汽车专业英语教案Unit 14How to Sell Cars

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表人教版英语九年级全册Unit14SectionB2a2e优秀教学案例

3.教师及时批改作业，给予学生反馈，指导学生调整学习策略，为下一节课的学习做好准备。
五、案例亮点
1.真实的教学情境：通过展示不同国家的节日场景，让学生身临其境地感受各国节日的氛围，提高了学生的学习兴趣，促进了学生的主动参与。
2.问题导向的教学策略：设计了一系列富有挑战性的问题，引导学生主动思考、探究和解决问题，激发了学生的学习动机，培养了学生的批判性思维和独立思考能力。
2.引导学生从知识、能力、情感态度等方面进行自我总结，反思自己的学习过程。
3.教师对本节课的学习内容进行梳理，为学生建立知识体系，提高学生的学习效果。
（五）作业小结
1.设计具有针对性的作业，要求学生运用所学知识描述过去的经历，巩固所学内容。
2.鼓励学生进行创新性作业，如编写关于节日习俗的短文、制作节日习俗的手抄报等，提高学生的实践能力。
3.通过对比分析不同国家的节日习俗，让学生了解世界各地的文化差异，拓宽国际视野。
（二）过程与方法
1.采用任务型教学法，设计各种真实的交流活动，让学生在实践中感知、体验和运用过去进行时、比较级和最高级。
2.运用合作学习法，引导学生积极参与小组讨论，培养学生的团队协作能力和批判性思维。
3.利用多媒体教学手段，展示不同国家的节日场景，帮助学生直观地了解各国文化，提高学生的文化素养。
在教学过程中，教师应时刻关注学生的学习状态，关注学生的情感需求，充分调动学生的积极性、主动性和创造பைடு நூலகம்，使学生在轻松愉快的氛围中达到预定的教学目标。同时，教师还要注重培养学生的团队协作精神、批判性思维和跨文化交际能力，为学生终身发展奠定坚实基础。
三、教学策略
（一）情景创设
1.利用多媒体展示不同国家的节日场景，让学生身临其境地感受各国节日的氛围，激发学生的学习兴趣。

人教版英语九年级全册Unit14SectionA2(3a–3c)教学设计

3.语法讲解：介绍一般过去时和现在完成时的用法，通过例句展示两种时态的转换和区别。
4.学生练习：让学生运用目标词汇和句型进行口语练习，巩固所学知识。
（三）学生小组讨论
1.教学活动：将学生分成小组，让他们围绕以下话题进行讨论：How can we achieve our dreams and goals?（我们如何实现我们的梦想和目标？）
b.通过调查、访谈等方式，了解身边人实现梦想的经历，整理成英文报告，与同学分享。
g.写作训练：让学生运用所学知识，撰写关于自己梦想的短文，提高书面表达能力。
h.课堂小结：对本节课的学习内容进行总结，强调重点，巩固所学。
i.作业布置：布置与课堂内容相关的作业，让学生课后巩固所学知识。
四、教学内容与过程
（一）导入新课
1.教学活动：播放一段关于青少年追逐梦想的励志视频，引发学生对梦想的思考。
3.采用分组合作学习的方式，让学生在小组讨论、分享经验的过程中，互相学习，共同提高。
4.教学过程中，关注学生的个体差异，给予每个学生个性化的指导和鼓励。
5.设想以下教学步骤：
a.导入：通过播放与梦想相关的短视频，激发学生的兴趣，引出本节课的话题。
b.新课内容呈现：呈现目标词汇和句型，结合语境进行讲解，让学生初步感知语言。
2.小组分享：每组选代表分享讨论成果，其他小组成员可进行补充。
3.教师点评：对每个小组的讨论进行点评，强调努力、坚持和团队协作的重要性。
（四）课堂练习
1.听力训练：播放一段与本节课话题相关的听力材料，让学生回答相关问题，提高听力理解能力。
2.阅读理解：让学生阅读一篇关于实现梦想的文章，运用阅读策略完成相关练习，提高阅读能力。
3.作业布置：布置与课堂内容相关的作业，让学生课后巩固所学知识。

