模块4unit1 Microsoft Word 文档
W 九(上)Module 4 Unit 1
miss v. (1). 漏掉 He listened carefully so as not to miss a single word. 他不想漏掉一个字,所以很用心地听。 (2). 错过（机会）I missed the bus. 我错过了巴士。 (3). 思念 I miss my parents. 我思念我的父母。
1. Betty’s parents are going to the meeting in Lhasa ___________________.
shut the door when 2. Betty’s mum tell her to______________ she is in and lock it when she goes out. ______________________________ look after herself. 3. Betty can____________________ wake her up 4. Betty’s parents usually______________ in the morning. __________________ given her their 5. Betty’s mum has not _______________ address in Lhasa! ______________
4. So am I, but I can’t miss two weeks of school. 我也一样(遗憾)，但是我不能两周不上课。 全部倒装 (肯定句): so +情态动词／助动词／
系动词＋主语
全部倒装句
so +助动词+主语，这种结构表示 主语也这样。 He likes singing . So do I.他喜欢游泳，我也是 You are young and so am I. 你年轻，我也年轻。
(完整word版)模块4Unit1知识点讲解
模块四Unit 1 Welcome reading grammar单词：1. handout n. 免费散发的宣传品, 传单; 施舍物；救济品Please read the handout carefully.hand out分发，散发hand in 上交Will you help me to hand out the leaflets at the meeting?2. aware adj. 知道的；明白的1) be aware of ----知道/意识到/明白----She was aware of the fact. But she could not face it yet.她意识到了这个事实，但她不能够面对它。
I was not aware of the fire. 我没有意识到火。
He was not aware of her presence(出席, 到场) till she spoke to him.直到她和他讲话，他才知道她到场。
Are you aware of the importance of learning a foreign language?你知道学外语的重要性吗？Are you aware of the time? 你知道是什么时候了么？2) be aware + 从句Everyone was aware that they were in danger.每个人都知道他们有危险。
I’m well aware that smoking is bad for our health.我很清楚吸烟有害健康。
The principal didn't seem to be aware that there should have been so much dispute about the decision.校长好象没有意识到这个决定竟会有这么多分歧。
I’m quite aware how you would feel.我很清楚你将会有怎样的感受。
Module4Unit1课件
Betty’s parents’ worries
Heaoswe （to放m心ak）e them at
Be especially___c_a__r_e_f_u__l_____ with _S_h_u_t_ it when I am in
Safety
and ___l_o_ck_ it when I go
the door.
out
Food M__far_ek_se_hsfurureityaonudev_ae_tg_ep我致_tlae_的于bn_lt_闹能eys_钟把o. f响 我得 喊很 醒I 大 。ca声n以cook_s_im__p_le_meals.
Time
There won’t be anyone to _w_a_k_e_ you up in the morning.
Module 4 Home Alone
Unit 1 I can look after myself, although it won’t be easy for me.
Lead in-enjoy a video What can you know from the video?
Lead in
What happened to the boy? Is the boy happy or sad?
My clockr_i_n_g_s so loudly that it will certainly wake me up.
Post-reading Read andagcaoinmanpdlceotmeptlehteethseesnetnetenncceess.
(1) Betty’s mum tells her to ✓ be c_a__re_f_u_l__ with the door. ✓ eat plenty of __fr_e_s_h__ fruit and _v_e_g__e_ta_b_.les ✓ _s_h_u__t___the door when she is in. ✓ __lo_c_k____the door when she goes out.
