unit11 lesson 3导学案
Unit11Havefun北师大版(三起)四年级下册教案
Unit11 IllnessLesson 3 Have fun语言知识目标能借助图片指认、说出身体部位名称ear, hair, head, eye, arm, nose, mouth, hand, leg, foot,tummy;能初步运用What` s the matter?My tummy /…hurts.询问或说明哪里疼痛或不舒服;语言技能目标能读懂故事主要内容,利用插图理清故事主要情节。
能用故事中的语言或自己的语言准确回答相关问题;能正确模仿和朗读人物对话及故事。
学习策略目标能够提炼文章的关键信息,在问题的引导下理解语篇的主要内容。
情感态度目标培养良好的卫生意识和习惯,学会关心他人帮助他人。
学情分析四年级下学期的学生已经具备一定的听、说、读、写的能力。
能听懂一些简单的课堂用语,能用简单的英语做事情。
本节课中,教师将指导学生掌握基本的阅读技能,并引导学生用句型“What` s the matter? My head/… hurts. 询问或说明哪里疼痛或不舒服;初步学习身体部位名称。
教学重点:借助插图理解并正确朗读人物对话。
教学难点:说明身体哪里疼痛或不舒服的表达法:My tummy /…hurts.教学过程:一、Warming-upGreeting.Sing a song 《If you are happy》.【设计意图】通过演唱歌曲,使学生注意力快速集中,激发学生的兴趣,歌曲中出现的身体部位单词,为后面的学习做了铺垫。
二、Prensentation1导入故事教师自我介绍爱好是喜欢旅游,借助呈现一张森林的图片,T:I want to go for a field trip.In the forest ,what can I see?(引导学生回答)教师补充,并借助课件图片引出green berries.出示故事中第一幅图,让学生看插图说一说What is Ken doing?接着请学生第一遍看故事。
【知识点课件】Unit 11 Lesson 3 War Memories 核心词汇讲解-重点句式课件
6 identification n. 身份证明；鉴定；辨认；确定
The police are investigating his identification. 警方正在调查他的身份证明。［词汇复现］ 【词语积累】
identify vt. 确认；识别；鉴别 identity n. 身份 identical adj. 同一的；完全同样的，相同的
（4）［词汇复现］His fingerprints were identical （identity）with those left on the golden chain.
（5）［词汇复现］Tom apologised to the girl because he had identified her as
your forgiveness.
（4）［词汇复现］He prayed
to the host to pay for the rent bimonthly.
教材原句p.36
One man showed his identification papers to a soldier... 一名男子向一个士兵出示了他的身份证件……
单句语法填空
（1）［词汇复现］You can get rid of your sorrow through prayer （pray）.
（2）［词汇复现］They prayed to proceed （proceed） their experiments.
（3）［词汇复现］They sincerely prayed for
on display
（在展览中）were his
pupils or colleagues.
教材原句p.36 Two of our men then threw their equipment o and climbed out of the trench with their hands above their heads as our representatives. 然后，我们的两名士兵脱下装备，爬出战壕，双手举过 头顶，作为我方代表。
外研版英语九年级上册Module11 Unit3 精品导学案
A. to; for B. on; to C. to; on D. for; on
9.They managed ________ the work on time.
C. found; looking for D. looked for; finding
6. _________ we tried our best, ________ we failed.
A. Though; but B. Because; so
C. If ;and D. Though; /
7.China is famous ________ the Great Wall in the world.