人教版九年级英语全Unit14SectionA(3a3c)教学设计

（1）针对不同层次的学生，设计不同难度的练习和活动，使每个学生都能在原有基础上得到提高。
（2）关注学困生，给予个别辅导，提高他们的学习信心。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一幅名人的漫画或名言，引导学生猜测这位名人的身份，激发学生的好奇心和兴趣。
2.邀请学生分享他们所了解的名人故事，为新课的学习营造氛围。
2.学会使用一般过去时和现在完成时描述过去的事件和经历，以及它们之间的区别和联系。
3.能够理解和运用目标语言描述个人的成长经历、理想和抱负，提高英语口语表达和写作能力。
4.通过听力训练，提高获取关键信息的能力，培养良好的听力习惯。
5.能够阅读和理解关于名人生平的英文文章，提升阅读技巧和信息提取能力。
（2）开展角色扮演活动，让学生在模仿名人的过程中，提高口语表达能力。
（3）组织小组讨论，引导学生相互倾听、交流，提高团队合作能力。
4.整合课程资源，进行跨学科教学：
（1）结合历史、地理等学科，介绍名人的背景知识，拓宽学生的知识面。
（2）开展课外实践活动，如采访、调查等，让学生在实践中运用所学知识。
5.注重个体差异，实施分层教学：
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的核心词汇和短语，以及一般过去时和现在完成时的区别与运用。
难点：如何让学生在实际语境中灵活运用所学词汇和时态，提高语言综合运用能力。
2.重点：阅读策略的培养，尤其是如何快速捕捉文章主旨和细节信息。
难点：引导学生通过阅读，了解名人的成长经历，提炼人生价值观。
3.阅读拓展：阅读一篇关于名人生平的英文文章，要求学生运用课堂上学到的阅读策略，提炼文章主旨和关键信息，并完成相关阅读理解题。

人教版九年级英语全册Unit14SectionB(3aSelfCheck)优秀教学案例

4.学生跟读并模仿，教师纠正发音和语法错误，确保学生正确掌握现在完成时的运用。
5.教师通过旅游计划和未来旅游的期待，引导学生学习一般将来时的表达，如：“I will visit the Great Wall again next year.”
6.学生跟读并模仿，教师纠正发音和语法错误，确保学生正确掌握一般将来时的运用。
（二）讲授新知
1.教师通过旅游主题的图片和视频，引导学生学习一般过去时的表达，如：“I visited the Great Wall last year.”
2.学生跟读并模仿，教师纠正发音和语法错误，确保学生正确掌握一般过去时的运用。
3.教师通过旅游照片和故事，引导学生学习现在完成时的表达，如：“I have been to the Great Wall three times.”
（三）学生小组讨论
1.教师布置任务：学生分组，每组选择一张旅游照片，用英语描述照片中的景点和旅游经历。
2.学生小组内讨论，确定描述的内容和顺序，教师巡回指导，提供帮助和提示。
3.各小组依次展示自己的描述，其他学生倾听并给予评价，教师总结并纠正语法错误。
（四）总结归纳
1.教师引导学生总结本节课所学的内容：一般过去时的运用、现在完成时的运用和一般将来时的运用。
4.学生能够正确使用情态动词“will”和“can”来表达意愿和能力，如：“I will go there”和“Can I take a picture?”
5.学生能够理解和运用与旅游相关的词汇和短语，如：“tourist attraction”、“take pictures”、“go shopping”等。
3.小组合作：本案例通过组织学生进行小组合作，培养了他们的团队合作精神和沟通能力，使他们在互动中学习和成长。

第14章汽车专业英语

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1.2 Car Production 汽车生产
3. Paint Shop 涂装车间
Coating is a systematic engineering, which includes three basic processes of surface treatment, coating process and drying before coating, as well as a reasonable coating system.Maintaining a spotlessly clean, dust-free environment is critical to the quality and consistency of each car’s paint job. Now, in order to make the quality standard for line-off, there are four layers in painting including: ED, Sealer & PVC, Primer and Topcoat.
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1.1 Structure of an Automobile 汽车构造
1．Engine 发动机
The engine-the“heart”of the automobile-operates on internal combustion, meaning the fuel used for its power is burned inside of the engine. The four-stroke engine is the most common type of automobile engine. The engine is comprised of pistons, cylinders, tubes to deliver fuel to the cylinders, and other components . Each system is necessary for making the automobile run and reducing noise and pollution.

