高中英语外研版2019选择性必修第二册课件：Unit 1 Growing up (3)-reading

选择性必修二Unit1Growingup(3)

高二年级英语DevelopingideasTheLittlePrinceReadingLearningobjectivesAttheendoftheclass,youwillbeableto:1.getrelevantinformationaboutAntoinedeSaint-Exupéry;2.findoutwhatthepassageisabout;3.infertheauthor’sattitudetowardsgrow-upsandfindtheevidence;4.talkaboutyourattitudetowardsgrow-ups.

WarmingupWatchavideoandanswerthequestions:1.HaveyoueverseenthefilmTheLittlePrince?2.WhatdoyouknowabouttheauthorofTheLittlePrince?

WarmingupWhat’shisname,profession,nationalityandmajorachievements?ReadingforgeneralideaPleasereadtheintroductiontoAntoinedeSaint-Exupéryandanswerthequestions.1.Whatdoestheintroductionmainlytellyou?2.WhatexperiencemadetheauthorwriteTheLittlePrince?3.WhatkindofpersondoyouthinkAntoinedeSaint-Exupérywas?Readingforgeneralidea1.Whatdoestheintroductionmainlytellyou?

TheintroductiontellsAntoinedeSaint-Exupéry’spersonalinformation,includingtheyearofhisbirth,hishobbyandexperience,hissuccessfulwork,thebackgroundinformationofcreatingTheLittlePrinceandhisdeath.Readingtocompletetheform.AntoinedeSaint-ExupéryYearofbirthanddeathHobbyandexperienceSuccessfulworkBackgroundofcreatingHisdeathDeSaintExuperyYearofbirthanddeath1900—1944aeroplanes,riding,flying,writingHobbyandexperienceSuccessfulworkTheLittlePrinceBackgroundofcreatinghadaplanecrashinthedesertin1935,wanderedaround,nearlydiedHisdeathleftonawartimemission,neverreturned,unknowncauseReadingforinformation2.WhatexperiencemadetheauthorwriteTheLittlePrince?

Hewasinspiredtocreatethestorybyaplanecrashinthedesertin1935.

Think&Share3.WhatkindofpersondoyouthinkAntoinedeSaint-Exupérywas?Hewasfullofadventurousspirit.Hewasalsocreativeandhadbigimagination.Look&Predict

TheLittlePrincePleaselookatthreepictures,describingwhatthepicturesareaboutandpredictwhatthepassageisabout.Whatishappeninginthispicture?

TheLittlePrinceWhatdoesthepicturewanttotellyou?Look&PredictDoyouknowwhatthepictureontheleftwantstoshowyounow?ThetextisprobablyanexcerptfromthenovelTheLittlePrince.Anditisprobablyaboutsomethingrelatedtothethreepictures.

Look&PredictWhatisthepassageprobablyabout?Checktheprediction.PleasereadtheexcerptofTheLittlePrincequicklyandcheckthepredictionandgetthegeneralideaofit.Thegeneralideaofthepassage:

Thepassageiswrittenfromachild’sperspective.Itshowsthedifferentunderstandingsoftwopicturesbetweengrownupsandchildren.Anovelthreebasicelements

characterplotsettingPleasereadthepassagecarefullyandfindtheplotandpayattentiontothecharactersandthesetting.Highlightthekeywordswhilereading.Whatarethebasicelementsofanovel?Readingfortheplot

1OncewhenIwassixyearsoldIsawamagnificentpictureinabook,calledTrueStoriesfromNature,abouttheprimevalforest.Itwasapictureofaboaconstrictorintheactofswallowingananimal.Hereisacopyofthedrawing.Theplot:Idrewacopyofthedrawinginabook,inwhichaboaconstrictor

wasswallowingananimal.

2Inthebookitsaid:“Boaconstrictorsswallowtheirpreywhole,withoutchewingit.Afterthattheyarenotabletomove,andtheysleepthroughthesixmonthsthattheyneedfordigestion.”3Ipondereddeeply,then,overtheadventuresofthejungle.AndaftersomeworkwithacoloredpencilIsucceededinmakingmyfirstdrawing.

