Unit 13 Rainy days make me sad．
Ⅰ．Analysis of the Teaching aterial
1．Status and Function
In this unit, students learn to talk about how things affect them． The topic is meaningful and practical to students, It is very useful． It can help students express their own opinions in their daily life． It continues to train students’ speaking ability and integrating skills．
After studying this unit, students will be in charge of their attitude and they can do everything better．
（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． O, really? Loud music makes me energetic． Not me! Loud music makes me stressed out．
（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language． The practice can help students improve their listening and speaking skills．
（3）The third period provides an article． Students learn to get detailed information from the article． It is a basic reading skill, and also it is of great help for students to improve their reading skill．
（4）The fourth period not only introduces some neords but also provides students with many different kinds of activities． In this class, students learn how to express their own opinions using the target language．
（5）A lot of practice is designed in the fifth period to train students’ reading and writing skills． Students also learn how to treat the advertisement from the reading material．
（6）All the activities in the last period in this unit are used to provide writing practice using the target language．
2．Teaching Aims and Demands
（1）nowledge Objects
In this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,
（2）Ability objects
To train students’ listening, speaking, reading and writing skills using the target language,
（3）oral Object
The impact of attitude on life is obvious． When go shopping, we should remember not all the ads are great．
We have to be careful． In this way, we can buy nothing that we don’t need at all． So we should be in charge of our attitude． That way, we can live happily and we can do everything better．
3．Teaching ey Point
To make students learn and master the key vocabulary words and the target language．
4．Teaching Difficult Points
To train students’ listening, speaking, reading and writing skills．
To train students’ communicative competence．
5．Studying Way
Teach students how to express their own opinions freely．
Ⅱ．Language Function
Talk about how things affect you．
Ⅲ．Target Language
I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．
Oh, really? Loud music makes me energetic．
Not me! Loud music makes me stressed out．
Ⅳ．Structure
Second conditional with wish
Ⅴ．Vocabulary
lighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,
skin, cream, toothpaste, endangered, uncomfortable, useful
Ⅵ．Recycling
fast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep out
Ⅶ．Learning Strategies
1．Personalizing
2．a(chǎn)tching
Ⅷ．Teaching Time
Seven periods
The First Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey Vocabulary
sad, energetic, stressed out, soft
（2）Target Language
I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．
Oh, really? Loud music makes me energetic．
Not me! Loud music makes me stressed out．
2．Ability Objects
（1）Improve students’ listening ability．
（2）Help students to express their opinion freely．
3．oral objects
It is important to choose a suitable place． It is good for your study and life．
Ⅱ．Teaching ey Point
Target Language
Ⅲ．Teaching Difficult Points
1．How to improve students’ listening ability．
2．How to help students to express their opinion freely．
Ⅳ．Teaching ethods
1．Listening-and-answering activity to help the students go through with the listening material．
2．Pairwork to make every student work in class．
Ⅴ．Teaching Aids
1．A tape recorder
2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
T: Yesterday we finished Unit 12． In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school．
S1: We’re supposed to do our homework every day．
S2: We’re supposed to raise our hands before we talk．
S3: We’re supposed to come to class on time．
S4: We are not supposed to be late for class．
S5: We’re not supposed to eat in class．
T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． How do you feel about parties? Happy?
Excited? Nervous?
S1: Nervous．
T: Oh, so parties make you nervous．
S1: Yes．
T: Class repeat． Parties make me nervous．
Ss: Parties make me nervous．
T: Nohat about school vacations?
How do you feel about them?
S2: Happy．
T: So, school vacations make you happy．
S2: Yes．
T: Class repeat． School vacations make me happy．
Ss: School vacations make me happy．
T: Nohat about gym class? How do you feel about it?
S3: Excited．
T: So gym class makes you excited．
S3: Yes．
StepⅡ 1a
This activity introduces new vocabulary and provides oral practice using the target language．
Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player． ） Say, Which restaurant would you rather go to? Talk about it with your parter．
Let students work in pairs, and tell each other which restaurant they would like to go to and why． When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class．
Sample conversation
SA: Which restaurant would you like to go to?
SB: I’d like to go to the Blue Lagoon．
SA: Why?