人教版九年级英语全册Unit14SectionA(GrammarFocus4b)优秀教学案例

3.采用合作学习法，组织学生进行小组合作、讨论和展示，培养他们的团队协作能力和自主学习能力。
4.运用启发式教学法，引导学生主动思考、探究和发现语言规律，提高他们的思维能力和解决问题的能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，使他们愿意主动参与英语课堂活动，体验学习英语的快乐。
2.帮助学生建立自信心，鼓励他们在课堂上积极表达自己，相信自己能够掌握现在完成时态的被动语态。
3.关注学生的情感态度和价值观的培养，通过对他们的评价，引导他们树立正确的人生观和价值观。
4.教师根据学生的评价结果，调整教学策略，为下一阶段的教学提供有力支持。
四、教学内容与过程
（一）导入新课
1.利用多媒体设备展示一幅机场送别的图片，引导学生关注图片中的人物和场景，激发他们的学习兴趣。
2.提问学生：“Can you ess where the people in the picture are?”，引导学生用英语进行猜测，激活他们的背景知识。
2.小组合作：在学生小组讨论环节，教师将学生分成若干小组，让他们共同完成一项任务。这种小组合作的学习方式不仅培养了学生的团队协作能力，还激发了他们的学习积极性，提高了他们的语言实践能力。
3.问题导向：教师针对现在完成时态的被动语态设计了一系列由浅入深、富有启发性的问题，引导学生主动思考、探究和发现语言规律。这种问题导向的教学方法有助于培养学生的自主学习能力，提高他们的思维能力和解决问题的能力。
在教学案例中，我充分考虑了学生的年龄特点和认知水平，将教材内容与学生的生活实际相结合，设计了一系列具有针对性和实用性的教学活动。通过小组合作、讨论和展示等形式，让学生在实践中感知、体验和运用语言知识，提高他们的语言表达能力和合作能力。同时，我注重培养学生的自主学习能力，引导他们运用适合自己的学习策略，从而提高他们的学习效果。

人教版新目标九年级英语unit14教案（含习题）

⼈教版新⽬标九年级英语unit14教案（含习题）Unit 14 Have you packed yet?学习⽬标：1．综合复习各种基本时态，包括现在完成时态、⼀般现在时、⼀般过去时、⼀般将来时等；按类别复习词汇。

2．谈论近来发⽣的事件及对未来的计划。

3．增强学⽣做事的条理性及计划性。

⼀、词汇(⼀)基础词汇bathing 游泳，洗澡suit⾐服，服装towel⽑⼱，⼿⼱water浇灌，浇⽔guidebook 旅游⼿册，指南refrigerator 冰箱garage 汽车库，汽车间suitcase ⼩提箱，⾐箱chop 砍，劈wood⽊头，⽊材light点燃，点着village乡村，村庄well 井，⽔井farm农场，农庄member 成员，会员，⼀份⼦scene （戏剧、歌剧等）的发⽣地点，背景last最近的，最后的major 较⼤的，较⼤的范围的hit成功⽽轰动⼀时的事物(如歌曲等) appear出现，露⾯，(公开)演出miss错过，遗漏lead 领导，主⾓mostly主要的，⼤部分air(⾳乐)曲调，旋律，乐曲poem诗，韵⽂(⼆)重点短语1. some day来⽇，有⼀天2. be off离开，⾛开3. bathing suit游泳⾐4. water the plants浇花⼉5. lock the windows锁窗⼦6. pack the camera把照相机装包⾥7. put in放进，进⼊8. turn off关闭9. clean out something清除某物内部使之整洁10. clean up something整洁,清理某物11. take the dog for a walk遛狗12. chop wood砍柴13. love doing something喜爱做某事14. light the fire for breakfast点⽕做早饭15. collect water 挑⽔16. write original songs写原创歌曲17. make a music video制作⾳乐录影带18. a hit CD⼀张流⾏的CD19. go on a world tour进⾏世界巡20. in search of寻找，寻求21. hope to do something 希望做某事22. so far迄今为⽌23. be sure (not) to do⼀定(不)要做某事24. spend time (in) doing花费时间做…25. think of 想到，考虑26. turning point转折点27. in one?s life在某⼈的⼀⽣28. be off to离开去(某地)29. air show⾳乐表演⼆、⽇常⽤语1．Have you watered the plants? No，I haven’t.你已经浇花了吗？不，我没有。

