高中教案教案

Unit13SafetyRules教案。

學(xué)生們有一個生動有趣的課堂，離不開老師辛苦準(zhǔn)備的教案，是時候?qū)懡贪刚n件了。在寫好了教案課件計劃后，才能夠使以后的工作更有目標(biāo)性！你們會寫多少教案課件范文呢？小編為此仔細(xì)地整理了以下內(nèi)容《Unit13SafetyRules教案》，僅供參考，歡迎大家閱讀。

Unit13SafetyRules教案

一.教學(xué)內(nèi)容：

Unit13SafetyRules

二.教學(xué)目標(biāo)：

知識目標(biāo)：熟練掌握本單元的單詞，短語，句型和語法。

能力目標(biāo)：能夠熟練運用本單元所學(xué)到的知識，為某個場所或活動制定安全公約或某場所的條例。

三.教學(xué)重、難點：

1.情態(tài)動詞的用法。

2.條件狀語從句的結(jié)構(gòu)及應(yīng)用。

四.語法項目：

情態(tài)動詞

五.本單元重點知識內(nèi)容：

1.單詞：熟練掌握本單元單詞表中單詞的音、形、義。

2.詞組：

1）gocamping去野營

2）walkonthesidewalk在人行道行走

3）rideontheroadway在機動車道上騎車

4）dosomefishing釣魚

5）gofishing去釣魚

6）thedayaftertomorrow后天

7）inthisarea在這個區(qū)域

8）takethispacketofmatches拿這包火柴

9）playwith玩耍

10）thebasictrafficrules基本的交通規(guī)則

11）obeythetrafficrules遵守交通規(guī)則

12）both…and…兩者都……

13）lookbothrightandleft左右看看

14）crosstheroad橫過馬路

15）applyto適應(yīng)于，適合

16）watchout注意觀察

17）walkyourbike推著你的自行車

18）arriveat到達(dá)

19）ontime準(zhǔn)時

20）waitquietly靜靜地等待

21）stayawayfromtheroadway遠(yuǎn)離機動車道

22）atthebusstop在公交車站

23）waitfor等待，等候

24）geton上車

25）pickup撿起，拾起

26）atthecrossing在十字路口

27）turngreen變綠

28）rushforward向前沖

29）attheschoolgate在學(xué)校大門口

30）jumpoffthebike跳下自行車

31）stepintotheroadway邁到機動車道上

32）getdark變黑/暗

33）giveout散發(fā)

34）sharesth.withsb.與某人分享某物

35）feeluncomfortable感到不舒服

36）makesb.dosth.使某人做某事

37）agreetodosth.同意做某事

38）inapublicplace=inpublic在公共場所

39）sendsb.sth.=sendsth.tosb.把某物發(fā)送給某人

40）setup建立

41）beonline上網(wǎng)

句型：

1.Talkwithyourparentssothatyoucansetuprulesforgoingonline.

與你父母交談/商量以便于能夠一起制定上網(wǎng)計劃和注意有關(guān)事項。

2.MayIborrowyourkneepadsandelbowpads?

我可以借用一下你的護(hù)膝和護(hù)肘嗎？

3.MustIwalkonthesidewalk?

我必須在人行道上走嗎？

4.Ifyourideyourbiketoschool,youobeythesametrafficrulesthatapplytocars.

如果你是騎自行車上學(xué)，也要遵守機動車交通法規(guī)。

5.Itisimportanttoobeythetrafficrules.

遵守交通規(guī)則是非常重要的。

6.Youmustlookbothrightandleftbeforeyoucrosstheroad.

在你過馬路之前，你必須要左右看看。

7.Remembertoformasinglelinetogetonthebus.

記住要排成一隊上車。

六.重點知識講解：

1.MayIwearahelmet?我可以戴頭盔嗎？

Yes,youcan.行，可以

No,youmustn’t.不，你不需戴。

Sorry.I’mafraidyoucan’t.對不起，恐怕不行。

2.MustIstayawayfromthisbox?

我必須遠(yuǎn)離這個箱子嗎？

Yes,youhaveto.是的，你必須離開。

No,youneedn’t.不，你不必那樣做。

3.Wearegoingtodiscussthebasictrafficrules.

我們要討論基本的交通規(guī)則。

discussv.討論

4.Ifyouwalktoandfromschool,itisimportanttoobeythetrafficrules.

