高中英语牛津版第三模块
Unit 1 The world of our senses
Task
Telling a story
Skills building1: plotting a story
  1. Ask the students to retell the story Fog.
  2. What kind of story do you like? science fiction love story detective story historical story plot
Plot: The sequence of events in a story is called the plot. A plot tells what happens to the characters in a story.
start
The start of the story introduces the story and the main characters It answers these questions: Who? Where? When? Why?
The body of the story tells about the problems experienced by the Characters, e.g. a problem the main character wants to solve or something he or she needs to learn from the experience.
Plot
Body
Ending
The ending of the story tells how the problem is solved or how the story ends.
Practice: Ask students to put the paragraphs in the correct order and then tell which part each paragraph belongs to. Practice: Ask the students to tell the three parts (exposition, complication, resolution) of the story Fog.
Step 1: completing a checklist
Listening:
Part A : Listen and complete the checklist.

  1.The questions your teacher asks are for the start of the story √ □ body of the story □ ending of the story □
  2. You need to write about the of a girl. amazing experience

  3. The story must end with something happy □ something sad □ a surprise √ □
Tapescript
Teacher: Remember that you need to write a story for the compition next week. You should begin working on your story soon. Before you start, pay attention to the rules for the storytelling contest. First, you have to write the story together with a partner. Second, you need to provide
pictures to go with your story. Third, both you and your partner must take part in telling your story. Fourth, you your story should be about a young girl named Sandy who had an amazing experience in a museum. Before you start writing, you may find it helpful to think carefully about these points:Why did she go to the museum?
How did she get to the museum? Who did she go with? What did she do before she arrived at the museum? What time of the year was it? What time of the day was it? The ending of the story must have a surprise. If everything is clear, you can now get into pairs and discusshow to start the story.
Part B: Listen and answer the questions.
  1. Who is the main character? Sandy.
  2. Where did the girl go? To the museum.

  3. Why did the girl go there? To do a class project about art and history.
  4. How did she get there? By school bus.

  5. What happened before the girl arrived at the museum? Sandy and her partner Li Feifei were left behind by others and had to run to catch up with them.

  6. What time of the year was it? Late morning.
Tapescript
S1: First, let’s decide why she went to the museum? S2: Perhaps she went because of a class project? You know we always do class projects. S1: That’s a good idea. So she was doing a class project about…What do you
think? Maybe art and history? S2: That’s not a bad idea, a project about art and history. S1: Now we can decide how she got to the museum. S2: If she went because of a class project she would go with her classmates, and they would probably go by school bus. S1: So, they all went by school bus.
S2: Yes, so now we know how and why she went to the museum, and who she was with. But what did she do before she got here? S1: Perhaps, they were walking from the school bus, and Sandy and her classmate Li Feifei were so busy looking around that they were left behind by the group, so they had to run
to catch up with others. S2: Yes, that would explain why she was so tired. S1: Well, it seems that we have answered all of the questions. S2: Not yet. We haven’t discussed the time. S1: Oh. You’re right. 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’d better start writing the story soon.
Part C
Possible example:
One morning at about 10 O’clock, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They went there by school bus. When they got off the bus, Sandy and her classmate Li Feifei were so busy looking around that they were left behind. So they had to run to catch up with the others.
Skills building 2: identify different elements of a comic strip How can we tell a story? speech bubbles thought bubbles sound bubbles caption (words; pictures)
Practice:
  1. Ask the students to tell the story
  2. Ask the students to finish the comic strip about a monster. a. Label the different ways of adding words to pictures. b. Tell the story
Task

  1. Prepare a short story with a clear plot.
  2. Add four kinds of bubbles to the comic strip and tell the story.
Step 2: preparing a story with a surprise ending.
  1. Check the homework.
  2. Different stories have different endings. happy, sad, surprise moving, thought-provoking
  3. Ask the students to do part A and B on page
  15.
Practice: Add a surprising ending to the story.
That cold January night, I was growing sick of my life in San Francisco. There I was walking home at one in the morning after a tiring practice at the theater. With opening night only a week away, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walked, I thought seriously about giving up both acting and San Francisco. I had expected too much of my life.
As I walked down the empty streets under tall buildings, I felt very small and cold. I began running to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets. About a block from my apartment, I heard a sound behind me. I turned quickly, half expecting to see someone
with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk. Suddenly I wasn’t cold or tired any more. I ran out of the door and back to where I’d heard the noise. Although I searched the sidewalk anxiously for 15 minutes, my wallet was nowhere to be found.

  1. What kinds of words are the words in red and blue?
  2. What is the function of them? (make the story more interesting and lively) Skills building 3: using adjectives and adverbs in stories
adjectives:
  1. to describe a person or thing.
  2. to express physical and other qualities, our feelings and views
  3. to express origin, necessity, frequency and degree of certainty
Adverbs:
  1. to add more information to a verb, an adjective, a phrase or another adverb.
  2. to express place, time, frequency, degree, manner and viewpoints.
  3. to make comments, concentrate on a certain word or phrase and link clauses or sentences. Practice: Do the exercise on page
  16.
Step 3: improve your story
  1. Ask students to do part A.
  2. Part B: ask students to present their stories. ◆ tone of voice ◆ loudness ◆ rhythm of speech ◆ the expression on your face ◆ body language ◆ eye contact ◆ hand movements ◆ stress
Possible example: All of a sudden, a bell was ringing, Sandy woke up and found herself sitting on a chair. She could see people leaving. To her great surprise, she saw a big, red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight.
Homework

  1. Do part B on page
  91.
  2. Prepare a story with a surprising ending.
  3. Preview project.
 

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