Unit13Rainydaysmakemesad.。

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Unit13Rainydaysmakemesad.

I．Learningobjectives教学目标Skill

Focus

▲Listenandtalkabouthowthings,suchasmusic,weather,color，adsandsoon,affectyou.

Listen,describeandtalkaboutpersonalities

Expressfeeling.

WriteadiaryLanguage

Focus功能句式

Talkabouthowthingsaffectyou

1.howmusicaffectsyou(P102-103)

Loudmusicmakesmetense.

Loudmusicmakesmewanttodance.

Loudmusicmakesmesad.

2.howcolorsaffectyouintherestaurant(P104)

Redmakespeoplehungry.

Redalsomakespeopleeatfaster.

3.howadsaffectyou.(P106)

Talkaboutpersonalities

1.I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.(P102）

2.Howdoyoufeelaboutpollution?(P104)词汇

1．重点词汇

scientific,pin,hard,serve,shiny,list,truth,schoolbag,purple,purse,thought

2.认读词汇

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．词组

keepout,prosandcons,aimat,forinstance,tostartwith

语法

1.makesb.dosth./makesb./sth.+adj./p.p.

2.secondconditionalwithwish

Strategy

Focus

1.Matching

2.Personalizing

Culture

Focus

Learnaboutthefoodandadculture

Differentattitudestowardgivingandreceiving?II.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析

本单元以howdothingsaffectyou？为话题,从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。要求学生掌握表达某物或某事给人带来的感觉、看法或影响等。共设计了四个部分的内容：

SectionA

该部分有4个模块：第一模块围绕Whichrestaurantwouldyouliketogoto?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕Howdoesmusicaffectyou?进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕howdocolorsintherestaurantaffectyou这一话题展开训练，训练形式为阅读和问题体验（3a）和小组活动（3b）；第四模块仍就Howdothingsaffectyou这一话题以调查的形式展开讨论。

SectionB

该部分有4个模块：第一模块围绕产品广告对人们的影响这一话题以“配对”（1a）与“列举”（1b）两种形式展开训练；第二模块继续围绕Howdothingsaffectyou?进行听力（2a-2b）、口语对话训练（2c）；第三模块围绕“Advertising”这一话题展开阅读（3a-3b）和写作（3c）训练；第四模块围绕Howpostersaffectyou这一话题以口语训练形式展开小组活动。

SelfCheck

该部分有2个模块：第一模块对所学词汇进行填空训练；第二模块就一篇diary展开阅读和写作训练。

Reading

该部分共设置了5项任务：第一项任务要求学生写出自己对三种礼物的感受；第二项任务要求学生运用所供策略进行阅读训练；第三项任务利用完成句子、写作等练习形式进一步加深学生对阅读内容的理解；第四项任务要求学生运用合理的想象，讨论不同场景下如何选择不同的礼物以及这些礼物对人们的影响；第五项任务要求学生描述自己在收到某种礼物时的感受。2.教材重组和课时分配

Period1(SectionA:1a,1b,1c,2a,2b,2c;Grammar)ListeningandGrammar

Period1(SectionB:1a,1b,2a,2b,2c,3c,4;Selfcheck:1)Practice

Period1(SectionA:3a,3b,4;SectionB:3a,3b;Selfcheck2)Reading

Period1(SectionA:1c,2c,3c,4;SectionB:4)Writing

Period1(Reading)ExtensiveReading

III.Teachingplans

StepⅠLead-in

T:Mostofuslikemusic.Apieceofsoftmusicmakesusfeelrelaxed,aloudmusicmaymakeusfeelboringandanexcitingonemakesushappyandexcited.Ifyouandyourfriendsareatarestaurantwithloudmusicon,youcouldhardlyhearwhatyourfriendsaresaying.Howdoesthemusicmakeyoufeel?NowlookatthepictureonPage102.Therearetworestaurantsinthepicture.Inoneoftherestaurants,aloudmusicisbroadcasting;whileintheother,wecanonlyfindaquietandcomfortableplace.Whichrestaurantdoyoulike?Wouldyoufeelthesameasthetwogirlsdointhepicture?

S1:I’dliketogototheBlueLagoonbecauseIdon’tlikeloudmusic.Itmakesmeangry.Thisloudmusicmaydrivetheguestsaway.

S2:I’dliketogototheBlueLagoontoobecauseIlikequietmusicjustlikethegirlinthepicturedoes.Itmakesmefeelatease.

S3:I’dliketogotoRockinRestaurant.Ilikeloudmusic.Itmakesmefeelexcited.Thisloudmusicmakesmewanttodance.

S4:I’dliketogotoRockinRestauranttoo.Ithinkloudmusicmakesmefeelenergetic.Thisloudmusicmakesmefeelencouraging.

T:So,thethingsintherestaurantmayaffectthepeopleeatingthere.Accordingtosomesciencestudy,itisourownfeelingsthatworks,butnotthethingsaroundusaffectingusthoughdifferentthingsmayhavedifferenteffectuponus.

StepIIListening(1a,1b:P102)

AskthestudentstolistentoAmyandTinatalkingaboutthetworestaurantsanddotheexercises.

T:Nextwe’llhearadialoguebetweenAmyandTina.Nowlistenandfindouthowthemusicinthetworestaurantsaffectthem.

Playtherecordingandchecktheanswers.

StepIIISpeaking(1c:P102)

Askthestudentstotalkabouthowmusicaffectsthem.

T:ForTinaandAmy,differentkindsofmusicaffectthemdifferently.Nowworkinpairsandtalkabouthowthetworestaurantswouldaffectyou.

Sampledialogue1:

S1:I’drathergototheBlueLagoonRestaurantbecauseIlikequietmusic.

S2:Metoo!Loudmusicmakesmemad.

S1:Iagree!Loudmusicmakesmefeelbored.

Sampledialogue2:

S1:I’drathergototheRockinRestaurantbecauseIlikeloudmusic.

S2:Metoo!Quietmusicmakesmedizzy.

S1:Iagree!Quietmusicmakesmefeelrelaxed.

StepⅣPractice(2a,2b:P103)

Task1:Listening

Askthestudentstoreadthepicturesfirst.

T:It’struethatthingsaroundusaffectusgreatly.Forexample,examinationsmaymakeyoufeelnervous.Summervacationmakesyoufeelrelaxedandhappy.Englishlessonsmakessomefeelboring.Nowlookatthepicturesin2aonPage103.Whoisinthepicture?

Ss:TinaandAmy.

T:Whatishappeningineachpicture?Nowtalkabouthowthingsaffectthem.

S1:ThetwoinPicture1arehavingmeals.Theylookveryhappy.

S2:ThepeopleinPicture2arecrying.Theyarewatchingsomething.

S3:Inthethirdpicturetheydon’tlookhappy.Theyarelisteningtomusic.

S4:Inthefourthpicture,thegirllooksveryangry.Sheislookingatherwatch.Maybesheiswaitingforsomeoneatthebusstop.

AskthestudentstolistentowhatTinaandJohnsaidhowdifferentthingsaffectthem.

T:Nowlistentotherecordingandfindout.

Playtherecording.AskthestudentstonumberthepicturesandcheckthethingsTinaandJohnsaid.Checktheanswersthen.

Task2:Speaking(2c:P103)

T:NowpretendyouareTinaandJohn.Workinpairs,makedialoguesafterthemodelandthenactout.

Sampledialogue1:

S1:DidyouhaveagoodtimewithAmylastnight?

S2:Well…yesandno.shewasreallyboringlastnight.

S1:Butwhy?

S2:Shekeptonaskingmewhatshecoulddoifshefailedtheentranceexam.Thatmademeangry.

Sampledialogue2:

S1:DidyouhavefunwithAmylastnight?

S2:Well…yes.Wehadagooddinnerinaverycosyrestaurant.Andthemusicmademehappy.

Sampledialogue3:

S1:DidyouhaveagoodtimewithAmylastnight?

S2:Well…yesandno.Thedinnerintherestaurantnearthecinemawasverygood.Butthefilmmademecry.StepⅤGrammarFocus(P103)

Task1:Askthestudentstoreadthefollowingsentencesfirst.Thenhelpthemtowriteoutthesentencestructure.

1.Thatmakesmyeyesache.

Youhavemademefeelsafe.

Youmaytakeahorsetothewater,butyoucan’tmakehimdrink.

Whatmakesyouchangesoquickly?

make+宾语+v.

2.Praisemakesgoodmenbetterandbadmenworse.

Tryingtocomfortheronlymadethingsworse.

Butwewon’tmakeittooformal.

Well,sitdownandmakeyourselfcomfortable.

Hemakesmeangry.

It’llmakemesohappyifyou’llacceptit.

Thismadethestreetaslightasday.

make+宾语+adj.

3.AllworkandnoplaymakesJackadullboy.

Hehadalotofinterestswhichmadehimabestfriend.

Shemadeherselfthecenterofthemeeting.

Makethatarule.

Hemadeherhisgirlfriend.

make+宾语+n.

4.Whatmadethemsofrightened?

Thishasmadetheminterestedinphysics.

Youshouldmakeyourviewsknown.

Youmustmakeyourselfheard.

Ididnotmakemyselfunderstoodbyyou.

make+宾语+pp.Task2:Showsomepicturesandaskthestudentstomakesentences.

Task3:Translatethesentenceswiththeword“make”.

1.这条坏消息让那位老太太生气了。

2.那些美味的食物让Tom感到饿了。

3.阴雨天气把我留在了家里。

4.工厂巨大的噪音让我感到紧张。

5.这么长时间的等待，真让我感到生气。

Sampleanswers:

1.Thatpieceofbadnewsmadetheoldwomanangry.

2.ThedeliciousfoodmakesTomfeelhungry.

3.Rainydaysmakemestayathome.

4.Thegreatnoisefromthefactorymakesmetense.

5.Waitingforsuchalongtimemademekindofangry.StepVIHomework

Askthestudentstolistthethingsaroundthemandthendescribehowthethingsaffectthem.

延伸阅读

Unit13Rainydaysmakemesad．教学设计

Unit13Rainydaysmakemesad．

Ⅰ．AnalysisoftheTeachingMaterial

1．StatusandFunction

Inthisunit,studentslearntotalkabouthowthingsaffectthem．Thetopicismeaningfulandpracticaltostudents,Itisveryuseful．Itcanhelpstudentsexpresstheirownopinionsintheirdailylife．Itcontinuestotrainstudents’speakingabilityandintegratingskills．

Afterstudyingthisunit,studentswillbeinchargeoftheirattitudeandtheycandoeverythingbetter．

（1）ThefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．OK,really?Loudmusicmakesmeenergetic．Notme!Loudmusicmakesmestressedout．

（2）Theactivitiesinthesecondperiodgivestudentsmorelisteningandspeakingpracticeaswellasgrammarfocustopractisethetargetlanguage．Thepracticecanhelpstudentsimprovetheirlisteningandspeakingskills．

（3）Thethirdperiodprovidesanarticle．Studentslearntogetdetailedinformationfromthearticle．Itisabasicreadingskill,andalsoitisofgreathelpforstudentstoimprovetheirreadingskill．

（4）Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities．Inthisclass,studentslearnhowtoexpresstheirownopinionsusingthetargetlanguage．

（5）Alotofpracticeisdesignedinthefifthperiodtotrainstudents’readingandwritingskills．Studentsalsolearnhowtotreattheadvertisementfromthereadingmaterial．

（6）Alltheactivitiesinthelastperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage．

2．TeachingAimsandDemands

（1）KnowledgeObjects

Inthisunit,studentslearntotalkabouthowthingsaffectthem,andhowtoexpresstheirownopinionsusingthetargetlanguage,

（2）Abilityobjects

Totrainstudents’listening,speaking,readingandwritingskillsusingthetargetlanguage,

（3）MoralObject

Theimpactofattitudeonlifeisobvious．Whengoshopping,weshouldremembernotalltheadsaregreat．

Wehavetobecareful．Inthisway,wecanbuynothingthatwedon’tneedatall．Soweshouldbeinchargeofourattitude．Thatway,wecanlivehappilyandwecandoeverythingbetter．

3．TeachingKeyPoint

Tomakestudentslearnandmasterthekeyvocabularywordsandthetargetlanguage．

4．TeachingDifficultPoints

Totrainstudents’listening,speaking,readingandwritingskills．

Totrainstudents’communicativecompetence．

5．StudyingWay

Teachstudentshowtoexpresstheirownopinionsfreely．

Ⅱ．LanguageFunction

Talkabouthowthingsaffectyou．

Ⅲ．TargetLanguage

I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

Oh,really?Loudmusicmakesmeenergetic．

Notme!Loudmusicmakesmestressedout．

Ⅳ．Structure

Secondconditionalwithwish

Ⅴ．Vocabulary

lighting,mysterious,tense,silky,owner,product,knowledge,forinstance,shiny,

skin,cream,toothpaste,endangered,uncomfortable,useful

Ⅵ．Recycling

fastfood,make,cry,customer,happy,dance,sad,restaurant,red,pink,blue,relaxed,stressedout,awful,soft,energetic,keepout

Ⅶ．LearningStrategies

1．Personalizing

2．Matching

Ⅷ．TeachingTime

Sevenperiods

TheFirstPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

sad,energetic,stressedout,soft

（2）TargetLanguage

I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

Oh,really?Loudmusicmakesmeenergetic．

Notme!Loudmusicmakesmestressedout．

2．AbilityObjects

（1）Improvestudents’listeningability．

（2）Helpstudentstoexpresstheiropinionfreely．

3．Moralobjects

Itisimportanttochooseasuitableplace．Itisgoodforyourstudyandlife．

Ⅱ．TeachingKeyPoint

TargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtoimprovestudents’listeningability．

2．Howtohelpstudentstoexpresstheiropinionfreely．

Ⅳ．TeachingMethods

1．Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial．

2．Pairworktomakeeverystudentworkinclass．

Ⅴ．TeachingAids

1．Ataperecorder

2．Theblackboard

Ⅵ．TeachingProcedures

StepⅠRevision

T:YesterdaywefinishedUnit12．Inthisunit,welearnedhowtotellwhatwearesupposedtodo．Nowtellmesomethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．

S1:We’resupposedtodoourhomeworkeveryday．

S2:We’resupposedtoraiseourhandsbeforewetalk．

S3:We’resupposedtocometoclassontime．

S4:Wearenotsupposedtobelateforclass．

S5:We’renotsupposedtoeatinclass．

T:Verygood．You’reright．Fromnowon,we’lllearnUnit13．Lookatthefollowinglistofactivitiesontheblackboard:parties,exams,schoolvacations,gymclass．Howdoyoufeelaboutparties?Happy?

Excited?Nervous?

S1:Nervous．

T:Oh,sopartiesmakeyounervous．

S1:Yes．

T:Classrepeat．Partiesmakemenervous．

Ss:Partiesmakemenervous．

T:Nowwhataboutschoolvacations?

Howdoyoufeelaboutthem?

S2:Happy．

T:So,schoolvacationsmakeyouhappy．

S2:Yes．

T:Classrepeat．Schoolvacationsmakemehappy．

Ss:Schoolvacationsmakemehappy．

T:Nowwhataboutgymclass?Howdoyoufeelaboutit?

