Janet牛津advertisement教案

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advertisement(牛津版M4,U1) 公开课精品课件

What is an advertisement?
An advertisement uses words and pictures to persuade people to buy a product or service, or to believe in an idea.
What is an advertisement?
Topic
Advertisements
What is an advertisement?
Supporting details
Does an advertisement tell people the complete truth?
Public service advertisements
Conclusion
1.Design a commercial ad: try to sell a kind of icecream to students.
2.Design a PSA about school life. (protect grass; save water; respect teachers…)
Group work
Suppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. Use
no more than three sentences.
Hope project 希望工程
Yes to life, no to drugs
Knowledge changes life.
Deal with large social issues

Unit-1--advertisements--教案设计

Unit 1Reading Advertisements 教案设计八滩中学季国东一，教材分析执教内容为高中牛津英语模块四第一单元Reading 板块的语篇“Advertisements”. 本单元一广告为话题，旨在让学生了解广告的定义，种类，做广告的方式及广告宣传的相关的知识。

Reading 部分是一篇说明文，结构清晰，由什么是广告，哪里可以见到广告入手，说到广告的两大主要类型，举例说明两类广告的目的和手段的区别，最后提醒读者用恰当的态度对待广告。

二，学情分析此话题贴近生活，学生比较熟悉和感兴趣，对文体的理解难度不大。

但是跟广告有关的词汇及如何用英语阐述一个广告及内涵会感觉困难。

同时，培养学生对不同类型的广告的警惕意识和推广意识。

三，设计思路本节课教学设计的总体流程为：1.what we see 2.what we learn 3.what we can do 4.express what we design.四，教学过程Step1 what we seelet's enjoy a video clip together. while watching, please try to remember as much information as you can.1.What did you see just now?2.How many ads did you see just now?3.Could you tell me some based on your memory?1. It seems that all students are so familiar with some ads.Why are you so familiar with them?2.Where else can we often see or read ads?3.Could you tell me what an ad is according to your understanding?Pay attention to the ads. what do they want to sell us?what do these ads have in common?Step2.what we learn1.Do you think ads tell us the complete truth?Read para.3 and answer:1.What are the two examples of CAs given by the writer inthis paragraph?2. How do CAs trick us according to these examples?Read para.4 and answer:1.What do PSAs aim to do?2.What are the examples of PSAs given by the writer in this paragraph?Since China began a nationwide public service advertising campaign 1n 1996, various types of PSAs have appeared.here is one that impresses me most.let's enjoy it togetherand tell me what message the PSA want to convey to us?Step3.what we can doHave you ever thought of designing an ad by yourself? Now you have got a chance. work in groups.Choice 1:Design an ad for your company's chocolate.Choice2: Design an ad for you club to make it famous and attract more students.As to how to design a good ad, you can turn to page 17 for reference (参考).Step4.express what we designStep5.Homework。

牛津版高一英语M4U1 Advertising 教案

牛津版高一英语M4U1 Advertising 教案Welcome to the unitAnalysis of the teaching material:This lesson is the first period of the Unit . The main purpose of this lesson is to make students be familiar with the topic of this unit—Advertising.Teaching aims:1.To make student identify the differences between commercial advertisements andpublic service advertisements.2.To practice student s’ oral English.Teaching important point:1)T o develop students’ speaking ability by expressing their opinions inthe discussion.2)To make students know the using of different advertisements.Teaching approaches:Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson. Emphasis will be put on Ss’ ability of speaking, expressing and brainstorming. Language is best learned through activities. I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Interaction Patterns: Teachers -class, individuals, pairsSs’ ability to work both independently and together is very important t o their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class. Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 Greeting and Lead-in1.Do you know what title of this unit is?2.Which piece of ad-show do you like best?3.Where can you find these ads and do you like them?Step 2 Welcome to the unit1.observation: Ask Ss to observe the pictures on the Internet and dive them intotwo parts.1./i?ct=503316480&z=&tn=baiduimagedetail&word=%BA% BD%BF%D5%B9%E3%B8%E6%BA%A3%B1%A8&in=19586&cl=2&lm=-1&st= &pn=33&rn=1&di=31358484540&ln=2000&fr=&fm=hao123&fmq=133213366407 8_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=2./i?ct=503316480&z=0&tn=baiduimagedetail&word=%D5% E4%B0%AE%C9%FA%C3%FC%20%BE%DC%BE%F8%B6%BE%C6%B7&in=2 0662&cl=2&lm=-1&st=&pn=1&rn=1&di=35546566725&ln=1856&fr=&fm=rs8&f mq=1332133266671_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is= &istype=23./i?ct=503316480&z=&tn=baiduimagedetail&word=%BB% B7%BE%B3%B1%A3%BB%A4%BA%A3%B1%A8&in=8724&cl=2&lm=-1&st=& pn=11&rn=1&di=110692194480&ln=1955&fr=&fm=hao123&fmq=1332133991468 _R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=4./i?ct=503316480&z=&tn=baiduimagedetail&word=%CF%B 4%B7%A2%CB%AE%BA%A3%B1%A8&in=17016&cl=2&lm=-1&st=&pn=0&rn =1&di=103130954430&ln=1993&fr=&fm=hao123&fmq=1332134106546_R&ic=&s =&se=&sme=0&tab=&width=&height=&face=&is=&istype=2. Discussion: Look at the pictures and answer these questions:What image(s) can you see on each poster?What can you read on each poster?What can you learn from each poster?Step 3 Pair WorkMore ads for Ss to have a discussion.立邦漆最新广告视频- 视频频道- 申探网奥迪A6L震撼广告- 视频- 优酷视频- 在线观看十大温情感人广告：公益广告之《感恩父母感恩教育》- 视频- 优酷视频- 在线观看日本劝阻自杀公益广告- 视频- 优酷视频- 在线观看Step 4 Active reading:Listen to the material on Page 95 and try to answer these questions:1 What’s the ad about?2 What types of things will the stories be judged on?3 What should Ss pay attention to when writing the story?4 Why is it good for Ss to enter English writing competitions?Step 5 Mini-writing:Choose one ad and write something to promote your service or products. Homework1. Collect some advertisements and try to know what products or services the ads talk about.2. Get ready for the Reading part.3. Unit Revision: Period 1.。

