北师大版unit11 L3 Learning Sheet for Lesson 3 The Advertising Game
新北师大版高中英语选择性必修四Unit11Complict and Compromise课件
P4: ws to ban TV advertisements of unhealthy products are beneficial to society.
Read for opinions
———————— ——
—————— ——————————————————
2. Why does the author think so?
P2: Unhealthy products harm our health.
P3: ...the idea that making the products createsቤተ መጻሕፍቲ ባይዱjobs and brings in large amount of tax is a false argument.
———————— —————————— ————————— ——————————————————
P3: ...the idea that making the products creates jobs and brings in large amount of tax is a false argument.
1. What is the author’s opinion?
2. Why does the author think so? 3. What facts or examples does
the author use to support his reasons?
4. What is the author’s conclusion?
P4: ... laws to ban TV advertisements of unhealthy products are beneficial to society.
北师大版六年级英语下册全册Unit11 教案
北师大版六年级英语下册全册Unit11教案单元主题Unit11Revie1单元目标技能目标通过对四，五年级重点词汇的复习,培养学生综合运用的能力2培养,提高学生听音技能3在情景对话中培养,巩固学生说的能力4在语篇阅读练习中培养,巩固学生认读的能力提高学生的书写能力知识目标1复习,运用有关蔬菜，饮料，水果，季节，建筑的词汇2复习问句的表达及回答3在说,认读的任务中复习天气等等的语言知识;在语篇阅读中了解语言知识的综合运用4在阅读,书写中复习语言点,了解英语的综合运用情况情感态度目标在教师的引导下学生能够顺利完成各项任务,激发学生的学习成就感,维持英语学习兴趣学习策略目标1在准备回答阅读问题时，让学生学会勾画出能够支持自己答案的词，词组或句子。
2养成在听力,测试前观察图片、文字材料以便有效地抓住听力关键信息的习惯。
文化意识目标了解英语书信的格式单元教学内容分析本单元共8页，在听,说,读,写四大块练习中复习小学四五年级的语言知识,提升学生对英语的综合运用能力单元教学重点1复习,运用有关蔬菜饮料水果季节建筑的词汇2谈论喜爱的食物,运动,科目;谈论家务事3语言篇阅读理解4书写练习学生能够理解短文内容，完成阅读理解题。
单元教学难点1的综合运用以及听力能力;策略的培养2在情景中口头表达自己的观点3语篇综合理解4短文的阅读理解;短文书写学困生教学重难点的突破措施1在任务完成前给予充分的时间，让学困生有足够的内化时间2以小组为一个学习单位，让学困生能够寻求到帮助3在完成重点内容时，教师要尽量得到学困生的反馈，一是这代表了全班的真实教学水平，二是让学困生感觉到压力4建立捆绑式评价体系是学困生学习压力的另一大给予学困生学习动力也不可少。
教师可利用评价鼓励学困生的每一次自我突破教学方法1话题始终不离情景。
2注重培养、发挥学生的自主学习能力，学生自己能解决的一定让学生自己解决，学生解决不了的时候再由教师引导。
分时教学设计第一时时进度第1时型特点词汇,复习教学目标技能目标学生能回忆、再现、运用六大话题vegetables drinsfruiteatherplaesee中的词汇并能根据教材内容加以联想和拓展知识目标学生在回忆、巩固中再现知识情感、文化、策略目标通过有层次的堂推进，学生能够由浅入深地理解文，进而激发学生的学习成就感增加高段学生学习兴趣。
北师大版高中英语必修四 - Unit11 Lesson 3 The Advertising Ga
A Teaching Plan for L3 The Advertising GameUnit 11The Media, Module 4(高中新课标北师版必修模块4)Teaching aims of the lesson:●Students are to figure out the structure and understand the content of the article with the aid ofMind Mapping method.●Students are to get familiar with the reasoning process of the article.●Students are to retell the article by means of Mind Mapping method.●Students are to expand their thoughts by means of Mind Mapping method.Language difficulties to deal with concern the following sentence patterns.●The classic advertisement is one that….●However, this kind of advertising might not be suitable when there are … in direct competitionwith … in the market place.●In such situations, ….●However, even this is often not enough to….●Modern advertisements must stand out in … by combining … with … to make them moreattractive.●They use the concept of … to ….●Other common ideas include ….●For many …, (doing sth.) is not a successful approach.●They realize that it does not matter …. ---- most people know ….●By doing this, they hope to make ….●Some contemporary advertisements mainly aim to ….●There are public advertisements which encourage … to ….●Over the last decade, … has worked hard at using advertisement to educate … on ….Mind-mapping method is an effective way to use radiant thinking to maximize people’s brain’s untapped potential. As Tony Buzan and Barry Buzan (1993) shows in “The Mind Map Book”, with the aid of vivid diagrams and exciting, easy-to-follow exercise, you can mirror andmagnify your brain’s pattern of perception and association in the way you learn, think, and create … and have it serve as the tool you need to succeed in business as well as in school, in the studio, in sports, in your love life and other relationships, quickly master the right way to take notes, organize a speech, a writing assignment, a report, and join with others to pool thinking productively, memorize a mammoth amount of data, free your ideas to grow and expand constantly in depth and dimension.We believe that the employment of mind-mapping method in the teaching process will help with students’ cognitive elaboration. Different from the traditional modularized skimming-scanning pattern, the further elaboration of the reading material is to magnify students’ brains’ pattern of perception and have more association in