如果你走路上下學(xué)，遵守交通規(guī)則是非常重要的。

obeyv.遵守

5.Youmustwatchoutforyoursafetyandothers’.

你一定要注意你和他人的安全。

watchout當(dāng)心，小心，注意

6.Ifyourideyourbiketoschool,youmustobeythesametrafficrulesthatapplytocars.

如果你騎車去上學(xué)，你必須遵守機動車的交通規(guī)則。

appleto.適應(yīng)于，適合。

7.Youmustlookbothrightandleftbeforeyoucrosstheroad.

你在橫過馬路之前你必須左右看看。

both…and兩者都……

8.Waitquietlyandstayawayfromtheroadway.

安靜地等候，遠(yuǎn)離機動車道。

away離開

9.Remembertoformasinglelinetogetonthebus.

記住排成一隊上車。

remembertodosth.記住做某事

10.Ifyoudropanythingoutsidethebus,justleaveit.Getpermissionfromyourdriverbeforepickingitup.

如果不小心把東西掉在車外，不要管它，如果想下去撿，必須經(jīng)司機允許。

七.語法講解：

英語中征求對方允許時常用的句型除了Can/CouldIdosth?之外（參見第12冊Unit10的GrammarNotes），也可以用MayIdosth.?（我可以做……嗎？）或MustIdosth.?（我必須做……嗎？）

1.情態(tài)動詞may表示“可以”。含有may的一般疑問句表示請求、許可時，它的否定回答不能用maynot，而是can’t或mustn’t。例如：

MayIuseyourcomputer?我可以用你的電腦嗎？

Yes,youcan.可以。

No,youcan’t./No,youmustn’t.不，不能用。

2.情態(tài)動詞must表示“應(yīng)該”“必須”。否定式mustnot（mustn’t）表示“不應(yīng)該”“不允許”“不準(zhǔn)”等。本單元mustn’t的主要用法是表示禁止和警告。在回答must的問句時，肯定回答是Yes,youmust。否定回答是No,youneednot（needn’t）。表示“不必”，而不用mustnot。例如：

MustIgonow?我現(xiàn)在必須走嗎？

Yes,youmust./No,youneedn’t.是的，你必須走。/不，你不必現(xiàn)在走。

3.要求某人做某事時，可以用Youmustdosth.或Remembertodosth.結(jié)構(gòu)。例如：

Youmustobeythetrafficrules.你必須遵守交通規(guī)則。

Remembertorideyourscooteronthesidewalk.記住在人行道上騎單腳滑行車。

4.不允許某人做某事時，可以說Youcan’tdosth.或者Don’tdosth.（參見第12冊Unit10的GrammarNotes）。語氣再強一點可以用Neverdosth.或者Youmustn’tdosth.例如：

Youmustn’tswimintheriver.你千萬不要在河里游泳。

Youmustn’tsmokehere.禁止在此處吸煙。

Neverbelateagain.千萬不要再遲到了。

Neverputyourhead,arms,orfeetoutofthebuswindows.千萬不要把頭、胳膊或腳伸出車窗外。

延伸閱讀

Unit13Rainydaysmakemesad.教案

Unit13Rainydaysmakemesad.

一.[話題](Topic)Talkabouthowthingsaffectyou.

二.[重點詞組](KeyPhrases)

makemesad，keepout，learnfrom，makesb.do，morethan，forinstance，help…todo，sothat，havesale，lessthan

三.[交際用語]

　1.Loudmusicmakesmetense.

2.Loudmusicmakesmewanttodance.

3.Thatmoviemademesad.

4.Whydon’twegetsomethingtoeat?

5.SoamI./SodoI.

6.Waitingformyfriendsmakesmehungry.

7.Thecolorredmakespeoplehungry.

8.Ittastesterrible.

四.[重點難點釋義](LanguagePoints)

SectionA:

1.Rainydaysmakemesad.　雨天讓我感到悲傷。

rainy　adj.　多雨的　

　例如：

　therainyseason雨季

　rainn.雨　

　例如：

　Thecropsneedrain.莊稼需要雨水。

　rainv.下雨

　例如：

　Itbegantorainhard.開始下大雨了。

make的用法

(1)make+n.

　例如：

　makefood　做飯

　makeaplane做飛機

　makethebed　鋪床

　makemoney賺錢

(2).makesb./sth.+adj.使某人（感到），使……處于某種狀態(tài)

　make的賓語之后可跟名詞，形容詞，分詞來充當(dāng)賓語的補足語

1)名詞作make的賓語補足語

　例如：

　Thepartymadeheragoodteacher.黨把她培養(yǎng)成為一名好教師.

