Rainy days make me sad教案

I．Learning objectives教學目標

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

1. 教材分析

本單元以how do things affect you？為話題, 從顏色、天氣、音樂、廣告、產品等方面談論了外界事物如何影響人的心情。要求學生掌握表達某物或某事給人帶來的感覺、看法或影響等。共設計了四個部分的內容：

Section A

該部分有4個模塊：第一模塊圍繞Which restaurant would you like to goto?這一話題展開思維（1a）、聽力（1b）、口語（1c）訓練；第二模塊圍繞How does music affect you? 進行聽力（2a-2b）、口語訓練（2c）；第三模塊繼續(xù)圍繞how do colors in the restaurant affectyou這一話題展開訓練，訓練形式為閱讀和問題體驗（3a）和小組活動（3b）；第四模塊仍就How do things affect you這一話題以調查的形式展開討論。

Section B

該部分有4個模塊：第一模塊圍繞產品廣告對人們的影響這一話題以“配對”（1a）與“列舉”（1b）兩種形式展開訓練；第二模塊繼續(xù)圍繞How do things affect you? 進行聽力（2a-2b）、口語對話訓練（2c）；第三模塊圍繞“Advertising”這一話題展開閱讀（3a-3b）和寫作（3c）訓練；第四模塊圍繞How posters affect you這一話題以口語訓練形式展開小組活動。

Self Check

該部分有2個模塊：第一模塊對所學詞匯進行填空訓練；第二模塊就一篇diary展開閱讀和寫作訓練。

Reading

該部分共設置了5項任務：第一項任務要求學生寫出自己對三種禮物的感受；第二項任務要求學生運用所供策略進行閱讀訓練；第三項任務利用完成句子、寫作等練習形式進一步加深學生對閱讀內容的理解；第四項任務要求學生運用合理的想象，討論不同場景下如何選擇不同的禮物以及這些禮物對人們的影響；第五項任務要求學生描述自己在收到某種禮物時的感受。

2. 教材重組和課時分配

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教學過程與方式

Period1 Listening and Grammar

Language goals 語言目標

1. Words & expressions 生詞和短語

tense, some adjectives of feeling

2. Key sentences 重點句子

Loud music makes me tense. (P103)

Loud music makes me want to dance.

That movie made me sad.

Ability goals能力目標

Enable the students to talk about how things affect them.

Emotion & attitude goals情感和態(tài)度目標

Enable the students to understand the effect of things uponthem.

Strategy goals 策略目標

Personalizing.

Culture awareness goals 文化意識目標

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

Teaching important points教學重點

The usage of make.

Teaching procedures and ways教學過程和方式

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+ 賓語 + 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+ 賓語 + 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+ 賓語 + 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+ 賓語 + 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.這條壞消息讓那位老太太生氣了。

2.那些美味的食物讓Tom感到餓了。

3.陰雨天氣把我留在了家里。

4. 工廠巨大的噪音讓我感到緊張。

5. 這么長時間的等待，真讓我感到生氣。

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 說課稿

教材分析：

Rainy days make me sad (section A la、lb、lc)選自義務教育新課程標準實驗教科書英語（人教版）九年級第13單元。本課主要以對兩種氛圍的餐館進行比較，引出動詞make的用法。這對于本單元主要“談論事物對我們情緒的影響”起到了很好的承接作用，通過本課的學習，引導學生學會比較、選擇對自己有影響的事物，并能正確處理一些實際問題，既鞏固了語言學習目標，又培養(yǎng)了學生的合作能和交際能力，培養(yǎng)他們做個情感豐富的人。

學生分析：

通過兩年多的初中英語學習，這個學期的九年級學生已經掌握了一定的英語基礎知識，他們也能夠比較自覺地學習英語，并能夠通過使用英語來表達他們的某些感受。結合學生的年齡特點及知識能力，本課聯(lián)系學生生活實際，引導學生結合自己的生活體驗，以小組對話、采訪等方式，運用所學的語言基礎知識自我學習，互相學習，鼓勵他們主動參與教學活動，在課堂上能進入角色，克服語言障礙和膽怯害羞的心理壓力，真正成為學習的主體。

設計理念：

新課程倡導“以人為本”的教育教學思想，符合學生身心發(fā)展的規(guī)律。本課主要根據任務型教學法的真實性原則，設計任務型合作學習活動，面向全體學生，引導學生主動進行對話，學以致用，讓學生能夠在使用中學習語言。倡導積極參加，以小組性活動教學方式為主，圍繞教學目標，創(chuàng)設貼近學生生活的話題和情境，通過聽、說、讀、寫等環(huán)節(jié)，鼓勵學生大膽說出、寫出自己的“feelings”（感受）。培養(yǎng)學生的合作能力和語言交際能力及豐富的情感態(tài)度。

教學目標：

語言知識目標

1、能夠運用所學知識，談論或詢問事物對我們情緒的影響或人對某一件事或物的看法。

2、學會比較，分析不同事物的優(yōu)缺點，從而進行優(yōu)化選擇。

語言技能目標

1、學習動詞make的用法，即make＋賓語＋形容詞，并能在實際情境中簡單地運用。

2、學會以下基本句型：

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、能聽懂聽力內容，并能完成相應的練習。

情感態(tài)度目標

培養(yǎng)學生做一個情感豐富的人。

學習策略目標

通過小組對話等方式比較不同的事物，談論它們對我們情緒的影響。

教學重點與難點

1、詞匯

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

2、動詞make的用法，注重學以致用。

make＋賓語＋形容詞

課時：One Period

教學方式：

任務型教學法，多媒體輔助教學等。

教學過程：

一、導入（Lead-in）

(1)熱身（warm-up）

老師先問一個學生，T：What’s your favorite sport?And why?學生回答Sl：My favorite sport is soccer. Because itis exciting. T ：so,it makes you excited（板書）

以同樣的方式，讓學生互問互答，引導他們嘗試使用“make＋賓語＋形容詞”這個結構。老師給予適當幫助。