Shopping
Experience
【教学材料】
新世纪英语高二年级第一学期
Module
Three
Unit
7
Shopping
in
the
States
【教材分析】
本文为说明文，通过作者在超市及购物中心的购物经历，介绍了美国的购物形式和特色，展现在美国购物的乐趣和便利，并借助这些描述来说明“顾客是上帝”！在美国的具体体现。本课不同于一般的说明文，内容有一定的故事性和生活性，其中的自动结账通道和退货制度能给学生带来一些跨文化的意识。在教学过程中多媒体和板书相结合使用，多媒体用来呈现图片和活动要求，板书则把黑板分成五个板块，可根据阅读过程，分别填上商店名，商品，Para
B&C，Para
D，Para
E
的重点词汇，词组以及作者在不同的购物中的情感体验
。
文本的特征
本文的标题为Shopping
in
the
States，直截了当点出了文体-说明文，内容-Shopping和地点in
the
States，很符合说明文简洁明了的特征。
文本的结构
文本采用总—分—总的说明方式，要指导学生识别文本的结构，找出每一部分的主题句，特别注意过渡句。
文本的内容
用两个在超市购物的实例和一个在购物中心购物的实例来说明在美国购物的便利。其中的自动结账通道和退货制度能给学生带来一些跨文化的意识。在说明过程中
，作者选用了最有代表性的事例，且每个事例之后都有自己的情感体会，如:I
was
really
thrilled
…
I
couldn’t
help
marveling
at
…
What
impresses
me…
…
rings
true
to
me
文本的语言
文本的语言通俗易懂，只是A段中有一些不同的商店的表达方法，如：the
mass
merchandiser,
factory
outlets,
convenience
store可在读前活动中借助图片解决。其他的生词如：packaged
goods,
barcodes,可用实物，out
of
curiosity,
double-check,
penalty用实例快速解决。表达情感时用的是一些固定句式,
可以让学生在post-reading时模仿使用.
教学重点
通过对结构的分析掌握文章的脉络
让学生掌握此类说明文的结构及中间融入的情感表达。
本文文字不难，又贴近生活，因此不要求学生进行课前预习。
【教学目标】
1.
To
guide
the
students
to
get
an
understanding
about
the
text
structure
and
get
a
general
idea
of
the
whole
text
2.
To
help
the
students
know
some
words
&
expressions
related
to
the
topic:
the
mass
merchandiser,
factory
outlets,
convenience
store,
packaged
goods,
barcodes,
out
of
curiosity,
double-check,
penalty
ect.
3.
To
help
the
students
know
about
the
culture
of
shopping
in
the
States
【教学活动设计】
Pre-reading
Stage
(3
minutes)
活动设计Brainstorming:
Where
do
you
often
go
shopping?
why？
把学生对这个问题的回答写在第一板块中。学生可能回答的是：the
supermarket,
the
shopping
center
以及常见的店名。用图片引入一些商店的新词：
the
mass
merchandiser
factory
outlets
convenience
store
specialty
shops
此活动是为了激活学生的背景知识，引导他们进入思维状态，让学生在积极参与的过程中扩大他们商店的词汇量。此活动的优势在于发挥学生的主观能动性，活跃课堂气氛，而且教师易于控制课堂，能够很快地切入主题：Shopping
in
the
States。
While-reading
Stage
(28
minutes)
活动1．Text
stucture：
设计１（基本要求）Skim
the
text
and
match
the
headings
with
the
paragrph：
Column
I
Column
II
1.
Automatic
checkout
lanes
of
some
supermarkets
Para
A
2.
The
return
policy
of
the
shopping
mall
Para
B
3.
The
policy
of
some
supermarkets
Para
C
4.
One-stop
shops
Para
D
5.
A
good
impression
after
shopping
in
the
Para
E
States
6.
