高中英语 上外版 1AU1 学案（学生版）
课题：Getting Started/ Reading A/ Vocabulary Focus 课时学习目标：
l 能通过阅读语篇 A，获取语篇大意，掌握以人物经历、事物发展变化和情感为主要内容的 记叙文的文体特征，理解语篇的情景语境，梳理相关话题词汇语义网；
l 能运用思维图，梳理、整合主人公 Jim 写作的心路历程，概述语篇内容；
l 能判断语篇 A 的语篇目的、语篇对象和语篇所讨论的问题等；
l 能通过小组讨论，分析 Jim 的作文获得老师称赞是否合理，发现并理解语篇中包含的文化 价值观念，如创新、独立等。
I. Lead-in
What do you expect most from your senior high school Can you share your expectations with us
II. Preview
1. Preview the text and answer the following questions.
What is the main idea of the story
Who are the main characters in the story
How is the passage organized
2. Identify learning activities involved in a writing lesson from the text and write down words and expressions you have learned through preview.
CONTENT WRITING LESSON LANGUAGE KEYWORDS & EXPRESSIONS
l l l l l l l l
1 / 3
III. Close Reading
1. Read through the passage and complete the following table with Mrs Peabody’s and Jim’s behavior and Jim’s feelings based on the information from the text.
Mrs Peabody’s Behavior Jim’s Behavior Jim’s Feelings
2. Figure out the structure of the story.
3. Draw up an outline of the story with a thinking map individually. Compare it with your group members and changes if necessary.
IV. Post-Reading
1. Retell the story according to the outline you have drawn up.
2. Think and answer the following questions.
Who is this passage written to
2 / 3
What question is the writer trying to answer
What is the writer’s main purpose of writing this passage To describe/persuade/explain/ express/argue…
Has the writer achieved his writing purpose Why or why not
3. Discuss in pairs and tell your partner whether you think it was fair that Mrs Peabody gave Jim an A for his assignment. Use the expressions in the box to help you.
V. Assignments
1. Complete the exercise in Key Vocabulary（P7, I）;
2. Write a diary entry and include your opinion on whether it was fair that Mrs Peabody gave Jim an A for his assignment.
Dear Diary, ××-××-×××× Today I read a story in the English lesson. It is about a writing assignment a student called Jim did on his own imagination. The teacher, Mrs Peabody, asked the students to write something related to their summer vacation. However, Jim felt bored and made up a science fiction story instead. To everyone’s surprise, he got an A and was praised for his courage and imagination. Personally, I (don’t) think it was fair that Mrs Peabody gave Jim an A for his assignment.
Above is my opinion on Jim’s writing. I really hope someday my writing will be graded A as well!
3 / 3(共21张PPT)
《 高 中 英 语 》 ( 上 外 版 )
1 AU 1 Reading A
主讲人：
课时
授课内容
1
Getting Started/ Reading A/ Vocabulary Focus
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Culture Link/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
OBJECTIVES
By the end of this lesson, you will be able to...
l figure out the main idea and structure of the story and identify topic- related lexis;
获取语篇大意 ， 掌握记叙文的文体特征 ， 梳理相关话题词汇语义网;
l retell the story with the help of the thinking map;
运用思维图 ， 梳理、 整合主人公Jim写作的心路历程 ， 概述语篇内容。
l judge the intended readers, writing purpose and question at issue; 判断语篇的语篇对象、 语篇目的和语篇所讨论的问题等;
l express your own ideas on whether Jim‘s writing can be graded A through critical thinking.
分析Jim的作文获得老师称赞是否合理。
A WRITING
ASSIGNMENT
READING A
What do you expect most from
your senior high school
l plenty of books in the library
l interesting lessons
l colourful school activities
l delicious food
...
LEAD-IN
PREVIEW-SKIMMING FOR MAIN IDEA
What is the
main idea of
the story
A writing
assignment Jim
did on his own
imagination
WHAT
How is the
story
organized
Narrative
Who are involved in the story
Mrs. Peabody and Jim
WHO
HOW
WRITING LESSON
A teacher gives the class a writing assignment.
A teacher asks the students to be as creative as possible and make sure they use proper spelling and grammar.
Students hand in their writing assignments.
A teacher reads and grades the essays.
KEY WORDS & EXPRESSIONS
writing assignment
a task or piece of work that sb is given to do
hand in
give something to a person in authority
essay
a short piece of writing
CONTENT AND LANGUAGE
to summer vacation,” she said. “Be as creative as you can.
