Unit1-TextAWritingforMyself市公开课一等奖省赛课微课金奖课件

UnitOne

GrowingUp1/47TextAWritingForMyself

PartI BackgroundInformationPartII

WarmingupexercisesPartIII

ReadingGuidancePartIV

DetailedReadingPartV

LanguagePointsPartVI

PostQuestionsPartVII

TextAnalysis2/47PartOne:BackgroundInformation

GradeschoolsintheU.S.:

U.S.studentsgenerallygothroughelementaryschools(kindergartento5thor6thgrade),middleschools(grades6-8)orjuniorhighschools(grades7-9),andhighschools(grades9-12or10-12).So,"thethirdyearinhighschool"(Para.1)equals"theeleventhgrade"(Para.9).3/472.WhatAmericanteacherswearinschool:

Nowadays,peopleintheU.S.lovetodresscasually.EvenamongthosecompanieswitharigiddresscodesomenowallowemployeesnottowearsuitsonFridays.U.S.teacherswearfairlyformalclothestoschool,butnotnecessarilysuitsandties.Bowtiesareconsideredevenmoreold-fashionedthanties.4/473.Spaghettiandtheproperwayofeatingit:

SpaghettiistheItalian-stylethinnoodle,cookedbyboilingandservedwithsauce.Usuallyyouwouldputaforkintoaplateofspaghetti,turntheforkseveraltimessothatspaghettiwillwindaroundthefork,thenplacetheforkintoyourmouth.It'simpolitetosuck.5/47PartTwo:

Warmingupexercises

DoyoulikeEnglishwriting?Whyorwhynot?

Whatisthepurposeofwriting?

Lookatthetitleandfindoutinwhichparagraphasimilarphraseappears,thenexplaininyourownwordswhattheauthormeanby“writeformyself.”6/47PartThreeReadingGuidanceStep1:ScanthetextquicklyandcirclealltheTimewords,phrasesandclausesinTextA7/47Timewords,phrasesandclauses

SincemychildhoodinBellevilleUntilmythirdyearinhighschoolUntilthenWhenourclasswasassignedtoMr.Fleagleforthird-yearEnglishLateintheyearUntilthenightbeforetheessaywasdueWhenIfinishedNextmorningTwodayspassed,WhenIsawhimliftmypaperfromhisdesk..●WhenMr.Fleaglefinished8/47

Step2.Refertothetimewords/phrases/clausesyouhavejustcircledandanswerquestions:Q1:WhendidBakerstarttalkingabouthisnewexperience?Q2:WhendidBakerstopwritingabouthisnewexperience?Bythisway,please

dividethetext

intothreeparts.9/47Paras1--21Paras3--52Paras6--9310/47PartⅠ(Paras1-2)Anintroduction:

Mainidea:

BakerwasboredbyeverythingassociatedwithEnglishcourses,includinghisnewteacher.

11/47

Moreindetail

:Para1Baker’sideaof_______________tookholdinhis________inhighschool.Untilthen,he’dbeenboredby______________________,____________,including___________.Inthisway,Bakerleavesusasuspense.Ontheonehand,hewantedtobeawriterandtheideatookhold.OntheotherhandhehatedEnglishcourse.Isitself-contradictory?Why?becomingawriterthirdyeareverythingassociatedwithEnglishcoursesessaywriting12/47Para2.Baker’sfirstimpressionofhisthirdyearEnglishteacher..Therefore,helost_____________inhisEnglishteacherandanticipatedanother_____________.

Causesforthat:1).Mr.Fleagle…2).He…3).Tome,he…4).He…5).He…6).He…Mr.Fleaglewasterrible,notgoodhisconfidencecheerlessyear13/47PartⅡ(Paras.3-5)DescribinganewexperienceMainidea:Bakerfoundhimself_________byoneparticulartopicandwroteaboutitfor__________.attractedhisownjoy14/47Moreindetail

:AttheverybeginningofPara3,thefirstsentenceisatransitionalsentence.Thenthewriterstartstalkingabouthisnewexperience.“Lateintheyearwetackledtheinformalessay…”AndstartingfromPara6.containing“WhenIfinished

”and“nextmorning”thewriterstopswritingabouthisnewexperience.15/47PartⅢ(Paras6-9)Whatthenewexperiencemeanttohim

