Reading(1)：Advertisements国家优质课一等奖

Unit 1

Advertising

Reading 1 Teaching aims:

1. To get a general idea of the whole text.

2. To train gist-reading skill and learn the main point of each paragraph of the text. 3. To be familiar with the detailed information about the text. 4. To master the reading strategy for expository writing. Teaching procedures:

Step 1

Lead-in The students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements. Step 2

Before-reading

The words-matching exercise can help the students to review the new words and pave the way

for the coming reading comprehension.

Step 3

Fast-reading Ask students to listen to the recording of the reading text and skim the text to get the general idea.

Step 4

Detailed-reading Let students read the text carefully and work out the main idea of each paragraph.

Step 5

Further Reading The true or false statements are designed to check students’ further understanding of the whole

text . Step 6

Post-reading (Consolidation Activity One )

With the question “What’s the similarities and differences between commercial advertisements and public service advertisements?”, students are expected to tell the differences and similarities between the types of advertisements. Step 7

Post-reading (Consolidation Activity Two )

Ask students to retell the whole text with the help of the key words on the ppt. Step 8

About the reading strategy

Draw the students’ attention to the reading strategy about expository writing.。

Step 9

Homework

Ask students to finish reading the article on Page 95, to list the difficult language points on their notebooks, and retell the reading text.

Reading 2 Teaching aims:

1. To get to grasp the usage of the main language items.

2. To train listening, speaking, reading and writing skills by practicing the language items. Teaching procedures:

Step 1

Revision

Ask students to fill in the blanks with the first letters given. The short passage is a summary of the reading text which is closely related to advertisements.

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Step 2

Language focus List the main language items in the reading text and draw students’ attention to them. 1. advertise

⑴

v.

为……做广告，登广告宣传

The perfume has been advertised in all the major women’s magazines.

⑵

vi.

登广告招聘

We need to advertise for a new chef.

advertisement

n.

广告，宣传

If you want to sell your old sofa, why not put an advertisement in the local paper?

advertising

⑴

adj.

登广告，广告宣传

a national advertising campaign ⑵

n.

广告业

He has been working in advertising for 20 years.

2. persuasive adj.

有说服力的

persuade v.

劝说

persuasion n.

说服

e.g. They used many persuasive arguments.

1)

persuade sb. /pron.

I can persuade the boss

2)

persuade sb. of sth.

I persuaded him of its truth. 3)

persuade sb. to do sth. = persuade sb. into doing sth.

They persuaded her to go with them.

We persuaded him into taking the job. 4)

persuade sb. out of doing sth.

I persuaded my father out of smoking.

3.breath

n.

hold one’s breath

屏住呼吸

I held my breath and dived into the river.

be out of breath

上气不接下气

She was out of breath from climbing the stairs.

breathe

v. ⑴

v.

呼吸

He held her so tightly that she could hardly breathe.

⑵

vi.

吸入

I don’t want to breathe in other people’s smoke.

我不想吸入二手烟。

4. fool

⑴

n.

蠢人，傻子

How could you be such a stupid fool!

⑵

vt.

愚弄，欺骗

I was completely fooled by her.

fool sb. into doing sth.

Don’t let anyone fool you into handing over large sums of money. 5. cure

⑴

n.

有效药，疗法

Doctors say that there are several possible cures.

⑵

n.

对策，方案

It’s the only possible cure for our trade deficit.

⑶

vt.

治愈

Many formerly fatal diseases can now be cured.

⑷

vt.

控制，消除

Nothing seemed to cure him of his nervousness.

6. comment

⑴

n.

评论，述评

We would welcome your comments on our work.

2

make a comment on = make comments on

对...做出评价

e.g. Did she make any comments on your speech?

⑵

n. （电视，电影）评论

e.g. a page of news and comment

⑶

v. 发表意见，评价

I’m not in a position to comment on the matter.

7. aim ⑴

n.

目标，目的

My main aim on this course is to gain confidence.

⑵

n.

瞄准，准头

He quickly regained his balance, took aim, and fired. ⑶

vi.

打算，企图

The project aims to provide an outlet for children’s creativity.

⑷

vt.

瞄准

He was aiming at the tree but missed.

be aimed at (doing) sth.

旨在于，目的在于

The book is aimed at people without specialized knowledge 8. benefit ⑴

n.

益处，好处

The new sports centre will bring lasting benefit to the community.

⑵

n.

福利，津贴

The benefits include medical insurance and a company car.

⑶

vi.

受益，得到好处

Patients have benefitted greatly from this treatment.

⑷

vt. 对...有好处，有助于

The system mainly benefitted people in the south.

beneficial

adj.