Different
types
of
shops
in
the
States
Para
F
此活动适合学生英语程度较弱的班级，此活动的优势在于headings用的是短语形式，简洁明了，可以培养学生利用关键词或词组快速理解的能力，所以在校对时一定要让学生讲出答案在文本中的原句。
设计２（较高要求）Skim
and
divide
the
text：
Part
1
:
Para
A
There
are
different
types
of
shops
catering
to
your
particular
needs.
Part
2:
Para
B---E
the
supermarkets
and
the
mall.
Part
3:
Para
F
The
saying
that
“The
customers
is
God!”
rings
true
when
I
shop
in
the
states.
此活动适合学生英语程度较强的班级，让学生skim
之后给学生2分钟时间分段，为了降低难度，可告知学生文本分成三部分，引导学生分段的方向，
要求学生划出每一部分的主题句，培养阅读技巧。第二大段的主题句在第一段末，要提醒学生这种承上启下句的位置及作用。
活动2.
Scan
Para
A
and
fill
in
the
blanks：
Shopping
in
the
States
What
Where
To
buy
groceries
___________
store,
supermarket,
or
the
mass
__________
To
buy
clothes
and
______
the
_______
or
factory
_______
先板书different
shops
cater
to
your
particular
needs”
在第二板块中。而后让学生快速阅读后填空。板书groceries，the
big
–ticket
items，
与第一板块中的商店连线，帮助学生加深印象,并反问学生We
can
go
to
convenience
store,
supermarket,
or
the
mass
merchandiser
to
buy
groceries,
so
what
are
groceries?
Can
you
name
some?
用相似的问题提问the
big
–ticket
items
以此解决词汇。
此活动是为了帮助让学生理清总起段的结构。程度较差的班级可采用如上的填空，程度较好的班级则可把What
和
Where
以提问方式解决。
活动3．Read
Para
B&C，and
fill
in
blanks:
Most
packed
goods:
________________________________
when
you
check
out.
Some
items
without
barcodes:
__________________
which
can
be
found
on
the
list
glued
to
the
scanning
machine.
Advantages:
1.
2.
3.
把packed
goods，barcode板书在第三板块中，可用事先准备的一包水果来解释这两个词汇，同时板书三个好处，引出作者的感受：I
was
really
thrilled。
此活动是帮助学生了解如何使用自动结账通道，以及该通道系带来的好处。由于自动结账通道对是大多数学生来说是新鲜事物，空格填写方式可提供必要的帮助，降低理解上的难度，但也要给学生充分的阅读时间。
活动4.
Read
Para
D,
do“
T
or
F”,
and
then
choose
the
one
that
has
the
same
meaning
as
the
underlined
part.
1)
Out
of
curiosity,
I
went
to
the
service
centre.
（T）
A．Wondering
why
B.
Knowing
why
2)
The
lady
who
helped
me
went
to
double-check
the
price（T）
A.
check
the
price
again
B.
ask
about
the
price
3)
The
lady
apologized
to
me
for
the
scanning
problem.
（T）
A.
took
no
notice
of
me
B.
said
sorry
to
me
4)
I
got
some
money
as
a
penalty
for
the
supermarket.
(F)
I
got
the
salad
for
free
as
a
penalty
for
the
supermarket.
A.
prize
B.
punishment
把Out
of
curiosity
，double-check
，apologize
to
，penalty板书在第四板块中，引出：I
couldn't
help
marveling
.
此段内容简单，可训练学生的快速阅读能力。在做完“
T
or
F”之后，让学生选择与划线部分意义相同的单词或词组，用这种方式来解决本段的重点词汇和短语。
活动5.
Read
Para
E
and
answer
the
questions:
1)
What
impressed
the
author
most
when
shopping
at
a
mall
in
the
US?
2)
Under
what
condition
can
you
return
what
you
have
bought?
3)
What
are
the
disadvantages
of
the
return
policy?
板书：
the
return
policy,
the
receipt,
within
30
days.
引出…impress
me
most.