S3:Excited．

T:Sogymclassmakesyouexcited．

S3:Yes．

StepⅡ1a

Thisactivityintroducesnewvocabularyandprovidesoralpracticeusingthetargetlanguage．

Gothroughtheinstructionsandlookatthetwopictures．Ask,Whocandescribetheinteriorofeachrestaurant?（RockinRestauranthasredwalls,uglypaintingsonthewalls,andloudmusic．TheBlueLagoonhasbluewalls,plants,flowers,andapianoplayer．）Say,Whichrestaurantwouldyourathergoto?Talkaboutitwithyourparter．

Letstudentsworkinpairs,andtelleachotherwhichrestauranttheywouldliketogotoandwhy．Whenstudentswork,goaroundtheclassroomofferinghelpasneeded．Whentheyhavefinishedtalkingtoeachother,calloutseveralpairstosaytheirconversationstotheclass．

Sampleconversation

SA:Whichrestaurantwouldyouliketogoto?

SB:I’dliketogototheBlueLagoon．

SA:Why?

SB:Becausethereareplantsandflowersthere．

StepⅢ1b

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．

Askstudentstoreadtheinstructions．

Lookatthechartandpointoutthetwoheadings:TheRockin’RestaurantandTheBlueLagoon．Lookatthesampleanswer．

Letastudentreadthecompletedsentence,andthensay,Youwillhearthemissingwordsontherecording．Fillintheblankswiththewordsyouhearonthetape．

Playtherecordingthefirsttime．Studentsonlylistencarefully．Playtherecordingagain．Thistimefillinthemissingwords．

Checktheanswerswiththewholeclass．

Answers

TheRockin’Restaurant:sad,tense

TheBlueLagoon:relaxed,sleepy

Tapescript

Girl1:I’mhungry,Amy．

Girl2:SoamI．Whydon’twegetsomethingtoeat?

Girl1:Yeah．Let’sgototheRockin’Restaurant．Ilovetheirhamburgers．

Girl2:Oh,Tina…IhatetheRockin’Restaurant．

Girl1:Why?Thefoodisgreat,isn’tit?

Girl2:Thefood’sfine．Ijustdon’tliketheatmosphere．Thoseawfulpicturesonthewallsmakemesad,andtheloudmusicmakesmetease．

Girl1:OK．Sowheredoyouwanttogo,Amy?

Girl2:Let’sgototheBlueLagoon．Thesoftmusicmakesmerelaxed．

Girl1:Notme．Itmakesmesleepy．

StepⅣ1c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookattheexampleinthebox．Inviteapairofstudentstoreadittotheclass．

SA:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

SB:Oh,really?Loudmusicmakesmeenergetic．

SA:Notme!Loudmusicmakesmestressedout．

Gothroughtheinstructionswiththeclass．

Tellstudentstheywillbetalkingabouttheirownopinionswithapartner．LookbackatthechartinActivity16．Makeupaconversationwithapartnerusingwordsfromthechart,suchasawfulpictures,loudmusicandsoftmusic．

Whilestudentsareworkinginpairs,walkaroundtheclassroom,andlistentosomepairs．Ifnecessary,offerlanguagesupport．Thenasksomepairstoactouttheirconversationsinfrontofthewholeclass．

Optionalactivity

Letstudentslookaroundtheclassroom,thinkaboutotherroomsintheschool,andtalkabouthowtheseplacesmakethestudentsfeel．Forexample,whatareyouropinionsaboutthisroom?Astudentmightanswer,Thisroomissunny．Itmakesmehappy．Oraskthem．Whatareyouropinionsaboutallthenoiseinthecafeteria?Astudentmightsay．Allthenoiseinthecafeteriamakesmetense．

Notes:

1．awful——terrible;dreadful

2．energetic——fullofenergy

StepⅤSummary

Inthisclass,we’velearnedsomeimportantwords,suchassad,energetic,stressedout．We’vealsolearnedthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．Oh,really?

Loudmusicmakesmeenergetic．Notme!

Loudmusicmakesmestressedout．

StepⅥHomework

Reviewthetargetlanguage．

StepⅦ　BlackboardDesign

Unit13Rainydaysmakemesad．

SectionA

TheFirstPeriod

Targetlanguage

A:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

B:Oh,really?Loudmusicmakesmeenergetic．

A:Notme!Loudmusicmakesmestressedout．

Unit13Rainydaysmakemesad．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

tense,havefun,angry,cry．

（2）TargetLanguage

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

2．AbilityObjects

（1）Trainstudents’listeningability．

（2）Trainstudents’speakingability．

3．MoralObjects

Enjoyingyourselfisveryimportant．Butnomatterwhathobbiesyouhave,doremembertheymustbegoodforhealthandstudy．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

tense,angry,cry．

2．TargetLanguage

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

3．Structures

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Ⅲ．TeachingDifficultPoints

1．Thetargetlanguage

2．Howtotrainstudents’listeningability．

Ⅳ．TeachingMethods

1．Listeningmethodtoimprovethestudents’listeningability．

2．Pairwork．

Ⅴ．TeachingAid

Ataperecorder

Ⅵ．TeachingProcedures

StepⅠRevision

Checkhomework．InviteapairofstudentstoreadtheconversationinActivity1c．

ThenletsomepairsactouttheirconversationsaccordingtothepicturesinActivity1aandActivity1c．

SA:I’drathergototheRockin’RestaurantbecauseIliketolistentoloudmusicwhileI’meating．

SB:Really?Softmusicmakesmerelaxed．

SA:Notme．Softmusicmakesmesleepy．

StepⅡ2a

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．

Lookatthepictures．Ask,Whataretheydoing?Pleaseguess．（InPicture1,twowomenareeatingandsmiling．Maybethefoodisverydelicious．InPicture2,thetwowomenarecrying．Maybetheyareseeingasadmovie．InPicture3,oneofthetwowomenisverytensethatbecauseoftheloudmusic．InPicture4,onewomaniswaitingforthebusorsomeone．Waitingmakesherangry．）

Gothroughtheinstructionswiththeclass．Say,YouwillhearTinaandJohntalkingaboutwhatTinaandAmydidlastnight．ThefourpicturesshowsomethingthatTinadidlastnight．

Pointtotheboxes．Say,Usethenumber1through4toshowtheorderyouhearTinaandJohntalkaboutthesethingsintherecording．Playthetapeforstudents．

Thefirsttime,studentsjustlisten．Playthetapeagain．Thistime,askstudentstonumberthepictureswhentheylisten．

Correcttheanswerswiththeclass．

Answers

Thepicturesshouldbenumberedinthisorder:（down）

3241

Tapescript

Boy:DidyouandAmyhavefunlastnight,Tina?

Girl:Well,John…yesandno．

Boy:WasAmylateasusual．

Girl:Yes,shewas．Andwaitingforhermademeangry．

Boy:Wheredidyougo?

Girl:FirstwewenttotheRockin’Restaurant,butAmydidn’twanttostay．Shesaidthatloudmusicmadehertense．

Boy:That’sfunny．Loudmusicalwaysmakesmewanttodance．

Girl:Metoo．SothenwewenttotheBlue

Lagoon．Itwasquietandthefoodwasgreat．Wehadagoodtime．

Boy:Thendidyougototheconcertatthehighschool?

Girl:No．Wedecidedtogotothemovies．

WesawLoveMeForever．Itwasareallygoodmovie,butitwassosadthatitmadeuscry．

Boy:Sadmoviesdon’tmakemecry．Theyjustmakemewanttoleave!

Girl:Youshouldjustlikemybrother!

StepⅢ2b

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Gothroughtheinstructionsandpointtothelistofstatements．

Youwillhearthesamerecordingagain．

Thistimelistencarefullytowhateachpersonsays．Putacheckmarkinfrontofthestatementsyouhear．

Lookatthesampleanswer．On．thetapeTinasays,Waitingforhermademeangry,soacheckmarkgoesinfrontofthissentence．Playthetapeagain．Letstudentscheckthesentencestheyhear．

Askstudentstosaythereasonswhytheycheckthem．

Checktheanswerswiththeclass．

Answers

√Waitingforhermademeangry．

√Shesaidthatloudmusicmadehertense．

Loudmusicmakesmehappy．

√Loudmusicalwaysmakesmewanttodance．

√Itwassosaditmadeuscry．

√Sadmoviesdon’tmakemecry．

Theyjustmakemewanttoleave!

Itmademesad．

Step　Ⅳ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage．

Lookatthesampleconversationbetween

TinaandJohn．Inviteapairofstudentstoreadittotheclass．

John:DidyouhavefunwithAmylastnight?

Tina:Well…yesandno．Shewasreallylate．

Gothroughtheinstructionswiththeclass．

GetstudentstomakeupaconversationusinginformationfromActivities2aand2b．Letstudentsworkinpairs．Whiletheyareworking,goaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasnecessary．

Calloutapairofstudentstosaytheirconversationtotheclass．

SA:DidyouhavefunwithLiPinglastnight?

SB:Well…yesandno．Shewaslateagainasusual．

SA:So,waitingforhermadeyouangry．

Wheredidyougo?

SB:Wewenttoasmallrestaurant．Itwasquietandclean．Thefoodwasdelicious．Thesoftmusicmademeveryhappy．

SA:Didyougotoseeamovie?

SB:Yes．WesawLoveMeOnceMore,

Mother．Itwasaverygoodmovie．Itwasalsomovingandsad．Itmadeuscry．

SA:Really?Yousoundjustlikemymother．

StepⅤGrammarFocus

Lookatthegrammarbox．Inviteastudenttoreadthesentencestotheclass．

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

Whilethestudentisreading,writethethreesentencesontheblackboard．Thenask,WhatverbdoyouseeinallthreesentencesintheGrammarFocus?（makeinthepresentandinthepasttense）Letstudentsunderlinetheverbinallthreesentences．Thenunderlinethewordthatcomesrightafterthatverb（me）．Ask,Whatdoesthiswordtellus?（Ittellswhohadthefeeling-me,her,etc．）Circletheendingofeachsentence．Getastudenttocometotheblackboardandpointtothecircledwordsthatareadjectivesandreadthesewordstotheclass（tense,sad）．

Otherstudentsrepeat．Thenletstudentsmakeupsimilarsentenceswiththeverbmakethattalkaboutfeelingsandhaveadjectiveattheend．Writeontheblackboard:

makesme．Letstudentsworkalone．Thenasksomestudentstoreadtheirsentences．

S1:Aquietplacemakesmesleepy．

S2:Loudnoisemakesmetense．

Payattentiontothesentencewithwantingtodanceattheend．Say,Sometimesthereisaphraselikewanttodanceattheendinsteadofanadjective．Forexample,

Loudmusicmakesmewanttoleave,Askstudentstomakeupsentenceswiththefollowingsentencestarters:Longmoviesmakeme．Hotweathermakesme．

Givestudentstwominutestofinishthesentences．Thenasksomestudentstoreadtheirsentences．

S1:Longmoviesmakemewanttoleave．

S2:Longmoviesmakemewanttocry．

S3:Hotweathermakesmewanttogoswimming．

S4:Hotweathermakesmewanttodrinkalotofwater．

Letstudentsmakeupanyothersentenceusingtheverbmaketotalkabouthowthingsaffectthem．

Step　ⅥSummary

Inthisclass,we’velearnedkeyvocabularytenseandthetargetlanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．

StepⅦHomework

Getstudentstowritesomesentencesaccordingtothetargetlanguage．

StepⅧBlackboardDesign

Unit13Rainydaysmakemesad．

SectionA

TheSecondPeriod

1．Targetlanguage

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

2．…makesme…

Longmoviesmakeme…

Hotweathermakesme…

Unit13Rainydaysmakemesad．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

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

（2）TargetLanguage

Howdoyoufeelaboutpollution?

Itmakesmekindofangry．Howaboutyou?

Itmakesmewanttojoinaclean-upcampaign．

2．AbilityObjects

（1）Trainstudents’integratingskills．

（2）Traintheabilityofexpressingstudents’ownopinions．

3．MoralObject

Inourlives,weshouldexpresswhatwefeelclearly．

Ⅱ．TeachingKeyPoint

Trainstudents’integratingskills．

Ⅲ．TeachingDifficultPoint

Howtoimprovestudents’integratingskills．

Ⅳ．TeachingMethods

1．Fast-readingmethod．

2．Groupworkandpairwork．

Ⅴ．TeachingAids

1．Aprojector．

2．Theblackboard．

Ⅵ．TeachingProcedures

StepⅠRevision

T:Yesterdaywelearnedthetargetlanguage．Thestructureis…makesme…

Nowwhocanmakesentencesusingthestructure?

S1:Lightcoloursmakemerelaxed．

S2:Loudnoisemakesmetense．

S3:Loudmusicmakesmeenergetic．

T:Verygood．

StepⅡ3a

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Showthekeyvocabularywordsonthescreenbyaprojector．

ownern．所有者；业主

scientificadj．科学的

pinkadj．粉红色的

lightingn．照明；照明设备

knowledgen．知识；学问

servev．服务；招待

designv．设计；构思

uncomforableadj．不舒服的；不合意的

campaignn．运动；竞选运动：

endangeredadj．有灭绝危险的；将要绝种的

smokev．吸烟；抽烟

Readthewordsandgetstudentstorepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．

Pointtothepictureandask,Whatcanyouseeinthepicture?Asksomestudentstodescribethepicture．Offerhelpifnecessary．

（Thewallsarebrightred．Thereisloudmusic．Therearebrightlightsintheceiling．Thepeopleareeatingquickly．Theyaren’ttalkingtoeachother．）

Readtheinstructionsandthequestionsbelowthearticlealoud．Makesurestudentsunderstandwhattodo．Readthetitle“RestaurantScience”andask,Whatdoyouthink“RestaurantScience”means?（Itmeansthestudyofhowtooperatearestaurant．）

Getstudentstoreadthearticleontheirown．Letstudentsunderlineanywordsorphrasestheydon’tunderstand．Gothrougheachwordorphraseandasksomestudentstoexplainwhattheythinkitmeans．Besurestudentsknowwhatthearticleisabout．Askstudentstoreadthearticlealoneagainandanswerthequestions．Havestudentsworkindividually．

Askthreestudentstoanswerthequestionsorallyinclass．Correcttheanswersifnecessary．

Checktheanswerswiththewholeclass．

Answers

1．Redmakesmostpeoplehungry．Itmakesthemeatfaster．

2．Theywantpeopletoeatquicklyandleavesomorepeoplecancomein．

3．Answerswillvary．

Notes

1．owner—personwhoownssomething

2．uncomfortable—notcomfortable;uneasy

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage．Askthreestudentstoreadthesampleconversationintheboxtothewholeclass．

SA:Theseatsareveryhard．Thewhitewallsmakemestressed．

SB:Isitthisclassroom?

SA:No,itisn’t．

SC:Isitahospital?

