新目标九年级英语Unit 13 Rainy days make me sad.教案

Period One(Section A la－lc)

一、教学目标：

（一）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。

（二）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。

（三）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。

二、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

三、教学方式：

任务型教学法，多媒体辅助教学等。

四、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 it is 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。

(设计思路：以学生感兴趣的话题，引出本课的重要句子和单词，自然流畅，吸引学生的学习注意力，激发学生的学习动机，调动学生的学习积极性，同时，在师生、生生互相交流的基础上，加深了彼此之间的信任与情感，培养学生的语言交际能力。)

（2）大脑风暴（Brain Storm），让学生们一个一个说出已学过的表示感觉的形容词：happy，surprised，embarrassed，sick，anxious，angry，annoyed，sad，upset，unhappy，stressed out，worried，tense，excited，interested，relaxed，bored，comfortable，uncomfortable…（板书）

老师做板书登记，并让学生们大声齐读一遍。

（设计思路：大脑风暴开拓了学生的思维，活跃了课堂气氛，既复习了旧知识，又为本课的新知识学习打下基础。）

（二）、新课呈现（Presentation）

（1）图片展示不同的情感 。学生回答表情感的单词。

（2）利用学生关心话题，练习make的用法。

（3）最后，老师小结：“make＋宾语＋形容词”的用法。

（设计思路：通过图画的呈现，刺激学生的视觉感官，避免了枯燥乏味的说教，调节学生的情绪，调动学生的学习积极性。让学生在轻松好奇的氛围中学习本节课的目标语言。自然生动，易于掌握运用。）

（三）、操练（Practice）

Ia,看图比较书本上Ia的图画，描述这两个餐厅的特点（老师给予适当的补充），询问学生愿意去哪一家？（Where would you rather go?）然后，让学生进行四人一组口语链接练习，让学生尽量用刚学到的目标语来说明原因。

eg S1:where would you rather go?

S2:I would rather go to the Blue Lagoon restaurant.

S1: Why?

S2: Because blue walls make me relaxed. do not like to go to the Rockin’Restaurant because the awful pictures there make me tense. What about you S3?

S3:I like… What about you, S4?

S4:I don’t like…because…, what about you, S1?

S1:I like… because…

然后，抽查几组，让他们在全班面前表演对话。

（设计思路：通过小组合作，学生初步操练目标语言，学会比较，学会讨论不同的事物对他们情绪的影响，并进行优化选择。同时，为听懂听力内容作了铺垫。）

Ib.听力（Listening）.

（1）首先，老师问：What do Amy and Tina think of the two restaurants?帮助学生明确本题要求，指着表格，让学生先了解表格中的信息。

（2）第一次播放录音，学生只听不做。

（3）第二次播放录音，学生根据录音内容完成句子。

（4）检查答案。（可以通过回放录音让学生一句一句跟读，理解对话内容来完成检查任务。）

（设计思路：通过老师的提问题及学生看表格了解信息的准备，让学生带着问题有意识地听，有的放矢，效果好。）

Ic.结对练习（Pairwork）

学生根据Ib中Amy和Tina的意见，仿照Ic中的对话进行对话练习，两人一组运用刚学过的目标语言谈论对两家餐厅中不同事物的看法，最后抽查几对学生，让他们按要求在全班面前进行对话。

（设计思路：要提高学生的听说能力，必须进行必要的口头训练，让学生带着任务进行面对面的交流。学生通过对话，进一步操练了目标语言，增进了学生之间，师生之间的交流，培养学生的合作能力，在情感目标方面，又鼓励学生勇于说出自己的想法，做个情感丰富的人。）

（四）、巩固和练习

Listen (2a,2b)

（设计思路：这是语言的实际运用的检验，通过学生熟悉的真实生活情景，激发了学生的学习积极性，既巩固了本课所学的语言目标，又开拓了学生思维，使学生思维跳出了课本，从而真正达到新课程提出的培养学生综合运用语言的能力。）

