安慰教學(xué)設(shè)計(jì)

Unit13Rainydaysmakemesad．教學(xué)設(shè)計(jì)。

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．

Step?、鯯ummary

Inthisclass,we’velearnedkeyvocabularytenseandthetargetlanguageLoudmusicmakesmetense．Loudmusicmakesmewanttodance．Thatmoviemademesad．

StepⅦHomework

Getstudentstowritesomesentencesaccordingtothetargetlanguage．

StepⅧB(niǎo)lackboardDesign

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(shí)；學(xué)問(wèn)

servev．服務(wù)；招待

designv．設(shè)計(jì)；構(gòu)思

uncomforableadj．不舒服的；不合意的

campaignn．運(yùn)動(dòng)；競(jìng)選運(yùn)動(dòng)：

endangeredadj．有滅絕危險(xiǎn)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…

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．JAB88.COm

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(duì)

speciallyadv．特別地；專門地

usefuladj．有用的；有益的

instancen．例子；實(shí)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(cuò)方向；給……帶錯(cuò)路

carefuladj．小心的；仔細(xì)的

leadv引導(dǎo)；致使；領(lǐng)導(dǎo)

planen．飛機(jī)

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．

StepⅧB(niǎo)lackboardDesign

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．a(chǎn)nnoy——makeratherangry（esp．inpassive）,forexample,beannoyedwithsb．

Step?、?/p>

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(shuō)（用作插入語(yǔ)）

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(jià)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．

精選閱讀

Unit13Rainydaysmakemesad.教案

Unit13Rainydaysmakemesad.

一.[話題](Topic)Talkabouthowthingsaffectyou.

二.[重點(diǎn)詞組](KeyPhrases)

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

三.[交際用語(yǔ)]

　1.Loudmusicmakesmetense.

2.Loudmusicmakesmewanttodance.

3.Thatmoviemademesad.

4.Whydon’twegetsomethingtoeat?

5.SoamI./SodoI.

6.Waitingformyfriendsmakesmehungry.

7.Thecolorredmakespeoplehungry.

8.Ittastesterrible.

四.[重點(diǎn)難點(diǎn)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(kāi)始下大雨了。

make的用法

(1)make+n.

　例如：

　makefood　做飯

　makeaplane做飛機(jī)

　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(yǔ)之后可跟名詞，形容詞，分詞來(lái)充當(dāng)賓語(yǔ)的補(bǔ)足語(yǔ)

1)名詞作make的賓語(yǔ)補(bǔ)足語(yǔ)

　例如：

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

　名詞作賓補(bǔ)

2)形容詞作make的賓語(yǔ)補(bǔ)足語(yǔ)

　例如：

　Soccermakesmecrazy.　足球使我瘋狂。

　ThesoftmusicmakesTinasleepy.輕柔的音樂(lè)使Tina快睡著了。

　Loudmusicmakesmetense.過(guò)大聲音的音樂(lè)使我緊張

　Loudmusicmakesherhappy.

　Loudmusicmakesthemenergetic.過(guò)大聲音的音樂(lè)使他覺(jué)得精力充沛。

　Itmadehersad.這使她感到難過(guò)。

　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(yǔ)補(bǔ)足語(yǔ)

　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(hào)to）

　例如：

Warsmakethepeacegoaway.

戰(zhàn)爭(zhēng)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(dòng)語(yǔ)態(tài)時(shí)，必須帶不定式符號(hào)to.

　例如：

　Weweremadetoworkallnight.我們被迫日夜工作。

　Iwasmadetorepeatthestory.我被迫重述這個(gè)故事。

　Peoplewhowon’tshouldbemadetowork.不愿勞動(dòng)者應(yīng)被強(qiáng)制勞動(dòng)．

(4)makeit　習(xí)慣用語(yǔ)，及時(shí)趕到，到達(dá)目的地

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

I’msorryImissedyourconcert，butIwasoutoftownandcouldn’tmakeit.