SA:Yes,that’sright．

Gothroughtheinstructionswiththeclass．

Say,Firsttakeafewminutestothinkofaplaceandhowyouwilldescribeit．Youcanwritedownsomewordsthatdescribetheplace．

Getstudenttoworkingroupsoffourorfive．Eachstudentsdescribesaplaceandothersinthegrouptrytoguessit．Whilestudentsaredoingtheirwork,walkaroundtheclassroomcheckingtheirprogressandofferinghelpifnecessary．Attheendofthegroupwork,havesomestudentssaytheirdescriptionstotheclassandseehowquicklytheotherstudentscanguesswhattheplaceis．Givestudentsasampleconversation．

SA:Therearealotofpeopleeveryday．

Theloudnoisemakesmetense．

SB:Isitamall?

SA:No,itisn’t．

SC:Isitasupermarket?

SA:No,itisn’t．

SD:Isitamarket?

SA:Yes,you’reright．

StepIVPart4

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．

Askagoodstudenttotellstudentshowhe/shefeelsaboutpollution．Forexample,Ihatepollution．Loudnoisemakesmetense．Smokingmakesmeveryangry．

Endangeredanimalsmakemesad．Ithinkpollutionisveryterrible．

Getstudentstoreadtheinstructionsbythemselves．Havestudentscompletetheworkingroupsofthree．Astheywork,goaroundtheclassroomofferinghelpasneeded．

Reviewthetask．Askafewstudentstosharetheresultsoftheirsurveys．

Sampleanswers

Howdoyoufeelabout…

You

LiPing

ZhaoQiang

Pollution

angry

angry

angry

heavytraffic

worried

tense

angry

loudnoise

tense

energetic

wanttoleave

Endangeredanimals

sad

cry

angry

Smoking

angry

wanttoleave

uncomfortable

peoplewhokeepyouwaiting

angry

worried

angry

StepⅤSummary

Inthisclass,we’velearnedsomekeyvocabularywordssuchasowner,scientific,knowledge,uncomfortable．We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage．

StepⅥHomework

1．Finishofftheexercisesonpages53～55oftheworkbook．

2．Askstudentstochoosesomeplacestheyknowandtalkabouthowtheyfeelabouttheplaces．

StepⅦBlackboardDesign

Unit13Rainydaysmakemesad．

SectionA

TheThirdPeriod

Targetlanguage

A：Howdoyoufeelaboutpollution?

B:Itmakesmekindofangry．Howaboutyou?

A:Itmakesmewanttojoinaclean-upcampaign．

Unit13Rainydaysmakemesad．

TheFourthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

mysterious,shiny,silky,skin,cream,toothpaste,keepout

（2）TargetLanguage

HaveyoueverhadaTwistyTreat?

Yeah．Anditmademesick．

2．AbilityObjects

（1）Trainstudents’speakingandlisteningability．

（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．

（3）Trainstudents’abilitytousethetargetlanguage．

3．MoralObject

Notallthemostexpensivethingsarethebestones．Sometimesweshouldn’tbelieveallofads．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

mysterious,shiny,silky,skin,keepout

2．TargetLanguage

HaveyoueverhadaTwistyTreat?

Yeah．Anditmademesick．

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’speakingandlisteningability．

2．Howtousethetargetlanguage．

Ⅳ．TeachingMethods

1．Listeningmethod

2．Groupworktomakeeverystudentworksinclass．

Ⅴ．TeachingAids

1．Ataperecorder

2．Theblackboard

Ⅵ．TeachingProcedures

StepⅠRevision

Checkhomework．Getsomepairstoactouttheirconversationsabouthowtheyfeelaboutaplace,Collecttheirconversationsandhelpstudentscorrectanymistakes．

StepⅡ1a

Thisactivityintroducesnewvocabulary．

Payattentiontothefourpictures．Ask,

Whocantellmewhateachthingis?Getastudenttoanswer．Repeatthenameofeachproductandlettheclassrepeat（soap,shampoo,toothpaste,andsunglasses）．Lookatthefourslogans．Haveastudentreadeachonetotheclassandmakesurestudentscanguesswhatitmeans．Ifthestudentscan’tguess,explainthemeaningtothem．（Whiterthanwhitemeansthatsomethinghasavery,verywhitecolor．Ifapersonhasthatmysteriouslook,itmeansthatthepersonlooksinterestingandunusual．It’sdifficulttoknowwhatamysteriouspersonisthinking．Theshiniesthairmeansthattheperson’shairwilllookverybrightandhavelotsoflightinit．silkyskinmeansthattheperson’sskinissoftandnicetotouch．）Gothroughtheinstructionswiththeclass．Askthemtowritethenumberofeachslogan,withthecorrectpicture．

Checktheanswerswiththeclass．

Answers

Thephotosshouldbenumberedinthefollowingorder:4312

Notes

1．slogan——strikingandeasilyrememberedphraseusedtoadvertisesth．

2．mysterious--fullofmystery

Step　Ⅲ　1b

Thisactivityhelpsstudentsapplytheideasintheunittotheirlivesoutsidetheclassroom．

Gothroughtheinstructionswiththeclass．

Makesurestudentsknowwhattodo．Getstudentstomakelistsindividually．Asksomestudentstoreadtheirliststotheclass．Haveotherstudentsputuptheirhandsiftheyhavethesameitemontheirownlists．

Threeproductsstudentslike

computer（26）

jacket（20）

watch（35）

Threeproductsstudentsdon’tlike

fastfood（8）

coat（32）

sciencebook（23）

StepⅣ2a

Thisactivityprovideslisteningpracticewiththetargetlanguageandintroducenewvocabulary．

Gothroughtheinstructionsandmakesurestudentsunderstandwhattodo．Nowyouwillhearaboutsomemoreproductsandwhatpeoplethinkofthem．WriteYesinfrontoftheproductifthepersonlikesit．

WriteNoinfrontoftheproductifthepersondoesn’tlikeit．

Readoutthenameofeachproduct．Getstudentstorepeatit．Listentotheconversationandfinishthetask．

Playthetapethefirsttime．Thistimestudentsonlylisten．Playthetapeagain．

LetstudentswriteYesorNoinfrontofeachproducttoshowwhetherornotthepeopleonthetapelikedit．

Checktheanswers．

Answers

1．No2．No3．Yes4．No

Tapescript

Girl1:Wow!LookatthisadforEasyCareShampoo．Fortheshiniesthairever．

Boy:Ican’tstandadslikethat!Theymakemereallymad．

Girl1:Why?

Boy:Theymakeyouthinkthatyoucanlooklikethepersoninthead．ButIboughtthatshampooanditdidn’twork．

Girl2:Iagree．Lookatthisone．LookoutSunglasses．Forthatmysteriouslook．I’llbettheydon’tevenkeepoutthesun．

Boy:Andwhataboutthisone!BeautyCream--thesilkyskinsoap．

Girl2:Waitaminute!ItriedBeautyCreamanditworksreallywell．Itmakesyourskinreallyseft．HaveyouevertriedStarshineToothpaste?

Girl1:Oh,youmeanwhiterthanwhite?

Yeah,Itrieditandittastesterrible．I’dneveruseit．

Boy:Iguessyoushouldn’tbelieveeverythingyouread．

StepⅤ2b

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．

Gothroughtheinstructionswiththewholeclass．LookbackatthetwolistsinActivity2a．Getstudentstoputuptheirhandsiftheydon’tunderstandANYofthewords．Ifnecessary,explainnewvocabulary．Readeachitemtotheclass．Lookatthesampleanswerandinviteastudenttoreadthematchingpartstotheclass．

EasyCareShampoo--Itdidn’twork．

Tellstudentshowtodothetask．Drawalinefromeachproducttothesentencethatdescribesthatproduct．Now,listentothetape．Youwillhearthesamerecordingagain．Thistimelistencarefullyanddrawlinestomatchupitemsinthetwolists．

playtherecordingagain．Letstudentsdrawlinesindividuallyintheirbooks．

Checktheanswerswiththeclass．

Answers

1．d2．c3．b4．a

StepⅥ2c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionsforthisactivityaloudtotheclass．

GetstudentstolookbackatthelistofproductstheymadeforActivitylb．Inviteastudenttoreadhis/herliststotheclass．

Threeproductshe/shelikes

computer

jacket

watch

Threeproductshe/shedoesn’tlike

fastfood

coat

sciencebook

Lookattheexampleinthebox．Letapairofstudentsreadtheconversationtotheclass．

SA:HaveyoueverhadaTwistyTreat?

SB:Yeah．Anditmademesick．

Nowworkwithyourpartner．Makeupconversationslikethisone,usingtheproductsonthelistyoumadeforActivity1b．

Askstudentstoworkinpairs．Whiletheyareworking,walkaroundtheclassroomofferinghelpasneeded．

Calloutseveralpairstogivetheirconversationstotheclass．

Conversation1

SA:Haveyoueverhadacomputer?

SB:Yeah．Anditmademeexcited．

Conversation2

SA:Haveyouevereatenfastfood?

SB:Yeah．Anditmademeuncomfortable．

StepⅦSummary

Inthisclass,we’velearnedsomekeyvocabulary,suchasmysterious,shiny,silky,skin,keepout．We’vealsolearnedthetargetlanguageHaveyoueverhadaTwistyTreat?Yeah．Anditmademesickbylisteningandspeaking．

StepⅧHomework

Talkaboutsomeproductsusingsomewordsinthisclass,andwritedowntheconversations．

StepⅨBlackboardDesign

Unit13Rainydaysmakemesad．

SectionB

TheFourthPeriod

1．Targetlanguage

A:HaveyoueverhadaTwistyTreat？

B:Yeah．Anditmademesick．

2．Threeproductsstudentslike

computer（26）

jacket（20）

watch（35）

Threeproductsstudentsdon’tlike

fastfood（8）

coat（32）

sciencebook（23）

Unit13Rainydaysmakemesad．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

aimat,useful,forinstance,product,careful,plane

（2）Practisereadinganarticle．

（3）Practisewritingsomethingusingthetargetlanguage．

2．AbilityObjects

（1）Improvestudents’integratingskills—readingskillandwritingskill．

（2）Improvestudents’speakingabilitybydiscussion．

3．MoralObject

Weareinchargeofourattitudeandwecandoeverythingwell．

Ⅱ．TeachingKeyPoint

Practisereadingandwritingusingthetargetlanguage．

Ⅲ．TeachingDifficultPoint

1．Howtoimprovestudents’readingability．

2．Howtoimprovestudents’speakingabilitybydiscussion．

Ⅳ．TeachingMethods

1．Readingmethodtoimprovestudents’readingability．

2．Discussionmethodtoimprovestudents’speakingability．

3．Pairworktomakeeverystudentworkinclass．

Ⅴ．TeachingAids

1．Aprojetor

2．Theblackboard

Ⅵ．TeachingProcedures

StepⅠRevision

Revisethetargetlanguagepresentedinthisunit．Checkhomework．Getsomepairstoreadouttheirconversations．

（1）SA:Haveyoueverhadajacket?

SB:Yeah．Anditmademebeautiful．

（2）SA:Haveyoueverbadasciencebook?

SB:Yeah．Anditmademetense．

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage．

Teachthenewwords．Showthenewwordsonthescreenbyaprojector．

aimu．瞄准；打算

aimat瞄准；针对

speciallyadv．特别地；专门地

usefuladj．有用的；有益的

instancen．例子；实例

forinstance例如；比如

productn．产品；制品

confusev．混淆；辨不清；使困惑

misleadv．把……引错方向；给……带错路

carefuladj．小心的；仔细的

leadv引导；致使；领导

planen．飞机

Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently．

Lookatthearticle．Letastudentreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentitprovidingagoodmodelfortherestoftheclass．

Readtheinstructionstotheclass．What’sthearticleabout?Doyouagreewithit?

Getstudentstoreadthearticleagainandanswerthetwoquestions．Getstudentstodotheworkindividuallyorinpairs．

Whiletheyareworking,goaroundtheclassroomofferinghelpasneeded．

Checktheanswerswiththewholeclass．

Elicitexamplesgiveninthearticlefortheadvantagesanddisadvantages．

Answers

Thearticleisaboutadvantagesanddisadvantagesofads．

Advantagesofads:helpyoucomparedifferentproducts;helpyousavemoney．

Disadvantagesofads:makeourcitiesandcountrysidelookugly;adscanbeconfusingormisleading;canleadyoutobuysomethingyoudon’tneed．

Notes

1．prosandcons-theargumentsforandagainst

2．forinstance-forexample

3．sales-theofferingofgoodsatlowpricesforaperiod

4．confuse-putintodisorder;mixupinthemind

5．mislead-leadwrongly;causetobeordowrong

6．attimes-fromtimetotime;nowandthen;occasionally

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Gothroughtheinstructionswiththeclass．Getastudenttoread‘thesentencesatthebeginningoftheparagraphtotheclass．TellstudentstheyshouldlookbackatActivity2aandcompletethearticle,usingtheinformationabouttwoorthreeproductsinActivity2a．Havestudentsfinishthearticleindividually．Whiletheyareworking,walkaroundtheclassroomofferinghelpandansweringquestionsasnecessary．Whentheyfinish,getastudenttoreadhis/hercompletedarticletotheclass．

Asamplearticle:

Someadvertisementstellthetruthandsomedon’t．Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever．Butmyfriendtrieditanditdidn’twork．Itmademyfriendreallymad．Afewdaysago,ItriedStarshineToothpaste．Butitwasn’twhiterthanwhite．Ittastedterrible．I’dneveruseit．

YesterdaymysistertriedBeautyCreamanditworkedverywell．Shesaiditmadeherskinverysoft．SoI’lltryittomorrow．Now,doyouthinkitisrightnottobelieveeverythingweread?

Nowwritethearticleontheblackboardasanexample．

StepⅣ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Askstudents,

Doyouknowwhatthewordsloganmeans?

Forexample,fortheshiniesthaireveristhesloganofEasyCareShampoo．Helpstudentsanswerthequestion．TellthemtheChinesemeaningifnecessarytomakesuretheyunderstandthemeaning．

Havestudentsmakealistoftheirfavoriteproducts,thentrywritingaslogantogowitheachproduct．Tellstudentshowtodothiswork．Firstaskastudenttonameafavoriteproduct．Thenletstudentssuggestavarietyofpossiblesloganstogowithit．Andthencrossouttheonesthatdon’ttellthetruth．

Askstudentstoworkingroupsoffour．

Whentheystarttowrite,walkaroundtheclassroomofferinghelpasnecessary．Reviseasmanystudents’workaspossiblewhilemovingaroundtheclassroom．

Letsomestudentstoreadtheirsloganstotheclass．

StepⅤPart4

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．

Lookatthethreepictures．Ask,Whatcanyouseeinthepictures?

（InPicture1,wecanseeamanjumpedoutofaplane．InPicture2,wecanseealotofsmoke．Theairispolluted．InPicture3,somemenareridinghorses．）

Gothroughtheinstructionswiththeclass．Lookattheexampleinthebox．

Getapairofstudentstoreadtheconversationtotheclass．

SA:Iwouldlovetojumpoutofaplane!

SB:Notme．Thispicturemakesmefeeltense!

