Unit Six Advertisement
Teaching Objective: 1. To improve Ss listening ability.
2. To improve Ss speaking ability.
3. To improve Ss reading ability.
4. To improve Ss writing ability.
5. To improve Ss translating ability.
Teaching focus: 1. Difficult language points in the text A should be introduced.
2. Introduce the skill of writing an advertisement.
3. Introduce the mathod of translating long sentences.
4. Train the Ss listening and speaking ability.
Teaching difficulties: 1. How to enable Ss to write an advertisement.
2. How to train Ss ability to translate long sentences. Teaching Procedures: daily report, lead-in, listening, reading, translation,writing,
Stage1 Daily Report
Ask the student on duty to make a daily report, encouraging him or her to speak more about advertisement. While listening, the students should make some notes. Then ask some students to retell what the reporter about.
Stage2 Lead in
Step1 Culture background
T, in this part, introduces some background knowledge on advertising to Ss. Advertising has become a very specialized activity in modern times. In the business world of today, supply is often greater than demand. Different manufacturers of the same kind of product have to persuade customers to buy their own product. By advertising they remind consumers of the name and the qualities of their product, and the place to buy it.
Advertisements can be seen or heard everywhere, in newspapers, on posters, by radio and on TV. Manufacturers pay for songs or talk shows about their product in commercial radio programs. They may hire beautiful salesgirls to distribute samples. They also have advertisements put into programs that will accept them. Often large sums of money are spent on advertisements. People choose to buy certain product because they think it is the best. We usually think so because the advertisements say so.
Step2 Topics for discussion
1. T gives two questions and asks Ss discuss them in pairs
Q: Which of the advertisements described in the text do you like most? And why?
Do you think advertisements in China are creative enough? Why or why not? 2. Show their work
Let each group share their opinions with others. While listening, the listeners should take some notes, then retell and share.
The teacher summarize the Ss’ job, making some comments. Then write down the
useful words and expressions needed.
Step1 Activity 1 Summary
1. Listen to the the news report, sumjarize the main ideas and then write them on the note sheet given in the Ss book P185.
2. Two Ss write their answers on the Bb.
3. Check the answers together. Listen to the tape while checking if necessary. Step 2 Activity 2 Conversations
1. Listen to the conversations just only once and then decide whether the statements below are true, false or not mentioned according to the conversations you hear. 2. Two Ss write their answers on the Bb.
3. Check the answers together. Listen to the tape while checking if necessary. Step 3 Activity3 Passage
1. Listen to the passage twice and then decide on the appropriate answer to each of the questions.
2. Two Ss write their answers on the Bb.
3. Check the answers together. Listen to the tape while checking if necessary. Stage4 Reading
Ask Ss to work in groups to discuss the following questions:
1. What is your favorite adverisement?
2. What kink of adverisements do you like or dislike?
Step2 reading comprehension
1. Have the Ss read Text A in 7 minutes and do the reading comprehension to test whether to understand the text
2. Calls on volunteers or a few students to tell the answer and then helps the students identify the main idea of the text.
Step3 language points
T, in this part, should analyses the following language points in taxt A to Ss: 1. Name 10 advertisements that you can spontaneously recall, describe, and associate with brands. (Para. 1)
?Please name your favorite football stars.
? The boy was named George after his uncle.
? I recalled my schooldays.
? I recollect having heard him say so.
2. … and there are not many creative ideas that have an impact and are memorable. (Para. 2)
? They live in a house that was built 200 years ago.
3. The top-of-mind recall of brands, which often leads to a high share of the market, is
usually helped by spontaneous recollection of advertising. (Para. 2)
spontaneous applause，自发的鼓掌！，a spontaneous manner，自然的举止！
短语share of market相当于market share，表示“市场份额”的意思。
4. Coca-Cola had a television commercial where two guys in a hospital put their
hands to their heads, using their mental energies to magnetize two Coke bottles to fly
over a sleeping nursing matron to reach their beds. (Para. 5)
where引导定语从句，相当于in which，修饰television commercial。magnetize本
? This screwdriver has been magnetized.
? She can magnetize a theatre audience.
5. It was a simple idea of mind over matter. (Para. 6)
mind over matter表示“精神胜过物质”的意思。例如；
? Keeping to a strict diet is a question of mind over matter.
6. It was charming and made me feel positive toward the brand. (Para. 6)
a charming man/ village/ song，令人喜爱的男子/村庄/歌曲！
7. It may not be credible but it doesn’t matter. (Para. 6)
? It is hardly credible.
8. It may give some people the idea that Coke is for sick people, but I don’t think
there would be many such customers. (Para. 6)
that引导同位语从句，对idea做出明确的解释。注意I don’t think there would be many such customers中的否定的转移，本句实际否定的是宾语从句中的内容，即；
? I don’t expect he would pass the exam.
9. One featured person was sunbathing on the beach on a hot day. (Para. 7)
? It is a film that features a new French actress.
与feature搭配的词组是feature in sth.，表示“在某事物中起主要作用或扮演主要
? Does a new job feature in your future plan?
? His eyes are his most striking feature.
? She is a woman of beautiful/striking/delicate features.
10. Then a Pepsi vendor came, poured Pepsi into a glass while his loudspeaker echoed
the sound effects of the cool, refreshing drink. (Para. 7)
? Tourists poured into Hangzhou during the West Lake Exposition.
? People poured into the hall when he came.