牛津高中英语模块四Unit1Project
牛津译林模块四 unit1Project
Supporting details
● Putting large posters around the school with the logo and (9) ___s_l_o_g_a_n. ● Providing students with more information about smoking on the website. ● Publishing an article in the school (10) __m__a_g_a_z_inteo tell students about the dangers of smoking. ● Organizing an essay competition.
Nowadays, people all over the world use ads to promote public welfare. Have you ever thought of starting an ad campaign about social concerns? How do you build an ad campaign?
Project
Developing an ad campaign
To learn about some basic information about an ad campaign To apply what they have learnt to develop an ad campaign
5. What is the slogan for this campaign? Smoking kills!
Fill in each blank with no more than one word according to the texts.
牛津版模块四UnitTomorrow'sworldproject1PPT课件
Task one: Read the passage quickly and fill in the chart according to the passage.
Time : _I_n__1_8_6_3_ Place : The__c_e_n_t_re__ of the Earth Characters : A _p_r_o_f_e_s_s_o_r、his_n_e_p__h_e_w and a guide Plot : They travel to the centre of the earth _th_r_o_u__g_h__a small cave and experience a lot of a_d_v_e__n_tu__re____ there.
［名师课堂教学］牛津版模块四UnitT omorro w'swor ldproj ect1PP T课件 （完整 版PPT)
［名师课堂教学］牛津版模块四UnitT omorro w'swor ldproj ect1PP T课件 （完整 版PPT)
Consolidation
Task-based reading
earth looks like in the future.
★.What is the world thirty million years into the future like?
There was neither wind nor waves, and there seemed to be little life.
begins/starts ★The journey _______ through a volcano
in Iceland and __e_n_d_s__ in a volcano in Italy.
高一英语下学期 牛津译林版必修四 unit 1 Project课件
D．being determined
解析：句意：他开始工作，甚至比以前更努力了，因为他下 定决心要比以前更加强大。be determined to do sth.“决心做 某事”，本题中用过去分词作状语，表示原因。 答案：C
Fill in the blanks ⑤From the determined expression on his face, we knew that he was determined to take up the job, which needed great patience and determination . (determine) ⑥I have determined on/upon _w__o_rk_i_n_g__ (work) as a volunteer teacher in the countryside after graduation. ⑦I'm determined to go (go) all out to live up to my parents' expectations.
2.urge v.催促；力劝；竭力主张；驱赶；鞭策 n.强烈的欲望，冲动
〖教材原句〗
If we can convince young people not to start, they might then urge their parents and other people to give up smoking, too. 如果我们能说服年轻人不要开始（吸烟）,那么他们有可能力 劝他们的父母和其他人也戒烟。
in order to get them to react in a certain way.
Step Three
*use different ways to get your message _a_c_r_o_ss *decide what _a_p_p_r_o_a_c_h__ you want to use to _re_a_c_h_
牛津高一英语第四模块Unit1 Project教案
牛津高一英语第四模块Unit1 Project教案Project Developing an ad campaignTeaching objectives:1．Language objectives（1）To learn some new words and phrases:appeal to; keep…in mind; be concerned about; get sth. across and so on.（2）To learn some useful sentences：Unlike a single advertisement, an ad campaign is an organized program of advertisements using various kinds of ads to reach a particular audience.2．Skill objectives（1）To develop the ability of reading for gist.（2）To develop listening ability by listening to this passage.（3）To develop speaking ability by discussing how to develop an ad campaign.（4）To develop the ability of collecting、sorting and using information.3．Emotional objectives（1）To learn to be cooperative and helpful when working together（2）To form a positive attitude towards promoting public welfare issues.Important and difficult points1. To make the students know how to make an ad campaign .2. To guide the students to prepare for their works after class.3. To organize all the students to present their works.Teaching aidsmultimedia ；blackboard ；some tools prepared by the studentsTeaching methodstask –based teaching; multimedia teaching ; group discussion; individual workTeaching procedures:Period 1Step one : Enjoying and lead- inShow an ad campaign from CCTV-7 “The parents are the best teacher” and let the Ss talk about it. Then put forward a question: Have you ever thought of launching an ad campaign about social concerns?Step two: ReadingAsk the students to read the whole passage in about 4 minutes to get the gist, then answer the following questions.1 What is an ad campaign?2 What media can you use in an ad campaign?3 What questions should we first consider?Step 3 ListeningAsk the Ss to listen to the tape carefully and fill in the blanks.Step 4 Group discussion1. Planning(1) Work in small groups.(2) Decide the subject of your ad campaign from the listed below.