Reading(1)：Advertisements优秀教案板书设计

Unit 4 —

Unit1 —Vocabulary (I) 《牛津高中英语》模块四

一、教学课型：翻转课堂词汇教学课

（45分钟）

二、教材分析

本节课的教学内容是《牛津高中英语》模块四第一单元

Advertising中第一课时——Vocabulary (I)。笔者根据本单元主题延伸出与本单元主题相关的话题“Pop Star Endorsement”，并围绕此话题展开本节课的词汇教学活动，通过课前微视频+任务单，翻转课堂+学习单，以听、说、读、写的形式，完成各项学习任务，旨在使学生将本课时所学的词汇知识由机械识记提升为准确运用，并内化为英语表达能力，提高他们的英语综合能力，培养他们用英语交际的意识，团队合作精神以及个性化学习能力。

三、学情分析

本节课话题“广告”与生活息息相关，能迅速引起学生广泛的兴趣。另外通过课前观看微视频及完成任务单等自主学习方式，学生已初步掌握本节课词汇的读音，拼写，词形变化等，此环节为接下来对本单元的深入学习奠定基础。

四、教学目标

1. 知识目标：学习本单元第一部分词汇，围绕“Pop Star Endorsement”话题展开相关单词与词组的学习，全面掌握这些词汇的读音，拼写，词形变化，中文含义以及一些重点词汇的用法。

2. 能力目标：通过完成各项任务将机械识记的词汇知识转化为实际可用的语言能力，确保学生能够在不同情境中纯熟运用这些词汇准确表达自己的情感与想法，全面提高学生英语听说读写的综合能力，同时培养学生个性化学习，积极探究问题以及与他人合作、交流的能力。

3. 情感态度目标：通过自主学习和合作学习，感受英语词汇学习的重要意义，培养积极的词汇学习心态，并逐步形成个性化的词汇学习风格。

五、重难点分析

重点：围绕“Pop Star Endorsement”话题展开对本单元单词与词组的学习，全面掌握第一部分词汇的读音，拼写、词形变化、中文含义以及一些重点词汇的用法。

难点；通过完成各项课堂任务，包括分角色表演对话及演讲活动，将机械识记的词汇知识转化为实际可用的语言能力，确保学生能够在不同情境中纯熟运用词汇准确表达自己的情感与想法，全面提高学生英语听说读写的综合能力。

六、教学设计

1. 课前准备

在进行词汇课堂教学之前，笔者进行了微视频、任务单及课堂教学一体化备课，明确各部分学习目标及任务，即微视频帮助学生掌握所有单词的读音，基本构词，中文含义及简单用法，任务单则用以配合微视频学习，起到固化知识，指导学生“个性化”学习的作用，从而保证课堂上探究活动的顺利进行与知识内化的目标达成。在此基础上通过PPT及录屏软件制作出画面、音质清晰的微视频上传至网站或班级QQ群中，让学生在家中根据自己的学习节奏观看视频，完成任务单，初步掌握这些词汇，在课前完成知识的输入，为课堂进一步学习做好知识上的储备，具体步骤如下：

Task I —

Watch the micro video 1. Read the new words (from “advertising”

to “trick”) after the micro video. [设计说明]

课前指导学生认真观看微视频，自主学习并初步掌握这些词汇的读音，拼写，词形变化与中文含义。微视频的一个优势就在于学生可以根据自己的英语水平和学习能力自主地控制学习的进度，每个学生都应该有自己独特的使用方式，切忌像看电影一样观看微视频。

Task II —

Work on the task sheet I. Learn about the correct forms of the following words. 1. advertise (n.) __________ ___________

2. persuade (adj.) ___________ (n.)____________ 3. skilful (n) ___________________

4. innocent (n)_____________________

5. breath(v.)____________________

6. fool (adj.) ______________________ 7. pleased (v)___________

(adj.) _____________

_____________

(n) ____________ 8. mental(adv.)__________________

9. benefit (n.)___________

(adj.)___________

Task III. Translate the following phrases into English. 1. 广告业_________________________

2. 在电视上做广告______________________ 3. 做产品广告_____________________

4. 说服某人做--- ________________________ 5. 旨在，目的是___________________

6. 影响公共福利________________________ 7. 考试作弊_______________________

8. 一个熟练工__________________________

9. 虽然，即使_____________________

10. 纯真的孩子_________________________

11. 口臭__________________________

12. 上气不接下气_______________________ 13. 愚弄，欺骗某人________________

14. 乐于做---___________________________ 15. 对---发表评论__________________

16. 心理健康___________________________

17. 上---的当______________________

18. 欺骗，捉弄_________________________

19. 以---为目的___________

Task IV. Self – checking 1. If you want to attract more customers, try _______ in the local newspaper. A. advertise