牛津高中英语模块四Unit-1英文说课讲稿

Unit 1 advertisement (welcome to the unit)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material1.status and functionAdvertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, and then ask Ss identify the differences between these two types of advertisements, but also practice Ss’s oral English through this topic.2.Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1.To make students aware of the role of advertising in our daily life2.To talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them3.To discuss the last three questions to improve their speaking ability4.By completing this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life.3.Teaching important and difficult points1.To help Ss understand the role of ads2.How to develop Ss’ speaking ability by expressing their opinions in the discussionPart II The teaching methodsDiscuss in pairs or in groupsCommunicative teaching methodAudio-visual teaching method“ Task- based” teaching methodPart III Teaching proceduresI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inWith the happy atmosphere in class, I will start my topic by the way. Ask them 3 questions to discuss, they are: Do you like reading or watching advertisements?What kind of ads do you like best? And why?Where can you find advertisements?I will give the Ss enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interst in the topic.Step 3 SpeakingI ask Ss to open their books to Page 1, let Ss observe these six pictures, and discuss them in groups of four and try to answer the following questions:1) What can you see in the picture?2) What can you read on it?3) What does it persuade us to do or what does it try to tell us?Through discussing in groups, my turn to conclude this step, I tell them that you can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pictures again. Later on put each of them in the correct group. Which one’s function is to sell a product or s ervice? And which one’s function is educate about people? Let Ss realize the difference between the two.In this step, I set 4 questions to discuss. The purpose is encourage Ss to express their opinions and practice their oral English. The questions are:1) Have you ever bought a product or service after reading or watching an ad?2) What was it? Now do you believe that advertisements tell the complete truth?3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help? Why?4) What do you think makes a good advertisement?From the above what I’ve drilled in class, I think that most of Ss have knowed what an advertisement is and realize the role of them in our lives.Step 5 Homework1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class2. Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.Unit 1 advertisement (reading)Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is advertisement taken from Unit 1, Module 3. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures.Part 1. Analysisi of the teaching material1.status and functionThis is the second period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn more about advertisements, need identify the differences between commercial advertisements and public service advertisements. Because this article is an expository writing, let the Ss to learn how to read an expository writing.2.Teaching aims and demandsBased on the analysis of the teaching material, I have chosen the following as the teaching aims.1).To learn more about advertisements2).To learn how to read a expository writing3).To read the passage Advertisements and complete related answers4).To improve their reading comprehension skill by fully participating in all activities3.Teaching important and difficult points1)How to improve their reading ability through teaching activities2)How to let them gain some insight into advertisements and help them deal with advertisements in their daily life3)The usages of some key words4.Teaching AidsA computer and overhead projectorA blackboard and some chalkPart 2 Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III Teaching procedures and purpose of my designingI have designed the following steps to train their ability of reading.Step 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is related to English. The purpose of What I design is under this homorous atmosphere Ss will be happy and have a very good mood to go on with this lesson.Step 2 Lead-inAsk the Ss to review what we discussed six advertisements in the last lesson and talked about their effects on us.It stimulate s the Ss’ interest and draw their attention at the very beginning of the lesson. So I call Ss’ memory to show some advertisements from the net I found and lead in new lesson.Step 3 Fast readingThis step is the most important part of this lesson, because the students are going to do the reading. And the whole reading is conducted with the strategies instructed first. And they, then, they will put the strategies into practice .I would tell the students that usually it is not necessary to read an article word by word or sentence by sentence to get some information, then show them one of reading strategys——skimming.Ask the Ss to read the text quickly and answer the three question in Part A, then check the answers they find. Step 4 Deep readingI will give 3 minutes to Ss to read the “reading strategy”, let Ss know what an expository writing and what the expository article basic format is.This time I will let Ss read again while I play the recording. what I design is following the recording to read, and trainning their listening at the same time.Then let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it.With the tasks in step 3 and step 4, the students can grasp the reading skills easily.Step 5 Post-readingLet the students discuss in groups and ask them to scan the text and find out how many parts the text can be divided into and get the main idea for each part.Then encourage the students to learn to compare the differences between commercial ads and public service ads.Step 6 Homeworkto complete the remaining exercises on page 4 and 5.to do parts A1 and A2 on page 90 in workbookPart IV Blackboard DesignUnit 1 advertisement (word power)Good afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fourth period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn how to create adjectives by adding suffixes to nouns or verbs and also talks about vocabulary that is used in sales and marketing.B. Teaching aims and demands(1) To review the word formation and learn more common suffixes(2) To expand their vocabulary about sales and marketing(3) To complete the exercises designed to reinforce the words to be learnt in the word powder(4) To help them grasp the rules of word formation and learn how to apply them in English learningC. Teaching important and difficult points(1) How to make use of word formation to enlarge their vocabulary and improve their reading ability(2) How to make the students to realize the rules of word formation and use it to understand and remember new words(3) The usage of some wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingStep 1 Lead-inGreetingsAsk the students to have a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue.Purpose: It is very important to stimulate the students’ interest and draw their attention at the very b eginning of the lesson. So I create the discussion in pairs to review and lead in to the new lesson.Step 2 Vocabulary learningI’ll arrange three activities in this step.Activity 1: discussionFirst I’ll ask the students some questions about advertiseme nt.Then I show some words on the screen, let Ss to notice whether these words are similar with. Examples are: happy →happily, happinesscare →careful, carelessI try to let the ss give me more examples, make the students to realize the rules of word formation by their own first.Activity 2: Using suffixesFrom the above discussion we’ve discussed, I put a following table on the screen, they are some other ways to form adjectives from nouns and verbs.need to remove the final letter(s) of a word before adding a suffix. Usually we can get the meaning of the word created by adding suffixes.Activity 3 PracticingI’ll ask the ss to read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally check the answers as a whole.Purpose here is, by completing the exercises designed is to reinforce the rules of word formation have been learnt in the word powder.Step Three: Vocabulary ExtensionContinuing the last lesson we learnt something about advertisements, then I’ll show a short text about sales and marketing on the screen. Pick some words and phrases in blue out and explain theirs meaning. Teach the ss to read the words and phrases, give the ss a few minutes to learn them by heart. Ask the students to do Part B by themselves first. Then check the answers.Purpose: In this step, I use Audio-visual teaching method to make it easy for the students to learn and remember the words; to meet the demands of different students and enlarge their vocabulary.Step Four: HomeworkList 10 more adjectives by adding suffixes to nouns or verbs.Purpose: in this way, the students can enlarge his/her vocabulary, the other side grasp the rules of word formationPart IV Blackboard DesignUnit 1. Grammar and UsageTeaching Aims:l To learn the direct and indirect speech and how to change from one to the otherl To identify the differences between direct and in direct speechl To learn how to use reported speech in statements, questions, and imperative sentencesl To complete the relevant written tasks to reinforce the grammar and usagel To apply what they learn to practice by fulfilling some written mistakes.Teaching Key Points & Teaching Difficulties:How to help them understand the changes when changing direct speech into indirect speechThe usages of persuade and discourageHow to apply the grammar rules to compete the related exercises correctlyTeaching Procedure:Step One: Leading-inT: (Greet the class as usual) Now boys and girls, please look at the screen. There is a short dialogue. Read it carefully and answer the two questions.‘What are you going to do this summer holiday,’ Tom asked Ann. ‘I am going to travel to Beijing with my parents.’ said Ann.What did Tom ask Ann?(This step is to attract their attention to direct speech and indirect speech. Later collect their answers on screen.)T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are written in reported speech or indirect speech while theoriginal sentences in direct speech.Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions:What are direct speech and indirect speech?How can we change direct speech into reported speech?(Have students analyze the sample sentences. Give them some time to discuss the sentences in pairs first and then check the answers.)We can do it by changing what has been said to an object clause or an infinitive phrases.