Unit13Rainydaysmakemesad.
I.Learningobjectives教学目标Skill
Focus
▲Listenandtalkabouthowthings,suchasmusic,weather,color,adsandsoon,affectyou.
Listen,describeandtalkaboutpersonalities
Expressfeeling.
WriteadiaryLanguage
Focus功能句式
Talkabouthowthingsaffectyou
1.howmusicaffectsyou(P102-103)
Loudmusicmakesmetense.
Loudmusicmakesmewanttodance.
Loudmusicmakesmesad.
2.howcolorsaffectyouintherestaurant(P104)
Redmakespeoplehungry.
Redalsomakespeopleeatfaster.
3.howadsaffectyou.(P106)
Talkaboutpersonalities
1.I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.(P102)
2.Howdoyoufeelaboutpollution?(P104)词汇
1.重点词汇
scientific,pin,hard,serve,shiny,list,truth,schoolbag,purple,purse,thought
2.认读词汇
lagoon,therefore,lighting,fair,campaign,endangered,slogan,mysterious,skin,product,lookout,beauty,stardust,advertising,aim,specifically,instance,confuse,mislead,lead,home-made,guilty,taste,count
3.词组
keepout,prosandcons,aimat,forinstance,tostartwith
语法
1.makesb.dosth./makesb./sth.+adj./p.p.
2.secondconditionalwithwish
Strategy
Focus
1.Matching
2.Personalizing
Culture
Focus
Learnaboutthefoodandadculture
Differentattitudestowardgivingandreceiving?II.Teachingmaterialsanalyzingandrearranging教材分析和重组1.教材分析
本单元以howdothingsaffectyou?为话题,从颜色、天气、音乐、广告、产品等方面谈论了外界事物如何影响人的心情。要求学生掌握表达某物或某事给人带来的感觉、看法或影响等。共设计了四个部分的内容:
SectionA
该部分有4个模块:第一模块围绕Whichrestaurantwouldyouliketogoto?这一话题展开思维(1a)、听力(1b)、口语(1c)训练;第二模块围绕Howdoesmusicaffectyou?进行听力(2a-2b)、口语训练(2c);第三模块继续围绕howdocolorsintherestaurantaffectyou这一话题展开训练,训练形式为阅读和问题体验(3a)和小组活动(3b);第四模块仍就Howdothingsaffectyou这一话题以调查的形式展开讨论。
SectionB
该部分有4个模块:第一模块围绕产品广告对人们的影响这一话题以“配对”(1a)与“列举”(1b)两种形式展开训练;第二模块继续围绕Howdothingsaffectyou?进行听力(2a-2b)、口语对话训练(2c);第三模块围绕“Advertising”这一话题展开阅读(3a-3b)和写作(3c)训练;第四模块围绕Howpostersaffectyou这一话题以口语训练形式展开小组活动。
SelfCheck
该部分有2个模块:第一模块对所学词汇进行填空训练;第二模块就一篇diary展开阅读和写作训练。
Reading
该部分共设置了5项任务:第一项任务要求学生写出自己对三种礼物的感受;第二项任务要求学生运用所供策略进行阅读训练;第三项任务利用完成句子、写作等练习形式进一步加深学生对阅读内容的理解;第四项任务要求学生运用合理的想象,讨论不同场景下如何选择不同的礼物以及这些礼物对人们的影响;第五项任务要求学生描述自己在收到某种礼物时的感受。2.教材重组和课时分配
Period1(SectionA:1a,1b,1c,2a,2b,2c;Grammar)ListeningandGrammar
Period1(SectionB:1a,1b,2a,2b,2c,3c,4;Selfcheck:1)Practice
Period1(SectionA:3a,3b,4;SectionB:3a,3b;Selfcheck2)Reading
Period1(SectionA:1c,2c,3c,4;SectionB:4)Writing
Period1(Reading)ExtensiveReading
III.Teachingplans
StepⅠLead-in
T:Mostofuslikemusic.Apieceofsoftmusicmakesusfeelrelaxed,aloudmusicmaymakeusfeelboringandanexcitingonemakesushappyandexcited.Ifyouandyourfriendsareatarestaurantwithloudmusicon,youcouldhardlyhearwhatyourfriendsaresaying.Howdoesthemusicmakeyoufeel?NowlookatthepictureonPage102.Therearetworestaurantsinthepicture.Inoneoftherestaurants,aloudmusicisbroadcasting;whileintheother,wecanonlyfindaquietandcomfortableplace.Whichrestaurantdoyoulike?Wouldyoufeelthesameasthetwogirlsdointhepicture?
S1:I’dliketogototheBlueLagoonbecauseIdon’tlikeloudmusic.Itmakesmeangry.Thisloudmusicmaydrivetheguestsaway.
S2:I’dliketogototheBlueLagoontoobecauseIlikequietmusicjustlikethegirlinthepicturedoes.Itmakesmefeelatease.
S3:I’dliketogotoRockinRestaurant.Ilikeloudmusic.Itmakesmefeelexcited.Thisloudmusicmakesmewanttodance.
S4:I’dliketogotoRockinRestauranttoo.Ithinkloudmusicmakesmefeelenergetic.Thisloudmusicmakesmefeelencouraging.
T:So,thethingsintherestaurantmayaffectthepeopleeatingthere.Accordingtosomesciencestudy,itisourownfeelingsthatworks,butnotthethingsaroundusaffectingusthoughdifferentthingsmayhavedifferenteffectuponus.
StepIIListening(1a,1b:P102)
AskthestudentstolistentoAmyandTinatalkingaboutthetworestaurantsanddotheexercises.
T:Nextwe’llhearadialoguebetweenAmyandTina.Nowlistenandfindouthowthemusicinthetworestaurantsaffectthem.
Playtherecordingandchecktheanswers.
StepIIISpeaking(1c:P102)
Askthestudentstotalkabouthowmusicaffectsthem.
T:ForTinaandAmy,differentkindsofmusicaffectthemdifferently.Nowworkinpairsandtalkabouthowthetworestaurantswouldaffectyou.
Sampledialogue1:
S1:I’drathergototheBlueLagoonRestaurantbecauseIlikequietmusic.
S2:Metoo!Loudmusicmakesmemad.
S1:Iagree!Loudmusicmakesmefeelbored.
Sampledialogue2:
S1:I’drathergototheRockinRestaurantbecauseIlikeloudmusic.
S2:Metoo!Quietmusicmakesmedizzy.
S1:Iagree!Quietmusicmakesmefeelrelaxed.
StepⅣPractice(2a,2b:P103)
Task1:Listening
Askthestudentstoreadthepicturesfirst.
T:It’struethatthingsaroundusaffectusgreatly.Forexample,examinationsmaymakeyoufeelnervous.Summervacationmakesyoufeelrelaxedandhappy.Englishlessonsmakessomefeelboring.Nowlookatthepicturesin2aonPage103.Whoisinthepicture?
Ss:TinaandAmy.
T:Whatishappeningineachpicture?Nowtalkabouthowthingsaffectthem.
S1:ThetwoinPicture1arehavingmeals.Theylookveryhappy.
S2:ThepeopleinPicture2arecrying.Theyarewatchingsomething.
S3:Inthethirdpicturetheydon’tlookhappy.Theyarelisteningtomusic.
S4:Inthefourthpicture,thegirllooksveryangry.Sheislookingatherwatch.Maybesheiswaitingforsomeoneatthebusstop.
AskthestudentstolistentowhatTinaandJohnsaidhowdifferentthingsaffectthem.
T:Nowlistentotherecordingandfindout.
Playtherecording.AskthestudentstonumberthepicturesandcheckthethingsTinaandJohnsaid.Checktheanswersthen.
Task2:Speaking(2c:P103)
T:NowpretendyouareTinaandJohn.Workinpairs,makedialoguesafterthemodelandthenactout.
Sampledialogue1:
S1:DidyouhaveagoodtimewithAmylastnight?
S2:Well…yesandno.shewasreallyboringlastnight.
S1:Butwhy?
S2:Shekeptonaskingmewhatshecoulddoifshefailedtheentranceexam.Thatmademeangry.
Sampledialogue2:
S1:DidyouhavefunwithAmylastnight?
S2:Well…yes.Wehadagooddinnerinaverycosyrestaurant.Andthemusicmademehappy.
Sampledialogue3:
S1:DidyouhaveagoodtimewithAmylastnight?
S2:Well…yesandno.Thedinnerintherestaurantnearthecinemawasverygood.Butthefilmmademecry.StepⅤGrammarFocus(P103)
Task1:Askthestudentstoreadthefollowingsentencesfirst.Thenhelpthemtowriteoutthesentencestructure.
1.Thatmakesmyeyesache.
Youhavemademefeelsafe.
Youmaytakeahorsetothewater,butyoucan’tmakehimdrink.
Whatmakesyouchangesoquickly?
make+宾语+v.
2.Praisemakesgoodmenbetterandbadmenworse.
Tryingtocomfortheronlymadethingsworse.
Butwewon’tmakeittooformal.
Well,sitdownandmakeyourselfcomfortable.
Hemakesmeangry.
It’llmakemesohappyifyou’llacceptit.
Thismadethestreetaslightasday.
make+宾语+adj.
3.AllworkandnoplaymakesJackadullboy.
Hehadalotofinterestswhichmadehimabestfriend.
Shemadeherselfthecenterofthemeeting.
Makethatarule.
Hemadeherhisgirlfriend.
make+宾语+n.
4.Whatmadethemsofrightened?
Thishasmadetheminterestedinphysics.
Youshouldmakeyourviewsknown.
Youmustmakeyourselfheard.
Ididnotmakemyselfunderstoodbyyou.
make+宾语+pp.Task2:Showsomepicturesandaskthestudentstomakesentences.
Task3:Translatethesentenceswiththeword“make”.
