精品英语文档：向某人推荐某物.doc

Grammar and UsageTeaching Aims:l To learn the direct and indirect speech and how to change from one to the otherl To identify the differences between direct and in direct speechl To learn how to use reported speech in statements, questions, and imperative sentencesl To complete the relevant written tasks to reinforce the grammar and usagel 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 correctlyTeaching 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? What did Ann say?Ss: (This step is to attract their attention to direct speech and indirect speech. Later collect their answers on screen.)Suggested Answers: Tom asked Ann what she was going to that summer holiday. Ann said that she was going to travel to Beijing with her parents. 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.) Ss: Suggested Answers: Direct speech is to report what exactly has been said while indirect speech is to report the meaning of what has been said without using exact words. 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? Ss: 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, said the teacher. Ss: The teacher said that light travels at a great speed. (It doesnt 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 doesnt 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.) Suggested Answers:1.was 2.wouldnt 3.had read 4.that 5.would 6. had bought7.that 8.would 9.those 10.her 11.was 12.was going to readStep Three: Reporting statements, questions, and imperative sentences T: Ok, lets 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? Ss: (Give them enough time to go through them and help them summarize the following: Statementsl Use noun clauses introduces by that to report statementsl Say and tell are common reporting verbs e.g. There two main types of advertisements, the writer said to us. The writer told us that there two main types of advertisements. Questionsl Use noun clauses introduced by whether/if to report Yes/No questionsl Use noun clauses introduced by WH-words to report WH-questionse.g. Are all advertisements playing tricks on us? I asked her. I asked her whether/if all advertisements playing tricks on us.e.g. The teacher asked Tom Whats the matter? The teacher asked Tom what was the matter. Imperative sentencesl Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentencesl Ask and tell are common reporting wordse.g. Dont touch anything in the lab without permission. said the teacher. The teacher told us not to touch anything in the lab without permission.e.g. Turn down the radio please, Tom. Jen said. Jen asked Tom turn down the radio.T: Youve done a good job. Now you can overview what we have learnt on page 10. If you have any difficulty, ask me for help.Ss: (After this let them complete the Part A on page 11.) Suggested Answers: Part A:2. asked in what way it was different from other English learning software3. asked how it could help him to remember English words4. asked whether/if it taught listening and speaking5. 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 Points1. 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 略 e.g. They recommend Tom to do the job. e.g. 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 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 To do Part C2 and C2 on page 92 To preview the taskProject Developing an Ad CampaignTeaching Aims:l To learn about some basic information about an ad campaignl To apply what they have learnt to develop an ad campaingTeaching Key Points & Teaching Difficulties: How to help them to develop an ad campaign The usage of some key wordsTeaching Procedure:Step One: Reading T: (Greet the class as usual) In this unit we have learnt what an advertisement is and even have written one in the last lesson. Then do you know what an ad campaign is? Ss: No. T: Ok. In this lesson we will go on with this topic. Please open your text books at page 18. Read the article silently as quickly as possible to answer the following questions:1) What is an ad campaign?2) What must you have in mind when you start a successful ad campaign?3) What questions must you first consider in an ad campaign? Ss: Suggested Answers:1. It is an organized programme of advertisements using various kinds of ads to reach a particular audience.2. We must have a clear goal and target audience in mind.3. We must first consider the following questions: Who is the audience for our ad campaign? What do we want our ad campaign to say? How do we reach our audience? T: Very good! Now I think you have got a general idea of the passage. In fact, nowadays people all over the world use the media to advertise for the benefit of the public or public welfare. Step Two: Developing an ad campaign T: Ok, next we will plan and conduct an ad campaign, promoting a public welfare issue. Be as creative as you can. Below are some steps for you to follow. 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 Three: Language Points1) have in mind 考虑/想到/记得e.g. Who do you have in mind for the job?e.g. Its hard to have all the new words in mind in such a short time.2) try to do sth 努力试图做某事（未必成功）try doing sth 尝试做某事 （表示方法的改变，与以往不同） e.g. Tom tried to persuade me to give up smoking but failed. e.g. Why not try going to school on foot today? 3) have the chance to do sth have the chance of doing sth 有机会/可能做某事 by chance 偶然地 chance to do sth 碰巧做某事4) appeal to 迎合/吸引/呼吁e.g. The government is appealing to every one to save resources.e.g. Cartoon films appeal to both children and adults.5) determine vt./vi. 决定；决心determine to do sth 决定去做某事be determined to do sth 决心做某事 6) be concerned about/for/over 关心/关注 be concerned with 和有关；关心 be concerned to do sth （很）想做某事 e.g. Nowadays more and more people are concerned about protecting environment. e.g. I am concerned to know your decision. 