Module4 Unit 1 Advertising語法課教案(高一下學期)

Teaching aims:

1. Students can explain the difference of direct speech and reported speech.
2. Students can list the changes when transform the direct speech into reported speech.
3. Students can use reported speech or indirect speech to report things.
4. Students can express others’ ideas more properly.
5. Students can be more confident in learning English.

Teaching key points and difficult points:

Key points:
How to change direct speech into reported speech.
Difficult Points:
The changing points when change direct speech into reported speech.
Teaching procedures:

Step 1 Lead-in

Present a short video. It is a joke about XiaoMing. He misuse I, she and he and can’t introduce his family members to others properly.
Then lead in today’s topic how to change direct speech into reported speech.
(Justification: By showing the video, students can be more curious about learning this lesson.)

Step 2 Presentation

1. Ask students to watch several advertisements. In every videos there is a person to talk about the merits of his or her products. Then list several sentences to ask students to choose which advertisement it refers to. For example:
The girl said that she was praised by her boyfriend.
The boy introduce that the little guys can be found wherever they are.
A lot of mums encourage others to use it to protect babies skin.
2. Show the original sentences(direct speech) of the advertisement and the listed sentences before together. Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech. Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase.
3. Present several reported speech chosen from the advertisements. Ask students to pay attention to the form of different reported speech including statements, questions and imperative statements.
4. Show some sentences using direct speech and ask students to try to change the direct speech into reported speech. Then underline personal pronouns, tense, time and place, pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts. Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns, tense, time and place, pronoun and other special cases.
(Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily. Inductive method and deductive method are combined in this part to achieve students’ mastership.)

Step 3 Practice

Set an situation of the advertisement department. Every students is a member of the department. Ask them to finish the following tasks:
1. There is a report made by their colleague and ask students to correct the sentences on the blackboard.
2. Show the advertisement of the text book and ask students to complete the letter written by Wang Yilin to Mr Fan Zhenbin. Then check the answer with their classmates.
3. Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11.
(Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step.)

Step 4 Production

Four students in a group finish the following tasks.
1. Show a short video and encourage students to talk about the story of the video with each other.
2. Set an situation that there is an advertisement order about useful English learning method. Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech. Teacher will invite some volunteers to share their opinions.
(Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life. Also, they can develop critical thinking and speak

Unit3 Understanding each other-Reading教案

Teaching aim:Knowledge aim:

Students can master the expressions about cultural differences.
Students will get familiar with the topic of culture and learn how to talk about different cultures and customs.

Ability aims:
Students can master the reading strategy to understand the use of examples.
Students will be able to get the main subject of the conversation through fast reading and the detailed information through detailed reading.
Students can talk about cultural differences in their daily life.
Emotional aim:
Students will learn to respect different cultures and customs.
Students will be more confident in speaking English in public.

Key and difficult points:
Key points:
Students can get the detailed information through careful reading.
Difficult points :
Students can apply the expressions into daily communication.
Students can show respect for different cultures.

Teaching procedures

Step 1: Warming up

Show some pictures of different wedding ceremonies in different countries and ask students to guess the country.
Justification: Attract students’ attention and lead students into the class naturally.

Step 2：Pre-reading

Show the title of the reading passage and ask students to predict what aspects of cultural differences the passage involves. For example:
T: Dear students, what is the title of our reading passage?
S:...
T:Yes. Correctly. It’s Cultural Differences. What kinds of cultural differences do you know?
S:...
T: Food, marriage and festival and so on. Excellent. You all have a broad knowledge. Of all these kinds of cultural differences what do you think the passage talks about?
S:..
T: Good job. Now let’s read the passage and find out if our prediction is right or not.
Justification : Arouse students’ interest in this lesson by asking them to predict what the passage is mainly about and help students to have a basic understanding of the topic in the reading text.

Step 3：While-reading

1.Global reading
Read the conversation quickly and find out the cultural differences the passage talks about. Later, ask some volunteers to share their answers.
Justification: Train the skimming ability of students and enable them to get the general idea of the passage as quickly as possible.
2. Detailed reading
Read the passage carefully with the following questions.
Q1: In the west, when is the polite rime to open a present? Why?
Q2:What surprised Peter about the wedding ceremony in Korea?
Q3: what drink is not permitted in Brunei?
Q4: What kind of food do Brits eat at Bonfire Night?
Justification: Improve students’ reading strategies to find out the detailed information and understand the use of examples.

Step 4：Post-reading

Divide students into groups of four and ask them to have a discussion about cultural difference in 7minutes. And the discussion should be related to the following questions.
Q1: What do you know about cultures that are different from our own?
Q2: Why do we need to find out about other cultures’ traditions?
Justification: Help students to have a better understanding of cultural differences and improve their speaking abilities.

Step 5：Summary and Homework

1. Ask students to make a summary of the cultural differences mentioned in the text.
2. After the class, ask students to write a paragraph about how people can understand each other’s cultures better.
Justification: Consolidate what they have learned in this class and broaden their horizon.

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