music make you feel? Now look at the picture on page 102. There are two restaurants in the picture. In one of the restaurants, loud music is playing; while in the other, we can only find a quiet and fortable environment. Which restaurant do you like better? Would you feel the same as the two girls do in the picture? S1: I’d like to go to the Blue Lagoon because I don’t like loud music. It makes me angry. This loud music may drive the guests away. S2: I’d like to go to the Blue Lagoon too because I like quiet music just like the girl in the picture does. It makes me feel at ease. S3: I’d like to go to Rockin’ Restaurant. I like loud music. It makes me feel excited. This loud music makes me want to dance. S4: I’d like to go to Rockin’ Restaurant too. I think loud music makes me feel energetic. This loud music makes me feel encouraged. T: So, the things in the restaurant may affect the people eating there. In fact, it is our own feelings that work, but not the things around us affect us. However, different things may have different effects upon us. Step II Listening (1b: P102) Ask the students to listen to Amy and Tina talking about the two restaurants and do the exercises. T: Next we’ll hear a dialogue between Amy and Tina. Now listen and find out how the music in the two restaurants affect them. Play the recording and check the answers. Step III Speaking (1c: P102) Ask the students to talk about how music affects them. T: For Tina and Amy, different kinds of music affect them differently. Now work in pairs and talk about how the two restaurants would affect you if you were there. Sample dialogue 1: S1: I’d rather go to the Blue Lagoon Restaurant because I like quiet music. S2: Me too! Loud music makes me mad. S1: I agree! Loud music makes me feel bored. Sample dialogue 2: S1: I’d rather go to the Rockin’ Restaurant because I like loud music. S2: Me too! Quiet music makes me dizzy. S1: I agree! Quiet music makes me feel relaxed. Step IV Practice (2a, 2b, 2c: P103) Task 1: Listening Ask the students to read the pictures first. T: It’s true that things around us affect us greatly. For example, examinations may make you feel nervous. Summer vacations make you feel relaxed and happy. English lessons make some feel bored. Now look at the pictures in 2a on page 103. Who are in the pictures? Ss: Tina and Amy. T: What is happening in each picture? Now talk about how things affect them. S1: The two women in Picture 1 are having meals. They look very happy. S2: The people in Picture 2 are crying. They are watching something. S3: In the third picture they look unhappy. They are listening to music. S4: In the fourth picture, the girl at the bus stop looks very angry. She is looking at her watch. Maybe she is waiting for someone. T: Now listen to the recording and find out what Tina and John said about how different things affect them. Play the recording. Ask the students to number the pictures in 2a and check the things Tina and John said. Check the answers then. Task 2: Speaking T: Now suppose you are Tina and John. Work in pairs, make dialogues after the model and then act them out. Sample dialogue 1: S1: Did you have a good time with Amy last night? S2: Well ... yes and no. She was really boring last night. S1: But why? S2: She kept on asking me what she could do if she failed the entrance exam. That made me angry. Sample dialogue 2: S1: Did you have fun with Amy last night? S2: Well ... yes. We had a good dinner in a very cosy restaurant. And the music made me happy. Sample dialogue 3: S1: Did you have a good time with Amy last night? S2: Well ... yes and no. The dinner in the restaurant near the cinema was very good. But the film made me cry. Step V Grammar Focus (P103) Task 1: Ask the students to read the following sentences first. Then help them write out the sentence patterns. 1. That makes my eyes ache. You have made me feel safe. You may take a horse to the water, but you can’t make him drink. What makes you change so quickly? make + 賓語 + v. 2. Praise makes good men better and bad men worse. Trying to fort her only made things worse. But we won’t make it too formal. Well, sit down and make yourself fortable. He makes me angry. It’ll make me so happy if you’ll accept it. This made the street as light as day. make + 賓語 + adj. 3. All work and no play makes Jack a dull boy. He had a lot of interests which made him a best friend. She made herself the center of the meeting. Make that a rule. He made her his girlfriend. make + 賓語 + n. 4. What made them so frightened? This has made them interested in physics. You should make your views known. You must make yourself heard. I did not make myself understood by you. make + 賓語 + p.p. Task 2: Show the following pictures and ask the students to make sentences. e.g. The snow makes backyard white. S1: Swimming makes us strong. S2: The war makes people (the girl) frightened. S3: The dog makes us feel funny. Task 3: Translate the sentences with the word “make”. 1. 這條壞消息讓那位老太太生氣了。 2. 那些美味的食物讓Tom感到餓了。 3. 陰雨天氣把我留在了家里。 4. 工廠巨大的噪音讓我感到緊張。 5. 這么長(zhǎng)時(shí)間的等待，真讓我感到生氣。 Sample answers: 1. That piece of bad news made the old woman angry. 2. The delicious food makes Tom feel hungry. 3. Rainy days make me stay at home. 4. The great noise from the factory makes me tense. 