很遺憾錯(cuò)過(guò)你的音樂(lè)會(huì)，但我當(dāng)時(shí)不在而且不能及時(shí)趕回來(lái)。

(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(guò)了化學(xué)變化，失去了原有性質(zhì).

(6)makeupof常用于被動(dòng)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(xiàng)鏈.

2.IdrathergototheBlueLagoonRestaurantbecauseIliketolistento

quietmusicwhileImeating.　我寧愿去藍(lán)湖餐廳，因?yàn)槲页燥垥r(shí)喜歡聽(tīng)輕柔的音樂(lè)。

(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(wèn)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(qǐng)告訴我什么時(shí)候離開(kāi)。

(2)makemoney/earnmoney掙錢

　例：

　Hisfathermakes/earnsalotofmoneyasapilot.

　他父親當(dāng)飛機(jī)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(shí)間來(lái)進(jìn)餐。

(1)like介詞　

　比如像……，諸如……

　例如：

　Thereareseveralpeopleinterested，likeMrs.JonesandDr.Simpson.

　有幾個(gè)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(shí)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(gè)小時(shí)。

　Theyspendalotofmoneyonadvertising.他們?cè)趶V告上花了大量的錢。

5.Itmakesmewanttojoinaclean-upcampaign.這讓我想加入一次清掃大運(yùn)動(dòng)。

(1)join加入軍隊(duì)，政黨，組織等，成為其中一員。

　例如：

　Thenextyearhejoinedtheunion.第二年他加入了工會(huì)。

(2)joinin加入某人，并一起進(jìn)行某項(xiàng)活動(dòng)。

　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(dòng)嗎？

SectionB

6.prosandcons　n.贊成和反對(duì)的理由

　例如：

　Toconsideralltheprosandconsofamatterbeforereachingadecision.

　作出決定前先好好考慮所有贊成和反對(duì)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(yǔ)，代替that引導(dǎo)的主語(yǔ)從句。

　例如：

　Itisstrangethatbehadmadeamistake.真怪，他竟做錯(cuò)了。

(2)usefuladj.有用的

　useless　adj.無(wú)用的，無(wú)價(jià)值的。

　例如：

　ausefulidea有用的主意

　afewuselesssuggestions一些無(wú)價(jià)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(gè)。

(1)forinstance，forexample例如

(2)compare　比較，對(duì)照

　compare...with...　把……與……相比

　例如：

　IfwecompareFrenchschoolswithBritishschools，wewillfindmanydifferences.

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

　compare...to...　把……比作……

　例如：

　Thepoetcomparesthewomanhelovestoarose.

這位詩(shī)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(yǔ)從句

　例如：

　Wehavetohurryupsothatwecancatchthelasttrain.

　我們?yōu)榱粟s上末班車不得不快一點(diǎn)。

(4)theoneyoureallyneed是定語(yǔ)從句

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

9.However，someadvertisingcanbeconfusingormisleading.

　然而，一些廣告會(huì)混淆或誤導(dǎo)你。

(1)confuse　v.使迷惑

　例如：

　Wakingupinstrangesurroundingsconfusedher.

　她醒來(lái)時(shí)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(méi)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(cuò)/做錯(cuò)，誤導(dǎo)

　misleading　adj.

　例如：

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

10.…butdon’treallytellyouanythingaboutthequalityoftheproduct.

但沒(méi)有真正告訴你有關(guān)產(chǎn)品質(zhì)量的任何問(wèn)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(guò)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(yǔ)。與它同義的有l(wèi)ookout。

（1）Aren’tyouabittoocarefulofyourhealth?

你對(duì)個(gè)人的健康難道不是有點(diǎn)過(guò)于小心了嗎？

（2）Becarefulwhencrossingtheroad.

過(guò)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(xiǎn)。

12.Attimesanadcanleadyoutobuysomethingyoudontneedatall.

　有時(shí)，一個(gè)廣告能導(dǎo)致你去買你根本不需要的東西。

(1)attimes，sometimes有時(shí)

　例如：

　AttimesIwonderifitsallworthwhile.

