Unit 13 Rainy days make me sad. The First Period Section A (1a??Grammar Focus) Ⅰ.Teaching Aims
  1. Knowledge Objects (
  1) Key Vocabulary sad, stressed out, soft, loud, have fun, angry, cry (
  2)Target Language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating. Loud music makes me tense. Loud music makes me want to dance.
  2.Ability Objects (
  1) Improve students’ listening ability. (
  2) Help students to express their opinion freely.
  3. Moral objects It is important to choose a suitable place. It is good for your study and life. Ⅱ. Teaching Important Points The uses of “make” and “would rather” Ⅲ. Teaching Difficult Points
  1. How to improve students’ listening and speaking abilities.
  2. How to help students to express their opinion freely.
Step
  1. Warm-up
  1. Check the new word. (
  1) Check the pronunciation of the new word, lagoon. Get all the students to read the word together. Then have the students read the word by themselves and check in groups. The teacher can give some help about the pronunciation. (
  2) Show some exercises about the important points from 1a to Grammar Focus. It (rain) yesterday. (rain) days often make me sad. The (awe) pictures make Amy sad. Loud music makes me (happily). (wait) for her made me angry. Sad movies make her (want) (leave). Check the answers together. Get some students to tell the reasons.
  2. Free talk. Show two pictures. T: I like Picture 1 because it makes me relaxed. But I don’t like Picture 2 because it makes me sad.
Have students talk about the pictures like the teacher??I like… because it makes me…, but I don’t like… because it makes me… Step
  2. Lead-in Show another picture in 1a. One is the Rockin’ Restaurant, the other is the Blue Lagoon Restaurant.
  1. Get the students to look at the picture and describe it. For example, The pictures in the Rockin’ Restaurant are awful and the music is loud. The plants in the Blue Lagoon Restaurant are beautiful and the music is soft. (At the same time, teacher write them on the blackboard.) Then help students make conclusions: The awful pictures make me… The loud music makes me… The beautiful plants make me… The soft music mekes me… (At the same time, teacher write them on the blackboard.) T: Which restaurant would you rather go to? Ss: I would rather go to the …. (At the same time, teacher write them on the blackboard.)
  2. Practice the sentences on the blackboard. Step
  3. 1b T: What do Amy and Tina think of the two restaurants? Listen to the recording and fill in the blanks. Students listen to the recording for the first time to fill in the blanks. Then check the answers in pairs. Listen to the recording again and then check the answers together. Get students read the four sentences by themselves. Step
  4. 1c Do pairwork. Look at Amy’s and tina’s opinions in the chart. What is your opinion? Get students make new conversations in pairs and show them to the whole class.
Step
  5. 2a Listening and numbering A boy and a girl are talking about their past experiences. Listen to their talk and number the pictures on page 1
  03. Listen to the recording and number the pictures. Then check the answers together.
Step
  6. 2b Listening and checking Listen to the conversation once again. Before listening, go over the seven sentences said by Tina and John in the box on page 1
  03. Check √the things said by them respectively. Then check the answers each other. √Waiting for her made me angry. √She said that loud music made her tense. Loud music makes me happy. √Loud music always makes me want to dance. √It was so sad it made me cry. √Sad movies don’t make me cry. They just make me want to leave! It made me sad. T: All right now, you are supposed to read the tape script. While reading, try to circle the “make/s me + infinitive, make/s me + adjective structure”, underline the expressions and blacken the connectives. Step
  7. 2c
  1. Do pairwork Go over the activities in 2a and 2b. Then in pairs try to role play the conversation between Tina and John. You may make use of the examples on page 103 to begin with. Teacher can give students some help: John: Did you have fun with Amy last night? Tina: Well… yes and no. she was really late. Waiting for her made me angry. And we went to the Rockin’ Restaurant…. Get some pairs to show their conversations.
  2. Have students write their conversations down on their notebooks. Step
  8.Grammar Focus
  1. Let students write down all the sentences with “make” and get them to find out the use of “make”. make sb.+ adjective make sb.+ infinitive
  2. Show some sentences about “would rather”, help students find out the use of “would rather”. would rather + do Step
  9. Exercises ( )
  1. Usually soft music may make people . A. relaxing B. relaxed C. exciting D. excited
( )
  2. The movie made fell energetic. A. he B. his C. they D. them ( )
  3. Loud music always makes us . A. want dance B. to want dance C. want to dance D. to want to dance ( )
  4. his new sunglasses him look mysterious. A. Wears, make B. Wears, makes C. Wearing, make D. Wearing, makes ( )
  5. I’d rather in the countryside because in the cities there is much pollution. A. living B. lived C. to live D. live ( )
  6. I like to listen to quiet music while . A. eating B. to eat C. eat D. eated Then check the answers one by one. Step
  10. Homework Make up sentences using “make”. Give students some examples: Long movies make me . Hot weather makes me
 

