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1、Unit 1 advertisement (welcome to the unit) Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teaching ideas. My topic is welcome to the unit taken from Unit 1, Advertisement Module 4. My teaching plan will include three parts. They are an

2、alysis of the teaching material, teaching methods and teaching procedures. Part 1. Analysisi of the teaching material 1.status and function Advertising is the theme of this unit. In welcome to the unit not only provides a chance for students to get an idea of advertisement in their daily life, an

3、d then ask Ss identify the differences between these two types of advertisements, but also practice Ss’s oral English through this topic. 2.Teaching aims and demands Based on the analysis of the teaching material, I have chosen the following as the teaching aims. 1.To make students aware of the r

4、ole of advertising in our daily life 2.To talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them 3.To discuss the last three questions to improve their speaking ability 4.By completing this lesson, ss will gain some knowledge about advertisem

5、ents, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life. 3.Teaching important and difficult points 1.To help Ss understand the role of ads 2.How to develop Ss’ speaking ability by expressing their opinions in the discussion Part II Th

6、e teaching methods Discuss in pairs or in groups Communicative teaching method Audio-visual teaching method “ Task- based” teaching method Part III Teaching procedures I have designed the following steps Step 1 Greeting Before talking about advertisement, ask one student to sing a song or a

7、nything he/she do is relation to English. The purpose of What I design is Ss will be happy and have a very good mood to go on with this lesson. Step 2 Lead-in With the happy atmosphere in class, I will start my topic by the way. Ask them 3 questions to discuss, they are: Do you like reading or wa

8、tching advertisements? What kind of ads do you like best? And why? Where can you find advertisements? I will give the Ss enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interst in the topic. Step 3 Speaking I ask Ss

9、 to open their books to Page 1, let Ss observe these six pictures, and discuss them in groups of four and try to answer the following questions: 1)?What can you see in the picture? 2) What can you read on it? 3) What does it persuade us to do or what does it try to tell us? Through discussing in

10、 groups, my turn to conclude this step, I tell them that you can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pict

11、ures again. Later on put each of them in the correct group. Which one’s function is to sell a product or service? And which one’s function is educate about people? Let Ss realize the difference between the two. To sell a product or service Educate about people Computer Software (2) Oxlin Airline

12、s (3) Shine Shampoo (6) Project Hope (1) Earth Day (4) Anti-drugs (5) Step 4 Discussion In this step, I set 4 questions to discuss. The purpose is encourage Ss to express their opinions and practice their oral English. The questions are: 1) Have you ever bought a product or ser

13、vice after reading or watching an ad? 2) What was it? Now do you believe that advertisements tell the complete truth? 3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help? Why? 4) What do you think makes a good advertisement? F

14、rom the above what I’ve drilled in class, I think that most of Ss have knowed what an advertisement is and realize the role of them in our lives. Step 5 Homework 1. Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class

15、 2.? Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist. Unit 1 advertisement (reading) Hello, everyone. I am XXX from XXX college. Today I am pleased to have an opportunity to talk about some of my teach

16、ing ideas. My topic is advertisement taken from Unit 1, Module 3. My teaching plan will include three parts. They are analysis of the teaching material, teaching methods and teaching procedures. Part 1. Analysisi of the teaching material 1.status and function This is the second period of this uni

17、t. The topic of this unit is advertisement. In this period, students are demanded to learn more about advertisements, need identify the differences between commercial advertisements and public service advertisements. Because this article is an expository writing, let the Ss to learn how to read an e

18、xpository writing. 2.Teaching aims and demands Based on the analysis of the teaching material, I have chosen the following as the teaching aims. 1).To learn more about advertisements 2).To learn how to read a expository writing 3).To read the passage Advertisements and complete related answers

19、 4).To improve their reading comprehension skill by fully participating in all activities 3.Teaching important and difficult points 1)How to improve their reading ability through teaching activities 2)How to let them gain some insight into advertisements and help them deal with advertisements in

