Unit 1 The world of our senses Task 教学设计-优质公开课-译林版必修3精品

Unit 1 Task –Telling a story教学设计Skills building 1: plotting a story1. In this section we’ll learn about the plot of a story and the three parts, exposition, complication and resolution that a story usually contains; and learn what to notice when reading a story; and try to put what you’ve learnt into practice by putting different parts of a story in the correct order.Do you like reading stories? What kind of stories does you like reading? Why? What are the common elements in stories? (Most stories tell what happened, when and where it happened and who was involved in it.)There is usually a plot in a story that tells readers what happens to the character(s) in the story.2. Read the three points on the top of page 12 in this section to see if you’ll lear n something from it.3. Do Part ADo it individually first and then we’ll check the answer together.Ok, we’ve got the orders corrected and can you give the reasons why you put the paragraphs in such an order? (This is an order in accord with the sequence of the story.)4. Please finish Part B by deciding which element each paragraph represents according to the definitions of exposition, complication and resolution.Answers (Page13)A 3 1 6 2 5 4B 1 E 2C 3 C 4 C 5 C 6 RStep1: Completing a checklistYou are to develop listening skills in this part. Complete a checklist in Part A first after listening to the teacher, and then answer some questions in Part B after listening to a conversation.1. Please read Part A on page 13 to make sure what you are asked to do and what information you should get when listening to the tape. Complete the checklist individually, then check your answers with your partners to see if you have the same answers.Answers (Page 13)A 1 the questions your teacher asks are for the beginning of the story.2 you need to write about the special experience of a girl.3 the story must have a surprise ending.2. Listen to the conversation and answer the questions in Part B. Check your answers with your partners to make sure that you have got the correct answer.Tape scriptS1: OK, Let’s first think about how S andy got there. Should she go on the train or the school bus?S2: Well, we should first decide why she went to the museum.S1: That’s right. Was it because she liked the show in the museum?S2: Or perhaps she went because of a class project? You know we always do class projects.S1: That’s a good idea. So she went to the museum to do a class project about…S2: About art and history?S1: That’s not a bad idea, a project about art and history.S2: Now we can decide how she got to the museum.S1: If she went because of a class project, she and her classmates probably would go by school bus.S2: Why?S1: Because a school bus can take about fifty people. When we go on an outing, two teachers always go with us. Remember?S2: That’s true. So they all went by schoo l bus.S1: Yes, so now we know why and how she went to the museum, and who she was with. But what did she do before she got there?S2: Perhaps, they were walking from school bus, and Sandy and her partner Li feifei were so busy looking around that they got lost. And they started to run to try and find their classmates. Luckily they could still see them and caught up with them at last.S1: Yes, that would explain why she was so tired.S2: Well, it seems that we have answered all of the questions.S1: Yes, no w we’d better write the story!S2: No. We haven’t answered Questions seven and eight.S1: Yes. You are right. Let’s make it the summertime, because that’s the time of the year we usually go on school trips.S2: All right, but what about the time of the day?S1: Well, most museums don’t open until ten o’clock in the morning. So, let’s make it late morning.S2: Fine. Now we’ve answered all the questions. We had better write the story.Answers (Page 13)B 1 Sandy.2 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.Skills building 2: identifying different elements of a comic stripYou will learn in this part the skill of telling a story effectively by using pictures with speech bubbles, thought bubbles, sound bubbles and captions.1. Please read the guidelines and look at the four pictures on page 14 to discover the functions of the four ways telling a story effectively.Now please read the words in the speech bubble, the thought bubble, the sound bubble and the caption. And talk about the four pictures.2. Read the comic strip in the exercise and label the different ways of adding words to pictures.Answers (Page14)2. thought bubble3. caption4. speech bubble5. sound bubble6. thought bubble7. sound bubbleStep 2: Preparing a story with a surprise ending1．In this part, you ’re to use what you ’ve learn in Skills building 2 to prepare a story by drawing thecorrect bubbles around the words or actions in the five pictures.Try to use your imagination to finish the story with a surprise ending by drawing the sixth picture.Read the guidelines on page 15 to make sure what you need to do. Work first individually and then checkyour answers with your partners. If you have different answers, discuss which answer is better. Answers (Page15)Picture1. stared Picture2. felt Picture3. heard Picture4. smellPicture5. tasted2. Try to work out a surprise ending according to the five pictures given in Part A. Draw a picture, write acaption and add thought, speech or sound bubbles where necessary. Use your imagination and create anyending which is surprising.Skills building 3: using adjectives and adverbs in storiesAdjectives and adverbs are often used to make the stories more interesting and lively. You will learn somedetails about the function of adjectives and adverbs in this part.1. Read 1-3 on page 16 for a few minutes to get some general ideas.2. Complete the exercise on page 16 individually and then check the answers with your partners. Discuss it when you have different answers before we share it together.AnswersAdjectives in the articles:good weak hot cold wild nearestsafe hard different strong grateful nearAdverbs in the article:quickly temporarily hopefully fullyStep 3: improving your storyIn this part, you are to practise using adjectives and adverbs correctly to complete your story, and then I’d like you to present your story to your partner.1. Read the guidelines in Part A on page 17 and then go over adjectives and adverbs given in the box. Can you point out which words are adjectives and which words are adverbs? Now let’s first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture you drew in Step2.AnswersA (1) tired (2) colorful (3)Suddenly (4)alive (5)frightened(6)loudly (7)back (8) beautiful (9)red (10)delicious2. Do you know what good storyteller will do to make others interested and willing to listen to them? Please read the guidelines in Part B and then work in pairs to practise telling the story you've just finished.I will ask some students to present their stories in class. The whole class will decide who is the best storyteller.3. Read the story in Part A in Writing on page 97 in your Workbook, and do Part B as homework.。