相关内容

专业英语教学大纲

   《土木工程专业英语》课程教学大纲 课程编号: 课程名称:土木工程专业英语 课程类型: 专业必修课 总 学 时:32 学 学 时:32 分:2 讲课学时:32 实验学时:0 适用对象: 土木工程、建筑学 先修课程:《房屋建筑学》,《材料力学》,《结构力学》,《建筑材料》 一、课程性质、目的和任务 本课程是土木工程专业的专业提高课, 通过本课程的任务,是使学生能够在普通英语知识的基 础上,初步了解专业英语的特点, 基本学会借助工具阅读建筑工程专业文章的方法,在一定程度上 掌握专业英语的翻译技巧, ...

专业英语教学大纲

   本文由credyxia贡献 doc文档可能在WAP端浏览体验不佳。建议您优先选择TXT,或下载源文件到本机查看。 汽车运用与维修专业 《自动变速器构造与维修》教学大纲 自动变速器构造与维修》 (~52 学时) 一、课程的性质和任务 一、课程的性质和任务 随着汽车工业的飞速发展, 特别是国外汽车工业突飞猛进, 占据国内 大部分市场,大量的国外汽车信息及汽车资料对于我们汽车运用与维修 专业来说尤为重要,这就需要我们了解、精通、掌握汽车专业通用语言 ??汽车专业英语。 ...

英语教学教案模板

   英语备课模板 2008-10-13 11:02 来源:k12 教育空间 作者:佚名 [打印] [评论] 上课日期: 上课日期:年 月 日 班别: 班别: 课题: 课题: 学期: 学生人数: 学期: 学生人数: 课型: 教师: 课型: 教师: 目标: 目标: 知识目标:(标明哪些是复习,哪些是新授) :(标明哪些是复习 知识目标:(标明哪些是复习,哪些是新授) 单词: 单词: 句型: 句型: 歌谣: 歌谣: 能力目标: 能力目标: 情感态度与价值观: 情感态度与价值观: 值观 重点: 重点: ...

教学论作业,英语,教案

   Unit 13 Rainy days make me sad. The First Period Section A (1a??Grammar Focus) Ⅰ.Teaching Aims 1. Knowledge Objects (1) Key Vocabulary sad, stressed out, soft, loud, have fun, angry, cry (2)Target Language I’d rather go to the Blue Lagoon Restauran ...

电气工程专业英语教学研究

   CE E中国电力教育 P 面 电气工程专业英语教学研究 陈 凡 王 曼 摘要 : 专业英语是一门重要的课程,对于提高学生综合素质,增强学生就业力具有重要意义.针对电气工程专业英语教学中存在的 一 些 问题 进 行 了 分析 , 对提 高电气工 程专业 英语教 学效果 的 方法进 行 了 讨 ,指 出了 强学 习过 程 中的 实践环 节,加 强学生综 合 能力培 养 探 加 的重要 性 ,并介 绍了 些有关考核评 估 的有效举 措. 一 关键词 : 专业英语 ; 教学方法 ; 考核方式 作者 ...

闽教版第二册小学英语教案

   闽教版第二册小学英语教案 Lesson 1 教学目的与要求 学习词汇:uncle, present, bike, clever, swim, run, ride, draw 学习新句子: It’s a present for you. Can you lide a bike? Yes, I can. No, I can’t. She can ride it very well. She’s a clever birl. I can swim/run/sing/dance. 学唱歌曲:My L ...

英语教案

   人教版高二英语教案;Unit 4 A Garden of Poems(详案) 人教版高二英语教案 (详案) Category: 高中英语教案 Clicks: 499 Top: 10 Update Date: 2008/09/13 Summary:“热身”(Warming up) 部分由 English Poetry 的一个分支??学生较熟悉的“Songs”引入,继而介 绍 rhymes 和 limericks,并带入到课本中的两首 limericks。在教学过程中强调师生互动,鼓励学生大胆将 ...