20、 their daily life??? 3)The usages of some key words 4.Teaching Aids A computer and overhead projector A blackboard and some chalk Part 2 Teaching Methods Discuss in pairs or in groups Communicative method Audio-visual teaching method “ Task-based” teaching method Part III Teaching proc

21、edures and purpose of my designing I have designed the following steps to train their ability of reading. Step 1 Greeting Before talking about advertisement, ask one student to sing a song or anything he/she do is related to English. The purpose of What I design is under this homorous atmosphere

22、Ss will be happy and have a very good mood to go on with this lesson. Step 2 Lead-in Ask the Ss to review what we discussed six advertisements in the last lesson and talked about their effects on us. It stimulates the Ss’ interest and draw their attention at the very beginning of the lesson. So I

23、 call Ss’ memory to show some advertisements from the net I found and lead in new lesson. Step 3 Fast reading This step is the most important part of this lesson, because the students are going to do the reading. And the whole reading is conducted with the strategies instructed first. And they, th

24、en, they will put the strategies into practice . I would tell the students that usually it is not necessary to read an article word by word or sentence by sentence to get some information, then show them one of reading strategys——skimming. Ask the Ss to read the text quickly and answer the three q

25、uestion in Part A, then check the answers they find. Step 4 Deep reading I will give 3 minutes to Ss to read the “reading strategy”, let Ss know what an expository writing and what the expository article basic format is. This time I will let Ss read again while I play the recording. what I design

26、 is following the recording to read, and trainning their listening at the same time. Then let the students work in pairs, one student reads the question and the other answers it. If it is false, let him or her correct it. With the tasks in step 3 and step 4, the students can grasp the reading skil

27、ls easily. Step 5 Post-reading Let the students discuss in groups and ask them to scan the text and find out how many parts the text can be divided into and get the main idea for each part. Then encourage the students to learn to compare the differences between commercial ads and public service

28、ads. Step 6 Homework to complete the remaining exercises on page 4 and 5. to do parts A1 and A2 on page 90 in workbook Part IV Blackboard Design Unit 1 advertisement (word power) Good afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted t

29、o have the opportunity to share my ideas about how to teach Word power. My teaching plan includes 4 parts. They are: My understanding to this lesson Teaching Methods Teaching procedures and Blackboard Design Part 1. My understanding to this lesson A. Status and Function This is the fou

30、rth period of this unit. The topic of this unit is advertisement. In this period, students are demanded to learn how to create adjectives by adding suffixes to nouns or verbs and also talks about vocabulary that is used in sales and marketing. B. Teaching aims and demands (1) To review the word fo

31、rmation and learn more common suffixes (2) To expand their vocabulary about sales and marketing (3) To complete the exercises designed to reinforce the words to be learnt in the word powder (4) To help them grasp the rules of word formation and learn how to apply them in English learning C. Teac

32、hing important and difficult points (1) How to make use of word formation to enlarge their vocabulary and improve their reading ability (2) How to make the students to realize the rules of word formation and use it to understand and remember new words (3) The usage of some words D. Teaching Aids

33、: A computer and overhead projector A blackboard and some chalk Part II. Teaching Methods Discuss in pairs or in groups Communicative method Audio-visual teaching method “ Task-based” teaching method Part III. Teaching procedures and purpose of my designing Step 1 Lead-in Greetings Ask

34、 the students to have a discussion with their partners about the topic in Part E. Ask some pairs to act out their dialogue. Purpose: It is very important to stimulate the students’ interest and draw their attention at the very beginning of the lesson. So I create the discussion in pairs to review a

35、nd lead in to the new lesson. Step 2 Vocabulary learning I’ll arrange three activities in this step. Activity 1: discussion First I’ll ask the students some questions about advertisement. Then I show some words on the screen, let Ss to notice whether these words are similar with. Examples are:

36、 happy àhappily, happiness care àcareful, careless I try to let the ss give me more examples, make the students to realize the rules of word formation by their own first. Activity 2: Using suffixes From the above discussion we’ve discussed, I put a following table on the screen, they are some

37、other ways to form adjectives from nouns and verbs. Noun +y +ly +ic +al +ous +full health à healthy week à weekly hero à heroic origin à original danger à dangerous help à helpful Verb +ed

38、 +ing +ive amaze à amazing excite à exciting attract à attractive After reading table, I’ll let the ss to pay attention to the tip on the right side. Make them understood, sometimes need to remove the final letter(s) of a word before adding a suffix. Usually we can get t

39、he meaning of the word created by adding suffixes. Activity 3 Practicing I’ll ask the ss to read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets. Finally check the answers as a whole. Purpose here is, by completing the exercises

40、 designed is to reinforce the rules of word formation have been learnt in the word powder. Step Three: Vocabulary Extension Continuing the last lesson we learnt something about advertisements, then I’ll show a short text about sales and marketing on the screen. Pick some words and phrases in blue

41、out and explain theirs meaning. Teach the ss to read the words and phrases, give the ss a few minutes to learn them by heart. Ask the students to do Part B by themselves first. Then check the answers. Purpose: In this step, I use Audio-visual teaching method to make it easy for the students to lea

42、rn and remember the words; to meet the demands of different students and enlarge their vocabulary. Step Four: Homework List 10 more adjectives by adding suffixes to nouns or verbs. Purpose: in this way, the students can enlarge his/her vocabulary, the other side grasp the rules of word formation

43、 Part IV Blackboard Design Unit 1. Grammar and Usage Teaching Aims: l??????? To learn the direct and indirect speech and how to change from one to the other l??????? To identify the differences between direct and in direct speech l??????? To learn how to use reported speech in statements, q

44、uestions, and imperative sentences l??????? To complete the relevant written tasks to reinforce the grammar and usage l??????? To apply what they learn to practice by fulfilling some written mistakes. Teaching Key Points & Teaching Difficulties: ???? How to help them understand the changes when

45、changing direct speech into indirect speech ? ? The usages of persuade and discourage ??? How to apply the grammar rules to compete the related exercises correctly Teaching Procedure: Step One: Leading-in T: (Greet the class as usual) Now boys and girls, please look at the scree

46、n. There is a short dialogue. Read it carefully and answer the two questions. ‘What are you going to do this summer holiday,’ Tom asked Ann. ‘I am going to travel to Beijing with my parents.’ said Ann. ? ?? What did Tom ask Ann? (This step is to attract their attention to direct speech a

47、nd indirect speech. Later collect their answers on screen.) T: Wonderful! Yon can notice that when you answer my questions you have made some changes to the original sentences. In fact your answers are written in reported speech or indirect speech while the original sentences in direct speech.

48、 Step Two: Direct and Indirect Speech T: Ok. This is what we will talk about today. Now please open your text books at page 8. Go through the group 1 and 2 to answer the next two questions: ????? What are direct speech and indirect speech? ????? How can we change direct speech into reported

49、 speech? (Have students analyze the sample sentences. Give them some time to discuss the sentences in pairs first and then check the answers.) ???? We can do it by changing what has been said to an object clause or an infinitive phrases. (Make sure they understand what direct and indirect speech

50、is. Help the students to grasp the meanings of the sample sentences. Explain them to the students if necessary.) T: Very good! Then ? When you change direct speech into indirect speech, what else should you make changes to besides the major changes in sentence structure? T: Now please go

51、through the group 3 carefully, especially the tables. You can exchange your ideas with your classmates around you and think about the above question carefully.) Ss: Other changes in: ????? Personal pronouns ????? Tenses ? Adverbials of time and place ? Other cases T: Good! Next ple

52、ase consider how to change the following sentence in direct speech into reported speech. ?????? ‘Light travels at a great speed,’ said the teacher. Ss: The teacher said that light travels at a great speed. (It doesn’t matter whether they are able to give correct answer. This is just t

53、o help them to realize something different when changing direct speech into indirect speech.) T: So you can see we made no changes to the sentence in direct speech. Dou you know why? Please look at the tip on the left and recall what you have learnt before and them tell me the reason. Ss: …

54、 Tips: We do not change the tense when we report a proverb or a fact that doesn’t change over time. T: Terrific! And I can show you more examples as follows: ?? My teacher told me that practice makes perfect. ??? ? The teacher said that light travels faster than sound.