the way they learn, think, and create. Rather than stop at the apperceived input stage, the mind-mapping method enable the students to go deeper into comprehended input and intake stages of the learning target, which leads to better integration and output of the learning process.In this period, mind-mapping method is a relatively new teaching approach, which was only introduced to the students a few days before. In spite of that, we think it valuable to have a try in encouraging them to explore the power of mind map and see where it will get us. Of course, Rome is not built in a day. Therefore, more regular training is required in future teaching to achieve the aim of maximizing students’ potential.Teaching & learning approach:The Mind-mapping methodTeaching procedures:I. Activating1. A video is shown to the students to arouse their interest and further thinking of the art of advertising.“I think marketing at its core is story telling.” ---- panelist Raymond Braun (LGBT marketing lead for Google and YouTube)“Advertising is an opportunity to communicate your values.” “It’s not Gap talking to the world; it’s about having a dialogue. So having that conversation from the get-go is how you decide what your advertising needs to be.” ---- Rachel Tipograph (a former Gap marketing executive and now founder and CEO of TIPO Entertainment)2. Reviewing the structure of the text: the development of advertisementBased on the previous general reading, students are to review the linear structure of the text ----a ladder climbing process.In this procedure, the previous input and apperceived input knowledge of the text is to beactivated under the guide of the teacher by reminding students of the layout and key points of the text.3. Identifying the logic of the content: How does the writer develop the main idea?Students are to figure out the reasoning process in each paragraph, especially to find out the common features. The idea in each part is developed by the following pattern: Describing a phenomenon → Identifying problems → Analyzing the problems → Providing solutions.In this procedure, the language cognitive process goes from input and apperceived input stages into comprehended input stage, which helps students to generalize the logical order of each paragraph and get familiar with the reasoning process in an expository essay.II. Constructing1. Self-constructingSince whole class response does not ensure full participation of thinking, more time is to be given for students to comprehend and intake what we’ve just gone through. Therefore, at this point, students are to re-read the text with the aid of mind maps they’ve drawn respectively and associate the facts about advertising game. Later, they’ll be required to talk about the ideas conveyed in the text to their partners only by referring to their own mind map.This process involves comprehensive input and intake of knowledge, during which the skill focus is getting prepared to shift from receptive skill to productive skill for the next step. However, it is worth mentioning that in this procedure, students will naturally focus more on the ideas rather than the accuracy of language forms, as Gass and Selinker point out that learners process input for meaning before form.Despite of that, key sentence patterns from the text will still be provided as the language support for the self-constructing process. Hopefully, students will gradually be aware of the inaccuracy of their language output and improve it bit by bit.2. Re-constructingStudents are to retell the passage by referring to their own mind map. The ideas in the text are conveyed using the key sentence patterns as well as new words and expressions. In this procedure, students are to share their thinking pattern and learn from each other with the aid of the visualized mind map.In the meantime, the knowledge intake goes to integration stage while their productive skill is to be practiced in this period. However, all the above procedures are mainly about following the train of thought in the passage, which is not a very creative output in terms of language learning.3. PresentingA few students are to present their work in class, accompanied by the teacher’s comments and recognition.III. Expanding1. Pushing