But,” the teacher added, “make sure you use proper
spelling and grammar.”
② That night Jim sat at his desk at home and stared at a blank sheet of paper. He didn’t want to write about his summer vacation as usual. What could he write about, except a dog, a water park, and two weeks of camp Boring ... He’d actually been happy to get back to school.
new term. At school.
① Mrs Peabody, the English teacher, gave the class a writing assignment. “Write something in some way related
bored
Simple past tense：
past events or
experiences
Mrs Peabody’s and Jim’s behavior Jim’s feelings
Read through the passage and find out:
BEHAVIOR AND FEELING
③ So he wrote what he wanted. Not an essay at all but a short story, science fiction. It was about a distant planet that didn’t have summer — it was spring all the time. And it didn’t have vacations either. The aliens on the planet worked hours a day. They wished they had vacations.
④ The next morning he handed in the story, but later that night he lay awake until 3 a.m., thinking, “Why did Ido that
Will Mrs Peabody think I ignored the assignment ” English
was his favorite class. Maybe he would beg Mrs Peabody for a chance to write another one, the sortshe wanted.
⑤ But when he got to class the following day, it turned out that Mrs Peabody had already read and graded the essays.
BEHAVIOR AND FEELING
regretful
an essay about his or her summer vacation ... Almost
everyone.”
⑦ “This is bad,” Jim thought, “I’m getting an F, I know it.” worried
⑧ “But,” the teacher continued, “one of you had the courage to be as imaginative as I asked you to be. Jim Martin was the only one who got an A on the assignment.”
BEHAVIOR AND FEELING
⑥ The “I’m going to pass back your summer
vacation writing in a minute. I’mafraid I ’ve got some rather harsh words to say. Almost everyone in class simply wrote
surprised pleased
Is the ending of the story a surprise to you Why or why not
class.
⑨ Jim couldn’t believe his ears.
unpleasant
unkind
Teachers’ role
give the class a writing
assignment
grade the essay
pass back your summer
vacation writing
have got some rather harsh words to say
l l l l
Students’ role
l be as creative as possible
l write something related to summer vacation
l write science fiction
l use proper spelling and grammar
l hand in the writing assignment
l get an A on the assignment
A WRITING ASSIGNMENT
Draw up an outline of the story with a thinking map;
Compare it with your group members and changes if necessary.
OUTLINE OF THE STORY
Development
Climax
turning point
Ending
Beginning
Setting
Where/When/Who
Narrative
TEXT ORGANIZATION
Jim thought his essay was bad and he would get an F.
TEXT ORGANIZATION
worried
Jim felt bored, so he made up a science fiction story about life on a distant planet.
Jim stayed awake that night and thought of begging Mrs Peabody for another chance.
P gave Jim an A and praised him for his courage and imagination.
Retell the story according to the outline.
P gave the class a
writing assignment on summer vacation
Jim couldn’t
believe his ears.
P commented on the graded essay.
P collected the assignments.
regretful
surprised
bored
Who is this passage written to
What question is the writer trying to answer
What is the writer’s main purpose of writing this passage
To describe/persuade/explain/express/argue …
Has the writer achieved his writing purpose Why or why not
FOOD FOR THOUGHT
1
2
3
CRITICAL THINKING
l Do you remember what Jim wrote in response to Mrs Peabody’s assignment
l Why didn’t Jim write an essay about his summer vacation
l What was it that made Jim’s writing special
l Did it meet Mrs Peabody’s requirement
l Do you think it was fair that Mrs Peabody gave Jim an A
for his assignment Why or why not
have the courage to be imaginative
value sb’s creativity
the only one who …
be as creative as you can
simply write an essay about his summer vacation
say some rather harsh words
lose temper
ignore the writing requirement
Discuss in pairs and tell your partner whether you think it was fair that Mrs Peabody gave Jim an A for his assignment. Use the expressions in the box to help you.
Personally, I think…/In my opinion, …
To begin with…What’s more/Besides …
For example/Take … as an example …
So/Therefore …
Point of View
Conclusion
Explanation
Example
CRITICAL THINKING
1. Complete the exercise in Key Vocabulary （P7, I） ;
2. Write a diary entry and include your opinion on whether it was fair that Mrs Peabody gave Jim an A for his assignment.
