完整版Module4Unit1Advertisements学案4

池州华佑高级实验中学人本跨界大课堂自主学习型英语学道堂组姓名编号M4 unit1(04) 日期2017-05- 06 主备校长备课组高一英语组【佳句欣赏】(大声朗读三遍)：Give a dog a bad name and hang him. 众口铄金，积毁销骨。

【自研课导学】（时段：晚自习）预习内容及目标：预习课本P6-7的内容，借助字典查出所有的生词，理解P6单词后缀的用法，掌握P7有关销售和市场的单词。

【晨读课】 1. 大声朗读P5-13单词2. 大声朗读P6-7页课文.【展示课导学】(一)学习内容：M4 Unit1 Advertising Word power 第四课时(二)学习主题：1.掌握P6单词后缀的用法 2.掌握P7有关销售和市场的单词(三)定向导学·互动展示【训练课导学】1.时段：晚自习 2.时间：20’ 3.训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题姓名自评：师评：批阅日期：一、基础题单项选择1. — What are you going to do this weekend?— _____. If time permits, I may go to Shanghai with my friends.A. Don't mention itB. It doesn't matterC. Forget itD. It depends2. — Have you figured out how much the trip will cost? —$4,000, or _____ like that.A. anythingB. everythingC. somethingD. nothing3. The air quality in the city, ______ is shown in the report, has improved over the past two months.A. thatB. itC. asD. what4. — When did the computer crash?— This morning, while I ______ the reading materials downloaded from some websites.A. have sortedB. was sortingC. am sortingD. had sorted5. — Why do you choose to work in an international travel agency?— Well, you know, English is my _____. So it is my best choice.A. strengthB. talentC. abilityD. skill二、发展题阅读理解Holidays are really important. Many of us will have childhood memories of summer holidays where we were taken away from home to experience new environments and learn in different ways.But holidays are expensive and, for those on low wages or living on benefits，they are often unobtainable. Even the cheapest holidays require travel and other additional costs that are difficult for many families to meet.For working parents，the long summer break can be a very difficult problem for childcare. When an annual leave allowance amounts to only five weeks，there is a need to spread this across the year. Couples can find themselves taking leave in turn in order to care for children who are on holiday. For some，this makes even an affordable family holiday difficult.The schools that I visit in Nottingham are full of experienced staff committed togiving our children a caring and inspiring learning environment. The number of children receiving free school meals is quite large in Nottingham and many schools have breakfast clubs to make sure that children get a healthy start to the day. Most schools undertake programs of group or individual educational support. Schools also have an important role in safeguarding children、welfare through the ongoing touch and support with their pupils. During the long summer holidays，much of this is missed.While teachers are holidaying in the UK, many of their pupils spend the whole six weeks on the street where they live. The lack of free school meals for six weeks can result in pressure on a family budget and an inability to afford the inspiring experiences that help children to continue their learning.In setting out its plans for a five-term year, Nottingham City Council (委员会）is seeking to reduce the summer holiday down to four and a half weeks, with a. more balanced five terms of roughly eight weeks, each followed by a two-week break. We believe this will give real “down time" for school staff and pupils alike but will be short enough not to cause a real break in learning.We acknowledge that this change may be difficult for some school staff, particularly whose own children are educated in other authorities. However, this must be weighed against the benefits for city children for whom we all have the greatest duty of care.1. The passage is probably written by _____.A. an experienced teacherB. a working parentC. an inspired studentD. a city council member2. The underlined word “they" in the second paragraph refers to “____”.A. environmentsB. holidaysC. wagesD. benefits3. It is suggested in the passage that the summer break be reduced to _____.A. 2 weeksB. 4.5 weeksC. 5 weeksD. 6 weeks4. The plans for a shorter summer holiday will help students _____.A. obtain the cheapest holidays without additional costsB. get a chance to spend, six weeks a term with teachers in schoolC. benefit more from the caring and inspiring learning environmentD. have more school days to receive free school meals5. It can be inferred from the passage that _____.A. working parents can enjoy a five-week break to care for their childrenB. the suggested plans for a five-term school year can hardly be carried outC. the long summer holiday gives teachers and students real “ down time"D. some schoo l staff will say “ No" to the plans for a shorter summer holiday 今日心得：今日不足：【培辅课】（时段：附培辅单）疑惑告知：效果描述：21. D 22. C 23. C 24. B 25. A71. D 72. B 73. B 74. C 75. D。

高一英语模块4Unit1Advertising词汇教学案（译林牛津版高一英语必修四学案设计）高一英语模块4 Unit 1 Advertising词汇学案主备: 阚德琴1. be used to(1). be used to do sth. 被用来做某事.This computer is used to do the accounts. 这台电脑用来算帐.(2). be/ get used to (doing ) sth 习惯于(做)某事.You will soon get/ become used to the life here. 不久你就会习惯这里的生活的我习惯于早起. I am used to getting up early.(3). used to do sth 过去常常做某事.我过去通常骑自行车上学. I used to go to school by bike.(小试). 1. Plastics can C many kinds of thingsA. used to makeB. be used to makingC. be used to makeD. used to making2. Although the stick is used to D us from dangers in the forest, I am not used to___ it.A. protect; useB. protecting; usingC. protecting; useD. protect; using3. When he was a boy, he A in this river.A. used to swimB. used to swimmingC. was used to swimD. used to be swimming2. persuasive adj有说服力的, 令人信服的persuade vt 说服; 劝服 persuasion n说服; 劝服persuade sb to do (into doing sth) 说服某人做某事persuade sb not to do (out of doing) sth 说服某人停止做某事, 劝阻她终于说服了她儿子去上大学. She finally persuaded her son togo to college.He persuaded me out of the idea of dropping the experiment.他劝服我打消了中断试验的想法.(注意) persuade 表示“已劝服”, 强调动作的结果; 如果表示劝说某人做某事, 未必获得成功, 则应说advise sb to do sth 或try to persuade sb to do sth.(复习 advise和suggestion的用法.)3. lie vi 撒谎 n 谎言, 谎话Facts never lie. 事实从不骗人.Lies cannot cover up facts 谎言掩盖不了事实.lie -------- lied --------- lied ---------lying 说谎lie -------- lay ---------- lain -------- lying 躺着lay --------laid --------- laid -------- laying 放, 置, 产卵, 下蛋The girl D on the ground _________ to me that she had ______ the book on the shelf.A. lying; lay; laidB. lay; lied; lainC. lie; lied; layD. lying; lied; laid4. lead vt 过(某种生活); 领导; 引导Who is going to lead the expedition? 率领The servant led the guests upstairs. 带领The dog is leading a blind man across the street. 带路, 牵引What led you to believe the story? 致使, 使得We are leading a full life. 过(某种生活 )(联想) lead /led/ n 铅; (铅笔中的)铅心leader n 领导者leading adj 第一位的; 主要的; 最重要的(拓展) lead a …life 相当于live/ have a … life 过着……的生活lead to 通向; 导致 (to是介词)lead sb to do sth 导致某人做某事.5. intended adj (为…而) 打算的/ 设计的be intended to do sth 打算被用来………(被动)intend sb/ sth to do sth 打算使某人做某事 (主动)intend to do sth 想做某事, 打算做某事be intended for 为…而打算/ 设计的He intends to study abroad next year. 他打算明年到国外学习He intends his son to manage the company. 他打算让儿子经营公司.This dictionary is intended for children. 这本字典是给小孩用的6. recommend vt 推荐(1) 推荐; 推举; 介绍I recommended him for a post 我给他介绍了个工作Recommend sb as a good cook 推荐某人说他是个好厨师Can you recommend a good dictionary to me? 你能向我介绍一本好的词典吗?(2) 劝告; 建议I recommend that you inquire about the job. 我建议你打听一下这项工作The doctor recommended the patient to take his advice. 医生劝病人接受他的忠告.7. up to (1) 多达 (2) 直到, 不多于 (3) 正在忙于某事 (4) 由…来决定 (5) 可与某事物相比较 (6) 能胜任Count up to twenty 数到20Up to now she has been weeping 知道现在她还在哭What is he up to? 他在做什么?-------- Where shall we go to spend the weekend?-------- It’s up to you . 由你决定up to one’s usual standard 达到某人平时的水平He is not up to the part of Othello 他不能胜任奥赛罗的角色(归纳) up to now 直到现在(与现在完成时连用)It’s up to do sb to do sth 做某事是某人的责任Sb be up to (doing ) sth (1) 某人能胜任(做)某事 (2) 正在干, 从事着 (尤指坏事)1．His younger brother is not A to him.A. similarB. alikeC. likeD. equal2. He persuaded me B lending him all my savings.A. ofB. intoC. toD. out3. The band has gone on tour to C their new album.A. riseB. encourageC. promoteD. support4. The goals B he had fought all his life no longer seemed important to him.A. after whichB. for whichC. with whichD. at which5. He is connected C the Smiths by marriage.A. toB. byC. withD. from6. Does Robert say anything that D you especially?A. agrees withB. applies forC. attracts toD. appeals to7. Don’t make yourself D a tiresome manA. to beB. beC. asD. /8. They are A a happy __________.A. living; lifeB. making; liveC. having; liveD. spending; life9. Mr. liu said “My pay B 3 times this year”.A. was raisedB. has been raisedC. has risenD. was being raised10. It is said in Australia there is more land than the government knows CA. it what to do withB. what to do it withC. what to do with itD. to do what with it11. The right words at just the right time could totally make someone’s life DA. changeB. changingC. to changeD. changed12. A new cinema D here. They hope to finish it next month.A. will be builtB. is builtC. has been builtD. is being built13. Both the concerts will be broadcast A in a minute.A. liveB. aliveC. livingD. lively14. When D help, one often says “ Thank you ” or “It’s kind of you ”A. offeringB. to offerC. to be offeredD. offered15. You need a B rest, for you look so tired.A. completedB. completeC. completingD. completely16. Public A of the problem will make the government take it seriously.A. awarenessB. existenceC. evidenceD. offer17. She says I ignored her, but I didn’t BA. meanB. mean toC. be meant toD. mean for。