（五）、作业布置（Homework）

作业：周末，你愿意去哪里吃饭和玩耍？又不想去哪里？请用本 课的目标语分别说明原因，并整理成一篇约为60字的短文。

（设计思路：通过写的训练，既能巩固本课的目标语言，又锻炼学生的逻辑思维能力，实用有效，同时又为下一节课的学习内容作好了铺垫，既承上又启下。）

教学反思：通过这一系列的教学设计，教师在教学活动中与学生积极互动，在传授知识的同时，既培养了学生的独立性和自主性，又引导他们主动、富有个性的学习，面向全体学生，又关注个体差异，创设引导学生主动参与教学活动，激发学生的学习积极性，把课堂“交还”学生，使学生真正成为学习的主人。） 语言目标：

了解一些国家的饮食起居、生活习惯和文化异同，并用学习的知识表达自己对生活习惯的看法。

认知目标：

掌握关键词汇和目标语言。

情感目标：

本单元以谈论“习俗”为话题，了解各地不同的文化知识，从而让学生知道哪些是应该做的，哪些是不应该做的，要学会尊重不同的文化，养成良好的行为习惯，培养学生的学习兴趣。

新目标版九年级英语Unit 12 You’re supposed to shake hands教学设计 第一课时

Section A

教学目标：

1. 学习一些见面礼仪，生活习俗和对时间的看法。

2. 通过听力训练和口语练习加深学生对目标语言的认识。

3. 掌握be supposed to的句型结构

Step 1 Warm up

Ask the students to say out some school rules.

T: Please tell me some school rules. Which are not allowed to do?

When the students say them out, write them on the blackboard. They may be “We can’t be late. We can’t eat and play in class. We can play games after class.” And so on.. Then,

T: We can’t be late. That is to say, we aren’t supposed to be late. We must get to class on time. That is to say, we are supposed to be on time.

Ask the students to guess the meaning of “be supposed to”. Then tell them: be supposed to = should.

Step 2 Lead in

Show a map of the world.

T: Do you know where Brazil is?

S: It is in South America.

T: Do you know where Japan is?

S: It is in East Asia.

??.

Come up with other countries like “ the United States, Mexico, Korea”, and ask the students to tell their sites in the world. Then,

T: Do you know what people do when they meet for the first time?

Raise the words “bow, kiss, shake hands, greet ”. Help students to understand every word. Then students do 1a according to the instruction.

Step 3 Listening and Practising

Listen to 1b, check answers in 1a.

Then read the conversation in the picture. Ask two students to translate it into Chinese. Practise it in pairs. The students can change country names and customs while practicing.Then ask several pairs to act their conversations out in the front. Step 4 Listening

2a. Listen and check the mistakes Maria made. Then check the answers.

2b. Listen again. Fill in the blanks. Check the answers then.

Then repeat with the tape without looking at books. And look at the listening texts, comprehend the conversation.

Step 5 Grammar Focus

Tell the students to point out the main grammar point in this lesson: be supposed to Then get some students to read sentences in Grammar Focus and put them into Chinese. All the students read them again.

Step 6 Homework

Master all the sentences in Grammar Focus.

新目标版九年级英语Unit 12 You’re supposed to shake hands教学设计 第二课时

教学目标：

通过“应该”和“不应该”进一步了解一些国家的礼仪和对时间的看法。

Step 1 Revision

Recall the mistakes Maria made in the conversation in the last lesson:

1. She arrived at Paul’s party late.

2. She kissed Paul’s mom.

3. She wore a fancy dress.

Ask the students to say “ What was Maria supposed to do?”

1. She was supposed to come earlier.

2. She was supposed to shake hands with Paul’s mom.

3. She was supposed to wear jeans and a T-shirt (casual clothes).

Step 2 Presentation

Look at the flag signs in 3a. Ask students if they know what the two countries are. Get them to say any information they know about the two countries.

Step 3 Reading

First raise new words and phrases in the passages to help the students understand, like “ opinion, pretty, relaxed, Columbia, drop by, Switzerland, after all”. Students look through the two passages and try to finish the table below the passages. Check the answers in the table.

