牛津譯林版選擇性必修第二冊全冊教案Unit1Themassmedia Unit2Sportsculture Unit4Livingwithtechnology Unit1ThemassmediaWelcometotheunit&Reading頻、新聞報道、論說文、雜志文章等。本單元的學習旨在引導學生正確認識并理解大眾傳媒的形式和內涵，以及它們對日常生活和社會發展的影響和作用，并幫助學生學會合理使用各種大眾傳媒工具。Welcometotheunit板塊通過一段介紹大眾傳媒發展歷史和類型的視頻，為本單元的學習提供基本的語境知識，激發學生對于傳媒文化的探究欲望；Reading板塊以兩篇新聞報道為例，論證分析了導致新聞信息差異的原因，并對如何批判性地閱讀新聞報道提出建議，旨在培養學生的批判性思維能力和獨立思考能力。教學目標：Bytheendofthissection,studentswillbeableto:1.listthetypesofmassmediaafterwatchingthevideo;2.givemoreinformationaboutthetypesofmassmediamentionedinthevideo;3.introducethetypesofmassmediatheyusuallyuseindailylife.教學重難點：1.Identifythekeyinformationinthetwonewsreportsandthedifferencesbetweenthem;2.Understandthereasonsforthedifferencesbetweennewsreportsandthewaystobeacriticalnewsreader;3.Graspthelanguagefeaturesandwritingtechniquesofanewsreport;4.Knowabouthowtobecomeagoodjournalist.教學過程：Step1Lead-in1.Whattoolsdoyouusuallyusetokeepupwiththenews?Weibo,WeChat,Tiktok,TV,Radio,Newspapers,Advertisements...2.Explainthisquote:Allofuswhoprofessionallyusethemassmediaaretheshapersofsociety.--WilliamBernbach【設計意圖：緊扣主題，用學生大眾媒體作為預設教學目標的情境載體導入，激活學生已有的知識和經驗，引入主題。】1.Havestudentswatchthevideoandfillintheblanksonpageone.Classifytypesofmassmedia2.AsktheSs:Doyoubelieveeverythingyoureadinanewsreport?WhyorWhynot?Possibleanswer:SometimesIdo,butitdependsonwhichnewsreportIamreading.IfthenewsisreportedbyanewsagencythatIknowistrustworthy,thenIwillusuallybelievethereport.However,ifthenewsisfromasourcethatIamnotfamiliarwith,Iwilloftencheckothersourcestocomparetheinformationinthereports.Moreover,ifaheadlineseemstobetooexaggeratedtobetrue,thenIwillalsocheckothernewsreportstoconfirmwhetheritisatruestory.【設計意圖：分析媒體的類型,問學生是否相信新聞報道的所有信息，引發學生的辯證思考。】Whatisthedifferencebetweentheheadlinesofthetwonewsreports?Subject./Maincontent.LeadtheSstocomparethetwopiecesofnews.Askthestudents:Whatarethedifferencesbetweenthetwonewsreports?Readthelecturetranscriptandcompletethechartbelow.Readforstructure.【設計意圖：指導學生通過快速閱讀快速獲取段落主旨，培養學生概括段落大意的能力。】Leadthestudentstoreadthepassageandfillintheblanks.Askthestudentstoanswerthequestions.1.Howlongdidittakethefirefighterstogetthesituationundercontrolaccordingtothefirstnewsreport?Aboutonehourandfifteenminutes.2.HowdidLisafeelaboutthefireaccordingtothesecondnewsreport?Shefeltitwaslikeanawfuldream.3.Whatshouldwenotdowhenwecomeacrossfactualdifferencesindifferentnewsreports?Whenwecomeacrosssuchfactualdifferences,weshouldnotrushtotheconclusionthatoneofthenewsreportsgivesfalseinformation.4.Whatmaydifferentjournalistsdowhenanestimateofanumberisgiven?Journalistsmaychoosetopresenttheminimum,themaximumorsomethinginbetweenintheirnewsreports.Askthestudents:Whatelsecanwedotobecriticalnewsreaders??Readdifferentversionsofthesamenews;?Domoreresearchonthenewsresource;?Readdictionaries,booksorwatchothertrustworthymaterials;?.FinishB1onP5.?Readdifferentreportsonthesameeventandlearnhowtobeacriticalreader.GrammarandusageI.LearningobjectivesBytheendofthelesson,thestudentswillbeableto:1.learnaboutthedefinitionandtheverbformofpastperfecttense;2.summarizethegrammaticalrulesofpastperfecttense;3.applytherulesinnewsituationsappropriately.II.KeycompetencefocusDevelopthethinkingabilitybyanalyzingandsummarizingthegrammarrules.III.Predictedareaofdifficulty1.Howtousepastperfecttensefreelyandproperlyintheirwritingandspeaking.2.Exploretherulesofpastperfecttense.IV.Teachingprocedures1.TaskstheSstoreadpartAonpage6andcompletetheTrueorFalseexercise.1)HeregularlyvisitedthelibraryandstudiedEnglishandLawbythenhehadlearntverylittleFrench()2)Bytheageof25,hehadbecomeateacher.()3)HeusedthesamebusinessstrategyheemployedattheStLouisPost-Dispatchandsalesofthenewspapermountedupuntilitwasthebestsellingnewspaperinthecountry.()2.TaskstheSsthefollowingquestions1)WhenandwherewasJosephPulitzerborn?Suggestedanswer:JosephPulitzerwasbornonApril10,1847,inHungary.2)WhendidJosephPulitzerfoundthenewspapertheStLouisPost-Dispatch?Suggestedanswer:In1878.3)In1892,whatdidheofferColumbiaUniversitymoneytostart?Suggestedanswer:HeofferedColumbiaUniversitymoneytostartaschoolofjournalism.4)WhenwerethefirstPulitzerPrizeswereawarded?Suggestedanswer:SixyearsafterJosephPulitzer’sdeath.【設計意圖:老師一開始通過分享JosephPulitzer的生活故事，設置對與錯以及回答問題的練習讓學生在具體的情境中提前感知本節課的語法知識。很自然地引入本堂課的語法內容，同時帶入了話題，也為本堂課的終極任務做好了鋪墊。】3.ThastheSsfinishthetableinpartA.HeregularlyvisitedthelibraryandstudiedEnglishandLawbythenhehadlearntverylittleEnglish.Bytheageof25,hehadbecomeapublisher.HeusedthesamebusinessstrategyhehademployedattheStLouisPost-Dispatchandsalesofthenewspapermountedupuntilitwasthebestsellingnewspaperinthecountry.4.Thasstudentsfinish“Workingouttherules”ofpartAonpage6.?Weoftenusethepastperfecttensetotalkaboutsomethingthathappened(1) (before/after)apastactionorstate.?Theverbformofthepastperfecttenseis“(2)(have/haddone)”.5.Thasstudentsgothrough“Grammarnotes”onpage98.Giveexplanationsifnecessary.【設計意圖：培養學生的語篇意識，精讀原文，理解文本內容，通過練習觀察并體會過去完成時在語境中的用法。粗略理解過去完成時的概念以及它的謂語結構，并借鑒課本后面的語法筆記，對學生觀察、探究、理解該語法知識點有一定的幫助。】Step3Applyingtherules1.TaskstheSstofinishpartB1.B1Circlethemistakesandcorrectthemintheblanksbelow.1)PulitzerknewthathehadlearntverylittleEnglish,sohehadstartedtoworkhardatthelanguage.2)Pulitzerwasveryhard-working.Quiteoften,whenhearrivedhomeatmidnight,hewasworkingforover10hours.wasworking改成hadworked3)Forthetimehewas25,Pulitzerhadbecomeajournalistandpublisher.4)Manyofthebestreportershaveworkedforhispaperbeforeitsfailurein1931.haveworked改成hadworked2.TaskstheSstofinishpartB2.B2BelowisapassageaboutthePulitzerPrizes.Completeitwiththecorrectformsoftheverbsintheboxbelow.