人教版新目标初中英语九年级下册Rainy days make me sad说课稿6篇

Rainy days make me sad说课稿6篇

Rainy days make me sad. Section A la、lb、lc 英文说课稿

Hello, everyone ，

Today I’m very pleased to have anopportunity 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 teachingmaterial:

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

1. Teaching objects

The teaching aims are established according to Junior School Englishcurriculum 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 want to dance.

That movie made me sad.

B.Ability goals

Enable the students to talk about how things affect them.

Emotion & attitude goals

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

The teaching key and difficult points are established according to SectionA ,Unit13 in the teaching material’s position and function.

2. Teaching Key Points

the usage of make.

3.Teaching Difficulties

Train the Ss to use make correctly.

To improve studentslistening ability.

To train studentscommunicative competence.

:Part 2. The teaching methods

Task-based teaching ;Cooperative learning;

Part 3. The learning methods

1). Set up six steps. It ispresentation– words – pairwork – listening practice–Grammar - practice

2). Ask the students to take partin 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 theword make. But they don’t often use English to express themselves andcommunicate with others. Some Ss are not active in the class because they areafraid 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, writing , especially listening and speaking. Setup six steps. It is greeting –lead-in -presentation– words – pairwork – listeningpractice–Grammar – practice – homework .

Step Ⅰ Lead- in .

Show the Ss a picture and then show the teaching material .

Purpose: Arouse the students interest of study.Bring in new subject: Rainy days make me sad.

Step II Presentation .

Review some words about feeling , then present the sentence structure .

A:What makes him/her sad?

B:Rainy days makes him sad.

Purpose :Through this part we can consolidate what they studied yesterday,communicate with others about their feelings and prepare for the new lesson.

Step III Listening (1a, 1b: P102)

Ask the students to listen to Amy and Tina talking about the tworestaurants and do the exercises.

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. Let the Ss work in pairs andtalk about how thetwo restaurants would affect them.

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

Step V Do a survey.

After learning 1b , 1c

, let the Ss do a survey about other things that affect them.

Purpose : This step can open the Ss eyesight and thought . It’s a stepfrom textbook to real life .

Step VI Grammar

1). Sum the usage of make then helpthem to say out the sentence structure.

2). Do some exercises toconsolidate the grammar .

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

Step VII Writing practice

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 bythemselves.

Part 6. Blackboard design

1. make +sb/sth+adj

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: Id rather play tennis thanswim. 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 ofmastering the text and leading the students to master the text easily. In thistext, I write the usage of make and rather on the blackboard in order to tellthe students that this is of the importance in this class. I want to use themcorrectly and flexibly.

Part 7. Self evaluation.(自评)

In order to make the students the real masters in class while the teacherhimself 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 . Helpthe students to form a positive attitude towards life .Thanks for listening .

Rainy days make me sad.第一课时 说课稿

各位领导,老师大家好!

今天我说课的内容是九年级英语Rainy days make me sad

一.说教材:

1.地位与作用.这一单元共五课时,本节课是第一课时,在以前的课程中,已学过一些描述性的单词:comfortable , sad , bored 等,这课时,主要利用这些单词,运用句型”make sb./sth. do sth. or make sb./sth. +adj.”练习表达”询问不同的事物对自己或他人造成的影响”.这一课时在本单元中起着承上启下的作用.

2.教学目标.据课程标准对本学科的总要求和本节课的具体要求,本节课要达到的教学目标分三层次:

(1)知识目标.A.Words:lagon , make , sad , tense , comfortable,

B.Structures: a) make sb./sth. +adj.b) make sb./sth. +do sth.

c) would rather do sth.

(2)能力目标:A.通过运用,熟练掌握描述性单词的用法.

B.通过用运,掌握句型make sb./sth. +adj.和make sb./sth. +dosth的用法.

C.用运主要词组与句型询问事物对自己或别人造成的影响.

D.通过听力练习提高听力水平.

(3)情感目标:A.培养学生正确判断事物的能力.

B.培养学生敢于表达自己的情感.

3.教学重点与难点:

(1) 重点.知识目标中的句型结构,能力目标及情感目标.

(2) 难点.句型结构,能力目标.

4.教学准备: (1)学生.搜集自己一些音乐和电影的名称.

(2)教师.A.内容: section A,制作相应的课件.