高频单词毒品drug 欺骗；骗子cheat 熟练的skillful 治愈；对策 cure 评价，评论comment瞄准；目的aim 运动campaign 理解力comprehension 推荐；建议recommend 采购purchase 设计者designer 建议；小费tip 成倍增加multiply (大)公司corporation 更新；使现代化up date 方面；层面aspect 食谱；法recipe 讨价还价bargain 海报poster 奖金；额外津贴bonus精致的；想象fancy 目标；靶子target 呼吁；吸引力appeal 做出反应react 小包，小盒packet 个别地；本personally 敦促；冲动urge 文章，短文essay 使震惊；惊愕shock 烟草，烟叶tobacco词汇拓展1.advertising n. 广告(业)→ advertisement n. 广告→ advertise v. 为…做广告→advertiser 刊登广告者2.persuade vt. 说服，劝服→ persuasive adj. 有说服力的→persuasion 说服3.fool n. 傻瓜vt.愚弄→ foolish adj. 愚蠢的→foolishness愚蠢；不明智4.pleased adj.高兴的，愉快的→ please v使高兴→ pleasure n.愉快,快乐→pleasing令人高兴；讨人喜欢5. innocent adj. 无罪的；无邪的→ innocence n无罪；纯真6. benefit n. 利益；益处vt.对…有益→ beneficial adj.有益的；有利的7. promote vt.使晋级；促进→ promotion n. 升级；促进8. slave n. 奴隶→ slavery n.奴隶制度9. intelligence n.智慧；智能→ intelligent adj.聪明的，有智力的10. determine vt. 决心，决意→ determined adj.已下决心的→ determination n. 决意；确定11. analysis n.分析，分解→ analyse/ze vt. 分析12. poisonous adj.有毒的；有害的→ poison n. 毒(药) vt. 毒杀；毒害13. consult vt. 请教；商议→ consultant n．顾问使某人意识到…make_sb._aware_of_... 2.劝说某人做…persuade_sb._into_doing_sth. 3.费for_free保护…免受… protect__...__from_... 5.旨在做… be_meant_to_do_sth. 6.deal_withfall_for 10.play_tricks_on_sb. 11. feel_pleased_with 12. 及… when_it_comes_to21. 说服，劝服→22. 高兴的，愉快的→ 使高兴→pleasing .23. 无罪的；无邪的→24. 对…有益→25 决心，决意→ 已下决心的→1. More and more producers like to a their new products2. The only purpose of these advertisements is to p people to buy their poorly made product3. The problem is what we should do if we are c when shopping online.pale face suggests that you have a serious illness. However, don’t worry. It can be c .i .【关键字】英语此文档是由网络收集并进行重新排版整理.word可编辑版本！。

Module 4 Unit 1 AdvertisingPeriod 6 Word powerOriginated by Ms. Yang Revised by Ms. Jiang and Ms. XuStudying task: Using suffixes & Sales and marketingStudying aims:1.Get to learn some words that are created by adding suffixes to the root words.2. Learn more words and expressions related to sales and marketing.3. Enlarge our vocabulary by thinking about more words that are created by adding suffixes.Self education(自主学习):Task 1: Blank-filling(Advertise) are an important part of life.They use lots of __ _ (attract)and __ __ (excite) images to sell products or services. __ __ (General) speaking, there are two main types: __ _ (commerce) ads and PSAs. They do notalways tell you the __ ____ (true). We should be ____ _ (care).Question: How are these new words formed?Team work(合作探究):Task 2:How to form adjectives from nouns and verbs?(参考教材P6)Task 3: Competition:Think more words that are created this way.Which group can win ?The group that has the most words wins.Task 4 :Read t he passage on page 7 and guess the meanings of the following words. Product Market researchConsumers Sales and marketingSales target High qualityMarket share Sales figuresSales/marketing departmentTarget detection (目标检测)Task 5:Finish the exercise on page6~7Class: Group: No. Name:Module 4 Unit 1 AdvertisingPeriod 7 Grammar and usage(1)Originated by Ms. Yang Revised by Ms. Jiang and Ms. XuStudying task: Direct speech & reported speechStudying aims:1.Learn direct speech and reported speech. as a whole.2. learn the way to change direct speech into reported speech in different tenses and sentence structures.Self education(自主学习):Task1:1. Learn the general introduction to direct speech & reported speech and answer the following question.(参考教材Page 8. )Direct speech（直接引语）：Report what exactly has been said.（一字不改地引用别人的话.）Reported speech（间接引语）：Report what exactly has been said without using the exact words.(用自己的话转述别人的话)。

M4Unit1 Reading AdvertisementsI.Teaching Subject: Advertisements (M4. Unit1. Reading)II.Teaching aims:1、To help students to learn something about ads.2、To develop students’ reading strategy of expository writing.3、To help students to identify what is a good ad.III.Teaching process:Step 1: Lead-in1、Present students some ads and ask them to get the messages of the ads.Step 2: ListeningGet students to listen to the tape and think about one question:How many types of ads are there?Step 3: Fast readingGet students to read the passage as quickly as possible just to find the answers to the following questions:1、What does PSA stand for?2、Do you think all the ads tell the complete truth?Step 4: Detailed reading1、Get students to read Para.1 and answer this question:What does the author want to tell us in this paragraph?2、Get students to read Para.2 and answer the questions:(1)What is an advertisement?(2)Where can you find ads?(3)What types of ads do we have?(4)What are the differences between them?3、Read Para.3-5 and complete a chart.4、Get students to read Para.6 and answer this question:What does the author advise us to do when we read an ad?Step 5: Structure analysisIntroduce and explain the reading strategy of the expository writing.1、What is expository writing?___________________________________________________2、What are the three elements?___________________________________________________3、Structure of the whole passageTopic_______________________________________________Supporting details_________________________________________________________________________________________________________________________________________________________Conclusion __________________________________________4、ApplicationWork in groups of four to write down the supporting details with the topic “Our school is a good one”. Try to use the structure we’ve talked about in this class.Subject: Our schoolSupporting details:____________________________________________________________________________________________________________________________ ______________Conclusion: Our school is a good one.Step 6: Discussion1、What is a good advertisement?2、What do you think of the ad of “Nao bai jin”? And why do you think so?3、Do you think PSAs are important in modern society? Why?Step 7: Homework1. Read the text carefully and make sure that you understand it completely.2. Write a passage of around 100 words to describe one PSA which impresses you most and make comments on it, using the structure (subject, supporting details, conclusion).。

