2023学年完整版Unit7EscapingfromkidnappersReading设计

Unit7ComicStrips教学设计一、章节分析（Readingsection）（一）综述本单元的阅读部分是一篇有关绘制漫画的文章。文章主要介绍了创造漫画的过程、注意事项及绘制方法，并且提供了漫画实例。因此，教师应充分利用学生的兴趣，通过读漫画了解如何绘制，并在绘制过程中总结绘制方法和注意事项，这样可以通过漫画实例将理论知识加以运用。本课的任务有两个：1、学生通过对课文的学习。掌握一些核心词汇，例如：Comicstrip,personality,action,comeacross,plot,scene…等2、通过学习课文，了解绘制漫画的方法，为writing部分做准备。（二）阅读目标1、知识目标学习课文中重点词、词组、句型和语法。2、能力目标通过阅读进一步了解漫画的绘制过程以及如何进行欣赏。3、情感目标对漫画人物的表情和动作进行分析，判断作品中人物的善恶和性格的复杂矛盾性。（三）教学方法采用任务型教学法组织教学，通过听说，讨论等具体活动，达到教学效果。（四）重点和难点词汇学习核心词汇varietyplotsceneaffairinventionpersonalitytextheadquarterscenerycomeacrosscomicstripaction拓展词汇appealdiffercharacterprintedwordsvary词组和短语thinkofthefirstthingtodowithanexcitingfinishbefullofkeep…interestedsomethingnewneedstrongpersonalitycomeacrossbemadeinto句型学习1.Thecharactersneedstrongpersonalitieswhichwillcomeacrossinthepictures.2.Youcantellwhatthecharactersabovearelikejustfromlookingatthem.二、教学设计（TeachingDesigns）教学内容教学实施建议教学资源参考Pre-reading要学好本课,建议老师在这个阶段完成以下两个任务:通过图片将学生带入漫画世界了解漫画背景知识鼓励学生说出自己看漫画之后的感受,初步体会画与语言表达的关联性见，中学英语合作网（）《牛津英语教学参考》Page96While-reading这是本课的重点部分.要求老师与学生一起读一幅连环漫画.由分析外貌开始，猜测人物性格，同时初步了解其整体布局.通过picture和Thetest-tubeaffair观察外貌，分析性格，并了解故事的大概。归纳漫画绘制方法，结合课文加以补充。观察漫画中的细节，进行“注意事项”的梳理学习重点词汇完成课后练习C。Post-reading安排学生根据要求自制漫画。见[链接1]说明：根据课文要求进行漫画知识的介绍。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.[链接2]说明：看漫画，体会画与语言表达的关联性。从图中你能看到什么？Teacherwillaskstudentsthefollowingquestions:“whatasettingisinastory?""Tellmethesummaryofastory.""Whatconclusioncanwedraw?"Guidestudentresponsesasnecessary.In"EspressoConcentrate,"forexample,thesettingisinfrontofthecomputer;thesummaryishehasoverworkedforalongtimesothatheisverytiredandonlycoffeecanmakehimgoon;theconclusionishumansshouldn’tspendtoomuchtimeoncomputersanddependtomuchoncaffeine.[链接3]说明：本部分建议采用任务型阅读教学方法。通过给同学一个即定任务，让同学按要求完成漫画。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