(1)hadbuilt(2)wereawarded(3)hadwon(4)hasbeenallowed(5)hadintendedAfterfinishingthebox,TaskstheSstoanswerthefollowingquestions:1)WhohaddevotedalotbeforeThePulitzerPrizeswereestablished?Suggestedanswer:JosephPulitzer.2)WhatcategorieshaveThePulitzerPrizesalsoexpandedtoinclude?Suggestedanswer:Photographyandmusic.【設計意圖：這個步驟是這堂課的核心部分，將語法知識和語境相結合，在語境中學習語法知識。學生通過更正句子中的錯誤時態，進一步理解和把握了過去完成時的概念以及謂語結構。通過自主學習、自主探究和合作學習的方式，了解這一語法知識在英語語言中的運用，讓學生在語言實踐中去探索過去完成時這一時態，通過句子、語篇兩個層面的鞏固練習，內化新知，從而能夠準確、恰當、得體地使用目標語法。】1.TaskstheSstotalkaboutZouTaofen’slifestoryaccordingtothetimelineandshareitwitheachother.Example:Bythetimehewas31,ZouTaofenhadbecomethechiefeditorofLifeWeekly.Sampleanswer:ZouTaofenwasbornin1895,inFujian.Hegraduatedfromuniversityattheageoftwenty-six,in1921.Thenextyear,hebecameaneditor.HehadworkedasaneditorforfouryearsbeforehebecamethechiefeditorofLifeWeekly.In1931,hestartedcampaigningagainsttheJapaneseinvasion.Bythetimehewasforty,hehadstartedanewjournalcalledLifeoftheMasses.ZouhadestablishedhimselfasafamousjournalistandpublisherbeforehediedinShanghaiin1944.【設計意圖：學生根據課文的時間軸，結合語法知識，進一步鞏固本節課的核心知識，將過去完成時的用法融入到真實語言中，鼓勵學生學習理解、應用實踐、遷移創新，達到學以致用的目的。不僅培養培養學生的批判性思維能力，而且幫助學生提升語言表達能力，為寫作打好語言基礎。】V.Homework1.Searchtheinformationonlineandwritealifestoryofyourfavoritepeople.2.CompletepartCoftheworkbookonpage56.Integratedskills(I)I.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.understandtheriseofonlinenewsmediathroughreading;2.getsomespecificinformationaboutonlinenewsmediathroughlistening;3.tellsomethingabouttheonlinenewsmedia,includingitsdevelopment,reasonsforthepopularityandfuture.II.Keycompetencefocus1.Answerquestionsbyreadinganarticleandachart.2.Gettherightinformationwhilelistening.III.Predictedareaofdifficulty1.CompletethenotesofB2.2.Tellsomethingabouttheonlinenewsmedia.IV.TeachingproceduresTleadsSstotalkaboutmassmediabyansweringsomequestions.T:Withthedevelopmentofvariousmedia,peoplehaveeasyaccesstonews.Wheredopeopleusuallygetnews?S:Printmedia,broadcastmediaandonlinemedia.T:HaveyoueverreadChinaDaily?S:Yes.Ithasbothprinteditionsanddigitaleditions.T:Haveyouheardof“今日頭條”？Whatdoyouknowaboutit?S:Yes.It’sanewsapp,withatotalmembershipofover700millioninChina.Itisverypopularnow.T:Right.Technologyhaschangedthewaypeoplegetnewsduringthepastyears.【設計意圖：通過對新聞媒體的談論讓學生了解媒體的三種形式：紙質媒體，廣播媒體和網絡媒體，為閱讀環節做好準備。在問答的過程中，滲透對個別生詞的理解，如broadcast,edition，member1.ReadingachartTshowsSsachartandasksaquestion.T:Hereisachartaboutthechangesofthenewsmediaoverthepast15years.Whatinformationcanyougetfromthechart?(Sampleanswer:Overthepast15years,onlinemediahasbecomeincreasinglypopular,whilethenumberofpeoplewhousebroadcastmediahasdecreasedslightly,andthenumberofpeoplewhouseprintmediahasbeeninsharpdecline.)【設計意圖：閱讀和描述圖表，了解過去15年里三種新聞媒體受歡迎程度的變化趨勢，導入文章網絡新聞媒體的崛起。】