创新读写3 unit 8 教学案例.docx

1、创新读写3 unit 8 教学案例Unit 8 （Book 3）Teaching CaseTask 1 Fast Reading TV Advertising of Food and Drink to Children1.Against a background of increasing concern about growing childhood obesity, the government asked the Office of Communications to research the contribution of television advertising of food

2、and drink to children. In 2004, OFCOM reported back on an extensive body of research which demonstrates that television advertising has a modest direct effect, as well as a larger indirect effect, on childrens food and drink preferences.2. Adults express substantial concern about TV advertising of f

3、ood and drink products targeting children. This concern is because they believe that TV adverts can, and do, have a noticeable impact on the food and drinks that children and young people want to consume and, s children and young people are making more purchasing decisions, this impact is becoming i

4、ncreasingly important. TV adverts are also seen to generate and fuel pestering behavior, which some parents say is hard to resist. Most also believe that TV adverts contribute to social norms regarding diet and lifestyle. Participants also express concern on economic grounds: they say that TV advert

5、ising must be effective or else manufacturers would not invest in it, and certainly not to the extent that they do at the moment.3. Within this general concern, specific types of TV adverts are heavily criticized. One example of this is “misleading” adverts. Adults discussed a number of examples of

6、adverts that they feel have been misleading by implying health benefits for what is essentially an unhealthy product. Furthermore, adults feel that these adverts usually aim at younger children (who they immediately identify as a vulnerable audience), which they particularly dislike.4. The use of ce

7、lebrities and cartoon characters in adverts is also heavily criticize, as these sorts of tie-ins are seen to add to the appeal of the product in a similar way that a promotional offer does. Parents especially dislike it when sports stars advertise unhealthy predicts, for example David Beckham and Pe

8、psi. “I just want to see celebs doing the healthy stuff. You get David Beckham doing Pepsi advert, but do you see him drinking a bottle of water?” 5. The younger children we spoke to (8-11 year olds) freely admit to being influenced by advertising, especially campaigns with cartoons or catchy tunes.

9、 They also recognize their own power to affect purchasing and admit to a variety of behaviors, most notably nagging their parents for foods they have seen advertised; slipping “unhealthy” foods in the trolley at the supermarket when their parents are looking the other way.6. Whilst most believe TV a

10、dvertising does have an influence on childrens food and drink preferences, there is some skepticism about both the absolute and relative negative influence of TV advertising. Participants recognize that TV adverts are only one influence amongst a wide range of others. These include friends, family,

11、fashion and other forms of promotion (though radio advertising is not mentioned). The relative influence of TV advertising is clear when participants consider some of the unhealthy foods that children eat which are not advertised, for example unbranded or non-advertised sugary sweets, as well as fis

12、h and chips and kebabs. Furthermore, all participants recognize that advertising is only on influence amongt many other factors and so spontaneously understand the need for proportionality.7. Some participants feel that TV and TV advertising can be a positive thing and so are unwilling to characteri

13、ze all TV advertising to children as “bad”. Participants say that TV advertising is a useful way of informing people about what is healthy (for example, pro-biotic yoghurts, whole grains, Omega-3), and they value the fact that it provides a platform for the advertising of healthy foods and keeps peo

14、ple up to date about new foods that enter the market.8. Younger children (8-11 year olds) also admit that they actively enjoy some TV advertising for food and drink; they enjoy finding our about new products and find some advertising entertaining, viewing it as entertainment.9. There is an evident c

15、onflict between participants rational and emotional responses throughout the sessions. Ultimately, there is some resistance to the idea that advertising works because people want to believe that they are rational, “savvy” consumers who take personal responsibility for their own decisions. This is es

16、pecially true for teenagers, who resist the idea that their choices are influenced by TV advertising. However, participants descriptions of the food and drink that they choose to purchase and consume demonstrate that advertising is having and effect on all audiences-adults, teenagers and 8-11 year o

17、ld children alike. (Two periods: 90minutes)Step 1. Introducing one of the reading skills: Identifying the writers purpose1. to inform to provide readers with information about a topic;2. to persuade- to convince readers to believe a certain viewpoint or to take a certain course of action; and3. to e

