牛津高一英语第四模块Unit1 Project教案

英语必修4译林牛津Unit 1精品学案（Project 第2部分）●Project Developing an ad campaignReading1. Let’s read the handout‘How do you build an ad campaign?’ Try to find out the main idea of each paragraph.2.Read the handout carefully to find the answer to the following questions:1) What do you know about an ad campaign? (An ad campaign is an organized programme of advertisements using various types of ads to a particular audience.)2) What must you keep in mind when you start a successful advertising campaign?(A clear goal and target audience.)3) Why do you need to research your audience? (Because the right message needs to be created for right people.)4) What should your advertising campaign be based on? (Mainly on the target audience and the media that reaches that particular group first.)3. Please find out the writing features in a handout so that we will know how to design our own. The writing features of a handout include:Unit one Advertisingproject语言知识解析1. determine, vt.（及物动词）1). to decide or settle (a dispute, for example) conclusively and authoritatively. 判定：结论性、权威性地决定或解决（纠纷等）He determined to go.他决意要去。

英语必修4译林牛津Unit 1教案〔7〕Project〔1〕Teaching goals1. Enable the students to developan advertisement campaign in groups.2. Help the students learn how to cooperate with others and work out an ad campaign. Teaching important and difficult pointsHow to help the students understand the handout toget some basic information on an ad campaign.Teaching methodsFast reading to get the general idea of the handout.Cooperation and group work.Teaching aidsA tape recorder and a multimedia.课前训练[阅读理解]If you d on’t want people to know too much about you, then you had better keep your fridge contents secret, according to a British market research document released last week.Researchers peered (凝视) into the fridges of 400 people in Britain and pared the contents with the owners’ lifestyles. They claim to be able to classify the nation’s people by fridge contents.They say those people can be separated into five categories：nutrition nerds (no social sense), food faddiest (whatever’s in style), martyr mums, fast fo od fanatics and restaurant regulars.Nutrition nerds care much about what they put into their bodies. Their fridges are stocked with fruit, vegetables and healthy meat.People in this category tend to be highly organized and usually work in law or accountancy. The vast majority is single, but if they have a partner, that person will be similar.A fridge full of vitamins — enriched juices implies its owner works in media or fashion. They tend not to eat the foods they buy. Known as the food faddiest, they just want to be seen as purchasing the latest important things.A fridge filled with everything from steak to frozen fish suggests the martyr mum. Her fridge tends to be stocked with every kind of product, except what she herself would want. This fridge hints at difficulty balancing family and work life.Fast food fanatics always buy mineral water or soda pop. The nearest they will get to fresh fruit is tomato sauce. Their fridges hint at someone who works hard and plays hard, also, someone who is not into long term planning.Finally, a fridge filled with nothing more than a bottle of white wine and some sparkling mineral water implies an owner who is single, lives in a big city and enjoys the finer things in life. The fridge is empty because this person regularly eats in restaurants.36. What can we know from the first two paragraphs?A. Some researchers are fond of staring at other people’s fridges.B. People don’t want others to know about their secrets.C. The food you put in the fridge has something to do with your personality.D. There are mainly five kinds of lifestyles among British people.[答案]C[解析]细节理解题。

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。

Project of Unit1, Module 4 学案学习目标1.To learn some basic information about ad campaigns2. To encourage students to use what they earnt throughout the unit to complete a project课前准备1．Find the main idea of the first paragraph:__________________________________________________2. What are the three aspects which are discussed about making an ad campaign? 智慧课堂I. Reading comprehension( )1. If you want to make an ad campaign successful, you should take all the following factors into consideration except______.A.what the purpose the campaign isB.whom the campaign is intended forC.what information the campaign want to get acrossD.what research you are going to do( ) 2. The writer wrote the passage mainly to tell readers ______ .A.the tips on building an ad campaignB.the importance of knowing your target audienceC.what an ad campaign isD.difference between a single advertisement and an ad campaign( )3.Which of the following is true according to the passage?A.An ad campaign is always launched to the public nationwide.B.Television is the most effective in ad campaign.C.Knowing as much information about a target audience as possible isimportant.D.All the ads will reach an target audience effectivelyII. Language points:1.determine sth. 确定/决定某事determine to do sth.决定做某事determine that…be determined to do sth.决心做某事他们决定在制作这期广告前先进行调研。

