A New Vision for 21st Century Education

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Unit 5 Module 9 Reading How Advertising Works
A New Vision for 21st Century Education
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AUDIENCE
Zheng Shaoying August- 2010
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Learning material
Unit 5 Module 9 Reading How Advertising Works
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Sth About the Students

• Very tight schedule
• Efficient to the point

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What I think

• The best way to speed up their learning process
  is to show them what they can do on their own.

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• Twas brillig and the swithy toves did gyre and
  gamble in the wabe.
• What did the toves do?
• Gyre and gamble in the wabe!
• What does it mean?
• (laughing)

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What I think

• Learning is done by students, not teachers
• Become an expert on effective ways of learning a
  language, and to pass on that expertise to ss

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Learning aims of this lesson

• To get some more knowledge about advertising by
  reading a text
• To use proper reading skills to read fast and
  effectively
• To use word-attacking skills to know the meanings
  of some new words
• To read a passage about this topic and practice
  reading skills

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Teaching Material Processing

• Predicting
• Reading for main idea
• Reading for specific info
• Word attacking
• Summary
• Mores reading

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Teaching procedures

• Step 1. Pre-reading activities(10 minutes)
• presentation of ads
• discuss the ads on the text book

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Teaching procedures

• Step 2. While-reading activities(25 minutes)
• Reading for the main idea
• Reading for specific info
• Reading for new words

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How Advertising Works

• Introduction
• We are exposed to ads in our daily life
• 1) What kind of advertisements can we find?
• 2) Where do ads appear?
• 3) Why we need to understand how advertising
  works?
• What an ad is
• 1)Definition
• 2) Means
• 3) Advertisers
• How advertisers make effective ads
• Identify target
• Appeal to the target
• Use a suitable medium
• How ads can be effective
• When there is a need for a product
• If the target audience is exposed to ads
  constantly

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• By giving the example of adolescent boys are
  more likely to buy computer games than any other
  group, what does the writer want to explain?
• Sports shoes(para.4)
• Car stereo system(para.8)

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• Decide if a word is important or not.
• Its not necessary to put equal importance on
  every word.

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• Context
• Definition
• Examples
• Word formation
• Synonyms/antonyms
• Adversative relationship
• Cause-and-effect relationship

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Teaching procedures

• Step 3. Post-reading activities(10 minutes)
• To react to what they have read by using the
  information they have found out
• Retell, rewrite or discussion
• Read another passage about this topic and
  practice reading skills
• Design an advertisement

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• 1. Who advertises?
• 2. Why do they advertise?
• 3. Where do they advertise?
• 4. How do they decide where to advertise?
• 5. Does advertising work?

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• what really counts is to show the ss how to read
  instead of what it is.

Thank you!