模块四Unit 1 AdvertisingName__________________ Class________________I、重点词汇【课前】Part A Chinese to English1..欺骗；作弊(n.)骗子；欺诈行为___________________2. 治愈；解决(n.)药物，疗法；对策______________________3. 评论，评价(vi.)评论，议论______________________4. 使受益；得益于(n.)益处；救济金；奖金________________5. 有技巧的；熟练的 .______________________6. 香烟，卷烟n.__________________________7. 购买，采购(n.)采购；购买的东西____________________ 8. 软件n._____________________9.更新；提供最新信息；使现代化_______________ 10. 便宜货；协议(vi.)讨价还价 . ______________________ 11.海报______________________ 12. 做出反应，回应 . ______________________________ Part B English to Chinese13airline ____________________ 14 innocent ___________________15 nationwide ___________________ 16motto ___________________17 consult________________ 18 comprehension________________19 tip________________ 20 multiply_____________21 poisonous ___________________ 22cancer___________________23 fingernail___________________ 24 urge ____________________Part C Double our vocabulary25 ____________________(vt & vi.)做广告，宣传→____________________ (n.)做广告，广告活动，广告业→____________________(n.)广告，广告宣传26. _____________________ (vt.)推荐；建议，劝告；介绍→_________________(n.)推荐；推荐信；建议；可取之处27. ___________________ (adj.)大为惊奇→___________________(adj.)令人惊异的→___________________ (n.)惊异；惊愕Part D Phrases1. 鼓励某人做某事___________________→劝阻某人不要做某事___________________2. 旨在，目的是___________________3. 知道，明白，意识到___________________4. 上……的当，受……的骗，对……信以为真___________5. 诱使(骗)某人做某事___________________6. 传达；把……表达清楚___________________7. 迎合，对……有吸引力；呼吁___________________ 28 _____________________(vt.& n.)设计→_____________________ (n.)设计者，设计师8.be concerned with_____________________9.be concerned about_____________________10.care about_____________________11.play tricks on_____________________12.over and over again_____________________13.figure out_____________________14.be tired of..._____________________15.be bored with_____________________16be popular with_____________________I、常用单词自测1．It was a really terrifying experience. Afterwards everybody was very (shock)．2．Don’t let yourself be (persuasion) into buying things yo u don’t really need. 3．Cycling is highly to our health. That is to say，we can get much ______________(benefit) from cycling.4．My mother’s initial (react) was quite unexpected.5．My teacher’s talk woke me up，and I was to deal with the matter with great courage and firm (determine)．6．The instructor was (promotion) to assistant professor.7．I’ll speak to him (personal) about his transfer.8．The idea of a holiday abroad is surely (appeal)．9．(please) with the result，he can’t help smiling.10．When in the forest，look out for the (poison) snakes.II、常用短语自测figure out，play tricks on，deal with，fall for，get across1．It took them about an hour to how to start the equipment.2．It’s difficult for most teachers to the law of relativity to their students. 3．I think we should work out a plan to this situation.4．I made up a story to explain why I had not been at work and he it. 5．He always others；no wonder nobody would like to sit beside him.Ⅲ. 经典原句默写与背诵1．We are we often do not even realize how many we see and hear in a day. 我们如此习惯它们的存在以致于我们都没有意识到一天究竟看了和听了多少广告。

Module 4Unit 1 AdvertisingReading (1) 导学案●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，就下一堂课对课文的全面理解起到一个铺垫作用。

Teaching procedures:Step 1 Lead- inQuestion 1：“What is an advertisement？”Question 2：“What do people use advertisements for？”Question 3：“Can you list two different kinds of advertisements？”Step 2 Reading comprehensionⅠ.篇章结构根据课文内容，完成下列表格Advertisements根据课文内容，选择最佳答案1．PSAs are meant to encourage people .A．to buy a productB．to offer a serviceC．to believe in an idea2．When an ad doesn't lie，.A．it tells you the complete truthB．it may play tricks on youC．you can buy the product3．The BEST translation for“Yes to life，no to drug”could be .A．对生命说“Yes”，对毒品说“No”B．肯定生命，否定毒品C．珍爱生命，远离毒品4．The similarity of commercial advertisements and PSAs lies in that . A．They are presented in the same way—through language and imageB．They have the same purposeC．They’re all meant to be helpful5．The article is a(n) ．A．advertisement B．science news C．research reportStep 3 Consolidation课文缩写There are two main types of advertisements—1. advertisements and 2. service advertisements. The former is one which someone has 3.for to advertise a product or service. Although we have laws to 4. us from ads that cheat people，we still must be 5. 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. We must not 6. for this kind of trick!The latter is one that they are placed for free and meant to 7. people to believe in an idea which affects public welfare.PSAs deal with large social problems and are made to 8. the public. They also teach us how to live better lives. Although not all ads play 9. on us，we must all use our 10. and not be a slave to them.Step 4 Homework1 Read the material once again2 preview the key wordsModule 4Unit 1 AdvertisingReading (2, 3) 导学案●教学目标(1)熟记学案中所列出的单词和短语。

