牛津高中英语模块四Unit1 Advertising 说课稿

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

Unit 1 AdvertisingProjectDeveloping an Ad CampaignTeaching Aims:●To learn about some basic information about an ad campaign●To apply what they have learnt to develop an ad campaign Teaching Key Points & Teaching Difficulties:How to help them to develop an ad campaignThe usage of some key wordsTeaching Procedure:Step One: ReadingT: (Greet the class as usual) In this unit we have learnt what an advertisement is and even have written one in the last lesson.Then do you know what an ad campaign is?Ss: No.T: Ok. In this lesson we will go on with this topic. Please open your text books at page 18. Read the article silently as quicklyas possible to answer the following questions:1)What is an ad campaign?2)What must you have in mind when you start a successful adcampaign?3)What questions must you first consider in an ad campaign?Ss: …Suggested Answers:1.It is an organized programme of advertisements usingvarious kinds of ads to reach a particular audience.2.We must have a clear goal and target audience in mind.3.We must first consider the following questions:Who is the audience for our ad campaign?What do we want our ad campaign to say?How do we reach our audience?T: Very good! Now I think you have got a general idea of the passage. In fact, nowadays people all over the world use themedia to advertise for the benefit of the public or publicwelfare.Read the second article and answer.1. What is the subject of this ad campaign?2. Why do they build this ad campaign?3. Who is the target audience for this ad campaign?4. What is the ad campaign aimed to do?5. What is the slogan for this campaign?Suggested Answers:1. Anti-smoking.2. Because the problem costs countries a lot of money and causes greatdamage to thewelfare of the people.3. High-school teenagers.4. To discourage young people from smoking.5. Smoking kills!Step Two: Developing an ad campaignT: Ok, next we will plan and conduct an ad campaign, promoting a public welfareproblem. Discuss the questions on Page 19 with your group members. Planning:Decide which subject you are interested in and choose one for your ad campaign. You should have a clear idea of the goal, the target audience, the message of your ad and the media you will use.Preparing:Divide the work to each group member.Producing:Put what you have written together and add a logo. You must proofread your ad campaign proposal and correct mistakes if they are any. Presenting:Present your ad campaign to the class.Step Three: Homework:To do Parts B1 and B2 on Page 91 in Workbook. To do Parts D1 and D2 on Page 93 in Workbook.。

