牛津高中英语模块四unit1英文说课稿

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 analysis of the teaching material, teaching methods and teaching procedures.

Part 1. Analysisi of the teaching material

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, and then ask Ss identify the differences between th ese two types of advertisements, but also practice Ss’s oral English through this topic.

aims and demands

Based on the analysis of the teaching material, I have chosen the following as the teaching aims.

make students aware of the role of advertising in our daily life

talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them

discuss the last three questions to improve their speaking ability

completing this lesson, ss will gain some knowledge about advertisements, the social effectss of advertisement, and ss could distinguish the advertisement true or not in our daily life. important and difficult points

help Ss understand the role of ads

to develop Ss’ speaking ability by expressing their opinions in the discussion

Part II The 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 anything 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 watching 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 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 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 pictures 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.

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 service 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

From 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

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 teaching 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

and function

This is the second period of this unit. 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 expository writing.

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

4).To improve their reading comprehension skill by fully participating in all activities

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 their daily life

3)The usages of some key words

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 procedures 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 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 stimulate s the Ss’ interest and draw their attention at the very beginning of the lesso n. So I 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, then, 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 question 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 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 skills 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 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 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 Teaching Methods

Teaching procedures and Blackboard Design

Part 1. My understanding to this lesson

A. Status and Function

This is the fourth 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 formation 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. Teaching 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:

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 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 and 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:

happy happily, happiness

care careful, 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 fo llowing table on the screen, they are some other ways to form adjectives from nouns and verbs.

Noun +y +ly health healthy week weekly

hero heroic

origin original

danger dangerous

help helpful

amaze amazing

excite exciting

attract attractive

Make them understood, sometimes need to remove the final letter(s) of a word before adding a suffix. Usually we can get the 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 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 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 learn 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

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, questions, 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 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 screen. 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 and 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.

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 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 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 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 please consider how to change the following sentence in direct speech into reported speech.

‘Light travels at a great speed,’ s aid 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 to 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: …

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.

(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 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 help them summarize the following:

2Statements

l Use noun clauses introduces by that to report statements

l Say and tell are common reporting verbs

. ‘There two main types of advertisements,’ the writer said to us.

The writer told us that there two main types of advertisements.

2Questions

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 . ‘Are all advertisements playing tricks on us’ I asked her.

I asked her whether/if all advertisements playing tricks on us.

. The teacher asked Tom ‘What’s the matter’

The teacher asked Tom what was the matter.

2Imperative sentences

l Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentences

l Ask and tell are common reporting words

. ‘Don’t touch anything in the lab without permission.’ said the teacher.

The teacher told us not to touch anything in the lab without permission.

. ‘Turn down the radio please, Tom.’ Jen said.

Jen asked Tom turn down the radio.

T: You’ve done a good job. Now you can overview what we have learnt 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 listening 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. 推荐；建议、忠告

recommend sth to sb = recommend sb sth 向某人推荐某物

recommend doing sth 建议做某事

recommend sb to do sht 建议某人做某事

recommend that … 接宾语从句用虚拟语气“should do”should可以省

. They recommend Tom to do the job.

. The doctor recommend that she (should) stay another week in 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

. The film remind him of his happy childhood.

. My father often reminded me to behave myself at school.

Step Six: Homework

2 To do Part C2 and C2 on page 92

2 To 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 Teaching 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 skills of listening, speaking, reading and writing.

B. Teaching aims and demands

1. To train and improve the students’ abilities of listeni ng, speaking, reading, and writing

2. To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons

3. To apply what they have learnt to design a advertisement for a chocolate bar

C. Teaching important and difficult points

1. How to improve their integrated skills through these activities

2. How to help them to write an advertisement for a product

3. The usage of some key words and structures

D. Teaching Aids:

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

I have designed the following steps

Step 1 Greeting

Before talking about advertisement, ask one student to sing a song or anything 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

First I would like to ask some questions. Since you have studied English for years, 1) are you at listening 2) what difficulties do you have in listening

It is to focus the students’ attention on the thyme of this part. Encourage them to relate it to their own experiences and speak as they like.

Step 3 listening

I’ll ask the ss to open their book on page 12. learn together numbers in statistics like fractions, decimals and percentages. What’more, learn some words and phrases that describe an increase, a decrease, no change, trends, a range, an average and a limit.

