示范教案(Unit 1 The world of our senses period 7~8).doc

或Periods 78Task整体设计教材分析Task (Telling a story)旨在通过训练学生的听、说、读、写能力，使得学生学到如何创作故事。其中包括 Skills building 1: plotting a story; Skills building 2: identifying different elements of a comic strip; Skills building 3: using adjectives and adverbs in stories三部分技能和Completing a checklist, Preparing a story with a surprise ending及Improving your story指导和三个步骤。要求学生了解“故事”写作的一些基础知识，学会运用图片辅助故事写作，并能运用一些形容词或副词增强写作效果。三维目标1. 知识与技能1）Make the students know the sequence of a story.2）Train the students ability of telling a story effectively by using pictures with speech bubbles.3）Improve the students ability of writing a story by using adjectives and adverbs.2. 过程与方法1)Listening to the tape and answering some questions.2)Discussion in pairs or in groups. Explanation of some language points3)Task-based in-class activities4)Multimedia are also used in the class.3. 情感与价值Have the students learn how to plot a story. Try to use adjectives and adverbs in your story and write a surprising end.教学重点1. Make sure the students know how to use adjectives and adverbs in a story.2. Enable the students to write a story correctly.3. Enable the students to master the skills of plotting a story.教学难点How to write a story using the skills.教学过程教学设计（一） Step 1 Lead-inThis section consists of a series of activities which will provide the students with opportunitiesto practice the language skills of listening, reading, speaking and writing. It is divided into three steps, and each step is preceded by a skills building activity. Through the three steps, the students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.Ask the students the following questions:1. Do you like reading stories?2. What kind of stories do you like reading? Why?3. What are the common elements in stories?Suggested answers:1. Yes/No.2. I like reading science fiction . It is very interesting and always full of exploration and adventures. We can also know or imagine something that may happen in the future.3. Many stories tell what happened, when it happened, where it happened and who was involved in it. Step 2 Plotting a storyIn this part, the students will learn about the plot of a story and the three parts that a story usually contains: exposition, complication and resolution. They will learn what they should notice when they are reading a story. They will put what they have learnt into practice by putting different parts of a story in the correct order.Tell the students a story is a description of an event or how something happened, that is intended to entertain people and may be true or imaginary. The sequence of events in a story is called the plot. It usually contains the following parts. Plotting a story means planning or making up a story. Explain the three parts one by one in detail. Look at the slide.Show the following.1. Exposition: The exposition comes at the beginning of the story and introduces the setting and the main characters. It answers the following questions: Who? Where? When? Why?2. Complication: The complication comes in the middle of the story and tells about the problems experienced by the characters, E. g. a mystery the main character wants to solve or something he or she needs to learn from the experience.3. Resolution: The resolution comes at the end of the story and tells how the problem is solved or how the story ends.Practice 1:Have the students read the three points on page 12 in this section. After reading, they should know that:1. A story usually starts by providing answers to: Who? Where? When? Why?2. In an interesting story, the main characters will face a problem or conflict needs to be solved.3. The end of the story usually tells how the problem is solved.Explain the three parts one by one in detail, taking “Fog” for example. Help the students find the exposition, complication and resolution of the story.Since the students have learned the story, give them a few minutes to discuss and then find the exposition, complication and resolution of the story.Suggested answers:ExpositionOne afternoon, a woman lost her way in a foggy city, and she didnt know what to do.ComplicationThe fog is too thick for bus to go that far so she cannot go home by bus.ResolutionAn old blind man helped her out of trouble. Practice 2Ask the students to do Part A individually. Then check the answers with the whole class. Have them give the reasons why they have put the paragraph in such an order. Then ask them to finish Part B by deciding which element each paragraph represent according to the definitions of exposition, complication and resolution.Suggested answers:A: 316254B: 1. E2. C3. C4. C5. C6. RPay attention to some phrases in this part:1. in the distance在远方2. manage to get on a lifeboat设法登上救生艇3. sail for our destination向我们的目的地驶去4. hear a loud bang听见一声巨响5. hear the thunder overhead听到头顶的雷声6. grow dark变黑7. go missing消失，不见了8. sound like听起来像 Step 3 Completing a checklistThis part is designed to help the students to develop their listening skills. After listening to you they will complete the checklist in Part A. They will listen to a conversation and answer the questions in Part B. With the information from Parts A and B, the students will be able to write the beginning of the story.1. Ask the students to read Part A on page 13. They need to know what they have been asked to do and what information they should get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.Suggested answers:A 1 The questions your teacher asks are for thebeginning of the storymiddle of the story end of the story 2 You need to write about the special experience of a girl.3 The story must havea happy ending a sad ending a surprise ending2. Ask the students to listen to the conversation and answer the questions in Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.Suggested answers:B 1. Sandy2. 