Module 4 Unit 1 Advertisements学案 4 TaskI. Teaching Aims:1. To learn how to listen for statistics and descriptions2. To learn how to state opinions and give supporting reasons3. To learn how to use different sentence types correctly.II. Teaching ProceduresStep 1 Skills building 1: listening for statistics and descriptions1) how to read statistics correctly2) when listening we should care about:(1) an increase(2) a decrease(3) no change(4) trends(5) a range(6) a limit3) listening practice on Page 124) completing a bar chart\Step 2 Skills building 2: stating opinions and giving supporting reasons1) how to state opinions and give support reasons2) pair-work3) talk about advertisements:4) ask Ss to finish A---conduct a survey.5) help Ss to finish B---role-play.6) get Ss to finish C---writing.Step 3 Skills building 3: using different sentence types correctly1) Help Ss to understand different sentences types with the help of the table.2) Ask Ss to finish the practice on Page 16.3) Write an advertisement4) Ask Ss to finish Ex. A on Page 17.5) Have Ss finish Ex. B on Page 17.Step 4: HomeworkIII. Language points:1. expressions for describing the following:1) 增长There was an increase of 42 percent.The price has gone up / increased / risen by 5 percent.Four times as many people used our products last year.2) 下降There was a decrease of 40 per cent.The figure decreased / fell / dropped by 16.5 per cent.3) 不变There was no change.The percentage remained / stayed the same.4) 趋势The downward / upward continued until the following year.The figures show a steady increase / decrease.The figure started off at 20 and ended up at 300.Sales rose / fell slowly / sharply / smoothly / gradually.5) 最高/ 低The maximum volume reached 95.The figure peaked at 5,000 at the end of the year.The figures fell to their lowest level.The figures have dropped to their lowest point.2. consider v. ---- consideration n.doingwh-word + to doconsider sb. / sth assb / sth ( to be ) adj. / n.sb to have done sththat - clausetake sth into considerarion3. 比较becauseassince / now thatfor4. regretdoing / having done sthregretto do sth5. allowsb. sthallow doingsb. to do sth拓展：permitforbidIV. Exercises for consolidation( Task)一．单项选择1. It’s a bad practice to ____________ children much money as a New Year gift.A. promiseB. allowC. permitD. admit2. I’m interested in a one-bed room. Do you have any ?A. convenientB. availableC. possibleD. personal3. It is ___________ it attracts customers’ attention __________ packaging is important.A. because; thatB. that; asC. as; thatD. since; why4. As is known to all, sweets and soft drinks ____________ our teeth. Which of the following is wrong?A. are bad forB. are harmful toC. do harm toD. are bad to5. --- What do you think about advertisements?--- I think advertisements can be very dangerous ___________ some way?--- __________?--- Yes. Because advertisements often make people believe something that is not true.A. in; WhyB. on; ReallyC. in; ReallyD. to; Exactly6. Some design features of the ___________ packaging look rather old-fashioned.A. existedB. existingC. existD. to exist7. Your homework needs ____________ carefully.A. doingB. being doneC. to doD. done8. The price of such video cameras has ____________ 20 percent this year.A. raised; toB. risen up; byC. increased; byD. gone up; to9. The sales figures ___________ between 60 and 80 percent, but the profit(利润) ___________ the same.A. changed; remainedB. varied; stayedC. changed; keptD. varied; continued10. The task is generally considered ___________ quite well.A. to have been doneB. to doC. doingD. done11. Sales of foreign goods ____________ their lowest level now.A. has dropped toB. have fallen toC. has decreased atD. have reduced at12. The new packaging is quite attractive ____________ people ___________ all ages.A. for; ofB. among; atC. with; inD. to; of13. --- It’s ___________ today, isn’t it?--- Yes, a little hot, __________.A. such a nice day; as wellB. a nice day; althoughC. so a nice day, howeverD. so nice a day; though14. What’s your _____________ of the girl ____________ red jeans?A. opinion; wearingB. idea; dressingC. view; withD. thought; in15. How I regret ____________ five hours playing e-games last weekend.A. to waste up toB. to spend as much asC. having wasted as long asD. wasting up to二. 完形填空My Teacher in the School of LifeI spent the opening day of school this year at DeMatha Catholic High School in much the same way I spent the first day of classes __ 16__ 30 years ago; I sat in Dr Charles E. Offutt’s British literature class, listening to him __17__ what his seniors would learn and get them excited about the journey they would __18__ . I’m the principal (校长) of the school now , but for a few minutes I was back in 1975, __19_ what the future held.I have been learning from Dr Offutt for 30 of the 51 years he had been teaching at DeMatha. He not only taught me to think, he __20__ me, as much by example as __21 __, that it wasmy moral duty to do so and to serve __22__ .Neither of us could know how our _ 23__ would develop over the years. When I first came back to DeMatha to teach English. I worked for Dr Offutt, the then department chair. After several years, I was __24__ department chair, and our relationship changed __25_ . I thought that it might be __26__ chairing the department, since all of my former English teachers were still there, but Dr Offutt __ 27___ me throughout. He knew when to give me __28__ about curriculum, texts and personnel, and when to let me design my own course.In 1997, I needed his advice about leaving DeMatha to become principal at another school. If he had asked me to stay at DeMatha, I might have. __29__ , he encouraged me to seize the new ___30___ .Five years ago, I became the __31__ of DeMatha. Once again, Dr Offutt was there for me, letting me know that I could __32___ on him as I tried to fill such big shoes. I’ve learned from him that great teachers have a (n) _33__ wealth of lessons to teach. ___34__ his students don’t know it yet, I know how ___35__ they are; I’m still one of them.16．A．mostly B．exactly C．only D．simply 17．A．explain B．predict C．speak D．teach 18．A．keep B．achieve C．choose D．take 19．A．preparing B．discovering C．wondering D．realizing 10．A．assisted B．reminded C．advised D．convinced 21．A．words B．action C．explanation D．models 22．A．the others B．everyone C．others D．anyone 23．A．relationship B．position C．situation D．condition 24．A．pointed B．named C．given D．taken 25．A．already B．yet C．still D．again 26．A．foolish B．surprising C．uncertain D．challenging 27．A．promoted B．accepted C．supported D．welcomed 28．A．advice B．information C．notice D．thought 29．A．Otherwise B．Therefore C．Furthermore D．Instead 30．A．choice B．opportunity C．occupation D．possibility 31．A．teacher B．principal C．officer D．clerk32．A．live B．look C．depend D．take33．A．rich B．little C．valuable D．endless 34．A．Once B．Even if C．Unless D．Until 35．A．fortunate B．curious C．innocent D．satisfied三．阅读理解AGarlic: The Magic Cure-AllOnce you have smelled the delicious strong smell of garlic, you'll never forget it. It is an herb(调味植物) that is widely used in cooking and salads. You may hear of people using it to improve their health. Some say it even has magical powers. These magical powers were known of even in ancient times. For instance, a Roman soldier would not go into battle without first eating some garlic. The Romans believed that garlic gave a person strength and courage. Whether or not the soldiers fought any better because of their garlic eating is unknown. However, this Roman habit may have been frightening to the enemies.The period of the Middle Ages was full of superstition(迷信). During the frightening disease of Black Plague, people ate garlic as protection against the disease. Garlic was thought of as a cure all. For example, people who feared devils(魔鬼) would wear cloves of garlic wrapped in cloth and hung around their necks.Even today, garlic is used in various old-fashioned, cure-all medicines. A kind of liquid made from garlic is said to cure colds. A clove of garlic wrapped in a wet cloth and kept on the chest will relieve the discomforts of bronchitis. Garlic has even been put to use in agriculture. Garlic put in the soil around peach trees is supposed to protect the trees from harmful posts. And garlic really can make you less anxious when put on insect bites.Actually, garlic's value is not all superstition. Garlic does contain an antibiotic-alliums-that doctors use to lower high blood pressure in patients.36. This passage discusses the uses of ______.A. alliumsB. superstitionC. garlicD. magic herbs37. It is easy to see from this passage that ______.A. garlic has magical powersB. garlic is a valuable cure-all medicineC. garlic has had many uses throughout historyD. the Roman soldiers won battles because of garlic38. The writer shows the various uses of garlic by ______.A. giving examplesB. showing its originsC. guessing cause and effectD. proving its value39. What is the main idea of the passage?A. The use of garlic has a long history.B. Many superstitions surround the use of garlic.C. Garlic was a main part in many old-fashioned medicines.D. Some people believe that certain herbs have magical powers.BNEW YORK: Staying positive through the cold season could be your best defence against getting ill, new study findings suggest.In an experiment that exposed healthy volunteers to a cold or flu virus, researchers found that people with a generally sunny disposition were less likely to fall ill. The findings, published in the journal Psychosomatic Medicine, build on evidence that a “positive emotional style”can help protect us from the common cold and other illnesses.Researchers believe the reasons may be both objective – as in happiness improving immune function – and subjective – as in happy people being less troubled by a sore throat or runny nose. “People with a positive emotional style may have different immune responses to the virus,”explained lead study author Dr Sheldon Cohen of Camegie Mellon University in Pittsburgh. “And when they do get a cold, they may interpret their illness as being less severe.”Cohen and his colleagues had found in a previous study that happier people seemed less likely to catch a cold, but some questions remained as to whether the emotional trait itself had the effect.For the new study, the researchers had 193 healthy adults complete standard measures of personality traits, self – perceived health, and emotional “style.” Those who tended to be happy, energetic and easygoing were judged as having a positive emotional style, while those who wereoften unhappy, tense, and hostile had a negative style.The researchers gave them nasal (鼻的) drops containing either a cold virus or a particular flu virus. Over the next six days, the volunteers reported on any aches, pains, sneezing or congestion they had, while the researchers collected objective data. Cohen and his colleagues found that based on objective measures of nasal troubles, happy people were less likely to develop a cold.40．Which is the best title for the passage?A．Stay Away from Being Negative B．Positive or Negative. It’s Up to YouC．An Effective Medicine for Being Fit. D．Warm People Likely to Keep Cold Away 41．According to Dr Cohen’s research, the reason why some people are unlikely to catch a cold is that .A．their cheerful mood benefits the immune systemB．they have developed a certain gene against flu virusC．they are less likely to have a sore throat and runny noseD．they have got a stronger self – confidence in their health42．The passage is probably written for .A．medical students B．lead authors C．the public D．the volunteers43．The research is done by .A．getting volunteers in one emotional group and analyzing themB．conducting a medical experiment on volunteers of different emotional stylesC．collecting and analyzing volunteers’ objective nasal production dataD．having volunteers answer questions on personality, health and emotions1 --- 5 BBADC 6 --- 10 BACBA 11 --- 15 BDDAD16 ----35 BADCD ACABD DCADB BCDBA36 --- 39 CCAB 41 --- 43 DACB。

