高三英语上学期unit5阅读课的教案

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《Unit 5 Reading and Thinking》示范课教案【高中英语人教版】

Unit 5 First AidReading and Thinking 教学设计教材分析本课的活动主题是“学习烧/烫/灼伤的急救措施”，旨在帮助青少年了解人们在日常生活中处理烧/烫/灼伤处理方式上的误区，为学生呈现正确的急救方法，引导学生分析造成烧/烫/灼伤的原因，为学生避免安全隐患。

该语篇是医院宣传单上的一篇文章，其目的是向人们宣传正确的烧/烫/灼伤急救方法。

本文是一篇科学性和客观性较强，且条理清楚、逻辑严谨的说明文。

文章按照事理逻辑次序安排信息，通过小标题清晰呈现各个部分内容，准确描述烧/烫/灼伤的成因、类型、特征以及急救措施，方便读者准确定位。

此外，该文语言平实、准确、通俗易懂，讲述了皮肤对于人体的重要性，拓展学生的烧/烫/灼伤等安全知识，提高学生的安全意识。

教学目标在本课学习结束时，学生能够：1. 了解烧/烫/灼伤的成因、种类和急救方法，掌握说明文的写作特点；2. 把握文章的写作目的，根据文章的语言和写作风格识别其文体类型；3. 理解急救在日常生活中的重要作用，学习并掌握更多的急救知识。

教学重难点【教学重点】1. 正确理解主题图，理解急救知识在日常生活中的重要意义；2. 引导学生读懂课文并掌握文中急救知识；3. 结合活动主题梳理烫/烧/灼烧的类型及应对方法；4. 了解急救知识并掌握急救技能。

【教学难点】梳理烧/烫/灼伤的成因、种类和急救方法。

教学过程Step 1 Warming-up1. Look at the theme picture and discuss the following questions.(1) What are the students learning in this photo?(2) Have you seen this technique used before? Do you know how to do it?(3) Do you think it’s important for the students to learn this? Why?设计意图：引导学生关注话题“急救”，了解学生对急救知识的了解程度。

