Rainy days make me sad教案

I．Learning objectives教学目标

II. Teaching materials analyzing and rearranging 教材分析和重组

1. 教材分析

本单元以how do things affect you？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：

Section A

该部分有4个模块：第一模块围绕Which restaurant would you like to goto?这一话题展开思维（1a）、听力（1b）、口语（1c）训练；第二模块围绕How does music affect you? 进行听力（2a-2b）、口语训练（2c）；第三模块继续围绕how do colors in the restaurant affectyou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How do things affect you这一话题以调查的形式展开讨论。

Section B

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How do things affect you? 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How posters affect you这一话题以口语训练形式展开小组活动。

Self Check

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

Period 1 (Section A: 1a,1b, 1c, 2a, 2b, 2c; Grammar) Listening and Grammar

Period 1 (Section B: 1a,1b, 2a, 2b, 2c, 3c, 4; Self check: 1)Practice

Period 1 (Section A: 3a,3b, 4; Section B: 3a, 3b; Self check 2)Reading

Period 1 (Section A: 1c,2c, 3c, 4; Section B: 4)Writing

Period 1 (Reading)Extensive Reading

III. Teaching procedures and ways教学过程与方式

Period1 Listening and Grammar

Language goals 语言目标

1. Words & expressions 生词和短语

tense, some adjectives of feeling

2. Key sentences 重点句子

Loud music makes me tense. (P103)

Loud music makes me want to dance.

That movie made me sad.

Ability goals能力目标

Enable the students to talk about how things affect them.

Emotion & attitude goals情感和态度目标

Enable the students to understand the effect of things uponthem.

Strategy goals 策略目标

Personalizing.

Culture awareness goals 文化意识目标

Different music makes people different feeling. Try tounderstand the differences between Chinese and English.

Teaching important points教学重点

The usage of make.

Teaching procedures and ways教学过程和方式

StepⅠ Lead-in

T: Most of us like music. A piece of soft music makes us feelrelaxed, a loud music may make us feel boring and an exciting one makes ushappy and excited. If you and your friends are at a restaurant with loud musicon, you could hardly hear what your friends are saying. How does the music makeyou feel? Now look at the picture on Page 102. There are two restaurants in thepicture. In one of the restaurants, a loud music is broadcasting; while in theother, we can only find a quiet and comfortable place. Which restaurant do youlike? Would you feel the same as the two girls do in the picture?

S1: I’d like to go to the Blue Lagoon because I don’t like loudmusic. It makes me angry. This loud music may drive the guests away.

S2: I’d like to go to the Blue Lagoon too because I like quietmusic just like the girl in the picture does. It makes me feel at ease.

S3: I’d like to go to Rockin Restaurant. I like loud music. Itmakes me feel excited. This loud music makes me want to dance.

S4: I’d like to go to Rockin Restaurant too. I think loud musicmakes me feel energetic. This loud music makes me feel encouraging.

T: So, the things in the restaurant may affect the peopleeating there. According to some science study, it is our own feelings thatworks, but not the things around us affecting us though different things mayhave different effect upon us.

StepII Listening (1a, 1b: P102)

Ask the students to listen to Amy and Tina talking about thetwo restaurants and do the exercises.

T: Next we’ll hear a dialogue between Amy and Tina. Now listenand find out how the music in the two restaurants affect them.

Play the recording and check the answers.

StepIII Speaking (1c: P102)

Ask the students to talk about how music affects them.

T: For Tina and Amy, different kinds of music affect themdifferently. Now work in pairs and talk about how the two restaurants wouldaffect you.

Sample dialogue 1:

S1: I’d rather go to the Blue Lagoon Restaurant because I likequiet music.

S2: Me too! Loud music makes me mad.

S1: I agree! Loud music makes me feel bored.

Sample dialogue 2:

S1: I’d rather go to the Rockin Restaurant because I like loudmusic.

S2: Me too! Quiet music makes me dizzy.

S1: I agree! Quiet music makes me feel relaxed.

StepⅢ Practice (2a, 2b: P103)

Task 1: Listening

Ask the students to read the pictures first.

T: It’s true that things around us affect us greatly. Forexample, examinations may make you feel nervous. Summer vacation makes you feelrelaxed and happy. English lessons makes some feel boring. Now look at thepictures in 2a on Page 103. Who is in the picture?

Ss: Tina and Amy.

T: What is happening in each picture? Now talk about how thingsaffect them.

S1: The two in Picture 1 are having meals. They look veryhappy.

S2: The people in Picture 2 are crying. They are watchingsomething.

S3: In the third picture they don’t look happy. They arelistening to music.

S4: In the fourth picture, the girl looks very angry. She islooking at her watch. Maybe she is waiting for someone at the bus stop.

Ask the students to listen to what Tina and John said howdifferent things affect them.

T: Now listen to the recording and find out.

Play the recording. Ask the students to number the pictures andcheck the things Tina and John said. Check the answers then.

Task 2: Speaking (2c: P103)

T: Now pretend you are Tina and John. Work in pairs, makedialogues after the model and then act out.

Sample dialogue 1:

S1: Did you have a good time with Amy last night?