SB: Because there are plants and flowers there．
Step Ⅲ 1b
This activity gives students practice in understanding the target language in spoken conversation．
Ask students to read the instructions．
Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Look at the sample answer．
Let a student read the completed sentence, and then say, You will hear the missing words on the recording． Fill in the blanks with the words you hear on the tape．
Play the recording the first time． Students only listen carefully． Play the recording again． This time fill in the missing words．
Check the answers with the whole class．
Answers
The Rockin’ Restaurant: sad, tense
The Blue Lagoon: relaxed, sleepy
Tapescript
Girl 1: I’m hungry, Amy．
Girl 2: So am I． Why don’t we get something to eat?
Girl 1: Yeah． Let’s go to the Rockin’ Restaurant． I love their hamburgers．
Girl 2: Oh, Tina… I hate the Rockin’ Restaurant．
Girl 1: Why? The food is great, isn’t it?
Girl 2: The food’s fine． I just don’t like the atmosphere． Those awful pictures on the walls make me sad, and the loud music makes me tease．
Girl 1 :O． So where do you want to go, Amy?
Girl 2: Let’s go to the Blue Lagoon． The soft music makes me relaxed．
Girl 1: Not me． It makes me sleepy．
Step Ⅳ 1c
This activity provides guided oral practice using the target language． Look at the example in the box． Invite a pair of students to read it to the class．
SA: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．
SB: Oh, really? Loud music makes me energetic．
SA: Not me! Loud music makes me stressed out．
Go through the instructions with the class．
Tell students they will be talking about their own opinions with a partner． Look back at the chart in Activity 16． ake up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．
While students are working in pairs, walk around the classroom, and listen to some pairs． If necessary, offer language support． Then ask some pairs to act out their conversations in front of the whole class．
Optional activity
Let students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel． For example, what are your opinions about this room? A student might answer, This room is sunny． It makes me happy． Or ask them． What are your opinions about all the noise in the cafeteria? A student might say． All the noise in the cafeteria makes me tense．
Notes:
1．a(chǎn)wful——terrible; dreadful
2．energetic——full of energy
Step Ⅴ Summary
In this class, we’ve learned some important words, such as sad, energetic, stressed out． We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really?
Loud music makes me energetic． Not me!
Loud music makes me stressed out．
Step Ⅵ Homework
Review the target language．
Step Ⅶ Blackboard Design
Unit 13 Rainy days make me sad．
Section A
The First Period
Target language
A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．
B: Oh, really? Loud music makes me energetic．
A: Not me! Loud music makes me stressed out．
Unit 13 Rainy days make me sad．
The Second Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）ey Vocabulary
tense, have fun, angry, cry．
（2）Target Language
Loud music makes me tense．
Loud music makes me want to dance．
That movie made me sad．
2．Ability Objects
（1）Train students’ listening ability．
（2）Train students’ speaking ability．
3．oral Objects
Enjoying yourself is very important． But no matter what hobbies you have, do remember they must be good for health and study．
Ⅱ．Teaching ey Points
1．ey Vocabulary
tense, angry, cry．
2．Target Language
Loud music makes me tense．
Loud music makes me want to dance．
That movie made me sad．
3．Structures
Loud music makes me tense．
Loud music makes me want to dance．
Ⅲ．Teaching Difficult Points
1．The target language
2．How to train students’ listening ability．
Ⅳ．Teaching ethods
1．Listening method to improve the students’ listening ability．
2．Pairwork．
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check homework． Invite a pair of students to read the conversation in Activity 1c．
Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．
SA: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．
SB: Really? Soft music makes me relaxed．
SA: Not me． Soft music makes me sleepy．
Step Ⅱ 2a
This activity gives students practice in understanding the target language in spoken conversation．
Look at the pictures． Ask, What are they doing? Please guess． （In Picture 1, two women are eating and smiling． aybe the food is very delicious． In Picture 2, the two women are crying． aybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry． ）
Go through the instructions with the class． Say, You will hear Tina and John talking about what Tina and Amy did last night． The four pictures show something that Tina did last night．
Point to the boxes． Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording． Play the tape for students．
The first time, students just listen． Play the tape again． This time, ask students to number the pictures when they listen．
Correct the answers with the class．
Answers
The pictures should be numbered in this order: （down）
3 2 4 1
Tapescript
Boy: Did you and Amy have fun last night, Tina?
