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Module 4 Unit 1 Advertising  

2012-06-15 11:03:50|  分类: 课件教案 |  标签: |举报 |字号 订阅

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§Welcome to the Unit§

 Teaching Aims:

1    To make students aware of the role of advertising in our daily life

2     To talk about the six ads and put them in two groups. Finally encourage them to tell the difference between them

3      To discuss the last three questions to improve their speaking ability

Teaching Key & Teaching Difficulties:

1     To help students understand the role of ads

2     The usages of some key words.

Teaching Procedure:

   Step One: Leading-in

T: (Greeting the class as usual) Now we will talk about advertising. Then by the way:

1)      Do you like reading or watching advertisements?

2)      What kind of ads do you like best? And why?

3)      Where can you find advertisements?

(T can give the students enough time to discuss the questions in pairs or groups. Any related answers are acceptable. This step is just to arouse their interest in the topic.)

       Ss: … (Encourage them to express themselves)

   Step Two: Speaking

       T: That’s good! So in fact we are living in a world of ads and whether you like or not, they are influencing our life. Ok, now please open your book to page 1. Here are six pictures. You may have seen some similar to them. Next please discuss them in groups of four and try to answer the following questions:

1)      What can you see in the picture?

2)      What can you read on it?

3)      What does it persuade us to do or what does it try to tell us?

Ss: …

 (Show the pictures in pairs and let the students to discuss them one by one. Remember to give them enough time to think about the above questions)

T: Well done! Now you can see that advertisements are a good way to sell products or services. They are also a good way to make people aware of the needs of others and the dangers around them. Next please look at the table below and then go through the six pictures again. Later on put each of them in the correct group.

 

To sell a product or service

Educate about people

Oxlin Airlines     (1)

Shine Shampoo    (4)

Earth Day    (2)

Anti-drugs    (3)

 

   T: Wonderful. I think most of you have realized the difference between the two. And in the reading we will have a further discussion.

Step Three: Discussion

   T: So, now look at the three questions and discuss them in groups of four.

1)  Have you ever bought a product or service after reading or watching an ad?

2)  What was it? Now do you believe that advertisements tell the complete truth?

3) What is/are your favorite advertisement(s) making you think about problems in society or about people who need help? Why?

4)  What do you think makes a good advertisement?

   Ss: …

     (T can help the students to conduct the activity and encourage them to work together to complete the task. Later let some students to show off.)

   T: Well done. Now I think most of you have know what an advertisement is and realize the role of them in our life.

Step Four: Language Points

1)        advertise vt. 为……登广告、做宣传

           vi. 登广告

advertisement= ad n. 广告

     put an advertisement  登广告

         advertise for …  登广告征聘……

e.g. The company is advertising for a new manager.

2)  be aware of …  知道、明白、意识到……

be/seem aware that …  察觉、发觉、发现……

   e.g. Every body is aware of the importance of protecting rare animals.

   e.g. Buried in deep thought, Tom wasn’t aware of what happened around him.

   e.g. Nowadays, people seems aware that some products don’t stick to the promises of their advertisements. 

   3)  think about … 考虑……

       think of …  想起、想到……

       think out … 想出……

       think over   仔细考虑

 

Step Five: Homework

1.        Ask students to read the passage in Part B on page 95 in workbook as their homework. Teachers can check the answers in or after class

2.        Let them preview the next period, especially the new words in the instructions or requirements but not included in the wordlist.

 

§Reading§

Teaching Aims:

1       To learn more about advertisements

2       To learn how to read a expository writing

3       To read the passage Advertisements and complete related answers

4       To improve their reading comprehension skill by fully participating in all activities

Teaching Key Points & Teaching Difficulties:

1      How to improve their reading ability through teaching activities

2      How to let them gain some insight into advertisements and help them deal with advertisements in their daily life

3      The usages of some key words

Teaching Procedure:

Step One: Leading-in

     T: (Greet the students as usual)In the last lesson we discussed four 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 let’s 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 ads try to persuade people to do?                                                                           

2)        What does PSA stand for?

3)        What do PSAs aim 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)       To buy a product service or service, or to believe in an idea.

2)       Public service advertisements

3)       They aim to teach us and help us lead better lives.

