Unit 13 Rainy days make me sad Section A教材分析

Hello, everyone! Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is Section A (1a-1c , Grammar Focus) in Unit13 . It is made up of seven parts.

1. Analysis textbook(教材分析) 2. The teaching methods(教学方法) 3. The learning methods(说学法) 4. Analysis the students(说学情)

5. The procedures of the teaching(教学步骤) 6. Blackboard design（板书设计） 7. Self evaluation. (自评)

Part 1 The analysis of the teaching material:

This lesson is about listening and speaking. It plays a very important part in the English teaching of this unit. By studying Section A , The students can improve their speaking ability, learn more about things that affect people. At the same time, we should get the students to understand better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students have positive attitude to dealing with things around them. 1. Teaching objects

The teaching aims are established according to Junior School English curriculum standard provision.

A.Language goals

1). Words & expressions :tense, some adjectives of feeling 2). Key sentences

Loud music makes me tense. (P103) Loud music makes me energetic.

Not me! Loud music makes me stressed out. B.Ability goals

(1) Improve students’ listening ability.

(2) Help students to express their opinion freely. C.Emotion & attitude goals

Enable the students to understand the effect of things upon them.

The teaching key and difficult points are established according to Section A ,Unit13 in the teaching material’s position and function. 2. Teaching Key Points: The usage of make. 3.Teaching Difficulties

(1) Train the Ss to use make correctly. (2) To improve students’ listening ability.

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(3) To train students' communicative competence. Part 2. The teaching methods

1. Listening-and-answering activity to help the students go through with the listening material.

2. Pairwork to make every student work in class. Part 3. The learning methods

Cooperative learning .Ask the students to take part in class actively and develop their cooperation in the activities . Part 4. Analysis the students

The students have learned some words about feeling and they have know the word make. But they don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes. Part 5. The procedures of the teaching

I have designed the following steps to train their ability of listening, speaking, reading and writing, especially listening and speaking. Set up six steps. It is lead-in –words– listening practice –speaking practice – Grammar– homework . Step I Lead- in .

Review some words about feeling , then present the sentence structure . Show the Ss a few pictures and then show the teaching material .

Look at the following list of activities on the screen: parties, exams, school vacations, gym class.

How do you feel about …? Happy? Excited? Nervous? A: What makes him/her sad? B: Rainy days makes him sad.

Purpose :Through this part we can consolidate what they studied yesterday, Arouse the students’ interest of study. Bring in new subject: Rainy days make me sad. Step II 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.

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Sample conversation

Purpose: Train the students to communicate with others about their feelings and prepare for the next activity.

Step III Listening (1b: P102)

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

Purpose :Train the Ss’ listening ability and prepare for later exercises. Step IV Speaking (1c: P102)

Ask the students to talk about how music affects them. Tell the

students they will be talking about their own opinions with a partner. Look back at the chart in Activity 1b. Make 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.

Purpose :Train the Ss’ speaking ability and prepare for later exercises. Step V Grammar

1). Sum the usage of make then help them to say out the sentence structure. 2). Do some exercises to consolidate the grammar .

Purpose: Train the Ss’ ability of understanding and using language. Step VI Homework

1.List 4-5 things around you and then describe how the things affect you. 2.Composition Exams make me _______。

Purpose :I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves. Part 6. Blackboard design 1. make +sb/sth+adj

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eg: The news made him sad.

He tries his best to make his lessons interesting. make +sb/sth+ do

eg: He made me wait for a long hours. He made me do this exercise again. 在被动语态中变为：sb be made to do 2. rather 原意为相当,为副词

eg: It’s rather cold today. 今天相当冷。 rather常与would连用 “宁可,宁愿, 还是…好些”

eg: I'd rather play tennis than swim. 我不想游泳,我宁愿去打网球。

Purpose：In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily. In this text, I write the usage of make and rather on the blackboard in order to tell the students that this is of the importance in this class. I want to use them correctly and flexibly. Part 7. Self evaluation.(自评)

In order to make the students the real masters in class while the teacher himself acts as director. I designed some activities to arouse the students’ interest of studying .The students can learn the target language easily .Also ,by these activities , I’ve cultivated the students’ spirit of cooperating , trained the students’ skills of listening ,speaking , reading , writing , improved the students’ ability of collecting information and dealing with the information . Help the students to form a positive attitude towards life .Thanks for listening .

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