人教版九年级英语全册Unit14SectionB(3aSelfCheck)教学设计

此外，学生在阅读理解方面存在一定程度的挑战，对于文章主旨大意和作者观点的把握能力有待提高。在情感态度方面，部分学生对未来迷茫，缺乏明确的目标和动力，需要教师在教学中关注并引导。
针对以上学情，教师应采取以下措施：
1.针对学生英语水平差异，设计分层教学任务，使每位学生都能在课堂上得到锻炼和提升。
2.创设丰富的语境，让学生在实际交流中运用所学知识，提高他们的英语实际运用能力。
-提问：How can we make a plan to achieve our goals? Can you give advice to your group members?
3.每个小组选出一个代表，向全班分享他们的目标和计划，其他小组给予评价和建议。
（四）课堂练习
1.教师设计不同类型的练习题，让学生运用所学知识进行实践。
4.通过阅读和分析文章，培养学生批判性思维和独立思考能力。
（三）情感态度与价值观
1.培养学生对未来的积极期待，鼓励他们树立远大目标，勇敢追求梦想。
2.培养学生具备责任感、使命感和团队精神，认识到实现目标需要付出努力和坚持。
3.增强学生的自信心，让他们相信自己有能力实现设定的目标，从而激发学习动力。
4.引导学生关注社会问题，培养他们的公民意识，认识到实现个人目标与社会发展的密切关系。
-设定个人目标：让学生结合自身情况，设定短期和长期目标，并在小组内分享和讨论。
-制定计划：指导学生制定实现目标的具体计划，包括时间安排、方法和步骤。
-评估与反思：定期让学生评估自己的学习进度和成果，引导他们进行自我反思，调整学习策略。
2.创设多样化的阅读材料，培养学生阅读兴趣和批判性思维。
-提供与个人目标相关的文章，让学生在实践中提高阅读理解能力。

Unit14SectionA单词详解教学设计-2024-2025学年人教版英语九年级

核心素养目标
本节课的核心素养目标主要包括以下三个方面：
1. 语言能力：通过本节课的学习，学生能够熟练掌握并运用Unit14 SectionA中的关键词汇，提高学生的英语口语表达能力和书面表达能力。
2. 文化意识：通过学习本节课的单词，使学生了解英语国家的文化背景，提高学生的跨文化交际能力，培养学生的国际视野。
3. 思维品质：通过分析单词的用法和搭配，提高学生的逻辑思维能力和创新思维能力，培养学生的批判性思维。
学习者分析
1. 学生已经掌握了相关知识：在学习Unit14 SectionA之前，学生应该已经掌握了九年级英语课程中前13个单元的基础词汇和语法知识，能够理解和运用一般过去时、一般现在时等基本时态，同时对日常生活中的常用单词和短语有所了解。
教学流程
（一）课前准备（预计用时：5分钟）
学生预习：
发放预习材料，引导学生提前了解Unit14 SectionA的学习内容，标记出有疑问或不懂的地方。
设计预习问题，激发学生思考，为课堂学习Unit14 SectionA内容做好准备。
教师备课：
深入研究教材，明确Unit14 SectionA教学目标和Unit14 SectionA重难点。
典型例题讲解
例题1：根据Unit14 SectionA中的单词，完成下列句子。
答案：1. The tiger is in danger of extinction. 2. We should protect the environment for the animals. 3. People can help by raising awareness and donating money. 4. Many organizations are working to save the animals. 5. We all have a responsibility to care for the animals.

九年级英语第十四单元教案Unit_14I_remember_meeting_all_of_you_in_Grade_7

Unit 14 I remember meeting all of you in Grade 7.教学目标：1语言目标：掌握本单元重点词汇及复习语言点。

2 技能目标：能谈论过去和未来的生活.3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。

树立远大人生目标。

教学重点：词汇: survey, standard, row, keyboard, method, instruction, text, level, degree, manager, gentleman, task, wing, double, shall, overcome, congratulate, caring, senior, thirsty, thankful, separate, ours, ahead短语: in a row, look back at, make a mess, keep one’s cool, senior high, go by, believe in, first of all, be thirsty for, be thankful to sb., ahead of, along with, be responsible for, set out, separate from句子: She helped you to worked out the answers yourself no matter how difficulty they were.How have you changed since you started junior high schoolI’ve become much better at speaking English.What are you looking forward toI’m looking forward to going to senior high school.教学难点：对过去事件的描述。

