Unit 6 The Media-Lesson 3 The Advertising Game 说课讲义-2025-2026学年高中英语北师大版选择性必修第二册

Unit 6 The Media-Lesson 3 The Advertising Game 教学目标和重难点 教学目标 Language Ability: Master core vocabulary and phrases related to advertising, understand the logical structure of expository essays, and improve abilities in reading comprehension, oral expression and writing. Cultural Awareness: Understand the development and characteristics of advertising in different cultures, cultivate a rational view of advertising and cross-cultural communication awareness. Thinking Quality: Develop logical reasoning, critical thinking and innovative thinking through analyzing advertising strategies and evaluating advertising cases. Learning Ability: Cultivate autonomous learning, cooperative inquiry and reflective learning abilities in the process of independent reading, group discussion and practical application. 教学重难点 Key Points: Master core vocabulary such as advertise, campaign, target, convince and phrases like be aimed at, appeal to; understand the main content, development context and advertising strategies in the text; be able to express views on advertising in simple English. Difficult Points: Understand the subtle persuasive skills in advertising and their application; use learned knowledge to design simple advertising schemes and express them fluently; develop critical thinking to dialectically view the influence of advertising. 教学过程 Pre-class Preview: Lay a Solid Foundation Before the class, students are arranged to complete the preview task independently to activate their prior knowledge and lay a foundation for the smooth development of in-class teaching. First, students are required to look up the core vocabulary and phrases related to the text, including advertise, advertisement, commercial, campaign, target, convince, appeal to, be aimed at, persuade sb. to do sth., consist of, stand out, etc. They need to master the parts of speech, basic meanings and typical example sentences of these words and phrases, and make simple notes. Second, students are asked to collect 1-2 impressive advertisements in daily life, including commercial advertisements and public service advertisements, and briefly record their characteristics, such as the theme, the way of expression and the purpose of the advertisement. Third, students are guided to read the text roughly, understand the general idea of the text, mark the difficult sentences that they cannot understand, and bring their questions to the class for discussion. In order to ensure the effect of preview, the teacher will check the preview notes of randomly selected students before the class, understand the students' mastery of vocabulary and the difficulties in reading, and adjust the teaching focus in time according to the preview situation. This link not only cultivates students' autonomous learning ability, but also enables the teacher to grasp the students' learning foundation accurately, so as to carry out targeted teaching. Lead-in: Activate Situations and Arouse Interest The lead-in link is designed to activate the classroom atmosphere, connect students' daily life with the text content, and arouse students' learning interest. First, the teacher plays 3 short advertisement videos, including a commercial advertisement for drinks, a public service advertisement for environmental protection and a brand image advertisement. After playing, the teacher asks students questions in English: “What do you think of these advertisements? What are their main purposes? Can you find any differences between them?” Then, guide students to discuss in pairs. Students can share the advertisements they collected in the preview, talk about their feelings and views, and initially perceive the diversity and purpose of advertisements. After the pair discussion, invite 2-3 groups of students to share their views in front of the whole class. The teacher gives positive comments and guidance, and naturally leads to the theme of the lesson——The Advertising Game. The teacher says: “Advertisements are everywhere in our life. They have different forms and purposes, and have gone through a long process of development. Today, we will learn the text The Advertising Game to explore the development of advertising and the skills used in it.” This lead-in method is close to students' life, intuitive and vivid, which can not only arouse students' learning interest, but also lay a situational foundation for the study of the text, and help students quickly enter the learning state. Text Study: Explore and Understand, Break Through Key and Difficult Points This link is the core of the teaching process, which is carried out in three steps: skimming, scanning and intensive reading, to help students gradually understand the text content, master key knowledge and break through difficult points. First, Skimming: Get the main idea. Ask students to read the text quickly within a certain range, and answer the following questions: “What is the main content of the text? What stages has advertising gone through? What are the characteristics of each stage?” After students finish reading, invite them to answer the questions. The teacher sorts out and summarizes, and guides students to grasp the main line of the text: the development process of advertising from classic advertisements to modern advertisements, and the changes of advertising strategies. At the same time, the teacher writes the key points on the blackboard to help students sort out the logical structure of the text. This step helps students establish an overall understanding of the text and cultivate their ability of skimming and summarizing. Second, Scanning: Locate key information. Ask students to read the text again, scan for specific information, and complete the following table: the time of classic advertisements, the characteristics of classic advertisements, the reasons for the change of advertising, the characteristics of modern advertisements and the strategies of modern advertisements. Students can complete the table independently first, and then discuss and correct with their group members. After the discussion, invite a representative of the group to present the table, and the teacher checks and supplements, helping students clarify the key information of each part of the text. In this process, the teacher guides students to find the key sentences in the text, such as “Classic advertisements used to give information about finding certain products.” “Modern advertisements need something else to separate them from their competitors.” and so on, and explains the key vocabulary and phrases in these sentences, such as used to, consist of, stand out, etc., helping students master the key knowledge in the context. This step focuses on training students' ability of scanning and locating information, and laying a foundation for intensive reading. Third, Intensive Reading: Analyze and understand deeply. Focus on analyzing the difficult paragraphs and sentences in the text, and guide students to understand the connotation of the text and the persuasive skills of advertising. First, focus on the third paragraph of the text: “Advertising agencies used to create this kind of advertising and it could be very effective. But then they realised that it might not be suitable for a marketplace where products and services are in direct competition with each