2019-2020年高中英語(yǔ) Unit 1《The world of our sense》教案-task 牛津譯林版必修3.doc

2019-2020年高中英語(yǔ) Unit 1The world of our sense教案-task 牛津譯林版必修3Task-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 writingTeaching procedures:Step 1: Skills building1: plotting a story1. Do you like reading stories? What kind of stories do you like reading? Why?edy storyScience storyscience fictionlove story detective storyhistorical storyFinish the exercisePart A: Put the paragraphs in the correct orderKeys: 3 1 6 2 5 4Exposition: 1 plication: 2 3 4 5 Resolution: 6Part B: Decide which part each paragraphs belong tostep2 pleting a checklistFirst, listening to the tape,answer the questions.TAPESCRIPT pleting 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. 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 project.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 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 wed better write the story!S2: No. We havent answered Questions seven and eight.S1: Yes. Youre right. Lets make it the summertime, because thats the time of year we usually go on school trips.S2: All right, but what about the time of say?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 to Part BSandyTo the museumTo do a class project about art and historyHer classmates and teacherSandy and her partnerLi Feifei got lost on their way from the school bus to the museum, but they managed to catch up with their classmates at last.SummertimeLate morningStep3 Skill building 3 using adjectives and adverbs in stories READ part1 and part2The fuction of adj.&adv.1. to describe a person or thing2. to express physical and other qualities, our feelings and views3. to express origin, necessity, frequency and degree of certaintyadverbs: 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 ments, concentrate on a certain word or phrase and link clauses or sentences. Improving your storytone of voiceloudness 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 workRead the story of partA in writing on page 97 of the workbook,and finish partB.