牛津译林版（2019）必修第一册 U3 Getting along with others L6 Extended reading 同步教案
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| 名称 | 牛津译林版（2019）必修第一册 U3 Getting along with others L6 Extended reading 同步教案 |  | |
| 格式 | docx | ||
| 文件大小 | 24.8KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-28 15:52:03 | ||
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《英语》（必修·第一册）
Unit 3 Getting along with others
Extended reading
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about Francis Bacon and his works;
2. understand the benefits friendship brings;
3. analyse the writing techniques and figure out the functions of these writing techniques;
4. write a summary of the essay using their own words.
II. Key competence focus
1. Understand the genre, the structure and the gist of the essay.
2. Analyse the writing techniques and try to apply them to writing.
3. Write a summary of the essay.
III. Predicted areas of difficulty
1. Understand the structure and sort out the details.
2. Understand the writing techniques of the essay.
3. Write a summary of the essay.
IV. Teaching procedures
Step 1 Introduction of the author
1. T introduces Francis Bacon.
T greets Ss and asks them to answer the following question:
What information do you know about Francis Bacon
2. T introduces Francis Bacon’s works.
3. T introduces what an essay is and Francis Bacon’s essays.
4. T guides Ss to appreciate some famous quotes of Francis Bacon.
【设计意图：通过对作者及其作品的介绍，让学生熟悉文章类型。通过对培根名句的赏析，激起学生的阅读兴趣。】
Step 2 Prediction
1. T guides Ss to predict from the title and brainstorm the aspects of friendship.
T: Can you predict what aspects of friendship will be talked about
2. T asks Ss to use one word to conclude the main idea of the essay.
【设计意图：通过预测来制造悬念，激发学生研读语篇的兴趣。】
Step 3 A global view
1. Understand the main idea
T asks Ss to go through the passage quickly and underline the sentences that indicate the main idea of each paragraph.
2. T asks Ss to draw out the structure of the article, talk about the function of each part and share with classmates.
【设计意图：指导学生快速阅读找出文章主旨，了解文章主旨句的位置，并用概括性的表达总结主旨大意。引导学生通过获取、概括、整合等思维训练活动，从宏观层面理清语篇结构，把握语篇信息，培养学生查找处理信息的能力。】
Step 4 A close look
1. T asks Ss to read paras. 3–5 again and fill in the table.
Fruits The way to get the fruits The importance of the fruits
Peace
Better understanding and judgement
Help
Ss compare notes in groups and share opinions with others.
Step 5 Critical thinking
T guides Ss to reflect on the following question:
Do you think you can get better advice from your friends Why
Sample answer: Yes, I can get better advice from my friends because they can look at my problems more objectively and offer advice from a different angle. As a saying goes, two heads are better than one.
Will you turn to friends when you are confronted with difficulty How do you know when to be independent and when to ask for the help of friends
Sample answer: Of course I will, but we should try to deal with a problem on our own first before we turn to our friends for guidance. Independence gives us the freedom to search inside ourselves. We can share our thoughts with our friends and take advantage of their opinions, but we alone are responsible for our decisions.
Why does Francis Bacon say that “enjoying the company of a crowd is not the same as being with friends”
Sample answer: Not all people around you can give you peace, better understanding and judgement and help. Only true friends can give us comfort, advice and help. Therefore, we should choose friends carefully and develop the friendship carefully.
【设计意图：引导学生进一步研读语篇，培养查找、分析、整合信息的能力。在阅读的过程中表达自己对友谊的观点。】
Step 6 Writing techniques
1. Metaphor
(1) T presents a sentence from para. 1 and asks Ss the following questions:
What does “rocky road” here refer to What can we know from this expression
Answer: It refers to our life. Our life is not always smooth. We may encounter difficulties now and then.
What kind of figure of speech is employed here What is the effect of it
Answer: A metaphor is a figure of speech in which an implied comparison is made between two unlike things that actually have something in common. There is no “as” or “like” in a metaphor.
