体验英语任务型设计 BOOK2 unit 3.docx

1、体验英语任务型设计 BOOK2 unit 3Unit Three AdvertisingTask-based Design for Six Contact Hours Session No.Unit Content InvolvedFocal PointsTask-based activitiesSession 1(90-100 min)1. Listen and TalkLead inPassage listening practiceDialogue SamplesCommunicative Tasks1. The kind of advertising.2. Key words and

2、expressions related to the topicadvertising; for sale; ; complete for; variety; brand, appeal to ; deceptive; identify; make decisions; refine ones choice; public service; raise awareness of; respond to;Expressions and sentences for talking about a public service advertisement and a sales advertisem

3、ent ( See Communicative Tasks)The same as the above.Talking about the advertising shown after the listening passage.Doing the communicative tasks according to the situation provided. 2. Read and explorePassage AThe VictimLexical preparationKey words and expressionsad/advertisement; victim; affect; a

4、ttractive; concerned; consumption; define; fashion; foster; image; insecurity; item; name-brand; necessity; dress up ; feed off; turn to; quest for; Picking out sentences from Passage A containing the key words and expressions in the left column and making up new sentences with them.Session 2(90-100

5、 minutes)2. Read and explorePassage AThe VictimReadingPassage understanding on the basis of the analysis of the passage structureSpeakingReason presentation WritingGiving reasons 1.Analyzing the passage structure 2.Discussing questions of each part.3. Understanding of the notes to the text.4. Summar

6、y of the text.Talking about the reasons why people turn to advertisements in purchasing clothes.Writing a paragraph of around 80 words explaining why people fall victim to advertising.Session 3(90-100 minutes)2. Read and ExplorePassage BThe Ad Council at a Glance3. Write and ProduceGeneral Writing P

7、ractical WritingReadingPassage understandingReading Skills Reading Meaning Clusters Word consolidation Inspire; testify; launch; category; bond; press; mission; abuse; Conjunctions and Connective Words The format of personal ads. Doing fast reading of Passage B and discussing the questions in Ex. 10

8、 & 11 in groups. Discussing the definition of the skill in groups.Making up sentences with the words on the left column with the help of the related sentences in the passage.Write a sentence with a coordinating conjunctions introduced by and, but, yet, for, so, or.Making a personal ad according to t

9、he headlines provided.Unit Group project: Talking about a famous ad, using PPTIII. Suggested teaching procedures and class activitiesSession 1 (90-100 min)Listen and Talk1. Lead inTask1 Listen to the following passage and try to fill the missing words in the blanks. Step 1 Lead-in questions1. What i

10、s advertising?2. What are the categories of ads? Step 2 Listening practice The students listen to the passage for three times and fill in the missing words in the blanks. Teacher: Listen to the passage for three times and fill in the missing words in the blanks.Step 3 Word studyThe teacher lays emph

11、asis on the following words and expressions related to the topic: advertising; for sale; ; complete for; variety; brand, appeal to ; deceptive; identify; make decisions; refine ones choice; public service; raise awareness of; respond to;Teacher: Can you pick up the words and expressions related to t

12、he topic? What are they? Task 2 Picture descriptionThe students talk about the pictures shown on PPT with the words and expressions they have learned from the listening passage in groups. Teacher: Work in groups to talk about the pictures with the help of the words and expressions youve learned from

13、 the listening passage. Five minutes later you will be expected to do class presentation. 2. Dialogue Samples Dialogue 1: Talking about a Public Service Advertisement.Step 1 Lead in questions1. Do you know how to start talking about public service advertisement?2.Whats the function of a public servi

14、ce advertisement?Step 2 Dialogue Samples studyThe students read the first dialogue in pairs and speak out the following sentences for talking about a public service advertisement in the dialogue.Teacher: Please read the first dialogue in pairs and speak out the sentences for talking about a public s

15、ervice advertisement. Several minutes later.Teacher: Can you speak out the sentences youve summarized?Have you seen this public service advertisement on ? I dont believe Ive seen it. Where did you find it? I had no idea this problem even existed. Well, the advertisement provides The advertisement sa

16、ys that Im really glad you saw that public service advertisement. It feels good helping others in need. We need more of these kinds of efforts helping society.Step 3 Listening practice The students listen to the dialogue and then read it in pairs. Teacher: Please listen to the dialogue for two times