1.这条坏消息让那位老太太生气了。
2.那些美味的食物让Tom感到饿了。
3.阴雨天气把我留在了家里。
4.工厂巨大的噪音让我感到紧张。
5.这么长时间的等待,真让我感到生气。
Sampleanswers:
1.Thatpieceofbadnewsmadetheoldwomanangry.
2.ThedeliciousfoodmakesTomfeelhungry.
3.Rainydaysmakemestayathome.
4.Thegreatnoisefromthefactorymakesmetense.
5.Waitingforsuchalongtimemademekindofangry.StepVIHomework
Askthestudentstolistthethingsaroundthemandthendescribehowthethingsaffectthem.
每个老师需要在上课前弄好自己的教案课件,大家在认真写教案课件了。对教案课件的工作进行一个详细的计划,才能对工作更加有帮助!有多少经典范文是适合教案课件呢?以下是小编为大家精心整理的“Unit13Rainydaysmakemesad”,仅供参考,欢迎大家阅读。
Unit13Rainydaysmakemesad.
Ⅰ.AnalysisoftheTeachingMaterial
1.StatusandFunction
Inthisunit,studentslearntotalkabouthowthingsaffectthem.Thetopicismeaningfulandpracticaltostudents,Itisveryuseful.Itcanhelpstudentsexpresstheirownopinionsintheirdailylife.Itcontinuestotrainstudents’speakingabilityandintegratingskills.
Afterstudyingthisunit,studentswillbeinchargeoftheirattitudeandtheycandoeverythingbetter.
(1)ThefirstperiodmainlygivesstudentslisteningandoralpracticeusingthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.OK,really?Loudmusicmakesmeenergetic.Notme!Loudmusicmakesmestressedout.
(2)Theactivitiesinthesecondperiodgivestudentsmorelisteningandspeakingpracticeaswellasgrammarfocustopractisethetargetlanguage.Thepracticecanhelpstudentsimprovetheirlisteningandspeakingskills.
(3)Thethirdperiodprovidesanarticle.Studentslearntogetdetailedinformationfromthearticle.Itisabasicreadingskill,andalsoitisofgreathelpforstudentstoimprovetheirreadingskill.
(4)Thefourthperiodnotonlyintroducessomenewwordsbutalsoprovidesstudentswithmanydifferentkindsofactivities.Inthisclass,studentslearnhowtoexpresstheirownopinionsusingthetargetlanguage.
(5)Alotofpracticeisdesignedinthefifthperiodtotrainstudents’readingandwritingskills.Studentsalsolearnhowtotreattheadvertisementfromthereadingmaterial.
(6)Alltheactivitiesinthelastperiodinthisunitareusedtoprovidewritingpracticeusingthetargetlanguage.
2.TeachingAimsandDemands
(1)KnowledgeObjects
Inthisunit,studentslearntotalkabouthowthingsaffectthem,andhowtoexpresstheirownopinionsusingthetargetlanguage,
(2)Abilityobjects
Totrainstudents’listening,speaking,readingandwritingskillsusingthetargetlanguage,
(3)MoralObject
Theimpactofattitudeonlifeisobvious.Whengoshopping,weshouldremembernotalltheadsaregreat.
Wehavetobecareful.Inthisway,wecanbuynothingthatwedon’tneedatall.Soweshouldbeinchargeofourattitude.Thatway,wecanlivehappilyandwecandoeverythingbetter.
3.TeachingKeyPoint
Tomakestudentslearnandmasterthekeyvocabularywordsandthetargetlanguage.
4.TeachingDifficultPoints
Totrainstudents’listening,speaking,readingandwritingskills.
Totrainstudents’communicativecompetence.
5.StudyingWay
Teachstudentshowtoexpresstheirownopinionsfreely.
Ⅱ.LanguageFunction
Talkabouthowthingsaffectyou.
Ⅲ.TargetLanguage
I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.
Oh,really?Loudmusicmakesmeenergetic.
Notme!Loudmusicmakesmestressedout.
Ⅳ.Structure
Secondconditionalwithwish
Ⅴ.Vocabulary
lighting,mysterious,tense,silky,owner,product,knowledge,forinstance,shiny,
skin,cream,toothpaste,endangered,uncomfortable,useful
Ⅵ.Recycling
fastfood,make,cry,customer,happy,dance,sad,restaurant,red,pink,blue,relaxed,stressedout,awful,soft,energetic,keepout
Ⅶ.LearningStrategies
1.Personalizing
2.Matching
Ⅷ.TeachingTime
Sevenperiods
TheFirstPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
sad,energetic,stressedout,soft
(2)TargetLanguage
I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.
Oh,really?Loudmusicmakesmeenergetic.
Notme!Loudmusicmakesmestressedout.
2.AbilityObjects
(1)Improvestudents’listeningability.
(2)Helpstudentstoexpresstheiropinionfreely.
3.Moralobjects
Itisimportanttochooseasuitableplace.Itisgoodforyourstudyandlife.
Ⅱ.TeachingKeyPoint
TargetLanguage
Ⅲ.TeachingDifficultPoints
1.Howtoimprovestudents’listeningability.
2.Howtohelpstudentstoexpresstheiropinionfreely.
Ⅳ.TeachingMethods
1.Listening-and-answeringactivitytohelpthestudentsgothroughwiththelisteningmaterial.
2.Pairworktomakeeverystudentworkinclass.
Ⅴ.TeachingAids
1.Ataperecorder
2.Theblackboard
Ⅵ.TeachingProcedures
StepⅠRevision
T:YesterdaywefinishedUnit12.Inthisunit,welearnedhowtotellwhatwearesupposedtodo.Nowtellmesomethingsthataregoodtodoinschoolandthatarenotgoodtodoinschool.
S1:We’resupposedtodoourhomeworkeveryday.
S2:We’resupposedtoraiseourhandsbeforewetalk.
S3:We’resupposedtocometoclassontime.
S4:Wearenotsupposedtobelateforclass.
S5:We’renotsupposedtoeatinclass.
T:Verygood.You’reright.Fromnowon,we’lllearnUnit13.Lookatthefollowinglistofactivitiesontheblackboard:parties,exams,schoolvacations,gymclass.Howdoyoufeelaboutparties?Happy?
Excited?Nervous?
S1:Nervous.
T:Oh,sopartiesmakeyounervous.
S1:Yes.
T:Classrepeat.Partiesmakemenervous.
Ss:Partiesmakemenervous.
T:Nowwhataboutschoolvacations?
Howdoyoufeelaboutthem?
S2:Happy.
T:So,schoolvacationsmakeyouhappy.
S2:Yes.
T:Classrepeat.Schoolvacationsmakemehappy.
Ss:Schoolvacationsmakemehappy.
T:Nowwhataboutgymclass?Howdoyoufeelaboutit?
S3:Excited.
T:Sogymclassmakesyouexcited.
S3:Yes.
StepⅡ1a
Thisactivityintroducesnewvocabularyandprovidesoralpracticeusingthetargetlanguage.
Gothroughtheinstructionsandlookatthetwopictures.Ask,Whocandescribetheinteriorofeachrestaurant?(RockinRestauranthasredwalls,uglypaintingsonthewalls,andloudmusic.TheBlueLagoonhasbluewalls,plants,flowers,andapianoplayer.)Say,Whichrestaurantwouldyourathergoto?Talkaboutitwithyourparter.
Letstudentsworkinpairs,andtelleachotherwhichrestauranttheywouldliketogotoandwhy.Whenstudentswork,goaroundtheclassroomofferinghelpasneeded.Whentheyhavefinishedtalkingtoeachother,calloutseveralpairstosaytheirconversationstotheclass.
Sampleconversation
SA:Whichrestaurantwouldyouliketogoto?
SB:I’dliketogototheBlueLagoon.
SA:Why?
SB:Becausethereareplantsandflowersthere.
StepⅢ1b
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Askstudentstoreadtheinstructions.
Lookatthechartandpointoutthetwoheadings:TheRockin’RestaurantandTheBlueLagoon.Lookatthesampleanswer.
Letastudentreadthecompletedsentence,andthensay,Youwillhearthemissingwordsontherecording.Fillintheblankswiththewordsyouhearonthetape.
Playtherecordingthefirsttime.Studentsonlylistencarefully.Playtherecordingagain.Thistimefillinthemissingwords.
Checktheanswerswiththewholeclass.
Answers
TheRockin’Restaurant:sad,tense
TheBlueLagoon:relaxed,sleepy
Tapescript
Girl1:I’mhungry,Amy.
Girl2:SoamI.Whydon’twegetsomethingtoeat?
Girl1:Yeah.Let’sgototheRockin’Restaurant.Ilovetheirhamburgers.
Girl2:Oh,Tina…IhatetheRockin’Restaurant.
Girl1:Why?Thefoodisgreat,isn’tit?
Girl2:Thefood’sfine.Ijustdon’tliketheatmosphere.Thoseawfulpicturesonthewallsmakemesad,andtheloudmusicmakesmetease.
Girl1:OK.Sowheredoyouwanttogo,Amy?
Girl2:Let’sgototheBlueLagoon.Thesoftmusicmakesmerelaxed.
Girl1:Notme.Itmakesmesleepy.
StepⅣ1c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Lookattheexampleinthebox.Inviteapairofstudentstoreadittotheclass.
SA:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.
SB:Oh,really?Loudmusicmakesmeenergetic.
SA:Notme!Loudmusicmakesmestressedout.
Gothroughtheinstructionswiththeclass.
Tellstudentstheywillbetalkingabouttheirownopinionswithapartner.LookbackatthechartinActivity16.Makeupaconversationwithapartnerusingwordsfromthechart,suchasawfulpictures,loudmusicandsoftmusic.
Whilestudentsareworkinginpairs,walkaroundtheclassroom,andlistentosomepairs.Ifnecessary,offerlanguagesupport.Thenasksomepairstoactouttheirconversationsinfrontofthewholeclass.