Wordpartnership (Book 4 Unit 1-6) Microsoft Word 文档
1. 骄兵必败Pride comes before a fall.2. 至于…，就…而论in the case ofFormal training will take 3 years in the case of interior decoration.The rise of interests rate will be disastrous in the case of small firms.3. 什么也阻止不了…（的决心）Nothing could stand in the way of…(in one’s resolve to…)4. 奋勇抵抗fierce resistance5. 劲敌devastating enemy /devastating blow (毁灭性的打击) / ～disaster / ～loss /a ～effect on America’ s finance (对美国财政的毁灭性影响)6. 阴冷凄苦的冬天the raw, bitter, bleak winterraw February morning 阴冷的早晨raw meat (生肉) raw material (原材料)7. 发起进攻launch an attack against…/ ～an offensive /launch a counterattack / ～a hit-and-run attack / ～a surprise attack /～a war /～ a campaign against corruption 发起发腐败运动～an artificial satellite 发射人造卫星8. 军事力量堪称无敌The military might is unequalled.Might is right.强权即公理。
Whatever you do, do with all your might. 尽全力去做The Pen is Mightier than the Sword. 笔（是）比剑更强大（的武器）。
Wordpartnership (Book 4 Unit 1-6) Microsoft Word 文档
1. 骄兵必败Pride comes before a fall.2. 至于…，就…而论in the case ofFormal training will take 3 years in the case of interior decoration.The rise of interests rate will be disastrous in the case of small firms.3. 什么也阻止不了…（的决心）Nothing could stand in the way of…(in one’s resolve to…)4. 奋勇抵抗fierce resistance5. 劲敌devastating enemy /devastating blow (毁灭性的打击) / ～disaster / ～loss /a ～effect on America’ s finance (对美国财政的毁灭性影响)6. 阴冷凄苦的冬天the raw, bitter, bleak winterraw February morning 阴冷的早晨raw meat (生肉) raw material (原材料)7. 发起进攻launch an attack against…/ ～an offensive /launch a counterattack / ～a hit-and-run attack / ～a surprise attack /～a war /～ a campaign against corruption 发起发腐败运动～an artificial satellite 发射人造卫星8. 军事力量堪称无敌The military might is unequalled.Might is right.强权即公理。
Whatever you do, do with all your might. 尽全力去做The Pen is Mightier than the Sword. 笔（是）比剑更强大（的武器）。
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。
Module4Unit1-1教案-
4.学习能力：鼓励学生在小组活动中积极合作、互帮互助，提高自主学习能力，形成有效的学习策略。
注意：以上核心素养目标与教材内容紧密关联，符合新教材要求，旨在全面提升学生的英语学科素养。
三、教学难点与重点
1.教学重点
-词汇在不同情境下的应用：学生需要学会如何根据语境选择合适的词汇来表达日常习惯。
举例：
-解释为什么在句子“ She always goes to school by bus.”中，动词“go”变为“goes”。
-对比“often”和“usually”的用法，如：“I often play sports on weekends.”与“I usually go to bed at10 p.m.”之间的区别。
四、教学流程
（一）导入新课
同学们，今天我们将要学习的是Module 4 Unit 1 -1的内容。在开始之前，我想先问大家一个问题：“你们在日常生活中是如何描述自己的日常习惯的？”例如，你通常早上做什么？这个问题与我们将要学习的一般现在时态密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索时态的奥秘。
-指导学生如何根据实际情况将句子中的时间状语替换，如：“What do you do in the morning?”可改为“What do you do after school?”。
-通过角色扮演等活动帮助学生理解词汇在不同情境下的运用，如谈论家庭成员的习惯时使用“Does your mother always cook dinner?”。
-重点词汇的用法：教授habit, usually, often, always, never等词汇在句子中的正确使用。
模块4unit1 project
Project Developing an ad campaignBy Liu SongShiyan Senior High School of Changsha County（5）what did your partners do in making the campaign?（6）what sources have you used to find the information?（7）what do you think about your ad campaign, compared with others’?V. CreationStep 7. Structuring1. Read the sample ad campaign on P, 19, and2. Complete your own ad campaign after class. to help the Ss create their own works. This way, we hope to develop the Ss’creative thinking.Writing onthe BlackboardProject Developing an ad campaignReflection on teachingIn this period, I help the Ss to learn the Project Developing an ad campaign. As the Ss have learnt advertisement before, they found it not difficult to follow me. First, I help them get to know the relevant word blocks and complicated sentences. This way, I help them to clear away obstacles in reading and understanding. Then, I get to communicate with others and share their ideas about the passage. Thirdly, I try to make them think over some questions, and develop their thinking. Fourthly, I help them reinforce what they learn in this period. Last, I help them to create their own ad campaign. Therefore, I find in this period the Ss were very interesting and actively. I’m sure they learnt much in it.感谢您的阅读，祝您生活愉快。
外研版一起小学英语五上《Module 4Unit 1 We’re going to tell stories.》word教案 (2)
小学（外研）英语资料
外研版（一起）五年级英语上册教案
Module 4 Unit 1 We are going to sing and dance
教材分析：
本课时教学内容为新标准英语第9册Module 4 Unit1 We are going to sing and dance.课文以Amy的生日为主线，将句型be going to do的句型学习穿插其中。
其中第一人称I’m going to do的学习学生在四年级已有所学习。
所以本课的重点应放在be going to 句型的综合运用上。
让学生学会在真实的情景中运用正确的人称来描述将来时态。
并在课文的学习中学会新词invitation和新的短语have lunch, make a birthday cake, tidy up.