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.3. Tell the students that they will write the beginning of the story using their answers in Part B.Possible example:It happened this summer. One morning at about 10, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They got there by school bus. When they arrived at the museum, Sandy and her partner Li Feifei were so busy looking around that they got lost. So they ran about, trying to find their classmates. Luckily they saw their classmates and caught up with them.Skills building 2: identifying different elements of a comic stripIn this part, the students will learn the skill of telling a story effectively by using pictures with speech bubbles, thought bubbles, sound bubbles and captions.1. Ask the students to read the guidelines and look at the four pictures on page 14. Help them discover that:1) the speech bubble is used to show what the character is saying;2) the thought bubble is used to show what the character is thinking;3) the sound bubble is used to show the sound the character is making;4) the caption is used to describe the state or action concerning the character.Have the students read the words in the speech bubble, the thought bubble, the sound bubble and the caption. Ask the students to talk about the four pictures.One possible version: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 didnt want to be her friend. Reaching out her hand with a smile, Alice wanted to shake hands with the alien. But the alien didnt 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. Ask the students to read the comic strip in the exercise and label the different ways of adding words to pictures. If time allows, ask the students to tell a short story according to the comic strip.Suggested answers:2 thought bubble3 caption4 speech bubble5 second bubble6 thought bubble7 sound bubble Step 4 Preparing a story with a surprise endingThis part is designed to help the students use what they have learnt in Skills building 2 to prepare a story by drawing the correct bubbles around the words or actions in the five pictures. They are asked to use their imagination to finish the story with a surprise ending by drawing the sixth picture.Ask the students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and them to check their answers with their partners. If they have different answers, have them discuss which answer is better.Suggested answers:APicture 1(a sound bubble around “Z! Z! Z! Z! ”)Sandy had stared at the painting for so long that she began to feel sleepy.Picture 2(a speech bubble around “Wake up, sleepyhead! ”)(a sound bubble around the word “TAP”)Suddenly, she felt a tap on her shoulder. It was a man in a metal suit.Picture 3(a thought bubble around “Wow! Shes great! ”)Then she heard Mona Lisa singing.Picture 4(a thought bubble around “Mmm! Beautiful! ”)After that, she looked at a painting of some flowers. She was sure that she could smell them.Picture 5(a speech bubble around “Here you are, Sandy. ”)(a speech bubble around “Delicious”)(a sound bubble around “CRUNCH”)The girl in the painting jumped out and offered Sandy an apple. It tasted sweet.2. In pairs, ask the students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage the students to use their imagination and create any ending which is surprising. Choose some studentspictures and show them to the whole class. Ask the students to decide which is the best picture with a surprise ending.A sample ending:Sandys mom came. Sandy told her mom about what happened.Her mother said, “My dear. You must be dreaming just now. Its late, and lets go home. ”The girl felt a little disappointed. She looked at the painting again. She found Mona Lisa was smiling to her as if she were saying goodbye to her.Different stories have different endingshappysadsurprisemovingthought-provokingPractice 1Look at the pictures below and try to write a short story with a surprise ending.A sample version:One day, when Xiaoming returned home from school, he was surprised to find some smoke rising from the window. What had happened? He thought that there must be a fire, so he turned back quickly. Not long after he returned with a bucket of water. Without hesitation, he poured the water into the room with all his strength. Much to his surprise, an angry voice came from the house, “What