Comprehend the passages carefully.

Key points:

1. be relaxed about sth “对某事随意、宽松、不严格”

例：His parents is relaxed about his study.

2. drop by “顺便访问、拜访、看望”，也可以说：drop around, drop in, drop on sb 例：My sister dropped by last night.

= My sister dropped around / in last night.

也可以说：My sister dropped on us last night.

3. plan to do / plan on doing 表示“计划做?.”

例：Where do you plan to spend your vacation?

Where do you plan on spending your vacation?

make a plan / plans 意思是“制订计划做?.”

例：We usually make plans to see friends.

Then read the passages with the tape.

Step 4 Groupwork

According to the contents in the passage in 3a, get the students to talk about the etiquette the people in Columbia and Switzerland should pay attention to in groups. Then ask the representatives of some groups to give their talk.

Step 5 Exercises

完成句子：

1. __________ (人们理应鞠躬) in Japan.

2. Maria ___________ (穿错了衣服) at Paul’s party.

3. What ________ people in Korea _________ (理应做) when they meet __________ (第一次).

4. _____________ (与佳人和朋友一起共度时光) is very important to us.

5. Could you write the words in Unit12 ___________ (不看你们的书)?

新目标版九年级英语Unit 12 You’re supposed to shake hands教学设计 第三课时 Section B

教学目标：

1. 通过对一些国家的风俗习惯和饮食文化、餐桌礼仪的了解，进一步提高对文明生活的认识。

2. 能听懂听力课文的相关内容并完成相应任务。

Step 1 Free talk

T: What are we supposed to say when we meet others for the first time?

S: We are supposed to say “How do you do.” or “Nice to meet you.”

T: What are we supposed to do when we have an appointment to friends?

S: We are supposed to be on time.

T: Do you know what we are supposed to pay attention to at the table?

S: We can’t make noise while eating.

Step 2 Presentation

Look at the picture in activity 1a.

T: What are the people doing in the picture?

S: They are eating.

T: How much do you know about table manners around the world?

Allow the students to have different answers. Then look at the sentences in Part 1. Comprehend every sentence. Circle “T” or “F” after each one.

While comprehending, raising two points in them.

1. pick up a. 捡起，拾起，拿起

例：He saw a wallet lying on the ground and picked it up.

b. 接人，取物 例：I’m going to pick up my uncle at the airport.

2. wipe 擦，擦去 wipe away / off 把?..擦去 例：Wipe your tears away.

Step 3 Listening

2a. Help the students to understand the instructions. Then listen to the tape and number the pictures in order.

2b. Listen again. Match sentence parts. Get the students to understand the meaning of every sentence, especially the meanings of phrases “make noise (制造噪音)，stick? into?.(把?..插入?..)， point at (指着)，walk down (沿着?.走)”.

Step 4 Practising

Ask students to make up the whole sentences according to the ones in 2b. Then some say out their sentences before the class.

Step 5 Exercise

Make up sentences by using “be (not) supposed to?, be polite to?, be rude to?., shouldn’t?..” (The sentences they make must be different from the ones in the book.)

新目标版九年级英语Unit 12 You’re supposed to shake hands教学设计 第四课时

教学目标： 学会表达各国饮食起居、生活习俗的看法。

Step 1 Homework checking

Ask some students to say out their own sentences that are make up using “be supposed to?., be polite to?.” And so on.

Step 2 Reading

First, ask students to point out the format of the passage in 3a. The conclusion is that the passage is an e-mail.

Students read after the tape. Ask “Where is Wang Kun now?” What etiquette did he mention in the passage?

After the students find out the etiquette mentioned in the passage, learn it carefully. Key points:

1. go out of their way (to do sth) 以他们自己的方式（做某事）

例：He always goes out of his way to study.