MyDrawingNumberOne.Itlookedlikethis：Theplot:Idrewapictureoftheboaconstrictorwiththepreyinside.Readingfortheplot4Ishowedmymasterpiecetothegrown-ups,andaskedthemwhetherthedrawingfrightenedthem.5Buttheyanswered:“Frighten?Whyshouldanyonebefrightenedbyahat?”Theplot:Grown-upsthoughtwhatIdrewwasahat.Readingfortheplot6Mydrawingwasnotapictureofahat.

Itwasapictureofaboaconstrictordigestinganelephant.

Butsince

thegrown-upswerenotabletounderstandit,Imadeanotherdrawing:

Idrewtheinsideoftheboaconstrictor,sothatthegrown-upscouldseeitclearly.Theyalwaysneedtohavethingsexplained.MyDrawingNumberTwolookedlikethis:Theplot:Thegrown-upsdidn’tunderstandmypicture,soIdrewanotheronetoshowwhatwasinside.Readingfortheplot7Thegrown-ups’response,thistime,wastoadvisemetolayasidemydrawingsofboaconstrictors,whetherfromtheinsideortheoutside,anddevotemyselfinsteadtogeography,history,arithmeticandgrammar.Thatiswhy,attheageofsix,Igaveupwhatmighthavebeenamagnificentcareerasapainter.ReadingfortheplotTheplot:Thegrown-upsletmedevotemyselftomyschoolsubjectswhentheysawthetruthbuttheydidn’tpursuetrueunderstanding.

IhadbeendisheartenedbythefailureofmyDrawingNumberOneandmyDrawingNumberTwo.Grown-upsneverunderstandanythingbythemselves,anditistiresomeforchildrentobealwaysandforeverexplainingthingstothem.Readingfortheplot8SothenIchoseanotherprofession,andlearnedtopilotairplanes.Ihaveflownalittleoverallpartsoftheworld;anditistruethatgeographyhasbeenveryusefultome.AtaglanceIcandistinguishChinafromArizona.Ifonegetslostinthenight,suchknowledgeisvaluable.Theplot:Igaveupdrawingandlearnedtobeapilot.Readingfortheplot9Inthecourseofthislife,Ihavehadagreatmanyencounterswithagreatmanypeoplewhohavebeenconcernedwithmattersofconsequence.Ihavelivedagreatdealamonggrown-ups.Ihaveseenthemintimately,closeathand.Andthathasn’tmuchimprovedmyopinionofthem.Theplot:Grown-upswereallconcernedwithmattersofconsequence.

Readingfortheplot10WheneverImetoneofthemwhoseemedtomeatallclear-sighted,ItriedtheexperimentofshowinghimmyDrawingNumberOne,whichIhavealwayskept.Iwouldtrytofindout,so,ifthiswasapersonoftrueunderstanding.But,whoeveritwas,he,orshe,wouldalwayssay:11“Thatisahat.”Theplot:Itriedtofindiftherewasapersonoftrueunderstanding,butIfailed.Readingfortheplot12ThenIwouldnevertalktothatpersonaboutboaconstrictors,orprimevalforests,orstars,Iwouldbringmyselfdowntohislevel.Iwouldtalktohimaboutbridge,andgolf,andpolitics,andneckties.Andthegrown-upwouldbegreatlypleasedtohavemetsuchasensibleman.Theplot:Ihadtogiveupmyexperimentandtalkedaboutwhattheycouldunderstand.ReadingfortheplotDevelopmentoftheplotThebeginning:madeadrawingThedevelopment:Grown-upsthoughtitwasahatanddidnotseektrueunderstandingTheclimax:allthegrown-upshadthesameanswerTheending:talkedaboutothertopicsReadingforthecharacters

Ishowedmymasterpiecetothe

grown-ups,and...WheneverImet

oneofthem

whoseemedtomeatallclear-sighted...Thecharacters:I,grown-ups,oneofthegrown-ups

...

“Frighten?Whyshouldanyonebefrightenedbyahat?”Theyalwaysneed

tohavethingsexplained....Grown-upsneverunderstandanythingbythemselves,anditistiresomefor

childrentobealwaysandforeverexplainingthingstothem....advisemetolayasidemydrawings...devotemyselfinsteadtogeography,history,arithmeticandgrammar...Readingforthesettinglackimagination

concernedwithmattersofconsequence,notpursuingtrueunderstandingWheneverImetoneofthemwhoseemedtomeatallclear-sighted,

ItriedtheexperimentofshowinghimmyDrawingNumberOne,whichIhavealwayskept.Iwouldtrytofindout,so,ifthiswasapersonoftrueunderstanding.But,whoeveritwas,he,orshe,would

alwayssay:

“Thatisahat.”Thegrown-upswerenotclear-sightedanddidn’tpursuetrueunderstanding.

