Unit 13 Rainy days make me sad．

Period 1

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 come to class on time．

S4: We 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?

S1: Nervous．

T: Oh, so parties make you nervous．

S1: Yes．

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

Go through 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 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

Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．

Let a student read the completed sentence, and then say, You will hear the missing words on the recording． Play the recording the first time． Students only listen carefully．

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

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．

Step Ⅲ 2b

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．

Step　Ⅳ 2c

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

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 comes right after that verb （me）． Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．） Circle the ending of each sentence． Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．

Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have 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　Ⅵ 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

The Third Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

owner, scientific, pink, knowledge, serve, uncomfortable, endangered．

（2） Target Language

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．

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 come in．

3． Answers will vary．

Notes

1． owner—person who owns something

2． uncomfortable—not comfortable; uneasy

Step Ⅲ 3b

This activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．

SA: The seats are very hard． The white walls make me stressed．

SB: Is it this classroom?

SA: No, it isn’t．

SC: Is it a hospital?

SA: Yes, that’s right．

Go through the instructions with the class．

Step IV Part 4

Ask a good student to tell students how he/she feels about pollution． For example, I hate pollution． Loud noise makes me tense． Smoking makes me very angry．

Endangered animals make me sad． I think pollution is very terrible．

Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．

Sample answers

Step V Homework

1． Finish off the exercises on pages 53～55 of the workbook．

2． Ask students to choose some places they know and talk about how they feel about the places．

Step Ⅶ Blackboard Design

The Fourth Period

Ⅰ．Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

mysterious, shiny, silky, skin, cream, toothpaste, keep out

（2） Target Language

Have 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 Object

Not all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．

Ⅱ． Teaching Key Points

1． Key Vocabulary

mysterious, shiny, silky, skin, keep out

2． Target Language

Have you ever had a Twisty Treat?

Yeah． And it made me sick．

Ⅲ． Teaching Difficult Points

1． How to train students’ speaking and listening ability．

2． How to use the target language．

Ⅳ． Teaching Methods

1． Listening method

2． Groupwork to make every student works in class．

Ⅴ．Teaching Aids

1． A tape recorder

2． The blackboard

Ⅵ．Teaching Procedures

Step Ⅰ Revision

Check homework． Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．

Step Ⅱ 1a

This 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 to write the number of each slogan, with the correct picture．

Step　Ⅲ　1 b

This activity helps students apply the ideas in the unit to their lives outside the classroom．

Go through the instructions with the class．

Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．

Step Ⅳ 2a

This activity provides listening practice with the target language and introduce new vocabulary．

Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． Write Yes in front of the product if the person likes it．

Write No in front of the product if the person doesn’t like it．

Read out the name of each product． Get students to repeat it． Listen to the conversation and finish the task．

Play the tape the first time． This time students only listen． Play the tape again．

Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．

Step Ⅴ 2b

This 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．

Step Ⅵ 2c

This 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 likes：computer、jacket、watch

Three products he/she doesn’t like：fast food、coat、science book

Look at the example in the box． Let a pair of students read the conversation to the class．

SA: Have you ever had a Twisty Treat?

SB: 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 1

SA: Have you ever had a computer?

SB: Yeah． And it made me excited．

Conversation 2

SA: Have you ever eaten fast food?

SB: Yeah． And it made me uncomfortable．

Step Ⅶ Summary

In this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out． We’ve also learned the target language Have you ever had a Twisty Treat? Yeah． And it made me sick by listening and speaking．

Step Ⅷ Homework

Talk about some products using some words in this class, and write down the conversations．

The Fifth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Key Vocabulary

aim at, useful, for instance, product, careful, plane

（2） Practise reading an article．

（3） Practise writing something using the target language．

2． Ability Objects

（1） Improve students’ integrating skills—reading skill and writing skill．

（2） Improve students’ speaking ability by discussion．

3． Moral Object

We are in charge of our attitude and we can do everything well．

Ⅱ． Teaching Key Point

Practise reading and writing using the target language．

Ⅲ． Teaching Difficult Point

1． How to improve students’ reading ability．

2． How to improve students’ speaking ability by discussion．

Ⅳ． Teaching Methods

1． Reading method to improve students’ reading ability．

2． Discussion method to improve students’ speaking ability．

3． Pairwork to make every student work in class．

Ⅴ． Teaching Aids

1． A projetor

2． The blackboard

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Revise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．

（1）SA: Have you ever had a jacket?

SB: Yeah． And it made me beautiful．

（2）SA: Have you ever bad a science book?

SB: Yeah． And it made me tense．

Step Ⅱ 3a

This activity provides reading practice using the target language．

Teach the new words． Show the new words on the screen by a projector．

Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．

Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．

Read the instructions to the class． What’s the article about? Do you agree with it?

Get students to read the article again and answer the two questions． Get students to do the work individually or in pairs．

While they are working, go around the classroom offering help as needed．

Check the answers with the whole class．

Elicit examples given in the article for the advantages and disadvantages．

Step Ⅲ 3b

This 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．

Now write the article on the blackboard as an example．

Step Ⅳ 3c

This activity provides writing practice using the target language． Go through the instructions with the class． Ask students,

Do you know what the word slogan means?

For example, for the shiniest hair ever is the slogan of Easy Care Shampoo． Help students answer the question． Tell them the Chinese meaning if necessary to make sure they understand the meaning．

Step Ⅴ Part 4

This 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．

SA: I would love to jump out of a plane!

SB: Not me． This picture makes me feel tense!

