2019-2020年高三英語(yǔ) Unit5 Getting the message教案 大綱人教版.doc

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2019-2020年高三英語(yǔ) Unit5 Getting the message教案 大綱人教版 I. 單元教學(xué)目標(biāo) 技能目標(biāo) Skill Goals ▲Talk about advertising and advertisements ▲Practise making plaints and expressing emotions ▲Practise expressing and evaluating different views ▲Review the Object plement ▲Write an advertisement II. 目標(biāo)語(yǔ)言 功 能 句 式 Making plaints and expressing emotions He’s to blame. That’s lovely / great / wonderful! What do you mean by doing so? Does that surprise you? He shouldn’t have done it. Is something worrying you? She blamed him for ing home late. It’s (quite) all right. How could you cheat your teacher? I’m pleased with your spoken English. Why didn’t you tell me the truth? I wish I had never given it up. 詞 匯 1. 四會(huì)詞匯 convey, advertise, advertiser, brand, consideration, charge, loss, blame, broadcast, post, react, annoy, annoying, accuse, associate, appeal, frequent, figure, salesman, saleswoman, profit, campaign, policy, spokesman, spokeswoman, illegal, target, nowadays, nephew, waitress, hostess, attach, discount, bonus 2. 認(rèn)讀詞匯 mislead, misleading, critic, Ronaldo, Tetsuya Komuro, bait, bullet, nutritional, heroine, goddess, promotion, legend, slogan, catchy, context 3. 重點(diǎn)詞組 take ... into consideration, in charge (of), hand in hand, get across, appeal to, keep an eye out for sb./sth., point out, make sense 4. 重點(diǎn)詞匯 advertise, charge, blame, react, accuse, figure, profit, attach, discount 語(yǔ) 法 Review the Object plement 1. Some people find advertisements useful and entertaining. 2. As my neighbor Mr. White is a troublemaker, I have to keep myself away from him. 3. The Consumers’ Club advises us to make informed choices by reading ads carefully. 4. panies hope to see ads influence the behavior of customers. 5. panies spend a large amount of money employing advertisers. 6. The UN employs famous people to make its programmes known to the public. 7. They appointed him head of the Biology Department. 8. We found the room decorated with framed ads on the walls. 重 點(diǎn) 句 子 1. You think the newspaper is to blame for this because ... P39 2. ... has gone hand in hand with the development of advertising. P40 3. Customers see so many ads every day that advertisers must ... to get their message across. P40 4. The best chance to reach customers is to appeal to their emotions. P40 5. It has been proven again and again that ... P40 6. First of all, we should always keep an eye out for “hidden information”. P41 III. 教材分析和教材重組 1. 教材分析 本單元的主題是“advertising and advertisements”，功能項(xiàng)目是“表示抱怨”、“表達(dá)喜怒哀樂(lè)”以及“表達(dá)、評(píng)價(jià)不同觀(guān)點(diǎn)”，寫(xiě)作要點(diǎn)是嘗試寫(xiě)一則廣告。通過(guò)本單元的學(xué)習(xí)，要讓學(xué)生了解廣告的語(yǔ)言特點(diǎn)、廣告的藝術(shù)以及消費(fèi)者應(yīng)對(duì)廣告所持的理性態(tài)度。教師要借助聽(tīng)說(shuō)、討論、閱讀、寫(xiě)作等一系列行之有效的教學(xué)活動(dòng)，進(jìn)一步激發(fā)學(xué)生的學(xué)習(xí)興趣，積極參與到課堂實(shí)踐中，切實(shí)提升其綜合運(yùn)用語(yǔ)言的能力，讓他們意識(shí)到現(xiàn)代社會(huì)廣告無(wú)處不在，廣告是生活中不可或缺的一部分。理性地、科學(xué)地對(duì)待廣告不僅有助于提高個(gè)人素養(yǎng)，增添生活的樂(lè)趣，還有益于整個(gè)社會(huì)素質(zhì)的提高，營(yíng)造一個(gè)誠(chéng)信、發(fā)展、科學(xué)、和諧的社會(huì)。 1.1 WARMING UP 提供三幅精美圖片和相關(guān)廣告信息，本部分可以作為下文“說(shuō)”的鋪墊，讓學(xué)生分組討論這些圖片，喚起對(duì)“廣告”這一主題的熱忱和興趣，使其有話(huà)可說(shuō)，無(wú)話(huà)不說(shuō)。 1.2 LISTENING有兩大任務(wù)，一是根據(jù)特定的主題（選購(gòu)電腦），組織學(xué)生討論或思考，為進(jìn)一步的“聽(tīng)”作鋪墊；二是聽(tīng)錄音，培養(yǎng)從聽(tīng)力材料中獲取信息，并進(jìn)行深入分析、推斷、加工的能力。 1.3 SPEAKING要求把全班分成四個(gè)小組，每一組選擇不同的身份和主題，結(jié)合本人的生活體驗(yàn)，表示抱怨、喜怒哀樂(lè)等。作為報(bào)紙編輯，則應(yīng)從全局出發(fā)，運(yùn)用表示和評(píng)價(jià)不同觀(guān)點(diǎn)的句型或結(jié)構(gòu)。這種開(kāi)放式討論有助于引導(dǎo)學(xué)生運(yùn)用所學(xué)知識(shí)合作學(xué)習(xí)，指導(dǎo)他們?nèi)娴?、辨證地看待問(wèn)題。 1.4 PRE-READING是READING的熱身活動(dòng)。要求學(xué)生以廣告為話(huà)題展開(kāi)討論，初步了解廣告的利與弊，為進(jìn)一步的閱讀作好鋪墊。再引導(dǎo)學(xué)生通過(guò)比較閱讀檢驗(yàn)自己的判斷，這有助于潛移默化地培養(yǎng)學(xué)生閱讀能力、分析能力。 1.5 READING采用“主題句”的寫(xiě)作手法，先引出每段的主題，然后提出問(wèn)題、分析問(wèn)題、解決問(wèn)題。教師要引導(dǎo)學(xué)生充分利用“主題句”這一有效的寫(xiě)作技巧，指導(dǎo)學(xué)生把握文章主旨，了解作者的寫(xiě)作意圖，并深入地培養(yǎng)他們猜測(cè)詞義、理解語(yǔ)句、歸納大意、理智地應(yīng)對(duì)廣告等能力。 