(3) You can also have your own idea. But remember to get my approval. Animal protection Anti-smokingAnti-drugs Anti-litteringThe subject of your ad campaign will be_____.2. Preparing(1)Discussion :Who is your target audience?What is your ad campaign going to say?How can you touch your audience?3. ProducingWhat should each member do?researcher---find information 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 Step5: HomeworkAfter class, you are asked to make preparations for your ad campaigns.Do remember to look up more information from the magazines, newspapers, Internet and so on. Do remember to work individually and cooperatively after class.(The students are asked to be well prepared for their ad campaign in about 15 days.)Period 2Step 1 Time for the teacherThe teacher explains to the students why we will have such kind of activity and gives the requirementsPurposes:The final exam is drawing near.Are you tired of revising day and night?Have you ever dreamt of the teachers’ changing the ways of examinations?Today we are going to have an uncommon kind of exam, that is, each group has to present your works, which makes up 10 percent of the final exam. The students in the groups which win the first 2 places each will get 10 marks; the third to fifth 9 marks; the last two 8 marks. Requirements for all the groups1.Be sure to explain why your group chose the topic you did, who your target audience is, whatthe campaign goal is, which forms of media you will use, and talk about the logo and the slogan.2. Work cooperatively3. Attract the audiences’ interestRequirements for all the judgesThe judges are chosen from all the groups. Now it is time for the judges to take your place. Judges, pay your attention, please.First you must judge every presentation fairly.Next, the full mark is10, you should give at least 8. After you give the marks, keep them in secret. Step 2 Time for the hostThe host shows some advertisements, and then asks the students to divide them into two kinds. Step 3 Time for presentationEach group tries their best to present their works. At the same time the judges give them marks and they can also ask the group member questions about their ad campaign after the presentation. Step 4 Time for commentsFirst the student judge makes comments.Then the teacher from other classes makes comments.At last the class teacher makes a summary and announces the result.。
【牛津译林版】必修四：Unit1AdvertisingProject教案
【⽜津译林版】必修四：Unit1AdvertisingProject教案M4U1 Part6 Project Developing an adcampaign【设计思想】本堂课的宗旨是引导学⽣在“做中学”，通过让学⽣完成⼀份围绕本单元主题的传单来学习和使⽤英语。
引导学⽣主动学习，帮助他们形成以能⼒发展为⽬的学习⽅式，⿎励学⽣通过体验、实践、讨论、合作和探究的⽅式发展⾃⼰的语⾔综合能⼒。
【教学⽬标】1. To encourage Ss to use what they’ve learnt throughout the unit tocomplete a project.2. To consider three thingsa) the garget audience of the ad campaign.b) the message they want to sendc) how they plan on reading their target audience3.To know how to cooperate and do the project together.【重点难点】Help the students know how to develop an ad campaign.【教学环节】Step 1: Lead-in1. Ask Ss to work in group of four and each student should find thegeneral idea of each paragraph and tell his group member.2. Ask Ss to report their resulta) Para one: the definition of an ad campaignb) Para two: the target audience and how to determine the target audience.c) Para three: what the ad campaign s aysd) Para four: how to reach the target audienceStep 2 : Reading1. Structure of this passagea) introduction of subjectb) supporting detailsc) conclusion2. More questions to understand this passage1) What do you know about an ad campaign?2) What must you keep in mind when you start a successful advertising campaign?3) Why do you need to research your audience?4) What is important when you are planning an ad campaign?5) What should your advertising campaign be based on?3. Use the same way to read the other article. Following questions will help you to understand it bette r.1)Why is anti-smo king chosen as the subject of the ad campaign?2)What is the main aim of the anti-smoking campaign?3)How can high-school teenagers be convinced not to start smoking? Step 3: Language focus:Step 4:Developing an ad campaignPlanningPreparingProducingPresentingStep 5:Homework语⾔点（供参考，可根据学⽣情况进⾏删减）1. build—built---buil t①建⽴，创⽴： build a nation 建⽴⼀个国家built a successful business out of their corner grocery store. 从他们街道拐⾓的杂货店创办了⼀家成功的公司②监督：命令、资助或监督…的建设：The administration built several new housing projects.⾏政部门资助了好⼏幢新楼的建筑项⽬We are building socialism with the Chinese characters.2. reach①被看到/听到Through television and radio we are able to reach a wider audience.②伸展，伸出,延伸：reached out an arm.伸出⼀只⼿臂③到达 I hope this little will reach you.3.have …. in mind考虑When you’re going to do sth. you must have a clear target in mind. Watching TV all evening wasn’t exactly what I had in mind.have it in mind to do sth… 打算做某事You must have it in mind to post the letter for me.keep /bear … in mind 记住= learn by heartmake up one’s mind/change one’s mind 下定决⼼/改变主意4. figure out①理解，弄明⽩I can’t figure out why he quit his job.