Girl: Well, John…yes and no．
Boy: Was Amy late as usual．
Girl: Yes, she was． And waiting for her made me angry．
Boy: Where did you go?
Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay． She said that loud music made her tense．
Boy: That’s funny． Loud music always makes me want to dance．
Girl: e too． So then we went to the Blue
Lagoon． It was quiet and the food was great． We had a good time．
Boy: Then did you go to the concert at the high school?
Girl: No． We decided to go to the movies．
We saw Love e Forever． It was a really good movie, but it was so sad that it made us cry．
Boy: Sad movies don’t make me cry． They just make me want to leave!
Girl: You should just like my brother!
Step Ⅲ 2b
This activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements．
You will hear the same recording again．
This time listen carefully to what each person says． Put a checkmark in front of the statements you hear．
Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear．
Ask students to say the reasons why they check them．
Check the answers with the class．
Answers
√ Waiting for her made me angry．
√ She said that loud music made her tense．
Loud music makes me happy．
√ Loud music always makes me want to dance．
√ It was so sad it made us cry．
√ Sad movies don’t make me cry．
They just make me want to leave!
It made me sad．
Step�、� 2c
This activity provides oral practice using the target language．
Look at the sample conversation between
Tina and John． Invite a pair of students to read it to the class．
John: Did you have fun with Amy last night?
Tina: Well… yes and no． She was really late．
Go through the instructions with the class．
Get students to make up a conversation using information from Activities 2a and 2b． Let students work in pairs． While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．
Call out a pair of students to say their conversation to the class．
SA: Did you have fun with Li Ping last night?
SB: Well…yes and no． She was late again as usual．
SA: So, waiting for her made you angry．
Where did you go?
SB: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy．
SA: Did you go to see a movie?
SB: Yes． We saw Love e Once ore,
other． It was a very good movie． It was also moving and sad． It made us cry．
SA: Really? You sound just like my mother．
Step Ⅴ Grammar Focus
Look at the grammar box． Invite a student to read the sentences to the class．
Loud music makes me tense．
Loud music makes me want to dance．
That movie made me sad．
While the student is reading, write the three sentences on the blackboard． Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense） Let students underline the verb in all three sentences． Then underline the word that comes right after that verb （me）． Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．） Circle the ending of each sentence． Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．
Other students repeat． Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end． Write on the blackboard:
makes me ． Let students work alone． Then ask some students to read their sentences．
S1: A quiet place makes me sleepy．
S2: Loud noise makes me tense．
Pay attention to the sentence with wanting to dance at the end． Say, Sometimes there is a phrase like want to dance at the end instead of an adjective． For example,
Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me �。� Hot weather makes me ．
Give students two minutes to finish the sentences． Then ask some students to read their sentences．
S1: Long movies make me want to leave．
S2: Long movies make me want to cry．
S3: Hot weather makes me want to go swimming．
S4: Hot weather makes me want to drink a lot of water．
Let students make up any other sentence using the verb make to talk about how things affect them．
StepⅥ Summary
In this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense． Loud music makes me want to dance． That movie made me sad．
Step Ⅶ Homework
Get students to write some sentences according to the target language．
Step Ⅷ Blackboard Design
Unit 13 Rainy days make me sad．
Section A
The Second Period
1．Target language
Loud music makes me tense．
Loud music makes me want to dance．
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．nowledge Objects
（1）ey 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．oral Object
In our lives, we should express what we feel clearly．
Ⅱ．Teaching ey Point
Train students’ integrating skills．
Ⅲ．Teaching Difficult Point
How to improve students’ integrating skills．
Ⅳ．Teaching ethods
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…
Noho 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(yè)主
scientific adj．科學(xué)的
pink adj．粉紅色的
lighting n．照明；照明設(shè)備
knowledge n．知識(shí)；學(xué)問(wèn)
serve v．服務(wù)；招待
design v．設(shè)計(jì)；構(gòu)思
uncomforable adj．不舒服的；不合意的
campaign n．運(yùn)動(dòng)；競(jìng)選運(yùn)動(dòng) ：
endangered adj．有滅絕危險(xiǎn)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． ake 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 knohat the article is about． Ask students to read the article alone again and answer the questions． Have students work individually．
Ask three students to answer the questions orally in class． Correct the answers if necessary．
Check the answers with the whole class．
Answers
1．Red makes most people hungry． It makes them eat faster．
2．They want people to eat quickly and leave so more people can come in．
3．Answers will vary．
Notes
1．owner—person who owns something
2．uncomfortable—not comfortable; uneasy
Step Ⅲ 3b
This activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．
SA: The seats are very hard． The white walls make me stressed．
SB: Is it this classroom?