教学目标：
1.听、说、认读句型“What are you going to do? I’m going to…并能对句型的人称和动词
做替换练习
2．能在具体情境中正确、熟练运用be going to do句型。
3．能听、说、认读单词和词组invitation, make a birthday cake, have lunch, play with toy, tidy up.
4．能基本流利的朗读课文，理解课文
教学重点：
be going to do句型的综合用法
教学难点：
be going to do句型的掌握以及人称的替换
课前准备：
课件，请柬，调查表
一、教学设计。
高一英语-Module-4-Unit-1-Advertising--Word-power牛津版
Useful expressions:
Product
Market research
What do they mean?
Sales and marketing Can you have a guess?
Sales/marketing department
and Usage.
谢谢！
(5) high quality
(6) market research
(7) sales/marketing department (8) Sales target
(9) market leader (10) salrcise for consolidation
characterized by
-less
without
Examples(adj.)
medical, electrical
enjoyable, reasonable
dangerous, adventurous
joyful, mouthful cloudless, hopeless
Puzzle 用所给单词的形容词形式填空！
(3) boring (6) exciting (9) famous
Let’s learn more about suffixes.
Suffix
Meaning
-ical
having the quality of
-able having the quality of
-ous
like,full of
-ful
healthy weekly heroic original dangerous helpful amazed exciting attractive
牛津高中英语模块四Unit-1英文说课稿
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. Thepurpose 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 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 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 àhappily, happinesscare àcareful, 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 formation Part 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 the original 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 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 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. Lastlet 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.à 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.à I asked her whether/if all advertisements pla ying tricks on us.e.g. The teacher asked Tom ‘What’s the matter?’à 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.à The teacher told us not to touch anything in the lab without permission.e.g. ‘Turn down the radio please, Tom.’ Jen said.à 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. Thepurpose 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 only be used once.After checking the answers, show the ss the following demands for chocoloco Bar’sadvertisement.Try our ChocoLoco Bar!ØTaste/lookØBenefitsØPrice/discountsØWhere 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 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.ØResearch the topic and the audience _____________________ØDesign a logo for the campaign _________________________ØDevelop a slogan for the campaign ______________________ØChoose the form of the media __________________________ØWrite an ad campaign proposal _________________________ØPresent 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 HomeworkØTo do Parts B1 and B2 on page 91 in Workbook ØTo do parts D1 and D2 on page 93 in workbook Part IV Blackboard Design。
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Unit 1Module4 Advertising一．单词部分1.广告（n.）__________3.更新（vt）__________5.犯错误（vt.）__________7.开发，建构（vt.）__________9.方式，途径（n.）__________11.特色，特点（n.）__________2.方便的（adj.）__________4.可获得的（adj.）__________6.各种各样的（adj.）__________8.作出反应（vi.）__________10.感到厌倦的（adj.）__________12.特别的（adj.）__________二．词块部分,根据中文写出英文短语.。
1.对……习以为常________________2.诱使某人做某事__________________3.做一些研究_______________4.鼓励某人做某事___________________5.信任__________________6. 传达__________________7.对……做评论__________________ 8.对……感到骄傲__________________ 9.打算、旨在做某事______________ 10.得到良好的教育__________________ 11.保护某人免受__________________ 12.上……的当__________________ 13. 大众利益__________________ 14.有很好的质量__________________ 15.迎合__________________ 16.过上更好的生活__________________ 17. 知道，明白，意识到_______ 18. 欺骗，捉弄___________________ 19. 自杀___________________ 20. 对……关心___________________ 21. 组织，汇集；组成____________ 22. 避开，不接近___________23. 反复地，一遍又一遍地____________ 24. 目标受众______________ 三．词形转化。