　名詞作賓補

2)形容詞作make的賓語補足語

　例如：

　Soccermakesmecrazy.　足球使我瘋狂。

　ThesoftmusicmakesTinasleepy.輕柔的音樂使Tina快睡著了。

　Loudmusicmakesmetense.過大聲音的音樂使我緊張

　Loudmusicmakesherhappy.

　Loudmusicmakesthemenergetic.過大聲音的音樂使他覺得精力充沛。

　Itmadehersad.這使她感到難過。

　Waitingforhermademeangry.我很生氣一直等著她。

　可用到的形容詞有：

　happy，pleased，surprised，angry，annoyed，sad，upset，unhappy，worried，anxious，

　excited，relaxed，stressedout，tense，calm，scared，comfortable，sick…

3)分詞作make的賓語補足語

　例如：

　Imademyselfunderstoodbyallthestudents.

　Youmustmakeyourselfrespected.

　Therewassomuchnoise，thespeakercouldn’tmakehimself.(C)

　A.hearing　

　B.tohear　

　C.heard　

　D.beingheard

(3).makesb./sth.+do…使某人做某事（不能帶不定式符號to）

　例如：

Warsmakethepeacegoaway.

戰(zhàn)爭使和平遠(yuǎn)離。

Thecolorredmakespeoplewanttoeatfaster.

紅色使人們吃得更快些。

　注意：

　當(dāng)make用于被動語態(tài)時，必須帶不定式符號to.

　例如：

　Weweremadetoworkallnight.我們被迫日夜工作。

　Iwasmadetorepeatthestory.我被迫重述這個故事。

　Peoplewhowon’tshouldbemadetowork.不愿勞動者應(yīng)被強制勞動．

(4)makeit　習(xí)慣用語，及時趕到，到達(dá)目的地

Ijustmadeittomyclass.（Unit9）我恰好趕到班級。（arrivedintime）

I’msorryImissedyourconcert，butIwasoutoftownandcouldn’tmakeit.

很遺憾錯過你的音樂會，但我當(dāng)時不在而且不能及時趕回來。

(5)makeof/from./outof

Makeof當(dāng)原材料制成成品后，原材料未經(jīng)任何化學(xué)變化，仍保持原有性質(zhì).

　例如：

　Thechairismadeofwood.

　Atfirstpeoplebelievedthatairwasmadeofonlyonegas.

Makefrom　當(dāng)原材料制成成品后，經(jīng)過了化學(xué)變化，失去了原有性質(zhì).

(6)makeupof常用于被動結(jié)構(gòu)：bemadeupof相當(dāng)于consistof（由……組成）

　Acarismadeupofmanydifferentparts.

　makeupfrom由…..所制造

　Sheworeanecklacemadeupfromgoldcoins.她戴著一串有金幣制成的項鏈.

2.IdrathergototheBlueLagoonRestaurantbecauseIliketolistento

quietmusicwhileImeating.　我寧愿去藍(lán)湖餐廳，因為我吃飯時喜歡聽輕柔的音樂。

(1)rather原意為相當(dāng)，為副詞如:Itsrathercoldtoday.今天相當(dāng)冷。

　rather常與would連用，寧可，寧愿，還是……好些　

　例:

　Idratherplaytennisthanswim.　我不想游泳，我寧愿去打網(wǎng)球。

(2)lagoon　n..環(huán)礁湖，咸水湖。

3.Theyalsohavetoknowhowtomakemoney.　他們還必須知道如何賺錢。

(1)Knowhowtodo其中的不定式帶有疑問詞。

　knowwhattodo知道做什么。這一句式可以改為復(fù)合句，上句也可為：

　Theyalsohavetoknowhowtheycanmakemoney.

　又如：Pleasetellmewhenweshouldleave.=Pleasetellmewhentoleave.

　請告訴我什么時候離開。

(2)makemoney/earnmoney掙錢

　例：

　Hisfathermakes/earnsalotofmoneyasapilot.