7) be particular about/over 对挑剔/讲究 in particular 尤其；特别（作状语） e.g. Tom is particular about food and clothing. e.g. He likes reading the books written by Lu Xun in particular.Step Four: Homework: To do Parts B1 and B2 on page 91 in Workbook To do parts D1 and D2 on page 93 in workbookReadingTeaching Aims: l To learn more about advertisementsl To learn how to read a expository writing l To read the passage Advertisements and complete related answersl To improve their reading comprehension skill by fully participating in all activitiesTeaching Key Points & Teaching Difficulties:u How to improve their reading ability through teaching activitiesu How to let them gain some insight into advertisements and help them deal with advertisements in their daily lifeu The usages of some key words Teaching Procedure:Step One: Leading-in T: (Greet the students as usual)In the last lesson we discussed six advertisements and talked about their effects on us. Today we will go on to learn more about ads by reading a passage called Advertisements. Please look at the title and tell me: What might be talked about in the article? Ss: (Any possible answers are acceptable) (This step is to help them predict the contents of the passage which is of great help to improving their reading comprehension ability)Step Two: Reading Comprehension T: Very Good! Now lets read the article to check whether your prediction is correct ot not. First of all, please open your book to page 2. Go through the questions in part A first and then read the text silently to find the answers to the three questions:1) What do advertisements encourage people to do? 2) What does PSAs stand for?3) What are PSAs meant to do? (Remind students to use skimming and scanning skills to focus on and identify the information needed to answer these questions. Let them pay attention to the three subtitles in the passage which can help them find the information they want. ) Ss: (Encourage them to give their answers in their own words.) Suggested Answers:1) They encourage people to buy a product service or believe in an idea.2) It stands for public service advertisements3) PSAs are meant to educate people about health, safety, or any other social issues.T: Wonderful! Since we read the article once, I think you can a general idea of the passage. But if you want to get a better understanding of the article, you should read an article several times. So please look at Part C1 on page 4. Here are another five questions for you to answer. This time you must read the text more carefully and get the detailed information.(read aloud) Part C1:1) Where are advertisements most commonly found?2) What is the difference between commercial ads and PSAs?3) Why are some of the advertisements clever according to the article?4) When did China begin a nationwide public service advertising campaign?5) Why should we follow the advice in PSAs?Ss: (Ask them finished it individually)(Let them make a mark where they find the answers. This can train and improve the ability of identifying the relevant information.)Suggested Answers:1) Billboards, newspapers, magazine, the Internet, radio and television are the most common places to find advertisements.2) The former is paid to promote a product or service while the latter is placed for free and intended to educate people.3) Because even if they dont lie, it doesnt mean they tell you the complete truth.4) China began the campaign in 1996.5) Because all the PSAs are meant to be helpful.T: Great! Now I think most of you have got a better understanding of the article. Next lets go on to do the True or False exercise in Part C2. Please go over the article again as quickly as possible to decide whether they are T or F according to the passage. Write T(true) or F(false) next to the each sentence. Part C2:1) Advertisements are found in many places.2) PSAs are only found in newspapers.3) All the advertisements tell the complete truth.4) PSAs and commercial ads use some of the same methods.5) Commercial ads can often give us valuable information about how to live our lives.6) An ad warning people against smoking is an example of PSA. (Make sure that students can distinguish and pick out the relevant information within the given time. After students finish the exercises, check the answers as a whole. Ask them to correct the false ones. While checking the answers of part C2, pay close attention to students mistakes. Explain them to the students if necessary.) Suggested Answers: 1. T 2. F 3. F 4. T 5. F 6. TStep Three: Reading Strategy T: Now you have read the article twice. I think most of you have no difficulty in understanding it. Yet different types of passages require different reading strategy. The article we have learnt is an expository writing. Then: Do you know how to read an expository article? Ss: No. T: Ok. Please read the reading strategy on page 3 and try to answer the two questions:1) What is expository writing meant to do?2) What is its basic format? Ss: (Remind them to concentrate on the letters in bold ) Possible Answers:1) It is meant to introduce you to basic information on a topic.2) It usually follows the basic format: introduction of subject, supporting details, conclusion. T: Good! If you read expository writing in future, remember to use what you have learnt today. It will help you get a good understanding of the passage and improve your reading ability. Thats all for the reading. If you have any problem, please point it out and ask me for help. (Give explanations if necessary and ask them complete the left exercises after class.) The Keys to Part D: 1.b 2.e 3.c 4.f 5.g 6.h 7.a 8.d The Keys to Part E: 1.advice 2.advertisements 3.intended 4.public welfare 5.promote 6.customers 7.persuasive 8.natonwide 9.campaign 10