1.6 POST-READING從回答問(wèn)題到展開(kāi)討論，由低到高、由易到難，循序漸進(jìn)，引導(dǎo)學(xué)生把握教材，體驗(yàn)廣告的魅力并發(fā)揮想象，活化語(yǔ)言，從而達(dá)到綜合運(yùn)用英語(yǔ)進(jìn)行交際的目的。 1.7 LANGUAGE STUDY “詞匯學(xué)習(xí)”部分旨在培養(yǎng)學(xué)生根據(jù)語(yǔ)境猜測(cè)生詞并正確運(yùn)用所學(xué)詞匯的能力。其核心是把詞匯的學(xué)習(xí)和真實(shí)的語(yǔ)境巧妙結(jié)合起來(lái)，逐步拓展學(xué)生的詞匯量?！巴秸Z(yǔ)法”部分則設(shè)計(jì)了不同類(lèi)型的賓語(yǔ)補(bǔ)足語(yǔ)練習(xí)題，旨在訓(xùn)練學(xué)生準(zhǔn)確理解賓語(yǔ)補(bǔ)足語(yǔ)并靈活運(yùn)用的能力。 1.8 INTEGRATING SKILLS 閱讀部分是READING部分話(huà)題的延續(xù)和拓展，指導(dǎo)學(xué)生創(chuàng)造性地寫(xiě)一則廣告。相對(duì)起來(lái)，寫(xiě)作任務(wù)更富有挑戰(zhàn)性，不但要求學(xué)生大膽想象，還要求學(xué)生的習(xí)作技巧性和創(chuàng)造性兼?zhèn)洹? 1.9 Tips指導(dǎo)學(xué)生如何運(yùn)用聲音、圖像和動(dòng)作多途徑提高詞匯記憶效果。 1.10 Checkpoint部分簡(jiǎn)要地總結(jié)本單元語(yǔ)法重點(diǎn)，并引導(dǎo)學(xué)生總結(jié)與本單元話(huà)題密切相關(guān)的詞匯。 2. 教材重組 2.1 從話(huà)題內(nèi)容上分析，WARMING UP 與SPEAKING相一致；而從訓(xùn)練目的上分析與TALKING比較一致。從教材份量來(lái)說(shuō)，可將WARMING UP，SPEAKING和Workbook中的TALKING整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“口語(yǔ)課”。 2.2 將LISTENING 和Workbook中的LISTENING整合在一起，設(shè)計(jì)成一節(jié)任務(wù)型“聽(tīng)力課”。 2.3 可將PRE-READING, READING和POST-READING三個(gè)教學(xué)活動(dòng)整合在一起上一節(jié)任務(wù)型“閱讀課（一）”。 2.4 可將LANGUAGE STUDY 與Workbook中的PRACTISING語(yǔ)法練習(xí)題整合在一起上一節(jié)任務(wù)型“語(yǔ)法課”。 2.5 可將INTEGRATING SKILLS 中Reading和Workbook中INTEGRATING SKILLS 的Reading整合起來(lái)上一節(jié)任務(wù)型“閱讀課（二）（泛讀課）”。 2.6 將INTEGRATING SKILLS 中的Writing和Workbook中INTEGRATING SKILLS 的Writing整合成一節(jié)任務(wù)型“寫(xiě)作課”。 3. 課型設(shè)計(jì)與課時(shí)分配（經(jīng)教材分析，根據(jù)學(xué)情，本單元可以用六課時(shí)教完） 1st Period Speaking 2nd Period Listening 3rd Period Reading 4th Period Language study 5th Period Extensive reading 6th Period Writing Ⅳ. 分課時(shí)教案 The First Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) convey, advertise, advertiser, charge, loss, blame b. 交際用語(yǔ) Making plaints and expressing emotions He’s to blame. That’s lovely / great / wonderful! What do you mean by doing so? Does that surprise you? He shouldn’t have done it. Is something worrying you? She blamed him for ing home late. It’s (quite) all right. How could you cheat your teacher? I’m pleased with your spoken English. Why didn’t you tell me the truth? I wish I had never given it up. 2. Ability goals 能力目標(biāo) Enable the students to make plaints and express emotions. Enable the students to express and evaluate different views on advertising and advertisements. 3. Learning ability goals 學(xué)能目標(biāo) Help the students learn how to make plaints, express emotions and evaluate views. Teaching important points 教學(xué)重點(diǎn) How to get the students to make ments on advertising and advertisements. Teaching difficult points 教學(xué)難點(diǎn) How to encourage the students to express themselves on advertising and advertisements. Teaching methods 教學(xué)方法 1. Free-talking method; 2. Task-based approach. Teaching aids 教具準(zhǔn)備 A puter and some related pictures. Teaching procedures && ways 教學(xué)過(guò)程與方式 Step I lead-in T: Boys and girls, first let’s look at two beautiful pictures and tell me what do you think of them. Sa: The first one is an ad. It is about a famous digital camera. The brand name is Panasonic. Sb: The second is an ad for Diet Pepsi. Sc: They are wonderful ads with brand names, photos and slogans. T: Good. We are living in a world of ads. What’s your opinion on ads? Do you find them annoying or fascinating? Today let’s talk about advertising and advertisements. Step II Warming up This step is to arouse the students’ interest in advertising and advertisements and get them to think and talk freely. T: Now, class. Please look at the three pictures on P37 carefully and try to fill in the following chart with proper information. Items Ad 1 Ad 2 Ad 3 What are they trying to persuade you to buy? How are they trying to do so? What is the message of each ad? How is the information conveyed? What kind of information about the product is given in each ad? Suggested answer: Items Ad 1 Ad 2 Ad 3 What are they trying to persuade you to buy? Advanced