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視頻課題：北師大版必修四第11單元 unit 11 The Media Lesson 3 The Advertising Game廈門外國語學校
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北師大版必修四第11單元 unit 11 The Media Lesson 3 The Advertising Game廈門外國語學校
A Teaching Plan for L3 The Advertising Game
Unit 11 The Media, Module 4
(高中新課標北師版必修模塊4)
Teaching subject: The Advertising Game
Teaching objects: Students from Senior I, Xiamen Foreign Language School Teaching time: 45 minutes
Teacher:
Chen Ying from Xiamen Foreign Language School
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 ….
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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)
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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.
II. Constructing 1. Self-constructing
Since whole class response does not ensure full participation of thinking, more time is to be given for students to comprehend and intake what we’ve just gone through. Therefore, at this point, students are to re-read the text with the aid of mind maps they’ve drawn respectively and associate the facts about advertising game. Later, they’ll be required to talk about the ideas conveyed in the text to their partners only by referring to their own mind map.
This process involves comprehensive input and intake of knowledge, during which the skill focus is getting prepared to shift from receptive skill to productive skill for the next step. However, it is worth mentioning that in this procedure, students will naturally focus more on the ideas rather than the accuracy of language forms, as Gass and Selinker point out that learners process input for meaning before form.
Despite of that, key sentence patterns from the text will still be provided as the language support for the self-constructing process. Hopefully, students will gradually be aware of the inaccuracy of their language output and improve it bit by bit. 2. Re-constructing
Students are to retell the passage by referring to their own mind map. The ideas in the text are conveyed using the key sentence patterns as well as new words and expressions. In this procedure, students are to share their thinking pattern and learn from each other with the aid of the visualized mind map.
In the meantime, the knowledge intake goes to integration stage while their productive skill is to be practiced in this period. However, all the above procedures are mainly about following the train
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of thought in the passage, which is not a very creative output in terms of language learning. 3. Presenting
A few students are to present their work in class, accompanied by the teacher’s comments and recognition.
III. Expanding 1. Pushing forward
Since the article was written at least 10 years before, there must be some further development in the last decade. What do you think it is?
A short video from Ted is to be shown here so as to provoke students’ further thinking about advertising game – the new communication in the present-day market place. 2. Expanding further
Students are to expand the thoughts based on the first draft of mind map and continue to write a paragraph as a follow-up part of the passage. Ideas are to be presented in the same logic pattern as the previous paragraphs to achieve consistency. 3. Sharing
Students share their work in class – both the new paragraph and the related mind map. 4. Presenting
Students’ works are to be presented in class if time permits, followed by teacher’s recognition, especially the ones with insightful thoughts about the advertising game.
IV. Concluding
As homework assignment, students are to polish their writing work and the mind map to make it a more effective learning process in terms of taking in new knowledge and encouraging radiant thinking.
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