车辆工程汽车专业英语课件-汽车销售服务部分 - Chapter 10 Car Marketing 10.1-10.5

Section 3 Automotive Marketing and Service
难点分析
However, some salesmen may spend time at a national training center learning about each model's features, general negotiation strategies, the culture of the company they work for, and the manufacturing process, according to the Princeton Review.
Section 3 Automotive Marketing and Service
10.2 The Car Salesman Training Manual
psychological心理的 potential dealership aggravate referral
catch my drift
Each day car salesmen must fight against the stereotype that they are dishonest and crafty. To do that, they must put forth an image of integrity and interest. A lot of business may depend on return customers, so car salesmen have to be skilled at building customer loyalty.
Chapter 10 Car Marketing
10.1 The Qualifications are Required to Become a Car Salesman

《汽车专业英语(第3版)》教学讲义 Task14 单元教学设计

《汽车专业英语》□单元教学设计14□
授课日期
班次
授课节次学时：4
教学设计主题（或学习情境）Task14 Lighting System Service Manual
照明系统维修手册
教学目标
（能力、知识、素质）1.掌握照明系统的专业术语（英文）；
2.能读懂汽车照明系统的维修手册。

教学方法1.运用英语词汇的三要素法学习词汇；
2.看图识字法学习单词；
3.交互式电子白板游戏法学习词汇；
4.卡片识别法学习词汇；
5.PPT课件教学。

参考书及教具1. 教材；
2. PPT课件。

本次主题的重点与难点1.熟记各种车灯的英文表达；
2．能读懂汽车照明系统的维修手册。

教学过程（时间安排等）1.词汇学习：读、练、游戏训练；
2.课文重要段落的讨论学习；
3.译文学习、听写；
4.小组讨论学习，完成练习题。

作业或
复习思考题
完成Task14练习题
课后小结
（优缺点及改进意见）。

初三英语unit14英文教案1

Unit 14 Have you packed yet?The First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularybathing suit, water, travel, guidebook, beach towel, street map（2）Target LanguageHave you watered the plants yet?Yes, I have already watered them．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ communicative competence．3．Moral ObjectsHave everything in readiness before you do it．In this way, you can finish it perfectly or have a good time．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to train students’ listening ability．2．How to train students’ communicative competence．Ⅳ．Teaching Methods1．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 Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Last week we finished Unit 13．In this unit, we learned how to talk about how things affect us．For example, Loud music makes me tense．That movie made her sad．Now I ask some students to make sentences with the structure…make me…S1: Parties make me excited．S2: School vacations make me happy．S3: That movie made me want to leave．S4: The story made me cry．S5: The awful picture makes me nervous．T: Very good．From today on, we will learn Unit 14．Now．I ask a student to come to the blackboard and write the numbers 1 to 20 on the blackboard．（After the student has written the numbers 1 through 5, start talking to the rest of the class）T: Has he written the number 1 yet?Class repeat the question．Has he written the number 1 yet?S s: Has he written the number 1 yet?T: （Pointing to the number 1 on the board）Yes, he has already written the number 1．Class repeat．Yes, he has already written the number 1．S s: Yes, he has already written the number 1．T: （Writing the word already on the blackboard）This is the word already．Class repeat．Already．Look at the blackboard．（pointing to the blackboard）Has he written the number 50 yet? Class repeat the question．Has he written the number 50 yet?S s: Has he written the number 50 yet?T: （Pointing to the highest number already on the blackboard）No, he hasn’t written the number 50 yet．Class repeat．No, he hasn’t written the number 50 yet．S s: No, he hasn’t written the number 50 yet．T: （Writing the word yet on the blackboard）Tish is the word yet．Class repeat．Yet．Now, look at the two words already and yet．Which one is used to talk about things that have happened in the past?SSs: Already．T: Yeah．V ery good．So the other word yet is used to talk about things that will happen in the future．Yeah?SS: Yes．Step Ⅱ1aThis activity introduces key vocabulary and helps students review vocabulary they already know．Read the instructions aloud to the class．Say, Who can give an example of a beach vacation and sightseeing in a city? Ask a student to give the example．（bathing suit, travel guidebook）Get students to add some things to the lists under the two headings．A beach vacation and Sightseeing in a city．Have students do the work individually first．While they are working, walk around the classroom checking the progress of the students．Let students tell the class the words they wrote．Write the words on the blackboard．Read them and let students repeat．Then ask other students to add other words to the lists．Sample answersStep Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．Ask, What can you see in the picture? （There is a family in the picture．They are getting ready for a beach vacation）Point to the box．Invite a pair of students to read the conversation to the class．A: Have you packed the beach towels yet?B: No, I haven’t．Look at the six chores on the list．Let students read each item, then ask different students to explain the meaning of each item in their own words．Make sure students understand the meaning of each item．Go through the instructions with the class．Point to the blank lines in front of each item in the list．Say, You will hear a family talking as they get ready to go on vacation．Listen carefully．Make sure what the family talks about and put a checkmark in front of each chore that is already done．Play the tape．The first time students only listen．Play the tape a second time．Now listen to the tape again．This time please put your checkmarks on the correct blanks．Check the answers with the whole class．AnswersTapescriptWoman: Have you packed the beach towels yet?Boy: No, I haven’t．