　他父親當(dāng)飛機駕駛員掙錢很多。

4.Softcolourslikepinkandlightbluemakepeoplerelaxed，sotheyspend

moretimeeatingtheirmeals.柔和的顏色如粉紅色和淺藍(lán)色讓人們得到放松，因此他們用更多的時間來進(jìn)餐。

(1)like介詞　

　比如像……，諸如……

　例如：

　Thereareseveralpeopleinterested，likeMrs.JonesandDr.Simpson.

　有幾個人與此事有關(guān)，比如像瓊斯太太，辛普森醫(yī)生。

　同……一樣　

　例如：

　She’sverylikehermother.她很像她的母親。

　What’syournewjoblike?　你的新工作怎么樣？

(2)lightblue淺藍(lán)色

　light　adj.淺色的

　lightgreencurtains淺綠色的窗簾

　deep　adj.顏色深的，濃重的。

　Theskywasdeepblue.天空是深藍(lán)色的。

(3)spendtime(in)doingsth..花時間做某事

　spendmoneyonsth..花錢在……方面。

　Wespentapleasanthourortwotalkingwithourfriends.

　我們和朋友愉快地交談了一兩個小時。

　Theyspendalotofmoneyonadvertising.他們在廣告上花了大量的錢。

5.Itmakesmewanttojoinaclean-upcampaign.這讓我想加入一次清掃大運動。

(1)join加入軍隊，政黨，組織等，成為其中一員。

　例如：

　Thenextyearhejoinedtheunion.第二年他加入了工會。

(2)joinin加入某人，并一起進(jìn)行某項活動。

　例如：

　Shejoinedherhusbandinhisstudy.

　她與她的丈夫一塊從事他的研究。

(3)takepartin“參加……”，takeanactivepartin積極參加。

　例如：

　Doyoutakeanactivepartinsports?你積極參加體育活動嗎？

SectionB

6.prosandcons　n.贊成和反對的理由

　例如：

　Toconsideralltheprosandconsofamatterbeforereachingadecision.

　作出決定前先好好考慮所有贊成和反對的理由。

7.It’struethatsomeadscanbeveryuseful.一些廣告的確很有用。

(1)It’s+adj.+that　其中It是形式主語，代替that引導(dǎo)的主語從句。

　例如：

　Itisstrangethatbehadmadeamistake.真怪，他竟做錯了。

(2)usefuladj.有用的

　useless　adj.無用的，無價值的。

　例如：

　ausefulidea有用的主意

　afewuselesssuggestions一些無價值的建議

8.Forinstance，theycanhelpyoutocomparetwodifferentproductssothat

youcanbuytheoneyoureallyneed.　例如，他們能夠幫你比較兩種不同的產(chǎn)品，以至于你能買到你真正需要的那個。

(1)forinstance，forexample例如

(2)compare　比較，對照

　compare...with...　把……與……相比

　例如：

　IfwecompareFrenchschoolswithBritishschools，wewillfindmanydifferences.

　如果我們把法國的學(xué)校與英國的學(xué)校相比，會發(fā)現(xiàn)許多不同之處。

　compare...to...　把……比作……

　例如：

　Thepoetcomparesthewomanhelovestoarose.

這位詩人把他所鐘情的女人比作玫瑰花。

(3)sothat為了，以便，引導(dǎo)目的狀語從句

　例如：

　Wehavetohurryupsothatwecancatchthelasttrain.

　我們?yōu)榱粟s上末班車不得不快一點。

(4)theoneyoureallyneed是定語從句

　theone是定語從句中的先行詞，that作為引導(dǎo)詞在從句中做賓語省略掉了。

9.However，someadvertisingcanbeconfusingormisleading.

　然而，一些廣告會混淆或誤導(dǎo)你。

(1)confuse　v.使迷惑

　例如：

　Wakingupinstrangesurroundingsconfusedher.

　她醒來時看到一片陌生的環(huán)境，這把她搞糊涂了。

　confusing　a.令人迷惑的

　例如：

　TheinstructionsareveryconfusingandIcantunderstandthem.

　這些指示莫名其妙，我沒有辦法理解

　confused　adj.迷惑的，糊涂的

　例如：

　Hegetsconfusedeasily.他很容易被弄糊涂。

(2)mislead　v.　使某人想錯/做錯，誤導(dǎo)

　misleading　adj.

　例如：

　amisleadingdescription/advertisement　誤導(dǎo)人的描述（廣告）

10.…butdon’treallytellyouanythingaboutthequalityoftheproduct.