Optionalactivity
Letstudentslookaroundtheclassroom,thinkaboutotherroomsintheschool,andtalkabouthowtheseplacesmakethestudentsfeel.Forexample,whatareyouropinionsaboutthisroom?Astudentmightanswer,Thisroomissunny.Itmakesmehappy.Oraskthem.Whatareyouropinionsaboutallthenoiseinthecafeteria?Astudentmightsay.Allthenoiseinthecafeteriamakesmetense.
Notes:
1.awful——terrible;dreadful
2.energetic——fullofenergy
StepⅤSummary
Inthisclass,we’velearnedsomeimportantwords,suchassad,energetic,stressedout.We’vealsolearnedthetargetlanguageI’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.Oh,really?
Loudmusicmakesmeenergetic.Notme!
Loudmusicmakesmestressedout.
StepⅥHomework
Reviewthetargetlanguage.
StepⅦ BlackboardDesign
Unit13Rainydaysmakemesad.
SectionA
TheFirstPeriod
Targetlanguage
A:I’drathergototheBlueLagoonRestaurantbecauseIliketolistentoquietmusicwhileI’meating.
B:Oh,really?Loudmusicmakesmeenergetic.
A:Notme!Loudmusicmakesmestressedout.
Unit13Rainydaysmakemesad.
TheSecondPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
tense,havefun,angry,cry.
(2)TargetLanguage
Loudmusicmakesmetense.
Loudmusicmakesmewanttodance.
Thatmoviemademesad.
2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’speakingability.
3.MoralObjects
Enjoyingyourselfisveryimportant.Butnomatterwhathobbiesyouhave,doremembertheymustbegoodforhealthandstudy.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
tense,angry,cry.
2.TargetLanguage
Loudmusicmakesmetense.
Loudmusicmakesmewanttodance.
Thatmoviemademesad.
3.Structures
Loudmusicmakesmetense.
Loudmusicmakesmewanttodance.
Ⅲ.TeachingDifficultPoints
1.Thetargetlanguage
2.Howtotrainstudents’listeningability.
Ⅳ.TeachingMethods
1.Listeningmethodtoimprovethestudents’listeningability.
2.Pairwork.
Ⅴ.TeachingAid
Ataperecorder
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.InviteapairofstudentstoreadtheconversationinActivity1c.
ThenletsomepairsactouttheirconversationsaccordingtothepicturesinActivity1aandActivity1c.
SA:I’drathergototheRockin’RestaurantbecauseIliketolistentoloudmusicwhileI’meating.
SB:Really?Softmusicmakesmerelaxed.
SA:Notme.Softmusicmakesmesleepy.
StepⅡ2a
Thisactivitygivesstudentspracticeinunderstandingthetargetlanguageinspokenconversation.
Lookatthepictures.Ask,Whataretheydoing?Pleaseguess.(InPicture1,twowomenareeatingandsmiling.Maybethefoodisverydelicious.InPicture2,thetwowomenarecrying.Maybetheyareseeingasadmovie.InPicture3,oneofthetwowomenisverytensethatbecauseoftheloudmusic.InPicture4,onewomaniswaitingforthebusorsomeone.Waitingmakesherangry.)
Gothroughtheinstructionswiththeclass.Say,YouwillhearTinaandJohntalkingaboutwhatTinaandAmydidlastnight.ThefourpicturesshowsomethingthatTinadidlastnight.
Pointtotheboxes.Say,Usethenumber1through4toshowtheorderyouhearTinaandJohntalkaboutthesethingsintherecording.Playthetapeforstudents.
Thefirsttime,studentsjustlisten.Playthetapeagain.Thistime,askstudentstonumberthepictureswhentheylisten.
Correcttheanswerswiththeclass.
Answers
Thepicturesshouldbenumberedinthisorder:(down)
3241
Tapescript
Boy:DidyouandAmyhavefunlastnight,Tina?
Girl:Well,John…yesandno.
Boy:WasAmylateasusual.
Girl:Yes,shewas.Andwaitingforhermademeangry.
Boy:Wheredidyougo?
Girl:FirstwewenttotheRockin’Restaurant,butAmydidn’twanttostay.Shesaidthatloudmusicmadehertense.
Boy:That’sfunny.Loudmusicalwaysmakesmewanttodance.
Girl:Metoo.SothenwewenttotheBlue
Lagoon.Itwasquietandthefoodwasgreat.Wehadagoodtime.
Boy:Thendidyougototheconcertatthehighschool?
Girl:No.Wedecidedtogotothemovies.
WesawLoveMeForever.Itwasareallygoodmovie,butitwassosadthatitmadeuscry.
Boy:Sadmoviesdon’tmakemecry.Theyjustmakemewanttoleave!
Girl:Youshouldjustlikemybrother!
StepⅢ2b
Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.Gothroughtheinstructionsandpointtothelistofstatements.
Youwillhearthesamerecordingagain.
Thistimelistencarefullytowhateachpersonsays.Putacheckmarkinfrontofthestatementsyouhear.
Lookatthesampleanswer.On.thetapeTinasays,Waitingforhermademeangry,soacheckmarkgoesinfrontofthissentence.Playthetapeagain.Letstudentscheckthesentencestheyhear.
Askstudentstosaythereasonswhytheycheckthem.
Checktheanswerswiththeclass.
Answers
√Waitingforhermademeangry.
√Shesaidthatloudmusicmadehertense.
Loudmusicmakesmehappy.
√Loudmusicalwaysmakesmewanttodance.
√Itwassosaditmadeuscry.
√Sadmoviesdon’tmakemecry.
Theyjustmakemewanttoleave!
Itmademesad.
Step Ⅳ2c
Thisactivityprovidesoralpracticeusingthetargetlanguage.
Lookatthesampleconversationbetween
TinaandJohn.Inviteapairofstudentstoreadittotheclass.
John:DidyouhavefunwithAmylastnight?
Tina:Well…yesandno.Shewasreallylate.
Gothroughtheinstructionswiththeclass.
GetstudentstomakeupaconversationusinginformationfromActivities2aand2b.Letstudentsworkinpairs.Whiletheyareworking,goaroundtheclassroomcheckingtheprogressofthepairsandofferinghelpasnecessary.
Calloutapairofstudentstosaytheirconversationtotheclass.
SA:DidyouhavefunwithLiPinglastnight?
SB:Well…yesandno.Shewaslateagainasusual.
SA:So,waitingforhermadeyouangry.
Wheredidyougo?
SB:Wewenttoasmallrestaurant.Itwasquietandclean.Thefoodwasdelicious.Thesoftmusicmademeveryhappy.
SA:Didyougotoseeamovie?
SB:Yes.WesawLoveMeOnceMore,
Mother.Itwasaverygoodmovie.Itwasalsomovingandsad.Itmadeuscry.
SA:Really?Yousoundjustlikemymother.
StepⅤGrammarFocus
Lookatthegrammarbox.Inviteastudenttoreadthesentencestotheclass.
Loudmusicmakesmetense.
Loudmusicmakesmewanttodance.
Thatmoviemademesad.
Whilethestudentisreading,writethethreesentencesontheblackboard.Thenask,WhatverbdoyouseeinallthreesentencesintheGrammarFocus?(makeinthepresentandinthepasttense)Letstudentsunderlinetheverbinallthreesentences.Thenunderlinethewordthatcomesrightafterthatverb(me).Ask,Whatdoesthiswordtellus?(Ittellswhohadthefeeling-me,her,etc.)Circletheendingofeachsentence.Getastudenttocometotheblackboardandpointtothecircledwordsthatareadjectivesandreadthesewordstotheclass(tense,sad).
Otherstudentsrepeat.Thenletstudentsmakeupsimilarsentenceswiththeverbmakethattalkaboutfeelingsandhaveadjectiveattheend.Writeontheblackboard:
makesme.Letstudentsworkalone.Thenasksomestudentstoreadtheirsentences.
S1:Aquietplacemakesmesleepy.
S2:Loudnoisemakesmetense.
Payattentiontothesentencewithwantingtodanceattheend.Say,Sometimesthereisaphraselikewanttodanceattheendinsteadofanadjective.Forexample,
Loudmusicmakesmewanttoleave,Askstudentstomakeupsentenceswiththefollowingsentencestarters:Longmoviesmakeme.Hotweathermakesme.
Givestudentstwominutestofinishthesentences.Thenasksomestudentstoreadtheirsentences.
S1:Longmoviesmakemewanttoleave.
S2:Longmoviesmakemewanttocry.
S3:Hotweathermakesmewanttogoswimming.
S4:Hotweathermakesmewanttodrinkalotofwater.
Letstudentsmakeupanyothersentenceusingtheverbmaketotalkabouthowthingsaffectthem.
StepⅥSummary
Inthisclass,we’velearnedkeyvocabularytenseandthetargetlanguageLoudmusicmakesmetense.Loudmusicmakesmewanttodance.Thatmoviemademesad.
StepⅦHomework
Getstudentstowritesomesentencesaccordingtothetargetlanguage.
StepⅧBlackboardDesign
Unit13Rainydaysmakemesad.
SectionA
TheSecondPeriod
1.Targetlanguage
Loudmusicmakesmetense.
Loudmusicmakesmewanttodance.
Thatmoviemademesad.
2.…makesme…
Longmoviesmakeme…
Hotweathermakesme…
Unit13Rainydaysmakemesad.
TheThirdPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
owner,scientific,pink,knowledge,serve,uncomfortable,endangered.
(2)TargetLanguage
Howdoyoufeelaboutpollution?
Itmakesmekindofangry.Howaboutyou?
Itmakesmewanttojoinaclean-upcampaign.
2.AbilityObjects
(1)Trainstudents’integratingskills.
(2)Traintheabilityofexpressingstudents’ownopinions.
3.MoralObject
Inourlives,weshouldexpresswhatwefeelclearly.