ASSIGNMENTS
Dear Diary, ××-××-×× ×× Today I read a story in the English lesson. It is about a writing assignment a student called Jim did on his own imagination. The teacher, Mrs Peabody, asked the students to write something related to their summer vacation. However, Jim felt bored and made up a science fiction story instead. To everyone’s surprise, he got an A and was praised for his courage and imagination. Personally, I (don’t) think it was fair that Mrs Peabody gave Jim an A for his assignment.
Above is my opinion on Jim’s writing. I really hope someday my writing will be graded A as well!
ASSIGNMENTS
“Imagination is the beginning of creation. You imagine
what you desire, you will what you imagine, and at last, you create what you will.”
—George Bernard Shaw
谢 谢 ！《高中英语（上外版）》必修第一册 Unit 1 School Life
课时： 课题：AWriting Assignment 课型：阅读课
一、教学设计与说明
1. 教学目标：
本课为本单元的第 1 课时，核心目标为引导学生依据记叙文的文体特征分析 语篇内容，包括时间、地点、人物、情节发展、以及人物的心情变化等；理解语 篇的情景语境，判断语篇的语用价值；并在此基础上，分析 Jim 的作文获得老师 称赞是否合理，发现并理解语篇中包含的文化价值观念，如创新、独立等。
2. 教学设计思路：
本课为本单元第一课时，讲述了 Jim 对自己没有按往常思路写作文感到忐忑， 却得到全班最高评价的故事，旨在激发学生的创新意识和批判思维。本课的教学 设计思路分为三个层次：基于语篇的理解、深入语篇的理解和超越语篇的理解。 基于语篇的理解指向语篇主题与内容，途径是语篇分析。这一环节中，我们依次 采用“ 内容与语言融合教学法 ”、“话题词汇语义网”和“思维图”。深入语篇 的理解围绕作者的语篇对象、语篇目的和语篇所讨论的主要问题等展开， 途径为 语用分析。超越语篇的理解将语篇内容与学生生活建立联系、辩证思维、表达个 人情感与观点，将语言、文化与思维融合， 实现从语言输入到输出的跨越，途径 是批判性思维。
3. 教学重点及难点：
语篇分析，绘制合适的思维图，梳理故事的发展脉络。
Lesson Plan
Teaching Objectives:
By the end of this period, students are able to:
1. figure out the main idea of the story and identify topic-related lexis;
2. retell the story with the help of the thinking map;
3. judge the intended readers, writing purpose and question at issue;
4. express your own ideas on whether Jim’s writing can be graded A through critical thinking.
Procedures:
I. Lead-in
Activity 1: Getting started
*Teacher: Get students to share their expectations of senior high school. *Students: Share what their expectations of senior high school are in class.
1 / 3
Purpose: to arouse students’ interest in the topic of school life and build up a brief topic-related core words and expressions.
Guiding questions:
1. What do you expect most from your high school life
2. Can you share your expectations with us
II. Literal Comprehension
Activity 2: Content and Language
*Teacher: Have the students share what they know about teachers’ routines and students’ learning activities in a writing lesson. *Students: Share knowledge and expressions with the help of the worksheet. Purpose: To direct students’ attention to the content and language of the text.
Guiding questions：
1. What activities are usually involved in a writing lesson
2. Which words and expressions in the passage are related to the topic of “writing lesson” Explain in English.
Activity 3: Text Analysis
*Teacher: Get students to identify the setting, the beginning, the development, the climax and the ending of the story. *Students: Work out the narrative pattern and the situational context by drawing a thinking map. Purpose: to further summarize and organize the behavior of Mrs Peabody and Jim by drawing thinking maps and infer Jim’sfeelings.
Guiding questions：
1. Who are the main characters in the story
2. What is the main idea of the story
3. How is the passage organized
4. When/Where did the story happen
5. How did the story develop
6. Which word can best describe Peabody’sbehaviors
7. Which word can best illustrate Jim’s behaviors and feelings
8. What happened at the end of the story
9. Can you organize the development of the story by drawing a thinking map
10. Can you retell the story according to the structure with the help of the topic-related words and expressions
III. Inferential Comprehension
Activity 4: Personal Touch
2 / 3
*Teacher: Ask the students to infer Jim’s feelings at different stage of the story. *Students: Infer Jim’s feelings by providing supporting details and talk about their own feelings after reading the story. Purpose: to deepen students’ understanding of the story.
