Reading(1)：Advertisementsppt配套的板书设计及意图

M4U1 Advertising教学设计

教学目标：

认知目标：让学生了解更多跟广告有关的知识，如：广告的定义，公益广告和商业广告的区别。

能力目标：提高学生的阅读能力和英语交际能力，评判性地对待广告。

情感目标：提高学生的阅读知识面，扩大视野。

内容分析：本堂课为高中英语模块四第一单元第二课时，属于阅读课型，话题是广告。

重点：如何通过广告这个话题提高学生的阅读能力。

难点：如何让学生学以致用，更多地了解广告，并在现实生活中明智的对待广告。

学生分析：这是一个学生熟悉的功能性话题。所以，学生在开始学习过程中，就对广告很感兴趣。但是，要用英语的思维去阅读这篇文章，还需具备一定的阅读能力和阅读技巧。

教学过程：教具：多媒体和幻灯片

教学活动：主要是任务型阅读，指导学生运用快速阅读和精读完成相关练习。

具体过程：

Step 1 Revision and lead-in 1. Greetings 2. Aside from the discussion in the Welcome to the unit section, have students think about the advertisements they have seen. Then ask them the following questions: ( They are presented on the screen of the multimedia.)

1)

Do you think there are too many ads everywhere? 2) Do you think advertisements play an important part in our lives?

Why or why not ? ( Ask Ss to discuss them in pairs and try to express their ideas freely. Next, have some of the students share their answers. Positive encouragement is necessary for them.) While-reading Tell Ss to take a quick look at the title and the headings. Ask them what might be discussed in the article and draw their attention to the three subtitles in the article.

Step 2 Fast reading

Have students read the article quickly and answer the three questions in Part A Page 2. (Remind students to use skimming and scanning skills to focus on and identify the information needed to answer these questions.) 1)

What do ads try to persuade people to do?

2)

What does PSA stand for? 3)

What do PSAs aim to do? (Encourage students to give their answers in their own words.)

Suggested Answers: 1)

To buy a product or service, or to believe in an idea. 2)

Public service advertisements. 3)

They aim to teach us and help us lead better lives.

Then, have students pay attention to the structure of the essay and complete the structure(结构图) of the article individually.

Introduction: Body: ( Check the answers as a class.) Paragraph ____ Paragraph ____

Step 3 Careful reading

Conclusion: Paragraph ____

Title: __________ T: Wonderful! Since we read the article once, I think you can get a general idea of the passage. But if you want to get a better understanding of the article, you should read it several times. So please look at Part C1 and Part C2 on page 4. (C1 is about the true and false exercises and C2 is about some detail information.). Have students complete these two exercises by themselves and check their answers in groups. Next, check the answers in class. (Remind Ss to identity supporting details in the article to decide if the statements are true or false.) For example: C1,

1) Most people are not aware of how many ads are around them. ( T )

3) PSAs are only found in newspapers and on TV. ( F ) 4) PSAs and commercial ads use some of the same methods. (T ) 6) An ad warning people against smoking is an example of a PSA. (T) ( Guidance: Have students pay attention to some of the T/F sentences above, the bold word(s) is/are the key to deciding whether the sentences are true or false. Students must be aware of the specific information while doing reading comprehension exercises related to details.) After-reading Step 4 Reading strategy Discuss with Ss the structure of the article. They are expected to notice that each subtitle leads to a part of the article which develops its own theme but supports the main subjects as a whole. Within each part, the same structure exists. Expository writing usually follows the same format: introduction of the subject, examples and facts that develop or support the idea, conclusion. ( Remind Ss to learn to use the reading skill when they practice expository reading passages after class) Step 5 Post-reading activities Ss work in pairs and discuss the following questions with their partners.

1)

What are the differences between commercial ads and public service ads? 2)

Do you think young people are easily persuaded by ads? Why or why not? ( Encourage them to discuss freely and bravely in English and later ask some students to express themselves. There is no right answer to Q2,but students should understand that when it comes to ads, they need to be wise and not be a slave to them.)

Step 6 Summary

Group work: Encourage students to retell the whole article by completing the missing words. ( Present the following short passage on the screen.) Nowadays, We can find advertisements almost ①_______ we go. We are so used to them that we do not know how many we see and hear in a day. In fact, an advertisement uses words and ②_______ to persuade people to buy a product or

service, or to believe in an ③______. There are two main ④_______of advertisements-- ⑤_______ advertisements and public service advertisements.

Although we have laws to ⑥_______ us from ads that cheat people, we still must be ⑦_______of the skilful methods used in commercial ads. We must not ⑧_______for the tricks, while PSAs are run for ⑨_______and meant to educate people. In a word, since not all ads tell the truth , we must use our ⑩

_______and not be a slave to them when it comes to advertisements.

Step 7

homework

1. Ask students to complete the remaining exercises Part D and E on page 4 and 5. 2. Ask students to read the article carefully after class and underline the words and sentences they feel puzzled about. Feedback: Some students showed their interest in the topic of Advertisement. From the reading passage, they have learnt a lot about the details of two types of advertisements. Yet, every student should improve their reading speed.