②想出，计算出 Have you figure out how much the holiday will cost?He's trying to figure out a way to solve the problem.5. get … to do 使…做某事He got his sister to help with his homework.get … doing 使…开始做某事Can you really get the old car running again?What he said got me th inking.get … done 使…被做I got my pocket picked the other day.get done 表被动get hurt/burnt/separated6. determine v.确定；决定Vt.确定 determine sth.They have determined the date for our party.Vi.决定determine to do sth.= be determined to do sth. 下定决⼼做He determined to get there first.= He was determined to get there first.determine on (doing )sth. 就……做出决定We determined on an early start.adj. determined 有决⼼的，决定的（在句中常作定语或状语）She is a very determined woman who always gets what she wants.be determined +从句/be determined to do sth.At the age of twenty, Steve left his hometown, determined not to return without making his mark. 在⼆⼗岁时，Steve离开了他的家乡，下定决⼼不搞出点名堂绝不回来。
牛津模块四 unit 1 Project
The main speaker will begin like this: The topic of our ad campaign is … Our group choose this topic because …
Our target audience is …
Our aim is … The forms of media we use are … and … Other group members will present the ads, or show the billboards, or …
Before building an ad campaign, we need to consider three major questions first: 1. Who is your target audience? How to determine your audience? to do a little research and analysis in advance to explore what the audience already thinks
*Planning
(1) Work in groups of five or six. (2) Two Topics. Anti-drugs Food safety
*Preparing (2) : Assignment
Member’s name task Design a logo Develop a slogan Forms of media Campaign proposal Presentation
And you may consider the following questions: 1. What does my audience already know about this problem? 2. What aspects of this problem would they care about or be concerned with? 3. Is there some history behind the problem that they would be interested in? 4. How does the problem personally affect their lives?
牛津英语模块四课文原文
Unit1 ReadingNowadays, we can find advertisements almost wherever we go. We are so used to them that we often do not even realize how many we see and hear in a day. I did some research on advertisements, and have some very important information to share with you.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. Newspapers, magazines, the Internet, radio and television are the most mon places to find them. There are two main types of advertisements—mercial advertisements and public service advertisements (PSAs). A mercial advertisement is one which someone has paid for to advertise a product or service. PSAs are often run for free, and are meant to educate people about health, safety, or any other problem that affects public welfare.Does an advertisement tell people the plete truth?There are laws to protect people from advertisements that cheat people. However, we still must be aware of the skilful methods used in ads to try and sell us things. Even if an ad does not lie, it does not mean it is altogether innocent. One toothpaste ad declares, 'Bright-Teeth fights bad breath!' This statement tries to fool you into assuming that the toothpaste cures bad breath, yet it does not say that! All it says is that it fights it, and that is not the same thing at all. One grocery tells customers, 'You are proud of your cooking, soshouldn’t you buy the very freshest food?' This ad is very clever, because it tells customers they are good cooks. However, it never says that this grocery has the freshest food! The grocery just hopes that when you read the ad, you will feel pleased with the nice ment, remember the words ‘freshest food1, and make a mental connection with the food in the grocery. We must not fall 25 for this kind of trick!Public service advertisementsNot all ads play tricks on us though. PSAs use some of the same methods, like attractive pictures and clever language, but they are made to serve the public.PSAs aim to teach us and help us lead better lives. Our government understands 30 this and has been using PSAs to educate people for many years. China began a nationwide public service advertising campaign in 1996, and since then various types of PSAs have appeared around the country. You have probably seen orheard some of them yourself, such as, ‘Yes to life, no to drugs' and ‘Knowledge changes life，. These adsdeal with widespread social concerns. There are also PSAs that 35 encourage people to support public service projects, such as Project Hope. Its motto is Project Hope—educating every child'. There are even PSAs to teach us how to live healthy lives. One of these is, 'When you smoke cigarettes, you are slowlykilling yourself.’ All of these ads are meant to benefit the public, and you can often learn a lot by followingthe advice they give.Finally, I wish to tell you this: think about why you should do the things the ad suggests, or buy the product or service the ad promotes. When it es to advertisements, we must all use our intelligence and not be a slaveto them!Unit 1 ProjectHow do you build an ad campaign?Unlike a single advertisement, an ad campaign is a planned programme of advertisements using various kinds of ads to reach a certain audience. When you start a successful ad campaign, you must have a clear aim and an audience in mind. It is important to figure out exactly what you want to tell the audience and what you are trying to get them to do. In an ad campaign you .may need to employ different kinds of media, including posters, newspapers, magazines, radio and television.There are three major questions you must first consider:1. Who is the audience for your ad campaign?The people you want to reach are your target audience. In order to determine your audience, you will need to do a little research and analysis in advance. You will need to explore what the audience already thinks. It is very important to know your audience so you can create the right message for the right people.2. What do you want your ad campaign to say?After you have decided who your audience is, it is time to decide what you want the audience to know or think about. It is important to always try to appeal to the audience in order to get them to react in a certain way. You can gather this information from your research. When planning a public welfare campaign, you may want to ask yourself:•What does my audience already know about this problem?•What aspects of this problem would they care about or be concerned with?•Is there some history behind the problem that they would be interested in?•How does the problem personally affect their lives?3. How do you reach your audience?There are lots of different ways to get your message across when you are putting together an ad campaign. You must decide what, approach you want to use. This decision should depend mainly on your target audience and which kinds of ads reach that group best，Anti-smoking ad campaignEvery year millions of people around the world die due to smoking. Every pocket of contains poisonous chemicals that can result in lungCancer and heart disease. This costs countries a lot of money and causes great damage to the welfare of the people. There are huge numbers ofsmokers in Asia, This is why we have chosen anti-smoking as the subject of ourad campaign.The target audience is high-school teenagers. Our main aim is to discourage young people from smoking. Our research shows that young people care about their health and future. We will educate them about the bad physical effects of smoking and how smoking affects those people around them. We will explain all the advantages of not smoking, such as saving money which can then be spent on other things. Our interviews also indicate that young people are concerned about what is cool and what their friends like. We will show how smoking is not cool or attractive, because it makes people smell terrible, and gives thembad teeth, skin and fingernails. If we can convince young people not to start, they might then urge their parents and other people to give up smoking, too.Our campaign will start on 31 May, World No Tobacco Day. We will put large posters around the school with our logo and slogan. Our website will provide students with more information about smoking. We will also publish an article in the school magazine informing students about the dangers of smoking, and we will organize an essay petition as well.Our slogan: Smoking kills!Many people think that smoking is cool or enjoyable, but they are not fully aware of the damage that it does to their health. This is why we choose this picture as our logo. We want to shock people into realizing that many smokers die all too soon from illnesses and diseases related to smoking.Unit 2 ReadingThe Olympic GamesGood afternoon, students and teachers. As a member of the International Olympic mittee, I am delighted to have been invited to your school to talk to you about the history and significance of the Olympic Games. I'll share some interesting facts and stories with you, and then we'll have time for questions.Do you know when the ancient Olympic Games