SA: No, it isn’t．
SC: Is it a hospital?
SA: Yes, that’s right．
Go through the instructions with the class．
Say, First take a few minutes to think of a place and how you will describe it． You can write down some words that describe the place．
Get student to work in groups of four or five． Each students describes a place and others in the group try to guess it． While students are doing their work, walk around the classroom checking their progress and offering help if necessary． At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is． Give students a sample conversation．
SA: There are a lot of people every day．
The loud noise makes me tense．
SB: Is it a mall?
SA: No, it isn’t．
SC: Is it a supermarket?
SA: No, it isn’t．
SD: Is it a market?
SA: Yes, you’re right．
Step IV Part 4
This activity provides reading, writing, listening and speaking practice using the target language．
Ask a good student to tell students how he/she feels about pollution． For example, I hate pollution． Loud noise makes me tense． Smoking makes me very angry．
Endangered animals make me sad． I think pollution is very terrible．
Get students to read the instructions by themselves． Have students complete the work in groups of three． As they work, go around the classroom offering help as needed．
Review the task． Ask a few students to share the results of their surveys．
Sample answers
How do you feel about…YouLi PingZhao Qiang
Pollutionangryangryangry
heavy trafficworriedtenseangry
loud noisetenseenergeticwant to leave
Endangered animalssadcryangry
Smokingangrywant to leaveuncomfortable
people who keep you waitingangryworriedangry
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
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．nowledge Objects
（1）ey 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．oral Object
Not all the most expensive things are the best ones． Sometimes we shouldn’t believe all of ads．
Ⅱ．Teaching ey Points
1．ey 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 ethods
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 knohat 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．
ake sure students knohat 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 shohether or not the people on the tape liked it．
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?
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．
Noork with your partner． ake 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．nowledge Objects
（1）ey 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．oral Object
We are in charge of our attitude and we can do everything well．
Ⅱ．Teaching ey 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 ethods
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
2．The blackboard
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Revise the target language presented in this unit． Check homework． Get some pairs to read out their conversations．
（1）SA: Have you ever had a jacket?
SB: Yeah． And it made me beautiful．
（2）SA: Have you ever bad a science book?
SB: Yeah． And it made me tense．
Step Ⅱ 3a
This activity provides reading practice using the target language．
Teach the neords． Show the neords on the screen by a projector．
aim u．瞄準(zhǔn)；打算
aim at瞄準(zhǔn)；針對(duì)
specially adv．特別地；專門地
useful adj．有用的；有益的
instance n．例子；實(shí)例
for instance例如；比如
product n．產(chǎn)品；制品
confuse v．混淆；辨不清；使困惑
mislead v．把……引錯(cuò)方向；給……帶錯(cuò)路
careful adj．小心的；仔細(xì)的
lead v引導(dǎo)；致使；
plane n．飛機(jī)
Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．
Look at the article． Let a student read the article aloud to the class． Correct any pronunciation errors to make sure the student it providing a good model for the rest of the class．
Read the instructions to the class． What’s the article about? Do you agree with it?
Get students to read the article again and answer the two questions． Get students to do the work individually or in pairs．
While they are working, go around the classroom offering help as needed．
Check the answers with the whole class．
Elicit examples given in the article for the advantages and disadvantages．
Answers
The article is about advantages and disadvantages of ads．
Advantages of ads: help you compare different products; help you save money．
Disadvantages of ads: make our cities and countryside look ugly; ads can be confusing or misleading; can lead you to buy something you don’t need．
Notes
1．pros and cons-the arguments for and against
2．for instance-for example
3．sales-the offering of goods at low prices for a period
4．confuse-put into disorder; mix up in the mind
5．mislead-lead wrongly; cause to be or do wrong
6．a(chǎn)t times-from time to time; now and then; occasionally
Step Ⅲ 3b
This activity provides reading and writing practice using the target language．
Go through the instructions with the class． Get a student to read ‘the sentences at the beginning of the paragraph to the class． Tell students they should look back at Activity 2a and complete the article, using the information about two or three products in Activity 2a． Have students finish the article individually． While they are working, walk around the classroom offering help and answering questions as necessary． When they finish, get a student to read his/her completed article to the class．
A sample article:
Some advertisements tell the truth and some don’t． For example, the Easy Care Shampoo says it will give you the shiniest hair ever． But my friend tried it and it didn’t work． It made my friend really mad． A few days ago, I tried Starshine Toothpaste． But it wasn’t whiter than white． It tasted terrible． I’d never use it．
Yesterday my sister tried Beauty Cream and it worked very well． She said it made her skin very soft． So I’ll try it tomorrow． Now, do you think it is right not to believe everything we read?
