Unit 6 A variety of viewpointsppt配用优秀教学设计

Unit 6 A Variety of Viewpoints Period 1 Reading: Points of View Teaching aims: at the end of this period, students will be able: 1．

To get the main idea of the text and learn some key words and phrases (commercial, estimate, identify with, turn into, materialistic, possession, take action to do sth., ban, inferior, with reference to, illegal, ). 2．

To practice their reading skills through skimming and scanning. 3．

To learn to express opinions using proper sentence patterns. Teaching procedures: I. Pre-reading 1.

Ask students to look at the pictures of advertisements on the screen. T: What are these pictures?

Where do you often see these products advertised?

Who are the advertisements aimed at? 2. Ask students to make a list of the different advertisements they can see on TV for children

T: Can you list some other commercials for children that you see on TV? (electronic dictionaries, food, toys) 3. Have the students think and discuss the following question. T: Why are so many ads aimed at children? T: Are ads for children good or bad? Why? II. While-reading 1.

Skimming: How many parts are there in this passage? And what are A, B, C and D of the passage? (A is an article on TV commercials targeting children; B, C and D are three letters from readers to the newspaper, giving different opinions on TV commercials for children.) What does the title of the article in A mean? （Little spenders are big spenders）

How do you know that they will spend a lot of money? 2.

Scanning

(1)Ask the students the author’s attitude toward TV commercials according to Part A.

Are TV commercials for children good or bad? How do you know that? How does the author demonstrate his idea? (2)Ask the students to read Part A again and fill in the blanks. (3)Ask the students what opinion the authors in Part B, C and D hold toward this topic. T: What does the letter writer in Part B believe? How does he support his idea? T: Listen to the tape and try to get what the letter writer in Part C maintains and how he supports his idea. T: What’s the opinion of Part D and how does the writer demonstrate his idea?

III. Post-reading 1.

Further thinking: ask the students how different writers present their opinions on this topic.

Some educators believe that…/TV authorities, for example, would…/With reference to …, children should not …/It is adj. for sb to do sth. /I disagree that…/My final point is that…

I (don’t ) believe/think that…should…/In my opinion/view,…/I agree/disagree…/I’m in favor of…/I object to…because…

1

2. Group discussion: ask the students to share their own points of view on whether TV commercials for children are bad or good using at least one supporting detail.

IV. Homework Suppose you are parents of two children, please write a letter on whether TV commercials for children are good or bad. phrases for reference:

2