(Make sure they understand what direct and indirect speech is. Help the students to grasp the meanings of the sample sentences. Explain them to the students if necessary.)T: Very good! ThenWhen you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structure?T: Now please go through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates around you and think about the above question carefully.)Ss: Other changes in:Personal pronounsTensesAdverbials of time and placeOther casesT: Good! Next please consider how to change the following sentence in direct speech into reportedspeech.‘Light travels at a great speed,’ said the teacher.Ss: The teacher said that light travels at a great speed.(It doesn’t matter whether they are able to give correct an swer. This is just to help them to realizesomething different when changing direct speech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why? Please look at the tip on the left and recall what you have learnt before and them tell me the reason.Ss: …Tips:We do not change the tense when we report a proverb or a fact that doesn’t change over time.T: Terrific! And I can show you more examples as follows:My teacher told me that practice makes perfect.The teacher said that light travels faster than sound.(Ask them go through the content on page 8 again and deal with any questions raised by the students.Last let them finish the exercise on page 9. Make sure they know what to do.)Step Three: Reporting statements, questions, and imperative sentencesT: Ok, let’s go on to learn how to report sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me:How to report statements, questions, and imperative sentences?(Give them enough time to go through them and help them summarize the following:²Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbse.g. ‘There two main types of advertisements,’ the writer said to us.→The writer told us that there two main types of advertisements.²Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questionse.g. ‘Are all advertisements playing tricks on us?’ I asked her.→ I asked her whether/if all advertisements playing tricks on us.e.g. The teacher asked Tom ‘What’s the matter?’→ The teacher asked Tom what was the matter.²Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentencesl Ask and tell are common reporting wordse.g. ‘Don’t touch anything in the lab without permission.’ said the teacher.→ The teacher told us not to touch anything in the lab without permission.e.g. ‘Turn down the radio please, Tom.’ Jen said.→ Jen asked Tom turn down the radio.T: You’ve done a good job. Now you can overview what we have learnt on page 10. If you have any difficulty, ask me for help.(After this let them complete the Part A on page 11.2. asked in what way it was different from other English learning software3. asked how it could help him to remember English words4. asked whether/if it taught listening and speaking5. asked what the designer would do if she was not satisfied with the software.6. asked whether/if it was user-friendly( After this, give the students a few minutes to ask for help if they have any questions)Step Four: Language Points1. recommend vt. 推荐；建议、忠告recommend sth to sb = recommend sb sth 向某人推荐某物recommend doing sth 建议做某事recommend sb to do sht 建议某人做某事recommend that … 接宾语从句用虚拟语气“should do”should可以省e.g. They recommend Tom to do the job.e.g. The doctor recommend that she (should) stay another week in hospital.2. remind sb of … 提醒某人某事…；使某人想起…remind sb to do sth提醒某人去做某事e.g. The film remind him of his happy childhood.e.g. My father often reminded me to behave myself at school.Step Six: Homework²To do Part C2 and C2 on page 92²To preview the taskUnit 1 advertisement taskGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the fifth period of this unit. The topic of this unit is advertisement. In this period, it requires students to write an advertisement. Students will first learn to listen for statistics and descriptions, then to state opinions and give supporting reasons, and finally use different sentence types correctly to design an advertisement. Students will practise the skills of listening, speaking, reading and writing.B. Teaching aims and demands1. To train and improve the students’ abilities of listening, speaking, reading, and writing2. To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons3. To apply what they have learnt to design a advertisement for a chocolate barC. Teaching important and difficult points1. How to improve their integrated skills through these activities2. How to help them to write an advertisement for a product3. The usage of some key words and structuresD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 lead-inFirst I would like to ask some questions. Since you have studied English for years, 1) are you at listening? 2) what difficulties do you have in listening?It is to focus the students’ attention on the thyme of this part. Encourage them to relate it to their own experiences and speak as they like.Step 3 listeningI’ll ask the ss to open their book on page 12. learn together numbers in statistics like fractions, decimals and percentages. What’more, learn some words and phrases that describe an increase, a decrease, no change, trends, a range, an average and a limit.Purpose: it is easier to grasp statistics and descriptions than before learning it.Then, the ss listen five short descriptions, and write down the statistics in the blanks on page 12. Play the tape twice for them to complete the exercise. If possible, I can play a third time for the students to get a better understanding.After finishing this execise, turn to next, listen to the announcement and complete a bar chart for future reference.Step 4 Writing an advertisementGo on with this step, how to write an advertisement for a product ChocoLoco Barusing the information we have collected in the above steps. First I will give you two popular advertisements to look at for ideas but some words are missing. Please use the given words to complete them. Each word can onlybe used once.After checking the answers, show the ss the following demands for chocoloco Bar’sadvertisement.Try our ChocoLoco Bar!Ø Taste/lookØ BenefitsØ Price/discountsØ Where people can buy the productAsk them to do it in group of four. Remind them they can add something related. If they can’t finish, let them complete it after class. They can surf the Internet to get more help.Step 5 homeworkTo go over the taskTo complete the advertisement after classTo preview the ProjectPart IV Blackboard DesignUnit 1 Advertisement project developing an ad campaignGood afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power.My teaching plan includes 4 parts. They are:My understanding to this lesson Teaching MethodsTeaching procedures and Blackboard DesignPart 1. My understanding to this lessonA. Status and FunctionThis is the sixth period of this unit. The topic of this unit is advertisement. In this period, students are asked to develop an advertisement campaign, which will promote an issue dealing with public welfare.B. Teaching aims and demands1. To learn about some basic information about an ad campaign2. To apply what they have learnt to develop an ad campaign3. To catch the correct direction of the development of the society, so that they can do more for our country.C. Teaching important and difficult points1. How to help them to develop an ad campaign2. The usage of some key wordsD. Teaching Aids:A computer and overhead projectorA blackboard and some chalkPart II. Teaching MethodsDiscuss in pairs or in groupsCommunicative methodAudio-visual teaching method“ Task-based” teaching methodPart III. Teaching procedures and purpose of my designingI have designed the following stepsStep 1 GreetingBefore talking about advertisement, ask one student to sing a song or anything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson.Step 2 ReadingBefore reading, I’ll ask the ss what an ad campain is. I think the ss don't know clearly, so I’ll let them open their text books on page 18 to read the article silently as quickly as possible to answer the following questions: What is an ad campaign?What must you have in mind when you start a successful ad campaign?What questions must you first consider in an ad campaign?In this reading, the main purpose is getting a general idea of the passage, and know that people all over the world use the media to advertise for the benefit of the public or public welfare.Step 3 Developing an ad campaignFrom the above an ad campaign what the ss have learned, then next step, planning, conducting an ad campaign and promoting a public welfare issue. They are some steps for developing an ad campaignPlanning:n Work in small groups. Decide what the subject of your ad campaign will be. Choose one of the topics listed below or come up with one of your own.Animal protection Anti-smoking Anti-drugs Anti-littering The topic of our campaign will be :__________________________(Make sure that all the group members agree on the topic they choose and that different groups choose their topics relatively.)Preparing:n Discuss the following questions and write down your answers:1) Who is the audience for our ad campaign? _______________2) What do we want our ad campaign to say? _______________3) How do we reach our audience? _______________________(Ask students to discuss the three major questions first. Make sure all the members of theirgroup agree on the answers.)n Discuss the tasks listed below and decide which group member will responsible for each task. Write the names beside the work.Ø Research the topic and the audience _____________________Ø Design a logo for the campaign _________________________Ø Develop a slogan for the campaign ______________________Ø Choose the form of the media __________________________Ø Write an ad campaign proposal _________________________Ø Present the campaign to the class _______________________(In this step they should decide what each group member will be responsible for each task. Remember them that two or more people can work on the same task.)Producing:(If possible, let the students surf the Internet to find information they need from various resources on their topic. All the group members must discuss the information found and decide what to include in the ad campaign. T can help them to learn how to work together to complete the ad campaign. Set a deadline for it if they can not finish it in class.)Presenting:n Explain who your target audience is, what the campaign goal is, which forms of media you will use, and talk about the logo and the slogan.n Answer any questions raised by your classmates about your ad campaign.n Post your logo and slogan on the display wall of your classroom.Step 4 HomeworkØ To do Parts B1 and B2 on page 91 in WorkbookØ To do parts D1 and D2 on page 93 in workbookPart IV Blackboard Design。