Discussthethreepicturesinpairs．Astheywork,goaroundtheclassroomofferinghelpasneeded．Haveseveralpairssaytheirconversationstotheclass．

Sampleconversations

SA:Thereisalotofsmokeinthepicture．

SB:Yeah．Itmakesmefeeluncomfortable．

SA:Iwouldlovetorideahorse．

SA:Notme．Thepicturemakesmetense．

StepⅥSummary

Inthisclass,we’vedonemuchpracticereadingandwritingaswellasspeaking．

StepⅦHomework

1．ReadthearticleinActivity3aagain．

2．CompletethearticleinActivity3b．

StepⅧBlackboardDesign

Unit13Rainydaysmakemesad．

SectionB

TheFifthPeriod

AsampleanswertoActivity3b:

Someadvertisementstellthetruthandsomedon’t．Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever．Butmyfriendtrieditanditdidn’twork．Itmademyfriendrealtymad．Afewdaysago,ItriedStarshineToothpaste．Butitwasn’twhiterthanwhite．Ittastedterrible．I’dneveruseit．

YesterdaymysistertriedBeautyCreamanditworkedverywell．Shesaiditmadeherskinverysoft．SoI’lltryittomorrow．

Now,doyouthinkitistightnottobelieveeverythingweread?

Unit13Rainydaysmakemesad．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）Fillinblanksandmakesentencesusinglist,lead,compare,keepout,taste．

（2）Finishthetableaccordingtothediary．

2．AbilityObject

Trainstudents’writingability．

3．MoralObjects

Weshouldbelieveinothers．Weshouldn’tbeselfish．

Ⅱ．TeachingKeyPoints

1．Fillinblanksandmakesentences．

2．Finishthetable．

Ⅲ．TeachingDifficultPoint

Makesentencesusinglist,lead,compare,keepout,taste．

Ⅳ．TeachingMethods

1．Teachingbyexplanation．

2．Speakingmethod

Ⅴ．TeachingAids

1．Aprojector．

2．Theblackboard．

Ⅵ．TeachingProcedures

StepⅠRevision

Checkhomework．Getafewstudentstoreadthearticlein3a．Thenhaveastudentreadhisownarticle．

StepⅡPart1

Thisactivityfocusesonvocabularyintroducedintheunit．

Lookatthewordsinthebox．Getastudenttoreadthem．Makesurethestudentsunderstandthemeaningsofthewords．

Pleasefillintheblankswiththewords．

Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．

Getstudentstofillintheblanksontheirown．

Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．

1．Ineedanewjacket．Thisonedoesn’tkeepoutthecold．

2．Customerssaythefoodattherestauranttastesterrible．

3．Whenpricesarelisted,youcangotothestorewiththelowestprice．

4．WorkinghardatEnglishcanleadtoagoodjob．

5．Waitbeforeyoubuythatwatch．Let’scomparepricesinanotherstore．

Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthat

aremeaningful．Walkaroundtheclassroom．

Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．

Sampleanswers

1．Don’tforgettolisthisname．

2．AllroadsleadtoRome．

3．Let’scompareyourtranslationswiththemodeltranslationontheblackboard．

4．It’sverywindy．Pleaseshutthewindowandkeepoutthecold．

5．Lookatthebread．Ittastessweet．

StepⅢPart2

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．

Gothroughtheinstructionsforthisactivitywiththeclass．

Getastudenttoreadthediaryaloud．

Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Havestudentsreadthediaryagain．Thenaskstudentstodotheworkinpairs．Whentheywork,walkaroundtheclassroomprovidinghelpifnecessary．

Checktheanswerswiththewholeclass．

Answers

sad

angry

annoyed

surprised

Earlymorning

mid-morning

Late-morning

Lunchtime

Notes

1．homehereisanadverb,meansat,inortoone’shomeorcountry．

2．annoy——makeratherangry（esp．inpassive）,forexample,beannoyedwithsb．

Step　Ⅳ

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．

Asktwostudentstoreadtheconversationaloud．

SA:Theymakemescared．

SB:Really?Theymakemehungry．

Getallthestudentstoreadtheconversationagain．Ask,Whatmakesthecartoonfunny?Helpstudentstoexplain．Thesecondfishisintelligentenoughtotakethebaitfromthehookwithoutgettingcaught．

Getsomepairsofstudentstopresentthisconversationtotherestoftheclass．

Note

scared——frightened

StepⅤSummaryandHomework

Inthisclass,we’redonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．

Afterclass,pleasemakesentenceswiththewordsinActivityIinyourexercisebooks．Thenfinishofftheexercisesonpages55～56oftheworkbook．

StepⅥBlackboardDesign

Unit13Rainydaysmakemesad．

Selfcheck

TheSixthPeriod

SampleanswerstoActivity1:

1．Don’tforgettolisthisname．

2．AllroadsleadtoRome．

3．Let’scompareyourtranslationswiththemodeltranslationontheblackboard,

4．It’sverywindy．Pleaseshutthewindowandkeepoutthecold．

5．Lookatthebread．Ittastessweet．

Unit13Rainydaysmakemesad．

TheSeventhPeriod

Reading:Theartofgiving

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

KeyVocabulary

weddinganniversary,vase,host,hostess,feminine,proper,acceptable,embarrass,let’ssay,aheadoftime

Text:Theartofgiving

2．AbilityObjects

Fast-readingtogetageneralideaofthetext．

Careful-readingtogetthedetailedinformationinthetext．

Learnthewordsandphrasesfromthecontext．

3．MoralObject

Givingagiftisanart．Moneyisoneofthegiftswecangiveothers．Butwemustknowmoneyisnoteverything．Soonlywhenitispropercanwegivesomeonemoneyasagift．

Ⅱ．TeachingKeyPoints

Keyvocabulary

Trainstudents’readingability．

Ⅲ．TeachingDifficultPoint

Trainstudents’readingandwritingskills．

Ⅳ．TeachingMethods

Fast-readingtoimprovestudents’readingability．

Careful-readingtogetthedetailedinformation．

Pairworkandgroupwork

Ⅴ．TeachingAid

Aprojector．

Ⅵ．TeachingProcedures

StepⅠKeyVocabulary

Thisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．

Weddingn．婚礼；结婚

anniversaryn．周年纪念；周年纪念日

co-workern．同事；合作者

let’ssay比如说（用作插入语）

orangeadj．n．橙黄色（的）；橘黄色（的）

vasen．花瓶

hostn．主人；房东

hostessn．女主人；女房东

aheadadj＆adv．在前；向前；提前

aheadoftime提早

arrangev．整理；布置；排列

feminineadj．女性的；女子气的

considerv．考虑；细想

properadj．适宜的；合适的

acceptableadj．可接受的；合意的

traditionn．传统；惯例

cheaplyadv．廉价地；便宜地

vouchern．（代替现金的）票券；收据；凭单

embarrassv．使窘迫；使尴尬

breakern．打破者；破坏者

containern．容器（如盒、箱、罐等）

qualityn．品质；品德

Readthewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．

StepⅡPart1

Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．

Lookatthepicture．Ask,What’shappeninginthepicture?Letstudentsdescribethepicture．

ReadthetitleTheartofgivingaloud．Getthestudentstopredictwhattheythinkthearticleisabout,basedonthetitleandthepicture．GetstudentstofinishTask1．Butdon’tlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,movearound,lookingattheirprogress．

Whenmoststudentscompletethetask,getstudentstoanswerthequestionswithaparter．Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．Answerswillvary．

StepⅢPart2

Thisactivityencouragesstudentstoreadforthemainidea．

Readtheinstructionsaloudtotheclass．

Getstudentsintogroupsoffour．Letthemreadth4textquickly,theneachgroupsummarizesoneparagraphintheirownwords．Astheyaredoingthis,goaroundtheclassroomtomakesuretheydiscussthequestionsinEnglish．Invitefourstudentstoreporttheiranswers．

Sampleanswers

Paragraph1Givingandreceivinggiftsisn’teasy．

Paragraph2Somegifts,suchasflowersandplants,areusuallywelcome．

Paragraph3Givingmoneymaybeagoodgiftbutmayhaveproblems．

Paragraph4Followahost’ssuggestionoryoumayberude．

Notes

1．feminine—of,like,suitablefor,women

2．giftvoucher—suppliedwithsomearticles（egpetrol,cigarettes）,tobeexchangedforgifts

3．embarrass—maketofeelawkwardorashamed

StepⅣPart3

Thisactivityencouragesstudentstousethestrategyofreadingincontext．

Lookbackatthestoryandfindoutthewordsandexpressionsindicatedinbold．

Letstudentsguessthemeaning．Don’tgivethemthecorrectanswers．Getstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordorsentenceyoudon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Letstudentsreadthearticleagainforcomprehension．

Askastudenttoreadtheinstructionsaloudtotheclass．Andletstudentslookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Remindstudentstolookatthestoryagainforextrahelp．Givethemoneortwominutestodothework．

Checktheanswers．

Answers

Let’ssayd;vaseb;aheadoftimee;femininea;properc;acceptablef．

Getstudentstomakesentenceswiththewordsandexpressions．Answerstothisactivitywillvary．Thenaskastudenttowritehisanswersontheblackboard．

Helpcorrectanymistakes．

Sampleanswers

1．Ilikenewthings．Let’ssaythecomputerismyfavoriteone．

2．Thereisabeautifulvaseonthetable．

3．Youcancomehereaheadoftime,butneverbelate．

4．Iheardhisfemininevoice．

5．Heisn’tthepropermantodothework．

6．Ifthisadviceisacceptabletoyou,acceptit．

StepⅤPart4

Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas．

Readtheinstructionsaloudtotheclass．

Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．

Letstudentscompletethesentencesindividuallyorinpairs．Astheywork,movearoundtheclassroomofferinghelpasnecessary．

Checktheanswerswiththeclass．

Sampleanswers

1．thepersonmaynotlikethem

2．giveavasetoo

3．embarrassguestsandbethoughtrude

4．togivemoney

5．it’spartofatraditionsuchasChineseNewYear

StepⅥPart5

Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．

Gothroughtheinstructionswiththestudents．Letstudentsdothetaskinsmallgroups．Helpstudentsthinkofdifferentoccasionsforgiftgivingsuchasholidays,birthdays,weddingsandbirths．

Checktheanswers．Letstudentssharetheiranswerswiththeclass．

Answerswillvary．

Optionalactivity

Asanoptionalin-classorhomeworkactivity,askstudentstomakealistofthingsthatareconsideredunluckygifts,suchasaknifeandaclock．

StepⅦSummary

Inthisclass,we’vepractisedalotofreadingandwriting．

StepⅧHomework

1．Readthestoryinactivity2againforfurthercomprehension．

2．Revisethetargetlanguageinthisunit．

Step9．BlackboardDesign

Reading:Theartofgiving．

TheSeventhPeriod

SampleanswerstoActivity3

1．Ilikenewthings．Let’ssaythecomputerismyfavoriteone．

2．Thereisabeautifulvaseonthetable．

3．Youcancomehereaheadoftime,butneverbelate．

4．Iheardhisfemininevoice．

5．Heisn’tthepropermantodothework．

6．Ifthisadviceisacceptabletoyou,acceptit．

Unit13Rainydaysmakemesad

每个老师需要在上课前弄好自己的教案课件，大家在认真写教案课件了。对教案课件的工作进行一个详细的计划，才能对工作更加有帮助！有多少经典范文是适合教案课件呢？以下是小编为大家精心整理的“Unit13Rainydaysmakemesad”，仅供参考，欢迎大家阅读。

Unit13Rainydaysmakemesad．

Ⅰ．AnalysisoftheTeachingMaterial

1．StatusandFunction

Inthisunit,studentslearntotalkabouthowthingsaffectthem．Thetopicismeaningfulandpracticaltostudents,Itisveryuseful．Itcanhelpstudentsexpresstheirownopinionsintheirdailylife．Itcontinuestotrainstudents’speakingabilityandintegratingskills．

Afterstudyingthisunit,studentswillbeinchargeoftheirattitudeandtheycandoeverythingbetter．

（1）ThefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．OK,really?Loudmusicmakesmeenergetic．Notme!Loudmusicmakesmestressedout．

（2）Theactivitiesinthesecondperiodgivestudentsmorelisteningandspeakingpracticeaswellasgrammarfocustopractisethetargetlanguage．Thepracticecanhelpstudentsimprovetheirlisteningandspeakingskills．

（3）Thethirdperiodprovidesanarticle．Studentslearntogetdetailedinformationfromthearticle．Itisabasicreadingskill,andalsoitisofgreathelpforstudentstoimprovetheirreadingskill．

（4）Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities．Inthisclass,studentslearnhowtoexpresstheirownopinionsusingthetargetlanguage．

（5）Alotofpracticeisdesignedinthefifthperiodtotrainstudents’readingandwritingskills．Studentsalsolearnhowtotreattheadvertisementfromthereadingmaterial．

（6）Alltheactivitiesinthelastperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage．

2．TeachingAimsandDemands

（1）KnowledgeObjects

Inthisunit,studentslearntotalkabouthowthingsaffectthem,andhowtoexpresstheirownopinionsusingthetargetlanguage,

（2）Abilityobjects

Totrainstudents’listening,speaking,readingandwritingskillsusingthetargetlanguage,

（3）MoralObject

Theimpactofattitudeonlifeisobvious．Whengoshopping,weshouldremembernotalltheadsaregreat．

Wehavetobecareful．Inthisway,wecanbuynothingthatwedon’tneedatall．Soweshouldbeinchargeofourattitude．Thatway,wecanlivehappilyandwecandoeverythingbetter．

3．TeachingKeyPoint

Tomakestudentslearnandmasterthekeyvocabularywordsandthetargetlanguage．

4．TeachingDifficultPoints

Totrainstudents’listening,speaking,readingandwritingskills．

Totrainstudents’communicativecompetence．

5．StudyingWay

Teachstudentshowtoexpresstheirownopinionsfreely．

Ⅱ．LanguageFunction

Talkabouthowthingsaffectyou．

Ⅲ．TargetLanguage

I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

Oh,really?Loudmusicmakesmeenergetic．

Notme!Loudmusicmakesmestressedout．

Ⅳ．Structure

Secondconditionalwithwish

Ⅴ．Vocabulary

lighting,mysterious,tense,silky,owner,product,knowledge,forinstance,shiny,

skin,cream,toothpaste,endangered,uncomfortable,useful

Ⅵ．Recycling

fastfood,make,cry,customer,happy,dance,sad,restaurant,red,pink,blue,relaxed,stressedout,awful,soft,energetic,keepout

Ⅶ．LearningStrategies

1．Personalizing

2．Matching

Ⅷ．TeachingTime

Sevenperiods

TheFirstPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

sad,energetic,stressedout,soft

（2）TargetLanguage

I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

Oh,really?Loudmusicmakesmeenergetic．

Notme!Loudmusicmakesmestressedout．

2．AbilityObjects

（1）Improvestudents’listeningability．

（2）Helpstudentstoexpresstheiropinionfreely．

3．Moralobjects

Itisimportanttochooseasuitableplace．Itisgoodforyourstudyandlife．

Ⅱ．TeachingKeyPoint

TargetLanguage

Ⅲ．TeachingDifficultPoints

1．Howtoimprovestudents’listeningability．

2．Howtohelpstudentstoexpresstheiropinionfreely．

Ⅳ．TeachingMethods

1．Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial．

2．Pairworktomakeeverystudentworkinclass．

Ⅴ．TeachingAids

1．Ataperecorder

2．Theblackboard

Ⅵ．TeachingProcedures

StepⅠRevision

T:YesterdaywefinishedUnit12．Inthisunit,welearnedhowtotellwhatwearesupposedtodo．Nowtellmesomethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool．

S1:We’resupposedtodoourhomeworkeveryday．

S2:We’resupposedtoraiseourhandsbeforewetalk．

S3:We’resupposedtocometoclassontime．

S4:Wearenotsupposedtobelateforclass．

S5:We’renotsupposedtoeatinclass．

T:Verygood．You’reright．Fromnowon,we’lllearnUnit13．Lookatthefollowinglistofactivitiesontheblackboard:parties,exams,schoolvacations,gymclass．Howdoyoufeelaboutparties?Happy?