Unit 1 AdvertisingReading: AdvertisementTeaching Aims:●To learn more about advertisements●To learn how to read a expository writing●To read the passage Advertisements and complete related answers●To improve their reading comprehension skill by fullyparticipating in all activitiesTeaching Key Points & Teaching Difficulties:◆How to improve their reading ability through teaching activities◆How to let them gain some insight into advertisements and helpthem deal with advertisements in their daily life◆The usages of some key wordsTeaching Procedure:Step One: Leading-inT: (Greet the students as usual)In the last lesson we discussed fouradvertisements and talked about their effects on us. Today wewill go on to learn more about ads by reading a passage calledAdvertisements. Please look at the title and tell me:What might be talked about in the article?Ss: … (Any possible answers are acceptable)(This step is to help them predict the contents of the passagewhich is of great help to improving their reading comprehensionability)Step Two: Reading ComprehensionT: Very Good! Now let’s read the article to check whether your prediction is correct or not. First of all, please open your bookto page 2. Go through the questions in part A first and then readthe text silently to find the answers to the three questions:1)What do ads try to persuade people to do?2)What does PSA stand for?3)What do PSAs aim to do?(Remind students to use skimming and scanning skills to focus onand identify the information needed to answer these questions.Let them pay attention to the three subtitles in the passage whichcan help them find the information they want. )Ss: … (Encourage them to give their answers in their own words.)Suggested Answers:1)To buy a product service or service, or to believe in an idea.2)Public service advertisements3)They aim to teach us and help us lead better lives.T: Wonderful! Since we read the article once, I think you can ageneral idea of the passage. But if you want to get a betterunderstanding of the article, you should read an article severaltimes. So please look at Part C1 on page 4. Do the true and falseexercise.Part C1:●Most people are not aware of how many ads are around them.●Advertisements are always meant to promote a product orservice.●PSAs are only found in newspapers and on TV.●PSAs and commercial ads use some of the same methods.●Commercial ads often give us valuable information about how tolive our lives.●An ad warning people against smoking is an example of a PSA. Ss: … (Ask them finished it individually)Suggested Answers:1. T2. F3. F4. T5. F6. TT: Great! Now I think most of you have got a better understanding of the article. Next let’s go on to do the exercise in Part C2. Please go over the article again and answer the following questions.Part C2:●Where are advertisements usually found?●What is the major distinction between commercialadvertisements and PSAs?●Why are some of the advertisements clever according to thearticle?●When did China begin a nationwide public serviceadvertising campaign?●Why should we follow the advice in PSAs?Step Three: Reading StrategyT: Now you have read the article twice. I think most of you have no difficulty in understanding it. Yet different types of passagesrequire different reading strategy. The article we have learnt is anexpository writing. Then:Do you know how to read an expository article?Ss: No.T: Ok. Please read the reading strategy on page 3 and try to answer the two questions:1)What is expository writing meant to do?2)What is its basic format?Ss: …(Remind them to concentrate on the letters in bold )Possible Answers:1)It is meant to introduce you to basic information on a topic.2)It usually follows the basic format: introduction of the subject,examples and facts that develop or support the idea,conclusion.T: Good! If you read expository writing in future, remember to use what you have learnt today. It will help you get a good understanding of the passage and improve your reading ability.That’s all for the reading. If you have any problem, please point it out and ask me for help.(Give explanations if necessary and ask them complete the left exercises after class.)The Keys to Part D:1.h2.c3.b4.d5.f6.g7.e8.aThe Keys to Part E:1.dealing withments3.promote4.fool5.even if6.cheated7.campaigns8.benefitStep Four: Post-reading DiscussionT: Well done! Last but not least, work in pairs and discuss these questions with your partner.1)What are the differences between commercial ads and publicservice ads?2)Do you think young people are easily persuaded by ads? Why orwhy not?3)What is the best PSA you have ever seen? Why do you think itis impressive?(This serves as a consolidating exercise for students to practise their spoken English. Encourage them to discuss freely and bravely in English and later ask some students to express themselves.)Step Five: Homeworkto complete the remaining exercises on Page 4 and 5.to do parts A1 and A2 on Page 90 in Workbook。

模块4Un it 1 Advertis ing重点单词1. persuade vt.说服，劝服persuasive adj. 有说服力的【常见搭配】【名师点拨】persuade sb. to do sth指成功地说服某人做某事；advise sb. to do sth.指建议某人做某事。

【即时演练】A:用常见搭配填空1. We ____________________ h is foolish pla n.2. He ____________________ l ending him all my savi ngs.3. Fin ally, his friend ___________________ give up the dan gerous trip.【答案】1. persuaded him out of 2. persuaded me into 3. persuaded him toB:单选(2012 全国卷I) If she does n't want to go, nothing you can say will _______ her.A. persuadeB. promiseC. in viteD. support【解析】句意：如果她不想去，你说什么也劝服不了她。

persuade"说服，劝服” ;promise"允诺，答应” ;invite "邀请” ;support "支持”。

【答案】A2. cure vt.治愈，治疗n.治愈，疗程；疗法；对策，克服的方法【常见搭配】■This new medicine will cure you of your cough.这种新药会治好你的咳嗽。

■A certain cure for this illness is not found yet.这种病尚无有效的治疗方法。

Drivers around the world won der if there is a ____ for the rising price of oil.A. wayB. medici neC. cureD. method【解析】句意：全世界的驾驶员都想知道是否有方法应对不断上涨的油价。

