部编高中英语北师大版必修4 Unit11 The Media Lesson 3 The Advertising Game 获奖课教学视频+PPT课件+教案，福建省

部编高中英语北师大版必修4 Unit11 The Media Lesson 3 The Advertising Game 获奖课教学视频+PPT课件+教案，福建省

本部编高中英语北师大版必修4 Unit11 The Media Lesson 3 The Advertising Game 获奖课教学视频+PPT课件+教案，福建省由听课站收集整理，听课站视频主要涵盖中小学优质课视频，公开课视频，示范课视频，获奖课视频，说课视频，模拟上课视频，模拟试讲视频等，通过多年的不断更新与完善，优质课视频内容丰富，是一个强大的教师优质课听课平台，如果您需要观看更多关于高中英语教学视频的教学视频请到高中英语教学视频栏目观看。如果您觉得该视频不错请别忘了将该视频进行转发分享到微信、QQ空间等，让更多的人一起学习，同时也请记住我们的网站【听课站 https://www.tingkez.com】。

课题：部编高中英语北师大版必修4 Unit11 The Media Lesson 3 The Advertising Game 获奖课教学视频+PPT课件+教案，福建省
年份：|2018|
版本：|部编|北师大版|
学科：高中英语教学视频
年级：|必修4|
赛事：
TAGS： PPT
专题：
本课观看地址：https://www.tingkez.com/yingyu/gzyy/139140.html
课题：部编高中英语北师大版必修4 Unit11 The Media Lesson 3 The Advertising Game 获奖课教学视频+PPT课件+教案，福建省
Teaching aims of the lesson:  Aims of skill focus:   Students are to figure out the structure and understand the content of the article with the aid of  Mind Mapping method.   Students are to get familiar with the reasoning process of the article.  Students are to retell the article by means of Mind Mapping method.  Students are to expand their thoughts by means of Mind Mapping method.  Aims of knowledge focus:  Language difficulties to deal with concern the following sentence patterns.  The classic advertisement is one that….   However, this kind of advertising might not be suitable when there are … in direct competition  with … in the market place.  In such situations, ….   However, even this is often not enough to….   Modern advertisements must stand out in … by combining … with … to make them more  attractive.   They use the concept of … to ….  Other common ideas include ….   For many …, (doing sth.) is not a successful approach.   They realize that it does not matter …. ---- most people know ….  By doing this, they hope to make ….   Some contemporary advertisements mainly aim to ….  There are public advertisements which encourage … to ….   Over the last decade, … has worked hard at using advertisement to educate … on ….    2  The Mind-mapping method:  Mind-mapping method is an effective way to use radiant thinking to maximize people’s brain’s untapped potential. As Tony Buzan and Barry Buzan (1993) shows in “The Mind Map Book”, with the aid of vivid diagrams and exciting, easy-to-follow exercise, you can mirror and magnify your brain’s pattern of perception and association in the way you learn, think, and create … and have it serve as the tool you need to succeed in business as well as in school, in the studio, in sports, in your love life and other relationships, quickly master the right way to take notes, organize a speech, a writing assignment, a report, and join with others to pool thinking productively, memorize a mammoth amount of data, free your ideas to grow and expand constantly in depth and dimension.  We believe that the employment of mind-mapping method in the teaching process will help with students’ cognitive elaboration. Different from the traditional modularized skimming-scanning pattern, the further elaboration of the reading material is to magnify students’ brains’ pattern of perception and have more association in the way they learn, think, and create. Rather than stop at the apperceived input stage, the mind-mapping method enable the students to go deeper into comprehended input and intake stages of the learning target, which leads to better integration and output of the learning process.  In this period, mind-mapping method is a relatively new teaching approach, which was only introduced to the students a few days before. In spite of that, we think it valuable to have a try in encouraging them to explore the power of mind map and see where it will get us. Of course, Rome is not built in a day. Therefore, more regular training is required in future teaching to achieve the aim of maximizing students’ potential.  Teaching & learning approach: The Mind-mapping method  Teaching procedures: I. Activating  1. A video is shown to the students to arouse their interest and further thinking of the art of advertising.  “I think marketing at its core is story telling.” ---- panelist Raymond Braun (LGBT marketing lead for Google and YouTube)  “Advertising is an opportunity to communicate your values.” “It’s not Gap talking to the world; it’s about having a dialogue. So having that conversation from the get-go is how you decide what your advertising needs to be.” ---- Rachel Tipograph (a former Gap marketing executive and now founder and CEO of TIPO Entertainment)    3  2. Reviewing the structure of the text: the development of advertisement  Based on the previous general reading, students are to review the linear structure of the text ---- a ladder climbing process.  In this procedure, the previous input and apperceived input knowledge of the text is to be activated under the guide of the teacher by reminding students of the layout and key points of the text.  3. Identifying the logic of the content: How does the writer develop the main idea?  Students are to figure out the reasoning process in each paragraph, especially to find out the common features. The idea in each part is developed by the following pattern: Describing a phenomenon → Identifying problems → Analyzing the problems → Providing solutions.  In this procedure, the language cognitive process goes from input and apperceived input stages into comprehended input stage, which helps students to generalize the logical order of each paragraph and get familiar with the reasoning process in an expository essay.
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