A. finishing B. finished C. to finish D. finish
10. He agreed ________ them ________ that thing.
A. with; with B. with; to C. about; at D. with; about
三．句型转换
11).参加摄影比赛___________ 12).祝贺某人______________
13).在一个有风的晚上___________
14).祝贺某人_____________________
2.请根据汉语句子及括号中的提示写出英语句子。
1).祝贺你过第十个生日。(congratulation)
__________ ____________you __________ winning the match.
【重点难点】
重点：1．通过谈论自己的摄影作品，训练学生的听、说、读、写能力；
人教版九年级英语unit11第三课时 导学案
年级：九班级学生姓名科目：英语制作人：备课组教研组长包科领导编号 43 Unit 11 Sad movies make me cry.Section A (Grammar Focus-4c)一、学习目标1.make的使役用法2. 掌握相关单词。
二、自学指导与检测三、巩固诊断一、单项选择1. —You look so tired.—My mother makes me ______ playing the piano for 2 hours every day.A. practiceB. to practiceC. practicingD. practiced2. The students in this school are made ______ school uniforms on Monday.A. to wearB. wearingC. wearD. worn3. Mrs. King could speak ______ French ______ Chinese, but luckily she could talk with them in English.A. not only; but alsoB. both; andC. either; orD. neither; nor4.—Ann, you’re looking ______. What’s the matter with you?—I have a stomachache.A. braveB. patientC. paleD. cruel二、根据汉语意思完成英语句子，每空一词。
1. 他父亲为了赚钱，从早忙到晚。
His father is busy all day in order to ________.2. 看足球赛使我疯狂。
________________________________3. 轻柔的音乐使约翰昏昏欲睡。
(高一英语教案)新教材高一教案UNIT11(第3课时)-教学教案
新教材高一教案UNIT11〔第3课时〕－教学教案(Pre-reading \Reading\Post-reading)Step 1 Pre-reading1. Checking homework1) T asks the question: Do you play any musical instrument What is your favourite instrument In this way, Ss review names of kinds of musical instrument.1) T asks another question: Has anybody got any information about musical styles Ss tell different kinds of music, such asblues\hip-hop\rap\Latin music etc.Here is some information about music:Music is a language that is spoken to everyone—from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra,or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio〞. It is usually played by groups who often use electricinstruments and make videos to go with their records.2. Pair-workHave Ss discuss these questions in pairs.1) What kind of music do you like2) When you listen to a song, do you listen to words or the music2) Do you like to listen to music form other countries3. A gamePlay some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.Step 2 Reading1. Fasting readingHave Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they2. Careful readingHave Ss read the passage carefully and fill in the form below according to the passage.。
人教版七年级英语下册Unit 11 第三课时导学案
4.Tony去了美术博物馆，看到了一些漂亮的油画，还画了画。
_______________________________________________
1 How ______ (is) your school trip yesterday?
2 I ______ (go) to the zoo with my parents last weekend.
3 My friends ______ (study) for the English test twodays ago.
_____ ______ Tony _____ any pictures in the art museum?
Yes, _____ ______. No, ______ ________.
三 翻译句子。
9 Jane的旅行怎么样？很棒。
____________________________________________________________
2、能够听说过去发生的事情；
3、极度热情，高度责任，全力以赴，在小组合作交流中享受学习的快乐。
学习重点:
学习掌握新单词和短语，并能听懂，谈论过去发生的事情
学习难点:
听懂，谈论过去发生的事情
Step 1名师导航
在教师的创景下，学生解读学习目标，从而基本明晰学习任务
Step 2词汇排查
一.请默写下列单词。P129
1.博物馆 ________2.火；火灾 ________
3.油画；绘画________4.消防站________
二.请默写下列短语。P64
畅通英语1中级教程教案Unit11 lesson3
4. Get ready to listen to the tape twice and try to get the right answers for the questions.
Cooperating Approach and team competition
教学资源
教材，黑板，粉笔，教室，听力材料
时间
分配
教学活动
教学内容、项目
教师活动
学生活动
5'
5'
5'
5'
8'
12'
Unit 11 Lesson 3
1. Review of the content of last class.
难点：Teach the students to write the description of a person.
课前准备
教师准备
学生准备
教材教具准备包括听力材料,认真备课
课前预习，查单词和预读课文
授课教材
畅通英语1中级教程（第二版）
教学方法
Three-p Teaching method
学习方法
7. Post-listening
Ask 4students to share their answers and check them together.
