新目標九年級Unit 13英文教案(共七課時)

that movie made me sad.
2.…makes me…
long movies make me…
hot weather makes me… 

unit 13 rainy days make me sad.
the third period
ⅰ. teaching aims and demands
1. knowledge objects
（1） key vocabulary
owner, scientific, pink, knowledge, serve, uncomfortable, endangered.
（2） target language
how do you feel about pollution?
it makes me kind of angry. how about you?
it makes me want to join a clean-up campaign.
2. ability objects
（1）train students’ integrating skills.
（2）train the ability of expressing students’ own opinions.
3. moral object
in our lives, we should express what we feel clearly.
ⅱ. teaching key point
train students’ integrating skills.
ⅲ. teaching difficult point
how to improve students’ integrating skills.
ⅳ. teaching methods
1. fast-reading method.
2. groupwork and pairwork.
ⅴ. teaching aids
1. a projector.
2. the blackboard.
ⅵ. teaching procedures
step ⅰ revision
t: yesterday we learned the target language. the structure is… makes me…
now who can make sentences using the structure?
s1: light colours make me relaxed.
s2: loud noise makes me tense.
s3: loud music makes me energetic.
t: very good.
step ⅱ 3a
this activity provides reading and writing practice using the target language.
show the key vocabulary words on the screen by a projector.
 
owner n.所有者；業主
scientific adj.科學的
pink adj.粉紅色的
lighting n.照明；照明設備
knowledge n.知識；學問
serve v.服務；招待
design v.設計；構思
uncomforable adj.不舒服的；不合意的
campaign n.運動；競選運動 ：
endangered adj.有滅絕危險的；將要絕種的
smoke v.吸煙；抽煙 
read the words and get students to repeat again and again until they can pronounce the words fluently and accurately.
point to the picture and ask, what can you see in the picture? ask some students to describe the picture. offer help if necessary.
（the walls are bright red. there is loud music. there are bright lights in the ceiling. the people are eating quickly. they aren’t talking to each other.）
read the instructions and the questions below the article aloud. make sure students understand what to do. read the title“ restaurant science” and ask, what do you think “restaurant science” means? （it means the study of how to operate a restaurant.）
get students to read the article on their own. let students underline any words or phrases they don’t understand. go through each word or phrase and ask some students to explain what they think it means. be sure students know what the article is about. ask students to read the article alone again and answer the questions. have students work individually.