Excited?Nervous?

S1:Nervous．

T:Oh,sopartiesmakeyounervous．

S1:Yes．

T:Classrepeat．Partiesmakemenervous．

Ss:Partiesmakemenervous．

T:Nowwhataboutschoolvacations?

Howdoyoufeelaboutthem?

S2:Happy．

T:So,schoolvacationsmakeyouhappy．

S2:Yes．

T:Classrepeat．Schoolvacationsmakemehappy．

Ss:Schoolvacationsmakemehappy．

T:Nowwhataboutgymclass?Howdoyoufeelaboutit?

S3:Excited．

T:Sogymclassmakesyouexcited．

S3:Yes．

StepⅡ1a

Thisactivityintroducesnewvocabularyandprovidesoralpracticeusingthetargetlanguage．

Gothroughtheinstructionsandlookatthetwopictures．Ask,Whocandescribetheinteriorofeachrestaurant?（RockinRestauranthasredwalls,uglypaintingsonthewalls,andloudmusic．TheBlueLagoonhasbluewalls,plants,flowers,andapianoplayer．）Say,Whichrestaurantwouldyourathergoto?Talkaboutitwithyourparter．

Letstudentsworkinpairs,andtelleachotherwhichrestauranttheywouldliketogotoandwhy．Whenstudentswork,goaroundtheclassroomofferinghelpasneeded．Whentheyhavefinishedtalkingtoeachother,calloutseveralpairstosaytheirconversationstotheclass．

Sampleconversation

SA:Whichrestaurantwouldyouliketogoto?

SB:I’dliketogototheBlueLagoon．

SA:Why?

SB:Becausethereareplantsandflowersthere．

StepⅢ1b

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．

Askstudentstoreadtheinstructions．

Lookatthechartandpointoutthetwoheadings:TheRockin’RestaurantandTheBlueLagoon．Lookatthesampleanswer．

Letastudentreadthecompletedsentence,andthensay,Youwillhearthemissingwordsontherecording．Fillintheblankswiththewordsyouhearonthetape．

Playtherecordingthefirsttime．Studentsonlylistencarefully．Playtherecordingagain．Thistimefillinthemissingwords．

Checktheanswerswiththewholeclass．

Answers

TheRockin’Restaurant:sad,tense

TheBlueLagoon:relaxed,sleepy

Tapescript

Girl1:I’mhungry,Amy．

Girl2:SoamI．Whydon’twegetsomethingtoeat?

Girl1:Yeah．Let’sgototheRockin’Restaurant．Ilovetheirhamburgers．

Girl2:Oh,Tina…IhatetheRockin’Restaurant．

Girl1:Why?Thefoodisgreat,isn’tit?

Girl2:Thefood’sfine．Ijustdon’tliketheatmosphere．Thoseawfulpicturesonthewallsmakemesad,andtheloudmusicmakesmetease．

Girl1:OK．Sowheredoyouwanttogo,Amy?

Girl2:Let’sgototheBlueLagoon．Thesoftmusicmakesmerelaxed．

Girl1:Notme．Itmakesmesleepy．

StepⅣ1c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Lookattheexampleinthebox．Inviteapairofstudentstoreadittotheclass．

SA:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

SB:Oh,really?Loudmusicmakesmeenergetic．

SA:Notme!Loudmusicmakesmestressedout．

Gothroughtheinstructionswiththeclass．

Tellstudentstheywillbetalkingabouttheirownopinionswithapartner．LookbackatthechartinActivity16．Makeupaconversationwithapartnerusingwordsfromthechart,suchasawfulpictures,loudmusicandsoftmusic．

Whilestudentsareworkinginpairs,walkaroundtheclassroom,andlistentosomepairs．Ifnecessary,offerlanguagesupport．Thenasksomepairstoactouttheirconversationsinfrontofthewholeclass．

Optionalactivity

Letstudentslookaroundtheclassroom,thinkaboutotherroomsintheschool,andtalkabouthowtheseplacesmakethestudentsfeel．Forexample,whatareyouropinionsaboutthisroom?Astudentmightanswer,Thisroomissunny．Itmakesmehappy．Oraskthem．Whatareyouropinionsaboutallthenoiseinthecafeteria?Astudentmightsay．Allthenoiseinthecafeteriamakesmetense．

Notes:

1．awful——terrible;dreadful

2．energetic——fullofenergy

StepⅤSummary

Inthisclass,we’velearnedsomeimportantwords,suchassad,energetic,stressedout．We’vealsolearnedthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．Oh,really?

Loudmusicmakesmeenergetic．Notme!

Loudmusicmakesmestressedout．

StepⅥHomework

Reviewthetargetlanguage．

StepⅦ　BlackboardDesign

Unit13Rainydaysmakemesad．

SectionA

TheFirstPeriod

Targetlanguage

A:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating．

B:Oh,really?Loudmusicmakesmeenergetic．

A:Notme!Loudmusicmakesmestressedout．

Unit13Rainydaysmakemesad．

TheSecondPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

tense,havefun,angry,cry．

（2）TargetLanguage

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

2．AbilityObjects

（1）Trainstudents’listeningability．

（2）Trainstudents’speakingability．

3．MoralObjects

Enjoyingyourselfisveryimportant．Butnomatterwhathobbiesyouhave,doremembertheymustbegoodforhealthandstudy．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

tense,angry,cry．

2．TargetLanguage

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

3．Structures

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Ⅲ．TeachingDifficultPoints

1．Thetargetlanguage

2．Howtotrainstudents’listeningability．

Ⅳ．TeachingMethods

1．Listeningmethodtoimprovethestudents’listeningability．

2．Pairwork．

Ⅴ．TeachingAid

Ataperecorder

Ⅵ．TeachingProcedures

StepⅠRevision

Checkhomework．InviteapairofstudentstoreadtheconversationinActivity1c．

ThenletsomepairsactouttheirconversationsaccordingtothepicturesinActivity1aandActivity1c．

SA:I’drathergototheRockin’RestaurantbecauseIliketolistentoloudmusicwhileI’meating．

SB:Really?Softmusicmakesmerelaxed．

SA:Notme．Softmusicmakesmesleepy．

StepⅡ2a

Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation．

Lookatthepictures．Ask,Whataretheydoing?Pleaseguess．（InPicture1,twowomenareeatingandsmiling．Maybethefoodisverydelicious．InPicture2,thetwowomenarecrying．Maybetheyareseeingasadmovie．InPicture3,oneofthetwowomenisverytensethatbecauseoftheloudmusic．InPicture4,onewomaniswaitingforthebusorsomeone．Waitingmakesherangry．）

Gothroughtheinstructionswiththeclass．Say,YouwillhearTinaandJohntalkingaboutwhatTinaandAmydidlastnight．ThefourpicturesshowsomethingthatTinadidlastnight．

Pointtotheboxes．Say,Usethenumber1through4toshowtheorderyouhearTinaandJohntalkaboutthesethingsintherecording．Playthetapeforstudents．

Thefirsttime,studentsjustlisten．Playthetapeagain．Thistime,askstudentstonumberthepictureswhentheylisten．

Correcttheanswerswiththeclass．

Answers

Thepicturesshouldbenumberedinthisorder:（down）

3241

Tapescript

Boy:DidyouandAmyhavefunlastnight,Tina?

Girl:Well,John…yesandno．

Boy:WasAmylateasusual．

Girl:Yes,shewas．Andwaitingforhermademeangry．

Boy:Wheredidyougo?

Girl:FirstwewenttotheRockin’Restaurant,butAmydidn’twanttostay．Shesaidthatloudmusicmadehertense．

Boy:That’sfunny．Loudmusicalwaysmakesmewanttodance．

Girl:Metoo．SothenwewenttotheBlue

Lagoon．Itwasquietandthefoodwasgreat．Wehadagoodtime．

Boy:Thendidyougototheconcertatthehighschool?

Girl:No．Wedecidedtogotothemovies．

WesawLoveMeForever．Itwasareallygoodmovie,butitwassosadthatitmadeuscry．

Boy:Sadmoviesdon’tmakemecry．Theyjustmakemewanttoleave!

Girl:Youshouldjustlikemybrother!

StepⅢ2b

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．Gothroughtheinstructionsandpointtothelistofstatements．

Youwillhearthesamerecordingagain．

Thistimelistencarefullytowhateachpersonsays．Putacheckmarkinfrontofthestatementsyouhear．

Lookatthesampleanswer．On．thetapeTinasays,Waitingforhermademeangry,soacheckmarkgoesinfrontofthissentence．Playthetapeagain．Letstudentscheckthesentencestheyhear．

Askstudentstosaythereasonswhytheycheckthem．

Checktheanswerswiththeclass．

Answers

√Waitingforhermademeangry．

√Shesaidthatloudmusicmadehertense．

Loudmusicmakesmehappy．

√Loudmusicalwaysmakesmewanttodance．

√Itwassosaditmadeuscry．

√Sadmoviesdon’tmakemecry．

Theyjustmakemewanttoleave!

Itmademesad．

Step　Ⅳ2c

Thisactivityprovidesoralpracticeusingthetargetlanguage．

Lookatthesampleconversationbetween

TinaandJohn．Inviteapairofstudentstoreadittotheclass．

John:DidyouhavefunwithAmylastnight?

Tina:Well…yesandno．Shewasreallylate．

Gothroughtheinstructionswiththeclass．

GetstudentstomakeupaconversationusinginformationfromActivities2aand2b．Letstudentsworkinpairs．Whiletheyareworking,goaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasnecessary．

Calloutapairofstudentstosaytheirconversationtotheclass．

SA:DidyouhavefunwithLiPinglastnight?

SB:Well…yesandno．Shewaslateagainasusual．

SA:So,waitingforhermadeyouangry．

Wheredidyougo?

SB:Wewenttoasmallrestaurant．Itwasquietandclean．Thefoodwasdelicious．Thesoftmusicmademeveryhappy．

SA:Didyougotoseeamovie?

SB:Yes．WesawLoveMeOnceMore,

Mother．Itwasaverygoodmovie．Itwasalsomovingandsad．Itmadeuscry．

SA:Really?Yousoundjustlikemymother．

StepⅤGrammarFocus

Lookatthegrammarbox．Inviteastudenttoreadthesentencestotheclass．

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

Whilethestudentisreading,writethethreesentencesontheblackboard．Thenask,WhatverbdoyouseeinallthreesentencesintheGrammarFocus?（makeinthepresentandinthepasttense）Letstudentsunderlinetheverbinallthreesentences．Thenunderlinethewordthatcomesrightafterthatverb（me）．Ask,Whatdoesthiswordtellus?（Ittellswhohadthefeeling-me,her,etc．）Circletheendingofeachsentence．Getastudenttocometotheblackboardandpointtothecircledwordsthatareadjectivesandreadthesewordstotheclass（tense,sad）．

Otherstudentsrepeat．Thenletstudentsmakeupsimilarsentenceswiththeverbmakethattalkaboutfeelingsandhaveadjectiveattheend．Writeontheblackboard:

makesme．Letstudentsworkalone．Thenasksomestudentstoreadtheirsentences．

S1:Aquietplacemakesmesleepy．

S2:Loudnoisemakesmetense．

Payattentiontothesentencewithwantingtodanceattheend．Say,Sometimesthereisaphraselikewanttodanceattheendinsteadofanadjective．Forexample,

Loudmusicmakesmewanttoleave,Askstudentstomakeupsentenceswiththefollowingsentencestarters:Longmoviesmakeme．Hotweathermakesme．

Givestudentstwominutestofinishthesentences．Thenasksomestudentstoreadtheirsentences．

S1:Longmoviesmakemewanttoleave．

S2:Longmoviesmakemewanttocry．

S3:Hotweathermakesmewanttogoswimming．

S4:Hotweathermakesmewanttodrinkalotofwater．

Letstudentsmakeupanyothersentenceusingtheverbmaketotalkabouthowthingsaffectthem．

StepⅥSummary

Inthisclass,we’velearnedkeyvocabularytenseandthetargetlanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．

StepⅦHomework

Getstudentstowritesomesentencesaccordingtothetargetlanguage．

StepⅧBlackboardDesign

Unit13Rainydaysmakemesad．

SectionA

TheSecondPeriod

1．Targetlanguage

Loudmusicmakesmetense．

Loudmusicmakesmewanttodance．

Thatmoviemademesad．

2．…makesme…

Longmoviesmakeme…

Hotweathermakesme…

Unit13Rainydaysmakemesad．

TheThirdPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

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

（2）TargetLanguage

Howdoyoufeelaboutpollution?

Itmakesmekindofangry．Howaboutyou?

Itmakesmewanttojoinaclean-upcampaign．

2．AbilityObjects

（1）Trainstudents’integratingskills．

（2）Traintheabilityofexpressingstudents’ownopinions．

3．MoralObject

Inourlives,weshouldexpresswhatwefeelclearly．

Ⅱ．TeachingKeyPoint

Trainstudents’integratingskills．

Ⅲ．TeachingDifficultPoint

Howtoimprovestudents’integratingskills．

Ⅳ．TeachingMethods

1．Fast-readingmethod．

2．Groupworkandpairwork．

Ⅴ．TeachingAids

1．Aprojector．

2．Theblackboard．

Ⅵ．TeachingProcedures

StepⅠRevision

T:Yesterdaywelearnedthetargetlanguage．Thestructureis…makesme…

Nowwhocanmakesentencesusingthestructure?

S1:Lightcoloursmakemerelaxed．

S2:Loudnoisemakesmetense．

S3:Loudmusicmakesmeenergetic．

T:Verygood．

StepⅡ3a

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Showthekeyvocabularywordsonthescreenbyaprojector．

ownern．所有者；业主

scientificadj．科学的

pinkadj．粉红色的

lightingn．照明；照明设备

knowledgen．知识；学问

servev．服务；招待

designv．设计；构思

uncomforableadj．不舒服的；不合意的

campaignn．运动；竞选运动：

endangeredadj．有灭绝危险的；将要绝种的

smokev．吸烟；抽烟

Readthewordsandgetstudentstorepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately．

Pointtothepictureandask,Whatcanyouseeinthepicture?Asksomestudentstodescribethepicture．Offerhelpifnecessary．

（Thewallsarebrightred．Thereisloudmusic．Therearebrightlightsintheceiling．Thepeopleareeatingquickly．Theyaren’ttalkingtoeachother．）

Readtheinstructionsandthequestionsbelowthearticlealoud．Makesurestudentsunderstandwhattodo．Readthetitle“RestaurantScience”andask,Whatdoyouthink“RestaurantScience”means?（Itmeansthestudyofhowtooperatearestaurant．）

Getstudentstoreadthearticleontheirown．Letstudentsunderlineanywordsorphrasestheydon’tunderstand．Gothrougheachwordorphraseandasksomestudentstoexplainwhattheythinkitmeans．Besurestudentsknowwhatthearticleisabout．Askstudentstoreadthearticlealoneagainandanswerthequestions．Havestudentsworkindividually．

Askthreestudentstoanswerthequestionsorallyinclass．Correcttheanswersifnecessary．

Checktheanswerswiththewholeclass．

Answers

1．Redmakesmostpeoplehungry．Itmakesthemeatfaster．

2．Theywantpeopletoeatquicklyandleavesomorepeoplecancomein．

3．Answerswillvary．

Notes

1．owner—personwhoownssomething

2．uncomfortable—notcomfortable;uneasy

StepⅢ3b

Thisactivityprovidesoralpracticeusingthetargetlanguage．Askthreestudentstoreadthesampleconversationintheboxtothewholeclass．

SA:Theseatsareveryhard．Thewhitewallsmakemestressed．

SB:Isitthisclassroom?