began? It was in the year 776 BC. They were held at Olympia in Greece every four years, for almost 12 centuries, until AD 394.Some of the sports from the ancient Olympics are still seen today, such as the long jump, wrestling and running. At the ancient Olympics, by tradition the athletes were all men and they had to pete wearing no clothes. Single women were allowed to take part in their own petition, at a separate festival in honour of Hera, the wife of the Greek god Zeus. Today, both male and female athletes from around the world can take part, no matter what nation they e from.The contemporary Olympics were first held in 1896, in Athens. It was a Frenchman, Pierre de Coubertin, who brought the Olympics back to life. He dreamt that the Olympics would make it possible for people of all countries to live side by side in peace. Now people all over the world are helping to realize this dream. Among them are many well-known athletes.Did you know that perhaps the most famous boxer of all time first came to public attention during the 1960 Rome Olympics? He won the gold medal for the USA, under his birth name Cassius Clay. Afterwards, this young man went on to win the World Heavyweight Boxing Championship in 1964 and later changed his name to the one we all know, Muhammad Ali. He returned to the Olympic Games in Atlanta in 1996 to light the Olympic flame at the opening ceremony.Another sports star I would like to mention is Michael Jordan. Everyone knows of his success in the NBA, but do you know that he helped the USA basketball team win the gold medal at the 1984 Los Angeles Olympics? Jordan also returned to the Olympics after many years, but unlike Muhammad Ali, he was still peting for medals. At the 1992 Barcelona Olympics, Jordan won his second Olympic gold medal as a member of the so-called 'Dream Team'.Chinese athletes have also made important contributions to the Olympic Games. At the 1984 Los Angeles Olympics, the People's Republic of China returned to the Olympics after 32 years' absence. I am sure the whole of China must have felt proud when Xu Haifeng won the first gold medal for his country. Deng Yaping, who won four Olympic gold medals in 1992 and 1996, is perhaps the greatest female table tennis player the world has ever seen. At the 2004 Athens Olympic Games, Liu Xiang excited people all over Asia when he became the first Asian to win the gold medal in the men's 110-metre hurdles.The Chinese led the way at the 2008 Beijing Olympics, winning 51 gold medals. For the first time in history,the Chinese women's gymnastics team won the gold medal. However, the athlete that some people remember most was Zhang Ning, a former badminton champion. At the age of 33, she was much older than the other players. Yet, she hung on to win the gold medal in the final match.These are some of the Olympic athletes who have brought joy to people across the world with their attempts to push the boundaries of human achievement. We are looking forward to seeing more of them in future Olympic Games. Join me in wishing the Olympic Movement a successful future to match its past glory. Thank you. Now, are there any questions?Unit 2 ProjectHow does a sport enter the Olympics?Entering a sport into the Olympics can be a long process. There are many requirements that must be met before a sport can be considered by the International Olympic mittee (IOC). First, a sport must have its own international association. Next, it must be practised by men in at least 75 countries on at least four continents, or practised by women in at least 40 countries and on three continents. That's not all. In order for a new sport to be added, another sport must be dropped. This helps the IOC keep the Olympics, budget under control.Which ones are out?Some sports that were part of the Olympics in the past have been removed. These include familiar sports, such as baseball, as well as more unusual sports, such as power boating. These sports were judged to have bee less popular, and had to make way for new sports which are more popular.Which ones are in?Some sports have been added, such as tae kwon do, which was first included in the Olympics in 2000. The IOC is planning to change some of the sports in the next few years. In 2016, rugby and golf, which were earlier played at the Olympics and then dropped, will be included again, as they are now very popular and are played all around the world.Which ones are still trying?Wushu is still applying to get into the Olympics. The IOC has still not approvedthe sport due to the concern about the balance of sports —there are already many other sports in