A metaphor “carries” meaning from one word, image, idea or situation to another. It can express the unfamiliar in terms of the familiar and therefore help to explain the unfamiliar things. It can also make the writing interesting and vivid.
Ss discuss in groups to find out more metaphors in the text and T asks the following question:
Why is life like a path
Answer: Life is a long process just like walking in a path. Sometimes we have happy memories just like smelling sweet flowers along the road. And sometimes we are faced with problems just like tripping over the stones on the winding road.
(3) T asks Ss to create their own metaphors.
T: Can you try to create a similar metaphor about life
T gives Ss an example: Life is a boat, going through ups and downs.
2. Parallelism
(1) T asks Ss to read two sentences in para. 1 and para. 6 respectively and asks them try to figure out the technique used in the sentence.
(2) T asks Ss to find another example of parallelism. T shows the first sentences of paras. 3–5.
(3) T asks students to explain parallelism and its effects.
Answer: Parallelism uses similar words, phrases or clauses to show that ideas have the same level of importance. This structure improves readability by giving a natural flow to a written work.
Parallelism adds rhythm, unity, balance and coherence to your writing. Effective parallelism makes sentences easy to follow and emphasizes relationships among equivalent ideas. It can persuade, motivate and evoke emotional responses from readers or listeners.
【设计意图：引导学生进一步研读语篇，欣赏语言风格和写作技巧，并尝试自己创造类似的表达，加深对此类写作手法的了解。】
Step 7 Writing a summary
1. T helps Ss to understand the tips of writing a summary.
Dos:
Focus on the main ideas and key ideas.
Express these ideas in your own words.
Use some linking words. Pay attention to coherence.
Don’ts
Don’t include supporting details or background knowledge.
Don’t include your personal opinion.
Ss write the summary and share in groups
【设计意图：引导学生回顾全文，了解概述的写作要领，在写作训练中提高自己概括信息，整合信息，综合运用语言的能力。】
V. Homework
Polish up your own summary (by self-assessment and peer review).
3第
页
Unit 3 Getting along with others
Extended reading
I. Learning objectives
By the end of the lesson, the students will be able to:
1. know about Francis Bacon and his works;
2. understand the benefits friendship brings;
3. analyse the writing techniques and figure out the functions of these writing techniques;
4. write a summary of the essay using their own words.
II. Key competence focus
1. Understand the genre, the structure and the gist of the essay.
2. Analyse the writing techniques and try to apply them to writing.
3. Write a summary of the essay.
III. Predicted areas of difficulty
1. Understand the structure and sort out the details.
2. Understand the writing techniques of the essay.
3. Write a summary of the essay.
IV. Teaching procedures
Step 1 Introduction of the author
1. T introduces Francis Bacon.
T greets Ss and asks them to answer the following question:
What information do you know about Francis Bacon
2. T introduces Francis Bacon’s works.
3. T introduces what an essay is and Francis Bacon’s essays.
4. T guides Ss to appreciate some famous quotes of Francis Bacon.
【设计意图：通过对作者及其作品的介绍，让学生熟悉文章类型。通过对培根名句的赏析，激起学生的阅读兴趣。】
Step 2 Prediction
1. T guides Ss to predict from the title and brainstorm the aspects of friendship.
T: Can you predict what aspects of friendship will be talked about
2. T asks Ss to use one word to conclude the main idea of the essay.
【设计意图：通过预测来制造悬念，激发学生研读语篇的兴趣。】
Step 3 A global view
1. Understand the main idea
T asks Ss to go through the passage quickly and underline the sentences that indicate the main idea of each paragraph.
