+Unit+4+After+Twenty+Years(1)+教案 高中英语外研版（2019）必修第一册

Unit4AfterTwentyYearsTypeoflesson:readingAnalysisofmaterialandstudentsThetexttypeisashortstory,whichintroducesthestorybetweentwofriendswhohavethepromisetomeetaftertwentyyears.ThisstoryusetheO.Henryendingwhichmakesthestorydramatic,surprisingandironic.Thestoryrevealstheconflictbetweenfriendshipandresponsibility,justiceandhonesty.Highschoolstudentshaveacertainlanguageknowledge.However,theylackstheabilityofanalyzingandgeneralizingwhichneedmorepractice.Thetextcontainsmuchdetaileddescriptionswhichcouldhelpstudentsimprovethoseabilities.TeachingobjectivesBytheendoftheclass,studentswillbeableto:Languageability:(1)Graspandusethekeywords(loyal,responsible,honest,reliable...)andsentencepatternstodescribeapersoncorrectly;(2)Accuratelyunderstandandretellthemainideaofthestory;Learningability:(1)Knowthebasicelementsofthestoryfromskimmingthetext;(2)Figureoutthestructureaccordingtostorydevelopment(Introduction,Risingaction,Climax,Fallingaction,Resolution);Cultrualawareness:Cultivatearightattitudetowardfriendshipandresponsibility;Thinkingquality:(1)TrytouseO.Henryendingintheirwriting.Ⅱ.Keypoint:(1)Acquirelanguageknowledgeandtrainreadingskillssuchasskimming,scanning;(2)Figureoutthestructureofthestory.Ⅲ.Difficultpoint:Analyzethecharactersaccordingtodetaileddescriptions.Ⅳ.TeachingproceduresStep1:Lead-in:freetalk•Whatisthemostdifficultchoiceyouhavemadeinyourlifesofar?•What’syouropinionofawhitelie(善意的谎言)?•Doyouthinktimecanchangeaperson?Whyorwhynot?Step2:Pre-readingReadthestoryandfindoutthebasicinformation.(Time,Setting,ProtagonistandPlot)Completetheplotdiagramofthestory(Introduction,Risingaction,Climax,FallingactionandResolution)Step3:While-readingGroupdiscussion:studentsdiscussioningroupstoanswerfollowingquestions.Group1WhydidBobstandinthedoorwayofastoretowaitforhisfriend?2)WhyhadBobleftNewYorktwentyyearsbefore?Group2 3)WhattimedidthemaninthelongovercoatmeetBob?4)HowdidBobrealizethatthemaninthelongovercoatwasnotJimmy?Group3 5)WhendidJimmyknowBobwasthecriminalwantedinChicago?6)Whycouldn’tJimmyarrestBobhimself?Analyzecharacters:BobandJimmyStudentsfinddetaileddescriptionstoanalyzethetwocharacters.Step4:Post-readingRetellthestory(pairwork)OneofthestudentsshallretellinJimmy’svoice,andtheotherinBob’svoice.FurtherdiscussionHowdoyouliketheendingofthisshortstory?2)Whatdoyouthinkisthemessage/themeofthisshortstory?3)Supposingthestorydidnotendhere,whatwouldhappennext?Step5:SummaryAskstudentswhatwehavehavelearnedtoday.1)Elementsandplotdiagram2)Characters3)Writingcharacters(写作特色)Step6:Homework:Extracurricularreading-Thestory:TheGiftoftheMagi《麦琪的礼物》-Tasks:(1)FindouttheO.Henryending(2)Whyisitsurprising/dramatic?-Presentation:Retelltothewholeclassnexttime.DetailedreadingDiscussquestionsingroupsandchoosearepresentertogivetheanswers.Group1•WhydidBobstandinthedoorwayofastoretowaitforhisfriend?•WhyhadBobleftNewYorktwentyyearsbefore?Group2 •WhattimedidthemaninthelongovercoatmeetBob?•HowdidBobrealizethatthemaninthelongovercoatwasnotJimmy?Group3 •WhendidJimmyknowBobwasthecriminalwantedinChicago?•Whycouldn’tJimmyarrestBobhimself?Understandcharacters:studentsusedetaileddescriptionsinthestorytoanalyzeBobandJimmyandfillinthefollwingform.BobJimmysmart,restless,ambitious,ready

to

try

in

every

way

to

reach

his

goal,...average

height,a

bit

slow,strongly

built,no

so

adventurous,...Retellthestory:workinginpairs,onestudentshallretellinBob’svoiceandtheotherinJimmy’svoice.DiscussionHowdoyouliketheendingofthestory?(IntroducetheO.Hneryending)Whatdoyouthinkisthemessage/themeofthisstory?Supposingthestory