B.教具:录音机,图片,投影仪.多媒体

二.说教学理念:

考虑九年级学生的特点和需要,以学生活动为教学的主要方法,让学生切实参与教学活动在教学活动中认识和体验,产生求知的欲望,将课堂教学和自己的行动结合起来,充分引导学生全面看待自己,发挥自己的才能.教师也是非常重要的教学资源之一,教师本人应以本课时的教学内容的主题出发,从事教学活动,通过课堂教学感染和激励学生,充分调动学生参与口语练习活动,激发学生”表达自己感受”的渴望,从而达到最佳的教学效果.

三. 说教法.

1.直观演示法:利用图片,视屏,表演等手段进行直观演示,激发学生的兴趣,活跃课堂气氛,促进学生对知识的掌握.

2.活动探究法:引导学生通过创设情景,小组表演等活动形式获取知识,以学生为主体,培养和发展学生自学能力及活动组织能力.

3.集体讨论法:针对提出问题,组织学生进行讨论,促使学生在博听其他同学的想法时,解决学习中的问题并积累自身的知识.

四.说学法:

让学生从机械的”学答”向”学问”转变,从”学会”向”会学”转变,真正成为学习的主人.本节在指导学生的学习方法上,培养学生学习能力方面主要采取以下方法:自主探究法和总结归纳法.

五.说教学过程:

本节课为了突出重难点,最大限度的调动学生参与的积极性和主动性,依据学生的知识水平,安排了以下几个教学环节.

第一环节:引趣。兴趣是最好的老师，引入一个新的课题，作为一个老师来讲，兴趣是比较重要的，所以在教学设计中，我本着学生的特点，以听音乐，说音乐为话题展开本堂课，引起他们的兴趣，运用句型“what kind of music do you like? I like …because it’s relaxing…”引出主要句型“It makes you relaxed .

第二环节：呈现新课。

运用多煤体出示两张具有不同装饰的餐馆图片，以问答的形式描述餐馆，步骤如下：首先，师问生答。句型“which restaurant would you rather go ? I’d rather go to theBlue Restaurant .Loud music makes me tense.”然后，学生问学生答，练习运用句型。

第三环节：创设情景，巩固句型。以小组为单位，分组讨论他们喜欢及不喜欢的电影及其原因，并以对话的形式表演出来，进一步巩固所学的新句型。需要的语言结构有“What film do you like? I like …why? Because itmakes me happy/

第四环节：听力练习。在说的基础上，运用听做练习加强巩固新句型，提高听力认知水平。

第五环节：归纳小结。运用竞赛方式急性表达法，快速说出本堂课所需及运用的描述性单词及其句型。

六、板书。

我在板书上注重直观，系统，适时的体现教材知识点，便于学生理解掌握。

UNIT13 Rainy days make me sad

Stuctures:

It makes me comfortable/relaxed / tense… A: What film do youlike ?

It makes me want to dance..B:I like“无极“

I’d rather go to theBlue restaurant. A:Why?

B:Because it makes me happy.

Rainy days make me sad.说课稿

一、教材分析

本单元是以九年级英语第13单元“Rainy days make me sad”为主题，要求学生在实际生活中要保护环境，学生学会在实际生活中能使用英语。同时，学生可以了解环境和各种情况对自己的影响，以扩充学生的知识面。

二、学生分析

本节课是针对于九年级全体学生，由于学生的基础知识比较薄弱和环境的限制，所以在教学中，我采用了不同的教学方法和方式，让学生更好的了解社会，以至于很好的掌握本节知识。

三．教学理念

1. 把英语教学与情感教育有机地结合起来，将德育教育渗透到学科教学中。

2. 以任务型教学为途径，设计贴近学生实际的教学活动。使学生通过观察、比较、思考、讨论，交流和合作等方式，学习和使用英语，完成学习任务。让学生真正把英语作为一种语言工具，通过它来解决生活中的各种问题，培养学生的动手能力和创新意识。

3. 设计探究式的学习活动，培养学生的阅读学习策略。

4. 合理利用网络资源和多媒体教学软件，丰富教学内容和形式，提高教学效果。

四、教学目标分析

知识目标：1. 学习和掌握与人的心情、描述事物等相关词汇和日常用语。

2. make sb + adj./ make sb + do

技能目标：有效利用好阅读篇章，培养学生从文中搜集、整理信息的能力。

情感目标：1.谈论环境对情绪的影响，帮助学生学会调节自己的情绪

2. 观察社会现象，谈论自己的感受，培养学生正确的是非关。

五．教学流程

Ⅰ． Teaching Aims and Demands

1． KnowledgeObjects

（1） Key Vocabulary

sad, energetic,stressed out, soft

（2）Target Language

Sth makes sb ＋adj /n/adv/prep/do/doing….