5. Waiting for such a long time made me kind of angry. Step VI Homework Ask the students to list the things around them and then describe how the things affect them. Period 2 Practice Language goals語言目標(biāo) 1. Words && expressions 生詞和短語 mysterious, shiny, skin, product, lookout, beauty, keep out, slogan, endangered, campaign 2. Key sentences重點(diǎn)句子(P104) The color red makes people hungry. It makes me kind of angry. It makes me want to join a clean-up campaign. Ability goals能力目標(biāo) Enable the students to talk about how some products affect them. Emotion && attitude goals情感和態(tài)度目標(biāo) Learn in what way some products affect us. Strategy goals 策略目標(biāo) Matching. Culture awareness goals 文化意識(shí)目標(biāo) Different products make people feel differently. Teaching important points 教學(xué)重點(diǎn) The usage of make. Teaching procedures and ways教學(xué)過程與方式 Step I Revision and Lead-in Show the following to the students and ask them to make sentences with them. running / healthy; exercises / strong; munication technology / smaller; puter / easier; flood / homeless; video games / forget study; short message / bored; chocolates / fat S1: Running makes the soldiers healthy. S2: Exercises make us strong. S3: munication technology makes the earth smaller. S4: puters make the work easier. S5: The flood makes many people homeless. S6: The video games make me forget study. S7: The chocolates make me fat. S8: The short messages make me feel bored. Ask the students to make a list of household supplies and then make sentences using “make”. Sample answers: soap, sunglasses, toothpaste, broom, air-conditioner, refrigerator, washing machine S1: The soap makes me clean. S2: The sunglasses make my eyes keep out of sunlight. S3: The toothpaste makes my teeth white. S4: The broom makes the floor clean. S5: The air-conditioner makes the room cool. S6: The refrigerator makes the food fresh and frozen. S7: The washing machine makes the washing quickly. T: The soap, sunglasses, toothpaste, etc are all things we use every day. These products may affect us too. Today we’ll talk about how these products affect us. Step II Listening and Speaking (1a, 1b, 2a, 2b: P105) Task 1: Ask the students to talk about the pictures in 1a on page 105. T: Look at the pictures in 1a. These are all products for daily use. What are they? S1: They are soap, shampoo, toothpaste and sunglasses. T: Then why do you use them every day? S2: Soap makes my skin clean. S3: Shampoo makes my hair smooth. S4: Toothpaste makes my teeth strong and white. S5: Sunglasses make me look cool. S6: Sunglasses make my eyes keep out of sunlight. Task 2: Ask the students to match the pictures with slogans. T: In order to sell the products, businessmen e up with many new ideas. Slogan is one of the ways they often use. A slogan is a short easily remembered phrase used in advertising, politics etc. There are four slogans in the book. Read them out and match each of them with one of the products above. Task 3: Then ask the students to list three products they like and three they don’t like. Sample lists: Likes: Coca Cola, Pepsi, Li-Ning, Anjan Radio ... Dislikes: Nestle coffee, Nike shoes, Changhong TV ... Task 4: Ask the students to listen to people talking about the products in 2a, and then find out if the people like the products. T: Next we’ll hear some people talking about their likes and dislikes about the products in the picture. Find out what people say about each of the products. Play the recording and ask the students to do 2a and 2b. Then check the answers. Step III Speaking (2c: P105) After listening, let the students talk about some products they like or dislike. Sample dialogue 1: S1: Have you ever had Beijing Duck? S2: Yeah. I love it. Sample dialogue 2: S1: Have you ever had meals at McDonald’s? S2: Yeah. The food there is expensive. Sample dialogue 3: S1: Have you ever worn Shuangxing shoes? S2: No. I often wear Nike shoes. And they make me feel fortable. Step IV Reading and Speaking (3a, 3b, 4: P104) Task 1: Ask the students to read the article in 3a and then answer the questions. T: Read the passage and find out the answers to the questions followed. Sample answers: 1. The color red makes people hungry. Red also makes customers eat faster. 2. Hard seats, loud music and red walls make people want to leave. 3. It’s not fair. It’s their duty to make people feel fortable there. Task 2: Ask the students to do the following exercises. Put the following sentences into English. 1) 我給我弟弟買的小說值得一讀。 2) 我昨天看的那本書是爸爸送給我的禮物。 3) 他是一個(gè)可以依靠的人。 4) 你認(rèn)識(shí)剛才講話的那個(gè)人嗎？ Sample answers: 1) The novel which I bought for my brother is worth reading. 2) The book that I read yesterday is a present from my father. 3) He is a man whom you can depend on. 4) Do you know the man who spoke just now? Task 3: Ask the students to make sentences with the following words and phrases: tense, knowledge, smoke, aim at, for instance Sample sentences: 1. The players were tense when the game started. 2. Knowledge is power. / We go to school to get knowledge about many different things. 3. Please give up smoking. It’s harmful to your health. 4. Many ads are aimed especially at teenagers. / English Weekly is aimed at all of the students who are learning English. 