2022年高中英語(yǔ)《unit1 Task》教案 牛津版必修3

2022年高中英語(yǔ)unit1 Task教案 牛津版必修3Skills building 1: plotting a story1. In this section well learn about the plot of a story and the three parts, exposition, plication and resolution that a story usually contains; and learn what to notice when reading a story; and try to put what youve learnt into practice by putting different parts of a story in the correct order.Do you like reading stories? What kind of stories do you like reading? Why? What are the mon elements in stories? (Most stories tell what happened, when and where it happened and who was involved in it.)There is usually a plot in a story that tells readers what happens to the character(s) in the story. 2. Read the three points on the top of page 12 in this section to see if youll learn something from it.*A story usually starts by providing answers to: Who? Where? When? Why? *In an interesting story, the main character(s) will face a problem or conflict that needs to be solved. *The end of the story usually tells how the characters solve their problems.3. Do Part A Do it individually first and then well check the answer together. Ok, weve got the orders corrected and can you give the reasons why you put the paragraphs in such an order? (This is an order in accord with the sequence of the story.) 4. Please finish Part B by deciding which element each paragraph represents according to the definitions of exposition, plication and resolution. Answers (Page13)A 3 1 6 2 5 4 B 1 E 2 C 3 C 4 C 5 C 6 RStep1: pleting a checklistYou are to develop listening skills in this part. plete a checklist in Part A first after listening to the teacher, and then answer some questions in Part B after listening to a conversation. 1. Please read Part A on page 13 to make sure what you are asked to do and what information you should get when listening to the tape. plete the checklist individually, then check your answers with your partners to see if you have the same answers. TapescriptTeacher: 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 partner. Second, you need to write the story and support it with pictures. Third, when you present your story, you must work with you 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 in 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 time of 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 clear, you can get into pairs and start thinking about the beginning of the story.2. Listen to the conversation and answer the questions in Part B. Check your answers with your partners to make sure that you have got the correct answer.TapescriptS1: OK, Lets 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: Thats 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 projects.S1: Thats a good idea. So she went to the museum to do a class project aboutS2: About art and history?S1: Thats 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: Thats true. So they all went by school bus.S1: Yes, so now we know why and how she went to the museum, and who she was with. But what did she do before she got there?S2: Perhaps, they were walking from school bus, and Sandy and her partner Li feifei were so busy looking around that they got lost. And 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 wed better write the story!S2: No. We havent answered Questions seven and eight.S1: Yes. You are right. Lets make it the summertime, because thats the time of the year we usually go on school trips.S2: All right, but what about the time of the day?S1: Well, most museums dont open until ten oclock in the morning. So, lets make it late morning.S2: Fine. Now weve answered all the questions. We had better write the story.Answers (Page 13)B 1 Sandy. 2 To the museum.3 To do a class project about art and history.4 Her classmates and teachers. 5 By school bus.6 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.7 Summertime.8 Late morning. Skills building 2: identifying different elements of a ic stripYou will learn in this part the skill of telling a story effectively by using pictures with speech bubbles, thought bubbles, sound bubbles and captions.1. Please read the guidelines and look at the four pictures on page 14 to discover the functions of the four ways telling a story effectively.Now please read the words in the speech bubble, the thought bubble, the sound bubble and the caption. And talk about the four pictures.One day Alice saw an alien, and she wanted to make friends with it. She waved her hand to the alien, saying, I want to be your friend. It seemed that the alien didn't want to be her friend. Reaching out her hand with a smile, Alice wanted to shake hands with the alien. But the alien didn't know what Alice wanted to do. It was frightened instead. It took out something that looked like a speaker which made a loud sound Pop!. Suddenly, at this sound, Alice disappeared.2. Read the ic strip in the exercise and label the different ways of adding words to pictures.Answers (Page14)2. thought bubble 3. caption 4. speech bubble5. sound bubble 6. thought bubble 7. sound bubbleStep 2: Preparing a story with a surprise ending Try to use your imagination to finish the story with a surprise ending by drawing the sixth picture. Read the guidelines on page 15 to make sure what you need to do. Work first individually and then check your answers with your partners. If you have different answers, discuss which answer is better. Here you are, Sandy.Wake up, sleepyheadCRUNCHTAPAnswers (Page15)Z!Z!Z! Z!Wow! Shes great!Mmm!Beautiful!Delicious!Picture1. stared Picture2. felt Picture3. heard Picture4. smell Picture5. tasted2. Try to work out a surprise ending according to the five pictures given in Part A. Draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Use your imagination and create any ending which is surprising. Skills building 3: using adjectives and adverbs in storiesAdjectives and adverbs are often used to make the stories more interesting and lively. You will learn some details about the function of adjectives and adverbs in this part.Adjectives and Adverbs*Adjectives such as beautiful, nice, red, etc. describe nouns or pronouns. An adjective tells what kind or how many.The famous zoo has many interesting animals.Six black and white penguins marched in two rows.*Adjectives are placed directly before a noun: Tom is an excellent singer. I bought a fortable chair. She's thinking about buying a new house. *Adjectives are also used in simple sentences with the verb 'to be'. In this case, the adjective describes the subject of the sentence: Jack is happy. Peter was very tired. Mary will be excited when you tell her. *Adjectives are used with sense verbs or verbs of appearance (feel, taste, smell, sound, appear and seem) to modify the noun which es before the verb: The fish tasted awful. Did you see Peter? He seemed very upset. I'm afraid the meat smelled rotten.*Adverbs such as quickly, badly, or warmly describe verbs, adjectives and other adverbs, telling how, when, or where. Adverbs are easily recognized because they end in '-ly'(with a few exceptions).  HOW:  The plane landed smoothly at the airport.  Smoothly describes the verb landedWHEN:  Soon Jeff would see his grandparents.See is the verb. When will he see them?  Soon.WHERE:  They were waiting for him there.Waiting is the verb.  Where were they waiting?  There.*Adverbs are often used at the end of a sentence to modify the verb: Jack drove carelessly. Tom played the match effortlessly. Jason plained about his classes constantly. *Adverbs are used to modify adjectives: They seemed extremely satisfied. She paid increasingly high prices. I was suddenly surprised by Alice. *Adverbs are also used to modify other adverbs: The people in the line moved incredibly quickly. She wrote the report unusually neatly. 1. Read 1-3 on page 16 for a few minutes to get some general ideas. 2. plete the exercise on page 16 individually and then check the answers with your partners. Discuss it when you have different answers before we share it together.AnswersAdjectives in the articles:good weak hot cold wild nearest safe hard different strong grateful nearAdverbs in the article:quickly temporarily hopefully fullyStep 3: improving your story In this part, you are to practise using adjectives and adverbs correctly to plete your story, and then Id like you to present your story to your partner.1. Read the guidelines in Part A on page 17 and then go over adjectives and adverbs given in the box. Can you point out which words are adjectives and which words are adverbs? Now lets first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture you drew in Step 2.AnswersA (1) tired (2) colorful (3)Suddenly (4)alive (5)frightened (6)loudly (7)back (8) beautiful (9)red (10)delicious2. Do you know what good storyteller will do to make others interested and willing to listen to them?Please read the guidelines in Part B and then work in pairs to practise telling the story you've just finished. I will ask some students to present their stories in class. The whole class will decide who is the best storyteller. 3. Read the story in Part A in Writing on page 97 in your Workbook, and do Part B as homework.