Ⅱ.TeachingKeyPoint
Trainstudents’integratingskills.
Ⅲ.TeachingDifficultPoint
Howtoimprovestudents’integratingskills.
Ⅳ.TeachingMethods
1.Fast-readingmethod.
2.Groupworkandpairwork.
Ⅴ.TeachingAids
1.Aprojector.
2.Theblackboard.
Ⅵ.TeachingProcedures
StepⅠRevision
T:Yesterdaywelearnedthetargetlanguage.Thestructureis…makesme…
Nowwhocanmakesentencesusingthestructure?
S1:Lightcoloursmakemerelaxed.
S2:Loudnoisemakesmetense.
S3:Loudmusicmakesmeenergetic.
T:Verygood.
StepⅡ3a
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Showthekeyvocabularywordsonthescreenbyaprojector.
ownern.所有者;业主
scientificadj.科学的
pinkadj.粉红色的
lightingn.照明;照明设备
knowledgen.知识;学问
servev.服务;招待
designv.设计;构思
uncomforableadj.不舒服的;不合意的
campaignn.运动;竞选运动:
endangeredadj.有灭绝危险的;将要绝种的
smokev.吸烟;抽烟
Readthewordsandgetstudentstorepeatagainandagainuntiltheycanpronouncethewordsfluentlyandaccurately.
Pointtothepictureandask,Whatcanyouseeinthepicture?Asksomestudentstodescribethepicture.Offerhelpifnecessary.
(Thewallsarebrightred.Thereisloudmusic.Therearebrightlightsintheceiling.Thepeopleareeatingquickly.Theyaren’ttalkingtoeachother.)
Readtheinstructionsandthequestionsbelowthearticlealoud.Makesurestudentsunderstandwhattodo.Readthetitle“RestaurantScience”andask,Whatdoyouthink“RestaurantScience”means?(Itmeansthestudyofhowtooperatearestaurant.)
Getstudentstoreadthearticleontheirown.Letstudentsunderlineanywordsorphrasestheydon’tunderstand.Gothrougheachwordorphraseandasksomestudentstoexplainwhattheythinkitmeans.Besurestudentsknowwhatthearticleisabout.Askstudentstoreadthearticlealoneagainandanswerthequestions.Havestudentsworkindividually.
Askthreestudentstoanswerthequestionsorallyinclass.Correcttheanswersifnecessary.
Checktheanswerswiththewholeclass.
Answers
1.Redmakesmostpeoplehungry.Itmakesthemeatfaster.
2.Theywantpeopletoeatquicklyandleavesomorepeoplecancomein.
3.Answerswillvary.
Notes
1.owner—personwhoownssomething
2.uncomfortable—notcomfortable;uneasy
StepⅢ3b
Thisactivityprovidesoralpracticeusingthetargetlanguage.Askthreestudentstoreadthesampleconversationintheboxtothewholeclass.
SA:Theseatsareveryhard.Thewhitewallsmakemestressed.
SB:Isitthisclassroom?
SA:No,itisn’t.
SC:Isitahospital?
SA:Yes,that’sright.
Gothroughtheinstructionswiththeclass.
Say,Firsttakeafewminutestothinkofaplaceandhowyouwilldescribeit.Youcanwritedownsomewordsthatdescribetheplace.
Getstudenttoworkingroupsoffourorfive.Eachstudentsdescribesaplaceandothersinthegrouptrytoguessit.Whilestudentsaredoingtheirwork,walkaroundtheclassroomcheckingtheirprogressandofferinghelpifnecessary.Attheendofthegroupwork,havesomestudentssaytheirdescriptionstotheclassandseehowquicklytheotherstudentscanguesswhattheplaceis.Givestudentsasampleconversation.
SA:Therearealotofpeopleeveryday.
Theloudnoisemakesmetense.
SB:Isitamall?
SA:No,itisn’t.
SC:Isitasupermarket?
SA:No,itisn’t.
SD:Isitamarket?
SA:Yes,you’reright.
StepIVPart4
Thisactivityprovidesreading,writing,listeningandspeakingpracticeusingthetargetlanguage.
Askagoodstudenttotellstudentshowhe/shefeelsaboutpollution.Forexample,Ihatepollution.Loudnoisemakesmetense.Smokingmakesmeveryangry.
Endangeredanimalsmakemesad.Ithinkpollutionisveryterrible.
Getstudentstoreadtheinstructionsbythemselves.Havestudentscompletetheworkingroupsofthree.Astheywork,goaroundtheclassroomofferinghelpasneeded.
Reviewthetask.Askafewstudentstosharetheresultsoftheirsurveys.
Sampleanswers
Howdoyoufeelabout…YouLiPingZhaoQiang
Pollutionangryangryangry
heavytrafficworriedtenseangry
loudnoisetenseenergeticwanttoleave
Endangeredanimalssadcryangry
Smokingangrywanttoleaveuncomfortable
peoplewhokeepyouwaitingangryworriedangry
StepⅤSummary
Inthisclass,we’velearnedsomekeyvocabularywordssuchasowner,scientific,knowledge,uncomfortable.We’vealsodonealotofreading,writingandspeakingpracticeusingthetargetlanguage.
StepⅥHomework
1.Finishofftheexercisesonpages53~55oftheworkbook.
2.Askstudentstochoosesomeplacestheyknowandtalkabouthowtheyfeelabouttheplaces.
StepⅦBlackboardDesign
Unit13Rainydaysmakemesad.
SectionA
TheThirdPeriod
Targetlanguage
A:Howdoyoufeelaboutpollution?
B:Itmakesmekindofangry.Howaboutyou?
A:Itmakesmewanttojoinaclean-upcampaign.
Unit13Rainydaysmakemesad.
TheFourthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
mysterious,shiny,silky,skin,cream,toothpaste,keepout
(2)TargetLanguage
HaveyoueverhadaTwistyTreat?
Yeah.Anditmademesick.
2.AbilityObjects
(1)Trainstudents’speakingandlisteningability.
(2)Trainstudents’abilitytounderstandthetargetlanguageinspokenconversation.
(3)Trainstudents’abilitytousethetargetlanguage.
3.MoralObject
Notallthemostexpensivethingsarethebestones.Sometimesweshouldn’tbelieveallofads.
Ⅱ.TeachingKeyPoints
1.KeyVocabulary
mysterious,shiny,silky,skin,keepout
2.TargetLanguage
HaveyoueverhadaTwistyTreat?
Yeah.Anditmademesick.
Ⅲ.TeachingDifficultPoints
1.Howtotrainstudents’speakingandlisteningability.
2.Howtousethetargetlanguage.
Ⅳ.TeachingMethods
1.Listeningmethod
2.Groupworktomakeeverystudentworksinclass.
Ⅴ.TeachingAids
1.Ataperecorder
2.Theblackboard
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.Getsomepairstoactouttheirconversationsabouthowtheyfeelaboutaplace,Collecttheirconversationsandhelpstudentscorrectanymistakes.
StepⅡ1a
Thisactivityintroducesnewvocabulary.
Payattentiontothefourpictures.Ask,
Whocantellmewhateachthingis?Getastudenttoanswer.Repeatthenameofeachproductandlettheclassrepeat(soap,shampoo,toothpaste,andsunglasses).Lookatthefourslogans.Haveastudentreadeachonetotheclassandmakesurestudentscanguesswhatitmeans.Ifthestudentscan’tguess,explainthemeaningtothem.(Whiterthanwhitemeansthatsomethinghasavery,verywhitecolor.Ifapersonhasthatmysteriouslook,itmeansthatthepersonlooksinterestingandunusual.It’sdifficulttoknowwhatamysteriouspersonisthinking.Theshiniesthairmeansthattheperson’shairwilllookverybrightandhavelotsoflightinit.silkyskinmeansthattheperson’sskinissoftandnicetotouch.)Gothroughtheinstructionswiththeclass.Askthemtowritethenumberofeachslogan,withthecorrectpicture.
Checktheanswerswiththeclass.
Answers
Thephotosshouldbenumberedinthefollowingorder:4312
Notes
1.slogan——strikingandeasilyrememberedphraseusedtoadvertisesth.
2.mysterious--fullofmystery
Step Ⅲ1b
Thisactivityhelpsstudentsapplytheideasintheunittotheirlivesoutsidetheclassroom.
Gothroughtheinstructionswiththeclass.
Makesurestudentsknowwhattodo.Getstudentstomakelistsindividually.Asksomestudentstoreadtheirliststotheclass.Haveotherstudentsputuptheirhandsiftheyhavethesameitemontheirownlists.
Threeproductsstudentslike
computer(26)
jacket(20)
watch(35)
Threeproductsstudentsdon’tlike
fastfood(8)
coat(32)
sciencebook(23)
StepⅣ2a
Thisactivityprovideslisteningpracticewiththetargetlanguageandintroducenewvocabulary.
Gothroughtheinstructionsandmakesurestudentsunderstandwhattodo.Nowyouwillhearaboutsomemoreproductsandwhatpeoplethinkofthem.WriteYesinfrontoftheproductifthepersonlikesit.
WriteNoinfrontoftheproductifthepersondoesn’tlikeit.
Readoutthenameofeachproduct.Getstudentstorepeatit.Listentotheconversationandfinishthetask.
Playthetapethefirsttime.Thistimestudentsonlylisten.Playthetapeagain.
LetstudentswriteYesorNoinfrontofeachproducttoshowwhetherornotthepeopleonthetapelikedit.
Checktheanswers.
Answers
1.No2.No3.Yes4.No
Tapescript
Girl1:Wow!LookatthisadforEasyCareShampoo.Fortheshiniesthairever.
Boy:Ican’tstandadslikethat!Theymakemereallymad.
Girl1:Why?
Boy:Theymakeyouthinkthatyoucanlooklikethepersoninthead.ButIboughtthatshampooanditdidn’twork.