但沒有真正告訴你有關(guān)產(chǎn)品質(zhì)量的任何問題。

tellsb.aboutsth.“告訴某人有關(guān)某事”，tellsb.sth.“告訴某人某事”。

例（1）Thegrannytoldusaboutathiefbreakingintoherhouse.

老奶奶告訴我們她家失竊的事。

（2）Theoldmantoldusabouthissufferingsintheolddays.

老人告訴我們他過去受的苦。

（3）Hetoldthehappynewstoeverybody.

他把好消息告訴了大家。

（4）Tellmewhereyoulive.

告訴我你住在哪兒。

11．Youhavetobecareful.

你得小心。

becareful“小心，當(dāng)心”，后常跟of短語。與它同義的有l(wèi)ookout。

（1）Aren’tyouabittoocarefulofyourhealth?

你對個人的健康難道不是有點過于小心了嗎？

（2）Becarefulwhencrossingtheroad.

過馬路要小心。

（3）Youmustlookoutforthesnags.

你們必須當(dāng)心意外困難。

（4）Lookout!There’sdangerahead.

當(dāng)心！前面有危險。

12.Attimesanadcanleadyoutobuysomethingyoudontneedatall.

　有時，一個廣告能導(dǎo)致你去買你根本不需要的東西。

(1)attimes，sometimes有時

　例如：

　AttimesIwonderifitsallworthwhile.

　有時我懷疑我干這件事是否值得。

(2)leadsb.todo　慫勇，引誘

　例如：

　Sheledmetobelievethatshehadalotofinfluence.

　她誘使我相信她很有權(quán)勢。

(3)not...atall無論如何（都不），一點（都不）

　例如：

　Idon’tagreewithyouatall.我完全不同意你的話?！?/p>

　Itwaslate，buttheywerenottiredatall.已經(jīng)夜深了，但是他們一點都不覺得累。

13.MonandDadhadntleftmeanote.媽媽和爸爸也沒有給我留個便條。

hadntleft，這是過去完成時，過去完成時的動作必須是在過去時間以前完成，基本結(jié)構(gòu)為had+動詞的過去分詞。

　例如：

　Ihadfinishedmyhomeworkbeforesupper.　我在晚飯前把作業(yè)做完了。

　supper是過去某一時間，hadfinished這一過去完成時就是在supper之前完成的。

　例：

　Whenwegotthere，thebasketballmatchhadalreadystarted.

　我們到那里時，籃球賽已經(jīng)開始了。

14．Inclass,theteacheraskedmeformyhomework.

在課上，老師問我要家誕作業(yè)。

asksb.forsth.“向某人要某物”，而askfor則表示“請求，通過詢問尋找”。

（1）Howmuchdidtheyaskforthisbook?

這本書他們要多少錢？

（2）Thestrangeraskedtheoldmanforhisaddress.

那陌生人問老人要家庭住址。

（3）Hecametoaskforhelp.

他來求助。

（4）Didanyoneaskforme?

有人找過我嗎？

15．butasIwassotensewhenIlefthome，Ihadforgottentobringitwithme.

但是由于我離開家時太緊張了，我已忘記了帶著來。

?。?）as連詞，因為

　例如：

　Asshehasnocar，shecantgetthereeasily.

　因為她沒有汽車，去那里很不容易。

　As；連詞，當(dāng)……的時候

　Ashegrewolderhelostinterestineverythingexceptgardening.

　他年紀(jì)越來越大，除了喜歡園藝外，對一切都失去了興趣。

?。?）forgettodo忘記做……

　例如：

　YesterdaywhenIlefthome，Iforgottolockthedoor.

　昨天我離開家時，忘記鎖門了。

　forgetdoing忘記了已經(jīng)做過的事情。

　例如：

　Illneverforgetfindingthatrareoldcoininmygarden.

　我永遠(yuǎn)不會忘記在我花園里找到的那枚稀罕的古幣。

?。?）bring把某物帶給說話人

　例如：

　Bringthatbooktome.　把那本書拿來。

take把某物帶到另一地方去

　例如：

　Takeyourumbrellawhenyougoout.你出去時把傘帶上。

　fetch去取某物并帶來

　例如：

　Pleasefetchthescissorsfromthekitchen.請到廚房把剪刀拿來。

　carry不含任何方向，是指用手或身體的某個部位攜帶。

　例如：

　Shecarriedthebagonherback.她把包背在背上。

16.Youkeepthesweaterandpretendtolikeit，…你收下了毛衣，并假裝喜歡它。

pretend　v.假裝

pretendthat/todo

例如：

Shepretendedshedidntknowme/pretendednottoknowmewhenwemetinthe

street.