Discuss the three pictures in pairs． As they work, go around the classroom offering help as needed． Have several pairs say their conversations to the class．

Step Ⅵ Summary

In this class, we’ve done much practice reading and writing as well as speaking．

Step Ⅶ Homework

1． Read the article in Activity 3a again．

2． Complete the article in Activity 3b．

Step Ⅷ Blackboard Design

The Sixth Period

Ⅰ． Teaching Aims and Demands

1． Knowledge Objects

（1） Fill in blanks and make sentences using list, lead, compare, keep out, taste．

（2） Finish the table according to the diary．

2． Ability Object

Train students’ writing ability．

3． Moral Objects

We should believe in others． We shouldn’t be selfish．

Ⅱ． Teaching Key Points

1． Fill in blanks and make sentences．

2． Finish the table．

Ⅲ． Teaching Difficult Point

Make sentences using list, lead, compare, keep out, taste．

Ⅳ． Teaching Methods

1． Teaching by explanation．

2． Speaking method

Ⅴ． Teaching Aids

1． A projector．

2． The blackboard．

Ⅵ． Teaching Procedures

Step Ⅰ Revision

Check homework． Get a few students to read the article in 3a． Then have a student read his own article．

Step Ⅱ Part 1

This activity focuses on vocabulary introduced in the unit．

Look at the words in the box． Get a student to read them． Make sure the students understand the meanings of the words．

Please fill in the blanks with the words．

In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．

Get students to fill in the blanks on their own．

Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their answers． Show the answers on the screen by a projector．

Have students make their own sentences with the words, preferably sentences that

are meaningful． Walk around the classroom．

Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．

Step Ⅲ Part 2

This activity provides listening and speaking practice using the target language．

Go through the instructions for this activity with the class．

Get a student to read the diary aloud．

Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class． Have students read the diary again． Then ask students to do the work in pairs． When they work, walk around the classroom providing help if necessary．

Check the answers with the whole class．

Step　Ⅳ

This activity provides reading and speaking practice with the target language．

Ask two students to read the conversation aloud．

SA: They make me scared．

SB: Really? They make me hungry．

Get all the students to read the conversation again． Ask, What makes the cartoon funny? Help students to explain． The second fish is intelligent enough to take the bait from the hook without getting caught．

Get some pairs of students to present this conversation to the rest of the class．

Note

scared——frightened

Step Ⅴ Summary and Homework

In this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit．

After class, please make sentences with the words in Activity I in your exercise books． Then finish off the exercises on pages 55～56 of the workbook．

Step Ⅵ Blackboard Design

The Seventh Period

Reading: The art of giving

Ⅰ．Teaching Aims and Demands

1． Knowledge Objects

Key Vocabulary

wedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time

Text: The art of giving

2． Ability Objects

Fast-reading to get a general idea of the text．

Careful-reading to get the detailed information in the text．

Learn the words and phrases from the context．

3． Moral Object

Giving a gift is an art． Money is one of the gifts we can give others． But we must know money is not everything． So only when it is proper can we give someone money as a gift．

Ⅱ． Teaching Key Points

Key vocabulary

Train students’ reading ability．

Ⅲ． Teaching Difficult Point

Train students’ reading and writing skills．

Ⅳ． Teaching Methods

Fast-reading to improve students’ reading ability．

Careful-reading to get the detailed information．

Pairwork and groupwork

Ⅴ． Teaching Aid

A projector．

Ⅵ． Teaching Procedures

Step Ⅰ Key Vocabulary

This activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．

Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．

Step Ⅱ Part 1

This activity allows students to activate their background knowledge before attempting the reading．

Look at the picture． Ask, What’s happening in the picture? Let students describe the picture．

Read the title The art of giving aloud． Get the students to predict what they think the article is about, based on the title and the picture． Get students to finish Task 1． But don’t look at the reading text． Instead, they use their background knowledge to try to answer the questions． As students work, move around, looking at their progress．

When most students complete the task, get students to answer the questions with a parter． Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Answers will vary．

Step Ⅲ Part 2

This activity encourages students to read for the main idea．

Read the instructions aloud to the class．

Get students into groups of four． Let them read th4 text quickly, then each group summarizes one paragraph in their own words． As they are doing this, go around the classroom to make sure they discuss the questions in English． Invite four students to report their answers．

Notes

1． feminine—of, like, suitable for, women

2． gift voucher—supplied with some articles （eg petrol, cigarettes）, to be exchanged for gifts

3． embarrass—make to feel awkward or ashamed

Step Ⅳ Part 3

This activity encourages students to use the strategy of reading in context．

Look back at the story and find out the words and expressions indicated in bold．

Let students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension．

Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．

Check the answers．

Step Ⅴ Part 4

This activity helps students read for specific information and paraphrase ideas．

Read the instructions aloud to the class．

Elicit the first answer from the students from memory． Make sure that they understand what they need to do．

Let students complete the sentences individually or in pairs． As they work, move around the classroom offering help as necessary．

Check the answers with the class．

Sample answers

1． the person may not like them

2． give a vase too

3． embarrass guests and be thought rude

4． to give money

5． it’s part of a tradition such as Chinese New Year

Step Ⅵ Part 5

This activity helps students work in a group and think critically about what they have read．

Go through the instructions with the students． Let students do the task in small groups． Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．

Check the answers． Let students share their answers with the class．

Answers will vary．

Optional activity

As an optional in-class or homework activity, ask students to make a list of things that are considered unlucky gifts, such as a knife and a clock．

Step Ⅶ Summary

In this class, we’ve practised a lot of reading and writing．

Step Ⅷ Homework

1． Read the story in activity 2 again for further comprehension．

2． Revise the target language in this unit．

Step 9． Blackboard Design

新目标九年级Unit13英文教案-新人教[全套]