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
Check the answers．
Answers
1． No 2． No 3． Yes 4． No
Tapescript
Girl 1: Wow! Look at this ad for Easy Care Shampoo． For the shiniest hair ever．
Boy: I can’t stand ads like that! They make me really mad．
Girl 1: Why?
Boy: They make you think that you can look like the person in the ad． But I bought that shampoo and it didn’t work．
Girl 2:I agree． Look at this one． Lookout Sunglasses． For that mysterious look． I’ll bet they don’t even keep out the sun．
Boy: And what about this one! Beauty Cream--the silky skin soap．
Girl 2: Wait a minute! I tried Beauty Cream and it works really well． It makes your skin really seft． Have you ever tried Starshine Toothpaste?

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Girl 1 :Oh, you mean whiter than white?
Yeah, I tried it and it tastes terrible． I’d never use it．
Boy: I guess you shouldn’t believe everything you read．
Step Ⅴ 2b
This activity provides guided listening practice using the target language．
Go through the instructions with the whole class． Look back at the two lists in Activity 2a． Get students to put up their hands if they don’t understand ANY of the words． If necessary, explain new vocabulary． Read each item to the class． Look at the sample answer and invite a student to read the matching parts to the class．
Easy Care Shampoo--It didn’t work．
Tell students how to do the task． Draw a line from each product to the sentence that describes that product． Now, listen to the tape． You will hear the same recording again． This time listen carefully and draw lines to match up items in the two lists．
play the recording again． Let students draw lines individually in their books．
Check the answers with the class．
Answers
 1． d 2． c 3． b 4． a
 Step Ⅵ 2c
This activity provides guided oral practice using the target language． Read the instructions for this activity aloud to the class．
Get students to look back at the list of products they made for Activity lb． Invite a student to read his/her lists to the class．
Three products he/she likes
computer
jacket
watch
Three products he/she doesn’t like
fast food
coat
science book
Look at the example in the box． Let a pair of students read the conversation to the class．
SA: Have you ever had a Twisty Treat?
SB: Yeah． And it made me sick．
Now work with your partner． Make up conversations like this one, using the products on the list you made for Activity 1b．
Ask students to work in pairs． While they are working, walk around the classroom offering help as needed．
Call out several pairs to give their conversations to the class．
Conversation 1
SA: Have you ever had a computer?
SB: Yeah． And it made me excited．
Conversation 2
SA: Have you ever eaten fast food?
SB: Yeah． And it made me uncomfortable．
Step Ⅶ Summary
In this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out． We’ve also learned the target language Have you ever had a Twisty Treat? Yeah． And it made me sick by listening and speaking．
Step Ⅷ Homework
Talk about some products using some words in this class, and write down the conversations．
Step Ⅸ Blackboard Design
Unit 13 Rainy days make me sad．
Section B
The Fourth Period
1． Target language
A: Have you ever had a Twisty Treat？
B: Yeah． And it made me sick．
2． Three products students like
computer （26）
jacket （20）
watch （35）
Three products students don’t like
fast food （8）
coat （32）
science book （23）

Unit 13 Rainy days make me sad．
The Fifth Period
Ⅰ． Teaching Aims and Demands
1． Knowledge Objects
（1） Key Vocabulary
 aim at, useful, for instance, product, careful, plane
（2） Practise reading an article．
（3） Practise writing something using the target language．
2． Ability Objects
（1） Improve students’ integrating skills—reading skill and writing skill．
（2） Improve students’ speaking ability by discussion．
3． Moral Object
We are in charge of our attitude and we can do everything well．
Ⅱ． Teaching Key Point
Practise reading and writing using the target language．
Ⅲ． Teaching Difficult Point
1． How to improve students’ reading ability．
2． How to improve students’ speaking ability by discussion．
Ⅳ． Teaching Methods
1． Reading method to improve students’ reading ability．
2． Discussion method to improve students’ speaking ability．
3． Pairwork to make every student work in class．
Ⅴ． Teaching Aids
1． A projetor

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