2.Readingparagraphs1-2TasksSstoreadthethefirsttwoparagraphsandansweraquestion.T:Fromthechartabovewecanseeonlinemediahasbecomeincreasinglypopular.Howhasonlinenewsmediadevelopedovertime?Let’sreadanarticleTheriseofonlinenewsmedia.Pleasereadthefirsttwoparagraphsandfindtheanswer.Thepastdecadeshavewitnessedtherapiddevelopmentofonlinenewsmedia.Inthemid-1990sNewspapersbegantopublishdigitaleditionsontheInternet.Bytheendof1999ManynewspapersinChinahadsetuptheironlinenewsplatforms.AroundtheendofNewswebsiteswithnoprinteditionssprangup.ThenWeenteredthesmartphoneera.【設計意圖：先讓學生閱讀文章前兩段，通過時間軸，了解網絡新聞媒體的發展史。以表格形式呈現問題的答案，可讓學生形成清晰的脈絡，有助于完成本堂課最終的小結任務。另外，表格中關鍵詞的填寫也加深了對新單詞的印象,如witness,edition,3.Readingparagraph3TasksSstoreadthethirdparagraphandanswersomequestions.T:Nowlet’sreadthethirdparagraph.What’sitabout?S:Itdrawsaconclusionfromthechart.T:Whatconclusiondoestheauthordraw?Pleaserewriteitwithin30words.S:Technologyenablespeopletogetnewsinvariousways,makingreadingnewsmorepersonalandcomprehensivethanbefore.Onlinenewsmediamaykeeprisingduetoitsedgeoverothers.T:Whatdoyouthinkoftheconclusion?Why?S:It’sacceptablebecauseitisbasedonsolidfactsandconvincingfigures.T:Good.Canyoufindanyfactstoshowthevarietyandaccessibilityofonlinenewsmedia?S:Sure.Forexample,inparagraph1theauthormentionsthatthereareawiderrangeofstoriesandalmostinstantupdatesofnewsevents.Besides,fromparagraph2weknowsmartphoneownerscancheckthelatestnewsanytimeatanyplace.【設計意圖：閱讀第三段，了解作者的寫作意圖；概括本段大意，培養歸納能力；回溯前兩段中的一些細節，分析作者結論的可信度。】4.Post-readingTgetsSstodiscussthefollowingquestionsandgivepossibleanswers.T:Accordingtothearticle,whydoyouthinkonlinemediabecomespopular?S:Becauseofitsvariety,accessibilityandinteraction.T:Astheauthorconcludes,therapidriseofonlinenewsmediaisunlikelytostop.Doyouthinktheprintmediawilldisappearinthefuture?Whyorwhynot?(variousanswersarepossible.)【設計意圖：探討網絡新聞媒體流行的原因以及未來走向，既培養學生的批判性思維，1.Pre-listeningTencouragesSstomakeapredictionbeforelisteningtotheinterview.T:Wehavetalkedaboutthereasonsforthepopularityofonlinenewsmediaanditsfuture.Nowlet’slistentotheopinionsofMissSmith,amassmediaexpert.Simonisinterviewingher.Youarerequiredtolistentotheinterviewandfinishtheexercises.Beforeyoulisten,pleasegothroughthesentencesofB1andpredictwhataspectswillbementionedintheinterview.S:Thefirstsentenceisabouttheupdatesofprintmediaandbroadcastmedia.TheSecondsentenceisabouttheinteractionofonlinemedia.Thethirdsentenceisabouttheconvenienceofonlinemedia.Thelastsentenceisaboutpeople’trustinnewsmedia.T:Exactly.WhatisB2about?S:MissSmith’sopinionononlinenewsmedia,includingreasonsforitspopularityanditsfuture.T:Welldone.Howcanyoufindthetopicssoquickly?S:Gothroughthetitleandsubtitles.T:Quiteright.It’sagoodwaytogetthemainideaandknowwhattodo.【設計意圖：鼓勵學生閱讀題干，根據上下文、主標題、副標題等猜測聽力材料中涉及的話題和答案，進行聽前預熱。】2.While-listening(1)TasksSstolistentotheinterviewforthefirsttimeandfinishtheexerciseofB1.T:PleaselistentotheinterviewandfillintheblanksofB1.Afterthat,wewillchecktheanswers.T:Nowwehavegottherightanswers.FromthesentencesofB1,whatcanweinferaboutonlinenewsmedia?S:Onlinenewsmediahasadvantagesaswellasdisadvantages.Somepeoplethinkonlinenewsmediaprovidesupdates,interactionandconveniencewhilesomeconsideritlesstrustworthythanprintnewsmedia.