forwardSince the article was written at least 10 years before, there must be some further development in the last decade. What do you think it is?A short video from Ted is to be shown here so as to provoke students’ further thinking about advertising game – the new communication in the present-day market place.2. Expanding furtherStudents are to expand the thoughts based on the first draft of mind map and continue to write a paragraph as a follow-up part of the passage. Ideas are to be presented in the same logic pattern as the previous paragraphs to achieve consistency.3. SharingStudents share their work in class – both the new paragraph and the related mind map.4. PresentingStudents’ works are to be presented in class if time permits, followed by teacher’s recognition, especially the ones with insightful thoughts about the advertising game.IV. ConcludingAs homework assignment, students are to polish their writing work and the mind map to make it a more effective learning process in terms of taking in new knowledge and encouraging radiant thinking.。
北师大小学英语必备教案unit11.doc
北师大小学英语必备教案unit11 北师大小学英语必备教案unit11_green_berries_lesson52 ★清华大学★英语系测试为中小学生英语量身定做. 官方网站/ 清华大学英语教授研究组提供（北师大版）小学英语（一年级起点）三册下Unit 11 Green berriesLesson 5一、教学目标1、能听懂，会说本课句型What’s the matter My head/ tongue...His head/earHer stomach/nose hurts.能认读身体部位单词，并能灵活运用句型询问别人的身体病痛。
2、引导学生积极参与游戏、唱歌、对话、表演等丰富多彩的活动，养成动脑、动手的好习惯，启迪思维，成为学习的主体，主动学习，教会学生学会学习。
3、以情感培养人，以兴趣吸引人，培养学生热爱学习，团结协作、友好竞争的精神，教会学生学会相处；培养学生富有同情心，学会关心他人。
二、教材分析（北师大）小学英语（一年级起点）三册下UNIT 11 Green berries 主要由六个部分组成。
（1）Talk about the story.（2）Words to learn.（3）Talk together.4Sounds and letters.5 Uncle Booky’s Blackboard .6Uncle Booky’s storytime.本课是该单元第5课时，是对前面所学习句型What’s the matter My head /His tongue/Her stomach hurts.进行大量的语言实践和运用。
是一节整理复习语言交际课。
本课的教学重点是能听懂，会说句型What’s the matter My head /His tongue/Her stomach hurts.认识身体部位单词。
难点是灵活运用句型询问别人的身体病痛。
本课教学对象是英语实验班三年级一班的学生，他们喜欢说、唱、玩、演、做游戏、比赛等，学习英语的热情极高，学习英语的氛围很浓，兴趣极大，学生的学习能力也很强。
北师大版教案Unit_11_The_media_Lesson_3_The_advertising_game
北师大版教案Unit 11 The mediaLesson 3 The Advertising GameTeaching aims:1.To read a text about advertisement development2.To learn and practise –ing form.3.To discuss advertisingTeaching difficulties:To learn and practise –ing form.Teaching Aids：computerTeaching procedures:Ⅰ. Warming up:T: Can you think of some advertisements you have seen ?S:T:Where you have seen advertising? (show some pictures) lead students to talk about the topic.S:T: Do you think advertisement will mislead us by make us believe a product is better than it really is?S:T:When you buy something will you be affected by advertisement?S:T:What do you think of the design of nowadays advertisements? wonderful or dull? S:ⅡReading：Read the text do the exercis e “true or false”1. “Tsing Dao Beer” tells you 3 pieces of information so it is attractive.2. Advertisement must be attractive and creative.3. The purpose of all advertisement is to make customer spend money.4.Producing public advertisement mentioned in the text is free.5. The text inferred that advertisement is trying to sell you something makes customers bored.6. The purpose of advertisement is creating something that has never been seen before.7. Standing out your advertisements is not easy because people are used to high standards of visual design.Answers: FTFFTFTCorrect errors:1. Other common ideas including happiness, wealth and success.2. This is often not enough to noticing in a modern city.3. Repeat old ideas is not a successful idea.4. Using humor as well as unusual ideas to surprise people are important.5. The main purpose of the advertisement is make customers spend money.6. People are used to see high standards of visual design.7. People simply enjoy look at attractive advertisements.1. including改为include2.noticing改为be noticed 3 repeat 改为repeating 4. are 改为is 5. make改为making 6.see 改为seeing 7.look改为looking ⅢListening and SpeakingDo the exercise 3ⅣLanguage points1. sb /sth be likely to do = It is likely that 有可能，有希望的Tickets are likely to be expensive.入场券可能很贵It is likely that the thieves don’t know how much it is worth.盗贼很可能不知道此物的价值。
英语必修Ⅳ北师大版Unit11课件(共20张)L43
A Gerund can be used
• to tell the use of a noun. • as subject. • after “Be”. • after a preposition.