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. Do the true and false exercise.

    Part C1:

1        Most people are not aware of how many ads are around them.

2       Advertisements are always meant to promote a product or service.

3       PSAs are only found in newspapers and on TV.

4        PSAs and commercial ads use some of the same methods.

5       Commercial ads often give us valuable information about how to live our lives.

6       An ad warning people against smoking is an example of a PSA.

Ss: … (Ask them finished it individually)

  Suggested Answers:

    1. T  2. F  3. F  4. T   5. F   6. T

T: Great! Now I think most of you have got a better understanding of the article. Next let’s go on to do the exercise in Part C2. Please go over the article again and answer the following questions.

   Part C2:

1       Where are advertisements usually found?

2        What is the major distinction between commercial advertisements 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?

Step 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 the subject, examples and facts that develop or support the idea, 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. That’s 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.h  2.c  3.b  4.d  5.f  6.g  7.e  8.a

  The Keys to Part E:

     1.dealing with  2.comments  3.promote  4.fool  5.even if      6.cheated  7.campaigns  8.benefit

 

Step Three: Post-reading Discussion

    T: Well done! Last but not least, work in pairs and discuss these questions with your partner. 

1)        What are the differences between commercial ads and public service ads?

2)        Do you think young people are easily persuaded by ads? Why or why not?

3)        What is the best PSA you have ever seen? Why do you think it is impressive?

 (This serves as a consolidating exercise for students to practise their spoken English. Encourage them to discuss freely and bravely in English and later ask some students to express themselves.)

Step Four: Homework

1        to complete the remaining exercises on page 4 and 5.

2       to do parts A1 and A2 on page 90 in workbook

§Word Power§

Teaching Aims:

1        To review the word formation and learn more common suffixes

2       To expand their vocabulary about sales and marketing

3        To complete the exercises designed to reinforce the words to be learnt in the word powder

4        To help them grasp the rules of word formation and learn how to apply them in English learning

Teaching Difficulties & Key points:

1     How to make use of word formation to enlarge their vocabulary and improve their reading ability

2     How to make the students to realize the rules of word formation and use it to  understand and remember new words

3     The usage of some words

Teaching procedure:

Step One: Brainstorming

  T: (Greet the whole class as usual) Since you have learnt many English words. Some of you may notice that even if some words have different meanings and parts of speech they share similar spellings just as follows:

    happy àhappily, happiness

care  àcareful, careless

act   àactor, action

T: (Show the above on screen) You can see they have letters in common. Then could you show me more examples?

Ss: … (Let them think about it for a while and later ask three students or so to tell their answers.)

T: Well done! So sometimes we can add some letters to the end of a certain word and we can get a new word. Now please read the short dialogue. Fix your eyes on the words in blue and tell me how they are formed.

Ss: 

Root Words

Adding letters

commerce

 à commercial

persuade

à persuasive

excite

à exciting

  (This can help them realize the rules of adding suffixes which is of great help to their vocabulary extension.)

      

Step Two: Using Suffixes

  T: Well done! In fact the letters we add to the end of a certain word are called suffixes. Next let’s go on to read the following table, there are some other ways to form adjectives from nouns and verbs. Go through the table and discuss it with your partner to answer the two question below the table.

 

Noun       +y

           +ly

           +ic

           +al

           +ous

           +ful

health   à  healthy

week    à  weekly

hero     à  heroic

origin    à  original

danger   à  dangerous

help     à  helpful

Verb       +ed

           +ing

           +able

           +ive

amaze   à  amazing

excite   à  exciting

enjoy   à enjoyable

attract   à  attractive

 

1       Can we always add a suffix to a word directly?

2       Does the meaning of the created word have anything to with that of the root word?

      Ss: … (Let them to express what is in them)

      T: Very good! Please pay attention to the tip on the right side. Sometimes we need to remove the final letter(s) of a word before adding a suffix. Usually we can get the meaning of the word created by adding suffixes.

    (Encourage students to guess the meanings of the words by studying the different parts of the word. If they can’t, let them refer to the dictionary and check for mispronunciation.)

  T: Ok, now please read the advertisement and fill in the blanks with the adjectives by adding the correct suffixes to the words in brackets.

