Warming up、Pre-reading、Reading、Comprehending第一课时导学案

一.

课标解读：

1.

所选课题在本科教学中的地位和作用：

（1）本篇文章属于典型的说明文，高考阅读篇目中说明文占很大比例，

了解说明文的特点并且掌握说明文的阅读方法和技巧对阅读理解起重大作用。

（2）本篇文章的话题是广告，属于“人与社会”的语篇。广告在生活中无处不在，与学生的生活密切相关，了解广告的内情可以帮助学生批判性地接收广告信息，建立正确的价值观。

2. 教学设计体现的课标理念：

（1）培养英语学科的核心素养，落实“立德树人”的根本任务。

（2）有效设计英语学习活动，着力提高学生的学用能力。

（3）阅读教学中关注学生思维活动的过程，立足培养学生思维品质。

（4）重视现代信息技术应用，丰富英语课程学习资源，拓展学习渠道，促进学生有效学习。

二．教材解读：

1.教材内容分析：

本单元的中心话题是“广告”，语言技能和语言知识都是依据这一中心话题设计的。“阅读”部分是一篇关于广告运作机制的说明文。在内容上，文章对于什么是广告，广告如何制作才能达到预期效果，广告有什么样的影响力等问题进行了简要说明。在结构上，大标题和小标题将文章脉络勾勒得非常清晰。学生在了解文本信息的同时能够发现问题、积极思考、提升自己的思维品质。

2.教学重点：

（1）通过制作和展示思维导图复习阅读教材中广告的内情三方面：什么是广告？如何制作有效的广告？广告有什么样的影响力？

（2）对广告目的和策略有一定深入认识后，通过分析生活中的具体广告，对广告效果做出准确而客观的评价。

（3）通过设计一些开放性问题，让学生主动联系自己的生活实际，深入思考广告对自己生活的影响以及广告应遵循的道德规范。

3.教学难点：

（1）学生用所学的知识能够正确判断以及评价广告。

（2）通过学习，学生能够自己设计一份创意广告。

（3）在课堂上激发学生主动思考，辨证、批判地谈论自己的观点和想法。

4.教学目标：（语言能力、学习能力、思维品质和文化品格四个方面）

（1）学生能够了解并且熟悉广告制作的具体内情、广告语言特点和具体采用的有效策略。

（2）学生能够正确理解广告中的信息，合理评价广告的有效性。

（3）学生根据所学知识能够自己设计合理的广告。

（4）学生学会在阅读中思考，在思考在培养整合、分析和加工推理信息的

能力，从而逐步培养批判性思维和创造性思维。

（5）学生学会思维导图的构建，并且根据自制的导图复述课文的大意。

（6）学生能够从思想上树立诚实守信的美德观念。

三．学生解读（学情分析）：

1. 由于信息时代的影响，学生对广告在头脑中有一定的认识，这个话题和他们的学习生活息息相关，所以学生很感兴趣。

2. 高三的学生在语言基础和语言应用能力上达到一定的程度，而且这个年龄阶段学生对待事物的判断有自己的看法和意见。

3. 这个班的学生平常思维活跃，日常英语教学中经常使用小组合作以及探究、讨论等学习方式。

四. 教法解读：

1.任务型教学法；整节课中以学生为中心，教师设计不同的任务让学生来完成。任务的设计循序渐进、由浅入深。问题的设置从直接到间接，从封闭式到开放式，从具体到抽象，从抽象到本质，任务越来越难，要求学生的能力越来越高。整个过程一步一步地引导学生深入思考和探究，不仅让学生扎实地获得知识，而且培养了学生的思维能力。

2.小组自主、探究、合作式学习法：教学活动中，有三个任务需要小组合作完成，第一个任务是老师举例演示进行思维导图绘制的过程，然后小组合作共同制作不同段落的思维导图。第二个任务是小组讨论文章中提供的几个广告，用所学知识判断广告的有效性，并且深入思考一些开放性问题，提出自己的看法。第三个任务是小组根据已给情景设计合理广告。这些过程给学生创设“研究”的平台，学生在课堂中一直主动思考，这样他们有机会以多种形式从多个角度认识、理解、记忆知识，并且加工和再创造知识，完成知识向能力的迁移过程。

五．训练解读：

1.训练目的：通过本节课中不同训练形式的完成，使学生了解广告的内情，并且学会多种途径批判、客观地判断广告。使学生的学习能力和思维品质都得到提升。与此同时从知识转换成能力，最终学会正确评价广告和合理设计广告。

2.训练形式：（1）思维导图的巩固性训练形式。

（2）评价广告和设计广告的输出型训练形式。

（3）问题引导、学生个人深入思考以及小组合作探究等多种思维训练形式。

六. 教学过程：

Step1: Warming up and brainstorm:

Play a video about a creative advertisement. During the process of enjoying it, the students are motivated through different senses.

After showing the video, the teacher presents some questions: 1. What does the advertisement want you to do? 2. How does it try to appeal to you ?