electronic products Shampoo Soft drinks How are they trying to do so? By using abstract design, slogan and pictures By using wonderful pictures, slogan and realistic products By using wonderful pictures, slogan and products What is the message of each ad? The product is of high quality and it helps customers to succeed. True shampoo can create beauty, bring happiness and love to customers. Zhake soft drinks help athletes to refresh themselves. How is the information conveyed? Pictures+ slogan +spokeswoman Products+ slogan + pictures Pictures+ slogan+products What kind of information about the product is given in each ad? Brand name promotion Product sales Brand name promotion and sales Words related to advertising and advertisements T: What kind of words do you think you would need to talk about advertising and advertisements? Help: 1. Divide the whole class into four or more groups. 2. The students can choose the group whose topic interests them most. 3. Each group tries to think of more words about the related topic. 4. One member from each group is called on to report their work. After several minutes. T: Now it’s time to report your work. Volunteer! Sa: There are many related verbs concerning this topic: advertise, broadcast, post, mislead, promote, appeal to, entertain, increase, decrease ... Sb: Here are some related nouns concerning this topic: ad, advertising, advertisement, advertiser, customer, slogan, designer, text, writer, brand, spokesman, spokeswoman, salesman, saleswoman, sales, choices, profit, principle, function, influence, shop, store, supermarket ... Sc: Here are some related adjectives concerning this topic: entertaining, annoying, misleading, expensive, cheap, interesting, humorous, argumentative, persuasive, informative, truthful, false ... Sd: Media containing advertising and ads are newspapers, TV, radios, the Internet, poster, balloon, buses... Se: There are many world-famous brand names. Here are some examples: Coco Cola, Panasonic, Lenovo, Haier, Nike, Nestle, Rossini, IBM, Philips, Pioneer, HP, TCL, Ford, NEC ... T: Well done. I’m glad you know so much about ad. Do you like advertisements? Do you find it annoying when you watch TV and see so many ads on show or you just find them entertaining? List your reasons for likes and dislikes. Help: 1. Divide the students into six or eight groups. 2. Individual work. Each student has to choose his or her opinion and offer more ideas concerning the topic. 3. Group work. Each member lists his or her opinion and reasons. 4. Class work. Group leader displays their work by referring to the useful expressions. After several minutes. T: OK, time for you to report your work. Possible answers: Reasons for likes Reasons for dislikes 1. Ads can direct our choices of goods. 2. Ads tell the latest information about various goods. 3. Ads help consumers to make a better choice. 4. Well-done ads are kind of art works. 5. Ads cut down the costs, making the papers cheaper ... 1. Ads don’t tell real things. 2. Ads make the users buy what they shouldn’t buy. 3. Ads cover much space, and waste a lot of paper. 4. Ads take up too much time on TV. 5. Too many ads will make people bored ... Step III Speaking This part is meant to supply the students with realistic situations so that they can have more chances to practise the functional items—making plaints, expressing emotions and evaluating different views. T: We are going to have a role-play. To be specific, we are going to hold a meeting between readers and the newspaper editor. Four readers plain about the advertisements of a local newspaper and the editor in charge of the newspaper’s advertisements section tries to respond to readers’ plaints and solve the problems. Are you clear? Help: 1. Divide the students into four groups. 2. Individual work. Each student has to offer more ideas concerning the topic. 3. Group work. Each member states his or her opinion and reasons. 