Ⅰ．Analysis of the Teaching Material
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．OK, 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 new words 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）Knowledge 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）Moral 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 Key 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．Matching
Ⅷ．Teaching Time
Seven periods
The First Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key 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．Moral objects
It is important to choose a suitable place．It is good for your study and life．
Ⅱ．Teaching Key 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 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．
Ⅴ．Teaching Aids
1．A tape recorder
2．The blackboard
Ⅵ．Teaching Procedures
Step ⅠRevision
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．
StepⅡ1a
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．
Step Ⅲ1b
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
Step Ⅳ1c
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．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．energetic——full of energy
Step ⅤSummary
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 ⅥHomework
Review the target language．
Step Ⅶ Blackboard Design
The Second Period
Ⅰ．Teaching Aims and Demands
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．Ability Objects
（1）Train students’ listening ability．
（2）Train students’ speaking ability．
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．
Ⅱ．Teaching Key Points
1．Key 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 Methods
1．Listening method to improve the students’ listening ability．
2．Pairwork．
Ⅴ．Teaching Aid
A tape recorder
Ⅵ．Teaching Procedures
Step ⅠRevision
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．
Step Ⅱ2a
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．
Step Ⅲ2b
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．
They just make me want to leave!
It made me sad．
Step Ⅳ2c
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．
Step ⅤGrammar 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）．
Let students make up any other sentence using the verb make to talk about how things affect them．
Step ⅥSummary
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 ⅦHomework
Get students to write some sentences according to the target language．
Step ⅧBlackboard Design
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 ⅠRevision
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 Ⅱ3a
This activity provides reading and writing practice using the target language．
Show the key vocabulary words on the screen by a projector．
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．
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．
Ask three students to answer the questions orally in class．Correct the answers if necessary．
Check the answers with the whole class．
Step Ⅲ3b
This activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole 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．
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
Step ⅤSummary
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 ⅥHomework
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 ⅦBlackboard Design
The Fourth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key 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．Moral Object
Not all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．
Ⅱ．Teaching Key Points
1．Key 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 Methods
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 ⅠRevision
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 Ⅱ1a
This activity introduces new vocabulary．
Pay attention to the four pictures．Ask,
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．
Make sure students know what 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
Step Ⅳ2a
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 show whether or not the people on the tape liked it．
Check the answers．
Step Ⅴ2b
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．
Step Ⅵ2c
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．
Now work with your partner．Make 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 ⅦSummary
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 ⅧHomework
Talk about some products using some words in this class, and write down the conversations．
Step ⅨBlackboard Design
The Fifth Period
Ⅰ．Teaching Aims and Demands
1．Knowledge Objects
（1）Key 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．Moral Object
We are in charge of our attitude and we can do everything well．
Ⅱ．Teaching Key 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 Methods
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 ⅠRevision
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 Ⅱ3a
This activity provides reading practice using the target language．
Teach the new words．Show the new words on the screen by a projector．
Read the words and ask students to repeat them again and again until they can pronounce them correctly and fluently．
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．
Step Ⅲ3b
This activity provides reading and writing practice using the target language．
Step Ⅳ3c
This activity provides writing practice using the target language．Go through the instructions with the class．Ask students,
Do you know what the word slogan means?
Step ⅤPart 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 this class, we’ve done much practice reading and writing as well as speaking．
Step ⅦHomework
1．Read the article in Activity 3a again．
2．Complete the article in Activity 3b．
Step ⅧBlackboard Design