高三英语上学期unit5阅读课的教案

Unit5 The Second Period Reading英语组：蔡月燕Teaching goals1. Target languagea．key words broadcast，post，react，annoy，annoy，accuse，associate，appeal，frequent，figure，salesman，saleswoman，profit，campaign，policy，spokesman，spokeswoman，i11egal，targetb．key phrases hand in hand，react to，On the Other hand，associate…with，get across，appeal to，be aware of，look out for，keep an eye out forc．key sentence patternsThe development of radio, television and other media has gone hand in hand with…By introducing a brand name to potential customers, and by associating the product with the customers’ needs, companies are able to influence the choices customers make.The best chance to reach customers is to appeal to their emotions.First of all, we should always keep an eye out for “hidden information”.2．Ability goalsEnable the SS evaluate advertising and advertisements.3．Learning ability goalsHelp the students learn how to evaluate the advantages and disadvantages of ads and protect themselves from misleading ads.Teaching important pointsHOW to evaluate advertising and advertisements．Teaching difficult pointsThe definition, principle and functions of advertising.Teaching methods1．Skimming method；2．Task-based method；3．Discussion method．Teaching aidsA computer, a project and some pictures．Teaching procedures & waysStep1. Lead-inT: Dear class, have you ever noticed we are living in a world of advertisements? Wherever we are, we can find different forms of ads in newspapers, magazines, over the radio, on TV, on the buses and so on. Then would you like to know how to make an advertisement? What their functions are? And what attitude should we have towards advertising and advertisements? Today let's come to ADVERTISING.Step 2 Pre-reading1. Work in pairs and fill in the chartThis part is to get the students prepared for the theme reading by listing advantages and disadvantages of ads.T: Now please look at Pre-reading, Part 1. Read the instructions and try to think up more creative ideas for this topic. Share it with your partners after you finish it.Step 3 Reading1. Fast readingThis step is designed to train the students to scan the text to get the main idea.T: Please read the whole text quickly and find the main idea for each paragraph.(Several minutes later.)T: Now time is up. Let's try to find out the main idea of each paragraph. Now Paragraph 1, Volunteer!S: I think the first sentence is the topic sentence. That is,"Ads are found almost everywhere."T: Well done! Now Paragraph 2.Suggested answers:1Ads are found almost everywhere.2People react to advertisements in different ways.3The basic principle of advertisements is to influence customers' choices.4Ads help companies and customers in a variety of ways5The most important function of advertising is to introduce new products.6Governments and other organizations use ads to make people aware of government policies and social problems.7Customers should be careful of illegal ads.8Customers should learn to protect themselves from false ads and make smart choices.Careful readingThis step is designed to get the students to read the text carefully to find out more details about the whole text.T: Now please read the text again and try to answer the following questions.1. Where can people advertise?2. Why do some people find ads very annoying?3. How do companies get their message across?4. How do ads help customers?5. In what way do ads introduce new products?6. why are some well-known persons named as spokesmen or spokeswomen?7. What are "bait-and-switch" ads?8. How can we be smart customers?(After a few minutes)T: Now let's discuss the questions above one by one. Volunteer!Sa: Ads are broadcast on IV and over the radio, posted on the Internet and printed in newspapers and on posters in our cities.Sb: Because they accuse companies of using ads to mislead us by giving false information.Sc: To get their message across, companies employ advertisers and appeal to customers emotions.Sd: Ads reduce the price of products and help customers choose among all the available products.Se: Truthful ads introduce new products by providing good information, explaining features, functions and costs of a product or service.Sr' These famous people are named as spokesmen or spokeswomen to make the programmes of governments or organizations known to the public.Sg: "Bait-and-switch" ads means that the customer is shown one product (the bait) and then given another.Sh: We can be smart buyer if we can distinguish between fiction and fact and protect ourselves from false ads.3. Deal with the important language points by using the slides or the computer.T: Here are some difficult language points. Now please look at the screen.Show the following on the screen.1.hand in handThe two girls left the classroom hand in hand.2.accuse ... ofHe accused the man of having committed a crime.3.associate ... withThey are associated with him in business.4.appeal toThe new comer appeals to me.5.Not all ads are used to promote a product or to increase a company's profits.=Some ads are used to promote a product or to increase a company's profits and some are not.6.get.., acrossThis is the message that we want to get across to the public.We tried to get our point across, but he just wouldn't listen.7.keep an eyeKeep an eye on the crowd for your teacher.Will you keep your eye on my suitcase while I go to get the tickets?Step 4 Post-readingThis step aims at getting the students to further understand the text by doing the Post-reading exercises.T: Now let's deal with Post-reading exercises. First, the questions in Exercise 1.T: Why is advertising popular? Volunteer!Sa: Because advertising can help to promote a product or increase a company's profits.T: Very good. How does advertising help consumers and customers?Sb: Frequent ads increase product sales and reduce their prices. At the same time, they help consumers choose among all the available products.T: Quite right. What is the basic principle behind advertisements?Sc: I think the basic principle behind ads is that they can influence the choices customers make. T: Thank you. Then why do advertisers often have to work hard to attract people's attention? Sd: Customers see so many ads every day and they have to get their message across to them.T: Well, what is a "bait-and-switch" ad?Se: When the customer is shown one product (the bait) and then given another, that's a "bait-and-switch" ad.T: Well done. Then how can we protect ourselves from misleading ads?Sf' We should be careful when reading ads, distinguish between fiction and facts and make smart choices.T: I think you have understood the text quite well. So much for this. Next, we are going to make analysis of two ads on P 41. Read the ads carefully and answer the questions above them. Help:1. Divide the class into four groups or more.2. Each student tries to work out his or her answers first.3. Check the answers with the other group members.4. Collect answers from the class and make final decisions.T: Which of the techniques described in the reading passage are used to sell the product?Sa: I think the ad on the left provides accurate information and helps consumers make correct choices. But the one on the right is trying to mislead us by giving false or incorrect information. T: Thank you. Then which of the claims in the ads may not be truthful?Sb: I think the ad on the right may not be truthful. It says BIGBRAIN is the only nutrition supplement that has been proved to improve a child's performance in school. I don't think the word "only" is properly used. Besides, it says 9 out of 10 mothers choose BIGBRAIN. That can't be true. So I think such ads shall be unpopular with customers. It does no good to the company. Step5 Analysis of the textT: What are the writing skills Of this text? Look through the text and give me your answer. You may discuss with your partners.Suggested answer:1) Topic sentence makes the main idea easy to get.The topic sentence is used to summarize the main idea of the paragraph or the whole passage, which usually falls at the beginning or end of the paragraph. So when reading a passage, esp. a describing or science one, we'd better pay more attention to the first paragraph or the first sentence. In this passage ADVERTISING, topic sentence can be found in most paragraphs.2) Use conjunctions and phrases when necessary.When writing a passage, we can make full use of various conjunctions and prepositional phrases so that the sentence sounds more reasonable in logic, coherence and so on. In this passage, we can find such phrases as on the other hand, for that reason, thus used to list different facts and truths. We should learn to put them into practice.T: Make an outline of the text in form of a chart. Get the main ideas for each paragraph and list key words and points in each paragraph.Step5 Show your imaginationT: You are boss of a small shoe factory. The shoes made there are comfortable to wear, strong, not expensive---, but the problem is that very few people buy your shoes. What will you do? Ss: We can advertise for it.T: Yes. Now you are the designers for it. Please use your imagination and make an advertisement.5 minutes later, I will ask some of you to tell us your advertisement.Step 6 Summaries and HomeworkT: In this class we have learned something about advertising. We have the advantages and disadvantages of ads, the basic principles of advertising and the effects on companies and consumers. At the same time, we have learned some useful phrases. After class, try to make some sentences using these phrases. Try to collect some slogans. That’s all for today. Class is over. Step 7 The design of the writing on the blackboardStep 8 Reflection after teaching这节课是阅读课，通过设计由等一系列的课堂活动很好地完成了教学任务，重难点突出；学生的阅读技巧和能力得到了很好的训练与提高。

高三英语全套教案 Unit 5 (人教版)

Unit 5 Getting the messageIII.教材分析和教材重组1.教材分析本单元的主题是“advertising and advertisements〞, 功能工程是“表示抱怨〞、“表达喜怒哀乐〞以及“表达、评价不同观点〞, 写作要点是尝试写一那么广告。

通过本单元的学习, 要让学生了解广告的语言特点、广告的艺术以及消费者应对广告所持的理性态度。

教师要借助听说、讨论、阅读、写作等一系列行之有效的教学活动, 进一步激发学生的学习兴趣, 积极参与到课堂实践中, 切实提升其综合运用语言的能力, 让他们意识到现代社会广告无处不在, 广告是生活中不可或缺的一局部。

理性地、科学地对待广告不仅有助于提高个人素养, 增添生活的乐趣, 还有益于整个社会素质的提高, 营造一个诚信、开展、科学、和谐的社会。

1.1 WARMING UP 提供三幅精巧图片和相关广告信息, 本局部可以作为下文“说〞的铺垫, 让学生分组讨论这些图片, 唤起对“广告〞这一主题的热忱和兴趣, 使其有话可说, 无话不说。

1.2 LISTENING有两大任务, 一是根据特定的主题〔选购电脑〕, 组织学生讨论或思考, 为进一步的“听〞作铺垫；二是听录音, 培养从听力材料中获取信息, 并进展深入分析、推断、加工的能力。

1.3 SPEAKING要求把全班分成四个小组, 每一组选择不同的身份和主题, 结合本人的生活体验, 表示抱怨、喜怒哀乐等。

作为报纸编辑, 那么应从全局出发, 运用表示和评价不同观点的句型或构造。

这种开放式讨论有助于引导学生运用所学知识合作学习, 指导他们全面地、辨证地对待问题。

1.4 PRE-READING是READING的热身活动。

要求学生以广告为话题展开讨论, 初步了解广告的利与弊, 为进一步的阅读作好铺垫。

再引导学生通过比拟阅读检验自己的判断, 这有助于潜移默化地培养学生阅读能力、分析能力。

1.5 READING采用“主题句〞的写作手法, 先引出每段的主题, 然后提出问题、分析问题、解决问题。

高中人教版英语人教版高中必修4【教学设计】Unit 5(英语人教必修四)

