三、教学目标和要求
1.掌握一些新的词汇和句型。
2.培养学生的阅读能力和写作能力。
3.了解人们对广告的态度和广告的作用。
四、教学重点和难点
1.提高学生的读、写能力。
2.如何用简洁的英语来陈述个人的观点和他人的看法。
五、教学过程
T—teacher S—student Ss—students Bb—blackboard
Step 1 Warming up
Ask the Ss how an ad works if he / she wants to buy something. Ask some questions about their school things.
Do you buy things after you read an ad?
Can a good ad make you buy something? Why or why not?
Do you like ads in everyday like? Why or why not?
Step 2 Listening
Listen to 3a.
For the first time, ask the Ss to listen carefully and try their best to understand it.
For the second time, ask the Ss some questions about 3a.
1. Can you see ads here and there?
2. Do you think ads make our city / countryside look ugly?
3. Is it true that some ads really work?
4. Why do some ads make you confusing and misleading?
5. Can ads help you decide which to buy?
Step 3 Reading
Ask the Ss to read 3a.
Read until they can understand the whole article. Then ask the Ss to read in chorus.
If possible, give them some help to understand it more. Some explanations may be needed:
1.Some people think that ads are great. Others hate ads, saying that they make our cities and countryside look ugly.
2.It’s true that some ads can be very useful.
3.At times an ad can lead you to buy something you don’t need at all.
Step 4 Writing
Come to 3b.
Complete this article using the information about two or more products in 2a and 2b.
While the Ss are writing, T moves around in the classroom to offer some necessary help.
After the Ss finished their composition, ask one or two to read theirs. And give some possible help.
A sample article:
Some advertisements tell the truth and some don’t．For example, the Easy Care Shampoo says it will give you the shiniest hair ever．But my friend tried it and it didn’t work．It made my friend really mad．A few days ago, I tried Starshine Toothpaste．But it wasn’t whiter than white．It tasted terrible．I’d never use it．
Yesterday my sister tried Beauty Cream and it worked very well．She said it made her skin very soft．So I’ll try it tomorrow．Now, do you think it is right not to believe everything we read?
Show this writing on the screen or copy it on small Bb before class.
Step 5 Practice
Part 4
Discussion: how do these posters make you feel? Work in pairs and make some short conversations or put them into one big conversation.
Get some time for the Ss to get ready for their conversation, and leave some time for them to discuss and act.
Step 7 Homework
Finish off their writing, and write them in their exercise book.
六、教学反思
本课时的重点在阅读和写作。通过阅读来促进写作的提高。阅读的教学一定要结合学生的实际，重点句型一定要让学生自己能造出句子来，为后面的写作教学做好铺垫，进而使笔头训练让学生的语言知识得到很好的巩固。
（ The Fifth Period ）
一、 教学内容
1.Words and phrases: tense, compare， keep out, taste, have a wonderful surprise birthday party, etc.
2. New patterns:
Working hard at English can lead to a good job.
Let’s compare prices in another store.
I thought today was going to be really bad.
To start with, it was raining, and rainy days make me sad.
She didn’t say anything either.
As I was so tense when I left home, I had forgotten to bring it with me.
二、教材分析
本课时以复习为主，主要是检测个别词语的用法和动词make用法的复习。在复习的过程中掌握make的用法。
三、教学目标和要求
1.灵活地掌握lead, compare和taste的用法。
2.培养学生灵活运用语言的能力；
四、教学重点和难点
1.重点掌握个别单词和句型的用法。
2.了解写日记的格式。
3.巩固本单元“make”的用法。
五、教学过程
T—teacher S—student Ss—students Bb—blackboard
Step 1 Warming up
Ask two or three Ss to read their compositions in class.
If possible, ask some Ss to make sentences with “make”.
(1) She made me read the text again and again,
(2) She made the children happy.
(3) I was made to read the text again and again.
(4) The man made me excited about his doings.
Step 2 Self check 1
Ask the Ss to do it alone, and then ask then to check answers one by one. And then check their answers one by one.
If possible, ask them to make some more sentences with lead, compare, taste and keep out.
Step 3 Self check 2
Ask the Ss to read the diary, and then find words to show how Ming feels at different times during the day.
After then, ask some questions about this reading:
1. When is the diary written?
2. What was the weather like that day?
3. What was the writer was unhappy after she got up?
4. How did the writer go to school?
5. Did the writer bring her homework to school that day?
6. Where was the writer when she had lunch?
7. Did the writer feel happy when she had lunch?
Read the Ss to read Part 2 once again. And fill in the blanks according to the meaning in Self check 2.
Explain some difficult sentences:
Working hard at English can lead to a good job.
Let’s compare prices in another store.
I thought today was going to be really bad.
To start with, it was raining, and rainy days make me sad.
She didn’t say anything either.
As I was so tense when I left home, I had forgotten to bring it with me.
Step 4 Just for un
这里的fun主要是理解snip的意思“剪断”，用snip来说明被剪断的东西质量不好。
六、教学反思
本课时以练习为主，通过练习的方式掌握make的用法，并利用本单元的句型结构来掌握常见的基本句型的用法。但在归纳总结本单元的重点知识内容上，要特别注意句型的使用和个别词语的用法。
（ The Sixth Period ）
一、 教学内容
1.Words and phrases: home-made, schoolbag, purple, purse, guilty, taste, saying, thought, count, etc.
2. New patterns:
It really made me feel embarrassed, because to be honest, I thought the purse was really ugly.
I pretended that I liked it because I knew it would make my parents happy.
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