(共21张PPT)
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
School Life
授课教师：
课时
授课内容
l 1
Getting Started/ Reading A
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1. 能通过略读，识别记叙文的文体特征和要素；
identify the features and the key elements of a narrative through skimming;
\ 2. 能按照时间顺序，把握故事情节，分析吉姆的心情变化；
3. 能对故事做出讨论与评价，形成创新意识。 develop a sense of creativity by discussing and commenting on the story.
close reading;
seize the plot in the order of time and analyze Jim’s feelings through
school life
What are your expectations about senior highschool life
lessons — assignments
— subjects — quizzes
friendship …
activities
facilities
food
Topic： A Writing Assignment
Text type： Narrative writing
Main characters：Jim and Mrs Peabody
Skimming
Read through the text and answer the three questions.
Q3: What grade did he get
Q2: What did Jim write
Q1: What was the writing assignment
Skimming
When Mrs Peabody gave a writing
assignment
Para. 1
When Jim was working on his assignment After in his Jim handed writing
After Mrs Peabody
graded the assignments
the next morning (line 21) later that night (line 22) the following day (line 30)
that night (line 7)
Figure out Jim’s changing feelings in the order of time.
Paras. 2-3
Paras. 4-5
Paras. 6-9
time signals
excited and happy
He was bored and unhappy.
Q1: How did Jim feel when he
was working on his assignment
When Jim was working on his assignment
Paras. 2-3
He might feel uneasy, anxious and nervous.
Q2: How might Jim feel when he knew Mrs. Peabody had already read and graded the writings
Q1: How did Jim feel after he handed in his assignment
He felt worried and regretful.
After Jim handed in his writing
Paras. 4-5
He felt surprised.
Q1: How did he feel when he knew
that he got an A
After Mrs. Peabody
graded the assignments
Paras. 6-9
When Mrs Peabody started to
comment on the graded
writings
After Mrs Peabody gave the class a writing assignment on summer vacation
When Mrs Peabody praised Jim for his courage and
imagination
Complete the table with Jim’s feelings based on our previous discussion.
Time Jim’s feelings Evidence from the text
After Jim handed in his writing
Time Jim’s feelings
Evidence from the text
vacation bored, unhappy regretful worried, anxious
Jim stared at a blank sheet of paper because he didn’t want to write about his summer
vacation.
He lay awake until 3 a.m. and regretted ignoring the assignment. He thought of begging
Mrs. Peabody for a chance to write another one.
He thought that his story was bad and he would get an F.
Peabody praised surprised
He couldn’t believe his ears.
Complete the table with Jim’s feelings based on our previous discussion.
Descriptions Jim’s feelings
Evidence from the text
words bored, unhappy
Jim staredata blank sheet of paper because he didn’t want to write about his summer vacation.
regretful
He lay awake until 3 a.m. and regretted ignoring the assignment. He thought of begging
Mrs Peabody for a chance to write another one.
worried, anxious
He thought that his story was bad and he would get an F.
surprised, pleased
He couldn’t believe his ears.
Match the words or expressions that show Jim’s feelings to different types of descriptions.
thoughts
actions
Descriptions Jim’s feelings
Evidence from the text
words bored, unhappy
Jim staredata blank sheet of paper because he didn’t want to write about his summer vacation.
regretful
He lay awake until 3 a.m. and regretted ignoring the assignment. He thought of begging
Mrs Peabody for a chance to write another one.
worried, anxious
He thought that his story was bad and he would get an F.
surprised, pleased
He couldn’t believe his ears.
Match the words or expressions that show Jim’s feelings to different types of descriptions.
thoughts
actions
Descriptions Jim’s feelings
Evidence from the text
words bored, unhappy
Jim staredata blank sheet of paper because he didn’t want to write about his summer vacation.
actions regretful
He lay awake until 3 a.m. and regretted ignoring the assignment. He thought of begging
worried, anxious
He thought that his story was bad and he would get an F.
surprised, pleased
He couldn’t believe his ears.
Match the words or expressions that show Jim’s feelings to different types of descriptions.
Mrs Peabody for a chance to write another one.
thoughts
Descriptions Jim’s feelings
Evidence from the text
words actions bored, unhappy
Jim staredata blank sheet of paper because he didn’t want to write about his summer vacation.
regretful
He lay awake until 3 a.m. and regretted ignoring the assignment. He thought of begging
worried, anxious
He thought that his story was bad and he would get an F.
surprised, pleased
He couldn’t believe his ears.
Match the words or expressions that show Jim’s feelings to different types of descriptions.
Mrs Peabody for a chance to write another one.
thoughts
Descriptions Jim’s feelings
Evidence from the text
words actions bored, unhappy
Jim staredata blank sheet of paper because he didn’t want to write about his summer vacation.
regretful
He lay awake until 3 a.m. and regretted ignoring the assignment. He thought of begging
Mrs Peabody for a chance to write another one.
thoughts worried, anxious
He thought that his story was bad and he would get an F.
surprised, pleased
He couldn’t believe his ears.
