九年级英语Rainy days make me sad教案

九年级英语Rainy days make me sad教案,标签：初三下册英语教案,初中英语教案,http://www.67xuexi.com
people who keep you waiting angry worried angry
Step Ⅴ Summary
In this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable． We’ve also done a lot of reading, writing and speaking practice using the target language．
Step Ⅵ Homework
1． Finish off the exercises on pages 53～55 of the workbook．
2． Ask students to choose some places they know and talk about how they feel about the places．
Step Ⅶ Blackboard Design
Unit 13 Rainy days make me sad．
Section A
The Third Period

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Target language
A：How do you feel about pollution?
B: It makes me kind of angry． How about you?
A: It makes me want to join a clean-up campaign．

Unit 13 Rainy days make me sad．
The Fourth Period
Ⅰ．Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
 mysterious, shiny, silky, skin, cream, toothpaste, keep out
（2） Target Language
 Have you ever had a Twisty Treat?
 Yeah． And it made me sick．
2． Ability Objects
（1） Train students’ speaking and listening ability．
（2） Train students’ ability to understand the target language in spoken conversation．
（3） Train students’ ability to use the target language．
3． Moral Object
Not all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．
Ⅱ． Teaching Key Points
1． Key Vocabulary
mysterious, shiny, silky, skin, keep out
2． Target Language
 Have you ever had a Twisty Treat?
 Yeah． And it made me sick．
Ⅲ． Teaching Difficult Points
 1． How to train students’ speaking and listening ability．
 2． How to use the target language．
Ⅳ． Teaching Methods
1． Listening method
2． Groupwork to make every student works in class．
Ⅴ．Teaching Aids
1． A tape recorder
2． The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check homework． Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．
Step Ⅱ 1a
This activity introduces new vocabulary．
Pay attention to the four pictures． Ask,
Who can tell me what each thing is? Get a student to answer． Repeat the name of each product and let the class repeat （soap, shampoo, toothpaste, and sunglasses）． Look at the four slogans． Have a student read each one to the class and make sure students can guess what it means． If the students can’t guess, explain the meaning to them． （Whiter than white means that something has a very, very white color． If a person has that mysterious look, it means that the person looks interesting and unusual． It’s difficult to know what a mysterious person is thinking． The shiniest hair means that the person’s hair will look very bright and have lots of light in it． silky skin means that the person’s skin is soft and nice to touch． ） Go through the instructions with the class． Ask them to write the number of each slogan, with the correct picture．
Check the answers with the class．
Answers
The photos should be numbered in the following order:4 3 1 2
Notes
1． slogan——striking and easily remembered phrase used to advertise sth．
2． mysterious--full of mystery
Step　Ⅲ　1 b
This activity helps students apply the ideas in the unit to their lives outside the classroom．
Go through the instructions with the class．
Make sure students know what to do． Get students to make lists individually． Ask some students to read their lists to the class． Have other students put up their hands if they have the same item on their own lists．
Three products students like
computer （26）
jacket   （20）
watch    （35）
 Three products students don’t like
 fast food    （8）
 coat         （32）
 science book （23）
Step Ⅳ 2a
This activity provides listening practice with the target language and introduce new vocabulary．
Go through the instructions and make sure students understand what to do． Now you will hear about some more products and what people think of them． Write Yes in front of the product if the person likes it．
Write No in front of the product if the person doesn’t like it．
Read out the name of each product． Get students to repeat it． Listen to the conversation and finish the task．
Play the tape the first time． This time students only listen． Play the tape again．
Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．

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