SA:No,itisn’t．

SC:Isitahospital?

SA:Yes,that’sright．

Gothroughtheinstructionswiththeclass．

Say,Firsttakeafewminutestothinkofaplaceandhowyouwilldescribeit．Youcanwritedownsomewordsthatdescribetheplace．

Getstudenttoworkingroupsoffourorfive．Eachstudentsdescribesaplaceandothersinthegrouptrytoguessit．Whilestudentsaredoingtheirwork,walkaroundtheclassroomcheckingtheirprogressandofferinghelpifnecessary．Attheendofthegroupwork,havesomestudentssaytheirdescriptionstotheclassandseehowquicklytheotherstudentscanguesswhattheplaceis．Givestudentsasampleconversation．

SA:Therearealotofpeopleeveryday．

Theloudnoisemakesmetense．

SB:Isitamall?

SA:No,itisn’t．

SC:Isitasupermarket?

SA:No,itisn’t．

SD:Isitamarket?

SA:Yes,you’reright．

StepIVPart4

Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage．

Askagoodstudenttotellstudentshowhe/shefeelsaboutpollution．Forexample,Ihatepollution．Loudnoisemakesmetense．Smokingmakesmeveryangry．

Endangeredanimalsmakemesad．Ithinkpollutionisveryterrible．

Getstudentstoreadtheinstructionsbythemselves．Havestudentscompletetheworkingroupsofthree．Astheywork,goaroundtheclassroomofferinghelpasneeded．

Reviewthetask．Askafewstudentstosharetheresultsoftheirsurveys．

Sampleanswers

Howdoyoufeelabout…YouLiPingZhaoQiang

Pollutionangryangryangry

heavytrafficworriedtenseangry

loudnoisetenseenergeticwanttoleave

Endangeredanimalssadcryangry

Smokingangrywanttoleaveuncomfortable

peoplewhokeepyouwaitingangryworriedangry

StepⅤSummary

Inthisclass,we’velearnedsomekeyvocabularywordssuchasowner,scientific,knowledge,uncomfortable．We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage．

StepⅥHomework

1．Finishofftheexercisesonpages53～55oftheworkbook．

2．Askstudentstochoosesomeplacestheyknowandtalkabouthowtheyfeelabouttheplaces．

StepⅦBlackboardDesign

Unit13Rainydaysmakemesad．

SectionA

TheThirdPeriod

Targetlanguage

A：Howdoyoufeelaboutpollution?

B:Itmakesmekindofangry．Howaboutyou?

A:Itmakesmewanttojoinaclean-upcampaign．

Unit13Rainydaysmakemesad．

TheFourthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

mysterious,shiny,silky,skin,cream,toothpaste,keepout

（2）TargetLanguage

HaveyoueverhadaTwistyTreat?

Yeah．Anditmademesick．

2．AbilityObjects

（1）Trainstudents’speakingandlisteningability．

（2）Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation．

（3）Trainstudents’abilitytousethetargetlanguage．

3．MoralObject

Notallthemostexpensivethingsarethebestones．Sometimesweshouldn’tbelieveallofads．

Ⅱ．TeachingKeyPoints

1．KeyVocabulary

mysterious,shiny,silky,skin,keepout

2．TargetLanguage

HaveyoueverhadaTwistyTreat?

Yeah．Anditmademesick．

Ⅲ．TeachingDifficultPoints

1．Howtotrainstudents’speakingandlisteningability．

2．Howtousethetargetlanguage．

Ⅳ．TeachingMethods

1．Listeningmethod

2．Groupworktomakeeverystudentworksinclass．

Ⅴ．TeachingAids

1．Ataperecorder

2．Theblackboard

Ⅵ．TeachingProcedures

StepⅠRevision

Checkhomework．Getsomepairstoactouttheirconversationsabouthowtheyfeelaboutaplace,Collecttheirconversationsandhelpstudentscorrectanymistakes．

StepⅡ1a

Thisactivityintroducesnewvocabulary．

Payattentiontothefourpictures．Ask,

Whocantellmewhateachthingis?Getastudenttoanswer．Repeatthenameofeachproductandlettheclassrepeat（soap,shampoo,toothpaste,andsunglasses）．Lookatthefourslogans．Haveastudentreadeachonetotheclassandmakesurestudentscanguesswhatitmeans．Ifthestudentscan’tguess,explainthemeaningtothem．（Whiterthanwhitemeansthatsomethinghasavery,verywhitecolor．Ifapersonhasthatmysteriouslook,itmeansthatthepersonlooksinterestingandunusual．It’sdifficulttoknowwhatamysteriouspersonisthinking．Theshiniesthairmeansthattheperson’shairwilllookverybrightandhavelotsoflightinit．silkyskinmeansthattheperson’sskinissoftandnicetotouch．）Gothroughtheinstructionswiththeclass．Askthemtowritethenumberofeachslogan,withthecorrectpicture．

Checktheanswerswiththeclass．

Answers

Thephotosshouldbenumberedinthefollowingorder:4312

Notes

1．slogan——strikingandeasilyrememberedphraseusedtoadvertisesth．

2．mysterious--fullofmystery

Step　Ⅲ1b

Thisactivityhelpsstudentsapplytheideasintheunittotheirlivesoutsidetheclassroom．

Gothroughtheinstructionswiththeclass．

Makesurestudentsknowwhattodo．Getstudentstomakelistsindividually．Asksomestudentstoreadtheirliststotheclass．Haveotherstudentsputuptheirhandsiftheyhavethesameitemontheirownlists．

Threeproductsstudentslike

computer（26）

jacket（20）

watch（35）

Threeproductsstudentsdon’tlike

fastfood（8）

coat（32）

sciencebook（23）

StepⅣ2a

Thisactivityprovideslisteningpracticewiththetargetlanguageandintroducenewvocabulary．

Gothroughtheinstructionsandmakesurestudentsunderstandwhattodo．Nowyouwillhearaboutsomemoreproductsandwhatpeoplethinkofthem．WriteYesinfrontoftheproductifthepersonlikesit．

WriteNoinfrontoftheproductifthepersondoesn’tlikeit．

Readoutthenameofeachproduct．Getstudentstorepeatit．Listentotheconversationandfinishthetask．

Playthetapethefirsttime．Thistimestudentsonlylisten．Playthetapeagain．

LetstudentswriteYesorNoinfrontofeachproducttoshowwhetherornotthepeopleonthetapelikedit．

Checktheanswers．

Answers

1．No2．No3．Yes4．No

Tapescript

Girl1:Wow!LookatthisadforEasyCareShampoo．Fortheshiniesthairever．

Boy:Ican’tstandadslikethat!Theymakemereallymad．

Girl1:Why?

Boy:Theymakeyouthinkthatyoucanlooklikethepersoninthead．ButIboughtthatshampooanditdidn’twork．

Girl2:Iagree．Lookatthisone．LookoutSunglasses．Forthatmysteriouslook．I’llbettheydon’tevenkeepoutthesun．

Boy:Andwhataboutthisone!BeautyCream--thesilkyskinsoap．

Girl2:Waitaminute!ItriedBeautyCreamanditworksreallywell．Itmakesyourskinreallyseft．HaveyouevertriedStarshineToothpaste?

Girl1:Oh,youmeanwhiterthanwhite?

Yeah,Itrieditandittastesterrible．I’dneveruseit．

Boy:Iguessyoushouldn’tbelieveeverythingyouread．

StepⅤ2b

Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage．

Gothroughtheinstructionswiththewholeclass．LookbackatthetwolistsinActivity2a．Getstudentstoputuptheirhandsiftheydon’tunderstandANYofthewords．Ifnecessary,explainnewvocabulary．Readeachitemtotheclass．Lookatthesampleanswerandinviteastudenttoreadthematchingpartstotheclass．

EasyCareShampoo--Itdidn’twork．

Tellstudentshowtodothetask．Drawalinefromeachproducttothesentencethatdescribesthatproduct．Now,listentothetape．Youwillhearthesamerecordingagain．Thistimelistencarefullyanddrawlinestomatchupitemsinthetwolists．

playtherecordingagain．Letstudentsdrawlinesindividuallyintheirbooks．

Checktheanswerswiththeclass．

Answers

1．d2．c3．b4．a

StepⅥ2c

Thisactivityprovidesguidedoralpracticeusingthetargetlanguage．Readtheinstructionsforthisactivityaloudtotheclass．

GetstudentstolookbackatthelistofproductstheymadeforActivitylb．Inviteastudenttoreadhis/herliststotheclass．

Threeproductshe/shelikes

computer

jacket

watch

Threeproductshe/shedoesn’tlike

fastfood

coat

sciencebook

Lookattheexampleinthebox．Letapairofstudentsreadtheconversationtotheclass．

SA:HaveyoueverhadaTwistyTreat?

SB:Yeah．Anditmademesick．

Nowworkwithyourpartner．Makeupconversationslikethisone,usingtheproductsonthelistyoumadeforActivity1b．

Askstudentstoworkinpairs．Whiletheyareworking,walkaroundtheclassroomofferinghelpasneeded．

Calloutseveralpairstogivetheirconversationstotheclass．

Conversation1

SA:Haveyoueverhadacomputer?

SB:Yeah．Anditmademeexcited．

Conversation2

SA:Haveyouevereatenfastfood?

SB:Yeah．Anditmademeuncomfortable．

StepⅦSummary

Inthisclass,we’velearnedsomekeyvocabulary,suchasmysterious,shiny,silky,skin,keepout．We’vealsolearnedthetargetlanguageHaveyoueverhadaTwistyTreat?Yeah．Anditmademesickbylisteningandspeaking．

StepⅧHomework

Talkaboutsomeproductsusingsomewordsinthisclass,andwritedowntheconversations．

StepⅨBlackboardDesign

Unit13Rainydaysmakemesad．

SectionB

TheFourthPeriod

1．Targetlanguage

A:HaveyoueverhadaTwistyTreat？

B:Yeah．Anditmademesick．

2．Threeproductsstudentslike

computer（26）

jacket（20）

watch（35）

Threeproductsstudentsdon’tlike

fastfood（8）

coat（32）

sciencebook（23）

Unit13Rainydaysmakemesad．

TheFifthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）KeyVocabulary

aimat,useful,forinstance,product,careful,plane

（2）Practisereadinganarticle．

（3）Practisewritingsomethingusingthetargetlanguage．

2．AbilityObjects

（1）Improvestudents’integratingskills—readingskillandwritingskill．

（2）Improvestudents’speakingabilitybydiscussion．

3．MoralObject

Weareinchargeofourattitudeandwecandoeverythingwell．

Ⅱ．TeachingKeyPoint

Practisereadingandwritingusingthetargetlanguage．

Ⅲ．TeachingDifficultPoint

1．Howtoimprovestudents’readingability．

2．Howtoimprovestudents’speakingabilitybydiscussion．

Ⅳ．TeachingMethods

1．Readingmethodtoimprovestudents’readingability．

2．Discussionmethodtoimprovestudents’speakingability．

3．Pairworktomakeeverystudentworkinclass．

Ⅴ．TeachingAids

1．Aprojetor

2．Theblackboard

Ⅵ．TeachingProcedures

StepⅠRevision

Revisethetargetlanguagepresentedinthisunit．Checkhomework．Getsomepairstoreadouttheirconversations．

（1）SA:Haveyoueverhadajacket?

SB:Yeah．Anditmademebeautiful．

（2）SA:Haveyoueverbadasciencebook?

SB:Yeah．Anditmademetense．

StepⅡ3a

Thisactivityprovidesreadingpracticeusingthetargetlanguage．

Teachthenewwords．Showthenewwordsonthescreenbyaprojector．

aimu．瞄准；打算

aimat瞄准；针对

speciallyadv．特别地；专门地

usefuladj．有用的；有益的

instancen．例子；实例

forinstance例如；比如

productn．产品；制品

confusev．混淆；辨不清；使困惑

misleadv．把……引错方向；给……带错路

carefuladj．小心的；仔细的

leadv引导；致使；领导

planen．飞机

Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently．

Lookatthearticle．Letastudentreadthearticlealoudtotheclass．Correctanypronunciationerrorstomakesurethestudentitprovidingagoodmodelfortherestoftheclass．

Readtheinstructionstotheclass．What’sthearticleabout?Doyouagreewithit?

Getstudentstoreadthearticleagainandanswerthetwoquestions．Getstudentstodotheworkindividuallyorinpairs．

Whiletheyareworking,goaroundtheclassroomofferinghelpasneeded．

Checktheanswerswiththewholeclass．

Elicitexamplesgiveninthearticlefortheadvantagesanddisadvantages．

Answers

Thearticleisaboutadvantagesanddisadvantagesofads．

Advantagesofads:helpyoucomparedifferentproducts;helpyousavemoney．

Disadvantagesofads:makeourcitiesandcountrysidelookugly;adscanbeconfusingormisleading;canleadyoutobuysomethingyoudon’tneed．

Notes

1．prosandcons-theargumentsforandagainst

2．forinstance-forexample

3．sales-theofferingofgoodsatlowpricesforaperiod

4．confuse-putintodisorder;mixupinthemind

5．mislead-leadwrongly;causetobeordowrong

6．attimes-fromtimetotime;nowandthen;occasionally

StepⅢ3b

Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage．

Gothroughtheinstructionswiththeclass．Getastudenttoread‘thesentencesatthebeginningoftheparagraphtotheclass．TellstudentstheyshouldlookbackatActivity2aandcompletethearticle,usingtheinformationabouttwoorthreeproductsinActivity2a．Havestudentsfinishthearticleindividually．Whiletheyareworking,walkaroundtheclassroomofferinghelpandansweringquestionsasnecessary．Whentheyfinish,getastudenttoreadhis/hercompletedarticletotheclass．

Asamplearticle:

Someadvertisementstellthetruthandsomedon’t．Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever．Butmyfriendtrieditanditdidn’twork．Itmademyfriendreallymad．Afewdaysago,ItriedStarshineToothpaste．Butitwasn’twhiterthanwhite．Ittastedterrible．I’dneveruseit．

YesterdaymysistertriedBeautyCreamanditworkedverywell．Shesaiditmadeherskinverysoft．SoI’lltryittomorrow．Now,doyouthinkitisrightnottobelieveeverythingweread?