牛津译林版高中英语必修四《Unit 1 Advertising》Reading 教案 1

牛津译林版高中英语必修四§Reading§Teaching Aims:●To learn more about advertisements●To learn how to read a expository writing●To read the passage Advertisements and complete related answers●To improve their reading comprehension skill by fully participating in allactivitiesTeaching Key Points & Teaching Difficulties:◆How to improve their reading ability through teaching activities◆How to let them gain some insight into advertisements and help them dealwith advertisements in their daily life◆The usages of some key wordsTeaching Procedure:Step One: Leading-inT: (Greet the students as usual)In the last lesson we discussed sixadvertisements and talked about their effects on us. Today we will go on tolearn more about ads by reading a passage called Advertisements. Please lookat the title and tell me:➢What might be talked about in the article?Ss: … (Any possible answers are acceptable)(This step is to help them predict the contents of the passage which is of greathelp to improving their reading comprehension ability)Step Two: Reading ComprehensionT: Very Good! Now let’s read the article to check whether your prediction is correct ot not. First of all, please open your book to page 2. Go through thequestions in part A first and then read the text silently to find the answers tothe three questions:1)What do advertisements encourage people to do?2)What does PSAs stand for?3)What are PSAs meant to do?(Remind students to use skimming and scanning skills to focus on and identify the information needed to answer these questions. Let them pay attention to the three subtitles in the passage which can help them find the information they want. )Ss: … (Encourage them to give their answers in their own words.) Suggested Answers:1)They encourage people to buy a product service or believe in an idea.2)It stands for public service advertisements3)PSAs are meant to educate people about health, safety, or any other socialissues.T: Wonderful! Since we read the article once, I think you can a general idea of the passage. But if you want to get a better understanding of the article, you should read an article several times. So please look at Part C1 on page 4. Here are another five questions for you to answer. This time you must read the text more carefully and get the detailed information.(read aloud)Part C1:1)Where are advertisements most commonly found?2)What is the difference between commercial ads and PSAs?3)Why are some of the advertisements clever according to the article?4)When did China begin a nationwide public service advertising campaign?5)Why should we follow the advice in PSAs?Ss: … (Ask them finished it individually)(Let them make a mark where they find the answers. This can train and improve the ability of identifying the relevant information.)Suggested Answers:1)Billboards, newspapers, magazine, the Internet, radio and television are themost common places to find advertisements.2)The former is paid to promote a product or service while the latter is placedfor free and intended to educate people.3)Because even if they don’t lie, it doesn’t mean they tell you the completetruth.4)China began the campaign in 1996.5)Because all the PSAs are meant to be helpful.T: Great! Now I think most of you have got a better understanding of the article.Next let’s go on to do the True or False exercise in Part C2. Please go over the article again as quickly as possible to decide whether they are T or F according to the passage. Write T(true) or F(false) next to the each sentence.Part C2:1)Advertisements are found in many places.2)PSAs are only found in newspapers.3)All the advertisements tell the complete truth.4)PSAs and commercial ads use some of the same methods.5)Commercial ads can often give us valuable information about how to live ourlives.6)An ad warning people against smoking is an example of PSA.(Make sure that students can distinguish and pick out the relevant information within the given time. After students finish the exercises, check the answers asa whole. Ask them to correct the false ones. While checking the answers ofpart C2, pay close attention to students’ mistakes. Explain them to the students if necessary.)Suggested Answers:1. T2. F3. F4. T5. F6. TStep Three: Reading StrategyT: Now you have read the article twice. I think most of you have no difficulty in understanding it. Yet different types of passages require different reading strategy. The article we have learnt is an expository writing. Then:➢Do you know how to read an expository article?Ss: No.T: Ok. Please read the reading strategy on page 3 and try to answer the two questions:1)What is expository writing meant to do?2)What is its basic format?Ss: …(Remind them to concentrate on the letters in bold )Possible Answers:1)It is meant to introduce you to basic information on a topic.2)It usually follows the basic format: introduction of subject, supportingdetails, conclusion.T: Good! If you read expository writing in future, remember to use what you have learnt today. It will help you get a good understanding of the passage and improve your reading ability. That’s all for the reading. If you have any problem, please point it out and ask me for help.(Give explanations if necessary and ask them complete the left exercises after class.)The Keys to Part D:1.b2.e3.c4.f5.g6.h7.a8.dThe Keys to Part E:1.advice2.advertisements3.intended4.public welfare5.promote6.customers7.persuasive8.natonwide9.campaign 10.encourageStep Three: Post-reading DiscussionT: Well done! Last but not least, work in pairs and discuss these questions with your partner.1)What are the differences between commercial ads and public service ads?2)Do you think young people are easily persuaded into buying new products?Why or why not?3)What is the most impressive PSA you have ever seen? Why do you think itis impressive?(This serves as a consolidating exercise for students to practise their spoken English. Encourage them to discuss freely and bravely in English and later ask some students to express themselves.)Step Four: Language Points1)do research on/into …做有关……的研究2)share vt. 分享、分担；具有相同的（观点、想法、经历等）share sth with sb 同某人分享某物share sth among/between …将某物平均分给……e.g. Tom shares a bedroom with his twin brother.e.g. The mother was sharing a cake among the children.e.g. Jim shares my opinions on human cloning.3)persuade vt. 劝说、说服persuade sb to do sth 说服了某人做某事persuade sb into doing sth 说服了某人做某事persuade sb out of doing sht 说服了某人不做某e.g. I tried to persuade him to join us but failed.4)encourage vt. 鼓励、激励；促进、助长encourage sb to do sth 鼓励某人做某事encourage sb in …在……方面鼓励某人；助长某人的……e.g. Parents should not encourage their children in their laziness.5)service n. 服务；帮助at your service 听您吩咐、供你差遣或使用do sb a service 给某人帮忙of service 有用的；有帮助的serve vt. 为……服务；接待、招待；伺候（吃饭）、端（菜）；供应（饭菜、酒水等）e.g. Serve the people heart and soul.e.g. First come, first served.e.g. The restaurant doesn’t serve wine.6)believe sb 相信某人说的话believe in …信仰……；信任……；相信……的存在e.g. Do you believe in God? No, I believe in the truth.e.g. Many people believe in aliens even if they can’t give persuasive evidence.7)intend vt. 想要、打算、计划intend to do sht 打算做某事intend doing sth 打算做某事intend sb to do sth 打算让某人做某事intend sth for …为……准备某物sth be intended for …某物是为……准备的… be intended to do ………是用来做……e.g. The government has intended to reduce the prices of houses.e.g. I intended the gift for Tom on his birthday.e.g. The book is intended for children.8) claim vt. 要求；认领、索取；声称；主张claim to do sth 声称要做某事（还未做）claim to have done 声称做过某事It is claimed that …据说……；有人主张……e.g. The old man claimed to have seen aliens but nobody believed him.e.g. Tom claimed to buy a car of his own but he can’t afford it at the moment.9) comment n. 评论、意见、评价vt./vi 评论make a comment/comments on …对……评论/评头论足no comment 无可奉告comment on …对……评论/评头论足e.g. It is impolite to comment on others behind their back.10) lead to …通向……；导致……lead a happy/plain/hard life 过着……的生活lead sb to …领某人去……（某地）lead sb to do sth 带领某人做某事11) deal with …对付……；和……打交道；处理……；涉及……（多和How连用）do with …对付/处置…；与…相处；忍受…（多和What连用）e.g. Could you tell me how to deal with the problem?e.g. I don’t know what to do with the problem.Step Five: Homework➢to complete the remaining exercises on page 4 and 5.➢to do parts A1 and A2 on page 90 in workbook。