Can’t Judy pack them?Woman: No, she’s busy．Could you please water the plants?Boy:I’ve already watered them．Woman: Oh, thanks．Man: What about the travel guidebook and the street map?Woman: I’ve already bought the travel guidebook, but I haven’t got the street map yet．Man: That’s OK．I’ll get it．Have you packed the camera?Boy: Yes．I’ve already put it in my suitcase．Woman: Well, I guess that’s everything．Boy: Almost everything．We haven’t locked the windows yet．Step Ⅳ1cThis activity provides guided oral practice using the target language．Go through the instructions with the whole class．Look at the example in the box．Invite a pair of students to read it to the class．S A: Have you watered the plants yet?S B: Yes, I have already watered them．Tell students they will be making conversations with a partner．Look back at the chores in Activity lb．Say, Now look back at the chores in Activity lb．Make conversations talking about what the family members have already done and what they haven’t done yet, using words from the chores, such as packed the camera, locked the windows, bought a street map．While students are working in pairs, walk around the classroom and listen to some pairs．If necessary, offer language support．Then get several pairs of students to say their conversations to the class．Conversation 1S A: Have they packed the camera yet?S B: Yes, they have already packed the camera．Conversation 2S A: Have they bought a street map yet?S B: No, they haven’t bought a street map yet．Notes1．pack—（here）get ready for a journey by doing this2．guidebook—book for travellers, tourists, etc, with information about a place3．Have you watered the plants yet?Yes, I have already watered them: PresentPerfect Tense．The structure is have+ p．p．Pay attention to the two words already and yet．Already is used in affirmative sentences; while yet is used in negative and interrogative sentences．Step ⅤSummaryIn this class, we’ve learned some important words, such as water, travel, guidebook, beach towel．We’ve also learned the target language．Have you watered the plants yet? Yes, I have already watered them．Step ⅥHomeworkMake conversations in pairs to review the target language．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyrefrigerator, garage, suitcase, clean out, put in, turn off（2）Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．2．Ability Object（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectWe must be ready with our work before we do it．Ⅱ．Teaching Key Points1．Key Vocabularyclean out, put in, turn off2．Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．3．StructuresHave you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Ⅲ．Teaching Difficult Points1．the target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．Step Ⅱ2aThis activity provides guided listening practice using the target language．Look at the picture．Ask, What can you see in the picture? （A boy and a girl are in the kitchen．They both look a little stressed out）Go through the instructions with the class．You will hear a boy and a girl talking about getting ready to go onvacation．Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer．Say, Tina said, No．I haven’t cleaned out the refrigerator yet．Get students to repeat No．I haven’t cleaned out the refrigerator yet．Play the recording for students the first time．This time students only listen to the recording．Play the recording a second time．This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1．T 2．T 3．M 4．T 5．M 6．TTapescriptBoy: Mom and Dad said they want to leave in ten minutes．Are you ready, Tina?Girl: No．I haven’t cleaned out the refrigerator yet．I have to do that right now．Boy: Tina! You’re unbelievable．What about your bike?Girl: I’ve already put it in the garage．But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know．I’ve already done most of my jobs．I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet．I’ll do it in a minute．Have you turned off your radio?Girl: Yes, I have．I think we’re almost ready．Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questions with blanks in front of each one．Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class．Look at the sample answer．Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks．Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No．I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner make a conversation using information from Activities 2a and 2b．Have students work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet．I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step ⅤGrammar FocusLook at the grammar focus box．Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions．For example: Have you had lunch yet? Have another student answer truthfully: Yes, I have or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet．Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago．When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now．It will happen soon．For example: I’ve already had breakfast, but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year．But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city．For some students, financial limitations and family obligations make such travel impossible．For others, it may be that taking trips is not something that is common in their home culture．Step ⅥSummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the targetlanguage Have you watered the plants yet? No, I haven’t．Have you packed the camera yet? Yes, I’ve already put it in my suitcase．Have you fed the cat? No．I haven’t fed her yet．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Yes, I’ve already bought a newspaper．