55、 (Ask them go through the content on page 8 again and deal with any questions raised by the students. Last let them finish the exercise on page 9. Make sure they know what to do.) Step Three: Reporting statements, questions, and imperative sentences T: Ok, let’s go on to learn how to report

56、sentences in statements, questions and imperative sentences. Please turn your book to page 10. Go through them one by one and share your ideas with your partner. Later on tell me: How to report statements, questions, and imperative sentences? (Give them enough time to go through them and hel

57、p them summarize the following: 2?????? Statements l??????? Use noun clauses introduces by that to report statements l??????? Say and tell are common reporting verbs e.g. ‘There two main types of advertisements,’ the writer said to us. à The writer told us that there two main types of adverti

58、sements. 2?????? Questions l??????? Use noun clauses introduced by whether/if to report Yes/No questions l??????? Use noun clauses introduced by WH-words to report WH-questions e.g. ‘Are all advertisements playing tricks on us?’ I asked her. à I asked her whether/if all advertisements playing t

59、ricks on us. e.g. The teacher asked Tom ‘What’s the matter?’ à The teacher asked Tom what was the matter. 2?????? Imperative sentences l??????? Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentences l??????? Ask and tell are common reporting words e.g.

60、‘Don’t touch anything in the lab without permission.’ said the teacher. à The teacher told us not to touch anything in the lab without permission. e.g. ‘Turn down the radio please, Tom.’ Jen said. à Jen asked Tom turn down the radio. T: You’ve done a good job. Now you can overview what we have l

61、earnt on page 10. If you have any difficulty, ask me for help. (After this let them complete the Part A on page 11. 2.????? asked in what way it was different from other English learning software 3.????? asked how it could help him to remember English words 4.????? asked whether/if it taught l

62、istening and speaking 5.????? asked what the designer would do if she was not satisfied with the software. 6.????? asked whether/if it was user-friendly ( After this, give the students a few minutes to ask for help if they have any questions) Step Four: Language Points 1.????? recommend vt. 推薦

63、；建議、忠告 recommend sth to sb = recommend sb sth 向某人推薦某物 　　　　　recommend doing sth 建議做某事 　　　　　recommend sb to do sht 建議某人做某事 　　　　 recommend that … 接賓語從句用虛擬語氣“should do”should可以省　　　　　　　　　　 　　　e.g. They recommend Tom to do the job. e.g. The doctor recommend that she (should) stay another week i

64、n hospital. 2. remind sb of … 提醒某人某事…；使某人想起… remind sb to do sth　提醒某人去做某事 e.g. The film remind him of his happy childhood. e.g. My father often reminded me to behave myself at school. Step Six: Homework 2???? To do Part C2 and C2 on page 92 2???? T

65、o preview the task Unit 1 advertisement task Good afternoon, ladies and gentlemen! I am XXX from XXX college. Today I’m very delighted to have the opportunity to share my ideas about how to teach Word power. My teaching plan includes 4 parts. They are: My understanding to this lesson Te

66、aching Methods Teaching procedures and Blackboard Design Part 1. My understanding to this lesson A. Status and Function This is the fifth period of this unit. The topic of this unit is advertisement. In this period, it requires students to write an advertisement. Students will first learn to listen for statistics and descriptions, then to state opinions and give supporting reasons, and finally use different sentence types correctly to design an advertisement. Students will practise the sk