(2)TasksSstolistentotheinterviewagainandfinishtheexerciseofB2.T:Whyisonlinenewsmediapopular?Whatisitsfuturelike?Let’slistentotheinterviewagainandcompletethenotesofB2.【設計意圖：第一遍聽完，完成B1,讓學生把自己的預測和聽到的正確答案進行對比，并總結話題；第二遍聽完，完成B2，此部分要求學生整合和調整信息，難度較大，但有閱讀步驟中的鋪墊和第一遍的預聽，應該能完成任務，如有必要，可以聽第三遍。】3.Post-listeningThelpsSstosummarizetheusefullisteningstrategiestheyemployedwhilelistening.T:Boysandgirls,beforelisteningtoaninterview,wecanpredictitstopicandrelevantpointsaccordingtothegivenmaterials.Whataretheytalkingabout?Forexample,duringthisinterview,MissSmithshowsheropinionononlinenewsmedia,includingitsadvantage,futureandreasonsforthepopularity.Whenwelisten,weshouldpaymoreattentiontotheinterviewee’sopinionsandsupportingstatements,suchasfigures,facts,etc.【設計意圖：聽后幫助學生總結聽力方法，增強學習策略。】TasksSstomakeasummaryofonlinenewsmedia.T:Todaywehavestudiedanarticleandaninterview.Whataretheyabout?Wouldyoupleasemakeabriefdescriptionaccordingtothemindmap?OnlinenewsmediaDevelopmentReasonsforitspopularityFutureInthemid-1990s...Bytheendof1999...Aroundtheendof1999...Then...InteractionAccessibilityConvenienceUpdatesItwillbecause【設計意圖：回顧所學內容，根據所列思維導圖，讓學生進行小結，通過對輸入知識的內化，提升學生的表達輸出能力，也為下一堂課的說寫活動做準備。】V.Homework1.Collectmoreinformationaboutonlinenewsmedia.2.Underlineimportantexpressionsofpages8－9andreviewthem.Integratedskills(II)I.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.talkaboutonlinenewsmedia,includingitscurrentsituation,advantages,disadvantagesandfuture;1.writeanarticleaboutonlinenewsmedia;2.improvetheirwritingusingdifferentexpressionstoavoidrepetition.II.Keycompetencefocus1.Writeanarticleaboutonlinenewsmedia.2.Usedifferentexpressionstoavoidrepetition.III.Predictedareaofdifficulty1.Presentinformationrelatedtoonlinenewsmediaclearly.2.Usedifferentexpressionstoavoidrepetition.IV.TeachingproceduresTasksSstorecallwhattheyhavelearntinthelastlessonbyaskingthefollowingquestions.?Whatarethechangesinthewayspeoplegetnews??Whatarethereasonsforthepopularityofonlinenewsmedia?【設計意圖：該部分為復習導入環節，通過頭腦風暴，激活學生對于“網上新聞媒體”這一話題已有的知識和經驗，為下一環節做鋪墊。】Step2Discussioninpairs1.TasksSstothinkaboutthefollowingthreequestionsaloneandthendiscusswiththeirpartners.?Whatisthecurrentsituationofonlinenewsmedia??Whataretheadvantagesanddisadvantagesofonlinenewsmedia??Howwillonlinenewsmediachangeinthefuture?Why?2.ThelpsSsaccumulatesomeusefulexpressionstodescribeadvantagesanddisadvantages.(1)Usefulexpressionstodescribeadvantages?Oneofthestrengths/advantages...isthat...?Anotherpositiveaspectisthat...?...have/hasapositiveeffect/influence/impacton...(2)Usefulexpressionstodescribedisadvantages?Oneoftheproblems/drawbacks/shortcomings...isthat...?Anothernegativeaspectisthat...?...have/hasanegativeeffect/influence/impacton...