　有時(shí)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(shì)。

(3)not...atall無(wú)論如何（都不），一點(diǎn)（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(diǎn)都不覺(jué)得累。

13.MonandDadhadntleftmeanote.媽媽和爸爸也沒(méi)有給我留個(gè)便條。

hadntleft，這是過(guò)去完成時(shí)，過(guò)去完成時(shí)的動(dòng)作必須是在過(guò)去時(shí)間以前完成，基本結(jié)構(gòu)為had+動(dòng)詞的過(guò)去分詞。

　例如：

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

　supper是過(guò)去某一時(shí)間，hadfinished這一過(guò)去完成時(shí)就是在supper之前完成的。

　例：

　Whenwegotthere，thebasketballmatchhadalreadystarted.

　我們到那里時(shí)，籃球賽已經(jīng)開(kāi)始了。

14．Inclass,theteacheraskedmeformyhomework.

在課上，老師問(wèn)我要家誕作業(yè)。

asksb.forsth.“向某人要某物”，而askfor則表示“請(qǐng)求，通過(guò)詢問(wèn)尋找”。

（1）Howmuchdidtheyaskforthisbook?

這本書他們要多少錢？

（2）Thestrangeraskedtheoldmanforhisaddress.

那陌生人問(wèn)老人要家庭住址。

（3）Hecametoaskforhelp.

他來(lái)求助。

（4）Didanyoneaskforme?

有人找過(guò)我嗎？

15．butasIwassotensewhenIlefthome，Ihadforgottentobringitwithme.

但是由于我離開(kāi)家時(shí)太緊張了，我已忘記了帶著來(lái)。

?。?）as連詞，因?yàn)?/p>

　例如：

　Asshehasnocar，shecantgetthereeasily.

　因?yàn)樗龥](méi)有汽車，去那里很不容易。

　As；連詞，當(dāng)……的時(shí)候

　Ashegrewolderhelostinterestineverythingexceptgardening.

　他年紀(jì)越來(lái)越大，除了喜歡園藝外，對(duì)一切都失去了興趣。

?。?）forgettodo忘記做……

　例如：

　YesterdaywhenIlefthome，Iforgottolockthedoor.

　昨天我離開(kāi)家時(shí)，忘記鎖門了。

　forgetdoing忘記了已經(jīng)做過(guò)的事情。

　例如：

　Illneverforgetfindingthatrareoldcoininmygarden.

　我永遠(yuǎn)不會(huì)忘記在我花園里找到的那枚稀罕的古幣。

　（3）bring把某物帶給說(shuō)話人

　例如：

　Bringthatbooktome.　把那本書拿來(lái)。

take把某物帶到另一地方去

　例如：

　Takeyourumbrellawhenyougoout.你出去時(shí)把傘帶上。

　fetch去取某物并帶來(lái)

　例如：

　Pleasefetchthescissorsfromthekitchen.請(qǐng)到廚房把剪刀拿來(lái)。

　carry不含任何方向，是指用手或身體的某個(gè)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(jiàn)到她時(shí)她裝作不認(rèn)識(shí)我。

17.Ifyouthinkflowersaretoofeminineagiftforamantoreceive，youcan

considergivingaplantinstead.　如果你認(rèn)為鮮花對(duì)一位男士來(lái)說(shuō)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(gè)不應(yīng)該錯(cuò)過(guò)的極好機(jī)會(huì)。

（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(yǔ)才六個(gè)月，那么她講英語(yǔ)講得的確不錯(cuò)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(jué)之前關(guān)上各樣?xùn)|西。

(2)besuretodo　一定會(huì)……的，必定會(huì)發(fā)生的。

　例如：

　It’ssuretorain.必定會(huì)下雨。

(3)besureof　對(duì)……有把握.

　例如：

　Hessureoflivingtoninety.　他對(duì)活到90歲很有信心。

19．Theproblemisyoudon’tlikewearingorange.