S2: Well … yes and no. she was really boring last night.

S1: But why?

S2: She kept on asking me what she could do if she failed the entranceexam. That made me angry.

Sample dialogue 2:

S1: Did you have fun with Amy last night?

S2: Well … yes. We had a good dinner in a very cosy restaurant.And the music made me happy.

Sample dialogue 3:

S1: Did you have a good time with Amy last night?

S2: Well … yes and no. The dinner in the restaurant near thecinema was very good. But the film made me cry.

StepIⅤ Grammar Focus (P103)

Task 1: Ask the students to read the following sentences first.Then help them to write out the sentence structure.

1. That makes my eyes ache.

You have made me feel safe.

You may take a horse to the water, but you can’t make himdrink.

What makes you change so quickly?

make+ 宾语 + v.

2. Praise makes good men better and bad men worse.

Trying to comfort her only made things worse.

But we won’t make it too formal.

Well, sit down and make yourself comfortable.

He makes me angry.

It’ll make me so happy if you’ll accept it.

This made the street as light as day.

make+ 宾语 + adj.

3. All work and no play makes Jack a dull boy.

He had a lot of interests which made him a best friend.

She made herself the center of the meeting.

Make that a rule.

He made her his girl friend.

make+ 宾语 + n.

4. What made them so frightened?

This has made them interested in physics.

You should make your views known.

You must make yourself heard.

I did not make myself understood by you.

make+ 宾语 + pp.

Task 2: Show the following pictures and ask the students tomake sentences.

e.g. The snow makes backyard white.

S1: Swimming makes us strong.

S2: The war makes people (the girl) frightened.

S3: The dog makes us feel funny.

Task 3: Translate thesentences with the word “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。

Sample answers:

1. That piece of bad news made the old woman angry.

2. The delicious food makes Tom feel hungry.

3. Rainy days make me stay at home.

4. The great noise from the factory makes me tense.

5. Waiting for such a long time made me kind of angry.

StepVI Homework

Ask the students to list the things around them and thendescribe how the things affect them.

Rainy days make me sad. Section A la、lb、lc 说课稿

教材分析：

Rainy days make me sad (section A la、lb、lc)选自义务教育新课程标准实验教科书英语（人教版）九年级第13单元。本课主要以对两种氛围的餐馆进行比较，引出动词make的用法。这对于本单元主要“谈论事物对我们情绪的影响”起到了很好的承接作用，通过本课的学习，引导学生学会比较、选择对自己有影响的事物，并能正确处理一些实际问题，既巩固了语言学习目标，又培养了学生的合作能和交际能力，培养他们做个情感丰富的人。

学生分析：

通过两年多的初中英语学习，这个学期的九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。结合学生的年龄特点及知识能力，本课联系学生生活实际，引导学生结合自己的生活体验，以小组对话、采访等方式，运用所学的语言基础知识自我学习，互相学习，鼓励他们主动参与教学活动，在课堂上能进入角色，克服语言障碍和胆怯害羞的心理压力，真正成为学习的主体。

设计理念：

新课程倡导“以人为本”的教育教学思想，符合学生身心发展的规律。本课主要根据任务型教学法的真实性原则，设计任务型合作学习活动，面向全体学生，引导学生主动进行对话，学以致用，让学生能够在使用中学习语言。倡导积极参加，以小组性活动教学方式为主，围绕教学目标，创设贴近学生生活的话题和情境，通过听、说、读、写等环节，鼓励学生大胆说出、写出自己的“feelings”（感受）。培养学生的合作能力和语言交际能力及丰富的情感态度。

教学目标：

语言知识目标

1、能够运用所学知识，谈论或询问事物对我们情绪的影响或人对某一件事或物的看法。

2、学会比较，分析不同事物的优缺点，从而进行优化选择。

语言技能目标

1、学习动词make的用法，即make＋宾语＋形容词，并能在实际情境中简单地运用。

2、学会以下基本句型：

How do you feel about loud/soft music？

How do you feel about the picture?

Loud music makes me tense/angry/...

Soft music makes me sleepy/sad/

Soft music makes her relaxed/

The awful pictures make me tense/...

3、能听懂听力内容，并能完成相应的练习。

情感态度目标

培养学生做一个情感丰富的人。

学习策略目标

通过小组对话等方式比较不同的事物，谈论它们对我们情绪的影响。

教学重点与难点

1、词汇

描写“feelings(感受)”的形容词：happy，surprised，embarrassed，sick，anxious，angry，annoyed，sad，upset，unhappy，stressed out，worried，tense，excited，interested，relaxed，bored，comfortable

2、动词make的用法，注重学以致用。

make＋宾语＋形容词

课时：One Period

教学方式：

任务型教学法，多媒体辅助教学等。

教学过程：

一、导入（Lead-in）

(1)热身（warm-up）

老师先问一个学生，T：What’s your favorite sport?And why?学生回答Sl：My favorite sport is soccer. Because itis exciting. T ：so,it makes you excited（板书）

以同样的方式，让学生互问互答，引导他们尝试使用“make＋宾语＋形容词”这个结构。老师给予适当帮助。