高中英语牛津译林版 (2019)必修 第一册Unit 1 Back to school教案

这是一份高中英语牛津译林版 (2019)必修 第一册Unit 1 Back to school教案，共3页。

Integrated skills (II)
I. Learning bjectives
By the end f the lessn, students will be able t:
1. talk abut their favrite fd, including its appearance, smell, taste, ways f cking and a particular experience assciated with it;
2. write an article abut their favrite fd.
II. Key cmpetence fcus
Write an article abut their favrite fd.
III. Predicted area f difficulty
1. Hw t cnvey the ideas clearly.
2. Hw t write an article vividly.
IV. Teaching prcedures
Step 1 Lead-in
T presents sme pictures f fd such as mncakes, Tiramisu, dumpling, ht pt, etc. and asks the fllwing questins:
Picture 1 (Mncakes)
T: What can yu see in the picture?
S: Mncakes.
T: Have yu tried a mncake?
S: Yes.
T: When did yu try it fr the first time?
S: I gave it my first try at the age f 5.
T: D yu like it?
S: Yes, very much.
T: Hw des it taste?
S: It tastes sweet.
Picture 2 (Tiramisu)
T: D yu knw the dessert in the picture?
S: It is Tiramisu.
T: Hw des it lk?
S: It lks adrable.
Picture 3 (Dumpling)
T: What’s the picture abut?
S: Dumplings.
T: D yu knw hw t ck the dish?
S: It can be steamed, biled r fried.
Picture 4 (Ht pt)
T: What’s it?
S: It’s a ht pt.
T: Hw d yu think it feels in yur muth?
S: I think it is spicy.
2. T asks mre questins as fllws:
T: What’s yur favrite fd? Why d yu like it?
(Ss may give varius answers.)
3. T shws a picture f salted duck and mentins her experience f tasting it fr the first time.
T: Salted duck is ne f my persnal favrites. I gave it my first try twenty years ag, tgether with my family members. My father went n a business trip t Nanjing and brught ne back. It lked muth-watering. Befre my mther sliced it, brther and I culdn’t wait t have a try. The meat was juicy and salty, which really impressed all f us. Hw can I frget such a tasty dish?
【设计意图：通过互动，引入主题，并为对话环节做铺垫。】
Step 2 Talking in pairs
1. T guides Ss t talk abut their favrite fd with the fllwing questins:
A: What is yur favrite fd?
B: My favrite fd is is ne f my persnal favrites.
A: Why d yu like it? (Hw it lks, smells, tastes and feels in yur muth, hw yu assciate it with a particular experience, etc.)
B: It lks/smells/tastes/feels ... (smelly, bitter, sweet, salty, juicy, creamy, silky, smth, sft, crisp ...)
It reminds me f the days when ... Hw can I frget such a tasty dish? (Advise Ss t emphasis their pints with rhetrical questins.)
A: D yu knw hw t ck it?
B: Here are the steps: First, ... Secnd, ...
A: Is there any interesting stries behind the fd?
B: It is said that stry ges that ...
2. Ss talk in pairs abut their favrite fd.
【设计意图：通过对话，让学生为下一步的描述性写作准备素材。另外，鼓励学生大胆对话，提高口语交际能力。】
Step 3 Presentatin
T encurages Ss t present their dialgues in class, making cmments n their descriptins after the presentatin.
【设计意图：鼓励学生展示自我，培养学生自信心。】
Step 4 Writing an article
T instructs Ss t write their descriptive article based n the infrmatin frm parts A, B, C.
T: Frm yur presentatin, I find that mst f yu have had a gd descriptin f yur favrite fd. It’s time fr yu t write the article. When writing it, yu can use yur ideas frm part C and infrmatin in parts A and B t help yu. T make yur writing clear and vivid, yu are suppsed t plan yur writing ahead f time.
Activity 1: Planning
T asks Ss t pay attentin t the text type, the structure and the language.
T: When planning the writing, yu shuld pay attentin t the text type, the structure and the language.
1. T explains the text type f the writing—a piece f descriptive writing, and intrduces the purpse—t create a vivid picture in readers’ minds.
T: As fr the text type, in this class yu are ging t write an article abut yur favrite fd. It is a piece f descriptive writing which can create a vivid picture in readers’ minds thrugh plenty f sensry details.
2. T guides Ss t pay attentin t the structure f the article, telling them t fllw the structure belw:
·State clearly what yur favurite fd is.
·Mentin yur experiences f tasting it, especially fr the first time.
·Describe the characteristics f the fd, such as appearance, smell, taste and way f cking.
3. T leads Ss t pay attentin t the language f a piece f descriptive writing: vivid.
T: Finally, the language f the article is als imprtant. When yu describe fd, yu can use adjectives t create an image f the fd in the mind f the reader.
Activity 2: Writing
Ss write their articles.
T: Since we have planned well, nw let’s write the article. Please refer t page 9, part B.
Activity 3: Checking
T asks Ss t figure ut what mistakes they shuld pay attentin t when checking the writing.
T: It is imprtant t check yur writing after yu finish it. What aspects shuld we pay attentin t when checking the writing?
T: Excellent! Yu are suppsed t check if there are any mistakes in terms f punctuatin, spelling, grammar, chice f wrds, style (frmal/infrmal), structure.
2. T asks Ss t check their wn writing accrding t questins in self-review.
T: Check yur writing accrding t questins in self-review.
3. T asks Ss t make cmments n each ther’s writing, read the cmments thers make and imprve their writing accrding t questins in peer review.
T: It is a gd idea t wrk in pairs t read and edit each ther’s writing. During the prcess, yu are suppsed t give different types f cmments, including praises, suggestins and crrectins. Finally, pay attentin t the cmments yur partners give n yur writing and then imprve yur writing accrding t questins in peer review.
【设计意图：通过一系列活动，给学生提出具体写作建议，引导学生抓住写作要点，最终提升写作能力。】
V. Hmewrk
Plish up yur writing.