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视频标签：Advertising
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视频课题：高中英语人教版选修九Book9 Unit 5 Reading Period 1 How Advertising Works河北省 - 唐山
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Lesson Plan of Book 9 Unit 5 Reading Period 1
How Advertising Works
Tangshan No.1 High School Zhang Ze
I General Theory Basis
The New English Curriculum Standards of Senior Secondary School stresses that students should be developed in linguistic competence，cultural consciousness, thinking quality and learning capacity. It also points out that the subject contexts of English learning can be divided into three categories：human and themselves, human and society and human and nature. To follow these new requirements, this lesson is aimed at cultivating students’ awareness of cross-cultural recognition, critical thinking, creativity through various materials and tasks as well as expanding their vocabulary and practicing reading skills.
As for the design of the questions in this lesson, Ge Bingfang’s advice for teachers on designing questions has been taken into consideration. Questions for literal reading, interpretive reading and critical reading are in proper proportion and these questions appear in the form of question chain. This will guarantee the logical development of students’ thinking as well as provide a clear line for students to understand the passage.
Ge Bingfang found out in his research that reading lessons should deal with new words and expressions in a proper way. This lesson plan also implements this viewpoint by pre-teaching vocabulary tactfully by sharing the teacher’s own experience of being affected by an advertisement.
II Analysis of the Teaching Background Analysis of the Textbook：
The topic of the unit is advertising, which is closely related to students’ daily life since almost every one of them will have some background knowledge. But the theory inside advertising may not be looked into before. So what the teacher needs to do is activate their background information and raise their interest.
The text How Advertising Works is a long one. But the vocabulary and the content are not unachievable as long as the teacher arranges students to fully prepare for it. There can be a pre-teaching vocabulary procedure to further clear up the obstacles.
This text is an expository essay. It is logically arranged with subtitles and at the very beginning, it has an introduction with a topic sentence of the whole passage. These features make it possible for students to grasp the structure of the long text in a short time. Dealing with the text section by section is reasonable and feasible and will surely reduce the difficulty. Analysis of the Students:
Students are new Grade 2 science students in Tangshan No.1 High School. They are active in class and are willing to cooperate with the teacher and classmates in various classroom activities. And after one year study of English, they have mastered basic reading skills (gist reading, scanning and reading for details) and have been quite used to classroom instruction in English and group work. Therefore, although this text is taken from Book 9, they expressed that they can manage it as long as they prepare for it.
III Anaysis of the Teaching Aims
Linguistic Competence：By the end of the lesson, students will have mastered some new words and expressions related to how advertising works and will have practiced the skills of reading for gist and for details.
Cultural Consciousness: By the end of the lesson, students will have enjoyed the advertisement of the world famous brand Prada and will be aware that famous brands have good marketing strategies, among which impressive advertising is one.
Thinking Quality: By the end of the lesson, students will have developed their critical thinking by judging several advertisements in the book and by discussing whether there are other factors that need to be taken into consideration besides what are mentioned by the author.
Learning Capacity: By the end of the lesson, students will have done advertising campaigns of their own to put what they have learned into use.
IV Analysis of Main focus and Difficulties Main Focus:
Understanding the content and the structure of the passage and developing a basic knowledge of advertising Difficulties：
Adding more factors to the list of what should be taken into consideration when advertising and putting what have been learned into use by making an advertising campaign
V Teaching Stages
Stage1. Lead in (3 mins T-Ss T-S)
1. The teacher greets students and then asks them: Look around our classroom and look at people around you, have you found any advertisements?
2. Students give their answers and the teacher shows or points at the advertisement when it is mentioned. The teacher then adds more examples if possible.
3. The teacher concludes that advertisements are everywhere.
4. The teacher tells students: Now I will show you a world famous brand. Then the logo of it is showed on the screen. The teacher asks students: have you heard it before?
5. The teacher says: Now let’s enjoy one of its advertisements. Then the famous advertisement of Prada Body Bag is played.
6. The teacher asks students: Do you like it? Will you remember Prada through it?
Purpose：The teacher first communicates spontaneously with students about advertisements around them so that students’ interest will be raised rapidly. It’s a flexible lead-in procedure which makes good use of the existing surroundings in the classroom. As for the advertisement of Prada Body Bag, it is extremely humorous and impressive, which will further activate students’ desire to know more about advertising.