高中英语《Module4 Unit 1 Advertising 语法课》教案教学设计及说课稿模板！《Module4 Unit 1 Advertising》教学设计Teaching aims:1. Students can explain the difference of direct speech and reported speech.2. Students can list the changes when transform the direct speech into reported speech.3. Students can use reported speech or indirect speech to report things.4. Students can express others’ideas more properly.5. Students can be more confident in learning English.Teaching key points and difficult points:Key points:How to change direct speech into reported speech.Difficult Points:The changing points when change direct speech into reported speech.Teaching procedures:Step 1 Lead-inPresent a short video. It is a joke about XiaoMing. He misuse I, she and he and can’t introduce his family members to others properly.Then lead in today’s topic how to change direct speech into reported speech.(Justification: By showing the video, students can be more curious about learning this lesson.)Step 2 Presentation1. Ask students to watch several advertisements. In every videos there is a person to talk about the merits of his or her products. Then list several sentences to ask students to choose which advertisement it refers to. For example:The girl said that she was praised by her boyfriend.The boy introduce that the little guys can be found wherever they are.A lot of mums encourage others to use it to protect babies skin.2. Show the original sentences(direct speech) of the advertisement and the listed sentences before together. Askstudents to observe the sentences and try to think about what is the direct speech and what is the reported speech. Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase.3. Present several reported speech chosen from the advertisements. Ask students to pay attention to the form of different reported speech including statements, questions and imperative statements.4. Show some sentences using direct speech and ask students to try to change the direct speech into reported speech. Then underline personal pronouns, tense, time and place, pronoun and ask students to check their deskmates’sentences and pay attention to the underline parts. Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns, tense, time and place, pronoun and other special cases.(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily. Inductivemethod and deductive method are combined in this part to achieve students’mastership.)Step 3 PracticeSet an situation of the advertisement department. Every students is a member of the department. Ask them to finish the following tasks:1. There is a report made by their colleague and ask students to correct the sentences on the blackboard.2. Show the advertisement of the text book and ask students to complete the letter written by Wang Yilin to Mr Fan Zhenbin. Then check the answer with their classmates.3. Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11.(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step.)Step 4 ProductionFour students in a group finish the following tasks.1. Show a short video and encourage students to talk about the story of the video with each other.2. Set an situation that there is an advertisement order about useful English learning method. Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech. Teacher will invite some volunteers to share their opinions.(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life. Also, they can develop critical thinking and speaking ability.)Step 5 Summary and homework1. Summary: invite students to conclude what they have learned in this lesson and emphasize the key points of changing a direct speech into reported speech.2. Homework: Ask students to choose one of their favorite films and try to retell the most excellent episode of the film by using reported speech.Blackboard design:《Module4 Unit 1 Advertising》说课稿Greeting:Good morning, dear judges. It’s my pleasure to be here to share my teaching ideas with you. Today based on the students-oriented teaching principle, I will talk about my reaching ideas from the following aspects: the analysis of teaching material and students, teaching objectives, teaching key and difficult points, teaching procedures and so on.1 Analysis of teaching materialsThis lesson is chosen from Unit 1, Module 4 Advance with English. It is the grammar part of this unit and focus on how to change direct speech into reported speech. It is useful for students to talk about others’opinion on a certain topic and also lay a foundation for students to learn noun clauses. Meanwhile, in the textbook, there has already been the details of the changing. So in this lesson, I need to present more examples to help students to understand the details more deeply.2 Analysis of studentsMy students are in the first year of senior high school. Having learned English for seven years, students have a basic knowledge of English expression. But they need to learn more accurate expression, especially some grammar knowledge to further English study. However, students in this stage are active, curious and innovative, they may dislike the rigid unintelligible grammar rules. So students will be the host of the class and try to conclude the rules by themselves.3 Analysis of teaching aimsAccording to the idea of New Curriculum Standard in English, I set the following teaching objectives:First is knowledge aims.(1). Students can explain the difference of direct speech and reported speech.(2). Students can list the changes when transform the direct speech into reported speech.Second is ability aims:(1). Students can use reported speech or indirect speech to report things.(2). Students can express others’ideas more properly.The last is emotional aims:Students can be more confident in learning English.4 Analysis of teaching key points and difficult pointsBased on the teaching aims, here are thekey points and difficult points.Key points:How to change direct speech into reported speech.Difficult Points:Students can express their opinions on whether students should attend tutorial centers or not.5 Analysis of teaching methods and learning methodsIn this lesson I’ll mainly use “Task-based teaching method”, “Inductive teaching method”and “CAI teaching method”. As to the studying methods, I will encourage students to use cooperative study method to embody the role of first place in instruction activities.6 Analysis of teaching aidsEffective teaching aids are also inseparable in this class, I will use multi-media to help students achieve better understanding.7 Analysis of teaching proceduresThis is the most important part in this design, it can be divided into following steps:Step 1 Warming-upAt the beginning of the class, I will present a short video. It is a joke about XiaoMing. He misuses I, she and he, and can’t introduce his family members to others properly. After watching the video, I will ask students why others laugh at Xiao Ming and I am sure students will be curious about how to report others’words. Today’s topic how to change direct speech into reported speech will be leaded naturally. Meanwhile, students’interest will be aroused and a nice atmosphere will be created for this lesson.Step 2 PresentationIn this step, I will ask students to watch several advertisements. In every videos there is a person to talk about the merits of his or her products. Then I will list several sentences on the PPT. For example:1. The girl said that she was praised by her boyfriend.2. The boy introduce that the little guys can be found wherever they are.3. A lot of mums encourage others to use it to protect babies skin.And ask students to choose which advertisement it refers to. By reading the sentences, students can easily get the answer and choose the right pictures. Then I will show the original sentences, that is, the direct speech of the advertisement and the listed sentences before together. Ask students to observe the sentences and try to think about what is the direct speech and reported speech and how to change direct speech into reported speech. Students can discuss it with their partners and present their answers. By discussing, the whole class can finally draw the conclusion that: we can change direct speech into reported speech by using an object clause or an infinitive phrase.After students get the basic points of changing, I will go on presenting several reported speech chosen from the advertisements and ask students to pay attention to the form of different reported speech including statements, questions and imperative statements.By observing and explaining, students can understand three basic rules of reported speech:1. Noun clauses introduced by that can be used to report statements. The word that can be omitted.2. Noun clauses introduced by whether/if can be used to report yes/no questions.3. Structure: reporting verb+object+(not)+to infinitive can be used to report imperative sentences.After students learn some basic forms of reported speech, I will show some sentences using direct speech and ask students to try to change them into reported speech. After all the students finish it, I will underline the personal pronouns, tense, time and place, pronoun in these sentences and ask students to check their deskmates’sentences again and pay attention to the underline parts.After students checking, I will present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns, tense, time and place, pronoun and other special cases.Advertisement is the topic of this unit. After learning the reading part, students has already been familiar with the topic, so I use the advertisement to lead in different sentences using direct speech and reported speech to help them accept the new grammar rules more easily. Inductive method and deductive method are combined in this part to achieve students’mastership.Step 3 PracticeIn this part, Students will practice the grammar rules under real situation. I will design mechanical exercise and meaningful exercise to help them pay attention to the key and difficult points of this grammar.I will set a situation for students to practice the grammar. The whole class is an advertisement department. Every student is a member of the department. They are asked to finish the following tasks.1. There is a report made by their colleague and students need to find mistakes and correct the sentences on the blackboard.2. I will show the advertisement of the text book and ask students to complete the letter written by Wang Yilin to Mr Fan Zhenbin. Then check the answer with their classmates.3. Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11.By completing the above exercise, students can get a deeper understanding of the grammar and the key point and difficult point will be solved in this step.Step 4 Post-readingIn this step, I will lead students fully cooperate with each other and learn how to use what they learned into their daily life.I will ask four students to make up a group and finish the following tasks.1. Show a short video and encourage students to talk about the story of the video with each other.2. Set a situation to the students: There is an advertisement order about useful English learning method. Invite students to discuss it in groups and list the opinions of every group membersand then change the opinions with the group beside by using reported speech. Then some volunteers will be invited to share their opinions and get some praise.Step 5 Summary and homeworkThe last step is summary and homework. I will invite students conclude what they have learned in this lesson and emphasize the key points of changing a direct speech into reported speech.Then I will ask students to choose one of their favorite films and try to retell the most excellent episode of the film by using reported speech.All the above work is to train students analysis ability and learning strategies. They will learn that summary and continuous practice while learning is one of the most effective methods of learning.8 Blackboard designThe main information is demonstrated on the blackboard and its logic is clear.Thank you for you listening.。

模块四unit1advertis...1. advertise vi & vt 为……做广告，宣传……I advertised my car for sale. 我登广告买车子Jobs are advertised in the papers. 在报纸上有招聘广告advertise a new product on TV 在电视上宣传新产品advertise for 为征求……而登广告He advertised for a secretary/ a job. 他登广告招聘一位秘书/谋求一份工作。

advertising 【u】广告，广告业an advertising agency 一家广告商/公司advertisement 广告宣传，简称为 adv.put an advertisement 登广告answer an advertisement 应征广告advertiser 登广告者，广告商2. aware adj. 察觉到的（不置于名词前）be aware ofHe was not aware of the danger. 他没有察觉到危险。

be aware that/wh---Are you aware that you have hurt her feeling?你有没有察觉到你已经伤害了她的感情呢？3. used to do 过去常常be used to do/be used for/ be used as 被用来…………be/get used to doing 习惯于4. research vi&vt 调查，研究research on/ into…… 调查……n 【u】【c】do research on/in/into…… 研究……carry out a research5. share vi & vt （与…/在…之间）共同使用，分享（感情），分担（费用）等share sth with/amony/betweenThe boy shared his toy with other children.Why don’t we share to expenses among us/betwee n us?We have shared (in) our sorrows as well as joys.6. persuade vtpersuasion 【u】说明，说服力I made him change his mind by persuasion , not by force.persuasive adj a persuasive opinion 有说服力的意见persuasiveness 【u】具说服力的7. produce vt 生产，制造；创作，制作producer n 生产者product 【c】产品 agricultural product 农产品production 【u】生产；产量Production has increased/decreased.8. service 【u】【c】服务 social service 社会服务do sb a great service 帮某人大忙in service 在服兵役at one’s service 随时为某人服务的（地）I’m at your service. 我随时为您服务。

Module 4Unit 1 Advertisements第一、二课时 Welcome to the Unit & Reading【课前预习】II. 重点短语1.信任 _______________2.做某方面的研究 _________________3.与某人分享… _______________4.鼓励某人做某事 _________________5. 免费地 _______________6.打算做某事 _________________7. 过上更好的生活 _______________ 8.公共福利 _________________9.爱上… ,受…的骗 _______________ 10. 欺骗，捉弄 _________________11.远离 _______________ 12.以低价 _________________13. 质量高的 _______________ 14.诱使某人做某事 _________________III. 语篇导读【要点核心】1.persuade v 说服，劝说；使信服persuade sb to do sth/ into doing sth 劝服某人做某事persuade sb out of doing sth 劝服某人不要做某事persuade sb of sth 使某人相信某事persuade sb that-clause 使某人相信I persuaded him of its truth. 我使他相信这是真的。