此活动中的前两个问题是培养学生的detail
reading
的能力，第三个问题尽管在课文中有一个答案：some
people
might
take
advantage
of
this
return
policy,
especially
when
they
need
something
for
momentary
use,
可引导学生进行发散思维，争取给出更多答案，但对教师自己的发散思维能力也是一个考验。
活动6.
Read
Para
F
and
make
the
conclusion
根据板书中第二板块到第五板块的中作者购物的情感体验，最后得出Para
F
中的总结：The
customer
is
God!
引导学生回到Para
A
,找出与此句相同意义的句子：Shopping
in
the
States
is
always
a
pleasant
experience,
提醒学生这种“总—分—总”的说明结构。
Post-reading
Stage
(9
minutes)
活动1.Question：
Besides
shopping
in
the
stores，there
are
also
some
other
ways
of
shopping，can
you
name
some？
television
shopping
online
shopping
此活动难度不高，但要引导学生的思维
,目的是为下一活动做铺垫。
活动2.
Which
way
of
shopping
do
you
like
best?
Why?(要求讲出三条以上的advantages和一条disadvantage.)
此活动是pair
work
，让学生学以致用,模仿课文讲述自己的购物经历，同桌之间互相交流，分享。有了前一活动的铺垫，学生的话题范围更广，更能讲出符合他们年龄层次的购物经历。要求学生运用所学的结构，选用黑板上的短语或词汇，融入适当的情感表达。对程度较差的班级，建议提供更多的句式帮助。至少选取两个程度有差异的同学进行全班交流，教师给于适当简洁的点评。
【回家作业】
Finish
C2
on
Page
82.
Write
a
paragraph
about
100
words
about
“The
way
of
shopping
I
like
best’’.(post-reading已做过口头的表述，回家作业让学生书面表达，在原有的基础上根据同学交流的范例和老师的点评加以修改润色。
Find
out
the
sentences
with
–ing
or
–ed
participles
and
translate
into
good
Chinese.
（该作业是为第二教时准备，让学生对课文中的语法句进行分析，从句子层面对文本进一步理解。）
【相关信息】
图片来源：
百度—商店—图片
课外阅读：Shopping
in
Shanghai百度—Shopping
in
Shanghai
【板书示例】
the
supermarketthe
shopping
center…the
mass
merchandiserfactory
outletsconvenience
store
groceriesthe
big
–ticket
items
packed
goodsbarcode1.bring
convenience2.reduce
labor
cost3.raise
efficiencyI
was
really
thrilled
.
Out
of
curiosity
double-checkapologize
topenaltyI
couldn't
help
marveling
.
the
return
policythe
receiptwithin
30
days…
impress
me
most.
After
thoughts:
本单元采用了词语接龙的游戏来让学生对1到7单元的单词进行复
习，效果不错，能发挥学生的主动性。在词组复习时，让学生以四
人为一小组造句，我在学生口头汇报时进行点评及修改，并加入
新的知识点。课文内容则采用让学生互问互答的方法来掌握，拓展
部分则在课前让每个小组以《Our
Store》为主题准备课件，课上
挑选几份进行交流。所以，整课以学生活动为主，我在旁进行组织，
点评及知识的扩充。不足之处在以前面复习部分时间没控制好，造
成后面知识拓展部分用时不够，还有新的知识点应多点练习加以操
练和巩固，这是以后需要注意的地方。
PAGE
5Unit
4
Sports
Around
the
World
Teaching
Aims:
To
learn
to
tell
the
names
of
some
Olympic
events
in
English
To
learn
the
history
of
Olympic
Games
To
have
a
further
understanding
of
the
true
meaning
of
sports
spirit
Teaching
Procdures:
I.
Leading-in:
Bingo
A.
Spell
the
words
you
have
heard
and
put
them
into
blocks.
diving
badminton
table-tennis
skating
track
and
field
shooting
basketball
gymanastics
football
rowing
B.