2. T asks Ss to draw out the structure of the article, talk about the function of each part and share with classmates.
【设计意图：指导学生快速阅读找出文章主旨，了解文章主旨句的位置，并用概括性的表达总结主旨大意。引导学生通过获取、概括、整合等思维训练活动，从宏观层面理清语篇结构，把握语篇信息，培养学生查找处理信息的能力。】
Step 4 A close look
1. T asks Ss to read paras. 3–5 again and fill in the table.
Fruits The way to get the fruits The importance of the fruits
Peace
Better understanding and judgement
Help
Ss compare notes in groups and share opinions with others.
Step 5 Critical thinking
T guides Ss to reflect on the following question:
Do you think you can get better advice from your friends Why
Sample answer: Yes, I can get better advice from my friends because they can look at my problems more objectively and offer advice from a different angle. As a saying goes, two heads are better than one.
Will you turn to friends when you are confronted with difficulty How do you know when to be independent and when to ask for the help of friends
Sample answer: Of course I will, but we should try to deal with a problem on our own first before we turn to our friends for guidance. Independence gives us the freedom to search inside ourselves. We can share our thoughts with our friends and take advantage of their opinions, but we alone are responsible for our decisions.
Why does Francis Bacon say that “enjoying the company of a crowd is not the same as being with friends”
Sample answer: Not all people around you can give you peace, better understanding and judgement and help. Only true friends can give us comfort, advice and help. Therefore, we should choose friends carefully and develop the friendship carefully.
【设计意图：引导学生进一步研读语篇，培养查找、分析、整合信息的能力。在阅读的过程中表达自己对友谊的观点。】
Step 6 Writing techniques
1. Metaphor
(1) T presents a sentence from para. 1 and asks Ss the following questions:
What does “rocky road” here refer to What can we know from this expression
Answer: It refers to our life. Our life is not always smooth. We may encounter difficulties now and then.
What kind of figure of speech is employed here What is the effect of it
Answer: A metaphor is a figure of speech in which an implied comparison is made between two unlike things that actually have something in common. There is no “as” or “like” in a metaphor.
A metaphor “carries” meaning from one word, image, idea or situation to another. It can express the unfamiliar in terms of the familiar and therefore help to explain the unfamiliar things. It can also make the writing interesting and vivid.
Ss discuss in groups to find out more metaphors in the text and T asks the following question:
Why is life like a path
Answer: Life is a long process just like walking in a path. Sometimes we have happy memories just like smelling sweet flowers along the road. And sometimes we are faced with problems just like tripping over the stones on the winding road.
(3) T asks Ss to create their own metaphors.
T: Can you try to create a similar metaphor about life
T gives Ss an example: Life is a boat, going through ups and downs.
2. Parallelism
(1) T asks Ss to read two sentences in para. 1 and para. 6 respectively and asks them try to figure out the technique used in the sentence.
(2) T asks Ss to find another example of parallelism. T shows the first sentences of paras. 3–5.
(3) T asks students to explain parallelism and its effects.
Answer: Parallelism uses similar words, phrases or clauses to show that ideas have the same level of importance. This structure improves readability by giving a natural flow to a written work.
Parallelism adds rhythm, unity, balance and coherence to your writing. Effective parallelism makes sentences easy to follow and emphasizes relationships among equivalent ideas. It can persuade, motivate and evoke emotional responses from readers or listeners.
【设计意图：引导学生进一步研读语篇，欣赏语言风格和写作技巧，并尝试自己创造类似的表达，加深对此类写作手法的了解。】
Step 7 Writing a summary
1. T helps Ss to understand the tips of writing a summary.
Dos:
Focus on the main ideas and key ideas.
Express these ideas in your own words.
Use some linking words. Pay attention to coherence.
Don’ts
Don’t include supporting details or background knowledge.
Don’t include your personal opinion.
Ss write the summary and share in groups
【设计意图：引导学生回顾全文，了解概述的写作要领，在写作训练中提高自己概括信息，整合信息，综合运用语言的能力。】
V. Homework
Polish up your own summary (by self-assessment and peer review).
3第
页