2019-2020年九年級英語Unit13 Rainy days make me sad教案 人教新目標版.doc

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2019-2020年九年級英語Unit13 Rainy days make me sad教案 人教新目標版 語言目標： 能夠運用所學知識談?wù)摶蛟儐枌δ臣禄蛭锏目捶ɑ蛘務(wù)撌挛飳θ说那榫w的影響。 認知目標： 1. 學習動詞make的用法（make+ 賓語+ 形容詞和make+ 賓語+ 動詞原形）。 2. 學會以下基本句型： How do you feel about loud music? Loud music makes me tense. Loud music makes me want to dance. Waiting for her made her angry. 情感目標： 培養(yǎng)學生做一個情感豐富的人。 第一課時 教學目標： 1. 能用所學的目標語言簡單談?wù)摶蛟儐柺挛飳θ说挠绊?，或人對某一事物的看法? 2. 能初步理解動詞make的用法，并能在實際情境中簡單地運用。 3. 能聽懂聽力內(nèi)容，并能完成相應(yīng)的練習。 Section A Step 1 Presentation Play rock music for the students to listen. T: Do you like this kind of music? How do you feel about it? S1: I like it. It makes me fortable. S2: I don’t like it. It’s noisy. ……. Then play a piece of light music again, and ask about the students’ feelings. T: What about this music? S1: It’s gentle. I like it. S2: It’s too quiet. I don’t like it. ……. It’s OK that different students have different answers. But it’s important to guide them to say out “make”. Write the sentences including “make” that they have said on the blackboard. Step 2 Discribing pictures Part 1. Ask the students to describe something about the two pictures. Such as, “These are restaurants. The first girl seems not to stand the music. The second girl seems to be pleased with the restaurant.” And so on. Step 3 Listening and practicing 1b. Listen to the tape. Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening. Students read the sentences in this part and prehend them. Then get them to e up with one use of “make”: make sb / sth + adj. According to the listening text, ask the students to make up similar conversations about their own opinions. Step 4 Listening 2a. Before playing the tape, get the students to guess where they are in the pictures. Then listen and number the pictures in the order. Check the answers later on. 2b. Listen again. Check the things that Tina and John said. Check the answers later. Students read the sentences and say out another use of “make” besides “make sb./ sth. + adj.”: make sb do sth. Ask some students to make up their own sentences according to uses of “make”. Step 5 Grammar Focus Read the sentences in Grammar Focus. Ask some students to translate them into Chinese. Ask one student to repeat the uses of “make”. Step 6 Homework: a. Master the sentences in 2b. b. Preview the passage in 3a. 第二課時 教學目標： 1. 能進一步用所學的目標語言談?wù)摶蛟儐柛鞣N事物對人的影響或人對某些事或物的看法。 2. 能理解3a的內(nèi)容并完成相應(yīng)的練習。 Step 1 Revision Review the uses of “make” in the last lesson by organizing the petition about sentence translating. For example, 1. 她說高亢的音樂讓她緊張。 2. 高亢的音樂使我高興。 3. 等候她讓我生氣。 4. 這太令人悲傷了以至于我們都哭了。 5. 悲傷的電影只會讓我想離開。 Step 2 Free talk Ask “Do you like eating in a restaurant?” What kind of restaurant do you like to go?” Get the students to describe the kind of restaurant they like, including the size, the seats, the wall, the atmosphere. Step 3 Reading Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money. Tell the students to give examples according to the passage. Then learn it carefully. Make sure students understand every new word and every sentence. Get the students to say out all the sentences in which there if “make” and prehend them. Finally, answer the questions below the passage and write the answers down. Students read the passage loudly again. Step 4 Discussion Part 4. First, the students understand the instructions. Then discuss with their partners about the problems in the table. After discussion, share the answers. Step 5 Homework Write a short position named “ My Favorite Restaurant.” (Students must use “make” in their positions.) 第三課時 教學目標： 1. 能進一步擴展所學的內(nèi)容，能用目標語言談?wù)搶ι唐窂V告的看法。 2. 能聽懂聽力內(nèi)容，完成相應(yīng)練習。 Section B Step 1 Revision Ask some students to read their position “My Favourite Restaurant”. Step 2 Lead in Remind the students of some great advertisement. Let them say out the slogans of them, like “Anything is possible. Just do it.” And so on. Say, “ Almost every product has its slogan.” Step 3 Matching and saying 1a. Students look at the pictures and tell what they are. Look at the slogans below the pictures and prehend them. Then match each slogan with one of the products. Check the answers then. 1b. Students make a list of three products they like and three products they don’t like. Get some of them to talk about the products they like or they dislike and the reasons. Step 4 Listening Before listening, look through the information in the columns. prehend them. Then raise a phrase “ keep out”. Tell them the meaning of this phrase. Play the tape and finish 2a. Play the tape again. While listening, help the students repeat sentences one by one. Finish 2b at the same time. Step 5 Exercises 完成句子： 1. His father’s death make him ______________ (離開學校). 