我在街上見到她時她裝作不認(rèn)識我。

17.Ifyouthinkflowersaretoofeminineagiftforamantoreceive，youcan

considergivingaplantinstead.　如果你認(rèn)為鮮花對一位男士來說太女性化而不好接受，你可以考慮送一種植物。

（1）feminine　adj.女子氣的，屬于女子的

（2）too...to...　太……而不能……

例如：

Itwastoogoodanopportunitytomiss.

那是一個不應(yīng)該錯過的極好機會。

（3）considerdoing考慮……

例如：

Imconsideringchangingmyjob.　我正在考慮換工作。

considerthat考慮到

例如：

IfyouconsiderthatshesonlybeenstudyingEnglishforsixmonths，she

speaksitwell.　如果考慮到她學(xué)英語才六個月，那么她講英語講得的確不錯了。

considersb.+n/adj.　認(rèn)為，把……看作

例如：

Doyouconsiderhersuitableforthejob?　你認(rèn)為她做這工作合適嗎?

18.Besuretofollowyourhostssuggestions.　務(wù)必要遵從主人的暗示或提議。

(1)besureto　別忘了，記住

　例如：

　Besuretoturneverythingoffbeforeyougotobed.

　別忘了睡覺之前關(guān)上各樣?xùn)|西。

(2)besuretodo　一定會……的，必定會發(fā)生的。

　例如：

　It’ssuretorain.必定會下雨。

(3)besureof　對……有把握.

　例如：

　Hessureoflivingtoninety.　他對活到90歲很有信心。

19．Theproblemisyoudon’tlikewearingorange.

問題是你不喜歡穿橘黃色衣服。

that（已省略）引導(dǎo)的是表語從句；like后可跟不定式也可跟動名詞作賓語，如表示一般傾向，多用動名詞作賓語，但如指特定或具體某次行動，則更多使用不定式。

（1）Thetroubleis(that)weareshortofmoney.

困難是我們?nèi)鄙馘X。

（2）Theproblemseemedhowwecouldmakehimunderstandit.

問題似乎是我們?nèi)绾文苁顾斫膺@點。

（3）Ilikereadingbooksofthiskind.

我喜歡看這類書。

（4）I’dliketoreadthatbook.

我想看那本書。

（5）Shelikesreadingnewspapersatnight.

她喜歡晚上看報。

（6）Ishouldliketobepresentatthemeeting.

我希望出席這次會議。

20．Thegift-giveristoolazytogooutandfindtherightgift.

送禮的人太懶了，不愿出去找一份合適的禮物。

too…to…“太……結(jié)果不……”，too后跟形容詞或副詞原形，to引導(dǎo)不定式。

（1）Sheistooyoungtomarry.

她還沒到結(jié)婚年齡。

（2）Theboxistooheavyformetocarry.

這個箱子太重，我搬不動。

（3）Heistoocarefulnottohavenoticedit.

他那么細(xì)心，不會不注意到這一點的。

五.語法知識

1．賓語補足語

賓語補足語和賓語一起稱為復(fù)合賓語，可作賓語補足語的有：名詞，代詞，形容詞，副詞，分詞，不定式，介詞短語，名詞從句。

（1）WecallhimJim.

我們叫他吉姆。

（2）Whomdoyouthinkofme?

你以為我是誰？

（3）Pleasekeeptheroomclean.

請保持室內(nèi)清潔。

（4）Hefoundherout.

他發(fā)現(xiàn)她出去了。

（5）Shefoundthebookinteresting.

她認(rèn)為這本書很有意思。

（6）You’dbetterhaveyourshoesmended.

你還是請人把鞋補一補吧。

（7）Makeyourselvesathome.

不要受拘束。

（8）Wemadehimwhatheis.

是我們使他成為現(xiàn)在這樣。

2．賓語補足語的注意事項

1）作補語的形容詞應(yīng)放在賓語后，若放在前則變成了定語。

（1）Wefoundthemanhonest.

我們發(fā)現(xiàn)此人很誠實。（賓補）

（2）Wefoundthehonestman.

我們發(fā)現(xiàn)了這個誠實的人。（定語）

2）在動詞elect,choose,make之后用作補語的名詞，若是表示“身份，職位”則不帶冠詞。

TheyelectedLiLeimonitorlastweek.

