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．

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．

S_A: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．

S_B: Really? Soft music makes me relaxed．

S_A: 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． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe 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: Me 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 Me 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　Ⅳ 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．

S_A: Did you have fun with Li Ping last night?

S_B: Well…yes and no． She was late again as usual．

S_A: So, waiting for her made you angry．

Where did you go?

S_B: We went to a small restaurant． It was quiet and clean． The food was delicious． The soft music made me very happy．

S_A: Did you go to see a movie?

S_B: Yes． We saw Love Me Once More,

Mother． It was a very good movie． It was also moving and sad． It made us cry．

S_A: 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．

Step　Ⅵ 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．

The Third Period

A tape recorder

2． Pairwork．

1． Listening method to improve the students’ listening ability．

2． How to train students’ listening ability．

1． The target language

3． Structures

　Loud music makes me tense．

　Loud music makes me want to dance．

2． Target Language

　Loud music makes me tense．

　Loud music makes me want to dance．

　That movie made me sad．

1． Key Vocabulary

　tense, angry, cry．