Unit 5 Theme parks教材分析本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。

Period 1 Warming Up & Reading教学目标1. 通过对国外一些主题公园文化的了解而拓展视野，增强跨文化意识。

2. 通过热身活动了解传统意义上的公园和主题公园之间的区别。

3. 通过阅读材料了解夏威夷的一个著名娱乐文化公园。

重点难点【教学重点】1. 学习并掌握本单元重点单词和短语。

2. 阅读并理解课文和掌握文章大意。

【教学难点】阅读并理解课文Theme parks—fun and more than fun教学准备Tape recorder, Multimedia, PPT等。

教学过程Step I 新生词汇初识Ⅰ. 匹配下列单词的词性及汉语意思1．theme A．vt. 保存；保留n．保护区2．tourism B．n. 消遣；娱乐(活动)3．unique C．adj. 不同的；各种各样的4．engine D．n. 长度；长5．attraction E．n. 秋千；摇摆vt. & vi. 摇摆6．amusement F．n. 引擎；发动机7．length G．n. 题目；主题(曲)8．various H．adj. 独一无二的；仅有的9．preserve I．n. 有吸引力的事物；吸引10．swing J．n. 旅游业【答案】1－5GJHFI6－10BDCAEⅠ. 选择下列句中相对应词组的汉语意思A.非常B.根据……模仿C.熟悉D.以……而闻名E.实现F.难怪1．This restaurant is famous for its delicious dishes.2．I am familiar with the computer software they use.3．Her dream to enter the famous university came true.4．The two buildings are modelled after the same pattern.5．No wonder you can't find anybody here；they're all away at a meeting.6．I was more than happy when I heard the news.【答案】1－6DCEBFAStep II 教材语篇细研第一步速读——了解文章主题和段落大意速读P34教材课文，匹配段落大意1．Para.1A．To introduce Disneyland.2．Para.2B．To introduce theme parks.3．Para.3 C．To introduce Camelot Park.4．Para.4D．To introduce Dollywood.【答案】1－4BADC第二步细读——把控文章关键信息细读P34教材课文，选择最佳答案1．According to the passage，tourists can find Snow White and Mickey Mouse in ．A．World Waterpark B．DisneylandC．Central Park D．Camelot Park2．What's the Dollywood's main attraction?A．Its culture.B．Its country music.C．Its candy shops.D．Its wooden roller coaster.3．It can be inferred from the third paragraph that the main purpose of Dollywood is to ．A．entertain B．make profitsC．show cartoons D．educate people4．Which of the following can follow the last paragraph?A．An introduction of some other theme parks.B．Mickey Mouse in Disneyland.C．Dollywood's old wooden roller coaster.D．Something about a traditional park.【答案】1－4BADA第三步精读——能力升华接轨高考精读P34教材课文，在空白处填入1个适当的单词或括号内单词的正确形式。

高二英语教案：高二英语上册 Unit5阅读课

高二英语上册Unit5阅读课课堂教学设计实例Unit5 The British Isles--ReadingTeaching Aims:1. Further develop the students' reading ability and reading skills.2. Get the students to know more about the British Isles.Teaching Important Points:1. Train the students' reading ability and develop their reading skills.2. Enable the students to understand the text better.3. Get the students to know more about.Teaching Difficult Points:1.How to make the students know the British Isles very well.2.How to make the students know the text well.Teaching Methods：1. Pre-reading to make the students take interest in the British Isles and have a basicknowledge of the British Isles.2. Fast reading to get a general idea of the text.3. Question-and-answer activity to get the detailed information in the text.4. Practicing activities to make the students use the language they learn in the class. Teaching Aids:1. a computer and a courseware2. a tape recorderTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step II Warming-upT: Today we’ll go to the UK to have a look. When we talk about the UK, what comes to your mind?Ss: Show their different ideas, such as Bid Ben, Buckingham Palace and so on.T: Show the attractions on the screenSs: (Speak out the English names )Big Ben; River Thames; The Tower of Lodon; Buckingham Palace; Stone Henge; Oxford University; Webmister Abbey; The British Museum; The national galleryBeckham; Queen Elizabeth II; Tony Blair; James BondT: Show a small quiz about the UK, including the national flag; the national bird, flower, badgeSs: the national flag-Cthe national bird—robin(红胸鸽)the national flower--rosethe national badge –lion ;unicorn; crown; harpT: Show a video about the UK.Ss: Answer three questionsStep III Fast-ReadingTry to get the main idea of each paragraphStep IV Careful-Reading(Teacher gives students a few more minutes to read the passage to get more details about the text.)Part1:Which of the following is wrong?(careful-reading)Part2:Finish the map on P36.(Write the numbers in the correct places on the map.)(Read together)Part3-5: Answer some questions. (scanning and skipping))Part6:Accoding to the map ,say something about the development of itshistoryPart7: Fill in the blanks on the screen.(Read it together)T:In total, There are six native languages and two local languages. But moat of them are now threatened and may disappeared is a serious matter to the people in Britain. (lead in the discussion.) Step V DiscussionImagine you are a guide of the British Isles, Please introduce the British isles To us -- the tourists?Ss stand in front of the class, introduce the British Isles to the others , using the knowledge they have learned in this class. Step VI: Summary and HomeworkT: Today we've read a passage and learnt something about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relics, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going? Today's homework: please make a travel plan for going on a trip through the UK. AtStep VIIpara1:View para3:climate para4:culture para6: history para7:languageStep VIII Record after Teaching1.Ss have got a good knowledge of the British Isles very well.2.The procedure of the whole class is very smooth.3.The discussion should be improved.。