牛津高中英语模块四unit1—1教案(advertising)

Teaching aims:
1. To enjoy some beautiful advertisements and have a general idea of advertisements. 2. To talk about the four advertisements and get some ideas of the two main types of ads and their
3. cheat
⑴ vi. 作弊，作假 e.g. Kids have always found ways of cheating in school exams.
孩子们总能找到考试作弊的方法。 ⑵ vt 欺骗，哄骗 e.g. He was accused of cheating investors out of their life savings.
5) I persuaded my father out of smoking.
我劝服我父亲戒了烟。
6) She persuaded me that the death did not at all.
她使我相信死并不能结束一切。
7) I’m almost persuaded that he is honest. 我几乎相信他是诚实的。
说服某人做某事
4) persuade sb. out of doing sth.
பைடு நூலகம்
说服某人不要做某事
5) persuade sb. that-clause
使某人相信
6) sb. be persuaded that-clause
某人相信……
【例句】
1) I can persuade the boss soon.

高一英语 Module 4 Unit 1 Advertising 教案牛津版

Module 4 Unit 1 Advertising （For teachers）Welcome to the Unit1 advertise vt. 为…登广告People advertise things they wish to sell.vi. advertise for登广告征求advertise for a job/a house advertisement(c.n.) n. put an advertisement＝advertiseput /place an advertisement in a newspaper for 在报纸上登广告招聘advertiser 登广告的人广告商advertising n. 广告业China Daily has plenty of ___________(广告) advertisements2 aware意识到的；明白的，熟知的，有意识be aware of知道eg. He wasn’t aware of the danger.be aware + that-从句/ wh-从句觉察到eg. She was aware that something was burning.她觉察到有东西烧着了。

be aware how/whether 知道/意识到多么/是否。

我清楚工作职位非常少。

I am aware that very few jobs are available.Reading1 intend v. 打算(1)intend to do sth. / doing sth.打算干……What do you intend to do?你打算做什么? (2) intend sb to do sthintend sb. for这两种用法也常用被动be intended to do/be intended for被打算….a book intended for children/ the old(3)had intended=intended to have done本打算干……(2)和(3)的用法也适用于mean 和plan 而(2)的用法也适用designintend that-从句They intend that the plan should be put into practice within the year.→They intend the plan to be put into practice within the year.intention n. 目的，意图I’d like to go to the cinema with you，Dad.Sorry, my darling, but the film is _________for adults only.A admittedB intendedC promisedD permitted (B)2 。

牛津高中英语模块四unit1—1教案设计advertising

说服某人做某事
4) persuade sb. out of doing sth.
说服某人不要做某事
5) persuade sb. that-clause
使某人相信
6) sb. be persuaded that-clause
某人相信……
【例句】
1) I can persuade the boss soon.
respective purposes. 3. To get involved in the discussion and practice spoken English.
Teaching procedures:
Step 1 lead-in The teacher shows the students several beautiful advertisements, among which are both commercial advertisements and public service advertisements. 【设计说明】在我们的日常生活中，广告随处可见。教师在此处选择了较有代表性的，贴近中学生生活的，学生喜闻乐见的广告作品。以此激发学生对广告的强烈兴趣，调动学生进一步了解和学习广告知识的积极性，为完成后续的教学任务作好铺垫。 Step 2 Brainstorming Ask students to have a brainstorm and then answer the following two questions: 1. Where can we find these ads? 2. Why do you like these ads? 【设计说明】让学生通过头脑风暴来回答上述两个问题，一方面可作为进一步的的热身活动，同时也可检测学生对广告呈现方式的了解，让学生在寻找问题答案的过程中获得成功的喜悦。 Step 3 Observation Ask students to focus on the four advertisements on Page1. Encourage the students to form pairs and discuss the contents of each one and try to divide the four advertisements into two parts. Thus, encourage the students to pay attention to

advertisement(牛津版M4,U1).pptx

★Teaching aims and purposes: 1. Knowledge and Ability: Students can achieve the comprehension of the reading material by using the corresponding reading strategies, such as skimming the text for the main idea, scanning the text for specific information and paying attention to the structure of the text. 2. Process and Approaches: Students are expected to know how to analyze an exposition.
Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertisSs: Have you realized what you did just now is actually a kind of advertisement? ----introduce the topic of the class---Advertisements
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea. 3. More questions to help the Ss understand this part:

高一英语 Module 4 Unit 1 Advertising 分课时教案牛津版

Module 4 Unit 1 AdvertisingPeriod 1 Welcome to the unitTeaching Aims :1.To make Ss identify the differences between these two types of advertisements.2.To practice Ss’ oral English.Teaching important points:How to develop st udents’ speaking ability by expressing their opinions inthe discussion.Teaching approaches:1. Applying visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson.2. Putting emphasis on Ss’ ability of speaking, expressing and brainstorming.3. Introducing a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 Greeting and Lead-in1.Do you know what title of this unit is?2.Which piece of ad-show do you like best?3.Where can you find these ads and do you like them?Step 2 Welcome to the unit1. Observation: Ask Ss to observe the six pictures on Page 1 and dive them into two parts.2. Discussion: Look at the six pictures and answer these questions:What image(s) can you see on each poster?What can you read on each poster?What can you learn from each poster?Step 3 Pair WorkMore ads for Ss to have a discussion.Step 4 Active reading:Listen to the material on Page 94 and try to answer these questions:1 What’s the ad about?2 What types of things will the stories be judged on?3 What should Ss pay attention to when writing the story?4 Why is it good for Ss to enter English writing competitions?Step 5 Mini-writing:Choose one ad and write something to promote your service or products.Step 6Homework1 Look for more interesting ads and show them to your classmates next time.2 Make good preparation for Reading part.M o d u l e4Unit 1 AdvertisingPeriod 2 Reading 1Teaching Aims:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important points:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Teaching approaches:1.Applying visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson.2.Putting emphasis on Ss’ ability of speaking, expressing and brainstorming.3. Introducing a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 Revision and lead-in1.Review about different ads.2.Talk about more ads.Step 2 Comprehension of the text1.Fast readingAsk Ss to skim the article and answer the questions on Page 2Finish True / False exercises2.Careful readingAsk Ss to reread the passage and do C1 on P4 individually.Help Ss to get the idea of the reading strategies.Get Ss to scan the article again and do C2.3.Task-based readingStep 3 Language itemsDo Parts D and E in class.Step 4 DebateHold a debate in class.Group A: Advertising has a positive effect on our lives.Group B: Advertising has a negative effect on our lives.Step 5 Homework.1 Finish the article on Page 95.2 Writing: Write a composition about the advantages and disadvantages of advertisements.Module4 Unit1Period 3Reading 2: Language FocusTeaching Aims:1.Revise the reading passage by retelling it.2.Get the students to grasp the usage of some important words and expressions.3.Get the students to practice two important drills.Teaching important points:1.How to make the students have a better comprehension of the text.2.How to help the students be familiar with the language points.3.How to help Ss apply these points into practice.Teaching approaches:1.Applying visual-scene teaching method, tasked-based method as well as theapproaches of discussion and so on will be adopted in the teaching process of this lesson.2.Putting emphasis on Ss’ ability of speaking, expressing and brainstorming.3.Introducing a rich variety of activities and approaches to meet different needs of theSs and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step One Revision and lead-in1.Do the blank-filling2. Ask some Ss to retell the text with the help of some key words.Step Two Language pointsExplain important language points to Ss with some simple tasks.1. be used to.....2. provide sb. with sth.3. believe in...4. common / usual / general / average / normal5. one 用法6. be intended to do / for....7. claim8. connect... to / with....9. comment on / make comment on 10. fall for 11. Not all...... 12. play tricks on 13. deal with 14. educate / education / educated 15. promoteStep Three Practice for consolidationStep Four Homework1 Finish A1 and A2 on Page 90. 2 Make good preparations for Grammar part.Module 4 Unit 1 AdvertisingPeriod 4 Word PowerTeaching Aims:1.Enlarge the students’ vocabulary.2.Get the students to know about suffixes; and know something about sales andmarketing.Teaching important point:How to make the students use this skill freely to solve some problems.Teaching approaches:1.Applying visual-scene teaching method, tasked-based method as well as theapproaches of discussion and so on will be adopted in the teaching process of this lesson .2.Putting e mphasis will be put on Ss’ ability of speaking, expressing and brainstorming.Language is best learned through activities.3.Introducing a rich variety of activities and approaches to meet different needs of theSs and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 Revision and Lead-in1.Ask Ss to finish the blank-filling.2.Ask them the question--- How are these new words formed?Step 2 Using Suffix1.Give more examples and make a competition in the class.2.Ask Ss---how to form adjectives from nouns and verbs.3.Have Ss do the exercise---best clothing shop.4.More information about suffix.5.Make Ss do the puzzle.Step 31.Active show to lead in the topic.eful expressions:ProductMarket researchSales and marketing Sales/marketing department ConsumersMarket shareSales target Market leader High quality Sales figures3.Have Ss do Practice B.4.More exercise for consolidation.Step 41 Finish the Ex on Page 91.2 Make good preparation for Grammar and Usage.Module 4 Unit 1 AdvertisingPeriod 5&6 Grammar and usageTeaching Aims:1.Help Ss understand how to use reported speech in statements, questions andimperative sentences.2.Help Ss learn the way to change direct speech into reported speech in different tensesand sentence structures.Teaching important point:How to help the students apply these rules into practiceTeaching approaches:1.Applying visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson .2.Putting e mphasis will be put on Ss’ ability of speaking, expressing and brainstorming.3.Introducing a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: Multimedia and a blackboardProcedures for teaching:Step 1 Revision and Lead-inMake a dialogue with some Ss to introduce the topic.Step 2 Direct speech and reported speech1. What should we pay attention to when changing direct speech into indirect speech?