有益的

One or two glasses of wine a day can be beneficial.

9. promote

v.

①

提升，使晋级

②

积极筹划，鼓励，促进

1)

The young army officer was promoted to captain. 2)

How can we promote the sales of this product?

3)

We must promote the match carefully. 10. consult ⑴

vt.

向……咨询，求助

Before going on a diet, you’d better consult your doctor.

⑵

v.

商量，征得同意

We’ll consult with representatives of different jobs.

⑶

v.

查找，查询

Consult the timetable to see when the last train leaves.

Step 3

Explanation and practice Explain the main usage of the listed language items and use different ways, such as sentence translation, multiple choices to help students to practice. Step 4

Consolidation 1

Let students choose the right words and expressions to fill in the blanks with their proper forms. Step 5

Consolidation 2

Ask students to search their memory for the words and expressions learnt in this section and complete the sentences.。

Step 6

Homework Let students finish A1 and A2 on Page 90, and write a short passage with the phrases we learnt in this lesson.

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Word Power

Teaching aims: 1. Get to learn that some words are divided by adding suffixes and prefixes to the root words.

2. Learn more words and expressions related to sales and marketing.

3. Enlarge our vocabulary by thinking about more words that are created by adding suffixes and

prefixes. Teaching procedures: Step 1

Lead-in (Blank-filling) Ask students to fill in the blanks with the derivatives of the given words. The short passage is related to the reading passage.

Step 2

Show more examples Show students more examples of derivatives to impress them with the knowledge of word

formation.

Step 3

Competition Divide the whole class into four groups and encourage students to think of more words that are created by using the knowledge of word formation. The group that has the most words wins Step 4

Create adjectives from nouns and adjectives Tell students that an English word can have several derivatives, some of which are formed by adding suffixes to the nouns and adjectives.

Step 5

Detailed knowledge of creating adjectives

Show students more examples of adjectives so that they can see that there are different forms of suffixes. Encourage students to think of as many of these words as possible. Step 6

Consolidation Ask students to read the advertisement at P.6 and fill in the blanks. Form adjectives by adding the correct suffixes to the given words. Check the answers as a class and make sure the students have no problems using the suffixes learnt in this section. Step 7

Learn more about suffixes Introduce other common adjective-forming suffixes to students and tell them each suffix usually has a fixed meaning. The table provides some examples of common suffixes. Step 8

A Word puzzle

The students are encouraged to finish the word puzzle with the help of the given words. And they can have fun at the same time.

Ask students to work in pairs and make a dialogue about promoting a new book called “English

Literature”. Then, have the dialogue presented to the whole class. Step 10

Words-matching Ask students to read the passage at P7 and list these words in blue. Then, ask students to match the words with their Chinese explanation to make sure they understand these words and expressions. Step 11

Consolidation (one) Encourage students to finish Part B at P7 individually and check the answers as a class.

Step 12

Consolidation (two) Ask Ss to finish the passage by filling in the blanks with the words learnt in this section.

Step 13

Homework

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Grammar Teaching aims:

1. Get to learn the difference between direct speech and reported speech or indirect.

2. Learn how to change direct speech into indirect speech in different tenses.

3. Learn to use indirect speech in statements, questions and imperative sentences. Teaching procedures: Step 1

Lead-in

The short dialogue is used to tell students what direct and reported or indirect speech are.

Step 2

Look and see—changes in sentence structure First ask students to compare the sentences in direct speech and in reported speech, and find the difference between them. Let students learn that we can change direct speech into indirect speech by changing what has been said to an object clause or an infinitive phrase. Step 3

Look and see—changes in personal pronouns and tenses. Let students learn the changes in personal pronouns and tenses.

Step 4

Practice 1 Ask students to change the three sentences into indirect speech.

Step 5

Look and see—changes in adverbials of time and place Introduce to students example of changes in adverbials of time and place by means of sample sentences and the table. Step 6

Practice 2 Again, ask students to change three sentences into reported speech. Step 7

Look and see—changes in other cases Use the table to show some more examples of the changes that take place when we change direct speech into reported speech and also tell students some special cases. Step 8

Complete the memo

Ask students to finish the Ex. on Page 9. and check the answers in class. Step 9

How to use reported speech to report Students learn how to use reported speech to report in statements, yes/no questions, wh-questions and imperative sentences in this part. Step 10 Consolidation Have students go over Part A at P.11 and practice reporting questions using whether/if or wh-words. Ask students to note word order and other changes and check the answers as a class. Then finish Part B.