I’d rather go to the Blue Lagoon Restaurant.Loud music makes me energetic．

2． AbilityObjects

（1） Improve students listening ability．

（2） Help students to express their opinionfreely．

3． Moral objects

It is importantto 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 improvestudents listening ability．

2． How to helpstudents to express their opinion freely．

Ⅳ． Teaching Methods

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

2． Pairwork tomake every student work in class．

Ⅵ．Teaching Procedures

Step1 Greeting.

Step2 Lead in .

1.Make astudent give a duty report. Lead in new lesson with the weather.

Teacher:Are youhappy on sunny days?

Student:Yes,I’m happy.

T: Oh, so sunnydays make you happy.

T: Class repeat．Sunny days makeme happy.

How do you feelabout rainy days/snowy days?

Ss answer.

2.Have a wordmatch.Let students write some feeling words on the Bb.See which group can writemost words.

3.Look at thepictures on the screen: five pictures.

T: How do youfeel about the picture?

S: Relaxed.

T: So, thepicture makes you happy．

S: Yes．

Student ask andanswer in pairs.

4.listen tomusic and talk about the music.

StepⅡ.Revision:

1. Revisionword by the pictures on the screen.

2. Revisionwords by the sentences.Go through the instructions and look at the two pictures． Ask, Who candescribe the interior of each restaurant? （Rockin Restaurant has red walls, uglypaintings onthe walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and apiano player．） Say, Which restaurant wouldyou rathergo to? Talk about it with your partner．

3.Let studentswork in pairs, and tell each other which restaurant they would like to go toand why． When students work, go around the classroom offering help asneeded． When they have finished talking to each other,call out severalpairs to say their conversations to the class．

Sampleconversation

SA: Which restaurantwould you like to go to?

SB: I’d like togo to the Blue Lagoon．

SA: Why?

SB: Becausethere are plants and flowers there．

Step Ⅲ Pairwork

Ask students toread the instructions．

Let studentswork in pairs, and tell each other which restaurant they would like to go toand why． When students work, go around the classroom offering help asneeded． When they have finished talking to each other,call out severalpairs to say their conversations to the class．

Sampleconversation

SA: Whichrestaurant would you like to go to?

SB: I’d like togo to the Blue Lagoon．

SA: Why?

SB: Becausethere are plants and flowers there．

Step Ⅳ Revise the grammar:

1.Revise theinstructions.

2.Do exercises.

Step ⅤDo someexercises.(on the screen)

Step Ⅵ Summary (onthe screen )

In this class,we’ve learned some important words, such as sad, energetic, stressed out． We’ve alsolearned the target language “Loud music make me tense. I’d rather go to theLagoon Restaurant .”We can express our feelings.

Step ⅦStep Ⅷ Homework

Write a shortpassage about yourclassroom. How does it make you feel?

BlackboardDesign

Rainy days makesme sad.

A: Whichrestaurant would you like to go to?

B: I’d like togo to the Blue Lagoon．

A: Why?

B: Because itmakes me relaxing．

Rainy days make me sad.说课稿二

1． Status and Function In thisunit, students learn to talk about how things affect them． The topic is meaningful andpractical to students, It is very useful． Itcan help students express their o

1． Status and Function

In this unit, studentslearn to talk about how things affect them． The topic ismeaningful and practical to students, It is very useful． It can help students express their ownopinions in their daily life． It continues totrain students speaking abilityand integrating skills．

After studyingthis unit, students will be in charge of their attitude and they can doeverything better．

（1） The first periodmainly gives students listening and oral practice using the target language I’drather go to the Blue Lagoon Restaurant because I like to listen to quiet musicwhile I’m eating． OK, really? Loudmusic makes me energetic． Not me! Loudmusic makes me stressed out．

（2） The activities inthe second period give students more listening and speaking practice as well asgrammar focus to practise the target language． The practice canhelp students improve their listening and speaking skills．

（3）The third periodprovides an article． Students learn toget detailed information from the article． It is a basicreading skill, and also it is of great help for students to improve theirreading skill．

（4） The fourth periodnot only introduces some new words but also provides students with manydifferent kinds of activities． In this class,students learn how to express their own opinions using the target language．

（5）A lot of practiceis designed in the fifth period to train students reading and writing skills． Students also learn how to treat theadvertisement from the reading material．

（6） All theactivities in the last period in this unit are used to provide writing practiceusing 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 theirown opinions using the target language,

（2） Ability objects

To train students listening, speaking, reading and writingskills using the target language,

（3） Moral Object

The impact ofattitude on life is obvious． When go shopping,we should remember not all the ads are great．

