冀教英语九年级上Unit 3 Buying and Selling Lesson 17教案
Lesson 17
Class opening
For ideas and tips on beginning a class, see “ teaching Techniques” at the back of this teacher’s guide.
Step 1: Come to “think about it.”
Step 2: Check to see if the students have previewed the readings as required. Ask if they have any questions. Encourage other students to try to answer the questions. Ask questions that focus on the second reading, to see how well the students understand it. Can anyone tell you what a sale is ( A sake is an event where you sell something , sometimes for a lower price than usual. )
Step3: Select one or two sentences from the readings that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrong.
Step4: Play the audiotape. Have the class follow along in their texts.
Step5: Come to “Project.”
Introduce and begin unit project. This is a large prefect that can cover five lessons. Students will work in small groups to plan and present advertising for product. You can refer to the “ Teaching Techniques” section at the back of this teacher’s guide for suggestions on introducing a new project, or you can try the following:
Bring to class an object, either a funny object or one for which the student will have difficulty identifying a use. Show the object to the student and ask them, “If you had 5oo of these and you could sell them What would you tell people Who would most likely buy this product ”
Ask students , “What are some reasons that people buy products ’ Have a volunteer write on the blackboard the list of reasons that the students generate. Discuss the reasons with them. Which reasons do they think are most important
Discuss the purpose of advertising with students. They should understand that most advertising has two functions1) to inform and2) to persuade. Advertising informs people about the identity of a product and states or shows some of its qualities and purposes. It often says where to get if , and sometimes says what it costs. Advertisers provide the facts that they think will persuade people to buy the product. They don’t provide facts that they think will stop people from buying it.
Continue unit project. Divide the class into small groups to form “companies.”
Instruct the groups to discuss what product their company will manufacture and sell. They can use their imaginations and invent a new product. They should be able to describe what the product looks like, what it is used for, what if costs, and what is valuable or important about it. Remind students that customers buy only what they think they need or want.
Have a volunteer write the following prompt questions on the blackboard:
What does your product do
Who would want to buy it
What kind of ad would be best for selling your product A TV ad A radio ad A newspaper or magazine ad A billboard or poster ad What is the price of your product
Continue unit project. Students continue to work in small groups. In this lesson, groups should decide on the type of advertisement they will write and create.
You may need to provide some guidelines or advice about advertising in different media. Remind students that some media have both visuals and words.
Televison may have visuals, written words, spoken words and music.( students presentations do not need to be final productions, but they must describe and give text and sketches of how the finished ad would look, sound or read.)
Continue unit project. Students continue to work in small groups to create their presentations.
Conclude unit project. Groups present their advertisements to the whole class or part of the class.
Class closing
The firs reading in the reader.
The remaining exercises in the activity book
The next reading in the student book冀教英语九年级上Unit 3 Buying and Selling Lesson 18 & 19教案
Lesson 18
Class opening
For ideas and tips on beginning a class, see “Teaching techniques” at the back of this teacher’s guide.
Step1; come to “ Think about it.”
Step2: check to see if the students have previewed the reading as required. Ask if they have any questions concerning the text. Ask if they have any questions concerning the text. Encourage other students to try to answer the questions. Refer the students to the pictures displayed with the reading. To the determine students’ level of understanding, ask questions such as:
What’s Danny doing in the pictures
What time is it
When will the store open
Step3: select one or two sentences from the reading that contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning. Remember to give lots of praise for a good try, even if it’s wrong.
Step4: play the audiotape. Have the class follow along in their text.
Step5; divide the class into small groups. Ask each groups to discuss the reading. Using as much English as possible. And then rewrite the reading in the past tense.
Step6: if there is time, ask some groups to share what they have written with the rest of the class. You might want to comment on their work, remember to give lost of praise and encouragement for a good try, even if tit’s wrong.
Step7: Come o “let’s do it.”
Class closing
The second reading in the reader
The remaining exercises in the activity book
The next reading in the student book
Lesson19
Class opening
For ideas and tips on beginning a class, see “ teaching techniques” at the back of this teacher’s guide.
Step1: check to se if the students have previewed the reading as required. Ask if they have any questions. Concerning the text. Encourage other students to try to answer the questions. Select one or two words form the vocabulary list and ask if anyone has figured out the meaning. Remember to give lots of praise for a good try, even if it’s wrong.
Step2: select one or two sentences from the reading the contain key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meaning.
Step3: play the audiotape. Have the class follow along in their text.
Step4: Divide the class into small groups. Ask each group to discuss the reading, using as much English as possible.
The third reading in he reader
The remaining exercises in the activity book
The next reading in the student book
