全新版大英1教案unit1 growing up.docx
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全新版大英1教案unit1 growing up.docx
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全新版大英1教案unit1growingup
课
题
Unit1Growingup
目
的
与
要
求
1.Tograspthemainidea(thattheessenceofwritingistowritewhatoneenjoyswriting)andstructureofthetext,thenarration(叙述)intimesequence;
2.Toappreciatethenarrativeskillsinthetext,theselectionofdetails,repetitionandcoherence;
3.Tomasterthekeylanguagepointsandgrammaticalstructuresinthetextanddoaseriesofreading,listening,speakingandwritingactivitiesrelatedtothethemeoftheunit.
重
点
与
难
点
重点:
★Understandingthemainideasoftheessaythattheessenceofwritingistowritewhatoneenjoyswriting.
难点:
●Learntodividethetextintomeaningfulparts(textA)&trytohandledifferentwritingstrategies&howtowriteanarrative.
●tomastertheusefulwordsandexpressions
课前活动
提
问
与
导
入
新
课
提
问
与
导
入
新
课
第一堂课
1.Self-introduction
2.Learningstudentsnames:
活动一:
Thestoryofmyname
Aim:
leariningnames,learningaboutstudents’lives,talking,reading
Time:
10-20minutes
Procedure:
1)ontheboard,writeanumberofquestionsrelatingtothestudents’name.(seeBox1forexamples.)
2)Studentsstandupandmingle,sharingtheirnamestorieswithasmanyclassmatesaspossibleuntilyoustopthephase.Whiletheytalkcirculatetohearasmanynamestoriesaspossible.
3)Fromtheirseats,studentstalkaboutasmanyfactsastheycanrememberfromanyclassmate’snamestory.
4)Classmateswhosenamestoriesarerecalledverifyorcorrectthefacts.
Box1Questionsthatelicitnamestories
Doesyournamehaveameaning?
Whydidyourparentscallyoubyyourname?
Doyouknowwhatnameyouwouldhavebeengivenifyouhadbeenborntheoppositesex?
Doyoulikeyourname?
Wouldyoupreferanothername?
Haveyoueverwantedtochangeyourname?
Doyougetangrywhenpeoplemispronounceormisspellourname?
Doyouthinkthatyournameispartofyouridentity?
活动二:
Pictureit
Aim:
Learingnames,fluencypractice,creatingsupportiveenvironment
Time:
10-20minutes
Procedure:
1)Studentsuselargepiecesofnotepaperorstickseveralpiecesofpapertogether.Thepaperservesaseachstudent’sindividualposter.Ifyouhavelargeposterpaperavailable,useit.(SeeBox2forexamples.)
2)Studentswritetheirnameinlargelettersontheirposterandaddapicutreormnemonicthatwillhelptheclassrememberhis/hernameinthetargetlanguage.
3)Inpairs,studentsexplaintheirposterstoeachother.
4)Eachpairjoinsanotherpair,andpartnersexplaineachother’sposterstothegroupoffour.
5)Circulateandlistentonameexplanations,learningasmanynamesaspossible.
6)Studentsposttheirpresentationpostersaroundtheroom,wheretheystaypostedforaperiodoftime.
Box2Examplesofexplanations
MynameisSaif.Mynamemeans“sword”.Ihavedrawnapictureofasword.Thelastpartofmynameis“if”.RememberthatifIwantto,Icancutthingswiththesword.
MynameisHuYing,whichmeans“beautifulstonelikejade”.Isupposedthatmyparentsreallyhopemetobeabeautifulandwarm-hartedgirl.
Taurus
3.courserequirements给学生介绍课程的相关要求
4.Pre-readingtasks
1)-Askstudentsthefollowingquestions:
--Haveyoueverheardofthepopsinger(andguitaristintheBeatles),JohnLennon(1940-1980)?
HereisasongcalledBeautifulBoyhewroteforhisson.
(Afterlisteningtoit)---WhatdoesLennonthinkofgrowingup?
(Possibleanswers:
Lifebecomesbetterasonegrowsup;ittakestimetogrowup;lifeisnotalwayswhatoneplanned;butisfullofsurprises;lifeisnoteasy;lifeisadventurous.)
2)-Culturalbackground(Givenatthebeginningparagraph)(5minutes)
USgradeschoolsystemandteachersaredressed.
---Elementary(primary)schools(kindergartentogrades5th(or6th)
---Middleschools:
grades6-8orjuniorhighschools:
(grades7–9)
---Highschools:
grades9-12(or10-12)So“thethirdyearinhighschool”
equalsthe11thgrade(高三)
PeopleinUSlovetodresscasually(carelessly),evenpeopleinthecompanieswithastrict/rigiddresscodesomenowallowemployeesnottowearsuitsonFridays.USteacherswearfairlyformalclothestoschool,butnotnecessarilysuitsandties.Bowties(蝴蝶领结)areconsideredevenmoreold-fashionedthanties.
3)-Theartofeatingspaghetti(15minutes)
一个名叫马可·波罗的意大利人来到中国,发现中国的面条很好吃,回去就搞出了意大利面,并且风行欧美.有意大利面还吃老鼠干嘛—加菲猫经典语录。
Eatingspaghetti,Italia-stylenoodles,isdifferentfromoureatingChinese
noodles.意大利面在意大利文中就是"Pasta",Spaghettiisusuallyservedwithsauce,notinsoup.Theproperwaysofeatingspaghettiistoholdthefork(叉子)inyourhandasiftopoke(戳)thespaghetti,scoopup(挑起)asmallamountofspaghettionyourforkandthenraiseitabout30cmaboveyourplate;makesurethespaghettionyourforkiscompletelydisconnectedfromtheremainderonyourplate;puttheprongs(尖头)oftheforkatanedgeoftheplatethatisfreeoffood;quicklypointtheprongsoftheforkstraightdowntowardtheplateandplacethepointsontheplate;twirltheforktogatherthespaghettiaroundtheprongs;withaquickscoopingmovement,gatheruptherollaroundtheprongsandplaceitinyourmouth;gentlygatherupanystray(走失的)endsthatdon’tmakeitallthewayintoyourmouth.