Norite the article on the blackboard as an example．
Step Ⅳ 3c
This activity provides writing practice using the target language． Go through the instructions with the class． Ask students,
Do you knohat the word slogan means?
For example, for the shiniest hair ever is the slogan of Easy Care Shampoo． Help students answer the question． Tell them the Chinese meaning if necessary to make sure they understand the meaning．
Have students make a list of their favorite products, then try writing a slogan to go with each product． Tell students how to do this work． First ask a student to name a favorite product． Then let students suggest a variety of possible slogans to go with it． And then cross out the ones that don’t tell the truth．
Ask students to work in groups of four．
When they start to write, walk around the classroom offering help as necessary． Revise as many students’ work as possible while moving around the classroom．
Let some students to read their slogans to the class．
Step Ⅴ Part 4
This activity provides listening and speaking practice using the target language．
Look at the three pictures． Ask, What can you see in the pictures?
（In Picture 1,we can see a man jumped out of a plane． In Picture 2,we can see a lot of smoke． The air is polluted． In Picture 3, some men are riding horses．）
Go through the instructions with the class． Look at the example in the box．
Get a pair of students to read the conversation to the class．
SA: I would love to jump out of a plane!
SB: Not me． This picture makes me feel tense!
Discuss the three pictures in pairs． As they work, go around the classroom offering help as needed． Have several pairs say their conversations to the class．
Sample conversations
SA: There is a lot of smoke in the picture．
SB: Yeah． It makes me feel uncomfortable．
SA: I would love to ride a horse．
SA: Not me． The picture makes me tense．
Step Ⅵ Summary
In this class, we’ve done much practice reading and writing as well as speaking．
Step Ⅶ Homework
1．Read the article in Activity 3a again．
2．Complete the article in Activity 3b．
Step Ⅷ Blackboard Design
Unit 13 Rainy days make me sad．
Section B
The Fifth Period
A sample answer to Activity 3b:
Some advertisements tell the truth and some don’t． For example, the Easy Care Shampoo says it will give you the shiniest hair ever． But my friend tried it and it didn’t work． It made my friend realty mad． A few days ago, I tried Starshine Toothpaste． But it wasn’t whiter than white． It tasted terrible． I’d never use it．
Yesterday my sister tried Beauty Cream and it worked very well． She said it made her skin very soft． So I’ll try it tomorrow．
Now,do you think it is tight not to believe everything we read?