高一英语教案：上学期unit 5 教案

Unit 5 Music王慧颖Period 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-up1.Before the class begins, let the Ss enjoy “I’m a believer” played by “TheBeatles”.2.Let the Ss enjoy some different kinds of music on the tape and ask themto match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands in the world?List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “ZeroO’clock” on the screen and ask the Ss to name the bands and tell theteacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees”and say: If you want to know more about “The Monkees”, please turn toPage33 and let’s come to Reading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extra money?4.When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2) Step 4 Post-readingGive the Ss the follo wing adjectives “popular, lively, funny, foolish,attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask themto choose the ones that they think best describe “The Monkees” and givetheir reasons. (Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.1.What can we learn from “The Monkees”?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:1.Discover useful words and expressions2.Turn to page 35 and do exercises No. 1, 2 and 3 first. Check youranswers with your classmates’. (Finish P36 Ex 3)Step 2 Grammar study1.Underline five sentences in the reading passage that contain “prep.+which/ whom” attributive clauses.2.Discover the structure “prep.+which/ whom” by sorting out the messagesplete the passage using attributive clauses(Finish P37 Ex 3)4.Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & Writing1.Preparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.2.Turn to page 38 and read these sentences before listening to the tape.Then listen to the tape and decide true or false.Step 2 Reading1.Read more about Freddy’s life and summarize the main idea of the storyin one sentence. (A possible version: this is a story about a band thatbecame famous and did not like it.)2.Underline all the useful expressions or collocations in the passage. Copythem to your notebook after class as homework.Collocations from Freddy’s life:become famous, visit Britain on a tour, wait for hours to get tickets forthe concerts, be confident, enjoy singing and all the congratulations, themost exciting experience, sing in a TV program called “Top of the Pops,wear an expensive suit, give a performance to a TV camera, go wrong,not go out without being followed everywhere, wear sunglasses, hide inrailway stations, one’s personal life, become too painful for sb., packone’s bagsStep 3 Discussion1.In small groups imagine you are Freddy and his group and you are backat the lake. Discuss the advantages and disadvantages of being famous.Ask them make a list of their ideas2.Ask some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)1.BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …2.speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about theband you are going to start. What things do you have to consider? Whatproblems do you have?3.Activity and performanceImagine that you have a chance to form a band. How to form a band?According to the following information discuss in your group.1)What is name of your band?2)Who will play what instruments and who will sing?3)What kind of band you will be?4)Choose an English song for your “band” to perform.Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice.The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outliningintroduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.1)Make a list of them and choose the best questions.2)Share your ideas with another pair; discuss all questions and thendecide which ones you want to ask Freddy.3)Use each question to start a new paragraph.4)Write your question first; then add extra information to show Freddywhy you need help.5)Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it?Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas.Step 3 Homework1.Write a paragraph telling your foreign friend about the type of Chinesefolk music you have chosen. Use a dictionary and other reference booksto help you.2.Finish off the summing up in Student’s Book.3.。

高三英语上学期Unit 5

人教修订版英语高三上Unit5Getting the messageReading教案AdvertisingTeaching aims:1.To improve the students’ abilities of skimming, scanning through readingactivities.2.To get the students to learn some knowledge about advertising.3.To get the students to develop critical thinking about ads around us.Teaching important points:How to evaluate advertising and advertisements.Teaching difficult points:The definition, principle and functions of advertising.Teaching methods:1.Skimming method;2.Task- based method;3.Discussion method.Teaching aids:A multimedia course.Teaching procedures:Step 1. GreetingsThe purpose of this process is to organize the students to be ready for class quickly.Step 2. PresentationThis activity is designed to help the students have a better understanding of ads, so that they may feel easy to understand the meaning of the text.With the development of market economy, ads have become an important feature in TV, radio and newspaper industry. Do you depend on ads? Do you think they are good for people? What are their functions? And what attitude should we havetowards advertising and advertisements? Today let’s learn the whole text of ADVERTISING.Step 3. Fast reading1.Scan the text and answer the following questions.This step is designed to train the students to find the related answers of somequestions quickly.1)Where can we find ads?Answer: We can find ads almost everywhere.2)Do people react to ads in the same way?Answer: No, they don’t.3). Are all the advertisements helpful to people?No, they aren’t.2.Skim the text and try to find the topic sentence of each paragraph. Thepurpose of this activity is to help the students know how advertising is illustrated inthe text.The topic sentence is used to summarize the main idea of the paragraph or the whole passage. It usually falls at the beginning or end of the paragraph. So when we read a passage , we’d better pay more attention to the first paragraph or the first sentence. In this text, topic sentence can be found in most paragraphs.Para. 1. Ads can be found almost everywhere.Para. 2. People react to the advertisements in different ways.Para. 3. The basic principle of advertisements is to influence cus tomers’ choices.Para. 4. Ads help companies and customers in a variety of ways.Para. 5. The most important function of advertising is to introduce new products.Para. 6. Governments and other organizations use ads to make people aware of government policies and social problems.Para. 7. Customers should be careful of illegal ads.Para. 8. Customers should learn to protect themselves from false ads and make smart choices.Step 4. Careful readingThis step is designed to get the students to read the text carefully to find out more details about the whole text.Listen and tell whether the following statements are true or false.After listening, divide the students into four groups and then have discussion. Then have a competition.1. The development of radio, television and other media has not gone hand in hand with the development of advertising. F2. People respond to ads in different ways. T3. Companies use ads to influence customers by introducing a brand name to potential customers. T4.Frequent advertising increases the product sales and increases the product price. F5.All ads are used to promote a product or to increase a company’s sales. F6.Some non-profit organizations use the advertising techniques to spread knowledge, changeattitudes and improve society. T7.People should not believe what an ad says as it may have some hidden information. T8.We should be careful and distinguish between fiction and facts when we read ads. TAnswer the following questions.Divide the students into four groups and let them discuss the questions Then ask two pairs to the front, one acting as an interviewer, the other interviewee. That is to say, one asks, the other answers.1.How do people react to ads?Some people find ads useful and entertaining; Others think that they are annoying.2.How do ads help consumers and companies?Ads can make the companies increase product sales which may lead to the reducing of the price, and it can also help the customers choose among all available products.3.In what ways do ads introduce new products?Truthful ads provide good information that customers need; By explaining the features, functions and costs of a product or service, ads also allow customers to compare prices and quality; Armed with facts and figures, customers are better to deal with somearguments given by a salesman or saleswoman.4.Why are all ads not used to promote a product or to in crease a company’s profit?Because some ads aim to spread knowledge, change attitudes and improve society.5.How can we protect ourselves from misleading ads?We should be careful when reading ads, distinguish between fiction and facts and make smart choices.Step 5. DiscussionThis step is to train the students to express their own attitudes towards ads. The students are encouraged to critical on ads.Give the students some minutes to discuss.1.What’s your attitude towards advertisements in our life?A.(1.Provide information about the latest products.2.Increase product sales.3.Reduce the prices of products.)……B.(1.Mislead customers or cheat them of money.2.Give false information.3.Take too much time or space on TV.)……2.How to find information that may not be truthful in an ad?1.We should always keep an eye out for “hidden information”.2.Look at small print or colours.3.See the pictures are true or false.4.Learn to analyze ads.Step 6. WritingThis step is to train the students writing ability. Make up an ad for our school. The ad should be catchy and convey a positive message or idea.Step 7. ConcludingThis step is to summarize the main content learned in this class. Today we’ve learned the whole text of advertising. In this class, we’ve learned how advertising works and how ads affect companies and customers. We’ve also learned we should be careful when reading ads.Step 8. HomeworkThis step is to get the students to go over the material learned in this class and strengthen their basic abilities.1.Read the text again and again till fluently.2.Finish making up an ad for our school.。

