Unit 6 A variety of viewpoints特级教师教学实录

Points of View (Unit 6, S1B, Oxford English) 陆伊湄 上海市朱泾中学

教学设计说明：

1.

本堂课是阅读教学的第一课时，课题是牛津教材S1B Unit 6的Reading “Points of View”，文章主要内容涉及广告以及广告对孩子产生的影响。本文由一篇报刊文章“Little Spenders are Big Spenders”和三封读者来信“Bad for Children”、“Silly Toys”、“Nothing Wrong with Commercials”组成，分别表明读者的不同见解，从三个不同的角度来论述广告对儿童之利弊，使学生认识到在如今社会广告对孩子们身心发展产生的深远影响。另外，结合本课的学习策略，在教学过程中注意引导学生关注议论文这种体裁的结构特点，为以后的写作训练打下基础。

2.

本课教学知识目标为：1）让学生对文章内容有一个大致的了解，并能学习一些和电视广告以及消费方面相关的词和词组，如commercial, consumer等。2）使学生对议论文这种体裁的结构特点有所了解，并能学会运用文中的一些常用句式来表达观点。能力目标：1）通过训练学生的阅读技能，提高学生的阅读能力。2）通过理解课文，培养学生表达观点的能力，进一步提高学生的英语综合素质。情感目标：1）让学生了解电视广告对孩子们产生的影响，以及人们对于电视广告对儿童之利弊的不同看法。2）帮助学生正确、辩证地看待电视广告这一事物，并树立正确的价值观，学会正确的消费观念。

教学步骤分为pre-reading, while-reading和post-reading。

a)

在pre-reading中，先通过两段广告的视频，激发学生的思维，调动学生对本节课的兴趣，在与学生互动过程中，自然引出本课的主题——电视广告。

b)

在while-reading中，Skimming让学生对文章有个总体印象。同时，从文章的结构入手，以论点和论据引出议论文这种体裁的结构特点，并要求学生细读A篇文章，回答问题，接着再要求学生根据表格的要求，细读B, C, D三篇文章，找出三封读者来信中对于广告之利弊的不同观点，并概括出他们的理由，从而让学生真正熟悉议论文这种体裁的结构特点。这也为后面的post-reading “各抒己见”的活动做好了铺垫。

c)

Post-reading要求学生运用已给出的表达观点的句式，针对校内穿校服和带手机两个话题，以小组形式展开讨论，不仅复习巩固所学知识，同时鼓励学生结合实践发表自己的观点。

3.

阅读理解教学的目的不仅是语言知识的学习、阅读技巧的掌握，还应该是完善思维、发展能力，树立正确的价值观。本节课从文本出发，引导学生读透文本，通过可以联系学生生活实际的话题来激发学生思维，使学生在对广告对儿童之利弊作出评判的同时，也能意识到其实广告本身没什么好坏，最后的决定权还是掌握在消费者自己手里，从而帮助学生正确、辩证地看待事物，并树立正确的价值观，学会正确的消费观念。

Teaching Aims: 1. Language: To help students have a good understanding of the passage

To help students know the structure of argumentative articles and learn some useful sentence patterns

2. Skills: To cultivate students’ reading skills

To improve students’ ability of expressing their own opinions

3. Emotions: To help students realize the influence of TV commercials on children

To help students develop a right attitude towards TV commercials

Teaching Focus: To build up students’ reading skills and help them understand the text Teaching Difficulty: To help students use the sentence patterns to express their own opinions through discussion and presentation Teaching Aids: A teaching courseware Teaching Procedures:

Stages Pre-reading Teacher’s activities Students’ activities it is Purposes an To arouse Sts’ interest and introduce the topic.

To get Sts to have a general idea of the whole text by using reading strategies. T will show two videos for Sts to Sts will answer enjoy and ask some questions advertisement. While-reading T will ask Sts to skim the text for Sts will read the titles, sub-titles, some general information. pictures, the first and last sentences of each passage for the general information. T will ask Sts to read passage A to Sts will read passage A carefully to To have Sts focus on answer some questions find out the useful information details for better understanding of the opinion article and three T will ask Sts to read three letters Sts will read three letters carefully to letters of reply. to find the opinion and supporting find their opinion and supporting To lead Sts to know the structure of argumentative details of each letter. details by working in pairs. T will ask Sts to pick out the Sts will read through three letters articles and have a good sentence patterns the readers use again to find the sentence patterns command of some useful to express their points of view and the readers use to express their sentence patterns. add some additional expressions.

points of view. Post-reading T will ask Sts to discuss in groups

Sts will work in groups discussing and then give a presentation in the topic and then give a class. presentation to share their opinions in class.

1. Read the text at least three times. 2. Learn the new words and expressions by heart 3. Write an article on the topic you choose. No less than 120 words. To help Sts learn to apply the learnt sentence patterns to talk about the topic.

Assignment