全新版大英1教案unit1 growing upWord格式.docx

1、重点： Understanding the main ideas of the essay that the essence of writing is to write what one enjoys writing.难点： Learn to divide the text into meaningful parts （text A） & try to handle different writing strategies & how to write a narrative. to master the useful words and expressions课前活动提问导入新第一堂课1.

2、 Self-introduction 2. Learning students names:活动一：The story of my nameAim: learining names, learning about students lives, talking, readingTime: 10-20 minutesProcedure:1） on the board, write a number of questions relating to the students name. （see Box 1 for examples.）2） Students stand up and mingle

3、, sharing their name stories with as many classmates as possible until you stop the phase. While they talk circulate to hear as many name stories as possible.3） From their seats, students talk about as many facts as they can remember from any classmates name story.4） Classmates whose name stories ar

4、e recalled verify or correct the facts.Box 1 Questions that elicit name storiesDoes your name have a meaning?Why did your parents call you by your name?Do you know what name you would have been given if you had been born the opposite sex?Do you like your name?Would you prefer another name?Have you e

5、ver wanted to change your name?Do you get angry when people mispronounce or misspell our name?Do you think that your name is part of your identity?活动二：Picture it Learing names, fluency practice, creating supportive environment 10- 20 minutes1） Students use large pieces of note paper or stick several

6、 pieces of paper together. The paper serves as each students individual poster. If you have large poster paper available, use it. （See Box 2 for examples.）2） Students write their name in large letters on their poster and add a picutre or mnemonic that will help the class remember his/her name in the

7、 target language.3） In pairs, students explain their posters to each other.4） Each pair joins another pair, and partners explain each others posters to the group of four.5） Circulate and listen to name explanations, learning as many names as possible.6） Students post their presentation posters aroun

8、d the room, where they stay posted for a period of time.Box 2 Examples of explanationsMy name is Saif. My name means “sword”. I have drawn a picture of a sword. The last part of my name is “if”. Remember that if I want to, I can cut things with the sword.My name is Hu Ying, which means “beautiful st

9、one like jade”. I supposed that my parents really hope me to be a beautiful and warm-harted girl. Taurus3. course requirements 给学生介绍课程的相关要求4. Pre-reading tasks1）-Ask students the following questions:-Have you ever heard of the pop singer （and guitarist in the Beatles）, John Lennon（1940-1980）? Here i

10、s a song called Beautiful Boy he wrote for his son. （After listening to it） -What does Lennon think of growing up?（Possible answers: Life becomes better as one grows up; it takes time to grow up; life is not always what one planned; but is full of surprises; life is not easy; life is adventurous.）2）

11、- Cultural background （Given at the beginning paragraph） （5 minutes） US grade school system and teachers are dressed.-Elementary （primary） schools （kindergarten to grades 5th （or 6th） -Middle schools: grades 6 - 8 or junior high schools: （grades 7 9） -High schools: grades 9 - 12 （or 10 -12） So “the

12、third year in high school”equals the 11th grade（高三） People in US love to dress casually （carelessly）, even people in the companies with a strict/rigid dress code some now allow employees not to wear suits on Fridays. US teachers wear fairly formal clothes to school, but not necessarily suits and tie

13、s. Bow ties （蝴蝶领结） are considered even more old-fashioned than ties.3）- The art of eating spaghetti （15 minutes） 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。Eating spaghetti , Italia-style noodles, is different from our eating Chinese noodles.意大利面在意大利文中就是Pasta，Spaghetti is usu

14、ally served with sauce, not in soup. The proper ways of eating spaghetti is to hold the fork （叉子） in your hand as if to poke （戳） the spaghetti, scoop up （挑起） a small amount of spaghetti on your fork and then raise it about 30cm above your plate; make sure the spaghetti on your fork is completely dis

15、connected from the remainder on your plate; put the prongs （尖头） of the fork at an edge of the plate that is free of food; quickly point the prongs of the fork straight down toward the plate and place the points on the plate; twirl the fork to gather the spaghetti around the prongs; with a quick scoo