other. Particularly now, in modern times, advertisements need to attract and hold the attention of the public.” The teacher asks students: “Why did classic advertisements become ineffective? What changes have taken place in the market?” Guide students to think and discuss, and understand that with the development of society and economy, the market competition has become increasingly fierce, so advertisements need to change their strategies to attract the public's attention. Then, analyze the fourth paragraph: “To stand out in a world of competitive advertising, they must combine the highest standard of design with creative ways to make people believe that they ‘must have the product’.” The teacher asks students: “What strategies do modern advertisers use to make their advertisements stand out? Can you find examples in the text?” Guide students to find the strategies mentioned in the text, such as using experts' words and pictures, creating visually attractive advertisements, using concepts like freedom, happiness, wealth and success, and using humor and new ideas. For each strategy, the teacher guides students to find the corresponding sentences in the text, analyze the specific performance and effect of the strategy, and help students understand the persuasive skills of advertising. At the same time, the teacher focuses on explaining the difficult sentences in the text, such as “It does not matter how attractive the idea linked with the product is—most people know and anticipate that the main purpose of the advertisement is to make customers buy the product.” The teacher parses the sentence structure, explains the meaning of the sentence, and guides students to understand the attitude of modern advertisers towards traditional advertising strategies. In this process, the teacher encourages students to put forward their own questions, and organizes students to discuss and solve them, cultivating students' critical thinking and ability of analyzing problems. This step focuses on breaking through the teaching difficulties, helping students deeply understand the text content and master the persuasive skills of advertising. Practice Application: Integrate Knowledge and Improve Ability The practice application link is designed to help students integrate the knowledge learned, apply it to practical situations, and improve their language application ability and thinking quality. This link is carried out in the form of group cooperation, with 4 students in each group, and the task is to design a simple advertisement. The specific requirements are as follows: First, determine the product to be advertised (such as a new type of schoolbag, a bottle of milk, a public service advertisement for saving water, etc.); second, determine the target group of the advertisement; third, design the advertising strategy according to the knowledge learned in the text (such as using experts' recommendations, creating visually attractive pictures, using concepts like happiness and health, etc.); fourth, write a short advertising copy (about 50 words) and design a simple advertising slogan; fifth, prepare a 2-minute oral presentation to introduce the advertisement. Before the group activity, the teacher gives guidance on the design ideas and language expression, reminding students to use the key vocabulary and phrases learned in the text, and pay attention to the rationality and creativity of the advertising strategy. During the group activity, the teacher walks around the classroom, observes the situation of each group, provides timely help for students who have difficulties, and guides students to cooperate and communicate effectively. After the group activity, invite 3-4 groups to make oral presentations. After each group's presentation, other groups make comments and suggestions, and the teacher makes a comprehensive evaluation, affirming the advantages of each group, pointing out the existing problems, and guiding students to improve their advertising design and oral expression. This activity not only helps students consolidate the knowledge learned, but also cultivates their cooperative learning ability, innovative thinking and language application ability, and realizes the integration of knowledge and ability. In addition, in order to further consolidate the key knowledge, the teacher arranges a short in-class exercise: ask students to fill in the blanks with the key vocabulary and phrases learned in the text. The exercise content is closely combined with the text, such as “Advertisements ______ (consist of) pictures and words to attract the public's attention.” “Modern advertisers try to use new ideas to make their advertisements ______ (stand out) in the competitive market.” After students finish the exercise, the teacher checks and corrects them, and explains the common mistakes in detail, helping students master the usage of key vocabulary and phrases. Summary and Extension: Sort Out Knowledge and Cultivate Literacy First, Summary: Guide students to sort out the knowledge learned in this lesson independently. The teacher asks students: “What have we learned today? What are the key points of this lesson?” Invite students to answer, and the teacher makes a supplement and summary, sorting out the core content of this lesson: the development process of advertising, the characteristics of classic and modern advertisements, the key vocabulary and phrases related to advertising, and the persuasive skills of advertising. At the same time, the teacher guides students to reflect on their own learning process, think about their gains and deficiencies in this lesson, and put forward improvement measures. This step helps students form a systematic knowledge framework and cultivate their ability of summarizing and reflecting. Second, Extension: Combine the text content with real life to cultivate students' critical thinking and cultural awareness. The teacher asks students: “In our daily life, we can see a lot of advertisements. Some advertisements are very attractive, but some may have misleading information. What should we do when facing these advertisements?” Guide students to discuss in groups, and encourage students to express their own views. The teacher guides students to realize that advertisements have both positive and negative influences. We should treat advertisements rationally, not be misled by false advertisements, and establish a correct consumption concept. At the same time, the teacher introduces the differences between Chinese and Western advertising cultures, such as the differences in expression forms and cultural connotations, guides students to understand and respect cultural differences, and cultivate cross-cultural communication awareness. In the whole teaching process, the teacher adheres to the student-centered concept, pays attention to the interaction between teachers and students and between students and students, creates a relaxed and active learning atmosphere, and guides students to learn independently, cooperate and explore. Through the organic combination of knowledge teaching, ability training and literacy cultivation, the four-dimensional core literacy goals of this lesson are successfully achieved, helping students improve their English comprehensive ability and lay a solid foundation for their future English learning. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $