Module 4 Unit 1 Advertisements 学案2

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

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

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。

【教案】译林牛津版模块三Unit 1 AdvertisingWelcome to the unitTeaching Aims:◆To make students aware of the role of advertising in our daily life◆To talk about the six ads and put them in two groups. Finallyencourage them to tell the difference between them◆To discuss the last three questions to improve their speaking ability Teaching Key & Teaching Difficulties:◆To help students understand the role of ads◆The usages of some key words.Teaching Procedure:Step One: Leading-inT: (Greeting the class as usual) Now we will talk aboutadvertising. Then by the way:1)Do you like reading or watching advertisements?2)What kind of ads do you like best? And why?3)Where can you find advertisements?(T can give the students enough time to discuss the questions inpairs or groups. Any related answers are acceptable. This step isjust to arouse their interest in the topic.)Ss: … (Encourage them to express themselves)Step Two: SpeakingT: That’s good! So in fact we are living in a world of ads and whether you like or not, they are influencing our life. Ok, now please open your book to page 1. Here are six pictures.You may have seen some similar to them. Next please 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? Ss: …(Show the pictures in pairs and let the students to discuss them one by one. Remember to give them enough time to think about the above questions)T: Well done! Now 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.T: Wonderful. I think most of you have realized the difference between the two. And in the reading we will have a furtherdiscussion.Step Three: DiscussionT: So, now look at the three questions and discuss them in groups of four.1. Which advertisements make you want to buy a product or service? Why?2. Which advertisements make you think about social problems? Why?3. Do you believe that advertisements tell the complete truth? Why or why not?Ss: …(T can help the students to conduct the activity and encourage themto work together to complete the task. Later let some students toshow off.)T: Well done. Now I think most of you have know what an advertisement is and realize the role of them in our life.Step Four: Homework1.Ask students to read the passage in Part B on Page 95 inWorkbook as their homework. Teachers can check the answers in or after class2.Let them preview the next period, especially the new words in theinstructions or requirements but not included in the wordlist.。

M4 Unit 1《Advertising》Reading语言点学案Revision (Fill in the blanks)Advertisements, which often use p_____ language and e______ images, play an important p_____ of our lives. There are two main t_____ of advertisements.One is called c________ advertisements, which are meant to p______ a product or s ____.But they don’t tell c_______ the c______ truth. Another one is called PSAs, which use a______ and o_____ images and c_____ language, are often placed for f____.They d____ with many social i____, which often affect public w______.语言点整理1We are so used to them …(line 1)be used to doing___________________________used to __________________be used to do ___________________________2 I did some research on…（line 2)…to share with you.(line 3)research:1) n. do/conduct research on:我正在做关于广告的研究。