8.Speaking
Ask 3 students towork in groups of three and discuss the questions on P86.
高中英语Unit11Lesson3教案
高中英语教学设计课题: Unit 11 Lesson3The Advertising Game(Senior High English 4)讲课人: 荣鑫能授课时间: 45分钟Teaching Aims:1.To read a text about advertisement development.2.Learn some useful reading strategy: fast reading, general idea.3.To discuss advertising.4.To practise students’ expessing ability.Teaching important and difficult points:1.Learn some useful reading strategy.2.To practice students’ expessing ability.Teaching Aids: a mapTeaching procedure:1.Warming up:T: At first, let me show you something. (show a map) What’s this?S:T: Yes, very good. This is a map. And let’s see the other side. What are these (point to the pictures)?S:T: Great! These are advertisements. And can you list some other places where you have seen advertising?S:T: Very good. For example, TV, Internet, magazine. Do you like them? S:T: Do you want to know more things about advertisement?OK, let’s open our English book and turn to page 26. Today we are going to learn Unit 11 Lesson 3 “The Advertising Game”.2.ReadingBefore we go to read the text, let’s see these questions first:(Write down the questions on the blackboard.)1). When does the simplest type of advertisement work?2). Why are modern techniques of design not enough for advertisements to be noticed in modern cities?3). Is all advertising about selling products and services for a profit?Ask the students to read the text quickly in 5 minutes, and then answer the questions.Give the right answers and point out the relative sentences in the text.3.Do the exercise 5 and learn the new words.Ask the students to do the exercise 5 by themselves.Meanwhile write down the words and the definitions on the blackboard. And then ask three students to match them on the blackboard.Explain each word and see if the student is right.1). approach n. 方法，途径That’s not a good approach to gathering information.那不是一个搜集信息的好方法。
八年级英语上册module11unit3导学案教案
1. 知识目标重点词汇词组:possible, stormy, shine, depend, best of all,railcard, truly may be/might be It’s…to do something.2.能力目标: To understand conversations involvingintroduction of weather in listening. Improve thestudents’ listening ability.教学流程Step 1 Warming up Ask the students the following questions: What’s the weatherlike today? What day is it today? What’s the date today? etc.设计意图: 营造课堂氛围，融洽师生关系。
Step 2 Teaching the wordsShow four pictures and rememberthe weather of the four seasons-- hot, warm, cool, cold, freezing. Then label the drawingwith the words in the box.设计意图：通过图片展示，当堂练习，巩固hot, warm, cool, cold,freezing.Step 3 Working in pairsAsk and answer according to Part 8. For example, -- What’s the temperature? -- It’s 20 degrees. It’s warm.-- What’s the weather like? -- It’s warm and wet.设计意图：通过双人活动，把所学知识给予运用。
六年级上册英语学案-UNIT 3-Lesson 11｜北京版
Lesson 11【Learning Aims】1．通过本课的学习对古人的出行方式有所了解，并进行表述。
能够用“Who invented…?”“…did.”询问和回答某种物品的发明人，并在情境中正确使用。
2．听、说、读、写“many、ride、horse、smart”4个单词，认读、理解“those vehicles、some smart people”等短语。
3．正确理解课文对话，获取文中相关信息，正确朗读课文，表演对话，并能够尝试转述主课文。
4．感受到历史上的重要发明给现代人的生活带来的便利。
【Important & Difficult Points】重点：1．单词的认读。
2．功能句的理解。
难点：1．对主题课文的转述。
2．句型：Who invented…?…did.【Learning Procedures】一、新知学习1．课文预习。
阅读课文，将自己不认识的单词写下来。