上周他們選李雷當(dāng)班長。

3）有些動詞后通常跟“tobe＋名詞或形容詞短語”作補語，但tobe常省去。這些動詞有：think,consider,believe,imagine,suppose,see,find,feel,etc.。

Hethinkshimself(tobe)acleverman.

他認(rèn)為自己很聰明。

4）復(fù)合賓語可變?yōu)橘e語從句。

Wethinkheranicewoman.→Wethinkthatsheisanicewoman.

我們認(rèn)為她是個很好的人。

5）動詞let,make,have及感官動詞后用不帶to的不定式作補語，若變?yōu)楸粍诱Z態(tài)，應(yīng)將to加上。

Isawtearscomeintohereyes.→Tearswereseentocomeintohereyes.

我看到她眼里含著淚。

6）感官動詞后跟不帶to的不定式或現(xiàn)在分詞作補語，其區(qū)別在于不定式強調(diào)事實經(jīng)過或動作已完成，而現(xiàn)在分詞則強調(diào)當(dāng)時情景或動作正在進(jìn)行。請比較。

（1）Iliketohearhersing.

我喜歡聽她唱歌。

Iheardhersinginglastnight.

昨晚我聽到她在唱歌。

（2）Isawhimcrosstheroadandgointothehospital.

我看見他走過了馬路，進(jìn)了醫(yī)院。

IsawhimcrossingtheroadwhenIlookedoutofthewindow.

當(dāng)我向窗外看時，看見他在過馬路。

Unit13Rainydaysmakemesad.

Unit13Rainydaysmakemesad.

I．Learningobjectives教學(xué)目標(biāo)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)詞匯

1．重點詞匯

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

2.認(rèn)讀詞匯

lagoon,therefore,lighting,fair,campaign,endangered,slogan,mysterious,skin,product,lookout,beauty,stardust,advertising,aim,specifically,instance,confuse,mislead,lead,home-made,guilty,taste,count

3．詞組

keepout,prosandcons,aimat,forinstance,tostartwith

語法

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

2.secondconditionalwithwish

Strategy

Focus

1.Matching

2.Personalizing

Culture

Focus

Learnaboutthefoodandadculture

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

本單元以howdothingsaffectyou？為話題,從顏色、天氣、音樂、廣告、產(chǎn)品等方面談?wù)摿送饨缡挛锶绾斡绊懭说男那?。要求學(xué)生掌握表達(dá)某物或某事給人帶來的感覺、看法或影響等。共設(shè)計了四個部分的內(nèi)容：

SectionA

該部分有4個模塊：第一模塊圍繞Whichrestaurantwouldyouliketogoto?這一話題展開思維（1a）、聽力（1b）、口語（1c）訓(xùn)練；第二模塊圍繞Howdoesmusicaffectyou?進(jìn)行聽力（2a-2b）、口語訓(xùn)練（2c）；第三模塊繼續(xù)圍繞howdocolorsintherestaurantaffectyou這一話題展開訓(xùn)練，訓(xùn)練形式為閱讀和問題體驗（3a）和小組活動（3b）；第四模塊仍就Howdothingsaffectyou這一話題以調(diào)查的形式展開討論。

SectionB

該部分有4個模塊：第一模塊圍繞產(chǎn)品廣告對人們的影響這一話題以“配對”（1a）與“列舉”（1b）兩種形式展開訓(xùn)練；第二模塊繼續(xù)圍繞Howdothingsaffectyou?進(jìn)行聽力（2a-2b）、口語對話訓(xùn)練（2c）；第三模塊圍繞“Advertising”這一話題展開閱讀（3a-3b）和寫作（3c）訓(xùn)練；第四模塊圍繞Howpostersaffectyou這一話題以口語訓(xùn)練形式展開小組活動。

SelfCheck

該部分有2個模塊：第一模塊對所學(xué)詞匯進(jìn)行填空訓(xùn)練；第二模塊就一篇diary展開閱讀和寫作訓(xùn)練。

Reading

該部分共設(shè)置了5項任務(wù)：第一項任務(wù)要求學(xué)生寫出自己對三種禮物的感受；第二項任務(wù)要求學(xué)生運用所供策略進(jìn)行閱讀訓(xùn)練；第三項任務(wù)利用完成句子、寫作等練習(xí)形式進(jìn)一步加深學(xué)生對閱讀內(nèi)容的理解；第四項任務(wù)要求學(xué)生運用合理的想象，討論不同場景下如何選擇不同的禮物以及這些禮物對人們的影響；第五項任務(wù)要求學(xué)生描述自己在收到某種禮物時的感受。2.教材重組和課時分配

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+賓語+v.