Step 11

Homework

Task 1 Teaching aims: 1. Get to learn and practice the skills of listening, reading, speaking and writing. 2. Learn how to listen for statistics and descriptions 3. Try to apply the skills learnt in this section to complete a bar chart. Teaching procedures: Step 1

Lead-in (Brainstorming)

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Ask students to brainstorm how to get information before writing an ad.

Step 2

Skills building 1 Help students to listen for statistics and descriptions and review how to read these statistics: Step 3

Notice Ask students to listen carefully and pay attention to words and phrases that describe an increase, a decrease, no change, a range and a limit

Step 4

Listening practice Have students listen to the recording twice and do the exercise on P12 and ask them to note that they have to do some simple calculations. Then, check answers as a class. Listen to the recording for a third time if necessary and make sure students did the correct calculations. Step 5

Completing a bar chart Ask students to use the information in the table to complete part of the bar chart in Part A on P13. Then check answers as a class. Have students listen to the recording and complete the rest of the bar chart and check answers. Step 6 Discussion about the memo Ask students to read the note in Part B at P13 and ask them to work in pairs to decide the subject of the note. Check the answers as a class and all reasonable answers can be accepted.

Step 7

Homework Let students review what they have learned and get preparations for the second part of the task.

Task 2 Teaching aims: 1. Get to learn and practice the skills of listening, reading, speaking and writing. 2. Learn how to express opinions and give reasons. 3. Learn how to use different sentence types correctly.

4. Try to apply the skills learnt in this section to complete a bar chart. Teaching procedures: Step 1

Warming-up Ask students to answer the question “Do you think packaging is important in advertising?”.

Step 2

Skills building 2 Help students to learn to use conjunctions like because, as and since, and sentence structures like First,…Second,…Then…, (Next,…Finally,…)to introduce reasons.

Step 3

Pair-work Ask students to practise a dialogue in pairs, using the expressions introduced in this part and using the skills they have learnt.

Step 4

Talking about advertisements(A) Ask students to work in pairs to conduct an interview about good advertisements they have seen. They can ask questions and collect answers about good advertisements. They should complete the interview by thinking of one other relevant question. Step 5

Talking about advertisements(B) Have students work in pairs to role-play an interview between a marketing assistant and his/her friend. Step 6 Talking about advertisements(C)

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Ask students to write down the responses they received from other students and summarize them write a report.

Step 7

Skills building 3 Help students learn the structure and main use of several sentence types and help them identify the sentence types used in advertisements.

Step 8

Practice Let students read the ad on P16 and identify the sentence types of each sentence. Then check answers as a class.

Step 9 Completing two advertisements Let students complete two ads on P17. They are encouraged to use the correct words while completing the ads.

Step 10

Homework Ask students to think about the two sample ads on P17. Encourage students to use different sentence types and vivid pictures to make the ad more attractive, and creative.

Project 1 Teaching aims: 1. Get to learn and use English by doing a project. 2. Try to fully understand the two reading materials and master the language items. 3. Learn to get enough information about ad campaigns from the reading materials. Teaching procedures: Step 1

Lead-in

Show students two groups of pictures and draw their attention to the importance of ads.

Step 2

Listen and understand Have students listen to the recording of the handout and answer the three questions to get a general idea of this reading material.

Step 3

Reading for detailed information Ask students to read the material again carefully to get detailed information about developing an ad campaign. Step 4

Main idea of each paragraph Ask students to work in pairs to focus on each paragraph of the handout and then report the main idea of each paragraph to the class. Step 5

Read and understand

Ask students to read the sample ad campaign and answer three questions in order to get a general idea. Step 6

Language focuses

Ask students to list the useful words and expressions from the two reading materilas in notebook and make preparations for writing an handout. Step 7

Homework Ask students to finish Part B1 and B2 on P91 to be more familiar with the meaning and the usage of the words and phrases learnt in this section.

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Project 2 Teaching aims: 1. Get to know how to cooperate and do the project with classmates. 2. Practise the four skills, and especially the writing and speaking skills in the course of doing the

project.

3. Try to apply the skills learnt in this section to finish the handout. Teaching procedures: Step 1

Lead-in

Show students some samples of attractive handouts. Step 2

Planning

Organize students into groups to discuss the first two questions and choose one welfare problem for their ad campaign. Step 3

Preparing Ask students to discuss the remaining six questions to have a clear mind about the important parts of developing an ad campaign and decide which group member will be responsible for each task.

Step 4

Producing

Allow students several days to work individually and put what they have written together and finish the handout. Then proofread their handouts and correct mistakes if necessary. Step 5

Presenting Ask each group to present their handouts to the class. They have to explain why they choose the topic, etc.

Step 6

Homework Ask students to read the reading materials and get themselves familiar with it. Then post handouts on the wall of the classroom after class.

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