_________________________________________________________________________________________________________________________________________________________________________________2．学习单词和句型。
（1）朗读词汇：many、ride、horse、smart.（2）朗读句型：Who invented…?…did.（3）小组活动，练习上述句型。
S1: Who invented…?S2: …did.二、达标检测1．根据给出的图片和信息，将对话补充完整。
（1）those vehicle—Who invented ________________?—____________________ did.（2）the plan—Who invented ________________?—____________________ did.（3）the telephone—Who invented ________________?—____________________ did.2．单项选择。
三下北师大版英语Unit 11 I Can Lesson 3 Have Fun 教案
Lesson 3 Have Fun 教案1教学目标1. 复习表示动作的单词：run, climb, walk, jump, speak, sing, dance, draw, swim, write.2. 在游戏中能运用下列句型来描述...会（能）做某事，询问别人会不会（能不能）做某事。
I can walk.You can draw.She can read.He can dance.It can swim.Can you sing? Yes, I can. Can you walk? No, I can’t.Can you see our house? Yes, I can.Can you climb this tree? No, I can’t.3. 在图片的帮助下表演故事的主要内容。
教学重点小组合作表演故事。
教具准备配套光盘，教学卡片。
Get Ready（1）演唱歌曲。
放录音，学生集体跟随录音演唱本单元歌曲。
（2）游戏热身。
学生分为两组，轮流说指令、做动作。
鼓励学生用完整的句子，例如You can jump. You can’t walk.Listen and Check（1）让学生看教材上的插图，说一说图中的学生在做什么活动。
告诉学生图中的小男孩在采访小女孩。
让学生看图下方的表。
（2）故事学生接下来听录音，听一听小男孩问了什么问题，小女孩是如何回答的。
让学生帮助小男孩把采访结果记录在表格上。
（3）播放录音，先让学生完整地听一遍，可以用手指图。
（4）再放一遍录音，让学生根据录音，在表格中打钩或画叉。
（5）调查采访。
把学生分成二人一组，相互采访。
也可以限定时间，在一分钟内一组学生可以自由提问，另一半学生回答。
一分钟后两组学生互换角色。
Game Time（1）组织游戏Simon Says,教师说指令，学生做动作。
然后把学生分成小组进行游戏。
（2）告诉学生需要增加新的游戏规则。
准备纸条，例如You can’t dance. 每个学生抽一张，然后继续做游戏。
北师大版高中英语必修四Unit 11《Lesson 3 The Advertising Game》教案 1
Lesson 3 The Advertising GameTeaching Aims and Requirements1. To learn about the developmen of advertisement2. To help to draw more attention to public ads and sense of social responsibility.3.To get students to design their own advertisements4. To learn and practise –ing formTeaching Modes: Teacher-student, individual, pairs, groupsTeaching Importance:1. To make clear to the students the contents and the structure of the text2. To enable the students to get the main idea of the text3. To learn and practise –ing formTeaching Difficulties:1. To get the students to design their own advertisements2. To make clear to the students the contents and the structure of the text. Teaching Aids: computer, pictures, text-booksTeaching Procedures:Step Ⅰ Leading-in1. Greetings and free talk2. Work on Ex.1. Play a couple of advertising video epesodes and then ask students to find out as quickly as possible what products are advertised in the given ads.① What product is being advertised in each epesode?② Which advertisements have you seen recently that you like?③ What did you like about them?Step ⅡReading1. Read the text and try to match the given ads with the kinds of ads referred to in the text.(product-sale advert, service-sale advert, public advert)2. Learn to figure out the main ideas of each paragraph.In this part, the students are given three statements for each of the paragraphs. They are asked to judge which statement can act as the proper main idea for each paragraph. In the meanwhile, they have to mark the remaining two statements with “B” or “N” which stand for “too broad” and “too narrow”.Mark the following statements with “B”, “N” or “M”(B: too broad N: too narrow M: main idea)Paragraph 1:① The classical advertisement cannot let people know what companies sell.② The classical advertisement is too simple for people to know anything.③To know the brand name means where to buy the product in the classical advertisementParagraph 2:① Using good-looking photos in advertising is the best important.