Guiding questions:
1. How did the Jim feel about the teacher’s comment on his writing
2. Is the ending of the story a surprise to you Why or why not
Activity 5: Pragmatic Analysis
*Teacher: Ask the students to analyze the pragmatic value of the text from different angles. *Students: Analyze the text from three angles and supply evidence or details. Purpose: to integrate language with meaning as well as to deepen students ’ understanding.
Guiding questions:
1. Who is this passage probably written to
2. What question is the writer trying to answer
3. What is the writer’s main purpose of writing this passage
4. Has the writer achieved his writing purpose Why or why not
IV. Critical Comprehension
Activity 6: Critical thinking
*Teacher: Ask students to think critically and share their own opinions concerning questions about the passage. *Students: Put forward their comments, ideas etc. on the basis of having a good understanding of this passage. Purpose: To provide a chance for students to reflect on the article and apply what they’ve learned to express themselves.
Guiding question:
1. Do you remember what Jim wrote in response to Mrs Peabody’s assignment
2. Why didn’t Jim write an essay about his summer vacation
3. What made Jim’s writing special
4. Do you think it was fair that Mrs Peabody gave Jim an A for his assignment Why or why not
V. Assignment
1. Complete the exercise in Key Vocabulary（P7, I）；
2. Write a diary entry and include your opinion on whether it was fair that Mrs Peabody gave Jim an A for his assignment.
3 / 3高中英语 上外版 1AU1 学案（教师版）
课题：Getting Started/ Reading A/ Vocabulary Focus 课时学习目标：
l 能通过阅读语篇 A，获取语篇大意，掌握以人物经历、事物发展变化和情感为主要内容的 记叙文的文体特征，理解语篇的情景语境，梳理相关话题词汇语义网；
l 能运用思维图，梳理、整合主人公 Jim 写作的心路历程，概述语篇内容；
l 能判断语篇 A 的语篇目的、语篇对象和语篇所讨论的问题等；
l 能通过小组讨论，分析 Jim 的作文获得老师称赞是否合理，发现并理解语篇中包含的文化 价值观念，如创新、独立等。
I. Lead-in
What do you expect most from your senior high school Can you share your expectations with us
II. Preview
1. Find out words and expressions related to the topic of “awriting lesson” from the text after the preview.
What activities are usually involved in a writing lesson
A teacher gives the class a writing assignment.
A teacher asks the students to be as creative as possible and make sure they use proper spelling and grammar.
Students hand in their writing assignments. A teacher reads and grades the essays.
Which words and expressions in the passage are related to the topic of “writing lesson” Explain in English.
writing assignment: a task or piece of work that sb is given to do
hand in: give something to a person in authority
essay: a short piece of writing
2. Read the text quickly and answer the following questions.
What is the main idea of the story
A writing assignment Jim did on his own imagination.
Who are the main characters in the story
Mrs. Peabody and Jim.
How is the passage organized
Narrative.
III. Close Reading
1. Read through the passage and complete the following table with Mrs Peabody’s and Jim’s behavior and Jim’s feelings based on the information from the text.
Mrs Peabody’s Behavior Jim’s Behavior Jim’s Feelings
Mrs Peabody gave the class a Jim stared at a blank sheet of bored, unhappy
1 / 3
writing assignment on summer vacation. paper because he didn’t want to write about his summer vacation as usual.
Mrs Peabody collected the writing assignments. He lay awake until 3 a.m. and regretted ignoring writing assignment. He thought of begging Mrs Peabody. regretful
Mrs Peabody started to comment on the graded essays. He thought that his essay was bad and he would get an F. worried
Mrs Peabody praised Jim for his courage and imagination He couldn’t believe his ears. surprised, pleased
(
Beginning
) (
Developme
nt
) (
Climax
) (
Ending
)2. Figure out the structure of the story.
(
Setting
)
3. Draw up an outline of the story with a thinking map individually. Compare it with your group members and changes if necessary.
IV. Post-Reading
1. Retell the story according to the outline you have drawn up.
At the beginning of the new semester, the English teacher, Mrs Peabody, asked the students to write something related to summer vacation. Jim felt very bored. So, he made up a science fiction story about life on a distant planet. Next day after handing in the story, Jim stayed awake that night. He was worried that his writing would disappoint Mrs Peabody and thought of begging her for another chance. But when he got to the class the following day, the teacher started to comment on the graded essay. He thought that his essay was bad and he would get an F. However, it turned out that Jim was the only student who got an A. Mrs Peabody praised him for his courage and imagination. Jim was greatly surprised and couldn’t believe his ears!