I persuaded him to work hard. 我劝她努力工作We persuaded him into taking the job. 我们说服她接受这份工作。

I persuaded my father out of smoking. 我劝服我父亲戒了烟。

I’m almost persuaded that he is honest. 我几乎相信他是诚实的。

Module 4 Unit 1 Reading: Advertisements教学设计宁国市津河中学王美琴一、教学设计思路（一）指导思想与理论依据以英语新课程标准作为指导思想和理论依据，针对高中英语新教材难度大、份量重的特点，坚持从学情出发，进行‘教材分析’和‘教材重组’。

充分利用网络与多媒体教学资源，充分发挥学生的创造性与积极性。

知识与高考联系，能力与生活实践联系。

本堂课侧重提高学生的阅读技能的同时培养学生听、说、写的基本技能。

（二）教学背景分析1、学情分析：我校招收的是中等水平的初中生，他们经过初中三年的学习，掌握了一定的语言知识，获得了一定的学习能力，但学生的学习能力的差异较大，普遍存在着不良的学习习惯、较差的阅读能力和知识面窄的问题。

在平常的教学过程中，虽然教师对学生进行了阅读策略的指导，但由于课业负担重，课后很难抽时间进行课外阅读，从而制约了学生知识面的拓展和阅读技能的发展。

再者，我校高一年级的学生在初中没有使用“牛津教材”，因而学生的词汇量所缺甚多，唯有加强阅读才能加以弥补，阅读策略的培养与训练是克服学生在高中阶段阅读心理障碍的有效办法，也才能激发学生阅读的兴趣。

另一方面，高一学生有着强烈的好奇心和求知欲。

针对这个特点，我们在高一年级加强基础知识的掌握与阅读能力的有计划培养与训练。

通过课堂上教师设计的一系列活动，培养学生正确的阅读策略的能力，同时，补充丰富多彩的趣味性强的课外阅读材料（紧扣现有教材的话题，旨在复习所学词汇和拓宽学生视野），进一步激发学生的学习兴趣，促使他们在课后也能积极进行阅读。

2、教材分析：本单元以Advertising为话题，使学生了解何为广告、广告的基本类型及区别、广告对社会、对人民生活的影响等。

本课时是本单元的第二课时，安排了一堂阅读课。

在第一课时Welcome to the unit中已经通过多媒体向学生展示了各种各样的商业广告和公益广告，并且讨论了这些广告的目的和意义。

Module 4 Unit 1 AdvertisingReading: AdvertisementsTeaching 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 activities Teaching Key Points & Teaching Difficulties:1. How to improve their reading ability through teaching activities2. How to let them gain some insight into advertisements and help them dealwith advertisements in their daily life3. The usages of some phrasesTeaching Approaches: reading, discussion, practicing, etc.Teaching Aids: multi-projector, tape recorder, etc.Teaching Procedure:Step One: Leading-inEnjoy some very interesting posters and two video clips, please. Does it have an interesting impression on you, boys and girls? After learning “Welcome to the unit”, we know ads are a kind of poster or video that makes us want to buy a product or a service. Today, we’ll learn something about advertisements. Please answer the following questions.1.Where can we find these ads?2.What is the purpose of each video clip?3.What do you think of ads?(Some advertisements are meant to sell products or services, and some to make people think about problems in society or about people who need help.)Step Two: Reading ComprehensionT: Very Good! Now let’s read the article to check whether your prediction is correct ot not. First of all, please open your book to page 2. Fill in the blanks to give the main idea if each paragraph with no more than 3 words:Para.1 __________________Para.2 __________________ of an adPara.3 __________________ about productsPara.4 __________________Para.5 __________________ on ads(Remind students to use skimming and scanning skills to focus on and identify the information needed to fill in the blanks. Let them pay attention to the three subtitles in the passage which can help them find the information they want. )Ss: … (Encourage them to give their answers in their own words.)Suggested Answers:Para1 Introduction to adsPara2 DefinitionPara3 Incomplete truthPara4 Public service adsPara5 Some adviceT: Wonderful! Since we read the article once, I think you can a general idea of the passage. But if you want to get a better understanding of the article, you should read an article several times. Read the passage carefully and answer the following four questions1. What is an advertisement?2. How many entries of advertisements are mentioned in the article?3. Why can’t we always believe commercial advertisements according to the article?4.When did China begin a nationwide public service advertising campaign ?Suggested answers:1.An advertisement uses words and pictures to encourage people to buy something or believe insome idea.2.Six/6.3.Because they are not altogether innocent.4.In 1996.1. Definition2. types/kinds3. Similarities4. Purposes5.product or service6. live better lives7. true8. Places found 9. attractive pictures 10. Conclusion/Advice (Ask them finished it individually)(Let them make a mark where they find the answers. This can train and improve the ability of identifying the relevant information.)T: Great! Now you have read the article twice. I think most of you have no difficulty in understanding it.Step Three: Post-reading (Exercises)T: Fill in each blank with only one word according the passage.Advertisements have become a part of our life. There are 1. ______ main types of advertisements---- commercial advertisements and public service advertisements. Theformer is one someone has paid 2. _____ to promote a product or service. Although we have laws to protect us from ads 3. ________ cheat people, we still must be aware of the skillful methods. We mustn’t fall for the trick. The 4. ____ is one that is run for free and meant to educate people. PSAs also deals 5. _____large social problems and are made 6._____ serve the public. 7. _______________ not all ads play tricks on us, we must use 8. ____ intelligence and not be a slave to them.Step Four: Post-reading (Phrases)T: Having finished reading, let’s find out the useful phrases in the passage:1. be used to (doing) sth. (L 1) 习惯于…2. do research on (L3) 研究…3. share … with sb. (L4)与某人分享…4. persuade sb. to do sth. (L6) 劝（服）某人做5. believe in (L7) 信任6. for free (L11) 免费7. be meant to do (L11) 旨在，目的是8. protect… from … (L14)保护某人免遭…9. be aware of (L15) 意识到…10. even if/though (L15) 即使11. fool sb. into doing (L17) 欺骗某人做…12. fall for (L 24) 上当，受骗13. play tricks on (L 27) 作弄14. serve the public (L 28) 服务大众15. aim to do (L 29) 目的是做…16. deal with (L 34) 处理，涉及17. encourage sb. to do (L 35) 鼓励某人做…18. live healthy lives (L 37) 过健康的生活19. follow the advice (L 39) 接受建议20. When it comes to … (L 41)当谈到…时Translate the phrases and then fill in the blanks with the correct forms of them2. I _________________ getting up early in the morning.3. I will never ______________ the words of door-to-door salesman.4. I never ________________ God.5. She _________________ the danger around her.6. You will get a book _____________.7. The teacher asked us to ___________________ environment protection.8. The special clothes will _________ you __________being attacked by wild animals.9. Don’t __________________ me! I am angry!Step Five: Homework1. Read the article again and again after class and finish Parts A1 and A2 on page 90 of the Workbook.2. Write a summary about the text.。