3. What is its hidden message? 4.Do you think whether it is effective? Why? By classifying the students’

answers, the teacher guides them to think about the targets and effects of advertisements. Meanwhile, the topic of the reading passage is led in naturally. With the questions in mind, the students are motivated to recall the passage to find answers. Step2：Mind--mapping:

The students are given more time to read the details in the passage. While

reading, they are asked to draw a mind-map. At first, the teacher gives an example. Then the students are divided into different groups to complete the mind--maps for other parts of the passage according to key words and clues. Having made the maps, the leader of every group presents the result of their group. While showing and explaining the map, they actually give a summary of every part. During the process, the students are given an opportunity to use words and expressions related to the different aspects of the topic “advertisement”

fluently. More importantly, different students have different learning styles and modes of thinking , thus creating some unique and creative mind—maps.

Here is an outline for reference.

Part 1: Introduction:

We are exposed to ads in our daily life.

1) What kind of advertisements can we find?

2) Where do advertisements appear?

3) Why do we need to understand how advertising works?

What an ad is

1) Definition (a message or announcement that intends to inform or influence people.)

2)

Means （words，pictures，music，films...）

3)

Advertisers (business, individuals, organizations, associations)

Brace Maps(环抱图)：

message inform

definition people

announcement

influence

words Advertisement

music

communicate the message means pictures films

organizations

individuals

inform people advertisers

associations

educate

business

环抱图是思维导图中的一种形式，体现整体和局部的关系，也是我们平常使用最多的一个图。左边是整体，右边是局部。

Part 2: How do advertisers make effective ads?

1) Identity the target (find out necessary information about this group)

2) Appeal to the target (hopes, dreams, emotions, desires...)

3) Use a suitable medium (cost, media)

Tree Maps(树状图)：

How to make effective advertisements

identify your target

appeal to your target

use a suitable medium

hopes and dreams

emotion

desire conscience

rich

famous

funny healthy save money worthy citizen 树状图是学会分类思考的最佳方法。它就像一棵树一样可以分门别类地将物体有条不紊地列出来。Tree Map的上方是树干，下方密密麻麻的是它的树根。

Flow Maps(流程图)：

Identify your target

Find much information Fit into their lives

Identify your target

Type of advertisement techniques Display the advertisements

流程图可以用来分析事物的发展、内在逻辑。按照一定顺序形成的步骤都可以使用流程图。

Double Bubble Maps(双重气泡图)：

Use a suitable medium

expensive cheaper product

emotional more TV newspaper media

responses details

audience

audial visual

effects effects

泡泡图最适合描述一个主题的属性，这种图式可以增加学生对事物描绘的深度和多样性。中间的泡泡是主题词汇，周围有很多属性泡泡环绕。双重泡泡用来做比较最合适不过。两个泡泡图放在一起，可是中间却有重叠的气泡，那就是他们的共同点。

Part 3: How can ads be effective?

1) When there is a need for the product.

2) If the target audience is exposed to ads constantly. Step3: Critical and deep thinking: The teacher gives the students some open-ended questions to think deeply and critically. The questions are related to the reading passage, but in the meanwhile they are beyond it. All the questions have no fixed answers , so it takes their deep thinking to voice their own opinions. Through this activity, the students’ ability of critical thinking is developed. Questions are as follows: 1. How do advertisements affect your life? 2. Do you believe ads? 3. Can you remember the names of any products advertised? If so, why do you remember these and not others? 4. Does advertising work? Step4: Learning by using and thinking:

No matter what activity is designed, our teaching aim is to use what we have learned to deal with practical problems. In turn, when we use it , the process strengthens what we have learned. They can benefit each other. In this period, the teacher provides the students with some advertisements in daily life. They are given the opportunity to analyze different advertisements and give their own views in terms of purpose、strategies、hidden message、effects and so on of the advertisements. They are required to give certain assessments of the ads in the text. One group can choose only one of them to discuss. Advertisement One: Water Question1: What is the most common name for H2O? Why did they call it H2O?

Answer1: Water. Because it rhymes with “slow”.

Q2: What is the purpose of this advertisement?

A2: To encourage people to use water wisely and to save water where they can. Advertisement Two: Super Shooze Q1: What message does the advertisement give?

A1: If you wear our shoes you’ll have an exciting life, and be popular and have fun.

Q2: Do you think the message is true? Give reasons.

A2: No, because just wearing a certain brand of shoes won’t make you exciting, popular or have fun — it takes much more effort than that. Advertisement Three: Refreshing water Q1: Why are the first two lines written bigger than the rest of the advertisement?

A1: These lines appear bigger so that they are the first thing people notice about the advertisement. Q2: The advertisement says that when you buy two, they will give you two more at no extra cost. Does this mean the advertiser will lose money on the sale? A2: No, the advertiser will have worked out a price that will still give him a profit even if he is giving away two bottles free. The advertiser also benefits by selling more bottles than he would have if he hadn’t offered the free bottles.