②Present-day advertisement should apply modern techniques of design to fully attract people.③ Classical advertisement is not suitable for today at all.Paragraph 3:① Products are sometimes linked with different concepts or ideas.② Using common ideas to sell products is as old as advertising itself.③ Modern ads must stand out to make themselves attractiveParagraph 4:① Some advertisers want to create something that has never been seen before.② N ew and unusual ideas often appear in today’s top advertisements.③ Advertisers look for other ways to make people notice their products.Paragraph 5:① Not all advertising is about selling products.② The government has worked hard at using ads to educate the public.③ Public ads have helped to increase public knowledge.Show the multiple choices on the screen.Step ⅢPractice1.Show some short advertising videos and ask them what they find in them?2.Work in groups of four to design an advert.The students are encouraged to give their own designs. Say: Let’s see whose design is the most popular.Step ⅣLanguage Points1. likely 意：很有可能为一表语形容词，其构成的语句表达为：It is likely to do sth.或It is likely for sb. to do sth或sb. is likely to do sth.当然也可为：It is likely that-clause.It is likely to rain this afternoon.It's likely for us to win the match.He is likely to kill time by playing chess.It is likely that the house needs a good painting.He’s very likely to be late for class.2. hold the attention of sb. 或hold sb’s a ttention 意：吸引某人注意；将注意力集中于Their funny acting could not hold the attention of those foreigners.The new cartoons may hold the attention of children.In class everyone should hold his attention of what the teacher says.3. consist of : be made up ofAll computers consist of five units although they are of different kinds.According to the theory of atoms all elements consist of atoms.4.stand out①坚持They stood out till victory. 他们坚持到胜利。
九年级第三课导学案unit11
课题Unit 11 Could you please tell me where the restrooms are?课时The 4th period设计人 郑晴课前教学目标1. 围绕询问路线展开阅读综合理解思维和口语训练2. 围绕询问路线进行mind-jet 的思维训，新单词和新句型3. 介绍Watertown精讲点拨：教学重点 1.生单词:滑道 水滑道 小丑 工作人员；全体职员 有组织的；安排有序的 穿上盛装；装扮 市场；集市广场 take dance lessons on the beach take a walk / a bath/ a break.While the children have funRock band the food is both delicious and good spend many happy hours walking through the Museum 2.句型:—Excuse me. Could you please tell me if there are any good museums in WuHan? post office bank restrooms park, restaurant, subway, mall, department store/ supermarket/ drugstore/ shop library cafe—Sure/ certainly/Of course. There is a _________ _________slide water slides clown dress up as clown staff the staff is greatorganized have organized games dress up dress up as a gentleman market Farmer ’s market教学难点熟练使用此句型。
人教版七年级英语下册Unit 11 第三课时导学案
七年级英语导学案
上课时间：年月日编号: 备课组长签字：班级：小组：
姓名：
【素材积累】
1、走近一看，我立刻被这美丽的荷花吸引住了，一片片绿油油的荷叶层层叠叠地挤摘水面上，是我不由得想起杨万里接天莲叶无穷碧这一句诗。
荷叶上滚动着几颗水珠，真像一粒粒珍珠，亮晶希望对您有帮助，谢谢晶的。
它们有时聚成一颗大水珠，骨碌一下滑进水里，真像一个顽皮的孩子！
2、摘有欢声笑语的校园里，满地都是雪，像一块大地毯。
房檐上挂满了冰凌，一根儿一根儿像水晶一样，真美啊！我们一个一个小脚印踩摘大地毯上，像画上了美丽的图画，踩一步，吱吱声旧出来了，原来是雪摘告我们：和你们一起玩儿我感到真开心，是你们把我们这一片寂静变得热闹起来。
对了，还有树。
树上挂满了树挂，有的树枝被压弯了腰，真是忽如一夜春风来，千树万树梨花开。
真好看呀！。
北师大版高二英语必修4_Unit11_Lesson3第二课时参考教案
运用所学知识锻炼口头表达能力。
CW – GW – CW
10’
Grammar
Step 5
Ss read four sentences with the Gerunds chosen by T and discuss their functions, and then T explains the usages of the Gerunds.