Module 4 Unit 1 Advertisements学案 6 Self- assessmentI. Teaching Aims:（教学目标）The self-assessment at the end of this unit aims to let students determine what they have achieved, and what else they can do to improve their study.II. Teaching Steps: (教学步骤)Step 1: Ask students to check how well they have developed skills for each item in English and get a score.Step 2: Let students make an action plan to improve what they have not achieved well.III. Key points in this unit:1.Words:absence share persuasive image product servicepromote intended issue complete lie claimaware breath cure comment connect trickcreative lead campaign deal live commitsmart unique senior recommend sales designunforgettable convenient highly available buildvarious particular audience goal determine appealreact gather approach2. Phrases:be used to be intended for be aware ofbad breath fall for play tricks ontrick sb. into doing sth deal with commit suicidebe satisfied with over and over again senior highice cream in order to soft drinkup to be bored with day and nightbe particular about in particular appeal tobe concerned with get sth. across put sth togetherbelieve in for free protect sb from / against (doing) sth be proud of be supposed to do keep away fromas well be popular with persuade sb. into doing sthdepend on / upon work on be responsible for3. Word power:1) Have a basic knowledge of word building..2) Enlarge students’ vocabulary3) Let students know more about the formation of words.4. Reading：Reading strategyTopic --- AdvertisementsSupporting details ---- (1) What is an advertisement?(2) Does an advertisement tell people the complete truth?(3) Public service advertisementsConclusion ---- Be smart about advertisements!5. Grammar: Direct speech and reported speech(1) the verb of the main clause(2) conjunctions(3) word order(4) person(5) tense(6) the verb of direct speech(7) adverbial of place(8) adverbial of time6. Task:1) Learn how to listen for statistics and descriptions2) Learn how to state opinions and give supporting reasons3) Learn how to use different sentence types correctly.7. Project:1) E ncourage Ss to use what they’ve learnt throughout the unit to complete a project.2) Know how to cooperate and do the project together.IV. Exercises for self-assessment:一．单项选择1. Teaching as a career __________ to many people because of the long holidays.A. attractsB. callsC. appealsD. pulls2. Once we work hard, we are sure to ____________ our dreams of going to university.A. turnB. liveC. makeD. carry out3. We __________ go fishing in this small river but now it has been polluted.A. used toB. were used toC. were usedD. usedn’t to4. We are all ____________ aware that smoking is bad for our health.A. veryB. muchC. wellD. rather5. He got up early ____________ he could catch the bus.A. so thatB. so as toC. in order toD. so6. When his father died, he had no ____________ but to drop out of school and get a job.A. chanceB. choiceC. reasonD. help7. ________ it was raining at that time, ________ there were a lot of people ________ to purchasethe goods.A. Though; but; waiting forB. Even if; still; waitingC. Although; as; looking forwardD. Even though; but; hoping8. This cartoon film was especially _________ children under 12 years old?A. was planned forB. was intended toC. was intended forD. planned to be for9. She recommended that everybody _________ the small town no later than 12 o’clock the nextnoon.A. reachedB. reachC. should be reachedD. be reaching10. Why was ______ you d idn’t ask your head teacher for help while in trouble?A. itB. it thatC. thereD. that11. The swimming pool is ___________ only in summer.A. reasonableB. comfortableC. availableD. convenient12. What is he up __________? He has been in his room for a couple of hours.A. inB. toC. withD. for13. --- How did you find the lecturer?--- Not so good. He can’t __________ the audience what he means.A. explainB. get across toC. get acrossD. express14. --- What do you think of the girl?--- Not only _______ well but also ________ modest.A. she works, she isB. does she work, she isC. does she work, is sheD. she works, is she15. _______is a highly developed twentieth-century industry.A. AdvertisementB. AdvertisingC. AdvertiseD. Advertiser16. The Americans and the British not only speak the same language but also ________ alarge number of customs.A. joinB. takeC. shareD. spare17. I have to work hard __________ I may fail in the coming monthly exam.A. for fear thatB. soC. so thatD. in order that18. ---You should have gone to the show with us yesterday. It was very good.---I wish I _________ yesterday off. I’d have gone with you.A. have hadB. hadC. haveD. had had19. If it is ____________ to you, I will call on you tomorrow afternoon.A. fairB. convenientC. easyD. comfortable20. The largest collection ever found in India was one of about 200,000 gold coins, ___________ over 800 years old.A. all of whichB. whichC. all of themD. none of which二. 完形填空Two men, both seriously ill, occupied the same hospital room. One man was allowed to sit up in his bed for an hour each 21 to help drain the fluid(排出流质) from his lungs. His bed was next to the room’s only window. The other man had to spend a ll his time 22 on his back.The men talked for hours on end. They spoke of their families, their homes, their jobs and a whole lot of things. Every afternoon when the man in the bed by the window could sit up, he would pass the time by 23 to his roommate what he could see 24 the window.The man in the other bed began to 25 for those one-hour periods when his 26would be broadened and brightened by all the activity and color of the world outside.The window overlooked a 27 with a lovely lake. Ducks and swans played on the water while children 28 their model boats. Young lovers walked arm in arm among 29 of every color and a fine 30 of the city skyline could be seen in the 31 . As the man described all this, the man on the other side of the room would close his eyes and 32 the beautiful scene.Days and weeks passed. One morning, the day nurse arrived to find the man by the window, had died 33 in his sleep.Later, the other man asked 34 he could be moved next to the window. The nurse was happy to make the switch.Slowly, painfully, he managed to 35 and take his first look at the 36 world outside. Surprisingly, it 37 a blank wall.The next day he learned from the nurse that the man was 38 and could not 39 see the wall. She said, “Perhaps he just wanted to 40 you.”21. A. morning B. afternoon C. evening D. night22. A. flat B. quiet C. still D. calm23. A. listening B. talking C. describing D. explaining24. A. beyond B. outside C. behind D. near25. A. look B. live C. prepare D. work26. A. health B. dream C. world D. career27. A. garden B. farm C. mountain D. park28. A. made B. rowed C. took D. sailed29. A. trees B. flowers C. houses D. birds30. A. photo B. map C. view D. appearance31. A. distance B. hospital C. future D. sky32. A. enjoy B. experience C. sense D. imagine33. A. peacefully B. painfully C. sadly D. bravely34. A. when B. if C. how D. why35. A. climb up B. stand up C. sit up D. turn up36. A. real B. noisy C. ordinary D. new37. A. contained B. covered C. connected D. faced38. A. mad B. blind C. ill D. dead39. A. yet B. just C. even D. clearly40. A. support B. fool C. cure D. encourage三．阅读理解AIt was an early September day, cool and bright and just right for running, and I was in the first few miles of a 10-mile race over a course (路线) with a few high hills. Still, I felt energetic; despite the hills it was going to be a fine run.Just ahead of me was Peggy Mimno, a teacher from Mount Kiseo, New York. She too was running easily, moving along at my speed. The pace (步速) felt comfortable, so I decided to stay where I was; why pay attention to pace when she was setting such a nice one? I’d overtake (追上)her later on when she tired.So I ran behind her. The course headed north for miles, wandered west for a hilly mile, then turned south again along a winding road. The race was getting harder. We had four miles left and already it was beginning to be real work.Peggy overtook a young runner. She seemed to know him, for they exchanged a few cheerful words as she passed him. Their exchange worried me. You don’t chat during a race unless you feeling good, and Peggy plainly was.Still, I was close enough to overtake her if she tired, so I didn’t give up hope completely. We were getting nearer to a long, punishing hill now and it would be the test. We were a mile from the finish line, so whatever happened on the hill would almost determine who crossed it first.As I moved up the hill, my attention wandered for a few minutes. When I looked up, Peggy was moving away-first five yards, then ten, then more. Finally it was clear that there was no help of catching her. She beat me soundly.There is an important lesson in that race. Women are thought to be weaker, slower and not nearly as skilled in sport. Yet as Peggy Mimno so clearly showed, the similarities between men and women runners are more important than differences. I have run with a number of women, andI can say it is often hard work..41. What did the writer think of the race in the beginning?A. It would be hard work.B. It would be an easy race.C. It would be a test of his strength.D. It would be a good learning experience.42. What worried the writer when Peggy greeted the young runner?A. Peggy overtook the young runner.B. Peggy was running energetically.C. Peggy was laughing as the writer.D. Peggy paid no attention to the writer.43. By say ing “a long, punishing hill” (paragraph5), the writer implies that ______.A. Peggy would fail to reach the hilltopB. men are more skilled at climbing hillsC. overtaking Peggy would be easyD. climbing the hill would be a demanding task44. What lesson dose the writer learn from the race:A. Women are as good as men in sport.B. Women are better at climbing hills.C. He should have more training in a cross-country race.D. He should set a quicker pace at the beginning of a race.BBlamelessI was a freshman in college when I met the Whites. They were completely different from my own family, yet I felt at home with them immediately. Jane White and I became friends at school, and her family welcomed me like a long-lost cousin.In my family, it was always important to place blame when anything bad happened.“Who did this? ”my mother would scream about a dirty kitchen.“This is all your fault, Katharine, ”my father would insist when the cat got out or the dishwasher broke.From the time we were little, my sister, brothers and I told on each other. We set a place forblame at the dinner table.But the Whites didn’t worry about who had done what. They picked up the pieces and moved on with their lives. The beauty of this was driven home to me the summer Jane died.In July, the White sisters and I decided to take a car trip from their home in Florida to New York. The two older sisters, Sarah and Jane, were college students, and the youngest, Amy, had recently t urned sixteen. Proud of having a new driver’s license（驾照），Amy was excited about practicing her driving on the trip. She showed off her license to everyone she met.The big sisters shared the driving of Sarah’s new car during the first part of the trip, but when they reached less crowded areas, they let Amy take over. Somewhere in South Carolina, we pulled off the highway to eat. After lunch, Amy got behind the wheel. She came to a crossroads with a stop sign. Whether she was nervous or just didn’t see the sign no one would ever know, but Amy continued into the crossroads without stopping. The driver of a large truck, unable to stop in time, ran into our car.Jane was killed immediately.I was slightly injured. The most difficult thing that I’v e ever done was to call the Whites to tell them about the accident and that Jane had died. Painful as it was for me to lose a good friend, I knew that it was far worse for them to lose a child.When Mr. and Mrs. White arrived at the hospital, they found their two daughters sharing a room. Sarah had a few cuts on the head; Amy’s leg was broken. They hugged（拥抱）us all and cried tears of sadness and of joy at seeing their daughters. They wiped away the girls’ tears and made a few jokes at Amy as she learned to use her crutches（拐杖）.To both of their daughters, and especially to Amy, over and over they simply said, “We’re so glad that you’re alive. ”I was astonished. No blame. No accusations.Later, I asked the Whites why they never talked about the fact that Amy was driving and had run a stop sign.Mrs. White said, “Jane’s gone, and we miss h er terribly. Nothing we say or do will ever bring her back. But Amy has her whole life ahead of her. How can she lead a full and happy life if she feels we blame her for her sister’s death? ”They were right. Amy graduated from the University of California and got married several years ago. She works as a teacher of learning-disabled students. She’s also a mother of two little girls of her own, the oldest named Jane.45. The author of the passage is _____.A. Mrs. White’s nieceB. Jane’s schoo l friendC. The Whites’ cousinD. Sarah’s friend from college46. How did the author’s parents differ from the Whites?A. The author’s parents were less caring.B. The author’s parents were less loving.C. The author’s parents were l ess friendly.D. The author’s parents were less understanding.47. How did the accident occur?A. Amy didn’t stop at a crossroads and a truck hit their car.B. Amy didn’t know what to do when she saw the stop sign.C. Amy didn’t slow d own so their car ran into a truck.D. Amy didn’t get off the highway at a crossroads.48. The accident took place in ______.A. FloridaB. CaliforniaC. South CarolinaD. New York49. The Whites did not blame Amy for Jane’s death bec ause _____.A. they didn’t want Amy to feel ashamed and sorry for the rest of her lifeB. Amy was badly injured herself and they didn’t want to add to her painC. they didn’t want to blame their children in front of othersD. Amy was their youngest daughter and they loved her best50. From the passage we can learn that _____.A. Amy has never recovered from the shockB. Amy changed her job after the accidentC. Amy lost her memory after the accidentD. Amy has lived quite a normal lifeCNo one likes the idea of being watched but, in today’s high-tech society, a video camera can keep its eye on you 24 hours a day. This is now even the case in schools, and the students are not particularly happy about it.“Luckily for me, the video cameras in our school are only installed along the corridors(走廊),”said Zhu Jiangyue, a Senior 2 student in Beijing. “It would feel like you’re always being stared at if there were a camera in the classroom. You would have no privacy.”Two students in Shanghai learned this the hard way when they high school broadcast video pictures of them kissing on campus. They must have been annoyed by this and responded by filing a lawsuit against the school for invasion of privacy and last month a local court agreed to hear it. It is the first case of this kind in China, and everyone has something to say about it.Li Xiang, a Senior 3 student in Hunan Province, thinks the school’s behavior was unacceptable and unreasonable. “If I were one of the victims, I would be as angry as they are,”said the 18-year-old. Every classroom in Li’s school has a video camera above the door. They are generally used only when an exam is taking place but sometimes a student is allowed to control the camera. In this way, students needn’t worry about being watched in most part of their school life and can enjoy the benefits cameras bring as long as it doesn’t damage their self-respect.However, Peng Jiangping, chairman of the Moral Education Research Centre in Guangzhou, thinks video monitoring causes more harm than good. “Schools hope to manage the students better with the help of video cameras,”he said. “But it won’t actually work. Teachers and students should trust and respect each other. If video cameras are frequently used, teenagers will think their teachers don’t believe them.”51. According to the passage, which of the statements is true?A. There are video cameras in every classroom in Beijing.B. Peng Jiangping doesn’t agree to manage students better.C. Li Xiang thinks his school uses the video cameras in the correct way.D. Two students in Shanghai in this case didn’t say anything about it.52. What do most school leaders want to use video cameras for?A. To monitor the campus for safety.B. To take pictures of students who are studying.C. To monitor the students in the exams.D. To manage the students better.53. What’s the writer’s opinion on the use of video cameras on the campus?A. He quite agrees.B. He doesn’t agree.C. We don’t know.D. He neither agrees nor disagrees.54. What’s the best title for this passage?A. Manage the students better with video cameras.B. Video cameras on the campus.C. Why video cameras used on campus.D. Better use of video cameras.DMy idea of perfect childhood memory is one in which the person remembers the event clearly as if it happened yesterday and remembers it as being a happy time. Of all my memories I have one that I would consider a perfect childhood memory.In my neighborhood there is a large lake with a small island in the center of it. For as long as I could remember. It had been every child's dream to get to it, It was to be our greatest adventure. We named it Alligator Island, because of the alligators(鳄鱼) that were removed to live on the island and in the surrounding lake.One day when I was about 10 years old, I was helping my friend Erika clean out her garage and we discovered a blow-up raft. Naturally we had to wonder if it would stay afloat in the water, so we decided to blow it up and find out. After a few hours of taking expelling the wind from our lungs, the rubber boat was finally ready to test. We took it to the pool and some enough, it did float. Immediately we began making plans to visit Alligator Island with our new means of transportation.We decided to ask Erika's brother and another of our friends to come with us. Since the lake was across the street from Erika's house, we did not have to pull the raft far and soon we were on our way to the island.About halfway to A1 we began to get nervous about the possibility of alligators really being in the lake and we tried to turn around, but none of us knew how to use the paddles very well. After a few attempts, we realized how silly we were and continued onward. When we finally did reach the small land mass, it was not anything special. Just a few trees, some dirt, and insects. But the excitement and pleasure of actually achieving our goal were all we needed.Needless to say, we were the envy of the neighborhood for quite some time. This is my perfect childhood memory and it is something I doubt I will ever forget for as long as I live.55. According to the passage, such a memory is the most unforgettable to the author because ______.A. the adventure is full of dangers and risksB. the author has tried a new kind of transportationC. the author has finally realized the dream of going to the islandD. the author has been proved to be very intelligent during their adventure56. What is the author's feeling about their adventure to the island?A. Fearful.B. Regretful.C. Happy.D. Guilty.57. The island is called Alligator Island because ______.A. there are alligators on the islandB. there are alligators off the islandC. the shape of the island is like an alligatorD. it is said that there are alligators on the island58. What was the response of the author's neighborhood to the adventure?A. They admired those kids.B. They showed satisfaction.C. They were astonished by their courage.D. They showed worry and scolded the kids.59. Which would be a good title for this passage?A. A Childhood Full of AdventuresB. A Perfect Childhood MemoryC. Adventure on an IslandD. Alligator Island四．任务型阅读(共10小题; 每小题1分,满分10分)请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。