高三英语阅读教案5篇

高三英语阅读教案5篇高三英语阅读教案篇1教学目标：1、能够听、说、读、写短语：on foot, by bike, by bus, by train。

2、能够听、说、认读短语：by plane, by ship, by subway。

3、能用句子“how do you go to school? how do you go to canada/…?”来替换询问别人的出行方式;并能够用句子“i go by…”进行回答。

4、听懂、会吟唱lets chant的歌谣。

5、帮助学生了解交通规则，并在生活中自觉遵守交通规则。

教学重难点：掌握四会短语和a lets learn部分中运用某种交通工具去某地的表达法，并能替换关键词进行问答。

课前准备：1、教师准备lets start部分和主情景图的教学课件。

2、教师准备录音机和本课时的录音带。

3、教师准备a lets learn部分的单词卡片。

教学步骤：一、热身(warm-up)1、复习副词：always，usually，often，sometimes，never的读音与词义。

t: when do you get up? / when do you go to school? … (引导学生用always，usually，often，sometimes回答)2、t：today i go to school by bus. i usually go to school on foot. 教师利用肢体动作帮助学生理解句子意思。

t：what about you? do you go by bike or by bus? do you go on foot? or by car? 师生之间自由会话，引出几种常见的交通方式。

引导学生看本课lets start部分的标图并回答问题。

二、预习(preview)1、lets chant教师放本课lets chant部分的录音，唱到on foot时，全班跺跺脚;唱到by car/ bike/ bus/ plane/ train的时候，学生做出相应的动作。

Unit5Gettingthemessage（人教版高三英语上册教案教学设计）

Unit 5 Getting the message(人教版高三英语上册教案教学设计)The First PeriodⅠ. Words and Expressions1. convey ---- To take or carry from one place to another; transport. 运送；运输---- T o communicate or make known; impart通知；通报；传达The truck conveyed machinery across the country. 这辆卡车在全国各地运送机器。

Wires convey electricity.金属线导电。

I will convey the information to him.我将把这消息通知他。

2. advertise ---- To make public announcement of, especially to proclaim the qualities or advantages of (a product or business) so as to increase sales. 做广告---- T o warn or notify告诫，告知The company advertised for a new secretary.公司登广告招聘一名新秘书。

We should advertise for someone to look after our children.我们该登个广告聘人来照管孩子们。

3. advertiser 广告商The report gives advertisers a new picture of women today.这份报告使广告商对今日妇女有了新的认识。

4. brand ---- A trademark identifying a product or a manufacturer商标；牌子；烙印What brand of soap do you like?你喜欢什么牌子的肥皂？（常与of连用）特殊类型his own brand of humor 他独特的幽默感These cattle have my brand on them. 这些牛身上都有我打的烙印。