(3)Otherusefulexpressions?Therearemoreadvantagesthandisadvantages.?...hasmoreadvantagesover...3.Taskssomepairstosharetheirdialogues.4.TasksSstoreadthesampledialoguetogetabetterunderstandingofthetopic.A:Ireadthatmostpeopleuseonlinemediatogettheirnews.B:I’mnotsurprised.Nowadays,accessingnewsonlineiseasybecauseoftheInternetandsmartdevices.A:Andwiththepopularityofnewsappsandnewsmediaaccountsonsocialmedia,it’snowonderthatthenumberofpeopleusingprintnewsmedia,likenewspapers,isdropping.B:Yes.Onlinenewsmediahasmoreadvantagesoverprintnewsmedia.Forexample,mostonlinenewsisfreetoread.What’smore,onlinenewsisupdatedregularlyandcanbesharedwiththeclickofabutton.A:That’sright.Ontheonehand,peoplecanreadthenewswhenit’sconvenientforthem,whichsoundsgreat,butontheotherhand,therearedisadvantagestoo.B:Definitely!Onemajorproblemisthetruthfulnessofnewsstoriescantheyreallybetrustedwhenanyoneiseasilyabletopostonline?A:Exactly!Anothernegativeaspectisthatsomepeoplearemoreusedtoothermoretraditionaltypesofnewsmediaandit’sveryhardchangetheirreadinghabits.B:Isupposethat’swhysomepeoplestillprefernewspapersorwatchingthenewsonTV.Inthefuture,doyouthinkonlinenewsmediawillbetheonlynewssource?A:No.Ibelieveonlinenewsmediawilldeveloptogetherwithprintandbroadcastnewsmediatosatisfytheirrespectivereaders.ThereasonsforthepopularityofonlinenewsmediaTheeffectofonlinesocialmediaB:Maybe,butThereasonsforthepopularityofonlinenewsmediaTheeffectofonlinesocialmedia【設計意圖：C部分的三個問題是本節課寫作中的重要組成部分，在獨立思考之后，學生找搭檔交流探討。同時，教師帶領學生一起頭腦風暴，引導學生挖掘和積累更多功能性語言，激活學生已有知識，并為有需要的同學搭建支架。教師鼓勵學生大膽表達，提高學生的口頭表達能力，也為后面的寫作做內容鋪墊。】1.TasksSstoreadtheinformationinpartDonpage10andanswerthefollowingquestions.(1)LearningaboutthestructureIntroduction:giveinformationonthecurrentsituationofonlinenewsmedia.Mainbody:stateadvantagesanddisadvantagesofonlinenewsmedia.Conclusion:predictthefutureofonlinenewsmedia.(2)Learningaboutwritingtechniques·Howcanweavoidrepetitioninourwriting?(Usedifferentexpressions)①TasksSstoreadthesentencepatternsusedtotalkaboutpopularityofonlinenewsmedia.Popularityofonlinenewsmedia·Itisclearthatincreasinglypopularamong...·Aswecansee,onlinenewsmediaenjoyspopularity...·Nowadaysanincreasingnumberofpeopleturntoonlinenewsmediafor·...②TasksSstousedifferentsentencepatternstotalkabouteitherofthefollowingtwotopics.·Dueto/Thanksto/OwingtothepopularityofpersonalcomputersandincreasedInternetaccess,...·Thereasonwhyanincreasingnumonlinenewsmediaisthat...developmentofonlinenewsmedia·...·Onlinesocialmediamakeitposscheckthelatestnewsanytimeatanyplace.·Onlinesocialmediahainfluence/impacton·...【設計意圖：在對寫作框架有了初步了解的基礎上，讓學生先動筆做一個微技能寫作訓練，嘗試用不同的表達來避免語言重復，使輸出的語言更加豐富多樣化，為后面的文本寫作這一輸出環節打下基礎，充分培養學生的語言表達能力和發散思維能力。】