2. feel / be at home 随便、无拘束、自由自在

例：We began to feel at home with each other. 我们之间开始无拘束了。

3. France 法国 French 法语，法国的 the French 法国人（整体） Frenchman Frenchwoman 例：I met a Frenchman during my vacation and he taught me a little French.

4. be / get used to 表示“习惯于?.”后接n. 或v.ing。

例：I do the dishes every day, so I’m used to it.

We are not used to getting up early.

be used to do sth 表示“被用来做某事”= be used for doing sth.

例：This kind of slippers is used to see in the dark.

= This kind of slippers is used for seeing in the dark.

used to “过去常常”，后接v.原形。

例：I used to be afraid of the dark. (Unit 2)

Then students finish the problems below the passage.

Check the answers by asking individual students.

Step 3 Groupwork

Activity 4. Say “If a foreigner will be your friend and visit China, you are supposed to help him some customs here. Then how can you help?”

Ask the students to discuss in groups about customs in China by looking at the information in this part. Then get some to give their reports.

Step 4 Homework

Read the passage and try to retell the customs at the table in France.

新目标版九年级英语Unit 12 You’re supposed to shake hands教学设计 第五课时

教学目标：

1. 掌握本单元一些重点词汇的写法和用法。

2. 学会自如谈论餐桌礼仪。

Step 1 Revision

Ask some students to retell the customs at the table in France in the passage in 3a.

Step 2 Self check

Part 1. Fill in each bland with the correct word given. Students do the exercises by themselves at first. Then check the answers. Ask the students to comprehend the sentences and help them point out uses of some words, like “arrive (at / in) sw., spend time / money on sth , spend time / money (in) doing sth.”

Part 2. Read about Fan Ling’s experience in a western restaurant. Understand the passage. Point out some key points in the passage.

1. be / get used to doing sth. 习惯做某事

2. begin with = start with 以?.开头

3. crowd v. 挤满，塞满 the crowd 人群 crowded adj. 拥挤的

Then students discuss about how she would solve her problem. Ask some to share their stories with others.

Part 3. Complete the crossword by looking at the sentences on the left. Then check the answers.

Step 3 Exercises

翻译句子：

1. 我习惯用筷子吃饭。(get used to)

2. 我们应该周末和家人一起共度时光。(spend time)

3. 火车将会准时到达北京吗？(arrive in)

4. 西方人吃饭时通常右手拿刀，左手拿叉。(hold?. In the left / right hand)

新目标版九年级英语Unit 12 You’re supposed to shake hands教学设计 第六课时

教学目标：

掌握阅读技巧，提高阅读能力。

Step 1 Presentation

T: Have you ever chatted in English? Can you tell the net language, such as “CU! How R U? BTW. IC.”?

Step 2 Reading

The students read the passage and find every new word by themselves first. Then ask them to read it again and guess the meaning of every word.

Explain the key points:

1. e-mail English

为节省时间在网络上写信件的简洁英语。

例：BRB 马上回来（be right back） DIY 自己动手（do it yourself）

IC 我明白（I see.） Thx 多谢（Thanks.）

RUOK 你好吗？（Are you OK?）ASAP 尽快地（as soon as possible）

2. written English 书面英语 spoken English 口语英语

3. have a conversation with sb = have a talk with sb.或talk with sb.

4. can’t stop doing sth = can’t help doing sth禁不住/ 忍不住做某事

例：She couldn’t stop crying when she heard the bad news.

5. be made with 由?..形成 后接事物名词

例：The symbol :) is made with a colon and a right bracket beside it.

Be made in 由?.制造 后接地方名词

例：This kind of truck is made in Shanghai.

Be made of / from由?.制成 后接材料（看得出原材料用of，看不出原材料用from。） 例：My sweater is made of wool.

Paper is made from wood.

6. learn sth by oneself = teach oneself sth 自学某东西

例：The boy is so clever that he can learn biology by himself.

= The boy is so clever that he can teach himself biology.

Step 3 Consolidation

Do 3a, 3b to consolidate the main contents about the passage. Then check the answers. Homework:

Read the passage fluently.