Reading(1)：Advertisements教案评析

§Reading§

Teaching 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 fully participating in all activities Teaching Key Points & Teaching Difficulties: 

How to improve their reading ability through teaching activities 

How to let them gain some insight into advertisements and help them deal with advertisements in their daily life 

The usages of some key words

Teaching Procedure: Step One: Leading-in

T: (Greet the students as usual)In the last lesson we discussed six advertisements and talked about their effects on us. Today we will go on to learn more about ads by reading a passage called Advertisements. 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 passage which is of great help to improving their reading comprehension ability) Step Two: Reading Comprehension

T: 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. Go through the questions in part A first and then read the text silently to find the answers to the three questions: 1)

What do advertisements encourage people to do?

2)

What does PSAs stand for?

3)

What are PSAs meant to do?

(Remind students to use skimming and scanning skills to focus on and identify the information needed to answer these questions. 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: 1)

They encourage people to buy a product service or believe in an idea. 2)

It stands for public service advertisements 3)

PSAs are meant to educate people about health, safety, or any other social issues. T: 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. So please look at Part C1 on page 4. Here are another five questions for you to answer. This time you must read the text more carefully and get the detailed information.(read aloud)

Part C1: 1)

Where are advertisements most commonly found? 2)

What is the difference between commercial ads and PSAs? 3)

Why are some of the advertisements clever according to the article? 4)

When did China begin a nationwide public service advertising campaign? 5)

Why should we follow the advice in PSAs? Ss: … (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.) Suggested Answers: 1)

Billboards, newspapers, magazine, the Internet, radio and television are the most common places to find advertisements. 2)

The former is paid to promote a product or service while the latter is placed for free and intended to educate people.

3)

Because even if they don’t

lie, it doesn’t mean they tell you the complete truth. 4)

China began the campaign in 1996. 5)

Because all the PSAs are meant to be helpful. T: Great! Now I think most of you have got a better understanding of the article. Next let’s go on to do the True or False exercise in Part C2. Please go over the article again as quickly as possible to decide whether they are T or F according to the passage. Write T(true) or F(false) next to the each sentence.

Part C2: 1)

Advertisements are found in many places. 2)

PSAs are only found in newspapers. 3)

All the advertisements tell the complete truth. 4)

PSAs and commercial ads use some of the same methods. 5)

Commercial ads can often give us valuable information about how to live our lives. 6)

An ad warning people against smoking is an example of PSA.

(Make sure that students can distinguish and pick out the relevant information within the given time. After students finish the exercises, check the answers as a whole. Ask them to correct the false ones. While checking the answers of part C2, pay close attention to students’ mistakes. Explain them to the students if necessary.)

Suggested Answers:

1. T

2. F

3. F

4. T

5. F

6. T Step Three: Reading Strategy

T:

Now you have read the article twice. I think most of you have no difficulty in understanding it. Yet different types of passages require different reading strategy. The article we have learnt is an expository 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 subject, supporting details, 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.b

2.e

3.c

4.f

5.g

6.h

7.a

8.d

The Keys to Part E:

1.advice

2.advertisements

3.intended

4.public welfare

5.promote

6.customers

7.persuasive

8.natonwide

9.campaign

10.encourage

Step Three: Post-reading Discussion

T: 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 public service ads? 2)

Do you think young people are easily persuaded into buying new products? Why or why not? 3)

What is the most impressive PSA you have ever seen? Why do you think it is 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 Four: Language Points 1)

do research on/into …

做有关……的研究

2)

share vt. 分享、分担；具有相同的（观点、想法、经历等）

share sth with sb 同某人分享某物

share sth among/between …

将某物平均分给……

e.g. Tom shares a bedroom with his twin brother.

e.g. The mother was sharing a cake among the children.

e.g. Jim shares my opinions on human cloning. 3)

persuade vt. 劝说、说服

persuade sb to do sth 说服了某人做某事

persuade sb into doing sth 说服了某人做某事

persuade sb out of doing sht 说服了某人不做某

e.g. I tried to persuade him to join us but failed. 4)

encourage vt. 鼓励、激励；促进、助长

encourage sb to do sth 鼓励某人做某事

encourage sb in …

在……方面鼓励某人；助长某人的……

e.g. Parents should not encourage their children in their laziness. 5)

service n. 服务；帮助

at your service 听您吩咐、供你差遣或使用

do sb a service 给某人帮忙

of service 有用的；有帮助的

serve vt. 为……服务；接待、招待；伺候（吃饭）、端（菜）；供应（饭菜、酒水等）

e.g. Serve the people heart and soul. e.g. First come, first served. e.g. The restaurant doesn’t serve wine. 6)

believe sb 相信某人说的话

believe in …

信仰……；信任……；相信……的存在

e.g. Do you believe in God? No, I believe in the truth.

e.g. Many people believe in aliens even if they can’t give persuasive evidence. 7)

intend vt. 想要、打算、计划

intend to do sht 打算做某事

intend doing sth 打算做某事

intend sb to do sth 打算让某人做某事

intend sth for …

为……准备某物

sth be intended for …

某物是为……准备的

… be intended to do …

……是用来做……

e.g. The government has intended to reduce the prices of houses. e.g. I intended the gift for Tom on his birthday. e.g. The book is intended for children. 8)

claim vt. 要求；认领、索取；声称；主张

claim to do sth 声称要做某事（还未做）

claim to have done 声称做过某事

It is claimed that …

据说……；有人主张……

e.g. The old man claimed to have seen aliens but nobody believed him. e.g. Tom claimed to buy a car of his own but he can’t afford it at the moment. 9)

comment n. 评论、意见、评价

vt./vi 评论

make a comment/comments on …

对……评论/评头论足

no comment 无可奉告

comment on …

对……评论/评头论足

e.g. It is impolite to comment on others behind their back. 10) lead to …

通向……；导致……

lead a happy/plain/hard life 过着……的生活

lead sb to …

领某人去……（某地）

lead sb to do sth 带领某人做某事

11) deal with …

对付……；和……打交道；处理……；涉及……（多和How连用）

do with …

对付/处置…；与…相处；忍受…（多和What连用）

e.g. Could you tell me how to deal with the problem? e.g. I don’t know what to do with the problem. Step Five: Homework 

to complete the remaining exercises on page 4 and 5. 

to do parts A1 and A2 on page 90 in workbook