2. Think and answer the following questions.
Who is this passage written to
Freshmen of senior high school/ …
What question is the writer trying to answer
The writer is trying to answer the question of whether we should be strictly follow others’ words or think creatively/ …
What is the writer’s main purpose of writing this passage To describe/persuade/explain/
2 / 3
express/argue…
To persuade the readers to be creative and imaginative/ …
Has the writer achieved his writing purpose Why or why not Answers may vary.
3. Discuss in pairs and tell your partner whether you think it was fair that Mrs Peabody gave Jim an A for his assignment. Use the expressions in the box to help you.
Pro: In my opinion, it was fair that Mrs Peabody gave Jim an A for his assignment because Jim’s writing was the most interesting. Instead of writing about his boring summer vacation, he wrote a science fiction story about a distant planet. Mrs Peabody valued students’ creativity in writing and encouraged them to write creatively. So, I think Mrs Peabody did the right thing.
Con: Personally, I don’t think it was fair that Mrs Peabody gave Jim an A for his assignment. Though creative, Jim’s writing seemed off the subject. No matter how interesting it was, it didn’t deserve an A. It would give students the wrong idea that in the future they could ignore the writing requirements. Therefore, I think Mrs Peabody did the wrong thing.
V. Assignments
1. Complete the exercise in Key Vocabulary（P7, I）;
2. Write a diary entry and include your opinion on whether it was fair that Mrs Peabody gave Jim an A for his assignment.
Dear Diary, ××-××-×××× Today I read a story in the English lesson. It is about a writing assignment a student called Jim did on his own imagination. The teacher, Mrs Peabody, asked the students to write something related to their summer vacation. However, Jim felt bored and made up a science fiction story instead. To everyone’s surprise, he got an A and was praised for his courage and imagination. Personally, I (don’t) think it was fair that Mrs Peabody gave Jim an A for his assignment.
Above is my opinion on Jim’s writing. I really hope someday my writing will be graded A as well!
3 / 3高中英语 上外版 1AU1 学案（学生版）
课题：Reading A/ Vocabulary Focus 课时学习目标：
l 能通过阅读语篇 A，掌握表述话题的词汇语义网所体现的语言特征；
l 能在语境中理解常用后缀的形式和意义，掌握词性变化的基本规律；
l 能恰当运用话题词汇语义网和常用单词的后缀，描述一次曾经的作业，分享初中校园生活。
I. Lead-in
Review the text by retelling the story.
II. Text Analysis
1. Read the story closely and figure out topic-related words and expressions in the text.
The writing assignment Jim’s initial reaction Jim’s decision Jim’s struggle Jim’s surprise
2. Describe in groups one of the assignments your teacher gave to you in the past. Please include: The assignment →Your reaction →Your decision →The teacher’s comment →Your feeling
III. Word Formation
1. Work in groups and find at least five words with suffixes in Reading A. The group that has found the most words with suffixes is the winner.
_______________________________________________________________________________
_______________________________________________________________________________
2. Read the passage in II. Word Formation: Suffixes and answer the following questions.
What is the teaching method of Confucius
1 / 2
What is the verb or noun form of the underlined word in the passage
_______________________________________________________________________________
_______________________________________________________________________________
3. Fill in the blanks with the appropriate forms of the words in brackets in Exercise 3, II and work out words and expressions relate to the topic of “school life” .
School Life
4. Talk in groups about your experiences in junior high school. You may use the words and expressions learned in this class and follow the structure below:
I remember at the beginning …
The following year was …
The third year was …
The most valuable lesson I have learned is that …
IV. Assignments
1. Review the words and expressions learned in class and brainstorm in groups for more examples with suffixes.
2. Record your description about your experiences in junior high school and share it in the QQ class group
Note that you can use as many words learned as possible.
2 / 2(共18张PPT)
高中《 英 语 》 ( 上 外 版 )
1 AU 1 Reading A
主讲人：
课时
授课内容
1
Getting Started/ Reading A/ Vocabulary Focus
l 2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Culture Link/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高中英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
A WRITING ASSIGNMENT
READING A
OBJECTIVES
By the end of this lesson, you will be able to...
l identify topic-related words and phrases in the passage by reviewing Jim’swriting experience;
能通过复习Jim的写作经历， 掌握表述话题的词汇语义网所体现的语言 特征。
l identify and use different suffixes in context;
能在语境中理解常用后缀的形式和意义，掌握词性变化的基本规律。
l describe an unforgettable assignment and experiences in junior high school with the topic-related expressions.