2.Praisemakesgoodmenbetterandbadmenworse.

Tryingtocomfortheronlymadethingsworse.

Butwewon’tmakeittooformal.

Well,sitdownandmakeyourselfcomfortable.

Hemakesmeangry.

It’llmakemesohappyifyou’llacceptit.

Thismadethestreetaslightasday.

make+賓語+adj.

3.AllworkandnoplaymakesJackadullboy.

Hehadalotofinterestswhichmadehimabestfriend.

Shemadeherselfthecenterofthemeeting.

Makethatarule.

Hemadeherhisgirlfriend.

make+賓語+n.

4.Whatmadethemsofrightened?

Thishasmadetheminterestedinphysics.

Youshouldmakeyourviewsknown.

Youmustmakeyourselfheard.

Ididnotmakemyselfunderstoodbyyou.

make+賓語+pp.Task2:Showsomepicturesandaskthestudentstomakesentences.

Task3:Translatethesentenceswiththeword“make”.

1.這條壞消息讓那位老太太生氣了。

2.那些美味的食物讓Tom感到餓了。

3.陰雨天氣把我留在了家里。

4.工廠巨大的噪音讓我感到緊張。

5.這么長時間的等待，真讓我感到生氣。

Sampleanswers:

1.Thatpieceofbadnewsmadetheoldwomanangry.

2.ThedeliciousfoodmakesTomfeelhungry.

3.Rainydaysmakemestayathome.

4.Thegreatnoisefromthefactorymakesmetense.

5.Waitingforsuchalongtimemademekindofangry.StepVIHomework

Askthestudentstolistthethingsaroundthemandthendescribehowthethingsaffectthem.

Unit13Rainydaysmakemesad

每個老師需要在上課前弄好自己的教案課件，大家在認(rèn)真寫教案課件了。對教案課件的工作進(jìn)行一個詳細(xì)的計劃，才能對工作更加有幫助！有多少經(jīng)典范文是適合教案課件呢？以下是小編為大家精心整理的“Unit13Rainydaysmakemesad”，僅供參考，歡迎大家閱讀。

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．a(chǎn)wful——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；業(yè)主

scientificadj．科學(xué)的

pinkadj．粉紅色的

lightingn．照明；照明設(shè)備

knowledgen．知識；學(xué)問

servev．服務(wù)；招待

designv．設(shè)計；構(gòu)思

uncomforableadj．不舒服的；不合意的

campaignn．運動；競選運動：

endangeredadj．有滅絕危險的；將要絕種的

smokev．吸煙；抽煙

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(chǎn)

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．瞄準(zhǔn)；打算

aimat瞄準(zhǔn)；針對

speciallyadv．特別地；專門地

usefuladj．有用的；有益的

instancen．例子；實例

forinstance例如；比如

productn．產(chǎn)品；制品

confusev．混淆；辨不清；使困惑

misleadv．把……引錯方向；給……帶錯路

carefuladj．小心的；仔細(xì)的

leadv引導(dǎo)；致使；領(lǐng)導(dǎo)

planen．飛機

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．a(chǎn)ttimes-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．a(chǎn)nnoy——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．婚禮；結(jié)婚

anniversaryn．周年紀(jì)念；周年紀(jì)念日

co-workern．同事；合作者

let’ssay比如說（用作插入語）

orangeadj．n．橙黃色（的）；橘黃色（的）

vasen．花瓶

hostn．主人；房東

hostessn．女主人；女房東

aheadadj＆adv．在前；向前；提前

aheadoftime提早

arrangev．整理；布置；排列

feminineadj．女性的；女子氣的

considerv．考慮；細(xì)想

properadj．適宜的；合適的

acceptableadj．可接受的；合意的

traditionn．傳統(tǒng)；慣例

cheaplyadv．廉價地；便宜地

vouchern．（代替現(xiàn)金的）票券；收據(jù)；憑單

embarrassv．使窘迫；使尷尬

breakern．打破者；破壞者

containern．容器（如盒、箱、罐等）

qualityn．品質(zhì)；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．