Check
the
spelling
C.
Pick
out
the
words
by
the
Chinese
given,
the
first
who
gets
the
words
in
a
line
bingos!
II.
Getting
to
know
the
Text.
Are
the
events
above
included
in
Olympics?
Do
you
know
the
history
of
Olympics?
Spot
dictation:
Listen
to
the
tape
of
the
text
for
3
times
and
fill
in
the
blanks.
Olympic
History
The
early
Olympics
(from
_776BC
until
393AD
)
was
celebrated
as
a
religious
festival
in
praise
of
the
Greek
god
Zeus.
The
games
were
eventually
brought
to
an
end
in
ancient
Greece
for
being
a
pagan
festival
and
the
Olympic
tradition
died
at
the
point.
However,
a
French
educator
decided
that
he
wanted
to
start
a
programme
that
taught
peple
to
achieve
the
peak
of
human
physical
strength
and
will
power
.
In
1892
he
put
foward
a
suggestion
that
the
ancient
tradition
should
be
further
developed.
This
led
to
the
birth
of
the
modern-day
Summer
Olympics
.
The
first
one
was
held
in
1896
,
with
athletes
competing
in
nine
sports
events
:
cycling,
fencing,
gymanastics
,
shooting,
swimming
,
lawn
tennis,
track
and
field,
weight
lifting
and
wrestling.
The
game
were
successful
in
terms
of
the
number
of
participants
and
the
skills
demonstrated.
In
1924
the
Winter
Olympics
were
added
to
the
schedule.
Since
then
these
two
games
hae
alternated
n
such
a
way
that
there
is
a
two-year
gap
between
then
and
a
four-year
interval
before
one
is
repeated.
B.
Read
passages
A-E,
fill
in
the
blanks.
The
Olympic
Games
The
Ancient
Olympic
Games
The
modern
Olympic
Games
History:________
--
_______Place:
___________,
GreeceHow
often
were
they
held?Every
four
years
History:
the
Summer
Games:________
--
nowthe
Winter
Games:________
--
nowPlace:__________________How
often
were
they
held?________________________Time
between
SG
&WG?_______________________
The
Olympic
spirit:Reaching
____________________________________and
__________
Retell
the
history
of
Olympics
according
to
the
information
above.
More
information
about
Olympics:
In
1896,
they
were
revived
by
a
________
nobleman,
__________,
thus
beginning
the
era
of
_______________________.
The
____________
is
lit
in
________
and
brought
to
the
________
by
runners
carrying
the
______
in
relay.
There
it
plays
an
important
role
in
the
opening
ceremonies.
Though
________
have
played
a
part
historically,
the
relay
was
introduced
in
________.
Do
you
know
these
events?
C.
Read
passages
F-G
and
fill
in
the
blanks.
China
and
Olympics:
China
first
took
part
in
the
Olympics
in
the
year
______
in
_____________.
The
first
participation
after
the
foundation
of
PRC
was
in
the
year
______
in
________.
China
won
its
first
Olympic
gold
medal
in
the
year
______
in
____________
and
the
first
gold
medalist
is
__________.
In
the
2004
Olympic
Games
in
________,
China
won
altogether
____
gold
medals,
____
silver
medals
and
____
bronze
medals,
ranking
________
on
the
list.
Can
you
name
some
events
which
Chinese
people
are
good
at?
III.
Discussion:
What's
the
meaning
of
the
symbol
and
the
slogan
of
the
Olympics?
The
official
Olympic
Motto
is
"Citius,
Altius,
Fortius",
a
Latin
phrase
meaning
“______,
______,
________".
The
five
rings
represent
the
five
major
regions
of
the
world:
________________________________________________.
Every
_____________
in
the
world
includes
at
least
one
of
the
five
colors,
which
are
(from
left
to
right)
_______,
_______,
_______,
_______,
and
_______.?
It
is
important
to
emphasize
that
Pierre
de
Coubertin
never
said
nor
wrote
that
the
colors
of
the
rings
were
linked
with
the
different
continents.
