英语：unit 1《the world of our senses》教案-task（牛津译林版必修3）
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| 名称 | 英语：unit 1《the world of our senses》教案-task（牛津译林版必修3） |  | |
| 格式 | rar | ||
| 文件大小 | 51.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2009-07-15 16:42:00 | ||
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Unit 1 The world of our sense
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
Comedy 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 Complication: 2 3 4 5 Resolution: 6
Part B: Decide which part each
paragraphs belong to
step2 Completing a checklist
First, listening to the tape,,answer the questions.
TAPESCRIPT
completing 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 comments, 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.
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网
Unit 1 The world of our sense
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
Comedy 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 Complication: 2 3 4 5 Resolution: 6
Part B: Decide which part each
paragraphs belong to
step2 Completing a checklist
First, listening to the tape,,answer the questions.
TAPESCRIPT
completing 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 comments, 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.
21世纪教育网 -- 中国最大型、最专业的中小学教育资源门户网站。 版权所有@21世纪教育网