Unit 6 A variety of viewpoints说课稿【一等奖】

Teaching plan A Variety of Viewpoints 上海市控江中学 赵建群

(Oxford English,S1B, Module3, Unit 6 Reading) Teaching objectives

By the end of the class, students are expected to 1.

grasp the general idea of the opinion article and the cuttings by skimming and scanning. 2.

learn different viewpoints towards TV commercials. 3.

know about the effects of the advertising industry in modern society. 4.

learn to work out the outline of the four passages by finding information missing from the tables. 5. learn to separate facts from opinions and identify opinions supported by facts through strategy practice. 6. learn to form their own opinions based on given opinions and express themselves by cooperating with each other.

Teaching focuses and challenges 1.

To guide students to understand the structure of the four passages and each separate paragraph by applying generalization skills. 2.

To guide students to summarize the main idea of the reading passages. 3.

To involve students in discussions to expresss their own opinions with reasons and facts. Teaching Methods

Communicative approach, Top-down approach Teaching aids Blackboard，PPT software, a Video clip, Handouts Teaching procedures

Steps

Teacher’s activities

Students’ activities

Teaching purposes

1.Let students watch a 1. Watch the video and think To arouse students’

video clip and raise about the questions. interest in the text.

some questions about it.

To activate students’ Pre- 2.Ask students to answer 2.Answer the questions. background knowledge. reading questions related to the To elicit the word

video clip.

“commercial”and lead

in the topic of the text.

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1. Let students observe

the pictures and skim a

the first and last

sentences to answer some

general questions.

2. Ask students to scan the

passages for general

ideas and the different While- points of views and reading reasons towards

commercials targeted at children. 3.Ask students to read passage A for the structure of it.

4.Require students to read passage A for the outline.

5.Ask students to read pasage B, C and D for the outline. 6.Explain the differences between facts and opinions and invite students to tell facts from opinions.

1. Ask students to Post- summarize the main idea reading of each paragraph in

passage A and each writer’s opinions in passage B,C & D.

2.Ask students to discuss a topic in groups of 4 after watching 3 advertisements. 1.Do the skimming to answer the required questions.

2.Scan the passages for main ideas and know about the different opinions and the reasons provided in passages B,C & D.

3.Read passage A again, divide it into several sections and tell the general structure of the passage A . 4.Read passage A and find out the topic sentence and supporting details in each section. 5. Read passage B, C and D and finish the outline chart. 6.Judge whether the statements from the passages are facts or pinions

1.Try to use one sentence to give a summary for the reading passages.

2.watch the ads and then discuss the advantages and disadvantages of ads.

To get a general idea of the four passages.

To make sure students have a clear picture of the organization of the passages.

To guide students to understand the structure of passage A by applying the generalization skills. To arouse students to paying attention to the writing style of opinion articles.

To teach students to separate facts from opinions in reading opinion articles.

To consolidate what has been learned.

To improve students’ speaking abilities and the skills to cooperate with others by following the outline of the reading passages.

1.

Read aloud the text. Assign 2.

Finish D on P80. -ment

3.

Write a paragraph to express your own opinions on advertisements and give reasons according to what you have discussed within about 130 words.

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教学设计说明

【教材分析】

本单元的教学材料为牛津教材Unit 6（S1B）。单元的主题为A Variety of Viewpoints,主要讨论电视商业广告（TV commercials）, 消费主义（consumerism）和理财（ money management）。本节阅读课的课题为“Points of View”—--- 讨论针对孩子的电视商业广告是好还是坏，属于利弊比较型的议论文。

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文本特征

本篇课文由A，B，C，D四个部分组成。A部分是本文的中心，从正反两方面论证Little spenders are big spenders；B,C & D 部分来自读者对这一现象的讨论。每个部分都一小标题来表明主题和观点。本文的题目、题目下方的说明以及右下方的插图可以帮助学生预测和了解本课所讨论的话题。

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文本特点 （1）从文本的结构来看，本篇课文分为两大块。第一块是摘自报纸的议论文“Littler Spenders are Big Spenders”。第二块是由三封来自letters to the editor section 的剪报。第一块的议论文用四个段落对商业广告这一现象进行利弊比较和分析：第一段引出具有利弊两面性的话题，并用数据简要说明Little spenders are big spenders；第二段通过因果分析法说明为什么广告中使用孩子来做演员，从而阐述这一现象好的一面；第三段为过渡段，承上启下，反述其不好的一面。这一段使用了权威人士的看法和一项调查结果来说明；第四段为总结段，表明现象的两面性并提出了具体避免不好的一面的措施。由于事物的两面性，本文还增加了第二块三位读者的不同观点和理由，为学生形成自己对这一现象的看法提供更多的范本。本文的每个段落都体现了议论文的写作风格，包括表明观点的主题句和分析理由的支撑论据，而且每个段落所采用的论证方式各不一样。这篇文章无疑是学生学习议论文写作的典范。

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（2）从文本的内容来看，商业广告是学生熟悉的话题，但涉及到要针对孩子的广告以及消费主义等发表自己的观点并给出理由，学生很难表达清楚。文本提供的不同的看法和理由是培养学生分析问题、解决问题的重要素材。

（3）从文本的语言来看，本课所用的词汇比较丰富而且实用，主要涉及到广告和消费主义方面。文章主体部分（A）是一篇来自报纸的评论性文章，用语正式，句子较长，句子结构多样化，有些句子带有两个从句或非谓语结构。