1.WritingadraftTasksSstowriteanarticleaboutonlinenewsmedia.Meanwhile,TencouragesSstoapplywhattheyhavelearnedinthisperiodtouse.2.Self-review(1)TleadsSstorevisetheirownwritingintermsofthesixaspects:PunctuationSpellingGrammarChoiceofwordsStyle(formal/informal)Structure(2)TleadsSstorevisetheirownwritingconsideringthefollowingquestions:?Whatexpressionsdoyouusetoavoidrepetition??Howcanyouimproveyourwriting?3.PeerreviewTguidesSstoexchangetheirwritingsanddosomepeerreviewconsideringthefollowingquestions:?Whatdoesyourpartnerthinkofthestructureofyourwriting??Whatsuggestionsdoesyourpartnergivetoimproveyourwriting?【設計意圖：在完成前面幾個環節的學習活動后，要求學生寫一篇關于網上新聞媒體的文章，讓學生對所學知識進行充分實踐。并通過自我評價和同伴互評，進一步鞏固所學知識，培養學生的自主學習能力和合作意識。】Ⅴ.HomeworkPolishupyourwriting.ExtendedreadingI.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.knowsomebasicinformationabouttheadvertisement;2.analysethestructureofthearticleandlearntowriteasummary;3.writeasummaryofthemagazinearticleabouttheadvertisement.II.Keycompetencefocus1.Analysisthestructureofthearticleandsummarizethemainideaofeachparagraph.2.Stateattitudetowardsadvertisingtailoredtoindividualcustomers’needs.III.Predictedareaofdifficulty1.Summarizethemainideaofeachparagraph.2.Writeasummaryaboutthearticleaboutadvertisement.IV.TeachingproceduresTasksSstobrainstormmorethingswecanreadontheInternet.1.WhatotherthingswecanreadontheInternetexceptforthenews?Possibleanswers:essays,novels,advertisements...2.WherecanwefindtheadvertisementontheInternet?Almosteverywhere.【設計意圖：結合本單元前面的內容，讓學生brainstorm一些我們能在互聯網上讀到的東西，從而引出本節課的主題advertisement。】TasksSstoreadthetitleofthearticleandguesswhatwillbetalkedaboutinthearticle.◆Whataspectswillbetalkedaboutinthearticle?Possibleanswer:Theadvertisementhowtousesometechniquestopersuadepeopletobuysomething.◆Howdotheadvertisementspersuadepeoplethebuysomething?【設計意圖：學生閱讀標題猜測文本可能會出現的內容，尤其是廣告所用的吸引買家的手法，以預測的內容為學生閱讀做好鋪墊。】Step3Fast-ReadingTasksSstoscanthearticleandgetthemainideaofeachparagraph.Themainideaofeachparagraph:Paragraph1:DefinitionoftheadvertisingParagraph2:RelationshipbetweenadvertisingandthemassmediaParagraph3:FunctionofadvertisingParagraph4-6:WaysadvertisersdevelopedtopersuadepeopleintopurchasingproductsorservicesParagraph7:Futureofadvertising【設計意圖：通過快速閱讀，讓學生掌握文章的框架結構及每一段的主旨大意，為接下來的概要寫作做好準備。】1.TasksSstoreadpara.1andanswerthefollowingquestion:?Whatisadvertising?Itreferstotheactivityofpromotingaproductorservice.Inotherwords,itreferstopersuadepeopletobuyaproductorservice.2.TasksSstoreadpara.2andanswerthefollowingquestion:?Whatistherelationshipbetweenadvertisingandthemassmedia?3.TasksSstoreadpara.3andanswerthefollowingquestions:?Whyacompanylaunchamassmediaadvertisingcampaign?4.TasksSstoreadpara.4-6andanswerthefollowingquestions:?Whatwaystheadvertisershavedevelopedtopersuadepeopleintopurchasingtheirproductsorservices?Whatwaysaresloganusedtomakeusremembertheproductorservice?Whocanbea“brandambassador”?Whytheyemploythebrandambassadortopromotetheirproductorservice?Whydidtheauthorsaysomeadvertisementsarenotsoobvious?Whatmassmediauseproductplacement?Furtherthinking:?Whatisyourfavouriteadvertisement?Whattechniquesdoesitusetopromotetheproductorservice?5.TasksSstoreadpara.7andanswerthefollowingquestion:?Whatarethepast,presentandfutureofadvertising?