高三英语unit5 Advertising教案

Unit 5 Advertising 教案教学目的：掌握课文大概的内容，了解广告的作用教学重难点：如何有效的了解文章的大致内容教学步骤：Step 1 GreetingGreeting and check their homeworkStep 2 Lead in1. What is the most important function of advertising? to introduce new products.2. Where can you find advertisement?3. What do you think of advertisement?Step 3 Reading:Ⅰ.While readingPa1: Ads are found almost everywhere The main idea of the paragraph is that advertising is a highly developed industry. Pa2: People react to advertisements in different ways How do people react to ads? 1. Some find ads useful and entertaining. 2. Others think that they are annoying. 3. Critics sometimes accuse companies of using ads to mislead us.Q1: Why do advertiser often have to work hard to attract people’s attention?——Because customers see so many ads every day.Q2: The best chance to reach customers for the advertisers is to appeal to their emotions Q3: Is the basic principle of advertising rather difficult? No. It is fairly simple.Pa4: Ads help companies and customers in a variety of ways.Pa5: the most important function of advertising is to introduce new productsPa6: Many governments use ad campaigns to make people aware of social problems and government policies.Para. 4-6 Which of the following is the main idea of this part? The advantages of ads.Pa7: We must keep an eye out for “bad-and-switch ads. (Customers should be careful of illegal ads)Q1: What is a “ bait-and-switch” ad? It is an ad that cheats the customers by showing them one product and then giving them another.Pa8: people should learn to analyses ads and to protect themselvesIn conclusion, we must be careful when we read ads, learn to analyse ads, and protect ourselves from false ads.Ⅲ.Post-reading:1. Why is advertising popular?Because advertising can help to promote a product or increase a company’s profits.2. How does advertising help consumers and customers?Frequent ads increase product sales and reduce their prices. At the same time, they help consumers choose among all the available products.3. What is the basic principle behind advertisements?I think the basic principle behind ads is that they can influence the choices customers make4. Why do advertisers ofte n have to work hard to attract people’s attention?Customers see so many ads every day and they have to get their message across to them.5. What is a “bait-and-switch” ad?When the customer is shown one product (the bait) and then given another, that’s a “bait- and-witch” ad.6. How can we protect ourselves from misleading ads?We should be careful when reading ads, distinguish between fiction and facts and make smart choices.Step 4 AnalysisAnalysis of two ads on P 41.1. Which of the techniques described in the reading passage are used to sell the product?The ad on the left provides accurate information and helps consumers make correct choices. But the one on the right is trying to mislead us by giving false or incorrect information.2. Which of the claims in the ads may not be truthful?The ad on the right may not be truthful. It says BIGBRAIN is the only nutrition supplement that has been proved to improve a child’s performance in school. I don’t think the word “only” is properly used. Besides, it says 9 out of 10 mothers choose BIGBRAIN. That can’t be true. So I think such ads shall be unpopular with customers. It does no good to the company.Homework: 1. revise the text, and underline the useful words and expressions after class2. Unit 5 同步练习。

高三英语教案：上学期 unit5教案2

Language points for unit51.The development of radio, television and other media has gone hand in hand with the development of advertising.hand in hand手牵手，相伴发生•The children walk down the street hand in hand.•Power and money go hand in hand.金钱和权利是密不可分的•Dirt and disease go hand in hand.灰尘和疾病是相伴发生的。

2. associate … with… “将…和…联系起来”；“与…交往”（vi); 使入伙，使有关系Whisky is usually associated with Scotland.人们常把威士忌同苏格兰联系起来。

He seems to associate with criminals.他好象与不法分子有交往。

3. get （sth ）across (to sb.) “使…被理解”；“（使）讲清楚”I just can’t get across to him.我无法和他沟通。

It took me an hour to get my intention across to her.我花了一个小时才使她明白了我的意图。

get sb across / get across sth （使)通过get the children across the street get across the bridge帮孩子们过桥•我已尽力让我的观点清晰明了.I have tried to get my point across.•get around/ get down/ get over/ get throughIt is hard to __________without a car.（get around）I rang you several times but I couldn’t _________（get through）Please ___________ every word she says.( get down)ic. She can’t _________ her shyness.(get over）呼吁，请求~ for sth ( to sb) （向某人）呼吁/请求（得到某物）e.g They are appealing for money to build a new hall.He appealed to his friend for support.~ to do sth: 希望…e.g I appeal to you to vote against this motion.投合（兴趣或心意），吸引e.g appeal to one’s emotion这个菜单不吸引我；我对这个菜单不感兴趣。