1. advertise v. 做广告，给……登广告→_________ n. 广告；__________n.广告商2. persuade vt. 劝服→________ n. 劝服，说服(力) →________adj. 劝诱性的，花言巧语的→________ adv. 劝诱性地3. educate vt. 教育→________ n. 教育；________ n.教育者，教师→________ adj. 教育的4. complete vt. 完成→________ n. 完成→________ / ________ adj. 完整的→________ adv. 完全地，彻底地5. satisfy vt. 满足，使满意→________ n. 满意→________ / ________adj. 令人满意的；________ adj满意的→________ adv. 令人满意地6. Imagine vt. 想象→________ n. 想象→________ adj. 有想象力的；________假想的，虚构的7. choose v. 选择→________ n. 选择8. recommend vt. 推荐，建议→________ n. 推荐，建议9. design vt. 设计，绘制→________ n. 图样，意图，设计图案；________ n. 设计者，设计师四．根据中文填单词完成句子，每空一词。
1. 一般来说，广告就是厂商通过提供诱导性的话语和图像来推销自己的产品或服务。
________, an ________ is usually adopted by the producer to________ their products or services by using________ languages and________.2.为了应对不断蔓延的甲型H1N1流感，中国开发新药品的同时，也在全国范围内号召公众开展一项防病治病的运动。
To________; the spreading of A/N1N1, China is developing new drugs; and ________ the public; to start a ________ campaign of preventing and curing diseases.3. 随着经济的发展，国外的各种时尚的牛仔裤在国内也可以买到。
________ the ________ of economy, various; kinds of fashionable jeans; in foreign countries are ________at home.4. 为了促进产品的销售，公司不断设计和更新产品的包装来吸引眼球。
In order to promote the sales of products, companies are continuously designing and ________ the packaging to make their products more________5.消费者对于产品质量的任何评价，都将会反馈到生产者那里。
这也将促使生产商意识到，产品质量才是最重要的。
Any comments ________by customers on the products will be ________to the manufacturers, which will make them be ________that the ________ of products is the most important.五．单词拼写：根据所给句子及汉语注释或首字母拼写单词。
1. When the usual way to deal with a problem does not work, it is time for you to look for a new a__________ to solve it.2. In e__________ cold weather, the engine might refuse to start. In that case, you must increase the indoor temperature to above 10 degrees centigrade.3. A crime was c__________ last week. The police was looking into the case, but they haven‟t found any clues.4. The presid ent‟s visit has greatly p__________ mutual understanding between the two countries.5. He often give c__________ upon the news in the newspapers.6. This digital camera allows you to take photographs __________ (连续地)for up to6 hours.7. What parts of this issue would they care about or be __________ with? (与……有关)8. I really don‟t know how to build an ad __________. (活动，运动)9. It is a new latest book. Our teacher recommends that I __________ a copy to read.（购买）10.If they want to become the market leader, the company must __________（保证）that their product is of high quality.六．重点词汇。
1、intend vt. 想要、打算、计划(1)intend 意为“想要，打算，计划”时句型有：intend to do sth. / doing sth. intend sb. to do sth.intend ＋that-clause intend (sb.) sth. (接表物的宾语或双宾语)①A drug__________________ cure people of their diseases rather than kill them!药物是用来给人治病的，而不是要他们的命！②They _________________taking the airport on the other side of the river.他们打算占领河对岸的机场。
③My father _________________ become a nurse.我父亲要我当护士。
④Tom_________________ his son should inherit his business.汤姆有意让儿子继承他的生意。
⑤We_________________ this reform shall be carried out this year.我们打算让这项改革今年实行。
⑥He_________________ you no harm.他并无伤害你的意思。
(2)intend vt. 表示“原意是，意指”时句型有：be intended for sb./ sth. 是为某人或某目的设计的intend sb./ sth. for sb.⑦The fund _________________ emergency use only.这项基金专备急用。
⑧He_________________ his daughter _________________ a musician.他要他女儿当音乐家。
⑨The farmer _________________his land_________________ his three sons.这个农民把地分给3个儿子。
(3) intention n. 意图，意向2、connectvt. 联系，连接①Can I connect my printer to your computer? (翻译句子)_________________________________________________②Could you connect me with / to a number in Paris, please? I can‟t seem to get through. (翻译句子)_________________________________________________be connected with… 与……联系在一起have sth. to do with… 与……有关系be related to… 与……有关系connection n. 连接③South America is________ to North America. 南美洲和北美洲是连在一起的。