問(wèn)題是你不喜歡穿橘黃色衣服。

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

（1）Thetroubleis(that)weareshortofmoney.

困難是我們?nèi)鄙馘X。

（2）Theproblemseemedhowwecouldmakehimunderstandit.

問(wèn)題似乎是我們?nèi)绾文苁顾斫膺@點(diǎn)。

（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(bào)。

（6）Ishouldliketobepresentatthemeeting.

我希望出席這次會(huì)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(méi)到結(jié)婚年齡。

（2）Theboxistooheavyformetocarry.

這個(gè)箱子太重，我搬不動(dòng)。

（3）Heistoocarefulnottohavenoticedit.

他那么細(xì)心，不會(huì)不注意到這一點(diǎn)的。

五.語(yǔ)法知識(shí)

1．賓語(yǔ)補(bǔ)足語(yǔ)

賓語(yǔ)補(bǔ)足語(yǔ)和賓語(yǔ)一起稱為復(fù)合賓語(yǔ)，可作賓語(yǔ)補(bǔ)足語(yǔ)的有：名詞，代詞，形容詞，副詞，分詞，不定式，介詞短語(yǔ)，名詞從句。

（1）WecallhimJim.

我們叫他吉姆。

（2）Whomdoyouthinkofme?

你以為我是誰(shuí)？

（3）Pleasekeeptheroomclean.

請(qǐng)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(qǐng)人把鞋補(bǔ)一補(bǔ)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(yǔ)補(bǔ)足語(yǔ)的注意事項(xiàng)

1）作補(bǔ)語(yǔ)的形容詞應(yīng)放在賓語(yǔ)后，若放在前則變成了定語(yǔ)。

（1）Wefoundthemanhonest.

我們發(fā)現(xiàn)此人很誠(chéng)實(shí)。（賓補(bǔ)）

（2）Wefoundthehonestman.

我們發(fā)現(xiàn)了這個(gè)誠(chéng)實(shí)的人。（定語(yǔ)）

2）在動(dòng)詞elect,choose,make之后用作補(bǔ)語(yǔ)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(zhǎng)。

3）有些動(dòng)詞后通常跟“tobe＋名詞或形容詞短語(yǔ)”作補(bǔ)語(yǔ)，但tobe常省去。這些動(dòng)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(yǔ)可變?yōu)橘e語(yǔ)從句。

Wethinkheranicewoman.→Wethinkthatsheisanicewoman.

我們認(rèn)為她是個(gè)很好的人。

5）動(dòng)詞let,make,have及感官動(dòng)詞后用不帶to的不定式作補(bǔ)語(yǔ)，若變?yōu)楸粍?dòng)語(yǔ)態(tài)，應(yīng)將to加上。

Isawtearscomeintohereyes.→Tearswereseentocomeintohereyes.

我看到她眼里含著淚。

6）感官動(dòng)詞后跟不帶to的不定式或現(xiàn)在分詞作補(bǔ)語(yǔ)，其區(qū)別在于不定式強(qiáng)調(diào)事實(shí)經(jīng)過(guò)或動(dòng)作已完成，而現(xiàn)在分詞則強(qiáng)調(diào)當(dāng)時(shí)情景或動(dòng)作正在進(jìn)行。請(qǐng)比較。

（1）Iliketohearhersing.

我喜歡聽(tīng)她唱歌。

Iheardhersinginglastnight.

昨晚我聽(tīng)到她在唱歌。

（2）Isawhimcrosstheroadandgointothehospital.

我看見(jiàn)他走過(guò)了馬路，進(jìn)了醫(yī)院。

IsawhimcrossingtheroadwhenIlookedoutofthewindow.