Match the words or expressions that show Jim’s feelings to different types of descriptions.
Q1: Why did Mrs Peabody give Jim an A
Teacher’s requirements
Teacher’s comments
No. Because other students also did the homework related to the topic “summer vacation”, so I think they should have been offered good grades, too. Grace
Yes. Because Jim was the only one who dared to be creative. Besides, he thought hard for the assignment, so his efforts should pay off.
John
Q2: Will you give Jim an A Why or why not
Assignments
1. Read aloud the passage three times and retell the story
in your own words.
2. Build up a word bank of topic-related vocabulary in
Reading A.
T hank you ！《高中英语（上外版）》必修第一册 Unit 1 School Life
课时：第 1 课时 课题：AWriting Assignment
课型：Reading A
一、教学设计与说明
1. 教学目标
本课为本单元的第 1 课时，核心目标为掌握人物经历与情感类记叙文的文本 特征，并能描述 Jim 在高中新学期伊始的一次写作经历和相关心情变化。
2. 设计思路
本课由初高中生活衔接出发，引发学生对高中生活的期待，并激活学生的背 景知识。首先教师带领学生扫读文章节选，获取语篇的主题、文体和主要人物， 略读全文，把握故事的发展变化和结尾。随后，教师引导学生通读全文，梳理文 章结构，学生继而根据时间顺序，通过分段阅读，简述 Jim 的心情变化，并完成 教材 P6, II 的表格，掌握对人物心情的描述方法。最后讨论和分析文章结尾，回 顾课堂所学，总结自己的感悟, 作为本课教学产出。
回家作业为通过朗读阅读语篇 A，并阐述文章主旨大意；通过梳理阅读语篇 A 中相关词汇，建立描述学习经历的话题词汇语义网，为下一课时做好学前准备。
3. 重点及难点
重点：能帮助学生掌握记叙文的故事要素和事物发展变化。
难点：能帮助学生结合语境，分析文本简述人物心情。
Lesson Plan
At the end of the lesson, students will be able to:
1. identify the features and the key elements of a narrative through skimming;
2. seize the plot in the order of time and analyze Jim’s feelings through close reading;
3. develop a sense of creativity by discussing and commenting on the story.
1
Procedures
I. Warm-up
Interactive task 1: warming up
*Teacher: Ask students questions about senior high school life with visuals and elicit the topic of the text. *Students: Talk freely about their feelings and expectations about senior high school life. Purpose: To arouse students’ interest and find out students’ initial understanding of the target topic.
Guided questions/ instructions:
1. What are your expectations about senior high school life
2. Speaking of lessons, what comes to your mind
3. Here the word “assignment” means “homework” .
II. Digging in
Interactive task 2: skimming
*Teacher: Guide students to read the text quickly and answer the questions. *Students: Read the text quickly and find out more information about the text. Purpose: To help students identify the features and the key elements of a narrative.
Guided questions/ instructions:
1. Read the following part quickly and try to catch the topic, the text type and the main characters.
2. Next, let’s go on to read the text quickly and answer the three questions. Q1: What was the writing assignment
Q2: What did Jim write
Q3: What grade did he get
3. Figure out how Jim’s feelings changed in the order of time.
2
Interactive task 3: scanning & reading between the text
*Teacher: Guide students to scan the text and find out Jim’s feelings. *Students: Find out Jim’s feelings by scanning the text. Purpose: To help students to have a detailed understanding of each paragraph.
Guided questions/ instructions:
1. How did Jim feel when he was working on his assignment
2. How did Jim feel after he handed in his writing assignment
3. How might Jim feel after he knew that all the essays had been graded
4. How did Jim feel when he knew that he got an A
5. Could you find more evidence to show Jim was surprised at the result
Interactive task 4: completing the table
*Teacher: Ask students to complete the table on page 6, II and show different types of descriptions. *Students: Complete the table on page 6, II and learn different types of descriptions. Purpose: To help students apply what they have learned and review and reflect
Guided questions/ instructions:
1. Complete the table with Jim’s feelings based on the previous learning.
2. Match the words or expressions that show Jim’s feelings to different types of descriptions.
III. Language application
Interactive task 5: reading beyond the text
*Teacher: Ask students to discuss and comment on the ending of the story. *Students: Discuss the ending from different perspectives. Purpose: To help students form a deeper understanding of the text.
3
Guided questions:
1. Why did Mrs Peabody give Jim an A
2. Will you give Jim an A Why or why not
IV. Homework:
1. Read aloud the passage three times and retell the story in your own words.
2. Build up a word bank of topic-related vocabulary in Reading A.
4