Q3: Why do advertisers often use the “Buy one get one free” message?

A3: People love a bargain, so they are attracted to free offers and are more likely to buy the product if they think they are getting something for free.

During the process of evaluating the given advertisements, the students give different answers based on their undstanding of different aspects of advertisements and their own experiences. The teacher encourages them to talk about the questions in objective and critical points of view. Meanwhile, the teacher shows them some reference answers.

Step5：Languages used in advertisements In the beginning, the teacher presents students with some advertisements in our daily life. After that, they can guess what product is the advertisement for. Next, the students are asked to observe them closely. Through analysizing different advertisements, the students are assigned to summurize the characteristics of language used in advertisements. The students ’

interests are aroused through guessing game. In the meanwhile, they give their conclusion individually. 1)Verbs are frequently used: Obey your thirst. (Sprite) Just do it!(Nike) Feel the new space!(Sumsung) 2)Adjectives are frequently used: Good to the last drop! (Maxwell coffee) No business too small, no problem too big!(IBM Compary) 3)Different sentence structures: Wouldn’t you really rather have a Buick(Car) Obey your thirst. (Sprite) Where there is a way, there is a Toyota.(Car)

Step6: Output task: (Using, learning, creating and showing) The students are divided into different groups to create their own advertisements by using what they have learned from the passage. They are given three alternatives. 1.Da Tong Tourism Festival. 2.Any object you will not need after you graduate from high school. 3.A product that your future company will sell. Having been equipped with different aspects of advertisements, the students have the ability to design their own advertisements. Through teamwork, they show their works perfectly. Step7: Character building：

The teacher asks the students to talk about what code of professional ethics the advertisers should follow when they make advertisements. After listening to the students’

different views, the teacher presents a golden policy-----Whatever advertisement you make, keep in mind that ” Honesty is the best policy.”

Step8: Homework:

Write a passage titled “Advantages and disadvantages of advertising.”

课后反思：

课堂教学设计的确至关重要，教学效果的好坏取决于教学设计。所以我们在教学设计中不应该任务过多，仅仅流于形式。应该关注我们具体的教学目标，切入一个具体的重点，也就是通过一节课的学习后学生会具体学到什么实实在在的东西。在教学设计中围绕这个目标设计所有活动，课堂中应该给予学生足够的思考时间，让学生真正经过思考得出结论，谈论自己的想法。教师应该关注学生的思维过程，立足于长期培养学生思维品质，而不只是关注答案的正确性。简而言之：观点胜于事实；批判胜于接受；思考胜于识记；实践胜于理论。课堂实践证明：只要我们给学生一个平台，学生的想象力和创造力是无穷无尽的。只有你想不到的，没有他们做不到的。在这节课上学生展示思维导图中，有一个组的学生设计了一个立体的多边形盒子，各个侧面都可以打开，还有一个灵活的抽条贯穿其中。盒子上的文字信息随着形状变化而呈现不同内容。还有在展现创意广告中，学生的设计各有千秋，有的重点在广告词的设计新颖；用词押韵，一语双关，把英语词汇的美展现出来，有的是图片和文字的结合，有的使用不同广告策略和媒体形式，都取得很好的广告效果。总之课堂中教师一直引导学生在思考、探究、实践、创造，学生一直在用英语做事情，学生的思维得到锻炼，综合语言能力也得到提高。

从本节课的反思中我们还得出了一些今后英语教学的启示：（1）阅读教学中不仅对文本内容进行理解和分析，而且要对文本话题进行合理的拓展和延伸，课堂中应设置思、论、辩等能激发学生思维并且利于学生开放性思维能力培养的活动。（2）引发头脑风暴，激活发散思维。我们要利用阅读内容，结合学生的已有认知和经验，联系现实生活，进行头脑风暴，鼓励学生思考并表达自我，从而培养学生的发散性思维能力。（3）巧设读后活动，提升思维品质。读后活动不仅要有益于学生加深对文本的理解，有益于学生运用所学语言解决问题，更有益于启发学生进行思考，激思启疑，提升学生的思维品质。（4）给学生创设真实情景，提供广阔的想象和思维的空间，学生在活动过程中训练了思维，体验了创新内容。（5）设计一些可以多渠道获取学习资源的活动，发展学生的自主学习能力。课上不仅关注学生思维品质的提升，还应形成语言能力，塑造文化品格，发展学习能力。聚焦发展核心素养，突出学生主体地位。（6）教学活动应具有开放性。在阅读课中应设计体现不同水平思维品质的教学活动，以满足全体学生思维发展的需要。同时，不同教学活动的开展过程应体现思维品质培养的渐进性和多样性。

总之教师要善于从阅读文本中发现、挖掘思维发展的促发点，并通过提问、解释、分析、讨论和问题解决等不同方式来促进学生思维的发展。在阅读教学中，教师要创造和谐、宽松的良好氛围，要允许学生提出不同的观点，这对于发展学生的思维品质尤其重要。