Purpose: it is easier to grasp statistics and descriptions than before learning it.

Then, the ss listen five short descriptions, and write down the statistics in the blanks on page 12. Play the tape twice for them to complete the exercise. If possible, I can play a third time for the students to get a better understanding.

After finishing this execise, turn to next, listen to the announcement and complete a bar chart for future reference.

Step 4 Writing an advertisement

Go on with this step, how to write an advertisement for a product ChocoLoco Bar

using the information we have collected in the above steps. First I will give you two popular advertisements to look at for ideas but some words are missing. Please use the given words to complete them. Each word can only be used once.

After checking the answers, show the ss the following demands for chocoloco Bar’s advertisement.

Try our ChocoLoco Bar!

? Taste/look

? Benefits

? Price/discounts

? Where people can buy the product

Ask them to do it in group of four. Remind them they can add something related. If they can’t

finish, let them complete it after class. They can surf the Internet to get more help. Step 5 homework

To go over the task

To complete the advertisement after class

To preview the Project

Part IV Blackboard Design

Unit 1 Advertisement project developing an ad campaign

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 Teaching Methods

Teaching procedures and Blackboard Design

Part 1. My understanding to this lesson

A. Status and Function

This is the sixth period of this unit. The topic of this unit is advertisement. In this period, students are asked to develop an advertisement campaign, which will promote an issue dealing with public welfare.

B. Teaching aims and demands

1. To learn about some basic information about an ad campaign

2. To apply what they have learnt to develop an ad campaign

3. To catch the correct direction of the development of the society, so that they can do more for our country.

C. Teaching important and difficult points

1. How to help them to develop an ad campaign

2. The usage of some key words

D. Teaching Aids:

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

I have designed the following steps

Step 1 Greeting

Before talking about advertisement, ask one student to sing a song or anything 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 Reading

Before reading, I’ll ask the ss what an ad campain is. I think the ss don't know clearly, so I’ll let them open their text books on page 18 t o read the article silently as quickly as possible to answer the following questions:

What is an ad campaign

What must you have in mind when you start a successful ad campaign

What questions must you first consider in an ad campaign

In this reading, the main purpose is getting a general idea of the passage, and know that people all over the world use the media to advertise for the benefit of the public or public welfare. Step 3 Developing an ad campaign

From the above an ad campaign what the ss have learned, then next step, planning, conducting an ad campaign and promoting a public welfare issue. They are some steps for developing an ad campaign

Planning:

n Work in small groups. Decide what the subject of your ad campaign will be. Choose one of the topics listed below or come up with one of your own.

Animal protection Anti-smoking Anti-drugs Anti-littering The topic of our campaign will be :__________________________

(Make sure that all the group members agree on the topic they choose and that different groups

choose their topics relatively.)

Preparing:

n Discuss the following questions and write down your answers:

1) Who is the audience for our ad campaign _______________

2) What do we want our ad campaign to say _______________

3) How do we reach our audience _______________________

(Ask students to discuss the three major questions first. Make sure all the members of their group agree on the answers.)

n Discuss the tasks listed below and decide which group member will responsible for each task. Write the names beside the work.

? Research the topic and the audience _____________________

? Design a logo for the campaign _________________________

? Develop a slogan for the campaign ______________________

? Choose the form of the media __________________________

? Write an ad campaign proposal _________________________

? Present the campaign to the class _______________________

(In this step they should decide what each group member will be responsible for each task. Remember them that two or more people can work on the same task.)

Producing:

(If possible, let the students surf the Internet to find information they need from various resources on their topic. All the group members must discuss the information found and decide what to include in the ad campaign. T can help them to learn how to work together to complete the ad campaign. Set a deadline for it if they can not finish it in class.) Presenting:

n Explain who your target audience is, what the campaign goal is, which forms of media you will use, and talk about the logo and the slogan.

n Answer any questions raised by your classmates about your ad campaign.

n Post your logo and slogan on the display wall of your classroom.

Step 4 Homework

? To do Parts B1 and B2 on page 91 in Workbook

? To do parts D1 and D2 on page 93 in workbook Part IV Blackboard Design