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

be aware how/whether 知道/意识到多么/是否。

我清楚工作职位非常少。

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

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

2019-2020年高一英语 Model 4 Unit 1《Advertisement》说课稿新人教版尊敬的评委老师：下午好。

我今天说课的题目是Advertisement，下面我将从五个方面说这堂课的设计。

一、教材分析本课选自牛津高中英语模块4·高一下学期Unit 1(一)教材的作用和地位“牛津英语"教材把语言结构、语言功能和主题内容有机地结合起来, 语言的信息输入量大,学习内容非常贴近学生的生活实际和思想实际。

本节课的内容是：Unit 1的欢迎来到本单元（Welcoming to the unit），是将听说读写糅合在一起进行综合训练。

广告是这个单元的主题，学生可以借助于网络、电视、报纸等传媒工具了解广告及相关资料，并在此基础上进行归纳，由被动的接受变成了主动的学习.以此来认识到日常生活中的广告。

(二)教学目标根据新课改英语课程目标—综合语言运用能力我将教学目标设定以下三点1．语言知识目标：·学会一些关于广告的单词，如advertisement(广告), advertise（打广告）,billboard(广告牌),promote(促销)等；·学会运用词组fall for(上……的当，受……的骗),play trick on(欺骗，捉弄)，be aware of(知道，明白)等；·能熟练运用所学句式描述一则广告，并对别人的描述做出反应。

2．技能目标：·试着创作广告词，在其中锻炼语言表达能力；·通过真实的语境，帮助学生学会如何在小组讨论中表达自己的观点，重点培养学生听、说及综合运用语言的能力；3．情感目标：·认识到广告的社会作用，辨析广告的真实性，切勿盲信而危及生命财产安全；·培养学生的参与意识、创作意识和合作精神，激发学生对生活的热爱和不断探索未知世界的兴趣。

（三）教学重点和难点根据本单元的教学目标、学习重点，并结合学生实际，确定本节课的训练重点是1. 训练学生熟练运用习惯表达2. 激励并发展学生在讨论中勇于并善于表达自己观点的能力3. 帮助学生认清并理解广告在生活中的角色和作用二、学情分析高一下学期的学生思维敏捷，渴望展示他们已知的，并且具有一定的阅读和理解能力，但是缺乏相关文化背景，而且羞于用英语表达自己的观点，所以我将补充这方面的知识和训练。