Unit 13 Rainy days make me sad．
The Sixth Period
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
（1）Fill in blanks and make sentences using list, lead, compare, keep out, taste．
（2）Finish the table according to the diary．
2．Ability Object
Train students’ writing ability．
3．oral Objects
We should believe in others． We shouldn’t be selfish．
Ⅱ．Teaching ey Points
1．Fill in blanks and make sentences．
2．Finish the table．
Ⅲ．Teaching Difficult Point
ake sentences using list, lead, compare, keep out, taste．
Ⅳ．Teaching ethods
1．Teaching by explanation．
2．Speaking method
Ⅴ．Teaching Aids
1．A projector．
2．The blackboard．
Ⅵ．Teaching Procedures
Step Ⅰ Revision
Check homework． Get a few students to read the article in 3a． Then have a student read his own article．
Step Ⅱ Part 1
This activity focuses on vocabulary introduced in the unit．
Look at the words in the box． Get a student to read them． ake sure the students understand the meanings of the words．
Please fill in the blanks with the words．
In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement．
Get students to fill in the blanks on their own．
Check the answers． Five students each read a sentence, filling in the blanks． The rest of the students check their answers． Show the answers on the screen by a projector．
1．I need a new jacket． This one doesn’t keep out the cold．
2．Customers say the food at the restaurant tastes terrible．
3．When prices are listed, you can go to the store with the lowest price．
4．Working hard at English can lead to a good job．
5．Wait before you buy that watch． Let’s compare prices in another store．
Have students make their own sentences with the words, preferably sentences that
are meaningful． Walk around the classroom．
Collect a few students’ answers with mistakes on the blackboard． Then help students correct the mistakes．
Sample answers
1．Don’t forget to list his name．
2．All roads lead to Rome．
3．Let’s compare your translations with the model translation on the blackboard．
4．It’s very windy． Please shut the window and keep out the cold．
5．Look at the bread． It tastes sweet．
Step Ⅲ Part 2
This activity provides listening and speaking practice using the target language．
Go through the instructions for this activity with the class．
Get a student to read the diary aloud．
Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class． Have students read the diary again． Then ask students to do the work in pairs． When they work, walk around the classroom providing help if necessary．
Check the answers with the whole class．
Answers
sadangryannoyedsurprised
Early morningmid-morningLate-morningLunch time
Notes
1．home here is an adverb, means at, in or to one’s home or country．
2．a(chǎn)nnoy——make rather angry（esp． in passive）, for example, be annoyed with sb．
Step Ⅳ
This activity provides reading and speaking practice with the target language．
Ask two students to read the conversation aloud．
SA: They make me scared．
SB: Really? They make me hungry．
Get all the students to read the conversation again． Ask, What makes the cartoon funny? Help students to explain． The second fish is intelligent enough to take the bait from the hook without getting caught．
Get some pairs of students to present this conversation to the rest of the class．
Note
scared——frightened
Step Ⅴ Summary and Homework
In this class, we’re done much writing practice using the key vocabulary words and the target language presented in this unit．
After class, please make sentences with the words in Activity I in your exercise books． Then finish off the exercises on pages 55～56 of the workbook．
Step Ⅵ Blackboard Design
Unit 13 Rainy days make me sad．
Self check
The Sixth Period
Sample answers to Activity 1:
1．Don’t forget to list his name．
2．All roads lead to Rome．
3．Let’s compare your translations with the model translation on the blackboard,
4．It’s very windy． Please shut the window and keep out the cold．
5．Look at the bread． It tastes sweet．
Unit 13 Rainy days make me sad．
The Seventh Period
Reading: The art of giving
Ⅰ．Teaching Aims and Demands
1．nowledge Objects
ey Vocabulary
wedding anniversary, vase, host, hostess, feminine, proper, acceptable, embarrass, let’s say, ahead of time
Text: The art of giving
2．Ability Objects
Fast-reading to get a general idea of the text．
Careful-reading to get the detailed information in the text．
Learn the words and phrases from the context．
3．oral Object
Giving a gift is an art． oney is one of the gifts we can give others． But we must know money is not everything． So only when it is proper can we give someone money as a gift．
Ⅱ．Teaching ey Points
ey vocabulary
Train students’ reading ability．
Ⅲ．Teaching Difficult Point
Train students’ reading and writing skills．
Ⅳ．Teaching ethods
Fast-reading to improve students’ reading ability．
Careful-reading to get the detailed information．
Pairwork and groupwork
Ⅴ．Teaching Aid
A projector．
Ⅵ．Teaching Procedures
Step Ⅰ ey Vocabulary
This activity introduces the key vocabulary words． Show the following vocabulary on the screen by a projector．
Wedding n．婚禮；結(jié)婚
anniversary n．周年紀(jì)念；周年紀(jì)念日
co-worker n．同事；合作者
let’s say比如說(shuō)（用作插入語(yǔ)）
orange adj．&n．橙黃色（的）；橘黃色（的）
vase n．花瓶
host n．主人；房東
hostess n．女主人；女房東
ahead adj ＆ adv．在前；向前；提前
ahead of time提早
arrange v．整理；布置；排列
feminine adj．女性的；女子氣的