What
do
you
feel
when
China
won
the
bid
of
2008
Olympics?
What
can
you
do
for
the
2008
Beijing
Olympics
as
a
Shanghainese
according
to
the
sports
spirit?
IV.
Home
work
Thinking
about:
What
does
sports
spirit
mean
to
ordinary
people?Lesson
Plan
Subject:
Oceans
under
Threat
(New
Century
English
Book3
Unit6
the
first
period
Teaching
objectives:
By
the
end
of
the
class,
the
students
will
be
able
to
1)
get
a
general
idea
of
the
text
and
know
the
threats
confronting
our
oceans;
2)
realize
it
is
every
individual’s
duty
to
protect
the
oceans
and
the
earth;
3)
express
problems
our
earth
is
faced
with
and
organize
them
into
a
short
passage.
Teaching
Procedure:
Steps
Teacher’s
Activities
Students’
Activities
Purpose
I.
Pre-reading:Make
a
sharp
contrast
by
showing
pictures
and
ask
students
to
think
and
answer
questions.
Show
pictures,
ask
questions
and
introduce
new
words.
Listen,
look,
share
opinions
and
guess
the
meanings
of
the
new
words
introduced.
To
arouse
the
students’
interest
in
the
topic
and
get
them
prepared
to
read
the
text.
II.
While-reading:1.
Skim
the
text
and
divide
it
into
3
parts.2.
Scan
Para.
A,
and
find
the
uses
of
oceans
and
the
effects
human
activities
have
on
oceans.3.
Scan
Para.
B
and
find
out
the
human
activity
mentioned
and
its
results.4.Scan
Para.
C
and
find
out
why
marine
life
is
under
threat.5.
Scan
Para.
D
and
get
to
know
the
procedure
of
pollution.6.
Scan
Para.
E
and
find
out
the
possible
solutions
mentioned.
Organize
the
students
to
read
the
text
and
finish
the
tasks.
Check
and
instruct
the
students
to
correct
their
answers.
1.
Skim
the
text
and
divide
it
into
3
parts.2.
Scan
Para.
A
and
fill
in
the
blanks.3.
Scan
Para
B
for
the
causes
and
effects.4.
Scan
Para
C
and
fill
in
the
blanks.
Answer
questions.5.
Scan
Para
D
and
finish
the
flow
chart.
Answer
questions.6.
Scan
Para
D
and
answer
questions.
1.
To
get
the
main
idea
and
understand
the
structure
of
the
text.2.To
realize
that
oceans
are
useful
but
human
activities
can
do
harm
to
the
oceans
3.To
understand
the
cause
and
effects
of
overfishing.4.To
know
what
threats
marine
life
is
faced
with.5.
To
know
how
harmful
things
pollute
the
oceans
and
the
results
of
pollution.6.
To
know
how
to
solve
the
problems
and
protect
the
oceans.
III.
Post-reading:Discuss
what
is
also
under
threat
and
the
problem
it
is
faced
with.
Draw
a
mind
map
and
share
opinions.
Give
an
example
and
organize
the
activities
(Group
work)
Think,
discuss
and
draw.
Share
opinions
on
the
topic.
1.
To
consolidate
the
content
of
the
text2.
To
encourage
the
students
to
give
their
opinions
and
get
ready
for
assignment
after
class.
IV.
Sum-up:
Sum
up
the
lesson
and
give
the
assignment
Recall
what
they
have
learned
in
this
period.
To
realize
it
is
every
individual’s
duty
to
protect
the
ocean
and
our
earth.
V.
Assignments:
Write
a
short
passage
on
‘______
Under
Threat’,
listing
the
problems.
Text:
Oceans
under
Threat
People
use
oceans
for
trade,
travel,
tourism,
and
recreation.
We
also
take
food
and
resources
from
oceans.