能恰当运用话题词汇语义网和常用单词的后缀，描述一次曾经的作业， 分享初中校园生活。
Jim thought his essay was bad and he would get an F.
LEAD-IN
worried
regretful
Jim felt bored, so he made up a science fiction story about life on a distant planet.
Jim stayed awake that night and thought of begging Mrs Peabody for another chance.
Retell the story according to the outline.
P gave Jim an A and praised him for his courage and imagination.
P gave the class a
writing assignment on summer vacation
Jim couldn’t
believe his ears.
P commented on the graded essay.
P collected the assignments.
surprised
bored
The writing assignment
1. give the class a writing assignment
2. something related to summer vacation
3. be as creative as you can
4. make sure:
make sure that-clause”
make sure to do something
4. proper spelling and grammar
creative as you can. But,” the teacher
added, “make sure you use proper spelling and grammar.”
gave the class a writing assignment.
“Write some way related to
summer vacation,” she said. “Be as
new, unusual, imaginative
Mrs Peabody, the English teacher,
TEXT ANALYSIS
bored, angry or surprised
That night Jim sat at his desk at home
and stared at a blank sheet of paper. He didn’t want to write about his summer vacation as usual. What could he write about, except a dog, a water park, and two weeks of camp Boring ... He’d actually been happy to get back to school.
So he wrote what he wanted. Not an essay at all but a short story, science fiction. It was about a distant planet that didn’t have summer — it was spring all the time. And it didn’t have vacations either. The aliens on the planet worked hours a day. They wished they had vacations.
Jim’s initial reaction
sat at his desk
stared at a blank sheet of paper
boring
actually
Jim’s decision
wrote what he wanted
not…but …
science fiction
a distant planet
aliens
The next morning he handed in the story,
but later that night he lay awake until 3 a.m., thinking, “Why did I do that Will Mrs Peabody think I ignored the assignment ” English was his favorite class. Maybe he would beg Mrs Peabody for a chance to write another one, the sortshe wanted.
Jim’s struggle
lay awake
ignored the assignment
beg sb for a chance to write another one
TEXT ANALYSIS
But when he got to class the following day, it turned out that Mrs Peabody had already read
and graded the essays.
your summer vacation writing minute. I’m
afraid I ’ve got some rather harsh words to say.
Almost everyone in class simply wrote an essay about his or her summer vacation ... Almost everyone.”
“This is bad,” Jim thought, “I’m getting an F, I know it.”
“But,” the teacher continued, “one of you had the courage to be as imaginative as I asked you to be. Jim Martin was the only one who got an A on the assignment.” class.
Jim couldn’t believe his ears.
Jim’s surprise
It turned out that …
pass back your essay
have got some rather harsh words
feeling bad
got an A on the assignment
couldn’t believe his ears
The When do people say harsh words
TEXT ANALYSIS
Jim’s initial reaction sat at his desk stared unhappily at a blank sheet of paper boring actually Jim’s decision wrote what he wanted not…but … science fiction a distant planet aliens Jim’s struggle lay awake ignored the assignment beg sb for a chance to write another one
Jim’s surprise
It turned out that …
pass back your essay
have got some rather
harsh words
feeling bad
got an A on the
assignment
couldn’t believe his ears
Describe in groups one of the assignments your teacher gave to you in the past. Please include:
The assignment=>Your reaction=>Your decision=>The teacher’s
comment=> Your feeling
The writing assignment
give the class a
writing assignment something related
to summer
vacation
make sure
proper spelling
and grammar
TEXT ANALYSIS
writing (write)
assignment (assign)
teacher (teach)
creative (create)
spelling (spell)
boring (bore)
following (follow)
imaginative (imagine)
1. Work in groups and find at
least five words with suffixes in Reading A. The group that has found the most words with suffixes is the winner.
WORD FORMATION: SUFFIXES
2. Read the passage in II. Word Formation: Suffixes. While
reading, you need to
① catch the teaching method of Confucius;
② identify the verb or noun
form of each underlined word.
teaching different students
in different ways
因材施教
WORD FORMATION: SUFFIXES
For Confucius, China’s greatest teacher, learning was a powerful joint effort between teacher and student. He had a lot of interesting and meaningful discussions with his students.