the Olympics that are connected with fighting, such as tae kwon do and boxing. However, the IOC is considering changing the number and type of Olympic sports in the future, so Wushu fans may finally get what they are hoping for.Winning isn’t everythingIt was near the end of the football match, and neither team had scored. The captain of the Eagles passed the ball to a teammate, and then ran down near the Kangaroos' goal. His teammate passed the ball back to him, but the t shot was too high. The Eagles' captain knocked the ball to the ground with his hand, and then kicked it and scored. The referee blew the whistle; the match was over and the Eagles had won. Of course, the goal should not have, counted. However, now it was too late.Later, a reporter asked the Eagles' captain what had happened.'We won, and that is all that matters,' the captain said.The Kangaroos were out of the tournament, while the Eagles continued on. However, with the referees now keeping a close watch on the Eagles, they struggled and lost their next match. Afterwards, they plained that the referees had been unfair.The Eagles went home angry and bitter because they did not win the tournament. Meanwhile, the Kangarooswent home and trained harder than before.In the next tournament, the Kangaroos defeated the Eagles by a score of 5 to 1. They went on to the final match against the Bears. The match was tied \ with minutes to go. The Kangaroos' captain was near the Bears' goal. A teammate passed the ball to him, and by accident it hit his hand. The Kangaroos' captain stopped the match and let the Bears have the ball.Within minutes, the Bears scored and won.Later, a reporter asked the Kangaroos' captain what had happened.'They won,’ the captain said. ‘They were the better team,’The Kangaroos went home proud that they had done their best. Many of the Kangaroos' players became friends with the players on the Bears, team for the rest of their lives. In defeat, the Kangaroos foundsomething more precious than victory—they found friendship, honour and respect.Unit 3 ReadingNot just watching a film •••RealCine—virtual reality for everyoneThis presentation will give you some information about RealCine: how it works, why it is better than a film, and how it can be used in other ways. The RealCine experience will amaze you, and you will agree that this is an extraordinary technology that deserves to be developed further.The technology behind RealCine is virtual reality (VR). Unlike a film, where a passive audience watches and hears what is happening on a screen, RealCine puts you into the action and connects with your senses of sight, hearing, smell and touch in an active way. Imagine that a VR user 'goes' sightseeing in the Himalayas. Not only will he or she feel every step of climbing Mount Qomolangma, but the user will also experience the cold, smells, sights and sounds of the surrounding environment; he or she will enjoy a feeling of happiness and a sense of achievement upon reaching the top.RealCine works by making the users feel that they are really in a new world --- a world that does not exist except in a puter program. To achieve this, special VR headsets are designed to allow the users to see in 3-D and hear the sound all around them. The movements of the headset indicate the direction in which the user wants to go. The user also wears special gloves so he or she can 'touch' the people and objects that he or she sees. To add to the virtual world of RealCine, the headsets even have small openings that give out smells to match the environment. Both the headsets and the gloves are connected to a puter network in the VR studio.In scientific studies it has been shown that VR can be a good treatment for people who have social problems. In one case, a teenager who was afraid of talking and playing with his schoolmates was treated with VR. In the world created by RealCine, he became the captain of the Brazilian football team and scored the winning goal in a World Cup final. This encouraged him to bee more confident around others.An argument has been put forward that some users will be disappointed by RealCine because VR is not real. However, with VR we are able to do things that could never be achieved in real life. For example, with the aid of RealCine, a seventy-year-old grandfather recently took a trip to Africa. In reality, he is disabled and can nolonger walk, but he was able to see and touch a lion while still in the convenience of the VR studio. Besides this, VR can be used to practise skills in a secure environment thatotherwise would be quite dangerous. For example, firefighters