16、ping movement, gather up the roll around the prongs and place it in your mouth; gently gather up any stray （走失的） ends that dont make it all the way into your mouth.4）- Definition of spaghettiSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese nood

17、les, it is not served in soup and will never taste pulpy （多汁的）.One student is required to come up and show the right way of eating spaghetti before the class.5- Introduction of the Text （文章引入）To ask Ss the following questions: （5 minutes）- -Is there anything you always want to do in your life? Would

18、 you enjoy writing essay? Why or why not? （hint: many students think that writing is a boring thing, but its also a basic skill we should handle. Thats why during our primary school, middle school and high school, we had writing classes.）- Have you ever thought to be a writer, or do some writing job

19、?- Did you have any experience that teacher read your stories out to the whole class? Can you still remember what did you write?- Just as what we talked above, the writer of this text had the same feeling about writing until his third year in high school. What helped him promote his own interest in

20、writing and then became a writer? Thats what we are going to find out in this story.Notes:-In class where moving around is impossible, students exchange information with those sitting next to them, in back of them and in front of them.Optional follow-ups:-each day 5-6 students explain their poster t

21、o the entire class.此文化点用于文章第一段开始前课堂活动Part II While-reading Tasks Text A Writing for MyselfSynopsis: The author, Mr. Baker, had had the idea of becoming a writer since his childhood in Belleville, but he was bored by everything associated with English courses, including essay writing. Mr. Baker didnt

22、 find himself interested in writing until his third year in high school. Late in the year he tried to learn how to write the informal essay and was attracted by one particular topic, “The Art of Eating Spaghetti”, on the topic list given by Mr. Fleagle, his English teacher during the third year in h

23、igh school; and he decided to write about it for his own joy. The experience of writing this essay helped him promote his own interest in writing as his essay “The Art of Eating Spaghetti” was read by Mr. Fleagle to the whole class, and he was delighted and excited at the demonstration that his essa

24、y made the entire class laugh.Step1. Structure of the text （text organization） & discourse comprehension （20 minutes）1- Ask students to circle the time words, phrases and clauses in Text A.Asking students to point them out para. by para. （ write down those in the first para on board as example. ） si

25、nce my childhood in Belleville （LL. 12）until my third year in high school （L. 2）until then （L. 3）when our class was assigned to Mr. Fleagle for third-year English （L. 7）late in the year （L. 17）until the night before the essay was due （LL. 2021）when I finished （L. 40）next morning （L. 42）two days pass

26、ed （L. 42）when I saw him lift my paper from his desk.（L. 45） when Mr. Fleagle finished （L. 58）2- Give heading to each para and then divide the text into three parts. Do Text organization Exercises 1& 2 on P.8 & 9 working on your own by reading its instruction and asking them the following questions

27、for the division of 3 parts.-Refer to the time words/phrases/clauses you have just circled, on which point does Baker start talking about his new experience?（hint: the paragraph containing “late in the year”） （para 3）-Starting from which paragraph does Baker stop writing about his new experience? th

28、e paragraph containing” when I finished” and “next morning”）（para 6）3- In this way students will be able to divide the text into 3 parts and sum up the main ideas. （ with the first heading and the first part given, see P.9） 4- Several Ss report the main ideas theyve summed up to the class. Main idea

29、s: The essence of writing is to write what one enjoys writing.5- More questions for comprehension of the text （main ideas）:-Why does the author enjoy writing the title? （Para 4）-What does the author mean by saying “Writing for myself”? （Para 5） Pair-work on page 7 “content” and group-work on p.8 poi

30、nts for discussion.Step 2: Writing style of the text 1 Use of repetition： How many times does “prim or primly” appear in para 2？How many times does “I wanted to” appear in para52. Finding synonymous words and phrases used to avoid repetition： With the first word each kind written on the blackboard, such as: dull, lifeless, cheerless, and tedious; turn out, anticipate, formal , vivid memories of sth. , recapture