  Suggested Answers:

1.lovely  2.attractive,  3.boring,  4.energetic,  5.friendly  6.enjoyable  7.wealthy  8.lucky  9.fantastic

         (Remind the students to refer to the table above for help or look them up in the dictionary. Finally check the answers as a whole.)

Step Three: Vocabulary Extension

 T: Ok, in the last lesson we learnt something about advertisements. Next we will read a short text about sales and marketing. Please read it and do your best to grasp the meanings of the words in blue. Later we’ll use these words to fill in the blank in the dialogue in Part B on page 7. Follow?

Ss: Yes.

    (Ask students to read the passage silently as quickly as possible. T can also ask one student to read it aloud. After this, check for the mispronunciation and ask them to guess their meanings. Make sure they understand what the article is about.)

 

T: Ok. Now you can see no matter what a company is trying to sell, the basic rules of sales and marketing are always the same. Now Mr. Carter is talking with Ms Jones about the sales and marketing of a new product. Use the words or phrases in blue from the above to finish the dialogue. Remember each word should be used only once.

Ss: …

(Encourage them to finish Part B individually and then check the answers with the whole class.)

 Suggested Answers:

(1)   market share (2) sales figures  (3) consumers (4) market research (5) sales& marketing department  (6) sales targets

        (If possible, let them practice the dialogue in pairs and later on act it out in roles.)

Step Four: Language Points:

1)      过去分词作定语:单个过去分词作定语一般置于被修饰词之前;过去分词词组作定语置于被修饰词之后。可以表示动作已经完成、处在某种状态或逻辑被动关系。(分词用法在模块5有详尽讲解,这里不易完全展开)

  e.g. a retired teacher (完成)

  e.g. a book written by Lu Xun  (被动)

  e.g. a girl dressed in white     (状态)

   2)  for sale 待售的、供出售的

       not for sale 不出售的、非卖品

       on sale 上市的、出售的

   3)  … be popular with/among sb …受某人的欢迎

        4)  of high quality/value/importance/help/use/big size 可以作表语、后置定语或宾语的补语。(在前几模块中曾多次出现,并有详尽解析,这里仅给以提示,不再赘述)

       5)  ensure vt. 保证(发生、获得)

           ensure (one’s) doing sth 保证/确保(某人)做某事

           ensure … against … 保护/保证…免受…

           ensure that … 接宾语从句

e.g. All necessary measures will be taken to ensure the safety when the 2008 Olympics is held in Beijing.

e.g. I cannot ensure his telling the complete truth.

e.g. The person in charge of the construction site should ensure workers against accidents.

Step Five: Homework

1        to go over what you’ve learnt in this lesson

2        to preview the next part Grammar and Usage

§Grammar and Usage§

Teaching Aims:

1        To learn the direct and indirect speech and how to change from one to the other

2        To identify the differences between direct and in direct speech

3       To learn how to use reported speech in statements, questions, and imperative sentences

4       To complete the relevant written tasks to reinforce the grammar and usage

5        To apply what they learn to practice by fulfilling some written mistakes.

Teaching Key Points & Teaching Difficulties:

1     How to help them understand the changes when changing direct speech into indirect speech

2     The usages of persuade and discourage

3     How to apply the grammar rules to compete the related exercises correctly

Teaching 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.

1            What did Tom ask Ann?

2          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:

1        Tom asked Ann what she was going to that summer holiday.

2        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:

1       What are direct speech and indirect speech?

2       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:

1        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.

2        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

3        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:

1      Personal pronouns

2       Tenses

3       Adverbials of time and place

4       Other cases

     T: Good! Next please consider how to change the following sentence in direct speech into reported speech.

5      ‘Light travels at a great speed,’ said the teacher.

     Ss: The teacher said that light travels at a great speed.

       (It doesn’t 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 doesn’t change over time.

     T: Terrific! And I can show you more examples as follows:

1       My teacher told me that practice makes perfect.

2       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.would be  3.had read  4.that  5.would 6. had bought   7.that  8.would  9.those  10.her 

Step Three: Reporting statements, questions, and imperative sentences

   T: Ok, let’s 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:

       Statements

1       Use noun clauses introduces by that to report statements

2        Say and tell are common reporting verbs

e.g. ‘There two main types of advertisements,’ the writer said to us.