A Gerund is used to tell the use of a noun.
1. Shanghai Sewing Machine
6. approach --- method 7. boom --- rapid increase 8. budget --- plan of how money
should be spent 9. classic --- traditional, typical 10.concept --- idea 11.contemporary --- belonging to
• About classic ad • The reason of making people forget
the existence of ad. • About the public ad.
Right order
1. About classic ad 2. The new and general need of
A Gerund is used after a preposition.
3. A lot of money is spent on applying modern techniques.
4. Because of the advertising boom, people are used to seeing high standards of visual design.
modern ad. 3. The combination of design and
三年级英语下册 Unit 11 Lesson 3(1)教案 北师大版
Lesson 31.ReviewStudent Book page 52•Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, “What’s this?” Elicit, “It’s Peter’s (arm).”•Repeat for all the labels in the picture.•Put the children into pairs. Have one child point to a label and ask, “What’s this?” The other child should answer, “It’s Peter’s (foot).”•When all the body parts have been covered, the children change roles.•Have the children in each pair take turns asking and answering the questions.2.Talk togetherStudent Book page 54•Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, “How are you today?”•Ask the children what they think Mocky’s answer is. Elicit, “I’m not well.”•Now present the question, What’s the matter? Explain the meaning of the question and write it on the board. Have the children repeat the question after you. •Point to Mocky and ask, “What’s the matter?” Try to elicit, “Mocky’s head hurts.”•Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you.•Repeat the procedure for the rest of the dialog.•Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you.•Have the children repeat the dialog, substituting the different body parts. •Divide the class into two groups, and have the children repeat the dialog in a role??play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles.3.Listen and numberStudent Book page 54•Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: “Who’s this?”(elicit, “It’s Ken.”); “How is he today?” (elicit, “He’s not well. His leg hurts.”)•Repeat for the other pictures.•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture.•Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture.•Have the children repeat the sentences in a class drill. “How is (Ann)?”“Ann’s not well. Her (head) hurts.”4.Read, trace, and matchStudent Book page 55•Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling’s body.•Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling’s body. Then have them read out the corresponding number (head, one).•Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly.•Repeat the procedure for the remaining body parts.•At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on).。
北师大版高中英语必修三《Learning》SectionⅡ PPT课件
(2) How many suggestions are given in the text to take an active role in learning?
A．Five.
B．Four.
C．Three.
D．Six.
答案 A
6
(3) Which one is the easiest way to promote active learning? A．Listening to the outer voice. B．Arguing with your inner voice. C．Asking questions. D．Getting to the truth. 答案 C
3
1．First reading—Read the text and match the main idea with each paragraph.
Para.1
A．Ask questions
Para.2
B．Get to the truth
Para.3
C．Listen to the outer voice
2．Second reading—Read the text carefully and choose the best answer. (1)Most people believe that ________． A．we need to train ourselves to be better learners B．the human brain learns all by itself C．we need to actively take part in the learning process D．it isn’t always true that the human brain is set to be “automatic” 答案 B
北师大版小学英语(2024新版)三年级Unit3 Learning
What subjects do you have today?
Chinese art English
We have Chinese ,art and English.
What subjects do you have today?
P.E
math\maths
We have P.E. and math.
art
maths math
Chinese
English
P.E.
What subjects do you have today?
Chinese
We have Chinese.
What subjects do you have today?