Module 4 Unit 1 Project:Developing an ad campaignPeriod ILearning Aims●In this period, you’ll know some basic information about an advertisement campaign.●Your reading ability will be improved.●Learn English through doing group work.●Your creative, comprehensive and consolidating abilities can be developed. 【Activity procedures】学生学习活动教Activity 1 Lead-in1．Activity Aim：make Ss have a brief understanding of the passage 2．Teaching Method：students-centered practiceStep 1. Lead in. Answer the following questions:What are the two main types of advertisements?Step 2. Fast reading:Go through the two passages quickly and answer the following questions:1. What is an ad campaign?2. When you start a successful ad campaign, what must you have in mind?3. Before building an ad campaign, what questions you must consider first?Activity 2 Detailed reading1．Activity Aim : make Ss get some details of the text2．Teaching Method: students-centered practicePassage One How do you build an ad campaign?Step 1. Answer the following questions:1. Who is the audience for your ad campaign?2. What do you want your audience to say?3. How do you reach your audience?Step 2. Go through the passage carefully to finish the True or False questions:1. Starting a successful ad campaign, you can only have a clear mind.2.After determining the target audience, you can freely choose the approach to reaching the audience.3.The purpose of an ad campaign is to reach a certain audience.Passage Two Anti-smoking ad campaignQuestions based on Passage Two1.What is not the reason for anti-smoking?A. Every year millions of people around the world die due to smoking.B. Every pack of cigarettes contains poisonous chemicals leading to lung cancer and heart diseases.C. Smoking costs a lot and causes great damage to the welfare of the people.D. So as to develop huge numbers of smokers in Asia.2.Who’s the target audience and why?3.The following approaches to achieving the goal are used except ________.A. Tell teenagers to care about health and future.B. Educate teenagers about the bad physical effects of smoking and those on the people around them.C. Tell them smoking is not cool or attractive, on the contrary, which makes people smell terrible.D. Convince the parents to urge their children to give up smoking.4. Why do they chose the picture ----- “Smoking kills” as their logo? Activity 3 Consolidation1．Activity Aim：make Ss master the text structures2．Teaching Method：students-centered practiceTask- based reading Title: How do you build an ad campaign?An ad campaignis a plannedprogramme ofadvertisementsusing1.________kinds of ads to reach a certain audience. Three2._____Your3.________audience5. _________ your targetaudience by 6._______ someresearch so as to create the rightmessage for the right people.A clear goalDecide what you want toexpress in this campaign. Whatyou will advertise should7.________ to the audience inorder to get them to8._________ in a certain way.In other words, you must knowwhat they 9.________ about orwhat they are concerned aboutand how the issue will affecttheir lives, etc.4.________Choose a proper one to get yourmessage 10.__________. Itdepends mainly on which kindsof ads reach that particulargroup best.Activity 4 Writing1. Activity Aim : practice oral English and writing2. Teaching Method: students-centered practiceWhat do you think of the fact some high-school teenagers smoke at school?What measures will you take to discourage them from smoking?Homework :1 Read the reading materials and get familiar with it.2.Make your ad campaign more perfect after class.Period II Language points【Learning Aims】1. Learn some useful words and expressions2. Master some important language points3. Make use of the important words, phrases and sentences flexibly【Learning Procedures】学生学习活动教师组织教学方案【活动一】1．活动目标：培养学生自学的能力2．活动方式：学生练习I Translate the following phrases1.促进公共福利2.不同种类的... / 各种各样的...3.影响特定的受众4.心里有明确的目标5.理解，明白6.让某人做某事7.提前做研究及分析8.迎合, 对...有吸引力9.关心, 关注/ 担忧10.让...被理解明白11.组织, 汇集; 组装12.取决于...13.因为14.导致15.使国家花费了大量的钱使...付出了代价16.损害, 伤害17.阻止...做某事18.使信服/ 说服某人(不)做某事19.督促/ 力劝某人做...20.戒烟21.提供某人某物22.通知/ 告知学生吸烟的危害23.完全意识到24.与...有关25.死于...II Read the following sentences fluently1.It is important to figure out exactly what you want to tell the audience and what you are trying to get them to do.2.It is important to always try to appeal to the audience in order to get them to react in a certain way.3. When planning a public welfare campaign, you may want to ask yourself.4. There are a lot of ways to get your message across when you are putting together an ad campaign.5. Our interviews also indicate that young people are concerned about what is cool and what their friends like.6. We want to shock people into realizing that many smokers die all too soon from illnesses and diseases related to smoking.【活动二】1．活动目标：让学生掌握重要语言点并能在练习中活用2．活动方式：学生读背，老师做适当讲解1.recommend vt. 推荐；建议，劝告；介绍【常见搭配】推荐某人某物推荐某人当...建议做某事建议某人做某事建议... recommend that _____________E.g. 我向我所有的学生都推荐这本书。