高一英语教案：上学期unit 5 教案

Unit 5 Music王慧颖Period 1 (reading)Teaching aims:Students will be able to:Sum up the main idea of each paragraph.Understand the details about the passage.Procedures:Step 1 Warming-up1.Before the class begins, let the Ss enjoy “I’m a believer” played by “TheBeatles”.2.Let the Ss enjoy some different kinds of music on the tape and ask themto match the music with the right picture.Step 2 Pre-readingTalk about the famous bands in the world. (P33 Pre-reading)1.Ask the Ss: Have you heard about any of the famous bands in the world?List some if you have.Then the teacher will show the Ss some pictures of some famous bands like “The Beatles”, “Backstreet Boys”, “West Life” and “ZeroO’clock” on the screen and ask the Ss to name the bands and tell theteacher where they come from.2.Ask the Ss: Which one do you like best? Why?3.Ask the Ss: Dou you know anything about “The Monkees”?Then the teacher will show the Ss two pictures of “The Monkees”and say: If you want to know more about “The Monkees”, please turn toPage33 and let’s come to Reading “The Band That Wasn’t”.Step 3 While-readingFirst reading: read the passage again then answer the following questions:1.Why do most musicians like to be in a band with others?2.Which two musical bands are mentioned in the passage?3.How do some bands formed by high school students earn extra money?4.When did the “Monkees” break up and when did it reunite??Second reading: get the main idea of each paragraph. (Finish P35, Ex 2) Step 4 Post-readingGive the Ss t he following adjectives “popular, lively, funny, foolish,attractive, brave, crazy, noisy, classical, rich, honest, famous” and ask themto choose the ones that they think best describe “The Monkees” and givetheir reasons. (Finish P35 Ex 3)(The teacher will first ask the Ss to discuss in pairs and encourage the Ss to express their opinions. There is no definite answer.)Step 5 DiscussionDiscuss the following topics in groups of four.1.What can we learn from “The Monkees”?2.If you are to form your own band, what will you do?(After discussion, ask the Ss to express their own opinion.)Step 6 SummaryToday we have enjoyed some beautiful music and learn something about some famous bands. Remember:Success lies in hard work.Step 7 Homework1.Retell the text.2.Collect some information about your favorite music.Period2（vocabulary & grammar）Teaching aims:Students will be able to:Use the important words and expressions from warming up and readingUse the attributive clause led by “prep. + which / whom ”.Procedures:Step1 Vocabulary study:1.Discover useful words and expressions2.Turn to page 35 and do exercises No. 1, 2 and 3 first. Check youranswers with your classmates’. (Finish P36 Ex 3)Step 2 Grammar study1.Underline five sentences in the reading passage that contain “prep.+which/ whom” attributive clauses.2.Discover the structure “prep.+which/ whom” by sorting out the messagesplete the passage using attributive clauses(Finish P37 Ex 3)4.Play a game of definitions. P37 Ex 4.Period 3（Listening, reading and talking）Teaching aims:Students will be able to:make suggestionstalk about preferenceProcedures:Step 1 Listening & Writing1.Preparation for listening to “Freddy, the frog”Read the directions and the statements. Make sure the students know what they mean and what they are asked to do.2.Turn to page 38 and read these sentences before listening to the tape.Then listen to the tape and decide true or false.Step 2 Reading1.Read more about Freddy’s life and summarize the main idea of the storyin one sentence. (A possible version: this is a story about a band thatbecame famous and did not like it.)2.Underline all the useful expressions or collocations in the passage. Copythem to your notebook after class as homework.Collocations from Freddy’s life:become famous, visit Britain on a tour, wait for hours to get tickets forthe concerts, be confident, enjoy singing and all the congratulations, themost exciting experience, sing in a TV program called “Top of the Pops,wear an expensive suit, give a performance to a TV camera, go wrong,not go out without being followed everywhere, wear sunglasses, hide inrailway stations, one’s personal life, become too painful for sb., packone’s bagsStep 3 Discussion1.In small groups imagine you are Freddy and his group and you are backat the lake. Discuss the advantages and disadvantages of being famous.Ask them make a list of their ideas2.Ask some groups to act their conversations.Step 4 HomeworkDevelop your ideas into a short passage.Period 4（speaking & writing）Teaching aims:Students will be able to:write a letter for advicetalk about music: forming a bandmake suggestions and talk about preference properlyProcedure:Step 1 Speaking (Group work)1.BrainstormDo you know what a band is? What is your favorite band? How many people is a band usually formed? …2.speakingYou and your friends want to start your own band. However,, you have never played in a band before. Talk with your friends about theband you are going to start. What things do you have to consider? Whatproblems do you have?3.Activity and performanceImagine that you have a chance to form a band. How to form a band?According to the following information discuss in your group.1)What is name of your band?2)Who will play what instruments and who will sing?3)What kind of band you will be?4)Choose an English song for your “band” to perform.Step 2 WritingYou and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice.The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outliningintroduced in Module 1 Unit 2.Writing tips:1.In groups discuss some questions you would like to ask Freddy.1)Make a list of them and choose the best questions.2)Share your ideas with another pair; discuss all questions and thendecide which ones you want to ask Freddy.3)Use each question to start a new paragraph.4)Write your question first; then add extra information to show Freddywhy you need help.5)Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it?Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas.Step 3 Homework1.Write a paragraph telling your foreign friend about the type of Chinesefolk music you have chosen. Use a dictionary and other reference booksto help you.2.Finish off the summing up in Student’s Book.。

高三英语教案：上学期unit5words and reading的详细讲解2

Unit 51.convey—vt.1）表达(想法，感受) express one’s thoughts/ feelingI found it hard to convey my feelings in words.我觉得难以用言语表达我的感情。

2) 传播(声音等),传递，传达communicate information or a messageA wire conveys an electric current. 电线传导电流。

All this information can be conveyed in a simple diagram.3) 运送,搬运,转运transport, carry/ take sth from one place to anotherYour luggage will be conveyed to the hotel by a taxi.4) 转让(财产等)[(+to)]The old farmer conveyed his farm to his son.老农夫将其农场转让给儿子。

convey常常含有持续、有规律地运动或流动的意思：The company has a fleet of trucks for conveying produce to the wholesale market.公司有一队卡车用来把产品运到批发市场。

carry适用范围很广，但常常表示运动时支撑着某物：The train carries baggage, mail, and passengers. 火车运送行李、邮件及乘客。

transport主要限于人或有形物体的常常是长距离的运动：Huge tankers are used to transport oil. 用巨型油轮来运输石油。

2.advertise vt.1) 为...做广告;为...宣传If you want to sell your product you must advertise it.如果你要推销自己的产品,你就必须做广告。

Unit5 do you like pears 第二课时教案

Unit Five Do you like pears? (Term 2, Grade 3 )By Zhang ZhaoxiaShiyan Primary School 教学内容：Period 2 ：Section A Let’s learn & Let’s sing.教学目标：认知目标：1.能听、说、认读单词 apple, pear， orange, banana。

2.能在四线三格中正确书写apple，pear，orange和banana。

3.能听、说、认读句型 ---Do you like pears? ---Yes, Ido. / No, I don’t.能力目标：培养学生的口头表达能力，在实际及模拟情景中，让学生运用新语言知识询问及回答对各种水果的好恶。

情感目标：多吃水果有利于健康。

学情分析本部分是本单元的第二课时，是以Sarah请吴一凡到家里吃水果作为语境呈现要学习的四个水果单词：apple, orange, banana, pear。

学生在上学期已经接触过apple和orange这两个单词，在本单元第一课时也又接触了pear这个单词，也就是说只有banana他们没有接触过，这对本节课的教学有很大的帮助。

这节课的重点就是要让学生能听说认读这四个水果单词，而且进一步巩固在第一课时所学的句型：-----Do you like …? Yes, I do. / No, I don’t.教学重难点：教学重点：能熟练掌握水果类单词pear, apple, orange, banana。