(1) personal pronouns and tense(2 )adverbials of time and place(3 )other cases2. Have Ss do the Ex:Change the following sentences into reported speech.3.Ask Ss to finish the Ex. on Page 9.Step 3 How to use reported speech to report1.Statements:After explanation, ask Ss to do some simple questions at once.2.Questions:Have Ss try some easy tasks after explaining.3.Imperative sentences:Help Ss finish several exercises after imparting.Step 4 Ex. for consolidation1.Ask Ss to finish A on Page 11.2.Help Ss to finish B on Page 11.Step 5: 1 Finish Ex on Page 92.2 Make good preparation for Task part.Module 4 Unit 1 AdvertisingPeriod 7&8 TaskTeaching Aims:1.To learn how to listen for statistics and descriptions2.To learn how to state opinions and give supporting reasons3.To learn how to use different sentence types correctly.Teaching important point:How to help the students learn and practice the skills of listening, reading, speaking and writing together.Teaching approaches:1.Applying visual-scene teaching method, tasked-based method as well as theapproaches of discussion and so on will be adopted in the teaching process of this lesson .2.Putting e mphasis will be put on Ss’ ability of speak ing, expressing andbrainstorming.3.Introducing a rich variety of activities and approaches to meet different needs of theSs and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: Multimedia and a blackboardProcedures for teaching:Step 1 Skills building 1: listening for statistics and descriptions1.How to read statistics correctly2.When listening we should care about:(1) an increase(2) a decrease(3) no change(4) trends(5) a range(6) a limitMeanwhile help students be familiar with the structures used when analyzing stastitics:(1)There was an increase of 40%.(2)The figure / amount / rate increased / rose by 10 percent.(3)There was a decrease of 42 percent(4)There was a decrease of 30(5)The price has gone up by 5 percent(6)Four times as many people used our produce last year(7)The figure / amount / rate decreased to / by 16 percent(8)There was no change / The figure / percentage remained / stayed the same(9)The downward / upward trend continued until the following year.(10)T he figures show a steady increase/ decrease.(11)T he figure started off at 20 and ended up at 230(12)S ales rose / fell slowly / sharply / smoothly / gradually.(13)T he sales figures vary between 40 and 50 percent ( from 40 to 50).(14)T he average price was 50$(15)T he maximum volume reached 90.(16)T he figure peaked at 5000 at the end of the year(17)T he figures feel to their lowest level(18)T he figures have dropped to their lowest point3.Listening practice on Page 12pleting a bar chartStep 2 Skills building 2: stating opinions and giving supporting reasons1. How to state opinions and give support reasons2. Pair-work3. Talking about advertisements:(1) Ask Ss to finish A---conduct a survey.(2) Help Ss to finish B---role-play.(3) Make Ss finish C---writing.Step 3 Skills building 3: using different sentence types correctly1. Help Ss to understand different sentence types with the help of the table.2. Ask Ss to finish the practice on Page 16.3. Writing an advertisement(1) Ask Ss to finish Ex.A on Page 17.(2) Have Ss finish Ex.B on Page 17.Step Four: Homework1 Finish the writing.2 Make good preparations for Project.Module 4 Unit 1 AdvertisingPeriod 9&10 ProjectTeaching Aims:1.Train the students’ writing, reading and speaking abilit ies.2. Get the students to talk about developing an ad campaign.3. Get the students to cooperate with others.Teaching important point:How to help the students finish the tasks of writing and speaking.Teaching approaches:1.Applying visual-scene teaching method, tasked-based method as well as theapproaches of discussion and so on will be adopted in the teaching process of this lesson .2.Putting e mphasis on Ss’ ability of speaking, expressing and brainstorming.3.Introducing a rich variety of activities and approaches to meet different needs of theSs and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Teaching Aids: Multimedia and a blackboardProcedures for teaching:Step 1 Comprehension1.Ask Ss to skim the passage and answer:(1) What is an ad campaign?(2)What media can you use in an ad campaign?(3) What questions should we first consider?3.Help Ss find the main idea of each paragraph.(1) The definition of an ad campaign(2) How to build an ad. campaignA. Determining target audienceB. Getting the message acrossC. Choosing the best way to advertiseStep 2 Focusing on some important phrases and sentences1. have...in mind2. doing .....作方式状语3. When planning.....4. approach5. in order to.....6. particularStep 3 Developing an ad campaignPlanning(1)Work in small groups.(2) Decide the subject of your ad campaign from the listed.(3) If you have your own idea, please get your teacher’s approval.Animal protection Anti-smokingAnti-drugs Anti-litteringThe subject of your ad campaign will be_____.Preparing(1)Discussion :who/what/how(2) Team work:ProducingWhat should each member do?researcher---find inf. from various sourceslogo/slogan designer--- made it attractiveproposal writer--- write a brief outline and plan some questionsthe whole team---work as a whole and everyone should contribute to the project Presenting(1) Make your presentation clearly.(2) Answer questions concerning your ad campaign.(3) Post your logo and slogan.Step 4 Homework1 Finish Ex. B2on Page 91.2 Preview the listening material on Page 96.。

