2019-2020年高中英語 Unit 1《The world of our sense》教案-task 牛津譯林版必修3.doc

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2019-2020年高中英語 Unit 1《The world of our sense》教案-task 牛津譯林版必修3 Task---教案 Teaching Aims: 1. Let students know how to plot a story , prepare a surprise ending and improve the language for storytelling. 2. To improve students’ language skills of listening, reading, speaking and writing Teaching procedures: Step 1: Skills building1: plotting a story 1. Do you like reading stories? What kind of stories do you like reading? Why? edy story Science story science fiction love story detective story historical story Finish the exercise Part A: Put the paragraphs in the correct order Keys: 3 1 6 2 5 4 Exposition: 1 plication: 2 3 4 5 Resolution: 6 Part B: Decide which part each paragraphs belong to step2 pleting a checklist First, listening to the tape,,answer the questions. TAPESCRIPT pleting a checklist ? Teacher: Remember that you need to write a story for the contest next week. you should start working on your story soon. Before you start, you will need to know the rules for the storytelling contest. ? First, you need to work with a parter. Second, you need to write your story and support it with pictures. Third, when you present your story, you must work with your partner and you must both join in the presentation. Fourth, you need to write a story about a young girl named Sandy who had a special experience bin a museum. Before you start writing, you will need to decide on the following points: ? What did she do before she went to the museum? How did she get to the museum? Who did she go with? What timeof the year was it? What time of the day was it? At the end of the story you must provide a surprise ending. If everything is cleat, you can now get into pairs and start thinking about the beginning of the story. S1: OK. Let’s first think about how Sandy got there. should she go on the train or the school bus? S2: Well, we should first decide why she went to the museum. S1: That’s right. Was it because she liked the show in the museum? S2: Or perhaps she went because of a class project? You know we always do class project. S1:That’s a good idea. So she went to the museum to do a class project about… S2: About art and history? S1: That’s not a bad idea, a project about art and history. S2: Now we can decide how she got to the museum. S1:If she went because of a class project, she and her classmates probably would go by school bus. S2: Why? S1: Because a school bus can take about fifty people. When we go on an outing, two teachers always go with us. Remember? S2: That’s true. So, they will all went by school bus. S1: Yes, so now we know how and why she went to the museum, and who she was with. But what did she do before she got here? S2: Perhaps, they were walking from the school bus, and Sandy and her partner Li Feifei were so busy looking around that they got lost. Then they started to run to try and find their classmates. Luckily, they could still see them and caught up with them at last. S1: Yes, that would explain why she was so tired. S2: Well, it seems that we have answered all of the questions. S1: Yes, now we’d better write the story! S2: No. We haven’t answered Questions seven and eight. S1: Yes. You’re right. Let’s make it the summertime, because that’s the time of year we usually go on school trips. S2: All right, but what about the time of say? S1: Well, most museums don’t open until ten o’clock in the morning. So, let’s make it late morning. S2:Fine. Now we’ve answered all the questions. We had better write the story. Answers to Part B Sandy To the museum To do a class project about art and history Her classmates and teacher Sandy and her partner Li Feifei got lost on their way from the school bus to the museum, but they managed to catch up with their classmates at last. Summertime Late morning Step3 Skill building 3 using adjectives and adverbs in stories ? READ part1 and part2 The fuction of adj.&adv. 1. to describe a person or thing 2. to express physical and other qualities, our feelings and views 3. to express origin, necessity, frequency and degree of certainty adverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb. 2. to express place, time, frequency, degree, manner and viewpoints. 3. to make ments, concentrate on a certain word or phrase and link clauses or sentences. Improving your story tone of voice loudness rhythm of speech the expression on your face body language eye contact hand movements stress Possible example: All of a sudden, a bell ringing, Sandy woke up and found herself sitting on a chair. She could see people were leaving. To her great surprise, she saw a big , red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight. Step4 Home work Read the story of partA in writing on page 97 of the workbook,and finish partB.