4. Class work. Group leader reports their work by stating different views. After several minutes. T: Now you’ve warmly discussed this topic. I’d like the group leaders to report your work. Sa: I’m angry about your ads for weight loss products. The ads say that I will lose weight if I use the products. But when I tried them, I didn’t lose weight at all. Instead I’m putting on weight. I’m also suffering from sleeplessness. Your newspaper should be responsible for this. Sb: I’m very upset because I have just lost a lot of money after answering an ad in your newspaper. The ad was full of lies. I think the newspaper is responsible and should help me get my money back because your newspaper should make it necessary to check what the ads say is true or not. It’s clear that you failed to do this, least in this ad. Please repay me as soon as possible. Sc: The ads in the newspaper sometimes show women who are young, beautiful and stupid. This is bad because not all women like this. These ads give readers a false impression and hint that ugly women are unpopular and that if you’re young and beautiful, you can’t be very smart. That’s unfair. Sd: I’m a school nurse. Many of our students eat too much junk food. I think the newspaper is to blame for this because there are many such ads about junk food in your newspaper. Obviously, you only consider how much money you can earn by releasing ads, without thinking about readers’ interests. Junk food does more harm than good to our health. It is a tragedy. Se: Dear readers, thank you for your care and your valuable advice to our newspaper. I think the ads are necessary because they can also be enjoyed and appreciated if well designed. Beside, the ads can help to reduce our costs of the newspaper so that the price is lower and readers can read something more interesting and worthwhile. As to your plaints, I think our newspaper will devote more time to checking the contents of ads, trying to provide readers with more scientific, interesting and entertaining ads. Thank you. Step IV Talking (Workbook on P178) This part should be a free talk concerning the topic. The students should be encouraged to think creatively and express their own opinions freely. Design advertisements Help: 1. The whole class is divided into eight groups. 2. The students can choose the group whose topic interests him or her most. 3. Two students design the ad, two think up an idea, two look for pictures and two draw the picture. 4. One member from each group is called on to report their work. T: Now time is up. I think you must have had a lot of new creative ideas to share with us. Which group would like to try first? Sa: Let me try. We’d like to advertise a new drug used for treating myopia. It’s a kind of magic medicine. If taken properly, the drug will take effect. In about two weeks a student will no longer suffer from being near-sighted. We’d like to employ three students to promote the drug and advertise it in newspapers, on the radio and local TV. The whole project will cost about xx Yuan. Sb: We’d like to advertise a new type of cellphone. We can talk on the phone, send messages and pictures, take photos and surf on the Internet. We can also store a lot of useful personal information. As it is very fashionable, we are going to employ sports star Liu Xiang, who tells his parents about his winning gold medal and sends pictures at the same time. The whole project adds up to 3,500 Yuan. Sc: We should like to advertise a new electronic English Dictionary. If we want to look up a word, enter the word immediately, we can find the pronunciation, English and Chinese explanation, set phrases, examples and so on. We’ll employ a senior student to work for us. I think it will be worthwhile. The ad will cost 1000 Yuan. ... Step V Homework 1. Consolidation T: Last Sunday you bought a MP3 player in the local supermarket according to the ad. But soon you found there was something wrong with it. So please write to the manager, explain your plaints and ask for your money back. 2. Preview the new lesson. T: Please preview Listening after class.