教学难点：在实际情境中灵活运用所学句型。

教学方法：情景教学法，交际操练法，任务型教学法教具准备：课件，卡片，实物教学过程：Step 1 Warm-upa. Greet the class.b. Sing the song---- An apple a day.Step 2 Presentationa. Show students a picture of many kinds of fruits. Ask them if they like fruit. And then tell them I will guide them to learn the four kinds of fruit with the help of the picture of the four fruits.b. Put the box which is full of fruit on the desk. Ask students what it is. Then take out the real apple and ask students what it is. Teach the word apple with the help of the screen. At the same time, I will write the word “apple” on the blackboard and ask students write it on the paper I gave them before.c. Teach the words “pear, orange, banana” in the same way.d. Guide students to look at the four words on the blackboard and read the words after me.Step 3 Practicea. Ask students to finish Task 2 on the paper.b. Game: Who is the fastest one to say out the fruit when you see it?I take one fruit from the box each time. Students should say out its name as fast as possible. Give the real fruit as the prize.c. I read the words in a low voice while the students should read them loudly and vice versa.d. I pronounces the words silently and ask students to read the words loudly by looking at my mouth when I pronounce the words.e. Show students the four fruits on the screen and play the game: What’s missing?Step 4 Consolidationa.Show students one apple and two apples. Guide them to notice thedifference. Then show them the chant “apple, apple, apples. Do you like apples?” Finish the chant together with the students.b.Ask students to open their book and turn to Page 49. Ask them thequestions: 1. What’s in Sarah’s hand? 2.What does she say? 3.What does Wu Yifan say?c.Ask students to be Sarah. I am Wu Yifan. Make new dialoguestogether.Step 5 Endinga.Show students the pictures I draw. Ask students to name the fruitin the picture.b.Homework: Ask students to draw the pictures of fruit on the paperI gave them before, and they should write the right English wordsnext to the pictures they draw.Blackboard designpear s Yes, I do.apple sDo you like orange s ?banana s No, I don’t.Teaching reflections：Uint 5 Do you like pears?（预习单及课后作业）Task 1 Copy the words. (抄写单词)Task 2 Read and match. (把单词与其中文意思对应起来,用线连起来) apple 梨子banana 橘子pear 苹果orange 香蕉Task 3 Draw pictures. (画出所学的四种水果的图片并在图片旁边写上相应的英文单词)。

高考英语大一轮复习 Unit 5 First aid教案(含解析)新人教版必修5-新人教版高三必修5

Unit 5 First aid一、课前基础自查(一)分类记单词——省时高效Ⅰ.阅读单词(知其意)1.bleed vi.& vt. 流血2.ankle n. 踝(关节)3.choke vi.& vt. (使)噎住；(使)窒息4.cupboard n. 橱柜；衣柜5.ray n. 光线；射线6.liquid n. 液体7.radiation n. 辐射；射线8.throat n. 咽喉；喉咙9.stove n. 炉子；火炉10.tissue n. (生物)组织；薄的织物；手巾纸11.essential adj. 最重要的；不可缺少的；本质的12.scissors n．(pl.) 剪刀13.basin n. 盆；盆地14.bandage n. 绷带15.wrist n. 手腕16.sleeve n. 袖子Ⅱ.重点单词(写其形)1.aid n．& vt. 帮助；援助；资助2.barrier n. 屏障；障碍(物)an n. 器官4.vital adj. 至关重要的；生死攸关的5.pour vt.& vi. 倒；灌；注；涌6.ceremony n. 典礼；仪式；礼节7.plex adj. 复杂的8.ambulance n. 救护车9.temporary adj. 暂时的；临时的10.squeeze vt.& vi. 榨；挤；压榨11.unbearable adj. 难以忍受的；不能容忍的12.damp adj. 潮湿的13.firm adj. (动作)稳定有力的；坚定的Ⅲ.拓展单词(通其变)1.pressure n．压力；挤压；压迫(感)→press v．压；按；逼迫2.injury n．损伤；伤害→injure vt.受伤→injured adj. 受伤的3.poison n．毒药；毒害vt.毒害；使中毒→poisonous adj.有毒的4.variety n．变化；多样(化)；多变(性)→vary v．变[语境活用]1.He got injured during the football match and the injury wasserious.(injure)2.The people in the flooded area fought bravely against the natural disaster.Their bravery deserved to be praised.(brave)(二)练中记短语——记牢用活(三)仿写明句式——以用为本毫无疑问，是约翰敏捷的思维和在学校学到的急救技能，挽救了斯莱德女士的生命。

3A Unit 5(人教版高三英语教案教学设计)

Lesson 17 DialogueAims and demands:1. Develop the Ss listening ability and let the Ss know how to express one’s opinion2. Language points:Express one’s satisfaction with, for one thing , for another thing , bring in, if anyProcedure:Step 1. Presentation1. Where can you find advertisements?2. Why do companies advertise?3. Do you watch advertisements on TV?4. Which are your favourite advertisements?Step 2. ReadingRead the dialogue silently and find out the answer to the question:Whose ideas for a dvertising programme are the best? (Bob’s)Step 3 . ListeningChoose the correct answers: (3A Unit 5 --- Lesson 17) BCABD1. How many people are having a discussion about a future advertising programme?A. threeB. fourC. fiveD. two2. what company will they produce an advertisement for?A. IBMB. Great WallC. LegendD. HP3. Bob says he can’t agree with _____.A. “D”B. “C”C. “A”D. “D” and “ C”4. Who do they ask about this machine?A. sellersB. usersC. BobD. the company5. How can they get to know who are using these computers?A. ask the usersB. ask the passers-byC. go out and searchD. ask the companyStep 4. DialogueAfter listening to the tape, answer the questions .1. What are they doing?They are discussing a future advertising programme.2. What kind of advertisement do they plan to do?They plan to produce an advertisement for this famous computer which is supplied by …3. What’s Bob’s opinion/ idea?To collect comments from secretaries and typists…4. Why does he think it would be a good idea to do that?They can express their satisfaction with the product.5. But does C agree with him (Bob)? No.6. What’s D’s opinion? Does D agree with B? Yes.We should have a picture of the computer and five a description of the product.7. But does Bob agree with him (D)? Why?Because it is not a good way of persuading people to buy it.8. How does Bob suggest producing the advertisement ?Photograph them using it.Put their comments at the top of the advertisement in big print.Bring in some humour .9. Do you think D is very satisfied with B’s idea? Why ?Because he thinks it takes a long time to carry out interviews .10. Does A agree with B or D? How do you know?A agrees with B.He’ll ask the company for a list of recent customers.Step 4. Language points1. Any ideas?Have you got any ideas?2. express one’s satisfaction with sth. 对。