當(dāng)我向窗外看時(shí)，看見(jiàn)他在過(guò)馬路。

Unit13Rainydaysmakemesad教學(xué)設(shè)計(jì)

Unit13Rainydaysmakemesad教學(xué)設(shè)計(jì)

SectionA3a

教學(xué)內(nèi)容

話題內(nèi)容：談?wù)摥h(huán)境對(duì)情緒的影響，幫助學(xué)生學(xué)會(huì)調(diào)節(jié)自己的情緒。

知識(shí)內(nèi)容：

1.學(xué)習(xí)和掌握與人的心情、描述事物等相關(guān)詞匯和日常用語(yǔ)。

2.makesb+adj./makesb+do

教學(xué)理念

1.把英語(yǔ)教學(xué)與情感教育有機(jī)地結(jié)合起來(lái)，將德育教育滲透到學(xué)科教學(xué)中。

2.以任務(wù)型教學(xué)為途徑，設(shè)計(jì)貼近學(xué)生實(shí)際的教學(xué)活動(dòng)。使學(xué)生通過(guò)觀察、比較、思考、討論，交流和合作等方式，學(xué)習(xí)和使用英語(yǔ)，完成學(xué)習(xí)任務(wù)。讓學(xué)生真正把英語(yǔ)作為一種語(yǔ)言工具，通過(guò)它來(lái)解決生活中的各種問(wèn)題，培養(yǎng)學(xué)生的動(dòng)手能力和創(chuàng)新意識(shí)。

3.設(shè)計(jì)探究式的學(xué)習(xí)活動(dòng)，培養(yǎng)學(xué)生的閱讀學(xué)習(xí)策略。

4.合理利用網(wǎng)絡(luò)資源和多媒體教學(xué)軟件，豐富教學(xué)內(nèi)容和形式，提高教學(xué)效果。

教學(xué)目標(biāo)

1.復(fù)習(xí)與人的心情相關(guān)的詞匯及表達(dá)方式，進(jìn)一步幫助學(xué)生調(diào)節(jié)自己的情緒。

2.觀察社會(huì)現(xiàn)象，談?wù)撟约旱母惺?，培養(yǎng)學(xué)生正確的是非關(guān)。

3.有效利用好閱讀篇章，培養(yǎng)學(xué)生從文中搜集、整理信息的能力。

4.聯(lián)系生活，通過(guò)任務(wù)型作業(yè)設(shè)計(jì)，培養(yǎng)學(xué)生動(dòng)手能力及創(chuàng)新意識(shí)。

教學(xué)流程

Step1

Watchsomeslidesabouttheexpressionsandrevisethewordsaboutthem.Guesstheexpression.“Howdoeshe/shefeel?”

Talkaboutthestudentsownfeelings.“Whatmakesyoufeelhappy/sad?”

談?wù)搶W(xué)生的情感經(jīng)歷，教師適當(dāng)加以點(diǎn)評(píng)，幫助學(xué)生學(xué)會(huì)調(diào)整自己的情緒，正確認(rèn)識(shí)問(wèn)題，保持健康的心態(tài)。

關(guān)注學(xué)生的情感世界，聯(lián)系學(xué)生的生活體驗(yàn)。會(huì)使學(xué)生覺(jué)得可以用英語(yǔ)討論解決生活中的實(shí)際問(wèn)題，從而在學(xué)習(xí)中產(chǎn)生較高的積極性。學(xué)生的生活經(jīng)驗(yàn)是最有效的課程資源。

Step2

Showthestudentssomepicturesoftheunhealthysocialphenomenon.Talkabouttheirfeelings.Getthemtohaverightviews.

“Howdoyoufeelaboutthepollution?”

抓住教育契機(jī)，將思想道德教育滲透到英語(yǔ)教學(xué)中，幫助學(xué)生樹(shù)立正確的價(jià)值觀，具有明確的是非觀念，敢于抵制不良現(xiàn)象。使英語(yǔ)課堂不僅成為語(yǔ)言課堂，也成為德育課堂，實(shí)現(xiàn)學(xué)科德育

Step3

Doasurveyingroupsaccordingtothediagram,giveareportabouttheresult.

Howdoyoufeelabout...?