Chinese art
We have Chinese and art.
moon
nine
juice jump
kite kid
lamp lion
mouth moon
nose nine
Unit3 Learning
juice
Letters and Words
jump
jeep
Unit3 Learning
[k]
kite
Letters and Words
kid
Unit3 Learning
juice
jump jeep
[ k ] kite
kid
[ l ] lamp
lion
[m] mouth moon
[ n ] nose
nine
dad
sister
brother
Bye bye! Bye bye!
2 1 3 4 5
art
……
北师大版高中英语必修三《Learning》SectionⅠ PPT课件
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3．注重课外自学 课堂时间有限，因此只注重课堂时间来锻炼听说能力收效甚微。应该利用课外时 间多加练习，可以多读较好的文章，或者通过参加英语角等活动锻炼自己的听力 及口语。
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1.approach n．方法；途径；接近；接洽 v．靠近；接近；接洽 What is your learning approach to it？(教材P50)你的学习方法是什么？ [合作探究] 体会approach的用法和意义 Many birds fly south at the approach of winter. 冬季来临之时，许多鸟飞向南方。 We need to try other approaches to solving the problem. 我们需要尝试其他解决这一问题的不同方法。
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Ⅱ.文化知识习得
美国教育体制
美国学校分为公立、私立两类，公立学校系统规模庞大，是因为背后有美国政府
资助，所以美国九成的学生大多在公立教育系统内就读，公立学校受到州政府和联
邦政府的拨款，也因此受到各州州政府的监管，并遵守各州议会制定的有关教育的
法律。私立学校基本上不受任何政府的监管，不过对学校政策有影响力的是家长和
高中英语北师大版高一下册《Unit 11 Section Ⅲ What’s in the Paper
3．What caused the accident in Text B to happen? A．The foggy weather. B．The truck driver's carelessness. C．That the truck driver was too old. D．A mysterious force.
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(鲜活例句)He has never showed much consideration for his wife's needs. 他从来不大推敲妻子的需要。 (二)归纳拓展全析考点
in consideration of take ... into consideration under consideration
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c． Sports news d． Entertainment news
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A．Scan the text and choose the best answers according to the text.
1．The research published by Leeds University shows that ________. A．people don't mind bad language on programmes for adults B．people don't mind bad language on programmes for children C．people prefer to have bad language on programmes for adults
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conclusion n．
结论，决定；终结，结束
draw a conclusion
北师大版六年级英语Unit11L13Reading
Reading1．Read and Write教材在这一活动中设置了问路、指路的情景对话，回顾问路、指路等表达法。
在教学，可以让学生根据对话绘制出相应的示意图，然后运用示意图进行问答。
也可以根据学或学校实际，组织问路、指路的活动，复习相关词汇与表达法。
2．Read and Complete这一活动是阅读理解能力的训练，需要学生阅读短文，找出活动及相应的时间，发展生从语篇中提取信息完成任务的能力。
短文按时间顺序介绍了学生半日游的行程安排，络清晰，易于理解。
在教学中可以引导学生运用不同的符号标画出时间点和具体活动，后完成表格填写。
从语言知识的角度看，短文中主要时态是将来时，涉及两种表达法We will...和、We are going to...与语法部分的Look and Write呼应。
教学中可以引导学生进行转述，请学生从第三人称的角度描述日程安排，复习They will...和They are going to…的用法。
3．Complete the Dialog这一活动没有提供可以选择的句子，因此有一定的挑战性。
教学中可以先让学生看对话，判断对话发生的场景，引导学生默读对话，确定对话双方的角色，再通过观察语句中出现的价格、物品，推测顾客与售货员所表达的内容。
学生以往也学习过询问衣物的尺码、颜色、价格的语句，在这j活动中，教师可以采用板书或者PPT的形式呈现相应的语句，为学生完成任务提供支持。
最后，可以让学生模仿表演。
4．Complete the Diary这一语篇的话题以及任务形式与阅读部分的第二个活动Read and Complete 比较相似，语言涉及的是一般现在时态。
教师可以参考第二个活动的实施方法，让学生将短文的脉络理清后提取信息完成表格。
1．Answer the Questions这一活动设计的任务是让学生读问题写时间或课外活动。
在实际操作中，教师可以让学生先采访同伴或口头回答，然后再写出答句。
北师大版英语四年级下册教案Unit 11(2)
Unit 11 Uncle Jack’s Farm”Teaching Aims:1. Students are able to read through the text and understand the brief meaning.2. Students are able to understand the definition and the key structure of “Future Tense”.3. Students are able to substitute the sentences with “going to”.4. Reading is fun. Students are willing to read.5. Students are able to read some extra materials.Teaching Aids:Courseware, word cards, music hammer,Board Design:Unit 11 Uncle Jack’s FarmWhat are we going to do today?We are going to visit Uncle Jack.Now Future“going to”Teaching Procedure:I. Pre-reading:1. Greetings. How are you?2. Review the words and phrases learned.farm, ride, horses, listen, radio, welcome, fun, again, tomorrow, stay, this morni ng, this afternoon, black, cloud,Study 3 new words: sure, I’m not sure. weather, report.