Girl2:Iagree.Lookatthisone.LookoutSunglasses.Forthatmysteriouslook.I’llbettheydon’tevenkeepoutthesun.
Boy:Andwhataboutthisone!BeautyCream--thesilkyskinsoap.
Girl2:Waitaminute!ItriedBeautyCreamanditworksreallywell.Itmakesyourskinreallyseft.HaveyouevertriedStarshineToothpaste?
Girl1:Oh,youmeanwhiterthanwhite?
Yeah,Itrieditandittastesterrible.I’dneveruseit.
Boy:Iguessyoushouldn’tbelieveeverythingyouread.
StepⅤ2b
Thisactivityprovidesguidedlisteningpracticeusingthetargetlanguage.
Gothroughtheinstructionswiththewholeclass.LookbackatthetwolistsinActivity2a.Getstudentstoputuptheirhandsiftheydon’tunderstandANYofthewords.Ifnecessary,explainnewvocabulary.Readeachitemtotheclass.Lookatthesampleanswerandinviteastudenttoreadthematchingpartstotheclass.
EasyCareShampoo--Itdidn’twork.
Tellstudentshowtodothetask.Drawalinefromeachproducttothesentencethatdescribesthatproduct.Now,listentothetape.Youwillhearthesamerecordingagain.Thistimelistencarefullyanddrawlinestomatchupitemsinthetwolists.
playtherecordingagain.Letstudentsdrawlinesindividuallyintheirbooks.
Checktheanswerswiththeclass.
Answers
1.d2.c3.b4.a
StepⅥ2c
Thisactivityprovidesguidedoralpracticeusingthetargetlanguage.Readtheinstructionsforthisactivityaloudtotheclass.
GetstudentstolookbackatthelistofproductstheymadeforActivitylb.Inviteastudenttoreadhis/herliststotheclass.
Threeproductshe/shelikes
computer
jacket
watch
Threeproductshe/shedoesn’tlike
fastfood
coat
sciencebook
Lookattheexampleinthebox.Letapairofstudentsreadtheconversationtotheclass.
SA:HaveyoueverhadaTwistyTreat?
SB:Yeah.Anditmademesick.
Nowworkwithyourpartner.Makeupconversationslikethisone,usingtheproductsonthelistyoumadeforActivity1b.
Askstudentstoworkinpairs.Whiletheyareworking,walkaroundtheclassroomofferinghelpasneeded.
Calloutseveralpairstogivetheirconversationstotheclass.
Conversation1
SA:Haveyoueverhadacomputer?
SB:Yeah.Anditmademeexcited.
Conversation2
SA:Haveyouevereatenfastfood?
SB:Yeah.Anditmademeuncomfortable.
StepⅦSummary
Inthisclass,we’velearnedsomekeyvocabulary,suchasmysterious,shiny,silky,skin,keepout.We’vealsolearnedthetargetlanguageHaveyoueverhadaTwistyTreat?Yeah.Anditmademesickbylisteningandspeaking.
StepⅧHomework
Talkaboutsomeproductsusingsomewordsinthisclass,andwritedowntheconversations.
StepⅨBlackboardDesign
Unit13Rainydaysmakemesad.
SectionB
TheFourthPeriod
1.Targetlanguage
A:HaveyoueverhadaTwistyTreat?
B:Yeah.Anditmademesick.
2.Threeproductsstudentslike
computer(26)
jacket(20)
watch(35)
Threeproductsstudentsdon’tlike
fastfood(8)
coat(32)
sciencebook(23)
Unit13Rainydaysmakemesad.
TheFifthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
aimat,useful,forinstance,product,careful,plane
(2)Practisereadinganarticle.
(3)Practisewritingsomethingusingthetargetlanguage.
2.AbilityObjects
(1)Improvestudents’integratingskills—readingskillandwritingskill.
(2)Improvestudents’speakingabilitybydiscussion.
3.MoralObject
Weareinchargeofourattitudeandwecandoeverythingwell.
Ⅱ.TeachingKeyPoint
Practisereadingandwritingusingthetargetlanguage.
Ⅲ.TeachingDifficultPoint
1.Howtoimprovestudents’readingability.
2.Howtoimprovestudents’speakingabilitybydiscussion.
Ⅳ.TeachingMethods
1.Readingmethodtoimprovestudents’readingability.
2.Discussionmethodtoimprovestudents’speakingability.
3.Pairworktomakeeverystudentworkinclass.
Ⅴ.TeachingAids
1.Aprojetor
2.Theblackboard
Ⅵ.TeachingProcedures
StepⅠRevision
Revisethetargetlanguagepresentedinthisunit.Checkhomework.Getsomepairstoreadouttheirconversations.
(1)SA:Haveyoueverhadajacket?
SB:Yeah.Anditmademebeautiful.
(2)SA:Haveyoueverbadasciencebook?
SB:Yeah.Anditmademetense.
StepⅡ3a
Thisactivityprovidesreadingpracticeusingthetargetlanguage.
Teachthenewwords.Showthenewwordsonthescreenbyaprojector.
aimu.瞄准;打算
aimat瞄准;针对
speciallyadv.特别地;专门地
usefuladj.有用的;有益的
instancen.例子;实例
forinstance例如;比如
productn.产品;制品
confusev.混淆;辨不清;使困惑
misleadv.把……引错方向;给……带错路
carefuladj.小心的;仔细的
leadv引导;致使;领导
planen.飞机
Readthewordsandaskstudentstorepeatthemagainandagainuntiltheycanpronouncethemcorrectlyandfluently.
Lookatthearticle.Letastudentreadthearticlealoudtotheclass.Correctanypronunciationerrorstomakesurethestudentitprovidingagoodmodelfortherestoftheclass.
Readtheinstructionstotheclass.What’sthearticleabout?Doyouagreewithit?
Getstudentstoreadthearticleagainandanswerthetwoquestions.Getstudentstodotheworkindividuallyorinpairs.
Whiletheyareworking,goaroundtheclassroomofferinghelpasneeded.
Checktheanswerswiththewholeclass.
Elicitexamplesgiveninthearticlefortheadvantagesanddisadvantages.
Answers
Thearticleisaboutadvantagesanddisadvantagesofads.
Advantagesofads:helpyoucomparedifferentproducts;helpyousavemoney.
Disadvantagesofads:makeourcitiesandcountrysidelookugly;adscanbeconfusingormisleading;canleadyoutobuysomethingyoudon’tneed.
Notes
1.prosandcons-theargumentsforandagainst
2.forinstance-forexample
3.sales-theofferingofgoodsatlowpricesforaperiod
4.confuse-putintodisorder;mixupinthemind
5.mislead-leadwrongly;causetobeordowrong
6.attimes-fromtimetotime;nowandthen;occasionally
StepⅢ3b
Thisactivityprovidesreadingandwritingpracticeusingthetargetlanguage.
Gothroughtheinstructionswiththeclass.Getastudenttoread‘thesentencesatthebeginningoftheparagraphtotheclass.TellstudentstheyshouldlookbackatActivity2aandcompletethearticle,usingtheinformationabouttwoorthreeproductsinActivity2a.Havestudentsfinishthearticleindividually.Whiletheyareworking,walkaroundtheclassroomofferinghelpandansweringquestionsasnecessary.Whentheyfinish,getastudenttoreadhis/hercompletedarticletotheclass.
Asamplearticle:
Someadvertisementstellthetruthandsomedon’t.Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever.Butmyfriendtrieditanditdidn’twork.Itmademyfriendreallymad.Afewdaysago,ItriedStarshineToothpaste.Butitwasn’twhiterthanwhite.Ittastedterrible.I’dneveruseit.
YesterdaymysistertriedBeautyCreamanditworkedverywell.Shesaiditmadeherskinverysoft.SoI’lltryittomorrow.Now,doyouthinkitisrightnottobelieveeverythingweread?
Nowwritethearticleontheblackboardasanexample.
StepⅣ3c
Thisactivityprovideswritingpracticeusingthetargetlanguage.Gothroughtheinstructionswiththeclass.Askstudents,
Doyouknowwhatthewordsloganmeans?
Forexample,fortheshiniesthaireveristhesloganofEasyCareShampoo.Helpstudentsanswerthequestion.TellthemtheChinesemeaningifnecessarytomakesuretheyunderstandthemeaning.
Havestudentsmakealistoftheirfavoriteproducts,thentrywritingaslogantogowitheachproduct.Tellstudentshowtodothiswork.Firstaskastudenttonameafavoriteproduct.Thenletstudentssuggestavarietyofpossiblesloganstogowithit.Andthencrossouttheonesthatdon’ttellthetruth.
Askstudentstoworkingroupsoffour.
Whentheystarttowrite,walkaroundtheclassroomofferinghelpasnecessary.Reviseasmanystudents’workaspossiblewhilemovingaroundtheclassroom.
Letsomestudentstoreadtheirsloganstotheclass.
StepⅤPart4
Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Lookatthethreepictures.Ask,Whatcanyouseeinthepictures?
(InPicture1,wecanseeamanjumpedoutofaplane.InPicture2,wecanseealotofsmoke.Theairispolluted.InPicture3,somemenareridinghorses.)
Gothroughtheinstructionswiththeclass.Lookattheexampleinthebox.
Getapairofstudentstoreadtheconversationtotheclass.
SA:Iwouldlovetojumpoutofaplane!
SB:Notme.Thispicturemakesmefeeltense!
Discussthethreepicturesinpairs.Astheywork,goaroundtheclassroomofferinghelpasneeded.Haveseveralpairssaytheirconversationstotheclass.
Sampleconversations
SA:Thereisalotofsmokeinthepicture.
SB:Yeah.Itmakesmefeeluncomfortable.
SA:Iwouldlovetorideahorse.
SA:Notme.Thepicturemakesmetense.
StepⅥSummary
Inthisclass,we’vedonemuchpracticereadingandwritingaswellasspeaking.
