外研版（2019）选择性必修 第一册Unit2 Onwards and upwards Section C Developing ideas（教案）.docx

Unit 2 Onwards and upwardsDeveloping ideas-Writing about an experience 教学设计科目：英语 课题:Developing ideas课时:1课时教学目标与核心素养：知识目标：学生能够理解和使用相关单词，词组和句子结构能力目标：学生能够准确得组织语言，完成写作任务情感目标：学生能够通过描述自己的经历，从而感知生活。教学重难点：教学重点：学生会灵活运用学习到的单词，词组及表达，完成写作任务教学难点：提高学生对于写作的兴趣课前准备：多媒体，黑板，粉笔教学过程：一、Pre-writingGreeting1. Leading-in学生活动：学生完成Activity 6。教师引导学生通过学习范文熟悉写作内容，掌握相关表达, 为接下来的写作活动做铺垫。第一步：学生阅读范文并回答学生用书中的三个问题。第二步：请个别学生回答下列问题，全班核对答案。第三步：学生分组讨论描写经历时应包含的要素，如时间、地点、人物，事情的起因、经过、 结果和人物的感受等。第四步：各小组派代表向全班汇报讨论结果，教师帮助学生进行总结。参考答案：I. Because the author wanted to understand (he experience of being blind, thinking eating would be the most difficult activity.2. 1) The author knocked over glasses and dropped food. 2) The author ale much more slowly. trying (o guess what was being eaten. 3) Pouring water was very difficult. 4) After failing to pick up any food with a fork for five minutes, the author decided to use hands, but stuck one hand into a bowl of warm, thick soup. 5) Even using a spoon, most of the soup ended up on the author's shirt.3. The author left the restaurant feeling hungry, though much more aware of the challenges that blind people face.教师活动：Activities7O教师提供必要的支持，引导学生根据学生用书中提供的内容和结构， 充分利用本单元所学的语言知识、技能和策略进行创作与互评。第一步：教师设计场景，比方“盲人旅行”等，请学生通过角色扮演体验残障人士的生活。 第二步：请其他学生采访参加角色扮演的学生，向他们提问并做好记录。学生也可以采访班 级内曾受过外伤的学生，记录下他们的感受和经历。二、While-writing主题写作一一如何描写一次经历1 .写作指导描写一次经历属于以记人叙事为主要内容，以表达为主要表达方式的文体。由于是描写 一次经历，所以通篇的主要时态是过去时，主要人称是第一人称。写作时，要交代清楚时间、 地点、人物和事件，可使用典型的“总一分一总”三段式结构。第一段：描述事件发生的背景。第二段：简要描述事件，注意交代时间、地点、人物及事件的起因、经过和结果。注意 记叙局部常按时间或空间的逻辑顺序进行。第三段：阐述对此次经历的反思。写作时应注意的问题：（1）正确运用时态，最常用到的时态是一般过去时和过去进行时，但也要注意灵活运用其 他时态；（2）常用第一人称，从“参与者”角度进行表达；（3）要重视句子的衔接，用好过渡词；（4）话题通常和学生的生活有关，如校园生活、旅游、交通、交友等，平时要注意积累这 些方面的词汇。2 .增分表达（1）交代时间的常用词句：one day, the other day, last week/month, a few days/weeks/months ago, when I was. .years old, a long time ago, at/on the weekend, during the summer holidays, on Sunday morning.（2）交代地点的常用词语：in one's office, on one's way to school, on one's way home, at the crossing, at the end of the street, at the foot of the mountain, at the airport.（3）开头段常用句式：Last week, an exchange student called. .came to ou rschool.上周 > 一个叫的交换生来至了我们学校.Liist weekend, our school invited a craftsman to teach us.上周末，我们学校邀请 T一位手工 艺人来教我们In order to help. to know more about.,为了 帮助更多地了解I prepared a scries of activities.我准备了一系列的活动。（4）描述情节开展的常用词句：then, suddenly, immediately, no sooner. .than, hardly. .when, while, when, as, not. .until（5）谈自己感想的常用句式：Personally, I think that.就个人而言，我认为What surprised/attracted/delighted us most was that.最使我们惊奇/感兴趣/高兴的是Through this meaningful activity, we learned something that can't be learned in class.通过这个有意义的活动，我们学到了课堂上学不到的东西。He was very grateful for/apprcciativc of what I had done for him, and said he was deeply impressed with Chinese culture.他非常感谢我为他所做的一切，并说中国文化给他留下了深 刻的印象。While working, I realized.工作的时候，我意识到.典例示范假设你是李华。你的美国笔友Bob对钓鱼很感兴趣。请你根据以下要点，给他写一封电 子邮件，与他提供你和爸爸暑假期间某天去钓鱼的经历。要点包括：（1）所带器具和食物等；（2）钓鱼过程；（3） 一天的收获和感受。注意：（1）词数80左右；（2）可适当增加细节，以使行文连贯；（3）开头和结尾已给出， 不计入总词数。参考词汇：沙蚕clam worm鱼钩fishhookDear Bob,How are you! I'm glad to tell you something about fishing.Yours,Li HuaOne possible version:Dear Bob,How are you! I'm glad to tell you something about fishing. On a sunny morning in summer, my father and I drove to the seaside to fish. We took some clam worms, some bread and water. On arriving at the seaside, I felt excited. Wc took our fishing poles out, put clam worms on the fish-hooks and threw them into the sea. Then we waited patiently. After a while, my father got a fish. However, I lacked such knowledge of fishing. So my father constantly gave me some advice, which benefited me greatly. Then I caught a lot of fish. Al five o'clock, we returned home, feeling very happy.Yours,L iHua三、After-writing学生之间从语言准确性、文本连贯性以及表达得体性角度进行点评。学生根据同伴的意见修 改自己的作文，并将润色好的最终版本呈现，老师选择优秀作文供学生赏析。四、Summary 总结课上所学。作业布置：以下是你第一次在法国朋友家就餐的尴尬经历。请你用英语写一篇短文，介 绍这次经历，与你的同学提供，同时也让他们了解更多的法国餐桌礼仪。（1）你把面包放在盘子里（应该放在桌子上）；（2）每道菜你只吃了一点点（吃光所有的菜是礼貌的）。注意：（1）词数80左右；（2）可适当增加细节，以使行文连贯。I was once invited to a French friend's home to have dinner. But what happened during the dinner made me embarrassed.First, I put my bread on the plate, making my friend confused because in France, people are supposed to put the bread on the table. Second, I picked up the whole piece of bread and ate it. However, taking a bite of bread after cutting it into pieces is considered to be polite. Although I found all the food was delicious, I just ate a small amount of it because I thought it would be rude to eat it up. On the contrary, it's polite to finish what is on your plate.To avoid such an embarrassing situation, people should learn more about different table manners of the world.