______________________________________________________ 2) V. to study商人研究市场很重要。

高一英语模块4 Unit 1 Advertising 课文语言点学案(译林牛津版高一英语必修四学案设计)高一英语模块4 Unit 1 Advertising 课文语言点学案主备: 阚德琴1. One toothpaste ad says “Bright-teeth fights bad breath!”fight for 为(事业, 自由, 真理, 权利等)而斗争.fight against 接事物名词“为反对…而斗争” ; 接人和国家名词, “与…战斗”fight with 只接表示人或国家的名词. “同(和)……并肩战斗”They are fighting for freedom and independence.They are fighting against oppression.They fought against the enemy.They fought with France against Germany in the war.The goals B he had fought all his life no longer seemed important to him.A. after whichB. for whichC. with whichD. at which2. Not all ads play tricks on us though.⑴. 部分否定. “并非所有, 并非都”, 其句式结构为:Not all (both, every)…… = All (Both, Every)…not…(翻译: 两种) 并非所有的书都有帮助.Not all the books are helpful.All the books are not helpful.并非他们两个都会讲英语.Not both of them can speak English.Both of them can not speak English.⑵. 全部否定 neither, nor, none, nobody, no one, nothing没有一个答案是正确的.None of the answers is/ are right.3. PSAs are meant to teach us and help us lead better lives.mean to do sth 打算做某事mean doing sth 意味着……mean sb to do sth 打算让某人做某事be meant to do sth 得做某事, 必须做某事be meant for 打算给予; 打算作……用These rooms are meant for the children’s centre.Being a student means studying hard (努力学习)I didn’t B to take a taxi but I had to as I was late.A. supposeB. meanC. hopeD. think4. That is why we are considering repackaging our chocolate bar as well.⑴. consider 考虑 + (名词, 代词, 动名词, 从句, 连接词+不定式)We must consider the matter carefully.我们必须慎重地考虑这件事.你愿意考虑在澳大利亚工作吗?Would you consider working in Australia?他考虑应当如何回答这个问题.He considered how he should answer the question.We should consider what to do next. 我们应该考虑下一步做什么.从句名词⑵. consider 认为 + 宾语 + 形容词介词短语to be…They consider that the hard time will soon be over. 他们认为困难时期即将过去.They consider Paris the heart of the country. 名词短语做宾补.Do you consider him honest? 形容词做宾补.You can’t him to be / as a selfish man . 你不能把他看作是个自私的人.1. Bob told me a very strange thing. Last night when he woke up, he found himself ____on the roadside.A. lieB. lyingC. being laidD. having lain2. --- How often do you eat out? --- _______, but usually oncea week.A. Have no ideaB. It dependsC. As usualD. Generally speaking3. She shouldn’t ____ that gift, for it _____ her sister.A. accept, belongs toB. accept, is belonged toC. received, belongs toD. received, is belonging to4. It was in the small house ____ was built with stones by his father ____ he spent his childhood.A. which; thatB. that; whereC. which; whichD. that; which5. While doing shopping, people sometimes can’t help ______into buying something they don’treally want.A. persuadeB. persuadingC. being persuadedD. to be persuaded6. Nick is looking for another job because he feels that nothing he does _______ his boss.A. servesB. satisfiesC. promisesD. supports7. Tom passed the exam . He didn’t study well for it. The exam ___________ difficult.A. must have beenB. shouldn’t have beenC. can’t have beenD. couldn’t be8. Mr. Thomas, a director from MS Company wants to see you. _________he come in or waitoutside?A. WillB. WouldC. ShallD. Dare9. You’ll regret _______ this film!A. not sawB. not to seeC. having not seenD. not having seen10. A _______ customer is _______ who has no complaints.A. satisfied; peopleB. satisfying; thatC. satisfy; whichD. satisfied; one11. The newly published book, which refers _______ basic English grammar, is _________onlyfor beginners.A. as; meantB. for; intendedC. to; plannedD. to; intended12. When he was there, he __________ go to that coffee shop at the corner after work every day.A. wouldB. shouldC. had betterD. might13. He left the place, _______never ________back again.A. determined; to comeB. being determined; to comeC. determined; comingD. determining; coming14. _______is a highly developed twentieth-century industry.A. AdvertisementB. AdvertisingC. AdvertiseD. Advertiser15. The manager recommended he _________ a plane in order to get there in time for the meeting.A. takeB. takingC. to takeD. would take16. Coca Cola is sweet because of the sugar______ in this drink.A. includesB. is containedC. containedD. included17. ---I hear that you have written a new book.---Yes, the book_______ be out in a month or so.A. canB. shouldC. dareD. need18. ---I was waiting for your call last night.---I meant_________, but I forgot.A. to telephoneB. to have telephonedC. telephoningD. having telephoned19. I _________ what he’s said because I __________him.A. believe; believeB. believe in; believe inC. believe; believe inD. believe in; believe20. They have decided to show the children around the small town because the brightly colored houses there appeal ________children.A. toB. forC. againstD. with21. They tricked the pretty girl _________stealing money from the store.A. intoB. toC. withD. against22.-------You ________part in the party in time.--------Sorry, I was delayed by the accident.A. are supposed to takeB. have supposed to takeC. are supposed to have takenD. supposed to take23. I was really anxious about you. You ______ home withouta word.A. mustn't leaveB. shouldn't have leftC. couldn't have leftD. needn't leave24. Chinese are very generous when it comes to _______ their children. _______ about the money, parents often send their children to the best schools or even abroadA. educating; Not caringB. educate; Don’t careC. educate; Not cared C. educating; Never care25. –I came by taxi. The driver charged me 60 yuan..--Really? You___________ by bus.A. should comeB. would have comeC. must have comeD. could have come26. Tom, finish your homework first, or you ___________ watch TV!A. shan’tB. mustn’tC. needn’tD. may not27. Is he watching TV? He’s __________ to be cleaning his room.A. knownB. supposedC. regardedD. considered1-5 BBAAC 6-10 BCCDD 11-15 DAABA 16-20 CBBCA 21-27 ACBAD AB~。