Stage 2：Contextualization and Pre-Teaching Vocabulary (3 mins T-Ss T-S)
1.The teacher asks students：Did you ever buy things you might not otherwise buy because of an advertisement? Then students share their experiences.
2. The teacher says: Now I will show my experience. A passage written by the teacher with some blanks is showed on the screen, some words and expressions to be chosen from. The teacher then says: Please read it slowly
and fill in the blanks:
One day, I came across a/an advert of a kind of Japanese shoes in a Wechat official account (微信公众号) whose target readers are young mothers. At first glance, there was nothing special to me. However, the advertiser introduces how these shoes fit into mother’s lives: with special technique, they are much more comfortable than most similar shoes, and the style can easily match any clothes, and the price is within ordinary people’s budget. These features are suitable for busy mothers. Besides, the owner of the Wechat account is a famous mother with conscience, so I tried my luck and bought one pair. Now I have 4 pairs of such shoes. But for this advertisement, I would never have tried these ordinary-looking shoes.
Purpose：This stage connects students and the teacher’s personal experiences with advertising. It also naturally pre-teaches vocabulary in the passage.
Stage 3：Gist reading (2 mins S T-Ss T-S)
1. The teacher asks students to Skim paragraph 1 and the subtitles in the passage and then give the passage a title (students are given the passage without the title beforehand). The teacher walks around the classroom to see students’ rate of progress. If they have difficulties, the teacher reminds them to find out the topic sentence in the first paragraph.
2. The teacher asks one or several students to give the title.
3. The teacher shows the original title of the passage: How Advertising Works.
Purpose：This is to draw students’ attention to the introduction part and the subtitles of the passage so that students can grasp the main idea in a short time. By giving the passage a title, students will also have practiced their skills of summarizing.
Stage 4：Reading paragraph 1 for detail and comprehension) (5 mins S T-Ss T-S)
1. The teacher asks students to read paragraph 1 carefully and answer 3 questions:
⑴ Which question does the author raise in the first paragraph, and how does he answer it? (Does he answer it directly? )
⑵ What conclusion does the author draw? ⑶ What is the function of the first paragraph?
2. The teacher asks for the answers and then shows them on the screen:
⑴ Do you know how many advertisements you are exposed to in your daily life? (Answered by giving examples)
⑵ It’s important to understand how advertisements work. Then we can avoid being controlled by them. ⑶ The introduction of the passage
3. The teacher shows another 3 questions on the screen and asks students to read paragraph 1 closely again. ⑷ What verbs and verbal phrases does the author use to mean that we meet advertisements? ⑸ Why does the author use these words?
⑹ How do you understand “being controlled by them”?
4. The teacher underlines the verbs and verbal phrases when students are picking them out. Then the teacher directs students to understand the author shows that advertisements are everywhere with various kinds of words.
Do you know how many advertisements you are exposed to in your daily life? Every day, we pass by advertisements on buses and billboards, on trains and in train stations, in shop windows, outside restaurants and on public notice boards. At home, we see advertisements in magazines and newspapers and in the middle of our favorite television programmes. We hear advertisements on the radio and come across them on the internet. Even some of the casual garments we wear have brand names attached to them which turns us into walking advertisements. With so many messages from advertisers filling our daily lives, it is important to
understand how advertisements work. Then we can avoid being controlled by them. Purpose：The first question chain focuses on the structure of paragraph one and the second focuses on the content. Thus students will have a deep understanding of the introduction section of the passage, which will contribute to their reading of a similar text in the future.
Stage 5：Reading paragraph 2-9 for detail and comprehension) ( 13 mins S T-Ss T-S) Paragraph 2:
1. Students read paragraph 2 and answer the following questions (The teacher writes down the questions on the blackboard when students are reading):
Who advertises and why do they advertise?
2. The teacher asks individuals to answer the questions and gives the feedback: ⑴ Business, individuals, organizations and associations ⑵ For business and for informing and educating the public.
