Unit 6 A variety of viewpoints优秀公开课教案

Teaching Plan

Teacher:

Chu Chaohui from GeZhi High School Content:

Language Learning, Unit 6, Module 3, Oxford English, S1B

Points of view (Period II)

Teaching objectives: At the end of the class, students will be able to 1.

get the meaning of several key words and expressions, including target, estimate, identify with, materialistic, ban, the more…, the more…

2.

apply these words and expressions into practical use in different situations.

3.

sense the meaning of a word by its prefix “over-” or “under- ”

4.

set up a proper attitude towards spending money in a sensible way.

Teaching aids: Multi-media & Blackboard

Teaching procedure: Procedures Teacher’s activities Students’

activities Purposes Lead-in

Pre-task

While-task

Show the students a Think and say 1)

To help students notice the picture closely related to something about sharp contrast between

the title of the passage.

the picture.

“little” and “big” in the title. 2)

To help recall the general idea as well as arouse their interest in getting further understanding of the text.

Raise the questions Locate the answers 1)

To help form an outline of concerning the text before on the textbook and passage A getting into vocabulary pay attention to the 2)

To lead the students to focus learning. words circled out.

on the new words on the base of the text.

Involve students in some Take part in 1)

To help the students learn the classroom activities, such different classroom new words and expressions.

as question and answer, activities as 2)

To involve these words into picture talk, sentence required, including different situations so that drillings, odd one out, etc. question and these new words leave a so as to help the students:

answer, picture deep impression on them.

sentence 3)

To offer supporting so that 1）

to learn new words talk, and expressions as drillings etc.

students can

be listed in teaching enlightened to apply these objectives. words in the post-task.

1

To encourage students to use Post-task what they’ve learnt today to express their point of view.

To guide the students to form the right attitude towards sensible shopping.

1.

Repost the news on Kissica (presented in post-task) through twitter and write Assignment

down your point of view.

2.

Reflect on how to take a right attitude towards commercials. (optional)

2）

to form a clear view of passage A. The detailed procedures of teaching are listed below this form (from page2 to page 5. ) Encourage the students to use the words and expressions learnt in a given situation.

Work in groups to 1)

apply the words and expressions

newly learnt in this 2)

class.

The detailed procedures of While-task:

The teachers aims at teaching each word through a variety of situational activities. The detailed ways of teaching the 6 words is illustrated as below:

Word 1: [target] Lead-in question: Who are the latest target for TV commercials? Answer: The latest target for TV commercials is Asia’s fastest growing consumer group——children.

Activity: The teacher explains the English meaning of “target” in English and encourage the students to make sentences by using “target” with the first example already done for the students.

【Picture talk】

Cosmetics target ladies.

Ladies are the target consumers of cosmetics.

Word 2: [estimate] Lead-in question: Do the commercials targeting children have a great effect on children? (lead the students to find the evident to show that TV commercials greatly affect children.) Answer:

One estimate

says a typical Asian child sees more than 10,000 minutes of TV commercials a year.

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Activity: The teacher involves the students to play a guess game by making full use of “estimate” and the important sentence pattern “It is estimated that..” and also, while the students are guessing the number, the teacher tell him or her that “You overestimate it.” Or “You underestimate it.” in a purpose to help the students to sense the meaning of the prefixes “over-” and “under-”.

【guess game】

Teacher: Could you estimate how much money is spent on commercials per year?

Students: I estimate that $50 billion is spent on commercials per year.

Teacher: Oh, I’m afraid you underestimate it.

Practice of the sentence pattern:

It is estimated that $144 billion is spent on commercials per year.

It is estimated that $17 billion is spent on commercials targeting children.

It is estimated that $4 billion is spent on commercials for fast food industry.

It is estimated that an average child watches 40,000 TV commercials per year.

Word3: [identify with] Lead-in question: Why do commercials use child actors? Answer: Kids can identify with someone from their own age group.

Activity: First, the teacher try to explain the meaning of “identify with” by telling the story of her own experience of a post-80s generation. Involve the students to sense the meaning and let them judge how to use “identify with” in a proper situation.

【Odd one out】

The teacher give three situations for the students, and one of them cannot be described by “identify with”, so the students should sort this one out and tell the reason why it is improper according to their understanding of “identify with.”

Word revision1:

Up till now, the students have already learnt 3 words, so a brief revision is prepared for the students. Activity: The teacher shows the students a clip of a short commercial of Barbie girls and then ask them to fulfill the blanks by making full use of the words they’ve just learnt.

【blank-filling】

Barbie girls target girls aged from 3-9 years old.

It is estimated that 1 billion Barbie girls are sold all over the world per year. TV commercials choose little girls as actors because girls can always identify with girls. They are eager to buy these products.

Word 4: [materialistic] 3

Lead-in question: Why do educators worry about children? Answer: Some educator believe that the more TV commercials children watch, the more

materialistic they become.

Activity: The teacher shows the students two typical pictures, telling them that someone who cares a lot about their possessions and money is materialistic. And then the teacher shows them two more figures and ask the student to express their understanding. One of the figures is Mother Teresa and the other one is Gatsby.

【sayings】

Involve the whole class to enjoy and read their famous sayings aloud:

saying1: “The more you have, the less you give. But the less you have, the more free you are.”(Mother Teresa)

saying2: “The more money you have, the more power you own. That’s the way of life.” (Gatsby)

And then the teacher ask the students to judge who is materialistic and explain the reason.

Word 5: (A sentence pattern)

[The more… the more…] Lead-in question: Do you notice that in the two sayings, there is a common sentence pattern, “the more… the more…”? How to use this sentence pattern? The teacher lead the students to reflect: “the more+n.+subject+verb.”

or

“ the more+adj.+subject+verb. ”

Activity: The teacher shows the students a flowing chart, and express the flowing chart by using “the more.., the more…”

【flowing chart】1. The more time you spend in sleeping, the stronger your memory will be developed.

2. The stronger your memory is, the higher your study efficiency will be.

3. The higher your study efficiency is, the better your performance will be.

In order to solid this sentence pattern, the teacher shift the situation and ask the student to practice in the same way. As for this time, the situation is closely related to the text.

Word 6:

[ban] Lead-in question: What is the action taken by the government?

Answer: It would ban an advertisement if it made children feel inferior.

Activity: After the teacher explain the meaning of “ban” and make a sentence for the students as an example, the teacher ask the students to brainstorm what is not allowed in our school and make sentences by using “… is banned in our school.” and “The school ban the students from doing sth.”

【Brainstorming and making sentences】

Examples from students:

Eating in classes is banned in our school.

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Our school ban the students from eating.

Fighting with each other is banned in our school.

Our school ban the students from fighting with each other.

Word revision 2: Ask the students to take out the handouts and replace some expressions in the letter by the newly-learnt words.

Word revision 3:

Express your point of view according to a given situation.

The teacher gives the situation that an eight-year-old girl named Kissica posted her picture with 92 Barbie girls she owned on her twitter, showing off that she feels superior because she has more Barbie girls than anyone in her class. Once there is a new arrival on the TV commercials, she will ask her parents to buy the latest one for her.

Task: The students should form in a group of four and have a discussion. Present their points of view to this issue by using these six words: materialistic; target; identify with; estimate; the more…, the more….,; ban.

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