We have to becareful． In this way, wecan buy nothing that we don’t need at all． So we should bein charge of our attitude． That way, we canlive happily and we can do everything better．

3． Teaching Key Point

To make studentslearn and master the key vocabulary words and the target language．

4． Teaching Difficult Points

To train students listening, speaking, reading and writingskills．

To train students communicative competence．

5． Studying Way

Teach students howto express their own opinions freely．

Ⅱ． Language Function

Talk about howthings affect you．

Ⅲ． Target Language

I’d rather go tothe Blue Lagoon Restaurant because I like to listen to quiet music while I’meating．

Oh, really? Loudmusic makes me energetic．

Not me! Loud musicmakes me stressed out．

Ⅳ． Structure

Second conditionalwith 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

Rainy days make me sad.说课稿三

1.学科名称：Rainy days make me sad（初中九年级英语）

2.所在班级情况，学生特点分析

通过两年多的初中英语学习，这个学期的九年级学生已经掌握了一定的英语基础知识，他们也能够比较自觉地学习英语，并能够通过使用英语来表达他们的某些感受。结合学生的年龄特点及知识能力，本课联系学生生活实际，引导学生结合自己的生活体验，以小组对话、采访等方式，运用所学的语言基础知识自我学习，互相学习，鼓励他们主动参与教学活动，在课堂上能进入角色，克服语言障碍和胆怯害羞的心理压力，真正成为学习的主体。

3．教学内容分析

Rainy days make me sad选自义务教育新课程标准实验教科书英语（人教版）九年级第13单元。本课主要以对两种氛围的餐馆进行比较，引出动词make的用法。这对于本单元主要“谈论事物对我们情绪的影响”起到了很好的承接作用，通过本课的学习，引导学生学会比较、选择对自己有影响的事物，并能正确处理一些实际问题，既巩固了语言学习目标，又培养了学生的合作能和交际能力，培养他们做个情感丰富的人。

4．教学目标

（一）知识目标：能初步理解动词make的用法，并能在实际情境中简单地运用。

（二）能力目标：正确运用”make sb. do”和 “make sth.\sb. +adj”句式，学会比较分析不同事物的优缺点，用所学的目标语言简单谈论或询问事物对人的影响，或人对某一件事或物的看法。

5．教学难点分析

1. 围绕“谈论事物对我们情绪的影响”这个话题，学会正确运用“make sb. do sth.”“make sb\sth +adj.”；文中涉及到的四会词组，和固定短语。

2. 围绕着“Feelings(感受)”这个话题，来谈论或询问对某件事或物的看法，以及谈论事物对人的影响。

6．教学课时：5课时

7．教学过程

一、导入（Lead-in）

(1)热身（warm-up）

老师先问一个学生，T：What’s your favorite sport?And why?学生回答Sl：My favorite sportis soccer. Because it is exciting. T ：so,it makes you excited（板书）

以同样的方式，让学生互问互答，引导他们尝试使用“make＋宾语＋形容词”这个结构。老师给予适当帮助。

(设计思路：以学生感兴趣的话题，引出本课的重要句子和单词，自然流畅，吸引学生的学习注意力，激发学生的学习动机，调动学生的学习积极性，同时，在师生、生生互相交流的基础上，加深了彼此之间的信任与情感，培养学生的语言交际能力。)

（2）大脑风暴（Brain Storm），让学生们一个一个说出已学过的表示感觉的形容词：happy，surprised，embarrassed，sick，anxious，angry，annoyed，sad，upset，unhappy，stressed out，worried，tense，excited，interested，relaxed，bored，comfortable，uncomfortable…（板书）

老师做板书登记，并让学生们大声齐读一遍。

（设计思路：大脑风暴开拓了学生的思维，活跃了课堂气氛，既复习了旧知识，又为本课的新知识学习打下基础。）

二、新课呈现（Presentation）

（1）图片展示不同的情感。学生回答表情感的单词。

（2）利用学生关心话题，练习make的用法。

（3）最后，老师小结：“make＋宾语＋形容词”的用法。

（设计思路：通过图画的呈现，刺激学生的视觉感官，避免了枯燥乏味的说教，调节学生的情绪，调动学生的学习积极性。让学生在轻松好奇的氛围中学习本节课的目标语言。自然生动，易于掌握运用。）

三、操练（Practice）

Ia,看图比较书本上Ia的图画，描述这两个餐厅的特点（老师给予适当的补充），询问学生愿意去哪一家？（Where would you rather go?）然后，让学生进行四人一组口语链接练习，让学生尽量用刚学到的目标语来说明原因。

egS1:where would you rather go?

