2023學(xué)年完整版Unit7EscapingfromkidnappersReading設(shè)計(jì)

Unit7ComicStrips教學(xué)設(shè)計(jì)一、章節(jié)分析（Readingsection）（一）綜述本單元的閱讀部分是一篇有關(guān)繪制漫畫(huà)的文章。文章主要介紹了創(chuàng)造漫畫(huà)的過(guò)程、注意事項(xiàng)及繪制方法，并且提供了漫畫(huà)實(shí)例。因此，教師應(yīng)充分利用學(xué)生的興趣，通過(guò)讀漫畫(huà)了解如何繪制，并在繪制過(guò)程中總結(jié)繪制方法和注意事項(xiàng)，這樣可以通過(guò)漫畫(huà)實(shí)例將理論知識(shí)加以運(yùn)用。本課的任務(wù)有兩個(gè)：1、學(xué)生通過(guò)對(duì)課文的學(xué)習(xí)。掌握一些核心詞匯，例如：Comicstrip,personality,action,comeacross,plot,scene…等2、通過(guò)學(xué)習(xí)課文，了解繪制漫畫(huà)的方法，為writing部分做準(zhǔn)備。（二）閱讀目標(biāo)1、知識(shí)目標(biāo)學(xué)習(xí)課文中重點(diǎn)詞、詞組、句型和語(yǔ)法。2、能力目標(biāo)通過(guò)閱讀進(jìn)一步了解漫畫(huà)的繪制過(guò)程以及如何進(jìn)行欣賞。3、情感目標(biāo)對(duì)漫畫(huà)人物的表情和動(dòng)作進(jìn)行分析，判斷作品中人物的善惡和性格的復(fù)雜矛盾性。（三）教學(xué)方法采用任務(wù)型教學(xué)法組織教學(xué)，通過(guò)聽(tīng)說(shuō)，討論等具體活動(dòng)，達(dá)到教學(xué)效果。（四）重點(diǎn)和難點(diǎn)詞匯學(xué)習(xí)核心詞匯varietyplotsceneaffairinventionpersonalitytextheadquarterscenerycomeacrosscomicstripaction拓展詞匯appealdiffercharacterprintedwordsvary詞組和短語(yǔ)thinkofthefirstthingtodowithanexcitingfinishbefullofkeep…interestedsomethingnewneedstrongpersonalitycomeacrossbemadeinto句型學(xué)習(xí)1.Thecharactersneedstrongpersonalitieswhichwillcomeacrossinthepictures.2.Youcantellwhatthecharactersabovearelikejustfromlookingatthem.二、教學(xué)設(shè)計(jì)（TeachingDesigns）教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考Pre-reading要學(xué)好本課,建議老師在這個(gè)階段完成以下兩個(gè)任務(wù):通過(guò)圖片將學(xué)生帶入漫畫(huà)世界了解漫畫(huà)背景知識(shí)鼓勵(lì)學(xué)生說(shuō)出自己看漫畫(huà)之后的感受,初步體會(huì)畫(huà)與語(yǔ)言表達(dá)的關(guān)聯(lián)性見(jiàn)，中學(xué)英語(yǔ)合作網(wǎng)（）《牛津英語(yǔ)教學(xué)參考》Page96While-reading這是本課的重點(diǎn)部分.要求老師與學(xué)生一起讀一幅連環(huán)漫畫(huà).由分析外貌開(kāi)始，猜測(cè)人物性格，同時(shí)初步了解其整體布局.通過(guò)picture和Thetest-tubeaffair觀察外貌，分析性格，并了解故事的大概。歸納漫畫(huà)繪制方法，結(jié)合課文加以補(bǔ)充。觀察漫畫(huà)中的細(xì)節(jié)，進(jìn)行“注意事項(xiàng)”的梳理學(xué)習(xí)重點(diǎn)詞匯完成課后練習(xí)C。Post-reading安排學(xué)生根據(jù)要求自制漫畫(huà)。見(jiàn)[鏈接1]說(shuō)明：根據(jù)課文要求進(jìn)行漫畫(huà)知識(shí)的介紹。Insociety,wecommunicateinformation/ideasthroughvariousmediums(words,symbols,illustrations,etc).Whenanalyzingcomicstrips,itisnoticeablethateachhasadifferentstyle,pointofview,setting,plot,andsummary,communicatednotonlythroughwords,butthroughillustrations.Bycreatingcomicstrips,studentscommunicateideasthatcannotbeexpressedthroughwordsalone.Acomicstripisadrawingorsequenceofdrawingsthattellsastory.Writtenanddrawnbya,suchstripsarepublishedonarecurringbasis(usuallydailyorweekly)inandonthe.IntheandtherestofEuropetheyarealsoserializedin,withastrip'sstorysometimescontinuingoverthreepagesormore.ComicstripshavealsoappearedinUSmagazinessuchas.Storytellingusingpictureshasexistedatleastsincetheancient,andexamplesexistin19thcenturyGermanyandEngland.TheAmericancomicstripdevelopedthisformatintothe20thcentury.Itintroducedsuchdevicesastheforspeech,thehatflyingofftoindicatesurprise,andspecifictypographicalsymbolstorepresentcursing.Thefirstwereanthologiesofnewspapercomicstrips.Asthenameimplies,comicstripscanbehumorous(forexample,"gag-a-day"stripssuchas,and).Startingintheearly1930s,comicstripsbegantoincludeadventurestories.,andweresomeofthefirst.Soap-operacontinuitystripssuchasandgainedpopularityinthe1940s.Allarecalled,generically,"comicstrips",thoughcartoonisthassuggestedthat"sequentialart"wouldbeabetternameforthem.[鏈接2]說(shuō)明：看漫畫(huà)，體會(huì)畫(huà)與語(yǔ)言表達(dá)的關(guān)聯(lián)性。從圖中你能看到什么？Teacherwillaskstudentsthefollowingquestions:“whatasettingisinastory?""Tellmethesummaryofastory.""Whatconclusioncanwedraw?"Guidestudentresponsesasnecessary.In"EspressoConcentrate,"forexample,thesettingisinfrontofthecomputer;thesummaryishehasoverworkedforalongtimesothatheisverytiredandonlycoffeecanmakehimgoon;theconclusionishumansshouldn’tspendtoomuchtimeoncomputersanddependtomuchoncaffeine.[鏈接3]說(shuō)明：本部分建議采用任務(wù)型閱讀教學(xué)方法。通過(guò)給同學(xué)一個(gè)即定任務(wù)，讓同學(xué)按要求完成漫畫(huà)。TeachingproceduresStepOne:trytomakeacomicstripaccordingtothestoryofTerryTest-tube.(groupwork)Plantheplot.StudentsineachgroupdiscusswhatmighthappenafterTerrywasrescued?Designthenumberofframesandwhatwillbedrawnineachframe.Drawthecomicstripaccordingtotheplot.Addstatements,qotationsorsoundsasrequired.StepTwo:Havestudentscreatetheirown6-8framecomicstripinresponsetooneofthefollowing:Pretendyouareanant.Describeanddrawwhatyouwouldsee.Drawascenedescribingthehappiestdayofyourlife.Drawascenedescribingthesilliestthingyou'llneverforget.Drawasceneofyourlifeatage30.Drawascenefromyourfavoritedaydream.Displayanoverheadforstudentsthatexplainsthecomicstriprequirements,asfollows:Nameanddateontheback.Framesmustbesequentialandsummarizeanideaorscene.Fourdifferenttypesofshapespercomicstripframe.Twodifferenttypesoflinespercomicstripframe.Completesentenceorthoughtpercomicstripframe.Connectionsbetweenframemeanings,words,andillustrations.Useofonlytheprimarycolorsandblackandwhiteforshading.Backgroundsmustbecompletelycoloredin(nopapercolor