à  The writer told us that there two main types of advertisements.

 

       Questions

1       Use noun clauses introduced by whether/if to report Yes/No questions

2        Use noun clauses introduced by WH-words to report WH-questions

e.g. ‘Are all advertisements playing tricks on us?’ I asked her.

1 I asked her whether/if all advertisements playing tricks on us.

e.g. The teacher asked Tom ‘What’s the matter?’

2 The teacher asked Tom what was the matter.

 

       Imperative sentences

1       Use the structure: reporting verb + object + (not) to-infinitive to report imperative sentences

2        Ask and tell are common reporting words

e.g. ‘Don’t touch anything in the lab without permission.’ said the teacher.

1 The teacher told us not to touch anything in the lab without permission.

e.g. ‘Turn down the radio please, Tom.’ Jen said.

2 Jen asked Tom turn down the radio.

T: You’ve 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 how it could help him remember English words.

3.      asked whether/if it taught listening and speaking.

4.      asked what the designer would do if she was not satisfied with the software.

5.      asked whether/if it was easy to use

( After this, give the students a few minutes to ask for help if they have any questions)     

    Have them do Part B together.

    Suggested Answers:

    2. encourages    use interesting and attractive photos

    3. recommends   we (should) use eye-catching logos

    4. suggests      we(should) make the slogans short and easy to remember

    5. tells     make good use of colours to attract people’s attention

  Step Four: Homework

1     To do Part C2 and C2 on page 92

2     To preview the task

§Task  Writing an Advertisement§

Teaching Aim:

1     To train and improve the students’ abilities of listening, speaking, reading, and writing

2     To learn how to listen for statistics and descriptions, and how to state opinions and five supporting reasons

3     To apply what they have learnt to design a advertisement for a chocolate bar

Teaching Key Points & Teaching Difficulties:

1     How to improve their integrated skills through these activities

2     How to help them to write an advertisement for a product

3     The usage of some key words and structures

Teaching Procedure:

  Step One: Leading-in

   T: (Greet the class as usual) Today we will learn how to write an advertisement for a product. But first of all I want to ask you some questions. Since you have study English for years:

1      Are you at listening?

2      What difficulties do you have in listening?

(It is to focus the students’ attention on the thyme of this part. Encourage them to relate it to their own experiences and speak as they like.)

Ss: ... (Any related answers are acceptable.)

T: So that’s the problem. I think you need more practice to improve your listening skills. If so, you are sure to do it better.

Step Two: Listening

T: Today in the first step we will learn how to listen for statistics. Now please open your book to page 12. Read the instructions (Group1 and 2) and consider the following two questions:

1     What numbers are given when you listen for statistics?

2     What phrases or phrases should you listen carefully for?

       (Let them read the content on page 12 and discuss them in groups of four or so. Remind them to share their information. T can offer help if the students need it. Collect their answers as follows.)

      Numbers in statistics:

1       Fractions: 1/2(a/one half), 2/3(two thirds), 3/4(three quarters), etc

2      Decimals: 0.3(zero point three), 6.79(six point seven nine), etc

3       Percentages: 63%(sixty-three percent), 45.72(forty-five point seven two), etc

      Phrases describing statistics:

1       An increase: an increase of, increase/rise by, etc

2       A decrease: a decrease of, decrease/fall by, etc

3       No change: no change, remain/stay the same, etc

4       A range: between … and …, from … to …, etc

5       An average: average, etc

6       A limit: lowest, peak at, etc

        (Let them go over the above again and pay attention to the pronunciation of numbers. They can ask T for help if they have any questions. )

     T: Ok. Now I think you have made it clear how to listen for statistics, and next you listen five short descriptions. Write down the statistics in the blanks. Remember you may need some simple calculations after listening.

       (Make sure they know what to do. Play the tape twice for them to complete the exercise. If possible, T can play a third time for the students to get a better understanding.)

     Suggested answers:

        1).1200, 1400    2).85%, 65%     3).50%~60%, 75.5% 

4).23.4%, 11.5%, 24.5%, 13.6%     5).9000, 3000

     T: Great! It’s a piece of cake for you. Next let’s go on to listen to an announcement. Write down the statistics to complete a chart. Yet some of the information is given to help you.