4)-Definitionofspaghetti
SpaghettiistheItalian-stylethinnoodle,cookedbyboilingandservedwithsauce.UnlikesomeChinesenoodles,itisnotservedinsoupandwillnevertastepulpy(多汁的).
Onestudentisrequiredtocomeupandshowtherightwayofeatingspaghettibeforetheclass.
5-IntroductionoftheText(文章引入)
ToaskSsthefollowingquestions:
(5minutes)
---Isthereanythingyoualwayswanttodoinyourlife?
Wouldyouenjoywritingessay?
Whyorwhynot?
(hint:
manystudentsthinkthatwritingisaboringthing,butit’salsoabasicskillweshouldhandle.That’swhyduringourprimaryschool,middleschoolandhighschool,wehadwritingclasses.)
--Haveyoueverthoughttobeawriter,ordosomewritingjob?
--Didyouhaveanyexperiencethatteacherreadyourstoriesouttothewholeclass?
Canyoustillrememberwhatdidyouwrite?
--Justaswhatwetalkedabove,thewriterofthistexthadthesamefeelingaboutwritinguntilhisthirdyearinhighschool.Whathelpedhimpromotehisowninterestinwritingandthenbecameawriter?
That’swhatwearegoingtofindoutinthisstory.
Notes:
-Inclasswheremovingaroundisimpossible,studentsexchangeinformationwiththosesittingnexttothem,inbackofthemandinfrontofthem.
Optionalfollow-ups:
-eachday5-6studentsexplaintheirpostertotheentireclass.
此文化点用于文章第一段开始前
课堂活动
PartIIWhile-readingTasksTextAWritingforMyself
Synopsis:
Theauthor,Mr.Baker,hadhadtheideaofbecomingawritersincehischildhoodinBelleville,buthewasboredbyeverythingassociatedwithEnglishcourses,includingessaywriting.Mr.Bakerdidn’tfindhimselfinterestedinwritinguntilhisthirdyearinhighschool.Lateintheyearhetriedtolearnhowtowritetheinformalessayandwasattractedbyoneparticulartopic,“TheArtofEatingSpaghetti”,onthetopiclistgivenbyMr.Fleagle,hisEnglishteacherduringthethirdyearinhighschool;andhedecidedtowriteaboutitforhisownjoy.Theexperienceofwritingthisessayhelpedhimpromotehisowninterestinwritingashisessay“TheArtofEatingSpaghetti”wasreadbyMr.Fleagletothewholeclass,andhewasdelightedandexcitedatthedemonstrationthathisessaymadetheentireclasslaugh.
Step1.Structureofthetext(textorganization)&discoursecomprehension(20minutes)
1-Askstudentstocirclethetimewords,phrasesandclausesinTextA.
Askingstudentstopointthemoutpara.bypara.(writedownthoseinthefirstparaonboardasexample.)
sincemychildhoodinBelleville(LL.1~2)
untilmythirdyearinhighschool(L.2)
untilthen(L.3)
whenourclasswasassignedtoMr.Fleagleforthird-yearEnglish(L.7)
lateintheyear(L.17)
untilthenightbeforetheessaywasdue(LL.20~21)
whenIfinished(L.40)
nextmorning(L.42)
twodayspassed(L.42)
whenIsawhimliftmypaperfromhisdesk...(L.45)whenMr.Fleaglefinished(L.58)
2-Giveheadingtoeachparaandthendividethetextintothreeparts.DoTextorganizationExercises1&2onP.8&9workingonyourownbyreadingitsinstructionandaskingthemthefollowingquestionsforthedivisionof3parts.
---Refertothetimewords/phrases/clausesyouhavejustcircled,onwhichpointdoesBakerstarttalkingabouthisnewexperience?
(hint:
theparagraphcontaining“lateintheyear”)(para3)
---StartingfromwhichparagraphdoesBakerstopwritingabouthisnewexperience?
(hint:
theparagraphcontaining”whenIfinished”and“nextmorning”)(para6)
3-Inthiswaystudentswillbeabletodividethetextinto3partsandsumupthemainideas.(withthefirstheadingandthefirstpartgiven,seeP.9)
4-SeveralSsreportthemainideasthey’vesummeduptotheclass.
Mainideas:
Theessenceofwritingistowritewhatoneenjoyswriting.
5-Morequestionsforcomprehensionofthetext(mainideas):
---Whydoestheauthorenjoywritingthetitle?
(Para4)
---Whatdoestheauthormeanbysaying“Writingformyself”?
(Para5)
Pair-workonpage7“content”andgroup-workonp.8pointsfordiscussion.
Step2:
Writingstyleofthetext
1.Useofrepetition:
Howmanytimesdoes“primorprimly”appearinpara2?
Howmanytimesdoes“Iwantedto”appearinpara5
2.Findingsynonymouswordsandphrasesusedtoavoidrepetition:
Withthefirstwordeachkindwrittenontheblackboard,suchas:
dull,lifeless,cheerless,andtedious;turnout…,anticipate…,formal…,vividmemoriesofsth.…,recapture…
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