endangered adj．有灭绝危险的；将要绝种的
smoke v．吸烟；抽烟
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．
（The walls are bright red． There is loud music． There are bright lights in the ceiling． The people are eating quickly． They aren’t talking to each other．）
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．
Answers
1． Red makes most people hungry． It makes them eat faster．
2． They want people to eat quickly and leave so more people can come in．
3． Answers will vary．
Notes
1． owner—person who owns something
2． uncomfortable—not comfortable; uneasy
Step Ⅲ 3b
This activity provides oral practice using the target language． Ask three students to read the sample conversation in the box to the whole class．
SA: The seats are very hard． The white walls make me stressed．
SB: Is it this classroom?
SA: No, it isn’t．
SC: Is it a hospital?
SA: Yes, that’s right．
Go through the instructions with the 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．
SB: Is it a mall?
SA: No, it isn’t．
SC: Is it a supermarket?
SA: No, it isn’t．
SD: Is it a market?
SA: Yes, you’re right．
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．
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九年级英语Rainy days make me sad教案