2. The students were made _______________ (課前完成練習). 3. The awful movie made make me ________________ (想要離開). 4. Waiting for her ________________ (使我生氣). 5. I like to listen to quite music _________________ (在吃飯的時候). 第四課時 教學目標： 1. 理解閱讀文章，找出主要意思并掌握文中相關(guān)用法。 2. 能運用目標語言，就廣告及對其他事物的看法進行寫作。 Step 1 Free talk Talk about advertisements. T: Do you like ads or hate ads? Do you believe ads? Why? Step 2 A story about ads Recall a story we have read before: A man saw an advertisement list. On it there is a nice bike. Then he went to the store and decided to buy one. But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too. Do I also have to send you the girl?” Ask the students what they think about the story. Step 3 Reading Students look through the passage and find out the main idea of it: the advantage and disadvantages of ads. Learn the passage carefully. Raise the key points in it. 1. be aimed at 意思是“目的是，旨在，針對” 例：The book is aimed at very young children. aim 意思是“目標，目的”（n.）和“瞄準，對準”（v.） 2. for instance = for example = e.g. （原自拉丁文exempligratia），表示“比如”，常用于舉例。 3. so that引導狀語從句，可表目的，也可表結(jié)果。 例：They worked hard so that they could finish the work soon. （表目的） He didn’t plan his time well so that he didn’t finish his work on time. （表結(jié)果） so…. that… 引導結(jié)果狀語從句 例：He is so strong that he can lift the box easily. 4. confuse v. 意思是“混淆，使困惑” confused adj. 意思是“感到困惑” confusing adj. 意思是“令人困惑” 例：I feel confused about his words. These two problems are confusing. I can’t work them out. 5. lead 意思是“引導” lead sb to do sth “引領(lǐng)某人做某事” lead sb to somewhere “引導某人去某地” lead to “通向，通往” 例：All roads lead to Rome. Read the passage. Ask students to list pros and cons about ads according to the passage. Step 4 Writing 3b. plete the article using the information about two or more products in 2a and 2b. Then check the answers. Step 5 Homework Read the passage fluently. 第五課時 教學目標： 1. 熟練掌握和運用本單元一些重點詞匯。 2. 理解文章并能作出概括。 Step 1 Revision Review the passage in 3a by asking the students to sum up the advantages and disadvantages of ads. Step 2 Self check Part 1. Fill in each blank with the word given. Students do the exercises by themselves first. Then check the answers by asking some students to prehend the sentences. Ask the students themselves to point out the uses of some words and phrases in the exercises. Step 3 Reading The students read the passage and finish the chart below. Raise some words and phrases like “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them. Read the passage loudly. Step 4 Exercises 動詞填空： 1. ________ (learn) English well can lead to a good job. 2. The food at that restaurant _______ (taste) terrible. 3. When my mom went out, she _______ (leave) me a note. 4. Last week, I _______ (have) a wonderful party. 5. Soft music makes me _______ (feel) fortable. 第六課時 教學目標： 理解文章，提高閱讀能力。 Step 1 Free talk T: What do you usually get for your birthday? S1: I usually get a gift. T: How do you feel when you get gifts? S1: I feel happy. S2: I don’t like all of them. Step 2 Reading Ask a question “What’s the passage about?” before the students read it. (It’s about “receiving”.) Then prehend the passage paragraphs one by one. Get the students sum up the main idea of every paragraph. Paragraph 1: Receiving a gift can be difficult. Paragraph 2: A gift, purse. Paragraph 3: A gift, sweater. Paragraph4: Receiving money. Then learn the passage carefully. Key points: 1. buy you a gift= buy a gift for you buy sb sth= buy sth for sb 2. pretend 意思是“假裝” pretend to do sth /pretend that 從句 例：You can’t wake a person who is pretending to be asleep. (Unit 5) 3. would rather 寧愿….. 后接do sth, 也可說would rather do sth than do sth 例：I would rather walk to school than take a bus. prefer to……rather than….表示“喜歡…..勝過……” 例：I prefer to walk to school rather than take a bus. prefer doing sth to doing sth 也表示“喜歡…..勝過……” 例：I prefer walking to school to taking a bus. prefer sth= like sth better 例：---Which one do you prefer, oranges or apples? --- I prefer oranges. Students read the passage again. Finish 3a. Step 3 Homework Read the passage fluently.