Once Zilu asked, “When learning something, should I put it right into practice ” The Master replied, “Your father and elder brothers are still alive; how would you dare to act immediately after learning something ” Ran You then asked the same question. The Master replied, “Yes. Upon learning something, put it right into action.” In fact, the two students had different characters.
Ran You was shy and slow, so Confucius encouraged him to go forward; Zilu was active and courageous, so he kept Zilu back.
A suffix is a letter or a group of letters added at the end of a word to make a new word.
Noun suffixes: -age, -er/-or, -ance/-ence, -ation/-ion,
-ment, -ness,-ship, -ty, etc.
Adjective suffixes: -al, -ful,
-able/-ible, -ant/-ent, -ous,
-ive/-ative, -less, -ly, -y, etc.
Adverb suffixes: -ly,
-ward(s), -wise, etc.
Verb suffixes: -en, -ise/-ize,
-ify, etc.
WORD FORMATION: SUFFIXES
3. Fill in the blanks with the appropriate forms of the words in brackets.
Iam now going to start my new life in a senior highschool.
I remember at the beginning of my junior high school life, I wanted everyone to like me and be 1 friend l (friend) to me. I had a lot of 2 difficulty (difficult) catching up with my classmates. The following year was 3 definite l (definite) a problem year. I tried hard to build 4 friendship (friend) but didn’t always succeed. Some subjects were 5 really (real) hard for me, especially physics. Everytime I did experiments, I felt worried and 6 nervous (nerve). Both internal and external factors influenced my feelings.
The third year was a year of harvest for me. I became more 7 confident (confidence) as I made great progress in physics. I got on well with my classmates. Many of them have now become my good friends.
Nothing is ever as bad as it seemed. The most 8 valuable (value) thing I have learned is that life will goon and efforts will payoff.
WORD FORMATION: SUFFIXES
School Life
start my new life
be friendly to me
have difficulty catching up with my classmates
a year of harvest
make great progress in physics
get on well with my classmates
The most valuable thing I have learned
efforts will pay off
Topic-related lexis
WORD FORMATION: SUFFIXES
Talk in groups about your experiences in junior high school. You may use the words and expressions learned in this class and follow the
structure below:
I remember at the beginning …
The following year was …
The third year was …
The most valuable lesson I have
learned is that …
MY EXPERIENCES IN JUNIOR HIGH SCHOOL
1. Review the words and expressions learned in class and brainstorm in groups for more examples with suffixes.
2. Record your description about your experiences in junior high school and share it in the QQ class group
Note that you can use as many words learned as possible.
ASSIGNMENTS
谢 谢 ！《高中英语（上外版）》必修第一册 Unit 1 School Life
课时： 课题：AWriting Assignment 课型：词汇课
一、教学设计与说明
1. 教学目标：
本课为本单元的第 2 课时，核心目标为引导学生在语境中运用课文核心词 汇，能在语境中识别与理解常用后缀的形式及意义。
2. 教学设计思路：
本课为第一单元第二课时，旨在帮助学生在语境中理解常见后缀的形式和意 义，掌握话题词汇语义网，并对“初中校园生活”的话题进行口头或书面的表达。 在导入部分中，教师带领学生回顾第一课时的内容，整合并拓展话题词汇语义网， 说出曾经的一次作业经历，包括“教师布置作业—学生最初反应—学生完成作业 —教师评价—学生感受 ”五个环节。随后，通过阅读Word Formation中的语篇， 了解孔子的教学理念， 识别和理解后缀的形式和意义。最后，通过完成Word Formation中的语篇填空练习，巩固后缀的用法，进一步拓展关于“初中校园生 活”的话题词汇语义网，并向同学描述自己的初中校园生活。
3. 教学重点及难点：
理解常见后缀的形式和意义；运用话题词汇语义网，围绕相关话题，口头表 达自己的看法。
Lesson Plan
Teaching Objectives:
By the end of this period, students are able to:
1. identify topic-related words and phrases in the passage by reviewing Jim’s writing experience;
2. identify and use different suffixes in context;
3. describe an unforgettable assignment and experiences in junior high school with the topic-related expressions.
Procedures:
I. Lead-in
Activity 1: Retelling
* Teacher: Help students review the passage by retelling the story. * Students: Retell the story according to the structure and the given words and expressions. Purpose: To help students to deepen their understanding of the story.
- 1 -
Guiding Question:
Can you retell the story according to the structure and the given words and expressions
II. Text Analysis
Activity 2: Topic-related Words and Expressions
* Teacher: Help students identify topic-related words and expressions in the text. * Students: Read the passage again and underline topic-related words and expressions. Purpose: To help students review useful lexis about a given topic, enlarge the vocabulary.