could use RealCine to train safely, without the risk of getting injured in a burning building. It could be used in class as well. Teachers could bring history alive by placing students in an ancient town, or they could teach biology by allowing students to experience the world as a whale or a squirrel.Finally, RealCine provides fantastic technology for urban planning. Engineers can enter the design of a neighbourhood into a puter, and then use VR to 'walk' around the neighbourhood, see how it looks and make changes before | construction is carried out. This kind of urban planning is in the long term cheaper and more practical, pared with the way most urban planning is done today. I remend the government use the technology in the future planning of this city.Unit 3 ProjectJourney to the centre of the earthIn 1863, Professor Otto Lindenbrock found a secret message in an old book he had recently bought. The message spoke of a trip to the centre of the Earth through a volcano in Iceland. Immediately, he got his things packed and went to Iceland, forcing his nephew Axel to go with him.In Iceland, the Professor hired a guide named Hans. When the three of them reached the volcano, they journeyed underground through a small cave. After many days, they came to a vast room with a large ocean inside. On the shores of this ocean, there was a forest and huge mushrooms. High above, the sky was filled with gas that gave off light like the sun.The three men built a small boat and set sail. All of a sudden, two dinosaurs rose to the surface and began to fight each other. The small boat was almost sunk by the dinosaurs before they were able to get away.They sailed to shore and explored the forest. They came across huge insects and many strange creatures. As they were wandering around, they noticed a man sitting against a tree in the distance—he was at least fourmetres tall. The men became afraid, and ran back to the boat.They set sail again, and saw what looked like an exit, but it was blocked by rocks which had fallen down from the ceiling. They made a bomb to blow up the rocks. After the bomb exploded, their boat rushed wildly forward into a large hole. The boat floated down with the water.It was too fast for them to escape. They could only hold on to the boat in terror.Finally, they reached the bottom of the hole. Then the water began to push them up. They floated upwards for miles. The water rushed beneath them, pushing them out into the sunlight. They now found themselves in a volcano in Italytheir adventure was over, but a new one was about to begin.The Time Machineby H. G. WellsHere is my Time Machine. This is where you sit, and with these two white handles, you can travel into the future or the past.I finished the machine just last week, and decided to use it to see the future. As I pulled one handle, the world around me became foggy. Days and nights zipped by and everything changed before my eyes. Buildings and cities appeared and disappeared in a flash. Finally, I heard a loud thunder, and everything stopped. There was a city in front of me that appeared very old and worn.I was now in the year AD 802,701, and mankind had evolved into two races, the Eloi and the Morlocks. TheEloi were small and like children. They lived above the ground and spent all of their time at play. Unlike the Eloi, the Morlocks looked like white beasts. They lived underground, where they kept machines running so that the Eloi would be happy and well fed.At first, I thought that the Eloi had forced the Morlocks to do all of the work so that the Eloi could play. However, later I came to see that I had the wrong impression: the Morlocks were the real masters. They took care of the Eloi because they lived by killing and eating them. The Morlocks even tried to catch and kill me, but luckily I was able to use the Time Machine to escape.I then travelled 30 million years into the future. I was now on a beach with an ocean in front of me, but there was neither wind nor waves, and there seemed to be little life. I went still further into the future, and the sun grew larger, redder and darker, and the Earth became cold and covered in frost. Everything was still一there was no life or movement at all.As the world turned to plete darkness, I pulled the other handle, and found myself back in my house in the present day. Only three hours had passed.。
英语：Unit1《Advertising》project课件(1)(译林牛津版必修4)
Once the general strategy is decided, the planning advertising company begins 10. p______ the campaign. The company collects as information much 11. i__________ as possible about the product and the customers who might buy 12. b_____ it. The person at the advertising company in charge of the 13. p_____ then holds a meeting. project