Nowwritethearticleontheblackboardasanexample．

StepⅣ3c

Thisactivityprovideswritingpracticeusingthetargetlanguage．Gothroughtheinstructionswiththeclass．Askstudents,

Doyouknowwhatthewordsloganmeans?

Forexample,fortheshiniesthaireveristhesloganofEasyCareShampoo．Helpstudentsanswerthequestion．TellthemtheChinesemeaningifnecessarytomakesuretheyunderstandthemeaning．

Havestudentsmakealistoftheirfavoriteproducts,thentrywritingaslogantogowitheachproduct．Tellstudentshowtodothiswork．Firstaskastudenttonameafavoriteproduct．Thenletstudentssuggestavarietyofpossiblesloganstogowithit．Andthencrossouttheonesthatdon’ttellthetruth．

Askstudentstoworkingroupsoffour．

Whentheystarttowrite,walkaroundtheclassroomofferinghelpasnecessary．Reviseasmanystudents’workaspossiblewhilemovingaroundtheclassroom．

Letsomestudentstoreadtheirsloganstotheclass．

StepⅤPart4

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．

Lookatthethreepictures．Ask,Whatcanyouseeinthepictures?

（InPicture1,wecanseeamanjumpedoutofaplane．InPicture2,wecanseealotofsmoke．Theairispolluted．InPicture3,somemenareridinghorses．）

Gothroughtheinstructionswiththeclass．Lookattheexampleinthebox．

Getapairofstudentstoreadtheconversationtotheclass．

SA:Iwouldlovetojumpoutofaplane!

SB:Notme．Thispicturemakesmefeeltense!

Discussthethreepicturesinpairs．Astheywork,goaroundtheclassroomofferinghelpasneeded．Haveseveralpairssaytheirconversationstotheclass．

Sampleconversations

SA:Thereisalotofsmokeinthepicture．

SB:Yeah．Itmakesmefeeluncomfortable．

SA:Iwouldlovetorideahorse．

SA:Notme．Thepicturemakesmetense．

StepⅥSummary

Inthisclass,we’vedonemuchpracticereadingandwritingaswellasspeaking．

StepⅦHomework

1．ReadthearticleinActivity3aagain．

2．CompletethearticleinActivity3b．

StepⅧBlackboardDesign

Unit13Rainydaysmakemesad．

SectionB

TheFifthPeriod

AsampleanswertoActivity3b:

Someadvertisementstellthetruthandsomedon’t．Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever．Butmyfriendtrieditanditdidn’twork．Itmademyfriendrealtymad．Afewdaysago,ItriedStarshineToothpaste．Butitwasn’twhiterthanwhite．Ittastedterrible．I’dneveruseit．

YesterdaymysistertriedBeautyCreamanditworkedverywell．Shesaiditmadeherskinverysoft．SoI’lltryittomorrow．

Now,doyouthinkitistightnottobelieveeverythingweread?

Unit13Rainydaysmakemesad．

TheSixthPeriod

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

（1）Fillinblanksandmakesentencesusinglist,lead,compare,keepout,taste．

（2）Finishthetableaccordingtothediary．

2．AbilityObject

Trainstudents’writingability．

3．MoralObjects

Weshouldbelieveinothers．Weshouldn’tbeselfish．

Ⅱ．TeachingKeyPoints

1．Fillinblanksandmakesentences．

2．Finishthetable．

Ⅲ．TeachingDifficultPoint

Makesentencesusinglist,lead,compare,keepout,taste．

Ⅳ．TeachingMethods

1．Teachingbyexplanation．

2．Speakingmethod

Ⅴ．TeachingAids

1．Aprojector．

2．Theblackboard．

Ⅵ．TeachingProcedures

StepⅠRevision

Checkhomework．Getafewstudentstoreadthearticlein3a．Thenhaveastudentreadhisownarticle．

StepⅡPart1

Thisactivityfocusesonvocabularyintroducedintheunit．

Lookatthewordsinthebox．Getastudenttoreadthem．Makesurethestudentsunderstandthemeaningsofthewords．

Pleasefillintheblankswiththewords．

Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement．

Getstudentstofillintheblanksontheirown．

Checktheanswers．Fivestudentseachreadasentence,fillingintheblanks．Therestofthestudentschecktheiranswers．Showtheanswersonthescreenbyaprojector．

1．Ineedanewjacket．Thisonedoesn’tkeepoutthecold．

2．Customerssaythefoodattherestauranttastesterrible．

3．Whenpricesarelisted,youcangotothestorewiththelowestprice．

4．WorkinghardatEnglishcanleadtoagoodjob．

5．Waitbeforeyoubuythatwatch．Let’scomparepricesinanotherstore．

Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthat

aremeaningful．Walkaroundtheclassroom．

Collectafewstudents’answerswithmistakesontheblackboard．Thenhelpstudentscorrectthemistakes．

Sampleanswers

1．Don’tforgettolisthisname．

2．AllroadsleadtoRome．

3．Let’scompareyourtranslationswiththemodeltranslationontheblackboard．

4．It’sverywindy．Pleaseshutthewindowandkeepoutthecold．

5．Lookatthebread．Ittastessweet．

StepⅢPart2

Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage．

Gothroughtheinstructionsforthisactivitywiththeclass．

Getastudenttoreadthediaryaloud．

Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass．Havestudentsreadthediaryagain．Thenaskstudentstodotheworkinpairs．Whentheywork,walkaroundtheclassroomprovidinghelpifnecessary．

Checktheanswerswiththewholeclass．

Answers

sadangryannoyedsurprised

Earlymorningmid-morningLate-morningLunchtime

Notes

1．homehereisanadverb,meansat,inortoone’shomeorcountry．

2．annoy——makeratherangry（esp．inpassive）,forexample,beannoyedwithsb．

Step　Ⅳ

Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage．

Asktwostudentstoreadtheconversationaloud．

SA:Theymakemescared．

SB:Really?Theymakemehungry．

Getallthestudentstoreadtheconversationagain．Ask,Whatmakesthecartoonfunny?Helpstudentstoexplain．Thesecondfishisintelligentenoughtotakethebaitfromthehookwithoutgettingcaught．

Getsomepairsofstudentstopresentthisconversationtotherestoftheclass．

Note

scared——frightened

StepⅤSummaryandHomework

Inthisclass,we’redonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit．

Afterclass,pleasemakesentenceswiththewordsinActivityIinyourexercisebooks．Thenfinishofftheexercisesonpages55～56oftheworkbook．

StepⅥBlackboardDesign

Unit13Rainydaysmakemesad．

Selfcheck

TheSixthPeriod

SampleanswerstoActivity1:

1．Don’tforgettolisthisname．

2．AllroadsleadtoRome．

3．Let’scompareyourtranslationswiththemodeltranslationontheblackboard,

4．It’sverywindy．Pleaseshutthewindowandkeepoutthecold．

5．Lookatthebread．Ittastessweet．

Unit13Rainydaysmakemesad．

TheSeventhPeriod

Reading:Theartofgiving

Ⅰ．TeachingAimsandDemands

1．KnowledgeObjects

KeyVocabulary

weddinganniversary,vase,host,hostess,feminine,proper,acceptable,embarrass,let’ssay,aheadoftime

Text:Theartofgiving

2．AbilityObjects

Fast-readingtogetageneralideaofthetext．

Careful-readingtogetthedetailedinformationinthetext．

Learnthewordsandphrasesfromthecontext．

3．MoralObject

Givingagiftisanart．Moneyisoneofthegiftswecangiveothers．Butwemustknowmoneyisnoteverything．Soonlywhenitispropercanwegivesomeonemoneyasagift．

Ⅱ．TeachingKeyPoints

Keyvocabulary

Trainstudents’readingability．

Ⅲ．TeachingDifficultPoint

Trainstudents’readingandwritingskills．

Ⅳ．TeachingMethods

Fast-readingtoimprovestudents’readingability．

Careful-readingtogetthedetailedinformation．

Pairworkandgroupwork

Ⅴ．TeachingAid

Aprojector．

Ⅵ．TeachingProcedures

StepⅠKeyVocabulary

Thisactivityintroducesthekeyvocabularywords．Showthefollowingvocabularyonthescreenbyaprojector．

Weddingn．婚礼；结婚

anniversaryn．周年纪念；周年纪念日

co-workern．同事；合作者

let’ssay比如说（用作插入语）

orangeadj．n．橙黄色（的）；橘黄色（的）

vasen．花瓶

hostn．主人；房东

hostessn．女主人；女房东

aheadadj＆adv．在前；向前；提前

aheadoftime提早

arrangev．整理；布置；排列

feminineadj．女性的；女子气的

considerv．考虑；细想

properadj．适宜的；合适的

acceptableadj．可接受的；合意的

traditionn．传统；惯例

cheaplyadv．廉价地；便宜地

vouchern．（代替现金的）票券；收据；凭单

embarrassv．使窘迫；使尴尬

breakern．打破者；破坏者

containern．容器（如盒、箱、罐等）

qualityn．品质；品德

Readthewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately．

StepⅡPart1

Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading．

Lookatthepicture．Ask,What’shappeninginthepicture?Letstudentsdescribethepicture．

ReadthetitleTheartofgivingaloud．Getthestudentstopredictwhattheythinkthearticleisabout,basedonthetitleandthepicture．GetstudentstofinishTask1．Butdon’tlookatthereadingtext．Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions．Asstudentswork,movearound,lookingattheirprogress．

Whenmoststudentscompletethetask,getstudentstoanswerthequestionswithaparter．Elicitanswersfromthestudents．Askifotherstudentshavethesameordifferentanswers．Donotgivethecorrectanswerstothestudentsatthispoint．Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly．Answerswillvary．

StepⅢPart2

Thisactivityencouragesstudentstoreadforthemainidea．

Readtheinstructionsaloudtotheclass．

Getstudentsintogroupsoffour．Letthemreadth4textquickly,theneachgroupsummarizesoneparagraphintheirownwords．Astheyaredoingthis,goaroundtheclassroomtomakesuretheydiscussthequestionsinEnglish．Invitefourstudentstoreporttheiranswers．

Sampleanswers

Paragraph1Givingandreceivinggiftsisn’teasy．

Paragraph2Somegifts,suchasflowersandplants,areusuallywelcome．

Paragraph3Givingmoneymaybeagoodgiftbutmayhaveproblems．

Paragraph4Followahost’ssuggestionoryoumayberude．

Notes

1．feminine—of,like,suitablefor,women

2．giftvoucher—suppliedwithsomearticles（egpetrol,cigarettes）,tobeexchangedforgifts

3．embarrass—maketofeelawkwardorashamed

StepⅣPart3

Thisactivityencouragesstudentstousethestrategyofreadingincontext．

Lookbackatthestoryandfindoutthewordsandexpressionsindicatedinbold．

Letstudentsguessthemeaning．Don’tgivethemthecorrectanswers．Getstudentstoreadthearticleonce．Say,Payattentiontotheboldwordsandexpressions．Andnoteanyotherwordorsentenceyoudon’tunderstand．Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem．Letstudentsreadthearticleagainforcomprehension．

Askastudenttoreadtheinstructionsaloudtotheclass．Andletstudentslookattheexample．Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions．Remindstudentstolookatthestoryagainforextrahelp．Givethemoneortwominutestodothework．

Checktheanswers．

Answers

Let’ssayd;vaseb;aheadoftimee;femininea;properc;acceptablef．

Getstudentstomakesentenceswiththewordsandexpressions．Answerstothisactivitywillvary．Thenaskastudenttowritehisanswersontheblackboard．

Helpcorrectanymistakes．

Sampleanswers

1．Ilikenewthings．Let’ssaythecomputerismyfavoriteone．

2．Thereisabeautifulvaseonthetable．

3．Youcancomehereaheadoftime,butneverbelate．

4．Iheardhisfemininevoice．

5．Heisn’tthepropermantodothework．

6．Ifthisadviceisacceptabletoyou,acceptit．

StepⅤPart4

Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas．

Readtheinstructionsaloudtotheclass．

Elicitthefirstanswerfromthestudentsfrommemory．Makesurethattheyunderstandwhattheyneedtodo．

Letstudentscompletethesentencesindividuallyorinpairs．Astheywork,movearoundtheclassroomofferinghelpasnecessary．

Checktheanswerswiththeclass．

Sampleanswers

1．thepersonmaynotlikethem

2．giveavasetoo

3．embarrassguestsandbethoughtrude

4．togivemoney

5．it’spartofatraditionsuchasChineseNewYear

StepⅥPart5

Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread．

Gothroughtheinstructionswiththestudents．Letstudentsdothetaskinsmallgroups．Helpstudentsthinkofdifferentoccasionsforgiftgivingsuchasholidays,birthdays,weddingsandbirths．

Checktheanswers．Letstudentssharetheiranswerswiththeclass．

Answerswillvary．

Optionalactivity

Asanoptionalin-classorhomeworkactivity,askstudentstomakealistofthingsthatareconsideredunluckygifts,suchasaknifeandaclock．

StepⅦSummary

Inthisclass,we’vepractisedalotofreadingandwriting．

StepⅧHomework

1．Readthestoryinactivity2againforfurthercomprehension．

2．Revisethetargetlanguageinthisunit．

Step9．BlackboardDesign

Reading:Theartofgiving．

TheSeventhPeriod

SampleanswerstoActivity3

1．Ilikenewthings．Let’ssaythecomputerismyfavoriteone．

2．Thereisabeautifulvaseonthetable．

3．Youcancomehereaheadoftime,butneverbelate．

4．Iheardhisfemininevoice．

5．Heisn’tthepropermantodothework．

6．Ifthisadviceisacceptabletoyou,acceptit．

Unit13Rainydaysmakemesad教案

为了促进学生掌握上课知识点，老师需要提前准备教案，大家正在计划自己的教案课件了。只有规划好教案课件计划，这样我们接下来的工作才会更加好！有哪些好的范文适合教案课件的？急您所急，小编为朋友们了收集和编辑了“Unit13Rainydaysmakemesad教案”，欢迎大家阅读，希望对大家有所帮助。

Unit13Rainydaysmakemesad教案

SectionA1a—2cofUnit13

Ⅱ.Date:

Ⅲ.Teachers’words:（practicemakesperfect）.

Ⅳ.LearningAims:

1.Masterthewordsandphrasesinthispart.

2.Canunderstandthelistening…

Focalanddifficultpoints:Learntotalkabouthowthingsaffectyou

Ⅴ.LearningSteps:

step1Leannewwordsandtranslate

泄湖科学的（名词）粉红色的

光线坚硬的服务公平的

运动濒临灭绝的标语

神秘的有光泽的皮肤

产品前景

美貌使留在外面

Step2Finish1aLookatthepictureandtalkabout

“whichwouldyouliketogoto?why?”