Mainidea:Theexperienceofwritingtheessayhelpedhimdiscover_________________andrealized_______________________.histalentforwritingwhathewishedtodoinlifewritingformyself16/47Tosumup:1.Mainideaofthetext:

Thisarticleismainlyabouttheveryessenceoftheessay:

writingnotonlyforreadersbutalsoforoneself,towritewhatoneenjoyswritingabout.2.Itsstructure:narrationinchronologicalsequence17/473.Characteristicofthewriting:

1).Fromtheanalysisabovewecanknow:

Thisarticleiswrittenonthebasicoftheprocessoftheevents’development.2).Coherence

inwriting:Thesentence“Intheeleventhgrade,attheeleventhhourasitwere,Ihaddiscovered”inPara9.cohereswiththesentenceinPara1.“TheideaofbecomingawriterhadcometomeoffandonsincemychildhoodinBellevile,butitwasn’tuntilmythirdyearinhighschoolthatthepossibilitytookhold.”18/473).Narrationinchronologicalsequence:Thispieceisafamiliaressay,notetimesequence.

4).Grammaticalstructure:

sb./sth.issaid/believed/reportedtodo/be

Amodelforyou:--WhatkindofpersonisMr.Fleagle?--Hewassaid/reported/believedtobeveryformal,rigidandhelplesslyout-of-date.19/475).Selectingdetails:Onecharacteristicofafamiliaressay(小品文,随笔)isusingdetailstoprovetheauthor’spoint.Now,answersomequestions:--InPart1,whatdetailsareselectedtoshow“I’dbeenboredwitheverythingassociatedwithEnglishcourses”?WhatdetailsaregiventoshowthatMr.Fleaglewasdullandrigid?--InPart2,whichsentencesshowthatatfirstBakerwasunwillingtowritetheessay?--InPart3,theauthordidn’ttellusdirectlythathisessaywasverygood.Bywhichsentencesdidhemanagetogiveustheimpressionthathisessaywasverygood?20/47PartFourDetailedreading

Para.1

ComprehensionQuestions●Whendidtheauthor’sdreamofbecomingawriterseempossible?●WhatdidBakerusetofeelaboutEnglishcourses?Whataboutyou?●Whatdetailsareselectedtoshow“I’dbeenboredwitheverythingassociatedwithEnglishcourses?21/47Difficultsentences●Theideaofbecomingawriterhadcometomeoffandon….→EversinceIwasachildinBelleville,Ihadthoughtofbecomingawriterfromtimetotime,butIdidnotmakeupmyminduntilIwasintheeleventhgrade.22/47●Untilthen,IwasboredwitheverythingassociatedwithEnglishcourses:→Uptothen,IlostinterestinthingsrelatedtoEnglish●

Ihatedtheassignmentstoturnoutlong,lifelessparagraphsthatwereagonyforteacherstoreadandformetowrite.→Ifinditpainfultowriterlong,boringessaysasrequiredbyteacher,neitherdidteachersenjoywhatIwrote.

23/47●Ihatedtheassignmentstoturnoutlong,lifelessparagraphsthatwereagonyforteacherstoreadandformetowrite.→Ifinditpainfultowriterlong,boringessaysasrequiredbyteacher,neitherdidteachersenjoywhatIwrote.

24/47Para.2ComprehensionQuestions●WhatdidthestudentsthinkofMr.Fleagle?●AccordingtoMr.Baker,whichwordcouldvividlydescribeMr.Fleagle?●Howmanyprimesandprimlyareusedinthisparagraph?●Whatisthepurposeofthewriter?