StepⅦHomework
1.ReadthearticleinActivity3aagain.
2.CompletethearticleinActivity3b.
StepⅧBlackboardDesign
Unit13Rainydaysmakemesad.
SectionB
TheFifthPeriod
AsampleanswertoActivity3b:
Someadvertisementstellthetruthandsomedon’t.Forexample,theEasyCareShampoosaysitwillgiveyoutheshiniesthairever.Butmyfriendtrieditanditdidn’twork.Itmademyfriendrealtymad.Afewdaysago,ItriedStarshineToothpaste.Butitwasn’twhiterthanwhite.Ittastedterrible.I’dneveruseit.
YesterdaymysistertriedBeautyCreamanditworkedverywell.Shesaiditmadeherskinverysoft.SoI’lltryittomorrow.
Now,doyouthinkitistightnottobelieveeverythingweread?
Unit13Rainydaysmakemesad.
TheSixthPeriod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)Fillinblanksandmakesentencesusinglist,lead,compare,keepout,taste.
(2)Finishthetableaccordingtothediary.
2.AbilityObject
Trainstudents’writingability.
3.MoralObjects
Weshouldbelieveinothers.Weshouldn’tbeselfish.
Ⅱ.TeachingKeyPoints
1.Fillinblanksandmakesentences.
2.Finishthetable.
Ⅲ.TeachingDifficultPoint
Makesentencesusinglist,lead,compare,keepout,taste.
Ⅳ.TeachingMethods
1.Teachingbyexplanation.
2.Speakingmethod
Ⅴ.TeachingAids
1.Aprojector.
2.Theblackboard.
Ⅵ.TeachingProcedures
StepⅠRevision
Checkhomework.Getafewstudentstoreadthearticlein3a.Thenhaveastudentreadhisownarticle.
StepⅡPart1
Thisactivityfocusesonvocabularyintroducedintheunit.
Lookatthewordsinthebox.Getastudenttoreadthem.Makesurethestudentsunderstandthemeaningsofthewords.
Pleasefillintheblankswiththewords.
Insomecases,studentsmayneedtouseanotherformoftheword,forexampleadjustingfortenseorsubject/verbagreement.
Getstudentstofillintheblanksontheirown.
Checktheanswers.Fivestudentseachreadasentence,fillingintheblanks.Therestofthestudentschecktheiranswers.Showtheanswersonthescreenbyaprojector.
1.Ineedanewjacket.Thisonedoesn’tkeepoutthecold.
2.Customerssaythefoodattherestauranttastesterrible.
3.Whenpricesarelisted,youcangotothestorewiththelowestprice.
4.WorkinghardatEnglishcanleadtoagoodjob.
5.Waitbeforeyoubuythatwatch.Let’scomparepricesinanotherstore.
Havestudentsmaketheirownsentenceswiththewords,preferablysentencesthat
aremeaningful.Walkaroundtheclassroom.
Collectafewstudents’answerswithmistakesontheblackboard.Thenhelpstudentscorrectthemistakes.
Sampleanswers
1.Don’tforgettolisthisname.
2.AllroadsleadtoRome.
3.Let’scompareyourtranslationswiththemodeltranslationontheblackboard.
4.It’sverywindy.Pleaseshutthewindowandkeepoutthecold.
5.Lookatthebread.Ittastessweet.
StepⅢPart2
Thisactivityprovideslisteningandspeakingpracticeusingthetargetlanguage.
Gothroughtheinstructionsforthisactivitywiththeclass.
Getastudenttoreadthediaryaloud.
Correctanypronunciationerrorstomakesurethestudentisprovidingagoodmodelfortherestoftheclass.Havestudentsreadthediaryagain.Thenaskstudentstodotheworkinpairs.Whentheywork,walkaroundtheclassroomprovidinghelpifnecessary.
Checktheanswerswiththewholeclass.
Answers
sadangryannoyedsurprised
Earlymorningmid-morningLate-morningLunchtime
Notes
1.homehereisanadverb,meansat,inortoone’shomeorcountry.
2.annoy——makeratherangry(esp.inpassive),forexample,beannoyedwithsb.
Step Ⅳ
Thisactivityprovidesreadingandspeakingpracticewiththetargetlanguage.
Asktwostudentstoreadtheconversationaloud.
SA:Theymakemescared.
SB:Really?Theymakemehungry.
Getallthestudentstoreadtheconversationagain.Ask,Whatmakesthecartoonfunny?Helpstudentstoexplain.Thesecondfishisintelligentenoughtotakethebaitfromthehookwithoutgettingcaught.
Getsomepairsofstudentstopresentthisconversationtotherestoftheclass.
Note
scared——frightened
StepⅤSummaryandHomework
Inthisclass,we’redonemuchwritingpracticeusingthekeyvocabularywordsandthetargetlanguagepresentedinthisunit.
Afterclass,pleasemakesentenceswiththewordsinActivityIinyourexercisebooks.Thenfinishofftheexercisesonpages55~56oftheworkbook.
StepⅥBlackboardDesign
Unit13Rainydaysmakemesad.
Selfcheck
TheSixthPeriod
SampleanswerstoActivity1:
1.Don’tforgettolisthisname.
2.AllroadsleadtoRome.
3.Let’scompareyourtranslationswiththemodeltranslationontheblackboard,
4.It’sverywindy.Pleaseshutthewindowandkeepoutthecold.
5.Lookatthebread.Ittastessweet.
Unit13Rainydaysmakemesad.
TheSeventhPeriod
Reading:Theartofgiving
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
KeyVocabulary
weddinganniversary,vase,host,hostess,feminine,proper,acceptable,embarrass,let’ssay,aheadoftime
Text:Theartofgiving
2.AbilityObjects
Fast-readingtogetageneralideaofthetext.
Careful-readingtogetthedetailedinformationinthetext.
Learnthewordsandphrasesfromthecontext.
3.MoralObject
Givingagiftisanart.Moneyisoneofthegiftswecangiveothers.Butwemustknowmoneyisnoteverything.Soonlywhenitispropercanwegivesomeonemoneyasagift.
Ⅱ.TeachingKeyPoints
Keyvocabulary
Trainstudents’readingability.
Ⅲ.TeachingDifficultPoint
Trainstudents’readingandwritingskills.
Ⅳ.TeachingMethods
Fast-readingtoimprovestudents’readingability.
Careful-readingtogetthedetailedinformation.
Pairworkandgroupwork
Ⅴ.TeachingAid
Aprojector.
Ⅵ.TeachingProcedures
StepⅠKeyVocabulary
Thisactivityintroducesthekeyvocabularywords.Showthefollowingvocabularyonthescreenbyaprojector.
Weddingn.婚礼;结婚
anniversaryn.周年纪念;周年纪念日
co-workern.同事;合作者
let’ssay比如说(用作插入语)
orangeadj.n.橙黄色(的);橘黄色(的)
vasen.花瓶
hostn.主人;房东
hostessn.女主人;女房东
aheadadj&adv.在前;向前;提前
aheadoftime提早
arrangev.整理;布置;排列
feminineadj.女性的;女子气的
considerv.考虑;细想
properadj.适宜的;合适的
acceptableadj.可接受的;合意的
traditionn.传统;惯例
cheaplyadv.廉价地;便宜地
vouchern.(代替现金的)票券;收据;凭单
embarrassv.使窘迫;使尴尬
breakern.打破者;破坏者
containern.容器(如盒、箱、罐等)
qualityn.品质;品德
Readthewordsandhavestudentsrepeatthemagainandagainuntiltheycanpronouncethemfluentlyandaccurately.
StepⅡPart1
Thisactivityallowsstudentstoactivatetheirbackgroundknowledgebeforeattemptingthereading.
Lookatthepicture.Ask,What’shappeninginthepicture?Letstudentsdescribethepicture.
ReadthetitleTheartofgivingaloud.Getthestudentstopredictwhattheythinkthearticleisabout,basedonthetitleandthepicture.GetstudentstofinishTask1.Butdon’tlookatthereadingtext.Instead,theyusetheirbackgroundknowledgetotrytoanswerthequestions.Asstudentswork,movearound,lookingattheirprogress.
Whenmoststudentscompletethetask,getstudentstoanswerthequestionswithaparter.Elicitanswersfromthestudents.Askifotherstudentshavethesameordifferentanswers.Donotgivethecorrectanswerstothestudentsatthispoint.Waituntilstudentshavefinishedthereadingandletthemrevisetheiranswersaccordingly.Answerswillvary.
StepⅢPart2
Thisactivityencouragesstudentstoreadforthemainidea.
Readtheinstructionsaloudtotheclass.
Getstudentsintogroupsoffour.Letthemreadth4textquickly,theneachgroupsummarizesoneparagraphintheirownwords.Astheyaredoingthis,goaroundtheclassroomtomakesuretheydiscussthequestionsinEnglish.Invitefourstudentstoreporttheiranswers.
Sampleanswers
Paragraph1Givingandreceivinggiftsisn’teasy.
Paragraph2Somegifts,suchasflowersandplants,areusuallywelcome.
Paragraph3Givingmoneymaybeagoodgiftbutmayhaveproblems.
Paragraph4Followahost’ssuggestionoryoumayberude.
Notes
1.feminine—of,like,suitablefor,women
2.giftvoucher—suppliedwithsomearticles(egpetrol,cigarettes),tobeexchangedforgifts
3.embarrass—maketofeelawkwardorashamed
StepⅣPart3
Thisactivityencouragesstudentstousethestrategyofreadingincontext.
Lookbackatthestoryandfindoutthewordsandexpressionsindicatedinbold.
Letstudentsguessthemeaning.Don’tgivethemthecorrectanswers.Getstudentstoreadthearticleonce.Say,Payattentiontotheboldwordsandexpressions.Andnoteanyotherwordorsentenceyoudon’tunderstand.Readincontext,guessingtheirmeaningsfromtheotherwordsaroundthem.Letstudentsreadthearticleagainforcomprehension.