Step3Finish1bListentwiceandfillinblankes,thencheck

Step4Finish1c1)Readthedialogueandtranslate.2)Talkaboutinpairs

Step5Explain

1.make的用法

1)make+宾语+宾语补足语

形容词做宾语补足语，表示宾语的特点,性质，状态等。Makesb+形容词

使他忧伤使她紧张

使他们放松使我们困倦

使我不舒服

2)动词不定式做宾语补足语，表示宾语发出的动作，注意to要省略。

Makesbdosth

高亢的音乐使我想跳舞

忧伤的歌使我们想哭

她使婴儿停止哭叫

3)变成被动语态，to要还原，把上面三句变成被动语态

1）

2）

3）

4)makesbsth,makesb+过去分词

经历把他磨练成一个男子汉

我们选他当小组长

我讲英语不能使人听懂

他无法使别人听到他说话

2.wouldratherdosththandosth

=prefertodo……ratherthando……

这位老人宁愿独自居住也不愿和他们一起住

我宁愿在呆在家里也不愿逛商场

他不愿听摇滚乐

()Iwouldprefertospendtheweekendathomeshopping.

A.togoB.togoC.nottogoD.ratherthango

3.so---that------;such---that---的用法

1）他个子这么高，能够着树上的苹果

2）他有那么多朋友，他每天都很高兴

3)他有如此少的钱，买不起小车

Step5Finish2a1)Listenandnumberthepicture

2)Check

Step6Finish2b1)Readbythemselves

2)Listenandcheck

Step7Finish2c1)Readandpracticeinpairs,

2)thencheck

Step8当堂训练

1.Thereisno(science)basisforsuchpolicies.

2.He’dratherhere

A.stayingB.tostayC.staysD.stay

3.我们必须保持教室干净

4.Iwasmade-(repeat)it.

5.Usuallysoftcolorsmakepeople(relax)

6.Whatmakeyouso(happy)?

7.Somepeoplethinkadsmakeourcitiesugly

A.tolookB.lookC.looksD.look

8.Wforhimsolongmadeusangry.

9.Theafilmmakeeveryoneafraid.

10.Rainydaysmakemeu.

11.Iwouldratherathomethan.

A.stay;gooutB.tostay;togooutC.tostay;gooutD.stay;togoout

12.Hewastiredhecouldgotoworking.

A.too;toB.such;thatC.so;thatD.too;that

请写出你的感悟。

SectionA3a—3cofUnit13

Ⅱ.Date

Ⅲ.Teachers’words:Knowledgeisatreasure,butpractiseisthekeytoit.

知识一是一座宝库，而实践就是开启宝库大门的钥匙

Ⅳ.LearningAims:1.Masterthewordsandphrasesinthissection.

2.Masterthelanguagepointsofthissection.

Ⅴ.LearningSteps

Step1.RevisionRevisethekeypointsoflastclass.

Step2.Wordsandphrasesspellingofthissection.

1.science（形容词）2.so(同义词)3.hard(副词)

4.serve(现在分词)5.fair(反义词)6.endanger(形容词)

7.own（名词）8.pollute（名词）

Step3.Readthearticlebyyourselvesandgetthemainideas.

Step4.Keypointspresentation.

1.Restaurantownershavetoknowhowtomakefood.

owner的意思是“物主，所有人”，是名词。该词往往和定冠词the连用。

谁是这个花园的主人？

[联想]动词own表示“拥有”。谁拥有这座花园？

他过去曾经拥有一座大房子。

2.Herearesomethingstheyhavelearnedfromscientificstudies

[分析]这是一个倒装句，正常语序为Somethingstheyhavelearnedfromscientific

studiesarehere.当句子的某一成分提前构成倒装句时，若主语是代词，保留主谓语序。若主语是名词，要构成完全倒装。

—Whereismybook?—它在这儿

这儿有你一封信。

3.Mangfastfoodrestaurants,therefore,haveredfurnitureorwalls.otherhand.

therefore是副词，意为“因此，所以，结果”理句中做插入语，同义词为so,then.其中therefore最正式，常用于精密的逻辑思维，而so,then用于口语。Therefore用于句中时，表示语气上的停顿，前后用逗号隔开，和and连用时，不用逗号。我对日本不熟悉，所以我不能告诉你太多。

4.Peoplewhokeepyouwaiting.

“keep……doing”句型中doing说明宾语发生的动作在进行中或处于某种状态。

为什么让我在这儿等这么长时间？

[联想]keep后跟复合宾语时，宾语补足语可由现在分词，形容词，副词，介词短语充当。

1)她把卧室保持得干净整洁

2)你最好离火远点儿。

3)雨天让他在家待了三天。

Step6当堂练习

Ⅰ.单项选择

（）1.It’sclearit’sgoingtorain.

A.thatB.whichC.whenD.what

（）2.Don’tkeepyourchildsolong.

A.waitB.waitsC.waitingD.towait

（）3.Sinceyou’reill,whynothaveatelephonetoyourparents?

A.giveB.givenC.togiveD.giving

（）4.HehadleftIcouldsayhellotohim.

A.beforeB.whenC.afterD.until

（）5.hewasill,hedidn’tcometoschool.

A.Because;/B.Though;/C.Though;butD.Because;so

Ⅱ.用所给单词的正确形式填空。

1.(miss)theearlybusmakesherannoyed.

2.It’sbeenrainingfortwodaysandthe(rain)weathermakesmeuncomfortable.

3.Ownersoffastrestaurantsusemanyways(make)customers(eat)faster.

4.Thishotel(design)tomakepeoplefeelathome.

5.Shewantedtolearnhow(make)mooncakes.

III.根据汉语完成句子。

1.因为顾客呆的时间不长，小餐馆每天就能招待更多的顾客。

Becausecustomersverylong,smallrestaurantscanpeopleeveryday.

2.很多餐馆，特别是快餐店，运用这一知识使顾客吃的更快。

Manyrestaurants,fastfoodrestaurantsthispeople

.

SectionB(1a-2c)ofUnit13

Date:_________

Teachers’words:Truefriendshiplastforever.

Learningaims:1.Masterthewordsandphrasesandgrammarpoints.

2.Talkabouttheusageoftheword“make”

Learningsteps:

Step1matchthepicturesandcheckthendo1b.

Step2Listeningpractice.

1.2a.Listenandcircle“Yes”or“No”..Then,checktheanswers.

2.Listenagain,drawlinestomatch.

Listenagain,andchecktheanswers.

Step3Pairwork.

Roleplaytheconversationabouttheproductsyoulikeoryoudon’tlike.

Step4:精讲精练。

1.Ittastesterrible.它尝起来很糟。

▲taste+形容词，学起来有……的味道

Thecaketastessweet这蛋糕尝起来很甜。

Thesepumpkinstastegood.这些南瓜尝起来很好。

tasten.haveataste尝一尝

Wouldyouliketohaveataste?你想尝一尝吗？

[拓展]taste作动词用时，属于系动词，后跟形容词作表语。类似的系动词用look（看起来），sound（听起来），smell（闻起来），get,turn,become（变得）等。如：

Hismotherlooksyoung.他妈妈看起来很年轻。

Thetreesturngreeninspring.春天树木变绿。

2.Itdidn’twork它不起作用.

▲Workv.工作，用功

Theyworkfrommorningtillnight.他们从早工作到晚。

v.（机器等）运作Thebrakedidn’twork.刹车失灵。

v.（药物）失效Themedicineworkedlikemagic.那药有奇效。

v.运用Doyouknowhowtoworkthismachine?你知道如何使用这台机器吗？

v.工作，劳动，用功，是不可数名词，其前不可加a,many,one,two等词，但可以说apieceofwork,somework.muchwork等！

n.作品，著作Ireadyourlatestwork.我读了你最近的著作。

Step5:Fitting.

一、.单项选择

()1.Theairpollutionmakesmanypeoplefeel.

A.happyB.sickC.badD.good

()2.ThewatchIboughtlastweekdoesn’tworkwell.SoIhavetohaveitrepairedthisafternoon.（选出可代替画线部分的选项）

A.doB.walkC.windD.run

()3.Iloveloudmusic,itmakesme.

A.tenseB.sadC.happyD.tiring

()4.Themoviemademydaughterlastnight.

A.tocryB.cryC.cryingD.cried

()5.Allthestudentsjointheclean-upcampaign.

A.madeB.aremadetoC.weremadeD.made

()6.—Didyouenjoyyourselfwithyourboyfriendlastnight?

—Well…….Hewasreallylate.

A.wonderfulB.Idon’tknowC.sooneroflaterD.yesandno

()7.Steve’smotherisagoodcookandsheknowstomakefood.

A.whatB.howC.whyD.when

（）8.Itissaidthatredcanmakepeople.

A.getangryB.feelsadC.eatfasterD.bepeaceful

（）9.Weshouldourcountrywhenwegrowup.

A.serveB.eatC.desfignD.lead

（）10.—HaveyouhadaTwistyTreat?

—Yeah,Anditmademesick.

A.neverB.alreadyC.usuallyD.ever

Ⅱ.连词成句

1.sheshemadeobjectedittoclearthethatproposal

2.cryinghowstopbabycanyouthemake

3.aboutdofeelyoupollutionhow

4.whilelikeIIeatingtotomusiclistenamquiet

5.danceloudtomewantmusicmakes

Ⅲ.请用所给词的适当形式填空

1.Weshouldsolvetheproblemwithmethods.（science）

2.Be.Thereisaholeintheroad.(care)

3.Imettheofthelocalhotel.（own）

4.Hisfatherdiedofadisease.(mystery)

5.Deanisareallypersontohavearoundwhenthingsgowrong.(use)

6.Shehashair.(shine)

7.Ihadthisdresmadeforthewedding.(silk)

8.Usuallyachildhasskin.(silk)

请写出你的感悟

SectionB3a-4

1.Teacher’swords:Heisrichthathasfewwants

2.Learningaims:

(1)Theusingof“make”

(2)Talkaboutaplaceyouknow.

3.Learningsteps:

Step1.Translatethewordsandphrases.

(1)星团，幻觉(2)广告;广告活动

(3)瞄准；对准（4）特定地；特殊地

（5）例子；实例（6）列举，列表

（7）令人困惑的；含糊不清的（8）令人误解的；骗人的

（9）事实；真相（10）赞成与反对

（11）有时，偶尔（12）首先

（13）例如；比如

Step2.Read3aandanswerthequestions.

Step3.Groupwork.Tellyourgroupaboutaplaceyouknow.

Yourclassmatestrytoguesstheplace.

Stp4.Do.part4

Step5.Explain.

1.aim是动词。意为“瞄准，对准”，常与介词at连用，意为“针对，瞄准”。

（1）他用枪瞄准了一只兔子。

Aim还可做名词，意为“目标，目的”。

（1）你学习的目标是什么？_________________________________________

2.some……others意为“一些……另一些”。

（1）他们放学后是自由的，一些正在踢足球，另一些正在做游戏。

some……theothers……是指圈定了范围当中的一些和另一些。

（1）他们正在种树，一些在挖坑，另一些在浇水。

3.compare是动词，意为“比较，对照”。

他比较了这两件外套，最后决定买便宜的那一个。

拓展：compare……with.意为“把……与……相比较，指同类事物相比”。

（1）请把这本词典与那本词典作比较。

Compare……to……意为“把……比作……”，不同事物相比较。

（1）知识常被比喻成海洋。

4.havesales意为“甩卖，特价销售”

Adsalsotellyouwhenstoreshavesales.你也可以从广告上获得商品降价的信息。

Onsale意为“出售，上市”。

这种新电脑可能明年上市。

5.confuse是动词，意为“混淆，辩不清”，常与with连用，意为“把……混同”。

（1）你把these和those混同了。

6.mislead是动词，意为“把……引错方向，给……带错路”，该词的反义词为lead,leadto导致，导向

（1）勤奋工作导向成功。

Step6.Exercises.

一、选择

1.Ads(be)great,butyoumustbecarefulwiththem.

2.Whydon’tyoutellhimthe(true)?

3.Whatcanleadyou（make）suchadecision?

4.The(quality)oftheproductsaremostimportant.

5.Somestoreshave(sale)veryoften,andmostcustomersgetusedtothat.

6.Thiskindofbikeisaimed(specific)atchildren.

7.Othershateads,(say)thattheymakethemuncomfortable.

8.YoucanuseEasyCareShampoo.Itworks(real)well.

反思：

Unit13SelfCheck

Teachers’words:Believeyourself,youarethebest.

Date

LearningAims(学习目标)

(1)Masterthewordsandphrasesinthisunit.

(2)Masterthelanguagepointsofthispart.

(3)Mastertheuseof“make”correctly.

Learningsteps.

Step1Revisetheknowledge

Revisethekeypointsoflastclass.

Translatethefollowingwordsandphrases

Listleadcomparekeepouttaste

Step2.Finishpart1Fillineachblankwiththecorrectwordgiven.

Task1Translatethesentences

1.Ineedanewjacket.Thisonedoesn’tkeepoutthecold

________________________.

2.Customerssaythefoodattherestauranttastesterrible_______________________________

3.Whenpricesarelisted,youcangotothestorewithlowestpric

___________________________.

4.WorkinghardatEnglishcanleadtoagoodjob.

__________________________________

5.Waitbeforeyoubuythatwatch.Let’scomparepricesinanotherstore.

___________________________________________________

Step3FinishPart2Readthestory.

Findoutfeelingwordsatdifferenttimesduringtheday.

Step4Explainsomepoints

1.wait等待,等候[拓展]waitaminute请稍等waitfor等待,等候

I’llwaitforyouattheschoolgate.

Waitforsb./sh.todo等待某人做某事/等候某事的来临.

Wouldyoupleasewaitformetogetready?

2.either用于否句中，也不

Heisnotaworker,Iamnotaworker,either.

[拓展]either还可用作adj./pron.表示两者中的任何一方。

Sitoneitherside.随便坐哪一边.

EitherofthedaysisOK.两天里哪一都行。

Eitheradj.时，还含有各的意思。=eachoftwoThereareshopsoneitherside

(onbothsides)两边都有商店。

either……or…要麽…要麽或者……或者。

Heiseitheratschoolorathome.他或者在学校里或者在家里。

3.Ihadforgottentobringitwithme.Thatmademeannoyedwithmyself.

forgettodo忘记去做某事。Forgetdoing做过某事却忘记了。

Remembertodo记者要做某事rememberdoing记得做过某事。

Don’tforgettobringmethebook.

Remembertolockthedoorwhenyougoout.

4.beannoyedwithsb.for/atsth.因某事而对某人生气。

Step5Summary1makesb.adj.makesb.dosth.

Step6Fitting

（一）根据句意和首字母完成单词。

1.Heforgottoleavehissonanwhenhelefthome.

2.Whatmadeherawithus?

3.Haveyoureadthebookwabout“theartofgiving”

4.Ilikegifts,ethosethathavesomethoughtbehindthem.

5.Takecareofyourtwhenyougetonabus.

（二）用所给词的适当形式填空。

1.(hear)fromhimisagreatsurpriseforme.

2.Areyouready?Theplanewill(takeoff)inaminute.

3.Thisisreally(surprise)newsforallofus.Wecan’tbelievewithourownars.

4.Howdotheawfulpicturesmakeyou(feel)

5.HowmanyEnglish(say)doyouknow?

6.Thatmadehim(annoy)withhisparents.

7.Whenpricesare(list),youcangothestorewiththelowestprice.

Step7Homework

Step8学习感悟