ThusreaderswillhaveintheirmindavividpictureofwhatMr.Fleaglelookedlike.25/47

Difficultsentences●WhenourclasswasassignedtoMr.Fleagleforthird-yearEnglishIanticipatedanothercheerlessyearinthatmosttediousofsubjects.→WhenitwasdecidedthatMr.FleaglewouldteachusEnglishduringmythirdyearinhighschool,IexpectedtheEnglishcoursetobeasboringasbefore.26/47Para.3ComprehensionQuestions●Whydidheputoffthewritingassignmenttillthelastminute?WhichsentenceshowsthatatfirstBakerwasunwillingtowritetheessay?●WhichtopicattractedMr.Baker’sattentionatlast?27/47Difficultsentences●IpreparedforanunfruitfulyearwithMr.Fleagleandforalongtimewasnotdisappointed.→Iexpectedthatthingswouldn’timprovewithMr.FleagleasourEnglishteacher,andforalongtimeIwasrightinmyexpectation.(Notethetouchofironyhere.)28/47●

Lateintheyearwetackledtheinformalessay.→Lateintheyearwelearnedhowtowriteinformalessaysandpracticedwritingthem.29/47Para.4ComprehensionQuestion●Whatdidthetopicremindtheauthorof?Difficultsentences●Thetitleproduceanextraordinarysequenceofmentalimages.→AtthesightofthetitleIsawanunusualseriesofpicturesinmymind’seye.

30/47●

Vividmemoriescamefloodingbackofanightin

Bellevillewhen…

--andAuntPatservedspaghettiforsupper.→Analyzethestructureofthesentence.在这个长句中，camefloodingback是谓语，其余都是主语。为了使句子结构平衡，防止头重脚轻，作者利用了割裂修饰法，把谓语前移，主语中心语修饰成份后置，使谓语紧接主语。比如：

Alisthasbeendrawnupof

wordswe

havelearned

sofar.

Allisnotgoldthatglitters.31/47Para.5ComprehensionQuestions●WhatdidMr.Bakerwritefor?●Howmanywantsdidheuse?●What’sthepurposeofusingsomanywants?●WhatdidhethinkMr.Fleaglewoulddoifheweretowritetheessaythewayhewanted?Why?32/47Para.6ComprehensionQuestions●DidMr.BakerpreparedanotheressaytoMr.Fleagle’srequirements?Why?●WhatwasBakerpreparedforwhenhefoundallthepapersweregivenbackbuthis?33/47Para.8ComprehensionQuestions●Whatwasthestudents’responsetoMr.Baker’swriting?●Istheessaywrittenverygood?Howdoyouknow?34/47Para.9ComprehensionQuestions●InwhichwaydidthisexperiencechangeMr.Baker?●Canyouexplain“theveryessenceoftheessay”?35/47PartFivePostQuestionsWhatwasMr.Baker’soriginalattitudestowardsEnglishcoursesandessaywriting?WhichexperiencemadeMr.Bakerchangehisattitude?HowdidthisexperiencechangeMr.Baker’sattitude?36/47PartSixTextAnalysis

RussellBakerisverygoodatselectingdetails(seePartIVWritingStrategy)toprovehispoint.Forexample,inPara.2hecreatesanunfavorableimageofMr.Fleaglebydescribinghis“form,rigidandhopelesslyout-of-date”eyeglasses,hairstyle,clothes,jaw,nose,andmannerofspeaking.

37/47

What’smore,RussellBakeremploysrepetitionnotonlytomakeiteasyforreaderstofollowwhatheissaying,butalsotoimpressthemmoredeeply.Forexample,inPara.2,thereare9

primsorprimlysinasfewas3sentences!ThusreaderswillhaveintheirmindavividpictureofwhatMr.Fleaglelookedlike.38/47

AnotherexampleofsuchrepetitioncanbefoundinPara.5.CounthowmanyI

wantedsthereareinthisparagraph(there’re5!).TheyhelptoemphasizeRussellBaker’sstrongdesiretowriteforhimself.

39/47

Ontheotherhand,wherethisstylisticdeviceisnotjustified,Bakerisalsoexpertinavoidingrepetitionbyemployingsynonymouswordsandphrases.Herearesomeexample:40/47a.dull,lifeless,cheerless,tediousb.turnout,write,compose,putdownC.anticipate,prepareford.formal,rigid,prim,correct,proper,respectablee.vividmemoriesofsth.comefloodingbacktosb;sth.reawakesinone’smind;sb.recallssth

f.recapture,reliveg.pleasure,delight,happinessh.contempt,ridiculei.topic,title41/47Sentencemakingeg.Theteacherassignedustorecallanexperiencethatimpressedusmostandthencomposeanessayaboutit.Ianticipatedthatthemoviemustbeveryboring,butitturnedouttobeinspiring.42/47

Cloze1holdbacktedious