Askastudenttoreadtheinstructionsaloudtotheclass.Andletstudentslookattheexample.Thenaskstudentstomatchthecorrectmeaningswiththecorrectwordsandexpressions.Remindstudentstolookatthestoryagainforextrahelp.Givethemoneortwominutestodothework.
Checktheanswers.
Answers
Let’ssayd;vaseb;aheadoftimee;femininea;properc;acceptablef.
Getstudentstomakesentenceswiththewordsandexpressions.Answerstothisactivitywillvary.Thenaskastudenttowritehisanswersontheblackboard.
Helpcorrectanymistakes.
Sampleanswers
1.Ilikenewthings.Let’ssaythecomputerismyfavoriteone.
2.Thereisabeautifulvaseonthetable.
3.Youcancomehereaheadoftime,butneverbelate.
4.Iheardhisfemininevoice.
5.Heisn’tthepropermantodothework.
6.Ifthisadviceisacceptabletoyou,acceptit.
StepⅤPart4
Thisactivityhelpsstudentsreadforspecificinformationandparaphraseideas.
Readtheinstructionsaloudtotheclass.
Elicitthefirstanswerfromthestudentsfrommemory.Makesurethattheyunderstandwhattheyneedtodo.
Letstudentscompletethesentencesindividuallyorinpairs.Astheywork,movearoundtheclassroomofferinghelpasnecessary.
Checktheanswerswiththeclass.
Sampleanswers
1.thepersonmaynotlikethem
2.giveavasetoo
3.embarrassguestsandbethoughtrude
4.togivemoney
5.it’spartofatraditionsuchasChineseNewYear
StepⅥPart5
Thisactivityhelpsstudentsworkinagroupandthinkcriticallyaboutwhattheyhaveread.
Gothroughtheinstructionswiththestudents.Letstudentsdothetaskinsmallgroups.Helpstudentsthinkofdifferentoccasionsforgiftgivingsuchasholidays,birthdays,weddingsandbirths.
Checktheanswers.Letstudentssharetheiranswerswiththeclass.
Answerswillvary.
Optionalactivity
Asanoptionalin-classorhomeworkactivity,askstudentstomakealistofthingsthatareconsideredunluckygifts,suchasaknifeandaclock.
StepⅦSummary
Inthisclass,we’vepractisedalotofreadingandwriting.
StepⅧHomework
1.Readthestoryinactivity2againforfurthercomprehension.
2.Revisethetargetlanguageinthisunit.
Step9.BlackboardDesign
Reading:Theartofgiving.
TheSeventhPeriod
SampleanswerstoActivity3
1.Ilikenewthings.Let’ssaythecomputerismyfavoriteone.
2.Thereisabeautifulvaseonthetable.
3.Youcancomehereaheadoftime,butneverbelate.
4.Iheardhisfemininevoice.
5.Heisn’tthepropermantodothework.
6.Ifthisadviceisacceptabletoyou,acceptit.
为了促进学生掌握上课知识点,老师需要提前准备教案,大家正在计划自己的教案课件了。只有规划好教案课件计划,这样我们接下来的工作才会更加好!有哪些好的范文适合教案课件的?急您所急,小编为朋友们了收集和编辑了“Unit13Rainydaysmakemesad教案”,欢迎大家阅读,希望对大家有所帮助。
Unit13Rainydaysmakemesad教案
SectionA1a—2cofUnit13
Ⅱ.Date:
Ⅲ.Teachers’words:(practicemakesperfect).
Ⅳ.LearningAims:
1.Masterthewordsandphrasesinthispart.
2.Canunderstandthelistening…
Focalanddifficultpoints:Learntotalkabouthowthingsaffectyou
Ⅴ.LearningSteps:
step1Leannewwordsandtranslate
泄湖科学的(名词)粉红色的
光线坚硬的服务公平的
运动濒临灭绝的标语
神秘的有光泽的皮肤
产品前景
美貌使留在外面
Step2Finish1aLookatthepictureandtalkabout
“whichwouldyouliketogoto?why?”
Step3Finish1bListentwiceandfillinblankes,thencheck
Step4Finish1c1)Readthedialogueandtranslate.2)Talkaboutinpairs
Step5Explain
1.make的用法
1)make+宾语+宾语补足语
形容词做宾语补足语,表示宾语的特点,性质,状态等。Makesb+形容词
使他忧伤使她紧张
使他们放松使我们困倦
使我不舒服
2)动词不定式做宾语补足语,表示宾语发出的动作,注意to要省略。
Makesbdosth
高亢的音乐使我想跳舞
忧伤的歌使我们想哭
她使婴儿停止哭叫
3)变成被动语态,to要还原,把上面三句变成被动语态
1)
2)
3)
4)makesbsth,makesb+过去分词
经历把他磨练成一个男子汉
我们选他当小组长
我讲英语不能使人听懂
他无法使别人听到他说话
2.wouldratherdosththandosth
=prefertodo……ratherthando……
这位老人宁愿独自居住也不愿和他们一起住
我宁愿在呆在家里也不愿逛商场
他不愿听摇滚乐
()Iwouldprefertospendtheweekendathomeshopping.
A.togoB.togoC.nottogoD.ratherthango
3.so---that------;such---that---的用法
1)他个子这么高,能够着树上的苹果
2)他有那么多朋友,他每天都很高兴
3)他有如此少的钱,买不起小车
Step5Finish2a1)Listenandnumberthepicture
2)Check
Step6Finish2b1)Readbythemselves
2)Listenandcheck
Step7Finish2c1)Readandpracticeinpairs,
2)thencheck
Step8当堂训练
1.Thereisno(science)basisforsuchpolicies.
2.He’dratherhere
A.stayingB.tostayC.staysD.stay
3.我们必须保持教室干净
4.Iwasmade-(repeat)it.
5.Usuallysoftcolorsmakepeople(relax)
6.Whatmakeyouso(happy)?
7.Somepeoplethinkadsmakeourcitiesugly
A.tolookB.lookC.looksD.look
8.Wforhimsolongmadeusangry.
9.Theafilmmakeeveryoneafraid.
10.Rainydaysmakemeu.
11.Iwouldratherathomethan.
A.stay;gooutB.tostay;togooutC.tostay;gooutD.stay;togoout
12.Hewastiredhecouldgotoworking.
A.too;toB.such;thatC.so;thatD.too;that
请写出你的感悟。
SectionA3a—3cofUnit13
Ⅱ.Date
Ⅲ.Teachers’words:Knowledgeisatreasure,butpractiseisthekeytoit.
知识一是一座宝库,而实践就是开启宝库大门的钥匙
Ⅳ.LearningAims:1.Masterthewordsandphrasesinthissection.
2.Masterthelanguagepointsofthissection.
Ⅴ.LearningSteps
Step1.RevisionRevisethekeypointsoflastclass.
Step2.Wordsandphrasesspellingofthissection.
1.science(形容词)2.so(同义词)3.hard(副词)
4.serve(现在分词)5.fair(反义词)6.endanger(形容词)
7.own(名词)8.pollute(名词)
Step3.Readthearticlebyyourselvesandgetthemainideas.
Step4.Keypointspresentation.
1.Restaurantownershavetoknowhowtomakefood.
owner的意思是“物主,所有人”,是名词。该词往往和定冠词the连用。
谁是这个花园的主人?
[联想]动词own表示“拥有”。谁拥有这座花园?
他过去曾经拥有一座大房子。
2.Herearesomethingstheyhavelearnedfromscientificstudies
[分析]这是一个倒装句,正常语序为Somethingstheyhavelearnedfromscientific
studiesarehere.当句子的某一成分提前构成倒装句时,若主语是代词,保留主谓语序。若主语是名词,要构成完全倒装。
—Whereismybook?—它在这儿
这儿有你一封信。
3.Mangfastfoodrestaurants,therefore,haveredfurnitureorwalls.otherhand.
therefore是副词,意为“因此,所以,结果”理句中做插入语,同义词为so,then.其中therefore最正式,常用于精密的逻辑思维,而so,then用于口语。Therefore用于句中时,表示语气上的停顿,前后用逗号隔开,和and连用时,不用逗号。我对日本不熟悉,所以我不能告诉你太多。
4.Peoplewhokeepyouwaiting.
“keep……doing”句型中doing说明宾语发生的动作在进行中或处于某种状态。
为什么让我在这儿等这么长时间?
[联想]keep后跟复合宾语时,宾语补足语可由现在分词,形容词,副词,介词短语充当。
1)她把卧室保持得干净整洁
2)你最好离火远点儿。
3)雨天让他在家待了三天。
Step6当堂练习
Ⅰ.单项选择
()1.It’sclearit’sgoingtorain.
A.thatB.whichC.whenD.what
()2.Don’tkeepyourchildsolong.
A.waitB.waitsC.waitingD.towait
()3.Sinceyou’reill,whynothaveatelephonetoyourparents?
A.giveB.givenC.togiveD.giving
()4.HehadleftIcouldsayhellotohim.
A.beforeB.whenC.afterD.until
()5.hewasill,hedidn’tcometoschool.
A.Because;/B.Though;/C.Though;butD.Because;so
Ⅱ.用所给单词的正确形式填空。
1.(miss)theearlybusmakesherannoyed.
2.It’sbeenrainingfortwodaysandthe(rain)weathermakesmeuncomfortable.
3.Ownersoffastrestaurantsusemanyways(make)customers(eat)faster.
4.Thishotel(design)tomakepeoplefeelathome.
5.Shewantedtolearnhow(make)mooncakes.
III.根据汉语完成句子。
1.因为顾客呆的时间不长,小餐馆每天就能招待更多的顾客。
Becausecustomersverylong,smallrestaurantscanpeopleeveryday.