You

Yourfiend

pollution

heavytraffic

noise

endangeredanimals

smoking

peoplewhokeepyouwaiting

分組合作，交流對(duì)社會(huì)不良現(xiàn)象的看法。通過(guò)所設(shè)計(jì)的活動(dòng)，給學(xué)生提供用所學(xué)知識(shí)進(jìn)行交流的時(shí)間和空間。培養(yǎng)學(xué)生搜集信息，整理信息的能力，交流與合作的能力，用語(yǔ)言表述的能力。

Step4

1.Showpicturesoftwodifferentrestaurants,talkaboutdifferentfeelings.

2.Readthearticlein3a,feelinthechatinActivity3b.Trainthestudentsreadingskill,summarizethestudentsreadingstrategy.

1.利用多媒體軟件創(chuàng)設(shè)情景從視覺(jué)、聲覺(jué)上刺激學(xué)生的感官，從而激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)習(xí)效果。

2.有效利用教材中的篇章，培養(yǎng)學(xué)生的閱讀技能，從而最大限度地開(kāi)發(fā)教材所提供的課程資源。

(1)學(xué)會(huì)列提綱，使文章思路清晰，明了，從而抓住文章主要信息，避免丟掉重要信息。

(2)在回答問(wèn)題時(shí)，語(yǔ)言要達(dá)到流暢。

Step5

Ifyouhaveachancetostartyourownrestaurant,howwillyoudesignit.

根據(jù)本節(jié)課內(nèi)容，聯(lián)系學(xué)生實(shí)際生活經(jīng)驗(yàn)，設(shè)計(jì)任務(wù)型作業(yè)。學(xué)生可根據(jù)自己的喜好，設(shè)計(jì)自己喜愛(ài)的飯店環(huán)境，圖文并茂。從而引導(dǎo)學(xué)生動(dòng)手，通過(guò)親自實(shí)踐應(yīng)用所學(xué)英語(yǔ)知識(shí)，既鞏固了英語(yǔ)知識(shí)，又以英語(yǔ)學(xué)科為媒介，解決生活中的實(shí)際問(wèn)題。培養(yǎng)學(xué)生的思維能力。

教學(xué)后記：本堂課針對(duì)教材所提供的教學(xué)內(nèi)容，采取任務(wù)型教學(xué)方式，設(shè)計(jì)教學(xué)過(guò)程，使之適應(yīng)學(xué)生的經(jīng)歷，興趣，知識(shí)水平和理解能力，同時(shí)聯(lián)系生活，將人文教育滲透到英語(yǔ)教學(xué)中。使學(xué)生在課堂上不僅學(xué)會(huì)用英語(yǔ)這門語(yǔ)言處理問(wèn)題解決問(wèn)題，而且真正體會(huì)到用英語(yǔ)交流、表達(dá)、思考的樂(lè)趣，從而達(dá)到學(xué)習(xí)英語(yǔ)的真正目的。

Unit13Rainydaysmakemesad

每個(gè)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(duì)教案課件的工作進(jìn)行一個(gè)詳細(xì)的計(jì)劃，才能對(duì)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?、?c

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．

StepⅧB(niǎo)lackboardDesign

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(shí)；學(xué)問(wèn)

servev．服務(wù)；招待

designv．設(shè)計(jì)；構(gòu)思

uncomforableadj．不舒服的；不合意的

campaignn．運(yùn)動(dòng)；競(jìng)選運(yùn)動(dòng)：

endangeredadj．有滅絕危險(xiǎn)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?、?b

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(duì)

speciallyadv．特別地；專門地

usefuladj．有用的；有益的

instancen．例子；實(shí)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(cuò)方向；給……帶錯(cuò)路

carefuladj．小心的；仔細(xì)的

leadv引導(dǎo)；致使；領(lǐng)導(dǎo)

planen．飛機(jī)

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．

StepⅧB(niǎo)lackboardDesign

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?、?/p>

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(shuō)（用作插入語(yǔ)）

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(jià)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．