B. advertisement

C. advertising

D. advertiser 2. ________ it rains tomorrow, we won’t change our plan.

A. As if

B. Even if

C. Only if

D. Due to 3. Many customers can’t help ________ into buying some useless goods.

A. to persuade

B. persuading

C. to be persuaded

D. being persuaded 4. It’s wrong to make _______ of the disabled.

A. fun

B. fool

C. tricks

D. jokes

5. What _______ the father was that his son made _________ progress in study.

A. pleases; pleasing

B. pleased; pleased

C. pleased; pleasing

D. pleasing; pleased 6. He refused to comment on details. = He refused to _______ __________ _____ details.

[设计说明]

在观看微视频后完成任务单上相关的练习，可帮助学生自我检测，自我评价学习效果，以此调整自主学习的方式，切实保证课前知识输入的质量，为课堂进一步学习扫清知识上的障碍。

2. 课堂教学过程：

Step 1: Lead-in Let the students watch a video of a funny advertisement about shampoo and ask them some questions: Do you like the advertisement? How do you feel about it?

[设计说明]

通过观看视频片段，提出一个开放性的问题，激荡学生的思维，开展“头脑风暴”活动，迅速调动学生的学习热情，并由此引出本课主题。

Step: 2. A competition about words’ pronunciations and meanings

The whole vocabulary is divided into three columns and all the new words will be displayed on the screen. The ss are divided into 2 teams, whoever knows the words’ pronunciations and Chinese meanings can just stand up and win a star for his / her group if he / she can give a correct answer. The group that gets more stars will be announced the winner later.

[设计说明]

此环节旨在通过竞赛进一步调动活跃课堂气氛，调动学生参与学习活动的欲望，同时检测学生课前通过微视频自主学习的效果，并确保学生基本掌握了所有词汇的读音与含义。

Step 3 Word matching in column A persuade

to be useful to sb.

benefit

make sb. do something by giving him good reasons welfare

related to thinking or the mind mental

the general health, happiness and safety of a person or a group [设计说明]

此环节通过单词的匹配练习活动，旨在加强学生对Column A 单词的理解和掌握，并为接下来该栏单词运用到具体情境中（明星代言广告的好处）做铺垫。

Step 4 Form your ideas and fill the blanks Give the ss a tooth paste and ask them “if you want advertise this product, what pop star do you choose to endorse it?” Give the ss some pop stars to choose and ask some of them to share with us their opinions. After this session, the teacher put forward a question “whatever pop star you choose, can you think of the advantages of pop star endorsement?” Give ss some examples as follows and ask them to fill the blanks with words in column A

Advantages of Pop Star Endorsement Star: _____________ 1.

Help _promote_ the sales of product 2.

____________ the economy（经济）

3.

Give audience ___________ enjoyment 4.

Attract and _____________ more customers 5．The PSAs are good for the public ____________. [设计说明]

自此，课堂教学活动进入以学生为主体的探究模式，完成了Step 3的铺垫之后，教师创设出由易到难的学习任务，指导学生在真实的语言情境中正确使用所学的词汇来解决问题，以完成知识的有效输出。

Step 5 False pop star endorsement Take a micro-blog from Song Dandan and give the ss some pictures on the screen, and then lead the topic of false pop star endorsement.

[设计说明]

此环节通过给出宋丹丹代言虚假广告的微博曝光和几组图片，引出明星代言虚假广告话题，并为Column B 单词的学习做准备。

Step 6 Blank filling and discussion

tricks

innocent

skilful

cheat

fool 1. We should keep a clear mind and always be careful of _____________ used in ads.

2. Pay attention to false information in ads and don’t be __________by them.

3. We must be aware of the ___________methods used in ads.

4. Even if an ad doesn’t lie, it doesn’t mean it is altogether ______________.

5. Sometimes ads ___________ people into buying low-quality products. After the blank filling, ask the ss to have a discussion and make comments on false pop star endorsement with the words in column B. [设计说明]

此环节通过选词填空活动，并创设出明星代言虚假广告的例句，旨在加强学生对Column B 单词的学习和掌握。紧接着通过讨论并发表观点形式，将学生掌握的Column B词汇运用到真实语境中，在做中内化所学的知识，并通过表达培养学生的英语口语以及交际能力。

Step 7. Language points learning *fall for sth. : 上当，受骗；爱上，对…倾倒

1. I’m surprised that you should ___________________________ (上虚假广告的当) 2. Jack一看到Betty就爱上了她. Jack ____________________ Betty at first sight. *be meant to do 旨在做，目的是

be meant for 打算给（某人）

mean to do 打算/有意图做---

mean doing意味着做---

1. The advertisement __________________（旨在）to attract people’s attention to the social issue. 2. I meant ___________ (go), but my father would not allow me to.

