高英2 Unit1 教案.docx
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高英2 Unit1 教案.docx
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高英2Unit1教案
综合教程教案
第6册
教师:
刘婧
职称:
助教
Unit1
TeachingPlan
I.TeachingGoal:
TextItellsusamovingstory.Ayounggirlexperiencedhumiliationinschooljustbecauseherfamilycan’tmeettheneedofschool’sdressingrequirement.Butoneteacherwassympathetictoher.Shepraisedandencouragedher,whichhadeverlastinginfluenceonherlife.Bylearningthisstory,studentsaresupposedtounderstandthatalovingheartismoreimportantthananythingelse.
II.TeachingMethod:
Interactivemethod,i.e.studentsaresupposedtodoalotofparaphrasingandtranslationworkintheprocessoflearningtheessay.Theyarenotonlyrequiredtocomprehendthetextlinguistically,butalsolearnhowtoappreciatethestoryintheliteratureway.
III.TeachingFocus:
paraphrasing
textcomprehension&appreciation
expressionsthatdepictemotionsandfeelings
translation
IV.TimeAllotment:
Teachingofthisunitwillbecarriedoutwithintwoweeks,thatis,itwilltake8hourstofinish.
TextIAClassAct
Thewholetextcanbedividedinto5parts,withasubtopicforeach.
Thefirstpart(para.1-3)isabouttheauthor’sfamilyandtheirlifeduringthewar;thesecondpart(para.4-7)describestheauthor’sexperienceofhumiliationintheschool;thethirdpart(para.8-11)givesanaccountofhowherexcitementaboutafreephotographicportraitsittingtriggersheranticipationoftheoncomingtormentintheschool;theforthpart(para.12-15)describeswhatactuallyhappenedlater,whichwasaturningpointintheauthor’slife---insteadofbeinghumiliated,shewaswarmlypraisedandencouragedbyasympatheticteacher;thelastpart(para.16-17)describestheimmediateimpactofa“warmsentence”bytheteacheranditseverlastinginfluenceontheauthor.
PARTI
Para.1-3ANALYSIS
Thesethreeparas.giveabriefdescriptionofthehardconditions(in)duringWorldWarII,andhowtheauthor’sparentsmanagetosupportthefamilyandwhattheydofortheirchildren.Notethatthelastsentenceofthethirdpara.pavesthewayforthewholestory.
1)“enterprising”(para.1)----willingtotryoutnew,unusualwaysofdoingorachievingsomething
2)“bucketloadsofcheer”(para.2)-----lotsofjoy
3)“…couldturnhishandtoalmostanything”(para.2)----wascapableofdoingalmostanything
4)“…myclotheswereironedtoaknife-edge,andshoespolishedtoagleam…”(para.3)-----Rhetorically,“toaknife-edge”and“toagleam”arehyperbolesmeaning“(myclotheswereironed)tothedegreethatitlookslikeaknife-edge”and“(myshoeswerepolished)untiltheygleam.”
5)“thegear”(para.3)----clothing(especiallyfashionableclothesanddecorativeitems)
6)“hatband”(para.3)----stripofcloththatisputaroundahatabovethebrimasadecoration.
QUESTIONS
1)Whatdoestheauthormeanby“yetIcouldnothaveaskedformoreenterprisingandoptimisticparents”?
Myparentswerethemostenterprisingandoptimisticonesonecouldexpecttofind.Theauthorthinksthatherparentsdidalltheycouldtosupportthefamilywiththeirhardwork,ingenuityandthrift,sothefamilycouldhave“bucketloadsofcheer.”
2)Whydoestheauthorstillhavesometroubleinherschool?
Becausetheauthor’sparentswerenotabletobuythe“blueblazerandhatband”requiredbytheschool.
LANGUAGEWORK
1….timesweretough,moneywasshort,anxietywasrifeandthepawnshopwasafamiliardestinationformanyfamilies,includingmine.-------Lifewashard.Everyonewasshortofmoney.Theywerecaughtupinendlessworries.Manyfamiliesoftenwenttothepawnshoptopawnthethingstheyhadforalittlemoney,andmyfamilywasnoexception.
Dysenteryandmalariaarerifeintherefugeecamps.
Heleadsapartyinwhichcorruptionisrife.
2.YetIcouldnothaveaskedformoreenterprisingandoptimisticparents.------HowevereIhadthemostadaptableandoptimisticparentsintheworld.
Theenterprisingchildrenopenedalemonadestand.
Thatwasveryenterprisingofyou,Jack!
HerlatestenterpriseistoclimbMountQomolangma.
Weneedsomeonewithenterpriseandimaginationtodesignamarketingstrategy.
3.WhileMomhadscrimpedandsavedtoobtainmostofthegear,Istilldidn’thavetheprescribedblueblazerandhatband.------ThoughMomhadtriedtospendaslittlemoneyaspossibleinordertobuymostoftheclothesrequiredbytheschool,shestillcouldn’taffordtheblueblazerandhatband.
I’vebeenscrimpingandsavingallyearforournewhouse,andnowyou’vewasteditallonthatstupidoldcar!
Whenwewerefirstmarried,wehadtoscrimponfoodandclothes;nowwe’remuchbetteroff.
Thereisariskthatthedebt-riddenairlinemaybetemptedtoscrimponmaintenanceorsecurity.
Haveyougottheprescribeddressfortomorrow’sparty?
Mostteachersthinkthegovernment’sguidelinesonhomeworkaretooprescript
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