(This might help Ss’ reading.)3. Prediction:Who is on Uncle Jack’s farm?What can they do on Uncle Jack’s farm?(Get the students involved in the story.)II. While-reading:1. Watch the movie and check the answers.2. Intr oduce “going to”.Books open. Have the students read the story silently by themselves. And find out the sentences with “going to”.Check up the answer.3. Enjoy a song.Feed back by group of four.Q&A: What are you going to do?I’m going to sing/dance/sleep/do magic tricks.4. Situational drills. What are you going to do on Children’s Day?5. Watch the movie again. Imitate the pronunciation and intonation.6. Listen and repeat the story.III. Post-reading:1. Finish the Comprehensive Exercises.Finish the Exercises according to the story:1. What is Ken’s family going to do today?They are going to _________ __________ __________.2. What’s the weather going to be like today?It’s going to _____ this morning.But it’s going to _____ _______ this afternoo n.3. What’s the weather going to be like tomorrow?It’s going to _______ ___________ tomorrow.4. Is Ann going to ride horses tomorrow?A. Yes, she is.B. No, she isn’t.C. I’m not sure.5. Is Ken going to ride horses tomorrow?A. Yes, he is.B. No, he isn’t.C. I’m not sure.2. Listen to a new story from NSE Book 5 Module 10. Fill in the blanks.Listen and fill in the blanks:Are you _________ go to Hong KongSam: Hello, my name’s S am.Xiaoyong: Hi, I’m Xiaoyong.Sam: Where are you going?Xiaoyong: I’m ___________ go to Hong Kong.My grandma lives there.Are you __________ go to Hong Kong?Sam: No, I’m not.We’re __________ go to Hainan.In Hainan:Mum: What are you __________ do, Sam?Sam: I’m _________ swim in the sea.Oh, no! this is Xiaoyong’s bag.3. Enjoy a song with “going to”.。
高中英语北师大版高一下册《Unit11 SectionⅢ 语言点三 应用落实》教材教案
Ⅰ.完成句子1．他对正在发生的事居然毫不知情，这实在是令人惊奇。
It's_amazing_that he should be unaware of what's going on.2．没有太阳光，就没有动植物。
If_there_were_no_sunlight,_there wo u ld be neither animals nor plants.3．没有你的帮助，我们将不会完成这项艰巨的任务。
I f_you_hadn't_helped_us,_we wouldn't have finished the difficult task.Ⅱ.单项填空1．— Mike, it's a pity you didn't come to last night's concert. It was really great!— Really? If I ________ so busy, I would have gone with you.A．hand't been B．weren'tC．shouldn't be D．wouldn't be解析：选A。
句意：“迈克，非常遗憾你没能去昨晚的音乐会。
那场音乐会真是太棒了！”“真的吗？如果我不那么忙的话，就和你们一起去了。
”根据句意，本题考查与过去事实相反的虚拟语气，if从句的谓语动词应该是“ha d＋过去分词”，故答案为A。
[来源:21世纪教育网]2．A small p lane cras hed into a hil lside five miles east of the city, ________ all four people on board.A．killed B．killingC．kills D．to kill解析：选B。
句意：一架小型飞机在城市以东五英里的山坡上坠毁，致使机上四人全部丧命。
北师大版英语三年级下册教案 Unit 11 Lesson 3(1)
Lesson 31.ReviewStudent Book page 52•Have the children return to the top of page 52. Show your copy of the page. Point to each label in turn. Ask, “What’s this?” Elicit, “It’s Peter’s (arm).”•Repeat for all the labels in the picture.•Put the children into pairs. Have one child point to a label and ask, “What’s this?” The other child should answer, “It’s Peter’s (foot).”•When all the body parts have been covered, the children change roles. •Have the children in each pair take turns asking and answering the questions.2.Talk togetherStudent Book page 54•Have the children turn to page 54. Draw their attention to the top of the page. Show your copy of the page. Point to the picture. Ask the children what they think Bobby is asking Mocky. Try to elicit, “How are you today?”•Ask the children what they think Mocky’s answer is. Elicit, “I’m not well.”•Now present the question, What’s the matter? Explain the meaning of the question and write it on the board. Have the children repeat the question after you.•Point to Mocky and ask, “What’s the matter?” Try to elicit, “Mocky’s head hurts.”