All
these
activities
can
have
harmful
effects
on
the
oceans
and
the
creatures
that
live
in
them.
Overfishing
and
pollution
are
the
most
common
problems.
Oceans
link
countries
all
over
the
world;
seawater
circulates
around
the
globe,
so
what
we
do
in
one
part
of
the
ocean
can
affect
another.
Overfishing
In
parts
of
the
world,
fishing
boats
with
huge
nets
sometimes
take
too
many
of
the
same
species
of
fish
from
a
small
area,
causing
some
ocean
waters
to
be
overfished.
As
a
result,
there
are
not
enough
fish
left
to
breed
in
these
areas.
This
affects
other
fish
in
the
food
chain,
and
it
affects
people
because
there
eventually
may
not
be
enough
fish
left
to
eat.
In
some
parts
of
the
world,
limits
have
been
set
for
the
number
of
fish
t
be
caught
at
one
time.
Threats
to
Marine
Life
Some
species
of
marine
creatures
are
now
rare
because
too
many
have
been
killed
for
food
or
sport.
Tropical
islands
and
coasts
with
coral
reefs
also
attract
large
number
of
tourists
every
year.
Indeed,
this
helps
people
develop
an
understanding
of
marine
life.
However,
coral
and
shellfish
can
be
destroyed
by
heavy
boats.
Divers,
who
stay
under
water
just
for
fun
or
to
hunt
for
souvenirs,
are
disturbing
the
natural
cycles
of
marine
life.
Pollution
One
of
the
biggest
threats
to
oceans
is
pollution
from
industry.
Most
pollution
happens
in
coastal
areas.
In
fact,
many
coastal
cities
and
ports
are
reported
to
have
long
been
polluted
by
chemicals
and
other
harmful
things
from
heavy
industries.
The
industries
dump
these
materials
into
the
nearby
rivers,
which
then
wash
them
into
the
sea.
Once
they
settle
on
a
continental
shelf,
pollutants
pile
up.
We
do
not
know
a
great
deal
about
the
long-term
effects
of
pollution.
However,
we
do
know
that
the
North
and
Black
Sea
in
Europe
have
been
polluted
so
much
that
the
marine
life
is
poisoned
and
may
never
recover.
Possible
Solutions
All
countries
of
the
world
need
to
work
together
to
share
ocean
resources
fairly.
Laws
are
to
be
made
and
regulations
are
to
be
enforced
to
prevent
overfishing
and
pollution.
It
is
often
difficult
to
agree
on
the
best
way
of
doing
this.
It
is
also
hard
to
make
people
obey
laws
when
our
oceans
are
so
vast
and
difficult
to
patrol.
However,
we
should
all
learn
to
understand
how
important
it
is
to
manage
the
world’s
oceans
now
and
in
the
future.
1Unit
5-Why
Did
I
Quit
Hunting?
Topic:
Why
Did
I
Quit
Hunting
Class
Span:
40minutes
Task:
First
Period
of
reading
教材分析：
文本内容：本文属于记叙文，作者以回忆的形式记叙了打猎过程中和一只鹿的故事，在字里行间道出了为何要放弃打猎。文章的主旨在于通过作者的经历引发读者对于人类和动物相互关系的思考。
文本语言：(1)
文本主要由描述性语言构成，生词量不少，但其中核心词汇不多，18个生词，10个词组左右。其中，有一些词汇和词组需要通过对文章进行分析来理解，如：thrill,
in
one’s
prime,
scratch,
poke
文本结构：本文结构较清晰。一共11段。前两段作者只是提出了问题，从第三段开始对过去进行回忆，分为对打猎曾有的狂热和一次特别的打猎经验两个部分，过程中穿插作者对待鹿的心理变化。
学情分析：
对于动物和人相互关系的文章，高二的学生并不陌生，本文是记叙文又以情节吸引学生，但是对于学生而言难度可能在于对于作者心理变化的把握。文章总体语言难度不大，结构清晰，因此，通过一定的引导，学生是可以理解本文的。
Teaching
Aims:
a.