步骤
Steps
教学活动
Activities
设计意图
Intentions
互动模式和时间
IP & Time
Review
Step 1
T plays a section of video of an advertisement about cosmetics and has Ss give it a slogan.
Unit11 Lesson 3第二课时参考教案
Second period
教学目标
在本课学习结束时，学生能够：
1.在语境中理解词汇；
2.学习并练习使用动名词Gerunds；
3.谈论广告，对广告进行评价。
教学过程
注：IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work
T checks the answers after the Ss’ discussion. (PPT 5-7)
帮助学生在语境中理解词汇，渗透词汇学习策略—猜词。
IW – PW – CW
6’
Speaking
Step 4
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).。
北师大英语必修4 Unit 11 Lesson 3 (共36张PPT)
your answer as quickly
Though this competitive method can encourage more students to participate in teaching activities.
as you can.No hands up.
Step2 Presentation
01 Topic
The topic is The Advertising Game
02 function
The function is to talk about advertisement
development.
学生分析
They are independent in thinking.
They are cooperative in discussing.
budgets are applied to advertisement designing.In order to stand out,many new concepts like freedom,happiness and many new approaches like using humour appear in modern advertisements.People are used to seeing high standards of visual design because
教学目标分析
Teaching objectives
01 Knowledge objectives 02 Ability objectives
03 Emotional objectives
1.Knowledge objectives
a. Master some new words ,useful expressions. advertise, advertising, advertisement, advertiser, beer, corporation, brand, classic, budget, suitable, approach, concept, stand out, visual,boom,humour,contribution contemporary,consist of, boom
人教版英语九年级 unit11 教案 第三课时公开课教案教学设计
The Third PeriodSection B(1a－1e)Important PointsKey words & phrases：remain unhappy，search for，even thoughKey sentences：1.The king suddenly becomes happy without the shirt of a happy person.2.What made the poor man so happy even though he had no power，money or fame? Key structure：make＋sb.＋adj.e．g. What made the poor man so happy even though he had no power，money or fame?Difficult PointsTry to understand that the adjective in the structure contains the past participle verbs. Teaching StepsStep 1Leading in1．Greeting2．BrainstormingInterview individual students，like this：T：What makes you happy/sad/nervous/relaxed/interested/…？Why?3．Practice with more students.Step 2Cooperative inquiry1．Finish the task in 1a①Tell some students to retell the story about the king. Ask a few questions to help them.②Read aloud the sentences in 1a.And help students to learn the new phrases by giving body language.2．Finish the task in 1b①Encourage them to tell the left of the story and discuss their predictions about the endings.②Work in pairs. Ask different students to say out their endings of the story.3．Finish the task in 1c①Read the instructions in 1c and read aloud these sentences. Make sure they understand the meanings of them.②Play the recording for the first time. Students only listen and don't choose the answers.③Play the recording again and this time get students to choose the answer .Check with the class，asking some questions.How many days did the general search？Did he find a happy man？…4．Finish the task in 1d①Play the recording another time. Pause to help them.②Get the students to read the questions in 1d.③Play the recording once more. Students repeat and answer the questions.④Play the tape and make sure all the students understand the story.5．Finish the task in 1e①Show these key words：have，can't have，want，don't want，happy，sing from，in my heart，…②Play the recording again. The students write down the poor man's thoughts about happiness.③In groups，discuss the poor man's thoughts about happiness.④Get some students to report their discussions to the class.Step 3Homework1．Make conversations with other students to discuss your own thoughts about happiness.2．Write a few sentences about your thoughts about happiness.3．Translate the following sentences into English.(1)没有什么能让我伤心。
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Lesson 3 The Advertising Game
【学习目标】1.know the design, the idea and the effect of advertisements;
2.understand advertisement development;
3. learn some important new words and phrases.
