全新版大英1教案unit1 growing upWord格式.docx

全新版大英1教案unit1 growing upWord格式.docx

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重点：

★Understandingthemainideasoftheessaythattheessenceofwritingistowritewhatoneenjoyswriting.

难点：

●Learntodividethetextintomeaningfulparts（textA）&

trytohandledifferentwritingstrategies&

howtowriteanarrative.

●tomastertheusefulwordsandexpressions

课前活动

提

问

导

入

新

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

Learingnames,fluencypractice,creatingsupportiveenvironment

10-20minutes

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?

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…