•Tell the children that you are going to read what Mocky and Bobby are saying. Point to the first line. Explain that Bobby is speaking. Read the words and have the children repeat the sentence after you.•Repeat the procedure for the rest of the dialog.•Now point to the list of names of body parts. Point to each word in turn and read it aloud. Have the children repeat each word after you. •Have the children repeat the dialog, substituting the different body parts.•Divide the class into two groups, and have the children repeat the dialog in a role??play (one group is Mocky, the other Bobby), using all substitutions. Then have the groups change roles.3.Listen and numberStudent Book page 54•Have the children open their books at page 54. Show your copy of the page. Point to the first picture and ask the children the following questions: “Who’s this?” (elicit, “It’s Ken.”); “How is he today?”(elicit, “He’s not well. His leg hurts.”)•Repeat for the other pictures.•Explain to the children that they will hear a sentence on the tape, and they must match it to the correct picture. Play the tape. Have the children point to the matching picture.•Play the tape again, stopping after each sentence. This time the children need to write the correct sentence number next to the matching picture. •Have the children repeat the sentences in a class drill. “How is (Ann)?”“Ann’s not well. Her (head) hurts.”4.Read, trace, and matchStudent Book page 55•Have the children turn to page 55. Show your copy of the page. Explain that you want them to match the name of each body part to the correct place (and corresponding number) on the picture of Wang Ling’s body. •Point to the word head. Read the word aloud. Have the children point to the correct part of Wang Ling’s body. Then have them read out the corresponding number (head, one).•Have the children draw a line from the label head to the correct number, one. Check that the children do this correctly.•Repeat the procedure for the remaining body parts.•At the end of the activity, review the answers in a class drill (head, one; hair, two; and so on).。
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2. Re-arrange the topic of each paragraph.
_______ Public ads _______ Modern ads
_______ Today’s ads _______ Classic’s ads _______ Present-day ads
2. What ideas do today’s advertisers use to make you notice their products?
Task 3:ReadPara5 and discuss(present and comment):
1.What makes public ad different from others?
a) traditional, typical ______________b) company_________________
c) right for something________________d) contain___________________
e) plan of how money should be spent__________________________
A.Their aim B. their designC. Their budget D. their popularity
examples
_____________ Sewing Machine
Tsing Tao __________ Corporation
disadvantages
They don’t __________ the needs when __________ with each other.
solutions
f) rapid increase____________g) idea___________h) method_____________
i) belonging to the present time___________________
j) area around where you live_____________________
II. listen and think.
Listen to the text and finish the following tasks:
1. What does the passntages and disadvantages of adsB. The development of advertising
Learning Sheet for Lesson 3 The Advertising Game
I. New-words dealing.
Find these words in the text and match them with their definitions.
approach, boom, budget, classic, concept, consist of, contemporary, corporation, neighborhood, suitable
IV. Read and think.
Task 1:ReadPara1&2 to fill in the blanks. (one word only)
Classic Advertisements
definition
They tell us the _________ of a company or a general ___________.
They use pictures or the words of experts and ______ modern techniques of design.
Task 2 :ReadPara3&4 and answer the following questions.
1. How can the ad stand out in a world full of competition?