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．

3． Moral Objects

Enjoying yourself is very important． But no matter what hobbies you have, do remember they must be good for health and study．

2． Ability Objects

(1) Train students’ listening ability．

(2) Train students’ speaking ability．

1． Knowledge Objects

(1) Key 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． 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．

The Second Period

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．

S_s: Parties make me nervous．

T: Now what 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．

S_s: School vacations make me happy．

T: Now what 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

S_A: Which restaurant would you like to go to?

S_B: I’d like to go to the Blue Lagoon．

S_A: Why?

S_B: 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 :OK． 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．

S_A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．

S_B: Oh, really? Loud music makes me energetic．

S_A: 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． 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．

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． awful--terrible; dreadful

2． The blackboard

1． A tape recorder

2． Pairwork to make every student work in class．