Guiding Questions:
1. What did Jim do that night sitting at the desk
2. Did you have any experience of staring at someone or being stared at
3. How do you feel when being stared at
4. Did the teacher say harsh words when she passed back summer vacation writing
5. When does a teacher say harsh words
6. Do you think it appropriate for us to stare at others whatever reason we may have
7. Can you describe one of an unforgettable assignment your teacher gave to you in the past
III. Word Formation
Activity 3: Identifying Suffixes
*Teacher: Ask the students to figure out different suffixes in a certain context. *Students: Identify words with suffixes and their different meanings. Purpose: To encourage students to distinguish between different suffixes
Guiding Questions:
1. What is a suffix
2. Would you work with your partner and find out words with suffixes in the text
3. Do you know the meaning of these suffixes
4. What is the verb or noun form of the underlined word in the passage
5. What is the teaching method of Confucius
Activity 4: Applying Suffixes
*Teacher: Ask the students to fill in the blanks in the passage with the appropriate form of the given words and organize topic-related lexis.
- 2 -
*Students: fill in the blanks in the passage with the appropriate form of the given words and work out topic-related lexis. Purpose: To encourage students to use different suffixes and organize words related to the topic.
Guiding Questions:
1. What suffixes did you use in each of the blanks What type of suffixes are they Which words or phrases have you found related to the topic of “school life”？
Activity 5: Sharing Experiences
*Teacher: Encourage students to share their junior high school life in groups with the help of the learned lexis. *Students: Describe their experiences in junior high school. Purpose: To encourage students to express their own thought critical thinking
Guiding Questions:
1. Can you share your experiences in junior high school with your group members with the help of the topic-related vocabulary
Topic : School life
1. start my new life
2. be friendly tome
3. have difficulty catching up with my classmates
4. fruitful
5. make great progress in physics
6. get on well with my classmates
7. The most valuable thing I have learned
8. efforts will pay off
IV. Assignments
1. Review the words and expressions learned in class and brainstorm in groups for more examples with suffixes.
2. Record your description about your experiences in junior high school and share it in the QQ class group
Note that you can use as many words learned as possible.
- 3 -高中英语 上外版 1AU1 学案（教师版）
课题：Reading A/ Vocabulary Focus 课时学习目标：
l 能通过阅读语篇 A，掌握表述话题的词汇语义网所体现的语言特征；
l 能在语境中理解常用后缀的形式和意义，掌握词性变化的基本规律；
l 能恰当运用话题词汇语义网和常用单词的后缀，描述一次曾经的作业，分享初中校园生活。
I. Lead-in
Review the text by retelling the story.
II. Text Analysis
1. Read the story closely and figure out topic-related words and expressions in the text.
2. Describe in groups one of the assignments your teacher gave to you in the past. Please include: The assignment →Your reaction →Your decision →The teacher’s comment →Your feeling
Your answers may vary.
III. Word Formation
1. Work in groups and find at least five words with suffixes in Reading A. The group that has found the most words with suffixes is the winner.
writing (write)
assignment (assign)
teacher (teach)
creative (create)
spelling (spell)
boring (bore)
following (follow)
imaginative (imagine)
2. Read the passage in II. Word Formation: Suffixes and answer the following questions.
What is the teaching method of Confucius
Teaching different students in different ways.
What is the verb or noun form of the underlined word in the passage
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teacher-teach, powerful-power, meaningful-meaning, discussion-discuss, diferent-differ, active-act, courageous-courage.
3. Fill in the blanks with the appropriate forms of the words in brackets in Exercise 3, II and work out words and expressions relate to the topic of “school life” .
friendly, difficulty, definitely, friendship, really, nervous, confident, valuable.
Topic : School life start my new life be friendly tome have difficulty catching up with my classmates fruitful make great progress in physics get on well with my classmates The most valuable thing I have learned efforts will payoff
4. Talk in groups about your experiences in junior high school. You may use the words and expressions learned in this class and follow the structure below:
I remember at the beginning …
The following year was …
The third year was …
The most valuable lesson I have learned is that …
Your answers may vary.
IV. Assignments
1. Review the words and expressions learned in class and brainstorm in groups for more examples with suffixes.
2. Record your description about your experiences in junior high school and share it in the QQ class group
Note that you can use as many words learned as possible.
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