consider v．考慮；細(xì)想
proper adj．適宜的；合適的
acceptable adj．可接受的；合意的
tradition n．傳統(tǒng)；慣例
cheaply adv．廉價(jià)地；便宜地
voucher n．（代替現(xiàn)金的）票券；收據(jù)；憑單
embarrass v．使窘迫；使尷尬
breaker n．打破者；破壞者
container n．容器（如盒、箱、罐等）
quality n．品質(zhì)；品德
Read the words and have students repeat them again and again until they can pronounce them fluently and accurately．
Step Ⅱ Part 1
This activity allows students to activate their background knowledge before attempting the reading．
Look at the picture． Ask, What’s happening in the picture? Let students describe the picture．
Read the title The art of giving aloud． Get the students to predict what they think the article is about, based on the title and the picture． Get students to finish Task 1． But don’t look at the reading text． Instead, they use their background knowledge to try to answer the questions． As students work, move around, looking at their progress．
When most students complete the task, get students to answer the questions with a parter． Elicit answers from the students． Ask if other students have the same or different answers． Do not give the correct answers to the students at this point． Wait until students have finished the reading and let them revise their answers accordingly． Answers will vary．
Step Ⅲ Part 2
This activity encourages students to read for the main idea．
Read the instructions aloud to the class．
Get students into groups of four． Let them read th4 text quickly, then each group summarizes one paragraph in their own words． As they are doing this, go around the classroom to make sure they discuss the questions in English． Invite four students to report their answers．
Sample answers
Paragraph 1 Giving and receiving gifts isn’t easy．
Paragraph 2 Some gifts, such as flowers and plants, are usually welcome．
Paragraph 3 Giving money may be a good gift but may have problems．
Paragraph 4 Follow a host’s suggestion or you may be rude．
Notes
1．feminine—of, like, suitable for, women
2．gift voucher—supplied with some articles （eg petrol, cigarettes）, to be exchanged for gifts
3．embarrass—make to feel awkward or ashamed
Step Ⅳ Part 3
This activity encourages students to use the strategy of reading in context．
Look back at the story and find out the words and expressions indicated in bold．
Let students guess the meaning． Don’t give them the correct answers． Get students to read the article once． Say, Pay attention to the bold words and expressions． And note any other word or sentence you don’t understand． Read in context, guessing their meanings from the other words around them． Let students read the article again for comprehension．
Ask a student to read the instructions aloud to the class． And let students look at the example． Then ask students to match the correct meanings with the correct words and expressions． Remind students to look at the story again for extra help． Give them one or two minutes to do the work．
Check the answers．
Answers
Let’s say d; vase b; ahead of time e; feminine a; proper c; acceptable f．
Get students to make sentences with the words and expressions． Answers to this activity will vary． Then ask a student to write his answers on the blackboard．
Help correct any mistakes．
Sample answers
1．I like new things． Let’s say the computer is my favorite one．
2．There is a beautiful vase on the table．
3．You can come here ahead of time, but never be late．
4．I heard his feminine voice．
5．He isn’t the proper man to do the work．
6．If this advice is acceptable to you, accept it．
Step Ⅴ Part 4
This activity helps students read for specific information and paraphrase ideas．
Read the instructions aloud to the class．
Elicit the first answer from the students from memory． ake sure that they understand what they need to do．
Let students complete the sentences individually or in pairs． As they work, move around the classroom offering help as necessary．
Check the answers with the class．
Sample answers
1．the person may not like them
2．give a vase too
3．embarrass guests and be thought rude
4．to give money
5．it’s part of a tradition such as Chinese New Year
Step Ⅵ Part 5
This activity helps students work in a group and think critically about what they have read．
Go through the instructions with the students． Let students do the task in small groups． Help students think of different occasions for gift giving such as holidays, birthdays, weddings and births．
Check the answers． Let students share their answers with the class．
Answers will vary．
Optional activity
As an optional in-class or homework activity, ask students to make a list of things that are considered unlucky gifts, such as a knife and a clock．
Step Ⅶ Summary
In this class, we’ve practised a lot of reading and writing．
Step Ⅷ Homework
1．Read the story in activity 2 again for further comprehension．
2．Revise the target language in this unit．
Step 9．Blackboard Design
Reading: The art of giving．
The Seventh Period
Sample answers to Activity 3
1．I like new things． Let’s say the computer is my favorite one．
2．There is a beautiful vase on the table．
3．You can come here ahead of time, but never be late．
4．I heard his feminine voice．
5．He isn’t the proper man to do the work．
6．If this advice is acceptable to you, accept it．
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