【設計意圖：學生通過一個個問題理解每一個段落的細節，通過這些問題引導學生利用好連接詞做好概要寫作。】Step5SummarizingTleadsSstowriteasummaryofthemagazinearticlewiththeanswersabove.DefinitionofadvertisingRelationshipbetweenadvertisingandthemassmediaFunctionsofadvertisingHowadvertisingworksThefutureofadvertising【設計意圖：通過文章的框架結構圖，將以上問題的答案通過一些鏈接手法鏈接到一起，形成一篇完整的概要寫作文。也讓學生了解進行概要寫作方法和技巧。】TasksSstothinkabouttheadvantagesanddisadvantagesthattheadvertisingbringstous.?Whatadvantagesanddisadvantagestheadvertisingbringstous?AdvertisingAdvantagesDisadvantages?letthecustomersknowmoreabouttheproducts;?someadvertisingaimstoteach...?advertisingplaystricksoncustomers;?advertisingwillnottellpeoplethecompletetruth;?advertisingmakespeoplepuzzleaboutwhattobuy;...?What’syourattitudetowardsadvertisingtailoredtoindividualcustomers’needs?Givereasonsfiryouranswer.V.Homework1.Polishyoursummaryofthemagazinearticleafterclass;2.Markthedifficultlanguagepointsyoucan’tunderstand.ProjectI.LearningobjectivesBytheendofthelesson,studentswillbeableto:1.researchthenewsofachosenareathroughcooperationandexploration;2.usegroupworktowriteandpresentthenewsreport;3.knowthetipofusingquotesinanewsreport;II.KeycompetencefocusWriteanewsreportusingquotesfollowingthegivenexample.III.PredictedareaofdifficultyCooperatewithgroupmembersandwritethereporttogether.IV.TeachingproceduresT:Varioustypesofmassmediahavedevelopedovertime.?Whatismassmedia??Whattypesofmassmediadoyouusuallyrelyonforinformation??Whatareasofnewsareyouinterestedin?【設計意圖】：通過學生頭腦風暴，引出話題，激活學生的已有知識。教師補充總結，提供多種類型的新聞，供學生選擇。Step2Havingadiscu1.TasksSstoworkinpairsanddiscussthefollowingquestions.T:Supposeyouwerenewsreporters,youwererequiredtowriteanewsreportonarecentevent.However,beforewriting,wemustknowsomethingaboutnewsreports.Whatistheaimofnewsreports?Whatisthestructureofanewsreport?What’rethefeaturesofanewsreport?2.TasksSstoshowtheiranswersandaddmoreassupplementary.Possibleanswers：Newsreportsaimtoamassaudienceofdifferenteducationallevelsthelatestnewsinthesimpleandeasytounderstandlanguage.Newsreportsaremostlymadeupoffourparts:Headline,Thelead,BodyandConclusion.Theyoftencomeintheformof“theinvertedpyramid”.Thatistosay,themostimportantinformationisusuallyincludedintheleadpart,whichprovidesfurtherinformationonwho,what,when,where,howandwhy.Newsreportsaremostlymadeupoffourparts:Headline,Thelead,Bodyandconclusion.Theyoftencomeintheformof“theinvertedpyramid”.Headlineshouldbeconciseandvivid.Itsummarizesthenews,catchesthereader’seyesandcommentsonthenews.Aheadline,whichdoesnotarousetheaudience’sinterestatfirstglance,isnotagoodone.Themostimportantinformationisusuallyincludedintheleadpart,whic