2.很多餐馆,特别是快餐店,运用这一知识使顾客吃的更快。
Manyrestaurants,fastfoodrestaurantsthispeople
.
SectionB(1a-2c)ofUnit13
Date:_________
Teachers’words:Truefriendshiplastforever.
Learningaims:1.Masterthewordsandphrasesandgrammarpoints.
2.Talkabouttheusageoftheword“make”
Learningsteps:
Step1matchthepicturesandcheckthendo1b.
Step2Listeningpractice.
1.2a.Listenandcircle“Yes”or“No”..Then,checktheanswers.
2.Listenagain,drawlinestomatch.
Listenagain,andchecktheanswers.
Step3Pairwork.
Roleplaytheconversationabouttheproductsyoulikeoryoudon’tlike.
Step4:精讲精练。
1.Ittastesterrible.它尝起来很糟。
▲taste+形容词,学起来有……的味道
Thecaketastessweet这蛋糕尝起来很甜。
Thesepumpkinstastegood.这些南瓜尝起来很好。
tasten.haveataste尝一尝
Wouldyouliketohaveataste?你想尝一尝吗?
[拓展]taste作动词用时,属于系动词,后跟形容词作表语。类似的系动词用look(看起来),sound(听起来),smell(闻起来),get,turn,become(变得)等。如:
Hismotherlooksyoung.他妈妈看起来很年轻。
Thetreesturngreeninspring.春天树木变绿。
2.Itdidn’twork它不起作用.
▲Workv.工作,用功
Theyworkfrommorningtillnight.他们从早工作到晚。
v.(机器等)运作Thebrakedidn’twork.刹车失灵。
v.(药物)失效Themedicineworkedlikemagic.那药有奇效。
v.运用Doyouknowhowtoworkthismachine?你知道如何使用这台机器吗?
v.工作,劳动,用功,是不可数名词,其前不可加a,many,one,two等词,但可以说apieceofwork,somework.muchwork等!
n.作品,著作Ireadyourlatestwork.我读了你最近的著作。
Step5:Fitting.
一、.单项选择
()1.Theairpollutionmakesmanypeoplefeel.
A.happyB.sickC.badD.good
()2.ThewatchIboughtlastweekdoesn’tworkwell.SoIhavetohaveitrepairedthisafternoon.(选出可代替画线部分的选项)
A.doB.walkC.windD.run
()3.Iloveloudmusic,itmakesme.
A.tenseB.sadC.happyD.tiring
()4.Themoviemademydaughterlastnight.
A.tocryB.cryC.cryingD.cried
()5.Allthestudentsjointheclean-upcampaign.
A.madeB.aremadetoC.weremadeD.made
()6.—Didyouenjoyyourselfwithyourboyfriendlastnight?
—Well…….Hewasreallylate.
A.wonderfulB.Idon’tknowC.sooneroflaterD.yesandno
()7.Steve’smotherisagoodcookandsheknowstomakefood.
A.whatB.howC.whyD.when
()8.Itissaidthatredcanmakepeople.
A.getangryB.feelsadC.eatfasterD.bepeaceful
()9.Weshouldourcountrywhenwegrowup.
A.serveB.eatC.desfignD.lead
()10.—HaveyouhadaTwistyTreat?
—Yeah,Anditmademesick.
A.neverB.alreadyC.usuallyD.ever
Ⅱ.连词成句
1.sheshemadeobjectedittoclearthethatproposal
2.cryinghowstopbabycanyouthemake
3.aboutdofeelyoupollutionhow
4.whilelikeIIeatingtotomusiclistenamquiet
5.danceloudtomewantmusicmakes
Ⅲ.请用所给词的适当形式填空
1.Weshouldsolvetheproblemwithmethods.(science)
2.Be.Thereisaholeintheroad.(care)
3.Imettheofthelocalhotel.(own)
4.Hisfatherdiedofadisease.(mystery)
5.Deanisareallypersontohavearoundwhenthingsgowrong.(use)
6.Shehashair.(shine)
7.Ihadthisdresmadeforthewedding.(silk)
8.Usuallyachildhasskin.(silk)
请写出你的感悟
SectionB3a-4
1.Teacher’swords:Heisrichthathasfewwants
2.Learningaims:
(1)Theusingof“make”
(2)Talkaboutaplaceyouknow.
3.Learningsteps:
Step1.Translatethewordsandphrases.
(1)星团,幻觉(2)广告;广告活动
(3)瞄准;对准(4)特定地;特殊地
(5)例子;实例(6)列举,列表
(7)令人困惑的;含糊不清的(8)令人误解的;骗人的
(9)事实;真相(10)赞成与反对
(11)有时,偶尔(12)首先
(13)例如;比如
Step2.Read3aandanswerthequestions.
Step3.Groupwork.Tellyourgroupaboutaplaceyouknow.
Yourclassmatestrytoguesstheplace.
Stp4.Do.part4
Step5.Explain.
1.aim是动词。意为“瞄准,对准”,常与介词at连用,意为“针对,瞄准”。
(1)他用枪瞄准了一只兔子。
Aim还可做名词,意为“目标,目的”。
(1)你学习的目标是什么?_________________________________________
2.some……others意为“一些……另一些”。
(1)他们放学后是自由的,一些正在踢足球,另一些正在做游戏。
some……theothers……是指圈定了范围当中的一些和另一些。
(1)他们正在种树,一些在挖坑,另一些在浇水。
3.compare是动词,意为“比较,对照”。
他比较了这两件外套,最后决定买便宜的那一个。
拓展:compare……with.意为“把……与……相比较,指同类事物相比”。
(1)请把这本词典与那本词典作比较。
Compare……to……意为“把……比作……”,不同事物相比较。
(1)知识常被比喻成海洋。
4.havesales意为“甩卖,特价销售”
Adsalsotellyouwhenstoreshavesales.你也可以从广告上获得商品降价的信息。
Onsale意为“出售,上市”。
这种新电脑可能明年上市。
5.confuse是动词,意为“混淆,辩不清”,常与with连用,意为“把……混同”。
(1)你把these和those混同了。
6.mislead是动词,意为“把……引错方向,给……带错路”,该词的反义词为lead,leadto导致,导向
(1)勤奋工作导向成功。
Step6.Exercises.
一、选择
1.Ads(be)great,butyoumustbecarefulwiththem.
2.Whydon’tyoutellhimthe(true)?
3.Whatcanleadyou(make)suchadecision?
4.The(quality)oftheproductsaremostimportant.
5.Somestoreshave(sale)veryoften,andmostcustomersgetusedtothat.
6.Thiskindofbikeisaimed(specific)atchildren.
7.Othershateads,(say)thattheymakethemuncomfortable.
8.YoucanuseEasyCareShampoo.Itworks(real)well.
反思:
Unit13SelfCheck
Teachers’words:Believeyourself,youarethebest.
Date
LearningAims(学习目标)
(1)Masterthewordsandphrasesinthisunit.
(2)Masterthelanguagepointsofthispart.
(3)Mastertheuseof“make”correctly.
Learningsteps.
Step1Revisetheknowledge
Revisethekeypointsoflastclass.
Translatethefollowingwordsandphrases
Listleadcomparekeepouttaste
Step2.Finishpart1Fillineachblankwiththecorrectwordgiven.
Task1Translatethesentences
1.Ineedanewjacket.Thisonedoesn’tkeepoutthecold
________________________.
2.Customerssaythefoodattherestauranttastesterrible_______________________________
3.Whenpricesarelisted,youcangotothestorewithlowestpric
___________________________.
4.WorkinghardatEnglishcanleadtoagoodjob.
__________________________________
5.Waitbeforeyoubuythatwatch.Let’scomparepricesinanotherstore.
___________________________________________________
Step3FinishPart2Readthestory.
Findoutfeelingwordsatdifferenttimesduringtheday.
Step4Explainsomepoints
1.wait等待,等候[拓展]waitaminute请稍等waitfor等待,等候
I’llwaitforyouattheschoolgate.
Waitforsb./sh.todo等待某人做某事/等候某事的来临.
Wouldyoupleasewaitformetogetready?
2.either用于否句中,也不
Heisnotaworker,Iamnotaworker,either.
[拓展]either还可用作adj./pron.表示两者中的任何一方。
Sitoneitherside.随便坐哪一边.
EitherofthedaysisOK.两天里哪一都行。
Eitheradj.时,还含有各的意思。=eachoftwoThereareshopsoneitherside
(onbothsides)两边都有商店。
either……or…要麽…要麽或者……或者。
Heiseitheratschoolorathome.他或者在学校里或者在家里。
3.Ihadforgottentobringitwithme.Thatmademeannoyedwithmyself.
forgettodo忘记去做某事。Forgetdoing做过某事却忘记了。
Remembertodo记者要做某事rememberdoing记得做过某事。
Don’tforgettobringmethebook.
Remembertolockthedoorwhenyougoout.
4.beannoyedwithsb.for/atsth.因某事而对某人生气。
Step5Summary1makesb.adj.makesb.dosth.
Step6Fitting
(一)根据句意和首字母完成单词。
1.Heforgottoleavehissonanwhenhelefthome.
2.Whatmadeherawithus?
3.Haveyoureadthebookwabout“theartofgiving”
4.Ilikegifts,ethosethathavesomethoughtbehindthem.
5.Takecareofyourtwhenyougetonabus.
(二)用所给词的适当形式填空。
1.(hear)fromhimisagreatsurpriseforme.
2.Areyouready?Theplanewill(takeoff)inaminute.
3.Thisisreally(surprise)newsforallofus.Wecan’tbelievewithourownars.
4.Howdotheawfulpicturesmakeyou(feel)
5.HowmanyEnglish(say)doyouknow?
6.Thatmadehim(annoy)withhisparents.
7.Whenpricesare(list),youcangothestorewiththelowestprice.
Step7Homework
Step8学习感悟
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