3. 阅读策略

从整体来看，本节课运用了

“自上而下”“交互作用模式”的图式阅读策略，使学生对文本的语言、内容和结构进行整体而深入的理解。运用交际法和任务法让学生使用所学语言来讨论与主题有关的话题。本节阅读课读前阶段运用了视频和问题方式导入主题。在读中阶段，通过让学生阅读标题、说明、看图片和副标题等训练学生skimming 的阅读策略；通过让学生完成表格和提问来来训练学生运用scanning和generalizing等获取信息的阅读策略。在读后阶段，学生通过实践学习区分事实与观点的阅读技巧；学生总结段落大意训练归纳的技能；通过小组讨论运用所学语言、内容和结构来训练表达思想的综合能力。

4. 学情分析

本节课的教授对象是高一年级平行班的学生。学生经过两个学期的学习已对英语语篇阅读的技能（skimming, scanning）有所了解，但他们是第一次接触关于某一现象的观点性的议论文。因此，学生对利弊比较的议论文结构以及立论和段落组织都不清楚。鉴于此，教师在读中阶段采用图式阅读策略，从整体到细节再到整体的方法，让学生多次阅读文本，理解文本的内容和结构，并通过活动引导学生运用所读过的语言评论广告业对现代社会的影响，逐步形成合理的消费观念。

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5. 阅读教学的重点与难点

（1）引导学生运用skimming, scanning, generalizing等策略理解文章和段落的主旨大意和结构。

（2）引导学生运用所学文本的语言通过讨论的方式表达自己对商业广告的看法，形成合理的消费观念。

【教学活动设计】

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Pre-reading Stage (3 minutes)

it. 活动 Leading-in Let students watch a video clip of commercials and raise some questions about 1. What kind of video clip are they called? (TV commercial) 2. How many things and what are advertised? (4 McDonald’s, dog shampoo, language learning, sweets) 3. Who are the target audience? (children and adults and pet owners) 2.

While-reading Stage (25 minutes)

活动1 Skimming

Look at the title,the rubrics, the pictures, the headings and first and last sentences of passage A,B,C and D and answer the questions below. 1. Where is the passage from? 2. How many sections does the article contain? 3. What is A probably about? 4. What is bad for children according to B? 5. What will children do because of advertising according to C? 6. How does the writer of section D view advertising to children? 活动 2 Scanning

Read the subtitles for the framework of the whole newspaper cutting. Draw a flow chart on the blackboard to show their relationship. 1.

What is the topic of passage A,B,C and D? 2. What are the opinions of the 3 letters towards TV commercials targeted at kids?

Ask students to read the passages quickly to find out the reason for the opinions.

3. What are the reasons for the opinions in each passage? 活动3 Reading for structure and outline of the passages Passage A the structure 1. How many parts do you think passage A can be divided into? What are they? 2.

What’s the function of each part. Para 1. Introduction (Raise the problem) Para.2-3 Body (Analyze the problem) Pars.4 Conclusion (Solve the problem) Passage A the outline of each paragraph Paragraph 1 1.

What is the problem or topic sentence raised in para. 1? 2. From which 2 points does the writer try to support his topic? Why? 5

3. How can you know that they are watching more TV? 4. How does the author support the topic sentence? Paragraph 2 &3 1. Please find the topic sentences in para 2 &3. 2.

Why do commercials use child actors?

3.

How does the author prove the topic sentence in para 2?

(By using cause-effect and quotation)

4.

Who are not happy to see kids turned into consumers? Why? What is their opinion? 5.

How can we prove that the educators’ worries sound reasonable? Para 4 1. How can the problem be solved? Who is playing a major part in it? 2. How does the government take action? – ban some advertisements. 3. How do you understand the meaning of inferior? Do you know its opposite? Passage B, C and D the outline of each paragraph 1.

What is the opinion of Li Yue towards the article? 2.

Can you find 2 reasons to support his opinion? 3.

What about Zhang Jie? Why?

4.

Liu Ping’s opinion is different from the above 2. What is his opinion and how many supporting points does he have? 活动4 Reading for strategy The teacher explains how to distinguish facts from opinions. Let students separate facts from opinions by practice. 3.

Post-reading Stage (12 minutes) 活动1 Ask students to summarize the main idea of each paragraph in passage A,B,C& D. 活动2 Ask students to discuss a topic of the following in groups of 4. Try to give reasons, facts and examples to support opinions by following the text. 1. Are advertisements for children good or bad? Why? 2. What are the advantages and disadvantages of TV commercials?

【作业设计】

1.

Read the text aloud and recite the new words in the word list. 2.

Finish D on P80. 3.

Write a paragraph to express your own opinions on advertisements and give reasons according to what you have discussed within about 130 words. 【教学反思】

在阅读教学过程中，读前阶段活动引人入胜，激发了学生的学习兴趣。在读中阶段，我运用了图式阅读理论，采用了交际法，遵循循序渐进、由浅入深、师生互动、生生互动等教学原则来组织教学。我从学生实际出发，有针对性地帮助学生使用skimming, scanning, generalizing等策略，使他们熟悉文章的文本结构、文本内容，捕捉相关信息。而且，我指导学生学着区分事实与观点、归纳主旨大意，从而达到对文本的深层次理解。在读后阶段，我为学生创造机会，通过小组讨论与广告有关的话题，运用所学语言表达观点，进一步巩固所学的语言和表达观点的方法，并达到提高语言运用能力的目的。作业的设计是有效的：通过写作的方式把所读到的和所讨论的东西融合在一起，形成自己的思想。总之，我所设计的各项活动有效地达成了预设的目标。

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