高一牛津英语模块四UnitOne教学案例与分析[2022-2-2616:13:00|By:jzzjl]随着新一轮的高中课程改革的展开，信息技术给我国的教育事业带来了巨大的挑战。

信息技术在教学中的应用引起了教学内容、教学方法、教学组织形式等系列变化，导致了教学思想、教学观念，以及教学体制在一定程度上的变化。

本案例就是借助于信息技术手段制造CAI课件进行辅助教学。

【课题名称】Tak—WritinganadvertiementSkillbuilding2---Statingopinionandgivingupportingreaon【教学背景】【教学设计】一、教材分析本课是高一英语必修模块四第一单元的tak部分主要是让学生通过听说读写等一系列的活动来写一个广告。

这堂课是tak的第二课时，主要是学习如何表述观点和原因。

二、学生分析这一课是前一课的延续，所以学生在接受这一课内容时是没有问题的。

教学中分别为不同层面的学生设计了学习任务，让他们都能享受到学习英语的乐趣。

二、设计思路本堂课采用任务型教学途径，这种途径是以应用为动力，以应用为目的，以应用为核心（为用而学，用中学，学了用）的教学途径。

任务型教学是一种以人为本的，能体现语言价值的，先进的、有效的教学途径。

学生带着任务学习，在完成任务的过程中逐渐生成的知识，形成的技能。

本课将通过任务型教学，努力达到课堂活动目的。

三、教学目标根据教学大纲“发展学生听说读写的能力”的要求，确定如下教学目标：1.通过重复的口头操练来掌握一些基本的表述观点和原因的表达方式2.通过写作运用一些基本的表述观点和原因的表达方式3.为最后任务的呈现奠定一定的语言基础四、教学重点和难点1.培养学生的口头表达能力2.培养学生的英语书写能力3.提高学生的语言运用能力五、教学辅助手段CAI课件，录音机六、教学过程Step1：Lead-in让学生完成第17页上的缺词填空，然后通过问题What’thepurpoeofthemWhataretheyWherecanyoureadthem导入到广告这个主题上。

MODULE 4 UNIT 1Step 1Lead-inThe short dialogue is used to tell students what direct and reported or indirect speech are.Step 2 Look and see—changes in sentence structureFirst ask students to pare the sentences in direct speech and in reported speech, and find the difference between them. Let students learn that we can change direct speech into indirect speech by changing what has been said to an object clause or an infinitive phrase.Step 3 Look and see—changes in personal pronouns and tenses.Let students learn the changes in personal pronouns and tenses.Step 4 Practice1Ask students to change the three sentences into indirect speech.Step 5 Look and see—changes in adverbials of time and placeI ntroduce to students example of changes in adverbials of time and place by means of sample sentencesand the table.Step 6 Practice 2Again, ask students to change three sentences into reported speech.Step 7 Look and see—changes in other casesUse the table to show some more examples of the changes that take place when we change direct speech into reported speech and also tell students some special cases. Step 8plete the memoAsk students to finish the Ex. on Page 9. and check the answers in class.Step 9How to use reported speech to reportStudents learn how to use reported speech to report in statements, yes/no questions,wh-questions and imperative sentences in this part.Step 10 ConsolidationHave students go over Part A and practice reporting questions using whether/if or wh-words. Ask students to note word order and other changes and check the answers as a class.。

英语必修4译林牛津Unit 1精品学案（Project 第1部分）教材：牛津高中英语(模块四)高一下学期文档内容：教学设计—教案单元：Unit 1 Advertising板块：Project 1课堂设计指导思想：本堂课的宗旨是引导学生在“做中学”，通过让学生完成一份围绕本单元主题的传单来学习和使用英语。

引导学生主动学习，帮助他们形成以能力发展为目的学习方式，鼓励学生通过体验、实践、讨论、合作和探究的方式发展自己的语言综合能力。

Teaching aims:1. Get to learn and use English by doing a project.2. Try to fully understand the two reading materi als and master the language items.3. Learn to get enough information about ad campaigns from the reading materials.Teaching procedures:Step 1 Lead-inShow students two groups of pictures and draw their attention to the importance of ads.【设计说明】通过两组图片将学生的思绪带回本单元主题，重新引发他们对广告的注意力，以旧带新，自然导入本课。

Step 2 Listen and understandHave students listen to the recording of the handout and answer the three questions to get a general idea of this reading material.【设计说明】帮助学生通过听录音和回答问题初步理解阅读材料，并获取有关广告宣传单的基本信息。