18、ntertain- to amuse readers in some way, though very often theres some food to thought as well.Reading effectively means recognizing the writers purposes, which may not always be as easy as it appears, especially when we are reading in a foreign language. Writers sometimes disguise their aims: A text

19、 that appears to be factual information may really be full of emotional appeals meant to persuade us into accepting the writers point of view; or an apparently serious piece of persuasion may in fact be a humorous text intended mainly to amuse you. There are also times when the question of whether a

20、 writer is serious depends largely on each readers individual philosophy.However, there are some clues that effective readers can watch for to help them identify what kind of writing theyre dealing with.1.Informational writing features facts and evidence, not opinions or value judgments. It often co

21、ntains dates, statistics or other figures, and/or quotes. Depending on the subject, the language may include technical jargon, but the vocabulary and sentence structure are often simple.2.Persuasive writing features emotional appeals: opinions and arguments (which may be presented as if they were fa

22、cts, so be careful!); rhetorical questions; evaluating language (good/bad, right/wrong, horrifying/wonderful, etc.) and/or judgmental language (must, should, had better, etc.).3. Texts written mainly to entertain can, of course, be varied- but they often use rather informal language, simple sentence

23、 structures, dialogs, puns, and/or figures of speech.Step 2. Reading1. New words and expressions.Since the students are supposed to study the new words and expressions by themselves before class, here are two activities to check their job and to help them understand the difficult and important words

24、. The two activities are in the form of competition, the students who perform the best will win gifts.Activity 1: Matching (with their books closed)nag 怀疑absolute 易受攻击的conflict 名人resistance 极大的ultimately 向唠叨spontaneously 冲突contribution 促销的；增进的；奖励的extensive 绝对的；完全的；专制的demonstrate 最后；根本；基本上substantial

25、 广泛的；大量的；广阔的noticeable 阻力；电阻；抵抗；反抗；抵抗力vulnerable 贡献；捐献；投稿promotional 自发地；自然地；不由自主地celebrity 显而易见的，显著的；值得注意的skepticism 证明；展示；论证 示威Activity 2: Guessing (with their books closed)The teacher speaks out the English meaning, and the students speak out the word or expression. If there are some difficult wo

26、rds or expressions that the students cant understand, the teacher will explain them for the students.2. Understanding When the students read the Text in Fast-reading, they are supposed to scan it for clues that help them identify the writers purpose. Use the questions below to guide their scanning,

27、then decide: Is the text informational, persuasive or meant mainly to entertain? Or does the writer have more than one purpose?1. What does the title tell us about the content of the text?2. What numbers do you see in the text? Are they dates, statistics or something else？3. Any quotes do you read i

28、n the text? 4. How would you describe the language of this article？ Is it formal or informal?5. Is this article informational, persuasive or meant to entertain? Explain.Reference answer: It is an expositorywritingIntroducing the topic Supporting details and factsConclusion and Suggestion3. Reading t

29、he text and finish Exercises on Page s 192 and 193. Then check the answers together.4. Focus study: Explaining some long and difficult sentences as well as some useful expressions for the students.(1). In 2004, OFCOM reported back on an extensive body of research which demonstrates that television a

30、dvertising has a modest direct effect, as well as a larger indirect effect, on childrens food and drink preferences. (2). This concern is because they believe that TV adverts can, and do, have a noticeable impact on the food and drinks that children and young people want to consume and, s children a

31、nd young people are making more purchasing decisions, this impact is becoming increasingly important.(3). Participants also express concern on economic grounds: they say that TV advertising must be effective or else manufacturers would not invest in it, and certainly not to the extent that they do a

32、t the moment.(4). Furthermore, adults feel that these adverts usually aim at younger children (who they immediately identify as a vulnerable audience), which they particularly dislike. (5). They also recognize their own power to affect purchasing and admit to a variety of behaviors, most notably nagging their parents for foods they have seen advertised; slipping “unhealthy” foods in the trolley at the supermarket when their parents are looking the other way.(6). The relative influence of TV advertising is clear when partic