3. To raise wage means_______________(increase) purchasing power. 4. The birthday present______________________ (给你的生日礼物) is so beautiful. * make fun of sb.= play tricks on sb.

trick sb. into doing sth. 欺骗某人做--- 1.

Don’t ___________________/________________________others in public. No one likes ______________________________________ in public. 2.

The advertisements _________ the customer _______

_______ (buy) useless products. [设计说明]

挑出Column C的重点短语，通过师生互动，生生探究等教学活动，帮助学生突破难点问题，正确掌握单词的含义及其用法，并未接下来的对话活动做准备。

Step 8 Role play the dialogue Ask ss a question“if you feel cheated by false pop star endorsement, what would you do?”

Lead the dialogue of “customer complaint”

Customer

Complaint

be meant to

play tricks on

fall for

grocery

advertise

cure

drug

pleased

bad breath

shine

A: Madam, last month, I came across a kind of

toothpaste ad endorsed by Chen Long in your _________. It __________ that this toothpaste could ______anyone of ____________ within 2 month.

B: Yes, sir, our toothpaste _________________ help those who have ______________ for years. A: Your ads promised that this toothpaste was healthy, with no harmful _________ contained. I’m quite __________ with your product at first. B: Yes, sir, it can also make your teeth ________. A: But here comes the problems. The toothpaste doesn’t

turn out to be what you have ______________, instead, it causes a serious side-effect of toothache now！

B: Er…. yes …,sir, trust me, our toothpaste is ok, maybe it differs from person to person（因人而异）

A: What? Are you ________________ me? You use all the pop star endorsement in ads just to make us _______________ it?

B: Sorry, I will pay the money back.

[设计说明] 此环节让学生合作讨论完成对话任务，然后分角色上台表演对话，以增加英语交际的真实性。通过对话形式将学生掌握的有关Column C词汇的各种知识运用到具体语境，在做中内化所学的知识，培养学生的口语及交际能力。

Step 9 Group Discussion& Report Faced with ads endorsed by pop stars, what tips can you give on reasonable(理性的) shopping? There are many advantages in ads endorsed by pop stars. For example, ______________________ _______________________________________________________________________________ _______________________________________________________________________________，

but there are still some false ads misleading（误导) innocent people.

Suggestions are as follows:_________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ [设计说明] 学生通过前几个任务已很好地掌握了本课时所学的词汇，并能够根据语言情景运用其中一些词汇，此任务的完成应是顺理成章。通过此任务的完成，学生可深化已学的语言知识，并学习在合作中创造性运用知识去解决新的问题，表达自己真实的想法。让学生走上讲台进行口头称述，分享学习的成果，获得成功的愉悦，同时对他们的成果加以点评，利于学生完善各自的表达，顺利完成本课的最终任务。

Step 10 —

Homework After class, please finish the report as well as possible, based on the draft you have finished.

[设计说明]

通过书面表达的方式，将学生在此之前通过听、说、读等方式获得的词汇知识落实到笔头上，将停留于记忆阶段的陈述性知识, 转化为自动化的程序性知识, 帮助学生真正掌握有关的词汇知识并最终形成语言交际能力，本课的教学任务到此画上一个成功的句号。

五、教学反思

1. 引入“翻转课堂”，

有助于扩大词汇教学课堂的有效容量。在翻转课堂式的词汇教学中，微视频的使用，让学生可以在课前自主完成词汇基本知识的学习，课堂上教师再也无需花费大量时间进行知识的传授，往昔死寂的课堂灵动起来，成为师生、生生互动的场所，课堂活动容量的扩大切实保证了学生可以在词汇的大量运用中内化知识，形成技能，发展能力。

2.教师要避免孤立地教单词，在词汇教学中要始终以语篇为单位，特别从单元的主题出发，挖掘本单元主题的内涵，明晰词汇在话题表达中承载的意义和功能，界定核心词汇。并根据生活实际和时代发展，创造新鲜语篇，设计对学生生活有意义的场景和任务，不断丰富词汇所在的语境，以扩展词汇学习的广度和深度。