 

Year

Market Share (%)

Year

Market Share (%)

1990

10.5

2005

15

1995

   12.5

2010

19.5

2000

   12.5 

2015

24

T:  So please use these statistics to complete part of the bar chart. The first has been given to help you.

  (Give them several minutes to finish. Be sure that they understand the instructions and know what to do.)

    T: (After a while) Now you can see some information in the table are missing. Next please listen to the announcement and write down the numbers. Later we can complete the whole bar chart. Understand?

    Ss: Yes.

       (Play the tape at least twice for them to fill in the table. If necessary, play it a third time for them to make sure of their answers. Collect the numbers in the table on the screen.)

     (Let them complete the above bar chart in their text books and then show the sample one on the screen for them to check answers.)

     Step Two: Discussion

         T: Very good! Later we will use the information collected in the bar chart to write an advertisement for the ChoccoLoco Bar. But now I will give you a few questions for you to talk about in preparation for it.

1)            What’s your opinion of advertising in public places?

2)            What advertisements attract your attention?

3)            What do you think makes advertisements interesting?

4)            What have you seen in an ad and later bought?

5)            What’s your favorite advertisement? Why?

         Ss: …

           (Let them discuss the questions in groups of four. Remind them to refer to the expressions listed on page 14 and in Part B on page 15 to complete the task.)

     Step Three: Writing an advertisement

         T: Now I think you have got something about what an advertisement is and how to write one. Next let’s go on with the next step. We will write an advertisement for a product ChocoLoco Bar.

      T: Ok. Now let’s write an advertisement for the ChocoLoco Bar. The following must be included in your advertisement.

*            Try our ChocoLoco Bar!

1      Taste/look/ingredients

2      what is unique about the product

3      Benefits

4      comments from customers

5      Price/discounts

6      Where it is available

           (Ask them to do it in groups of four. Remind them that they can add something related. If they can’t finish, let them complete it after class. They can surf the Internet to get more help.)

   Step Four: Language points

1.      increase/rise/grow by … 上涨了…

increase/rise/grow to …  上涨到…

decrease/fall by … 下降了…

decrease/fall to …  下降到…

2.      sth end up with … 某事以…结束/告终

sb end up sth with … 某人以…结束某事

3.      in one’s opinion

in the opinion of sb  在某人看来

4.      “数词+ more + 复数名词”或“another + 数词+ 复数名词”表示“还…;再…”

e.g. The professor needs another two assistants to do the experiment.

e.g. I am given two more hours to finish my paper.

   Step Six: Homework:

1        to go over the Task

2        to complete the advertisement after class

3        to preview the Project

      

§Project Developing an Ad Campaign§

Teaching Aims:

1      To learn about some basic information about an ad campaign

2      To apply what they have learnt to develop an ad campaing

Teaching Key Points & Teaching Difficulties:

1      How to help them to develop an ad campaign

2      The usage of some key words

Teaching 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:

    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?

       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.

Read the second article and answer.

1. What is the subject of this ad campaign?

2. Why do they build this ad campaign?

3. Who is the target audience for this ad campaign?

4. What is the ad campaign aimed to do?

5. What is the slogan for this campaign?

Suggested Answers:

1. Anti-smoking.

2. Because the problem costs countries a lot of money and causes great damage to the

welfare of the people.

3. High-school teenagers.

4. To discourage young people from smoking.

5. Smoking kills!

 

Step Two: Developing an ad campaign

T: Ok, next we will plan and conduct an ad campaign, promoting a public welfare

problem. Discuss the questions on Page 19 with your group members..

Planning:

Decide which subject you are interested in and choose one for your ad campaign. You should have a clear idea of the goal, the target audience, the message of your ad and the media you will use.

Preparing:

Divide the work to each group member.

Producing:

Put what you have written together and add a logo. You must proofread your ad campaign proposal and correct mistakes if they are any.

Presenting:

Present your ad campaign to the class.

Step Three: Homework:

1        To do Parts B1 and B2 on page 91 in Workbook

2        To do parts D1 and D2 on page 93 in workbook

 

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