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectsWe should make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Yesterday we learned the target language．The structure is Have you…yet? Yes．I’ve already…Have you…? No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Yes．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: Very good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1．do my homework2．take the dog for a walk3．water my mom’s plants4．do some shopping5．chop wood6．light the fire7．collect water8．feed the animalsLet students read the e-mail again for further comprehension．While they are reading．Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1．chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source 5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart．Let students read the information in it．Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person is a list of the things he or she has done or will do today．Now look at the chart．What do you see in the first column?S1: Numbers．Clock times．T: That’s right．Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now．so the 1:00 and 2:00 times show things they will do later today．What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct．What things hasn’t he done yet?S3: He hasn’t watered the plants．He hasn’t cleaned his room．T: OK．Very good．Go through the instructions with the class．Put students in several groups．Say, Each student in a group will decide to be one of the people．The other students in the group will ask questions to find out which person in the chart he or she has decided to be．Make sure students understand how to do the exercise．Look at the example in the box．Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Yes, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Yeah．It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Yes．I’ve already watered the plants．Group 2: Have you fed the dog?S2: No．I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework．But I haven’t done some shopping．Put students in some groups of three．Let students complete the work in groups．Finish the table．Review the task．Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing．Then get students to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 57～58 of the workbook．2．Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step ⅦBlackboard DesignUnit 14 Have you packed yet?The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymember, original, songs, award（2）Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．2．Ability Object（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 ObjectLove music and you can benefit from it．Ⅱ．Teaching Key Points1．Key Vocabularymember, original, songs, award2．Target LanguageHave they been on TV yet?Yes, they’ve been on TV lots of times．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Ask some pairs to say their conversations to talk about the things they have done and they haven’t done yet this week．S A: Have you done your homework?S B: Yes, I’ve already done my homework．S A: Have you cleaned your room?S B: No, I haven’t cleaned my room yet．Step ⅡPart 1This activity introduces key vocabulary, and helps students review vocabulary they already know．Look at the picture．Ask, What can you see in the picture? （A man is playing the guitar and singing a song）Point to the box．Invite a student to read the four questions．Make sure students understand the questions．Get students to fill in the blanks on their own．A moment later, ask several students to read their answers to the class．Notes1．favorite—（adj．）best liked2．What is your favorite band?—What band do you like best?3．band—group of persons who play music together4．band member—member of a bandStep Ⅲ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the picture．A record agent is interviewing members of a band．Let students read the instructions．Point to the headings and the blank lines following each heading．You will hear a woman interviewing members of a band．They are talking about the band．Now, listen and write your answers on these blank lines．Play the recording the first time．This time students only listen．Play the recording a second time．This time, ask students to write their answers on the blank lines as they listen to the recording．Play the tape again if necessary．Check the answers with the class．AnswersBand’s name: Apple Ice CreamHow long they’ve been together: About a yearNumber of concerts they’ve done: SixTapescriptWoman: Hmmm．That was…umm…not bad．Now tell me a little about yourselves．What was your name again? Boy 1: Apple Ice Cream．Woman: Apple Ice Cream? That’s uhhh …a nice name．Hong long have you been together?Boy 1: About a year．Woman: One year, huh? And have you written any original songs yet?Boy 2: Yes, we have．We used to play stuff by other bands, but now we only play our own songs．That one you just heard was ours．Woman: Good, great! I’m interested in people who play their own music．Have you ever won an award of any kind? Boy 1: Yes, we have．We won the best new group of the year last month．Woman: Wow．That’s great．Have you made a music video yet?Boy 1: No, not yet．Woman: But you’ve had your own concert?Boy 2: Oh, yeah．We’ve had six concerts of our own．Woman: Have you ever been on TV?Boy 1: No, we haven’t．But we’ve already talked to "Bands on Parade" about doing a TV show next month．Woman: Sounds like you guys are on your way．Step Ⅳ2bThis activity provides listening practice using the target language．Go through the instructions with the class．