Lesson3TheAdvertisingGameTimeAllotment:2periodsTeachingAimsandRequirements1.Tolearnaboutthedevelopmenofadvertisement2.Tohelptodrawmoreattentiontopublicadsandsenseofsocialresponsibility.3.Togetstudentstodesigntheirownadvertisements4.Tolearnandpractise–ingformTeachingModes:Teacher-student,individual,pairs,groupsTeachingImportance:1.Tomakecleartothestudentsthecontentsandthestructureofthetext2.Toenablethestudentstogetthemainideaofthetext3.Tolearnandpractise–ingformTeachingDifficulties:1.Togetthestudentstodesigntheirownadvertisements2.Tomakecleartothestudentsthecontentsandthestructureofthetext.TeachingAids:computer,pictures,text-booksTeachingProcedures:StepⅠLeading-in1.Greetingsandfreetalk2.WorkonEx.1.Playacoupleofadvertisingvideoepesodesandthenaskstudentstofindoutasquicklyaspossiblewhatproductsareadvertisedinthegivenads.①Whatproductisbeingadvertisedineachepesode?②Whichadvertisementshaveyouseenrecentlythatyoulike?③Whatdidyoulikeaboutthem?StepⅡReading1.Readthetextandtrytomatchthegivenadswiththekindsofadsreferredtointhetext.(product-saleadvert,service-saleadvert,publicadvert)2.Learntofigureoutthemainideasofeachparagraph.Inthispart,thestudentsaregiventhreestatementsforeachoftheparagraphs.Theyareaskedtojudgewhichstatementcanactasthepropermainideaforeachparagraph.Inthemeanwhile,theyhavetomarktheremainingtwostatementswith“B”or“N”whichstandfor“toobroad”and“toonarrow”.Markthefollowingstatementswith“B”,“N”or“M”(B:toobroadN:toonarrowM:mainidea)Paragraph1:①Theclassicaladvertisementcannotletpeopleknowwhatcompaniessell.②Theclassicaladvertisementistoosimpleforpeopletoknowanything.③ToknowthebrandnamemeanswheretobuytheproductintheclassicaladvertisementParagraph2:①Usinggood-lookingphotosinadvertisingisthebestimportant.②Present-dayadvertisementshouldapplymoderntechniquesofdesigntofullyattractpeople.③Classicaladvertisementisnotsuitablefortodayatall.Paragraph3:①Productsaresometimeslinkedwithdifferentconceptsorideas.②Usingcommonideastosellproductsisasoldasadvertisingitself.用心爱心专心③ModernadsmuststandouttomakethemselvesattractiveParagraph4:①Someadvertiserswanttocreatesomethingthathasneverbeenseenbefore.②Newandunusualideasoftenappearintoday’stopadvertisements.③Advertiserslookforotherwaystomakepeoplenoticetheirproducts.Paragraph5:①Notalladvertisingisaboutsellingproducts.②Thegovernmenthasworkedhardatusingadstoeducatethepublic.③Publicadshavehelpedtoincreasepublicknowledge.Showthemultiplechoicesonthescreen.StepⅢPractice1.Showsomeshortadvertisingvideosandaskthemwhattheyfindinthem?2.Workingroupsoffourtodesignanadvert.Thestudentsareencouragedtogivetheirowndesigns.Say:Let’sseewhosedesignisthemostpopular.StepⅣLanguagePoints1.likely意：很有可能为一表语形容词，其构成的语句表达为：Itislikelytodosth.或Itislikelyforsb.todosth或sb.islikelytodosth.当然也可为：Itislikelythat-clause.Itislikelytorainthisafternoon.It'slikelyforustowinthematch.Heislikelytokilltimebyplayingchess.Itislikelythatthehouseneedsagoodpainting.He’sverylikelytobelateforclass.2.holdtheattentionofsb.或holdsb’sattention意：吸引某人注意；将注意力集中于Theirfunnyactingcouldnotholdtheattentionofthoseforeigners.Thenewcartoonsmayholdtheattentionofchildren.Inclasseveryoneshouldholdhisattentionofwhattheteachersays.3.consistof:bemadeupofAllcomputersconsistoffiveunitsalthoughtheyareofdifferentkinds.Accordingtot...