on earth do you want to do? ”Actually, there was nothing on fire. It was his fathers smoking that caused so much smoke. And the water had made his father wet all over.Practice 2 Add a surprise ending to the story.That cold January night, I was growing sick of my life in San Francisco. There I was walking home at one in the morning after a tiring practice at the theater. With opening night only a week away, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walked, I thought seriously about giving up both acting and San Francisco. I had expected too much of my life.As I walked down the empty streets under tall buildings, I felt very small and cold. I began running both to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets.About a block from my apartment , I heard a sound behind me. I turned quickly, half expecting to see someone with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.Suddenly I wasnt cold or tired any more. I ran out of the door and back to where Id heard the noise. Although I searched the sidewalk anxiously for 15 minutes, my wallet was nowhere to be found.A sample version:Just as I was about to give up the search, I heard the garbage truck pull up to the sidewalk next to me. When a voice called from the inside, “ Alisa Camacho? ” I thought I was dreaming. How could this man know my name? the door opened, and out jumped a small red-haired man with an amused look in his eye. “Is this what youre looking for? ” he asked, holding up a small square shape.It was nearly 3 A. M. by the time I got into bed. I wouldnt get much sleep that night, but I had gotten my wallet back. I also had gotten back some enjoyment of city life. I realized that the city couldnt be a bad place as long as people were willing to help each other.Skills building 3: using adjectives and adverbs in storiesIn this part, the students will learn that adjectives and adverbs can make the story more interesting and will learn how to use them in stories.1. Ask the students to read Part 1 on page 16. This will show them how to use adjectives. Tell them adjectives are usually used before a noun to describe it. Adjectives can also be used after a link verbsuch as am, is, or areto describe the subject in the sentence.Tell the students an adjective is usually used: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.Practice1) Show something like an orange, a flower, etc. Ask the students to describe it.2) Ask the students to describe his/her father or mother.3) Suppose you failed in an exam. Describe your feeling.Suggested answers:1) This is a small, green orange.The flower is fresh, beautiful with red colors.2) My mother is tall and slim with long hair and a pair of glasses. My father is tall and handsome.3) I would be very sad and disappointed.Tell the students that we also use adjectives to express origin, necessity, frequency and degree of certainty. Ask them to give some examples.Suggested answers:1) He was born in a rich and large family.2) It was 9 oclock. He went for a regular bath.3) You can ask your teacher for help if necessary.4) Its possible for him to take a bus trip there.2. Have the students read Part 2. This will show them how to use adverbs. Tell them adverbs are usually used to modify verbs, adjectives, a prepositional phrase or another adverb. Ask the students to pay attention to where an adverb is used in a sentence.Tell the students an adverb is used :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.For example:He went to the bedroom quietly.The road runs straight to the riverside.This is highly amusing.You will easily beat him.3. Ask the students to read Part 3. Here, they will learn how to use a thesaurus to find the most appropriate word.4. Ask the students to individually complete the exercise on page 16 and then check their answers with their partners. Encourage the students to discuss the different answers. Finally, share the answers as a whole class.Suggested answers:Adjectives in the article Adverbs in the article Step 5 Improving your storyThis part is designed to have the students practice using adjectives and adverbs correctly to complete their story. Then they will present their story to their partners.1. Have the students read the guidelines in Part A on page 17. Ask them to go over the adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.Suggested answers:A (1) tired(2) colourful(3) Suddenly(4) alive(5) frightened(6) loudly(7) back(8) beautiful(9) red(10) delicious2. Ask the students to think about what good storytellers will do to make others interested and willing to listen to them. Ask the students to read the guidelines in Part B. Have them work in pairs to practice telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.When telling your story, pay attention to the following:tone of voice loudnessrhythm of speech the expression on your facebody language eye contacthand movements stressPossible example:All of a sudden, a bell was 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 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. Step 6ActivityFirst review how t