3. The teacher shows the advertisement of water on the screen and communicates with students: ⑴ Can H2O here be replaced by water? (Hint: What word in the ad rhymes with H2O? ) ⑵ What is the purpose of this advertisement?
Paragraph 3-5
4. Students read paragraph 3-5 and answer the following questions (The teacher writes down the questions on the blackboard when students are reading):
⑴ What should be found out about the target group? ⑵ How to appeal to the target group?
5. The teacher asks individuals to answer the questions and gives the feedback: ⑴ Their likes and dislikes and how the product would fit into their lives. ⑵ By appealing to our hopes and dreams or our emotions.
6. The teacher shows the advertisement of Super Shooze on the screen and communicates with students: ⑴ What group of people is the advertisement made for? ⑵ What massage does the advertisement give? ⑶ Do you think the message is true? Give reasons.
Paragraph 6-7
7. Students read paragraph 6-7 and answer the following questions (The teacher writes down the question on the blackboard when students are reading):
How do advertisers decide where to advertise?
8. The teacher asks individuals to answer the questions and gives the feedback:
They will decide this by considering the expense and which media are most appropriate for their product and which their target audience is most likely to see or hear. Paragraph 8-9
9. Students read paragraph 8-9 and answer the following questions (The teacher writes down the question on the blackboard when students are reading):
According to the author, does advertising work?
10. The teacher asks individuals to answer the questions and gives the feedback:
It depends. If the product is unsuitable, people are unlikely to be persuaded by an advertisement no matter how good it is. But being constantly exposed to advertisements can help to change our opinions over time.
11. The teacher shows the advertisement of Speeding and How fast am I going? on the screen and communicates with students:
⑴ What do both ads want people to do?
⑵ Both ads target a certain group of people. Who are they?
⑶ If you were a driver, which advertisement would have most effect on you? Why?
Purpose：The questions for literal reading about the theory of advertising (those that are written on the blackboard) are in a chain, which enables students to understand the passage logically. However, if giving the question chain directly to students, it will be too difficult for them to read the whole passage to find out the answers. So the questions are separated by section to help students locate information easily. Besides, if keep asking these literal questions continuously, the reading process will be rigid. Therefore, mini communication about some example advertisements between the teacher and students are involved following the related literal questions. This kind of communication includes question chains for interpretive reading, which will encourage students to judge these cases according to theory.
Stage 6 Discussion ( 7 mins S-Ss Ss-Ss T-Ss)
1. The teacher points to the blackboard where there are all the literal questions about how advertising works and asks students to discuss in group of 3 or 4: Besides what is mentioned in the passage, what do you think should be taken into consideration when advertising? Give your reasons.
2. When students give new factors that need to be taken into consideration when advertising, the teacher adds to the list on the blackboard. The teacher will also add something to the list if necessary. Board Plan: Advertising
Who advertises？ why do they advertise?
What should be found out about the target group? How to appeal to the target group?
How do advertisers decide where to advertise? Does advertising work? ...
Purpose: As a question for critical reading, students can brainstorm more factors and opinions by sharing ideas with each other. This will develop them into better thinkers and their oral English will also be practiced.
Stage 7 Follow-up Activity (11 min S-Ss Ss-Ss)
1. The teacher organizes students to do a role play:
In pairs, one is a producer of a product. You need a good advertising campaign to market your product so that it will appeal to a wider group of people. The other partner works for an advertising agency and is going to make the advertisement. Decide who might buy the product, what media you will use and how you will appeal to people.
2. Student representatives come to the front of the classroom to give a presentation about the advertising campaign.
3. The teacher asks students to vote for the campaigns and give reasons.
Stage 8 Closing (1 min T-Ss)
The teacher concludes the lesson and says thanks to the students.
VI Evaluation of Learning and Teaching Evaluation Item
Band Score
I understand words, phrases and structures in the text 5 4 3 2 1 I know the strategies of gist reading and reading for detail 5 4 3 2 1 I can organize information properly 5 4 3 2 1 I am able to put what I have learned into use 5 4 3 2 1 I am interested in class activities 5 4 3 2 1 I am willing to discuss in groups
5
4 3 2 1 I have developed a basic knowledge of how advertising works
5 4 3 2 1 I will be less controlled by advertisements in the future and I appreciate good advertisements
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