【重点难点】准确把握文章大意及段落大意，了解了解西方广告的构思、设计、影响及作用
【使用说明】1.借助导学案，充分预习课文，理解文章大意。
2.认真学习自主实习部分的内容，完成合作探究及能力拓展的题目，
并且形成文字答案。
3.认真书写，独立完成，规范做答，按时上交。
课前预习
I. Reading
Task 1. Pre-reading:
Can you think of some advertisements you have seen? Make a list about the places where you have seen advertisements?
1) to make known to the public, e.g. in a newspaper or on TV
2) something used for advertising things
3) the business of encouraging people to buy goods by means of ads
4) the person who makes ads
Task 3 Get the main idea of each paragraph while reading the text for the second time and re-arrange the paragraphs in the right order.
1) Products are sometimes linked with different concepts or ideas.
2) New and unusual ideas often appear in today’s top advertisements.
3) An ad may give direct information like names or locations.
4) Public ads have helped to increase public knowledge.
5) Ads are made visually attractive to hold the attention of the public.
II. Language points
1. The classic advertisement is one that gives information about finding certain products. 传统广告是一种为找到某些产品而提供信息的广告。
【句型分析】本句是一个含有定语从句的主从复合句，句中that 引导的定语从句修饰先行词one。
one在此为不定代词，代替advertisement,表示泛指。
先行词为one, anything, all, nothing 等不定代词时，用that引导定语从句。
辨析it, one, that
1).it: 特指上文提到的事物，替代可数名词单数或不可数名词。
e.g.：He bought a book and lent it to me.
2).one 泛指与上文提到的事物同类事物中的任一个，替代可数名词单数。
e.g.: This ball is blue. I want a red one.
3). that 特指与上文提到的事物同类的事物，但不是同一个，替代不可数名词
e.g.：The weather here is much colder than that in a Australia.
2. It is likely to be just the name of a company, part of which may be a general location. 它很可能仅仅是公司的名称，其中可能包含公司的大概位置。
likely预期的，可能的
likely的常用句型：
It is likely that… 很可能……
sb./ sth. is likely to do sth. 很可能……
e.g.: It is likely that she will come to see me off at the airport.= She is likely to see me off at the airport. 她很可能到机场来为我送行。
【即学即练】翻译：他很可能会出席会议。
=
3. Some advertisements may suggest that buying a car can make you free. 有些广告暗示买车可以给使你自由。
suggest 建议；暗示，表明
suggest doing sth. 建议做某事
suggest one’s doing sth. 建议某人做某事
【注意】suggest that…（表示“建议”之意时，从句必须使用“ should+ 动词原形”的虚拟语气的结构，should经常被省略掉; 表示“暗示，表明” 之意时，从句用陈述语气）
【即学即练】翻译：
1. 他建议晚饭后去散散步。
2. 我建议你走路去上班。
达标检测
I单词拼写
1. Ba Jin was one of the best _____________ (当代的)writers.
2. The oil market is enjoying a _______ (迅速增长)。
3. He can’t remember the basic ____________ (概念)of math.
4. The teacher is trying a new __________ (方法)to language teaching.
5. Large _____________ (公司)often have strict interviews for interviewers.
6. Her designs have a strong ____________ (视觉上的)attraction.
7. My sister has two kids, a boy and a girl. In other words, I have a _______ and a _________.
8. Because of Tom’s sudden wedding, his mother had to change the month’s ______ (预算).
9. You couldn’t wear this dress to go to the party, it’s not _____________ (合适的).
10. He opinion that good products needn’t be _____________ (做广告)is out of date.
II 短语归纳
1. 吸引……的注意力
2.保持……的注意力
3. 由…组成
4.习惯于做某事
5. 突出,显眼
6. 为了利润
7. 与…相联系8. 参加某事
9. 目的在于做某事10.为……做贡献。