ReadingforthesettingRead&Think1.Choosetheauthor’sattitudetowardsgrown-upsandfindevidencetosupportyourchoice.2.Whatdoestheauthorreallymeanbythesentences?3.Whatfigureofspeechdoestheauthoruse?Howdoesthisfigureofspeechhelptoexpresstheauthor’sattitude?1)Grown-upsaremorepracticalthanchildren.Theywanttoteachchildrenknowledgethatwillbeusefulinthefuture.2)Grown-upsarenobetterthanchildren.Theylackimaginationandonlycareaboutmattersofconsequence.3)Grown-upsaremoreknowledgeablethanchildren.Theycanunderstandeverythingbythemselves.1.Findoutheauthor’sattitudeandtheevidence.Read&ThinkPara5:Buttheyanswered:“Frighten?Whyshouldanyonebefrightenedbyahat?”Para7:Grown-upsneverunderstandanythingbythemselves,anditistiresomeforchildrentobealwaysandforeverexplainingthingstothem.Para9:Inthecourseofthislife,Ihavehadagreatmanyencounterswithagreatmanypeoplewhohavebeenconcernedwithmattersofconsequence.Myansweris:2)Read&Think2.Whatdoestheauthorreallymeanbythesesentences?Sentence1:“Ihavehadagreatmanyencounterswithagreatmanypeoplewhohavebeenconcernedwithmattersofconsequence.”Sentence2:“Andthegrown-upwouldbegreatlypleasedtohavemetsuchasensibleman.”Read&Think

Thesesentencesmean:

Mostoftheadultshehadmetwerethesame.Theyfocusedonpracticalmattersonlyandseldompaidattentiontoimaginationorcreativity.Iftheauthorpretendedtothinkthewaytheydid,theadultswouldconcludethathewassensibleandmature.Read&ThinkIrony.Thisfigureofspeechenablestheauthortoindicatehislowopinionofadults’behaviourandvaluesbystressingsuchthings.3.Whatfigureofspeechdoestheauthoruse?Howdoesthisfigureofspeechhelptoexpresstheauthor’sattitude?Read&ThinklearningtolearnIronyisasubtlefigureofspeechthatreferstothingsonesaysthataretheoppositeofwhatonereallymeans.Ithasahumorous,emphaticorsarcasticeffect.Forexample:Fine,don’tbuymeanairlineticket,I’lljustswimacrosstheocean!Voiceyouropinion.Talkaboutyourattitudetowardsgrown-ups.1)Decidewhetheryouagreewiththeauthor’sattitudetowardsgrown-upsandwhy.2)Thinkofsomeexamplestosupportyouropinionsandmakenotes.Attitudetowardsgrown-upsOpinionsExamplesVoiceyouropinion.Attitudetowardsgrown-upsOpinionsExamplesbasedonexperienceapplythingstheyhavelearnedatoneoccasiontoanotherfollowsocialrulesandvaluestreatothersthewaytheytreatthemlessimaginativecognitiveabilitieslimittheirimaginationVoiceyouropinion.Youcanorganiseyourtalkfollowingthestepsbelow.Explaintheauthorsattitudetowardsgrown-ups.Stateyourownopinions.Givesupportingexamples.Concludebysummarisingyouropinions.Voiceyouropinion.Theexpressionsbelowmaybehelpful.1)Itotallyagreewiththeauthorbecause.../Idon’tagreewiththeauthorbecause...2)Inmyview.../Inmyeyes.../Personally,Ithink...3)Take...forexample.../Forinstance,...4)Toconclude...Tosumup.../Allinall...Voiceyouropinion.

Think&ShareThinkaboutthefollowingquestionsandvoiceyouropinions.1.Whatwerethegrown-ups’responsestotheauthor’sDrawingNumberOneandDrawingNumberTwo?Whydoyouthinktheyrespondedinthisway?2.Accordingtotheauthor,whatisachild’smostvaluabletrait?Doyouagreewithhi