17、 and then read it in pairs.Dialogue 2: Talking about a Sales AdvertisementStep 1 Lead-in questionTeacher :Do you usually buy something when its on sale? Have you ever been cheated by a sales advertisement?Step 2 Dialogue Samples studyThe students read the second dialogue and speak out the following

18、sentences that are used for talking about sales advertisement in the dialogue. Teacher: Please read the second dialogue in pairs and speak out the sentences that help you to talk about a sales advertisement and being cheated by it.Several minutes later.Teacher: Now, can you speak out the sentences y

19、ouve summarized?I sure feel cheated. Its really my own fault. I saw a sales promotion advertisement in the newspaper last week saying that Many items at AA Supermarket were going to be marked down 50 % over the weekend. Sounds like you got some great deals! So why do you feel cheated? I guess I was

20、so caught up in the excitement of getting such a good discount that I didnt bother to notice the expiration dates on some of the products. I just noticed today that it was due to expire tomorrow? I learned the same lesson the hard way myself. Not only did I not save 59%, I lost money.We think were g

21、etting a really good discount when in fact were just getting a lower quality product.Shoppers have to be on guard against those “beautiful traps” of advertising.Step 3 Listening practice The students listen to the dialogue and then read it in pairs. Teacher: Please listen to the dialogue for two tim

22、es and then read it in pairs.3. Communicative TasksTask 1: Talking about a public service advertisement about waste disposalRoles :Brian and XiaohongSituation: Brian and Xiaohong talk about an environmental protection advertisement in which the citizens are requested to sort out the useful wastes an

23、d put them in three slotsblue slot for paper, yellow for aluminum cans, and brown for plastic bottles. They think it a good idea to dispose of the waste. The students are given 5 minutes to work in pairs according to the situation given and then role-play the task. Some students make comments on the

24、ir performance, which should involve their presentation of the real-life situation and the English they use for talking about a public service advertisement. Teacher: Work in pairs to do Task 1. Five minutes later some pairs of you are expected to role-play the task, and then the others will be invi

25、ted to make comments on your performance. The comments should involve the presentation of the real-life situation and the English you use for talking about a public service advertisement. Task 2: Talking about being cheated by a sales advertisement The students do the task after class in pairs. 4. R

26、ead and ExploreLexical preparation for Passage AStep 1 Word studyKey words and expressions:ad/advertisement; victim; affect; attractive; concerned; consumption; define; fashion; foster; image; insecurity; item; name-brand; necessity; dress up ; feed off; turn to; quest for; Students are given 7 minu

27、tes to pick up the sentences containing the words and expressions from Passage A which are displayed on PPT. The teacher may assign each group two or three words or expressions.Teacher: Please do fast reading of Passage A and pick up the sentences containing the words and expressions displayed on PP

28、T. Group 1 are responsible for the first two words, Group 2Sentences to be picked up: 1. But, as I learn more about my future field, marketing, I realize that I am a victim of advertising.(Para.1) 2. I never questioned how I looked, but I liked to dress up. (Para 2)3. The clothing in high school bec

29、ame something that defined you; it identified you with a certain group. (Para 3)4. Yet my friends and I still turn to advertising, now not only to stay in fashion but more so to find our own style. (Para 4)5. In my quest for identity, the style of clothing I choose reflects me.(Para 4) 6. Although I

30、 look to ads for the upcoming styles, I am still affected by the underlying images behind them. (Para 5)7. Advertising feeds off human insecurities and makes us want to be like these beautiful people.(Para 5) 8. Society fosters the fascination that we should not be who we are, and advertisers use th

31、is to influence us to believe certain messages. (Para 5)9. How will we ever know unless we step back and stop reading magazines and watching television? (Para 6)10. Abercrombie, Guess, J Crew and Ralph Lauren are just a few of the name-brand items that clutter my room. 11. In middle school, I became

32、 more concerned with my appearance, like most girls. 12. It is very easy to use human insecurities as a means of targeting consumption, but is it right? 13. Although I look to ads for the upcoming styles, I am still affected by the underlying images behind them. 14. They can also be a simple necessity. 15. Our ins