5. “For instance” is another way of saying “for example”. Task 4: Groupwork: guess the places described. Sample dialogue 1: S1: The seats are very hard. The white walls make me stressed. S2: Is it this classroom? S1: No, it isn’t. S3: Is it a hospital? S1: Yes, that’s right. Sample dialogue 2: S1: The crowed people make me feel mad. The noises make me feel unfortable. S2: Is it a cinema? S1: No, it isn’t. S3: Is it a bus station? S1: Yes, that’s right. Task 5: Survey T: Work in groups, ask and answer how each of you feel about the things in the survey chart. Sample dialogue 1: S1: How do you feel about heavy traffic? S2: It makes me feel worried. How about you? S1: It makes me feel relaxed a little, for a long driving is a terrible thing. Sample dialogue 2: S1: How do you feel about loud noise? S2: It makes me feel very unfortable. How about you? S1: It makes me feel upsetting. Sample dialogue 3: S1: How do you feel about endangered animals? S2: They make me feel worried. How about you? S1: They make me feel disappointed with human beings. Sample dialogue 4: S1: How do you feel about smoking? S2: It makes me suffer. How about you? S1: It makes me feel hard to breathe. Sample dialogue 5: S1: How do you feel about people who keep you waiting? S2: They make me angry. How about you? S1: They make me feel anxious. S3: They make me hurry for things. Step V Homework Ask the students to collect more slogans and pre-read 3a on page 106. Period 3 Integrating skills Language goals語言目標(biāo) 1. Words && expressions生詞和短語 stardust, advertising, pros and cons, aim, aim at, specifically, instance, list, confuse, mislead, lead, truth, to start with 2. Key sentences重點(diǎn)句子 Others hate ads, saying that they make our cities and countryside look ugly. (P106) This picture makes me feel tense! (P106) Rainy days make me sad. (P107) Ability goals能力目標(biāo) Enable the students to talk about how ads affect us. Emotion && attitude goals情感和態(tài)度目標(biāo) Enable the students to understand how ads affect us. Strategy goals策略目標(biāo) Personalizing. Culture awareness goals文化意識(shí)目標(biāo) Different ads make people feel differently. Teaching important points教學(xué)重點(diǎn) Talk about how ads affect us. Teaching procedures and ways 教學(xué)過程與方式 Step Ⅰ Revision and Lead-in Ask the students to guess the products for which the following ads (messages) are made. Then talk about how they affect them. T: It has been said that we are living in a world of ads. It is difficult for any of us to imagine a world without public and personal advertisements. Few places are faraway enough to be pletely from the influence of ads. The following are some famous ads (messages). Read and guess what product each of them is made for. Show the following. Sony gives you a good reception no matter where you travel. Give up my Pepsi？Don’t even think about it. My Goodness！My Guinness！ The airline that’s smooth as silk. The sign of excellence. It may be your car but it’s still your baby. Why we all choose Roma as our skin care？ Sample answers: S1: The first ad is for Sony. It makes me think of a pany with excellent services. S2: The second one is for a famous drink called Pepsi. It makes people think their products are the best. S3: The third one is for a kind of beer. It makes me think of a kind of beer of high quality. S4: The fourth one is for an airline. It makes me think of a plane flying fast and safely. S5: The fifth one is for a famous watch. It makes people think of an excellent product. S6: The sixth one is for a car. It makes people think of a baby who needs great care. S7: The seventh one is for a skin-care product. It makes people feel Roma is the best product that most people choose. T: There are a great many of ads (messages) that are very short and easy to remember. Some of them are very attractive. Some of them are popular. As talking about ads, people have different ideas about them. How do people think of ads: are they good or bad? Now read the passage on page 106 and find out the answer. Step II Reading (3a: P106) Task 1: Read the passage quickly and find the answers to the questions in 3a? T: Before reading, please pay attention to the title. What do the words “pros and cons” mean? S： “pros and cons” mean: arguments for and against sth. Task 2: Ask the students to list the pros and cons of advertising. Sample answers: Pros: Ad are great. Some ads can be very useful. Some ads can help you to pare two different products so that you can buy the one you really need. They can also help you save money. Ads also tell you when stores are having sales. Cons: Some advertising can be confusing or misleading. Sometimes the words sound good but don’t really tell you anything about the quality of the product. At other times, the picture in an ad looks a lot better than the real thing. At times an ad can lead you to buy something you don’t need at all. Task 3: Ask the students to conclude the main idea of the article. Then read aloud the text. Ss: The article is about the pros and cons of ads. Step III Writing (3b, 3c: P106) Task 1: Ask the students to plete the article in 3b. T: Next please read the beginning of the article in 3b and plete it using the information in activity 2a on page 105. A sample version: ... find it didn’t work at all. I bought a pair of Lookout Sunglasses yesterday and they didn’t even keep out of the sun though I might look mysterious with them. T