英语：Unit1《Advertising》教案-grammar and usage（译林牛津版必修4）Teaching Aims:To learn the direct and indirect speech and how to change from one to the otherTo identify the differences between direct and in direct speechTo learn how to use reported speech in statements, questions, and imperative sentencesTo complete the relevant written tasks to reinforce the grammar and usageTo 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.Ø What did Tom ask Ann?Ø What did Ann say?Ss: …(This step is to attract their attention to direct speech and indirect speech. Later collect their answers on screen.)Suggested Answers:üTom asked Ann what she was going to that summer holiday.üAnn said that she was going to travel to Beijing with her parents.T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are written in reported speech or indirect speech while theoriginal sentences in direct speech.Step Two: Direct and Indirect SpeechT: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions:Ø What are direct speech and indirect speech?Ø 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.)Ss: …Suggested Answers:üDirect speech is to report what exactly has been said while indirect speech is to report the meaning of what has been said without using exact words.üWe 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! ThenØ When you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structure?Ss: …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.Ø ‘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 correc t answer. This is just to help them to realizesomething different when changing direct speech into indirect speech.)T: So you can see we made no changes to the sentence in direct speech. Dou you know why? Please look at the tip on the left and recall what you have learnt before and them tell me the reason.Ss: …Tips:We do not change the tense when we report a proverb or a fact that doesn’t change over time.T: Terrific! And I can show you more examples as follows:My teacher told me that practice makes perfect.The teacher said that light travels faster than sound.(Ask them go through the content on page 8 again and deal with any questions raised by the students.Last let them finish the exercise on page 9. Make sure they know what to do.)Suggested Answers:1.was2.wouldn’t3.had read4.that5.would6. had bought7.that 8.would 9.those 10.her 11.was 12.was going to readStep 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:Ø How to report statements, questions, and imperative sentences?Ss: …(Give them enough time to go through them and help them summarize the following:Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbse.g. ‘There two main types of advertisements,’ the writer said to us.→The writer told us that there two main types of advertisements.Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questionse.g. ‘Are all advertisements playing tricks on us?’ I asked her.→ I asked her whether/if all advertisements playing tricks on us.e.g. The teacher asked Tom ‘What’s the matter?’→ The teacher asked Tom what was the matter.Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentences l Ask and tell are common reporting wordse.g. ‘Don’t touch anything in the lab without permission.’ said the teacher.→ The teacher told us not to touch anything in the lab without permission.e.g. ‘Turn down the radio please, Tom.’ Jen said.→ Jen asked Tom turn down the radio.T: You’ve done a good job. Now you can overview what we have learnt on page 10. If you have any difficulty, ask me for help.Ss: …(After this let them complete the Part A on page 11.)Suggested Answers:Part A:1. asked in what way it was different from other English learning software2. asked how it could help him to remember English words3 asked whether/if it taught listening and speaking4. asked what the designer would do if she was not satisfied with the software.5. 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可以省略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 task。

标准文案课程单元教学设计首页课程课题：Unit 1 Advertisi ng -------------- Period 1 Welcome to the unit牛津高中英语教学设计单元：Unit 1 Advertising板块：Welcome to the unitadvertis ing⑴adj.登广告，广告宣传a n ati onal advertis ing campaig n⑵n.广告业e.g. He has been working in advertising for 20 years.他从事广告业已经二十年了。

persuasive adj.有说服力的persuade v. 劝说persuasion n.说服2.e.g .They used many persuasive argume nts. 他们用了许多有说服力的论据。

【常用搭配】1) persuade sb. /pro n. 说服某人2) persuade sb. of sth. 使某人相信某事3) persuade sb. to do sth. = persuade sb. into doing sth. 说服某人做某事4) persuade sb. out of doing sth. 说服某人不要做某事5) persuade sb. that-clause 使某人相信6) sb. be persuaded that-clause 某人相信……【例句】1) I can persuade the boss soon. 我很快就能说服老板。

2) I persuaded him of its truth. 我使他相信这是真的。

3) They persuaded her to go with them. 他们说服了她和他们一起去。

4) We persuaded him into tak ing the job. 我们说服她接受这份工作。

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.。