Look atthe list of things the band may or may not have done．Get different students to read the list．Make sure students understand the task．You will hear the same recording again．This time please listen and check the things the band has already done．Point to the sample answer．On the recording you hear that the band has already written some original songs so you check that answer．If necessary, play the recording again．Then get students to put checkmarks in front of the correct answers．Check the answers．Answers√written original songsmade a music video√won an awardbeen on TV√had concertsNotes1．original—newly formed or created, not copied or imitated2．award—（here）a prize in a competition3．video—televisionStep Ⅴ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the box．Invite two students to read it to the class．S A: Have they been on TV yet?S B: Yes, they’ve been on TV lots of times．Go through the instructions with the class．Talk about your favorite bands with your partner．Let students work in pairs．As they work, walk around the classroom checking the progress of the pairs and offering help as needed．A moment later, invite two pairs to say their conversations to the class．A1: Have they written any original songs yet?B1: Yes, they’ve written several original songs．A2: Have they had their own concert yet?B2: Yes, they’ve had five concerts of their own．Step ⅥSummaryIn this class, we’ve learned some key vocabulary, such as member, original, songs, award．We’ve also learned the target language．Have they been on TV yet?Yes, they’ve been on TV lots of times by listening and speaking．Step ⅦHomeworkTalk about some bands using the target language, and write down the conversations．Step ⅧBlackboard DesignUnit 14 Have you packed yet?The Fifth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyhit, appear, tour, miss, lead singer, mostly, top ten, good luck, off to a great start（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 groupwork．3．Moral ObjectIt is good for us to listen to music in the busy life．Music can make us relaxed, and we can work better．Ⅱ．Teaching Key PointPractise reading and writing using the target language．Ⅲ．Teaching Difficult Points1．How to improve students’ reading ability．2．How to improve students’ speaking ability by groupwork．Ⅳ．Teaching Methods1．Reading method to improve students’ reading ability．2．Writing method to improve students’ writing ability．3．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A projetor2．The blackboardⅥ．Teaching ProceduresStep I RevisionRevise the target language presented in this unit．Check homework．Ask some pairs to read out their conversations．Step Ⅱ3aThis 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．Look at the article Don’t miss the New Ocean Waves! Invite a student to read the article aloud to the class．Correct any pronunciation mistakes to make sure the student is providing a good model for the rest of the class．Look at the picture．Ask students, What’s the article about? Can you guess?（It’s about a band）Go through the instructions with the students．Make sure students know what to do．Read the article carefully．Circle the things the New Ocean Waves have already done．Underline the things they haven’t done yet．Before students do it, give them two examples: One thing the New Ocean Waves have already done is In the last twelve months, they’ve had three major concerts．Ask students to circ1e the words had three major concerts．One thing they haven’t done is They’re going to appear on CCTV next month．Let students underline those words appear on CCTV．Get students to finish the work on their own．Check the answers with the class．AnswersCircled: had three major concerts; made a bit CD; played other people’s songs; played mostly our own songs; had a few songs in the top ten．Underlined; appear on CCTV; go on a world tour; hope to have a number one hitNotes1．hit—successful attempt or performance, for example, hit songs, songs that win wide popularity2: lead—principal part in a play; actor or actress who plays such a part．3．some day—on a day in the future; pay attention to the difference between some day and one day; one day means on a day in the past or in the future4．charity—（kindness in giving）help to the poor; money, food, etc．so givenStep Ⅲ3bThis activity provides reading and writing practice using the target language．Read the instructions aloud to the class．Get a students to read the sentences at the beginning of the paragraph to the class．Tell students that they should look back at Activity 2b and finish writing the paragraph using the information in Activity 2b．Have students finish the paragraph on their own．While they are working, walk around the classroom offering help and answering questions as needed．When they finish, invite a student to read his or her completed paragraph to the class．。

14 Automobile Sales

spacious [ˈspeɪʃəs] adj. 宽敞的;
Translation:
7. ▷ Smart features agile handling to navigate traffic with ease, and its short length allows you to park in half a parking space. ▷ Smart features all the safety technology of a Mercedes-Benz car.
Promotion
Alan: Yes, it certainly is. If the exterior design is important for you, then this is your car.
Jane: Well, I like the look, but I also care about the safety features. How about them?
Decide how much the new model should be sold.
Price
Place Find the proper
distribution channel.
Decide how to make the new model better known to consumers.
Smart环保，经济实惠。 Smar可定制，可更换的车身面板让您表达您独特的个性。
economical [ˌiːkəˈnɒmɪkl] adj. 经济的;实惠的; customizable [ˈkʌstəˌmaɪzəbl] adj. 可定制;可定制的; panel [ˈpænl] n. (门、墙等上面的)嵌板，镶板