牛津译林版必修四 Reading unit1 Advertisements精品课件28

Step 1: Lead In
Task 1 Self- test: A shopping list
Step 1: Lead In
Task 1 Self- test: A shopping list
Step 1: Lead In
Task 1 Self- test: A shopping list
Task 1
Question
Why do you prefer to choose those products?
牛津译林版必修四 Reading unit1 Advertisements精品课件28
牛津译林版必修四 Reading unit1 Advertisements精品课件28
Step 1: Lead In
Task 2
Thinking
A leaflet
牛津译林版必修四 Reading unit1 Advertisements精品课件28
牛津译林版必修四 Reading unit1 Advertisements精品课件28
Step 1: Lead In
Task 2 Thinking : A leaflet
Step 1: Lead In
Task 1 Self- test: A shopping list
牛津译林版必修四 Reading unit1 Advertisements精品课件28
牛津译林版必修四 Reading unit1 Advertisements精品课件28
Step 1: Lead In
Aim /purpose
Commercial Ads
Public Service Ads
To _p_r_o_m_o_t_e_ a

advertisement(牛津版M4,U1).pdf

Teaching material: Advertisements in Unit 1, Module 4 ( Advance with English, Yilin Publishing House)Type of lesson: Reading Ⅰ★The analysis of the teaching material:The teaching material deal with the topic of advertisements, consisting of three parts. In the first part , it serves as an introduction , bringing readers’ attention to the topic. The second part is the main body which contains three segments with subtitles, talking about the definition of advertisements and the classification of advertisements , the commercial advertisements may not tell the truth and the aims of public service advertisements. The last part can be viewed as a summary of what has been addressed about and advertisements and the writer gives readers aome suggestion when we are faced with ubiquitous advertisements.The teaching material is an expository writing and the reading strategy concerning this genre is presented in the book. Therefore, the students are expected to be acquainted with the structure of an expository writing. Besides the structure of the passage, through reading the passage, students will have a better understanding of advertisements and know how to deal with advertisements when they buy the product or service the ad promotes. It will cultivate students’ ability to distinguish “bad” ads from good ones and make sensible decisions.★The analysis of students:The topic of advertisements seems to be familiar to students and moving songs. Beautiful pictures and celebrity endorsements are all attractive to students. However, commercial advertisements are so overwhelming that senior high students may not have the ability to see through the tricks hidden in those advertisements. What’s more , students often ignore the existence and significance of PSAs , which plays a great role in the cultivation of social morality.In the Welcome to the Unit, the students have got a rough idea of what will be discussed in the unit, which will make it easier for them to understand the passage. Students in Grade Ten haven’t read many expository writings, it may be difficult for them to analyze the structure of the passage but the subtitles can help a lot..★Teaching aims and purposes:1. Knowledge and Ability:Students can achieve the comprehension of the reading material by using the corresponding reading strategies, such as skimming the text for the main idea, scanning the text for specific information and paying attention to the structure of the text.2. Process and Approaches:Students are expected to know how to analyze an exposition.Students are expected to take an active part in the class and connect their own experience with what they are reading.3. Emotional attitude and Value:Students are expected to know the definition and classification of advertisementsStudents are encouraged to express their ideas about advertisements and cultivate their abilities to distinguish different ads and make wise decisions about purchases.★Teaching focuses:1.The teacher should help students to analyze the structure of the passage2. The teacher should help students to grasp the gist of the reading passage..3. The teacher should enable students to develop their reading ability.★Difficult areas for students:1.Students may find it difficult to understand the tricks hidden in the slogans of some advertisements.2.Students may find it difficult to master the structure of an expository writing and write an exposition.★Teaching methods and principlesVisual and audio methodInteractive methodCommunicative methodTask-based learning★Teaching aids:ProjectorA ComputerSome color pensTeaching ProcedureStep 1 Lead-in1. Ask the Ss: What do you think of your school life?----Try to connect the Ss’ answers with school clubs.2. Group workSuppose you are the organizer of the English Club in the school, try to say something to attract more students to join you. You can only use three sentences at most.Ask some students to give their sentences and tell the Ss “What you did just now is in fact a kind of advertising.”Ask the Ss: Have you realized what you did just now is actually a kind of advertisement?----introduce the topic of the class---AdvertisementsStep 2 What is an advertisement?1. Ask the Ss “What is an advertisement?” Let them use their own words.The Ss may have difficulty expressing it clearly and properly.----We are so used to advertisements that we often ignore them. So today we are going to read a passage about advertisements and try to learn more.2. Ask the Ss to read the passage (the part of “What is an advertisement?”) to get the author’s definition of advertisements.An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believer in an idea.3. More questions to help the Ss understand this part:Where can we see advertisements? ---Media--- Billboard, newspapers, magazines, the Internet, radio, television…What types of advertisement do we have?---(1) Commercial ads (2)PSAs4. Show the Ss some pictures of the two kinds of ads and ask the Ss to tell which type they belong to.It is very easy for the Ss to tell the types. Then ask:What’s the difference between commercial ads and PSAs?Commercial ads--- To sell things; to get profits and money.PSAs--- To educate peopleStep 3 Does an advertisement tell people the complete truth?Up till now, we have learned something about advertisements and it is true that we can get a lot of information from advertisements. But do you think all the ads are trying to tell us the complete truth?1. Ask the Ss to skim the text to get the author’s answer to this question “Does an advertisement tell people the complete truth?”-----Even if an ad does not lie, it does not mean it tells you the complete truth.2. Ask the Ss to have a more careful reading and ask the Ss to discuss how the writer support his idea---The writer uses two examples to support his idea.3. Then ask the Ss: Does the writer make any conclusion about this part?---Yes. “We must not fall for this kind of tricks.”4. According to the above three parts, explain to the Ss the structure of expository writing:(1)Even if an ad does not lie, it does not mean it tells you the complete truth---Subject/topic(2)Two examples --- Supporting details(3)We must not fall for this kind of trick! ---ConclusionStep 4 Public service advertisementsAsk the Ss to use the idea of expository writing to read part 3. Ask them to find the topic, supporting details and conclusion of this part.Subject/ topic—PSAs are meant to be helpful to educate people.Supporting details—examples ---(1) Deal with large social issues(2) About public service projects(3) Teach us how to live healthy livesConclusion --- All of these ads are meant to be helpful, and you can often learn a lot by following the advice they give.Step 5 Structure of the whole passageNow we’ve learned more about advertisements and the structure of the expository writing. Let’s come back to the whole passage to see whether the whole passage follows the structure or not.Topic --- AdvertisementsSupporting details---- (1) What is an advertisement?(2) Does an advertisement tell people the complete truth?(3) Public service advertisementsConclusion ---- Be smart about advertisements!You see, the whole passage also follows the structure and it will be easier for you to read or write an expository writing if you follow the structure. Now let’s have a practice.Step 6 ApplicationWrite an outline for a passage with the topic “Our school is a good one”. Try to use the structure we’ve talked about in this class.Subject:Supporting details:Conclusion:I can see that you are really proud of your school and speak loudly for it. “Our school is a good one. Come on and join us!” Do you think what you did is again a kind of advertisement? Yes. So let’s come back to advertisements.Step 7 Discussion1. Enjoy two ads(video). Ask the Ss to tell what type they belong to and ask them toexpress their own opinion about the ads.2. It seems that you can clearly express your own opinion about ads. So what do you thinkmakes a good advertisements?(If time is limited, teacher can make a conclusion here. If time permits, ask the Ss to discuss and make a conclusion.)Step 8 Group work ---designingNow I think you have got some idea about what is an advertisement, the types of ads, what are the two types are like and what makes a good advertisement. Now we are going to design one. Don’t worry about your designs. We are not the members of an advertising company. We are just try to experience the process and try to learn more about ads.1. Design a commercial ad: try to sell a kind of ice cream to students;(If they have their own idea, it is also accepted.)2. Design a PSA about school life.(Protect grass; save water; respect teachers…)Divide the class into two large groups. One group is to carry out task 1 and the other task 2. We have mentioned that we can see ads in newspapers, magazines, on TV, the radio, billboards and so on. So you can choose one of the media for your ad. If it is in the paper, draw it out; if it is a video, act it out; if it is music, sing it out; if it is on the radio, just speak out.Step 9 ConclusionToday we read a passage about ads. We talked about the structure of expository writing and also experienced the process of designing an ad. Now I’m sure you are clearer about ads. But don’t forget: be smart about ads in your daily life.Step 10 HomeworkWrite a passage of around 100 words to describe one PSA which impresses you most and make comments on it, using the structure (subject, supporting details, conclusion).。

牛津译林版高中英语必修四《Unit 1 Advertising》Reading 教案 4

牛津译林版高中英语必修四Module 4 Unit1 AdvertisingReadingTeaching aims:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important point s:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Teaching important difficulty:How t o help Ss master Reading Strategy.Teaching approaches:Visual-scene teaching method, tasked-based method as well as the approaches of discussion and so on will be adopted in the teaching process of this lesson. Emphasis will be put on Ss’ ability of speaking, expressin g cooperation.I’ll introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual, operable to make my lesson vivid, interesting and effective.Interaction Patterns: Teachers -class, individuals, pairsSs’ ability to work both independently and together is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pairs, in groups and as a class. Teaching Aids:multimedia and a blackboardProcedures for teaching:Step 1 Revision and lead-in1. Review about different ads.2. talk about more ads.Step 2 Step2 ReadingLet Ss Skim the article and answer the questions on Page2Step 3 Reading StrategyLet Ss learn Expository basic format. Expository writing usually follows the same basic format:1. Introduction of subject 2. Supporting details 3. ConclusionStep4 Fast readingGive the students four minutes to read the article, and then answer the questions on PartC1 on page4individually.Step 6 DebateHold a debate in class.Group A: Advertising has a positive effect on our lives.Group B: Advertising has a negative effect on our lives.Step7 Summary and homeworkIn this period we learned some basic information about advertising, including the two basic types of advertisements ---commercial advertisements and public service advertisements, the methods used in advertising and China’s public service advertising campaigns. The reading strategy in this unit teaches students how to read expository writing by identifying the introduction, examples and facts that develop or support the idea and the conclusion. After class , finish part A on page94 and part B ON page B。