英语教案

   延安培植中学八年级英语备课组课时教案 备 课 组 成 员 Hao Huiqin Ren Xiaohua Liu Yuqin 课 题 Unit 6 How long have you been collecting shells? 总第 Liu Yuqin 授课时间 课时 执 笔 人 年 月 日 教 学 目 标 知 识 和 技 能 过 程 与 方 法 情感态度价值 观 Knowledge aims and demands 1) Key vocabulary: extra, coins, top ...

英语教案

   Unit 3: what were you doing when the UFO arrived? Period two Duration: 5 minutes (A)Background Information Students have learned new words and new phrases. This lesson focuses on grammar ??when and past progressive tense. Students need to use the n ...

英语教案模板

   英语教案模板 话题/子话 题 简单地讲,话题体现学习的内容,但不是要练习的具体语言。话题体现 实际生活概念,如家庭、学校、衣物等,是学习具体交际方式和词汇的 媒介。为了使语言学习的重点更加清晰,任何一个话题都可以分解成更 多的子话题。 为什么教这节课?教学内容适用于哪个语言级别?《课程标准》对这个 级别的学习目标要求是什么? 学习者是谁?什么样的学习活动可以激发他们的学习兴趣并是他们全身 心参与?他们需要具备哪些知识、技能、经验来完成新内容的学习? 教学理念 学生情况 分析 学习目标:通过本 ...

热门内容

2010年12月18日英语四级听力word版

   2010年12月18日英语四级听力 听力原文 Section A 短对话 (11~18) 11. M: Oh my god! The heat is simply unbearable here. I wish we’ve gone to the beach instead. W: Well, with the museums and restaurants in Washington I’ll be happy here no matter what the temperature. Q: ...

英语面试:英语数词专题

   面试口语系列之五 面试口语系列之五 英语数词 钟钟老师(Mix 6) 一、概述 表示数目与顺序的词,叫做数词(numeral) 。数词有两种:基数词和序数词。数词与不定代词相似,其 用法相当于形容词或名词。可以在句中充当句子成分,如可用作主语、定语、宾语、介词宾语、表语、同 位语或状语等。 数词分为基数词和序数词两种。表示数目或数量多少的词叫基数词;表示数目顺序的词叫序数词。 二、基数词 表示数目的词是基数词(cardinal numeral) ,如 one(一),two(二) ,thirt ...

牛津英语Unit3 Looking good,feeling good_ Reading in WB_高一英语

   中国首家新课标免费资源网(不必注册,免费下载) 中国首家新课标免费资源网(不必注册,免费下载) 新课标免费资源网 请记住我们的网址: 请记住我们的网址:www.kejian123.com Period 5 Help students to understand the reading materials in work book Why do the Japanese live so long? The text mainly tells us about the long life of ...

与青年英语教师谈如何说好课

   与青年英语教师谈如何说好课 说课是 20 世纪 80 年代后期随着教改深入而产生的带有教育科研性质的教研 活动,其理论和实践越来越受到重视(宋斌华,2007)。它是教师依据课程标准、 教育教学理念,口头表述自己对教学内容、教学目标、教学重难点、教学方法、 教学程序等进行创造性设计的一种教研形式(崔小春,2005)。通俗地说,就是 阐述“教什么内容、为什么教这些、怎么教和为什么这么教”的问题。由于说课能 够展现出教师在备课中的思维创新过程,能凸显出教师对课程标准、教材、学生 的理解和把握的水平 ...

中考英语复习十一:交际用语的考点讲解和训练

   【考点扫描】 近年来的中考试题中, 对日常交际用语的考查比重越来越大。 涉及到在各种情景下的问 和答;涉及到英语国家的文化习俗;涉及到口语和书面表达。考查的形式有听力理解,有补 全对话,有单项选择,有情景反应,有书面表达。 【名师精讲】 初中阶段要掌握的 30 个日常交际项目是: 1.问候 Greetings a.Goodmorning/afternoon/evening. Hello/Hi. Howareyou? b.Fine,thankyou,Andyou? Verywell,thank ...