Students
are
able
to
understand
the
following
8
vocabularies
and
phrases:
rifle,
be
crazy
about,
thrill,
filter
through,
in
one’s
prime,
scratch,
poke
,
a
dull
slam.
b.
Students
are
able
to
know
the
reasons
why
the
author
was
crazy
about
hunting,
what
happened
to
him
and
the
deer
during
the
hunting
and
the
changes
of
the
author’s
psychological
status.
c.
Students
will
be
aware
that
animals
and
humans
can
be
harmonious
and
friendly
and
humans
should
not
hunt
for
thrill
at
the
cost
of
other
species’
lives.
Teaching
Focus:
To
help
students
get
a
general
idea
and
main
structure
of
the
whole
text.
Teaching
Difficulties:
To
help
students
understand
the
changes
of
the
author’s
psychological
state
and
the
interaction
between
the
author
and
the
deer.
Teaching
Procedures:
I.
Pre-reading
Show
the
picture
of
a
hunter
carrying
a
rifle
to
lead
in
the
passage.
Ask
students
why
people
hunt.
(Lead
in
the
topic
quickly
and
arouse
the
students’
interest.)
II.
While-reading
A.
Para.
A-B
(1)
Ask
the
Ss
to
read
Para.
A&B
and
raise
a
question:
Why
does
the
author
say
“It’s
a
long
story,
but
I
wonder
if
you
will
really
understand”?
(Help
the
Ss
have
a
guess
about
the
content.)
B.
Para.
C-E
(1)
Ask
the
Ss
to
read
Para.
C-E
and
find
out
the
reasons
why
the
author
was
crazy
about
hunting.
(Help
the
Ss
understand
what
attracted
the
author
most
in
hunting)
(2)
Appreciate
Para.
E
again
and
ask
students
to
feel
the
scene
depicted
in
the
paragraph.
(Help
the
Ss
understand
why
the
author
was
attracted
by
the
beauty
of
woods)
C.
Para.
F-I
(1)
Ask
Ss
to
read
Para.
F
and
raise
following
questions
about
the
author’s
Pre-hunting
preparation.
(Help
the
Ss
understand
the
author
was
an
experienced
hunter
who
got
fully
prepared
for
the
hunting
with
a
clear
intention.)
(2)
Ask
Ss
to
read
Para.
G
and
raise
questions
to
help
them
understand
the
author’s
feelings
when
discovering
the
deer
and
after
finding
the
deer’s
strange
actions.
(Help
Ss
understand
that
the
author’s
feelings
changed
as
discovering
the
deer’s
unusual
actions.)
(3)
Ask
Ss
to
read
paragraph
H
and
raise
two
questions:
1.
Was
the
deer
scared
when
discovering
the
hunter?
2.
How
did
the
author
feel
after
the
deer
walked
right
up
to
him?
(Help
Ss
understand
the
psychological
status
of
the
hunter
and
the
deer
respectively
by
focusing
on
verbs
and
adverbials.)
(4)
Ask
Ss
to
read
paragraph
I
and
underline
the
verbs
that
describe
the
physical
contact
between
the
deer
and
the
hunter.
(Help
Ss
understand
the
interaction
between
hunter
and
deer)
D.
Para.
J-K.
Ask
Ss
to
read
Para.
J-K
and
raise
questions:
What
happened
to
the
deer
at
last?
How
do
you
understand
the
death
of
the
deer?
Accidental
or
unavoidable?
(Help
Ss
understand
the
cruelty
of
human’s
hunting)
III.
Post
Reading:
Group
discussion
Sum
up:
What
does
the
author
try
to
tell
us?
Why
did
he
quit?
IV.
Assignments:
Write
down
your
group’s
discussion
in
about
60
words.
Exercise
B
on
p55,
textbook.
PAGE
2