S2:I would rather go to the BlueLagoon restaurant.

S1: Why?

S2: Because blue walls make merelaxed. do not like to go to the Rockin’Restaurant becausethe awful pictures there make me tense. What about you S3?

S3:I like… What about you, S4?

S4:I don’t like…because…, whatabout you, S1?

S1:I like… because

然后，抽查几组，让他们在全班面前表演对话。

（设计思路：通过小组合作，学生初步操练目标语言，学会比较，学会讨论不同的事物对他们情绪的影响，并进行优化选择。同时，为听懂听力内容作了铺垫。）

Ib.听力（Listening）.

（1）首先，老师问：What do Amy and Tina think of the two restaurants?帮助学生明确本题要求，指着表格，让学生先了解表格中的信息。

（2）第一次播放录音，学生只听不做。

（3）第二次播放录音，学生根据录音内容完成句子。

（4）检查答案。（可以通过回放录音让学生一句一句跟读，理解对话内容来完成检查任务。）

（设计思路：通过老师的提问题及学生看表格了解信息的准备，让学生带着问题有意识地听，有的放矢，效果好。）

Ic.结对练习（Pairwork）学生根据Ib中Amy和Tina的意见，仿照Ic中的对话进行对话练习，两人一组运用刚学过的目标语言谈论对两家餐厅中不同事物的看法，最后抽查几对学生，让他们按要求在全班面前进行对话。

（设计思路：要提高学生的听说能力，必须进行必要的口头训练，让学生带着任务进行面对面的交流。学生通过对话，进一步操练了目标语言，增进了学生之间，师生之间的交流，培养学生的合作能力，在情感目标方面，又鼓励学生勇于说出自己的想法，做个情感丰富的人。）

四、巩固和练习

Listen (2a,2b)

（设计思路：这是语言的实际运用的检验，通过学生熟悉的真实生活情景，激发了学生的学习积极性，既巩固了本课所学的语言目标，又开拓了学生思维，使学生思维跳出了课本，从而真正达到新课程提出的培养学生综合运用语言的能力。）

五、作业布置（Homework）

作业：周末，你愿意去哪里吃饭和玩耍？又不想去哪里？请用本课的目标语分别说明原因，并整理成一篇约为60字的短文。

（设计思路：通过写的训练，既能巩固本课的目标语言，又锻炼学生的逻辑思维能力，实用有效，同时又为下一节课的学习内容作好了铺垫，既承上又启下。）

8．课堂练习

（一）基础知识题

()1．—What kind of weather do you like?

—I like ________ days because theymake me ________.

A．snow, excited B．snowy, exciting

C．snow, excitingD．snowy, excited

()2．f don’t like these awful pictures. They make me ________.

A．pleased B．sad

C．relaxed D．excited

()3. I would rather ________ to small stores to buy something because bigsupermarkets are crowded with people.

A．GoingB．go

C．to go D．went

()4．Loud music always makes us ________.

A．want danceB．to want dance

C．want to dance D．to want to dance

()5．Excuse me, could you help me? I don’t know ________ exchange money.

A．how toB．how

C．how can D．how can

()6．________ his new sunglasses ________ Tony look mysterious.

A．Wears, make B．Wears, makes

C．Wearing, make D．Wearing, makes

()7．As students, we are supposed to spend more time ________.

A．StudyB．studied

C．studying D．to study

()8．Usually soft colors make people ________.

A．relaxing B．relaxed

C．exciting D．excited

()9．I am sorry that I have kept you ________ me so long.

A．waiting B．waiting for

C．to waitD．to wait for

()10．—Mom, I want to buy this book. It is good and not too ________.

—Let me see... It is really a useful dictionary. And the price is________. Ok, let’s buy it.

A．high, low B．expensive, cheap

C．high, cheapD．expensive, low

（二） 能力提高题: 选择所给句子补全对话.

1. Tina: I’m hungry, Amy.

Amy: So am I.________(1_)_________?

Tina: Yeah. Let’s go to the Rockin’ Restaurant. I lovetheir hamburgers.

Amy: Oh, Tina… I hate the Rockin’ Restaurant.

Tina: Why? _________（2）_________?

Amy: The food’s fine. I just don’tlike the atmosphere(气氛). Those awful pictures on the walls

make me sad, ______________（3）__________________.

Tina:OK. So where do you want to go , Amy?

Amy: __________（4）___________. The soft music makes me relaxed.

Tina: Not me. ____________（5）____________.

A. It makes me sleepy. B. The food is great, isn’t it? C. Let’s go to the Blue Lagoon.