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.。

Module 4 Unit 1 AdvertisingReading: AdvertisementsTeaching Aims:1. To learn more about advertisements2. To learn how to read a expository writing3. To read the passage Advertisements and complete related answers4. To improve their reading comprehension skill by fully participating in all activities Teaching Key Points & Teaching Difficulties:1. How to improve their reading ability through teaching activities2. How to let them gain some insight into advertisements and help them dealwith advertisements in their daily life3. The usages of some phrasesTeaching Approaches: reading, discussion, practicing, etc.Teaching Aids: multi-projector, tape recorder, etc.Teaching Procedure:Step One: Leading-inEnjoy some very interesting posters and two video clips, please. Does it have an interesting impression on you, boys and girls? After learning “Welcome to the unit”, we know ads are a kind of poster or video that makes us want to buy a product or a service. Today, we’ll learn something about advertisements. Please answer the following questions.1.Where can we find these ads?2.What is the purpose of each video clip?3.What do you think of ads?(Some advertisements are meant to sell products or services, and some to make people think about problems in society or about people who need help.)Step Two: Reading ComprehensionT: Very Good! Now let’s read the article to check whether your prediction is correct ot not. First of all, please open your book to page 2. Fill in the blanks to give the main idea if each paragraph with no more than 3 words:Para.1 __________________Para.2 __________________ of an adPara.3 __________________ about productsPara.4 __________________Para.5 __________________ on ads(Remind students to use skimming and scanning skills to focus on and identify the information needed to fill in the blanks. Let them pay attention to the three subtitles in the passage which can help them find the information they want. )Ss: … (Encourage them to give their answers in their own words.)Suggested Answers:Para1 Introduction to adsPara2 DefinitionPara3 Incomplete truthPara4 Public service adsPara5 Some adviceT: Wonderful! Since we read the article once, I think you can a general idea of the passage. But if you want to get a better understanding of the article, you should read an article several times. Read the passage carefully and answer the following four questions1. What is an advertisement?2. How many entries of advertisements are mentioned in the article?3. Why can’t we always believe commercial advertisements according to the article?4.When did China begin a nationwide public service advertising campaign ?Suggested answers:1.An advertisement uses words and pictures to encourage people to buy something or believe insome idea.2.Six/6.3.Because they are not altogether innocent.4.In 1996.1. Definition2. types/kinds3. Similarities4. Purposes5.product or service6. live better lives7. true8. Places found 9. attractive pictures 10. Conclusion/Advice (Ask them finished it individually)(Let them make a mark where they find the answers. This can train and improve the ability of identifying the relevant information.)T: Great! Now you have read the article twice. I think most of you have no difficulty in understanding it.Step Three: Post-reading (Exercises)T: Fill in each blank with only one word according the passage.Advertisements have become a part of our life. There are 1. ______ main types of advertisements---- commercial advertisements and public service advertisements. Theformer is one someone has paid 2. _____ to promote a product or service. Although we have laws to protect us from ads 3. ________ cheat people, we still must be aware of the skillful methods. We mustn’t fall for the trick. The 4. ____ is one that is run for free and meant to educate people. PSAs also deals 5. _____large social problems and are made 6._____ serve the public. 7. _______________ not all ads play tricks on us, we must use 8. ____ intelligence and not be a slave to them.Step Four: Post-reading (Phrases)T: Having finished reading, let’s find out the useful phrases in the passage:1. be used to (doing) sth. (L 1) 习惯于…2. do research on (L3) 研究…3. share … with sb. (L4)与某人分享…4. persuade sb. to do sth. (L6) 劝（服）某人做5. believe in (L7) 信任6. for free (L11) 免费7. be meant to do (L11) 旨在，目的是8. protect… from … (L14)保护某人免遭…9. be aware of (L15) 意识到…10. even if/though (L15) 即使11. fool sb. into doing (L17) 欺骗某人做…12. fall for (L 24) 上当，受骗13. play tricks on (L 27) 作弄14. serve the public (L 28) 服务大众15. aim to do (L 29) 目的是做…16. deal with (L 34) 处理，涉及17. encourage sb. to do (L 35) 鼓励某人做…18. live healthy lives (L 37) 过健康的生活19. follow the advice (L 39) 接受建议20. When it comes to … (L 41)当谈到…时Translate the phrases and then fill in the blanks with the correct forms of them2. I _________________ getting up early in the morning.3. I will never ______________ the words of door-to-door salesman.4. I never ________________ God.5. She _________________ the danger around her.6. You will get a book _____________.7. The teacher asked us to ___________________ environment protection.8. The special clothes will _________ you __________being attacked by wild animals.9. Don’t __________________ me! I am angry!Step Five: Homework1. Read the article again and again after class and finish Parts A1 and A2 on page 90 of the Workbook.2. Write a summary about the text.。