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一
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Module 4 Unit 1 Project: developing an ad campaign
How do you build an ad campaign
授课教师：刘淑英
Try to find out the main idea of each paragraph
Find the main idea of each paragraph
Present will be a person to think up an idea for an advertisement, and a person to buy 14. space in newspapers or time on s_____ TV. There will be a writer to write the text and designer to 15. design the ad, using d______ pictures or photographs and the text.
牛津高中英语模块四-Unit-1-Project课件
Read the second article on page 19 and answer the following questions: 1. What is the subject of this ad campaign?
e.g. The report urged that all children be taught to swim. 这份报告呼吁给所有的儿童教授游泳。
The situation is dangerous, but the UN is urging caution. 局势岌岌可危，但联合国力主谨慎行事。
across) I don’t know how to get your message across. 2. 该是你们去上学的时间了。(It’s time) It’s time for you to go to school. / It’s (high) time (that) you went to school.
across while using as few words as possible. 约翰用最简短的语言将自 己的观点表达清楚。
5. If we can convince young people not to start, they might them urge their parents and other people to give up smoking, too. urge vt. 敦促，力劝；竭力主张 n. 强烈的欲望，冲动
牛津高中英语模块四Unit1(中英文)
做广告，广告活动，广告业航空公司毒品，药，药物光亮，光泽洗发精，洗发香波广告，广告宣传说服,劝说，使信服做广告，宣传旨在，目地是幸福，安全和健康，福利欺骗，作弊，骗子，欺诈行为有技巧地，熟练地虽然，即使清白地，无罪地，无恶意地，纯真地气息，呼吸口臭欺骗，愚弄，傻瓜治愈，解决，药物，疗法，对策杂货店高兴，满意，乐于评论，评价，议论心理地，思想地，精神地，智力地上…地当,受…地骗骗局；玩笑，恶作剧；戏法，把戏，诀窍；欺骗，欺诈欺骗，捉弄以…为目标，瞄准，目地，目标全国范围地，全国性地1 / 4运动(为了某种目地而进行地一系列有计划地活动)涉及,关于,处理,应付座右铭,格言，箴言香烟，卷烟使受益，得益于，益处，救济金，奖金推广,宣传，促销;促进，推动智力，才智,情报完全受…控制地人;奴隶咨询;请教理解力，领悟能力；理解练习最新地畅销书；畅销品大为惊奇推荐；建议，劝告；介绍出版社，出版机构；出版人，发行人(高中或大学)毕业年级地；级别(或地位)高地；高年级学生，毕业班；学生；上司；年纪较长地人购买；采购；购买地东西设计者，设计师软件建议,提示；顶端，末梢；小费；倾斜，倾覆；给小费引人注目地(公司或机构)标识，标志,徽标标语；口号(大)公司条，棒；酒吧成倍增加，迅速增加；乘，乘以2 / 4设计更新；提供最新信息；使现代化年轻人，青年；青年时期；青春，朝气方面；层面光盘，激光唱片烹饪法；食谱味道好地，好吃地便宜货；协议；讨价还价意外收获；奖金精致地；绚丽地；奢华地；空想，幻想；爱好，迷恋；想象；猜想弄清楚，弄懂；计算出大众传播媒介，大众传播工具海报目标；靶子；瞄准；以…为目标确定，查明；决定；裁决分析，分析结果有吸引力；呼吁，恳请；吸引力；恳求吸引,引起兴趣；呼吁做出反应,回应个别地；就本人而言；本人,亲自把…表达清楚反对吸烟小包,小盒有毒地肺癌症吸烟者手指甲敦促，力劝；竭力主张；3 / 4强烈地欲望,冲动烟草，烟叶论说文，小品文；文章，短文使震惊，使惊愕；震惊，惊愕死于…4 / 4。
《牛津高中英语》Project板块的教学体会——牛津教材模块一Unit 1 Project教学案例分析
二 、牛 津 高 中英语 》 《 教材 Ｐｏｅ ｔ 教 学现 状 ｒｊｃ的
《 津 高 中英 语 》 教 材 中在 Ｐｏｅｔ 块 的设 计 非 常 新 颖 ， 牛 ｒｊｃ 板 符 合社 会对 新 一 代英 语人 才 的需 要 。但 是 在 日常 的 教 学过 程 中 ， 些 教 师仍 然 是 在 “ 新鞋 ， 老路 ” 最 常 见 的 就是 把 Ｐｏ 有 穿 走 ， ｒ— ｉｔ ｅ 当作 Ｒ ａ ｉ 来 上 。 些 教师 有 的 是思 想 仍 然停 留在 传统 的 ｃ ｅ ｄｎ ｇ 这 教 学理 念 上 ， 为 只 要 让 学 生 掌握 词 汇 ， 得 语 法 ， 解 课 文 ， 认 懂 理 就是 达 到 了教 学 目标 。不 过 更 多 的教 师 非 常 肯 定Ｐｏ ｃ的教 ｒ ｅｔ ｊ 学 设 计 ， 是 苦 于某 些 原 因无 法实 施 。 基本 原 因 如 下 ： 但
一
较落后 、 讲解 比较 晦 涩 和 机 械 性练 习较 多 等 问 题 ， 而 代 之 的 取 是 一 幅 幅生 动 有 趣 的 图 片 、 选语 言素 材 紧 密 结 合社 会 发 展 、 所 科 技进 步 和 学 生 的生 活经 验 ，并 有 较 浅显 易 懂 的 全 英 文 的 讲 解， 图文 并茂 。《 牛津 高 中英 语 》 材 的 很 多 设计 体 现 了“ 中 教 做 学” 的思 想 ． 让学 生 在 各 种 活 动 中学 习英 语 、 体会 英 语 、 用英 使 语 。 牛津 高 中英 语 》 材 在 设计 上 有 和 传统 教 材 相 似之 处 ， 《 教 如
《 津 高 中 英 语 ） ｊｃ 板 块 的 教 学 体 会 牛 ）ｒｅｔ Ｐｏ
牛 津教 材 模 块 一Ｕ ｉ１ ｒｊｃ￣－ 案例 分析 ｎｔ ｏｅｔ． Ｐ
牛津高中英语模块四unit1英文说课稿
牛津高中英语模块四U n i t1英文说课稿work Information Technology Company.2020YEARUnit 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 whyWhere 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 functio n is to sell a product or service 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 truth3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help Why4) 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 beginning 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 que stions about advertisement.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.health healthyweek weeklyhero heroicorigin originaldanger dangeroushelp helpfulamaze amazingexcite excitingattract attractivesometimes 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 structureT: 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 reported speech.‘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 answer. This is just to help them to realize something 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: Homework² To do Part C2 and C2 on page 92² To 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 listeningIt 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 only be used once.After checking the answers, s how 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 somethi ng 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 campaign Planning: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 willbe :__________________________(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 their group 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。