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Unit 1 Back to School
Reading One: Teaching Design
Teaching Aims
By the end of this section, students will be able to:
summarize the outline and the theme of the speech by skimming for topic sentences and scanning for details;
evaluate the importance of realizing one’s potential and personal action plans for realizing one’s potential;
apply parallel structures by completing an inspiring speech
Teaching Procedures
steps procedures reflection
Step1: Lead-in Free talk: What is the most impressive English speech you can remember (TED, I have a dream…….) Play the clip from the I Have a Dream speech. (Let the students pay attention to the speaker's expression, language, movement and other details.)
Step2: Pre-reading Senior high school brings a lot of new experiences to everyone. Today we will read a speech given to senior high students by Mr. Xu their principal on the first day of the term. Before the students read the speech transcript, they should think about 2 questions: 1.How do you think senior high school will be different from junior high school (lessons will be more demanding with more knowledge to learn, more examinations to take and more homework to do. This will require me to focus more on my studies and make a continuous effort.) 2.What do you think the principal will talk about in his speech (read the title, look at the pictures, how to be a successful senior high student, encourage them to work hard to become better students, what they can expect to experience at senior high school.) 预测。培养学生概括段落大意的能力.
Step3: Understanding the idea of the speech 1. T asks Ss to underline the topic sentence for each paragraph. 2. T asks Ss to use key words to summarize the meaning of each plete the outline of the speech. (1)promising future(2)challenges(3)potential(4)natural ability(5)school resources(6)a positive attitude(7)develop your character 3. Understanding details (1) T asks Ss to focus on paragraph 2 and answer the following questions: What challenges will students meet at senior high school Is the challenge a bad thing What’s the relationship between challenges and opportunities (2) T asks Ss to focus on paragraph 3 and answer the following questions: What is the principal’s understanding of potential What examples does the principal give What is your understanding of potential What potential do you have Do you agree with the principal’s opinion that potential can be developed when you try hard enough (3) T asks Ss to focus on paragraphs 4－5 and answer the following questions: How do students make the most of the school resources What are good study habits, useful skills and a positive attitude Why does the principal use 2 separate paragraphs to write this part. 设计意图：指导学生通过找主题句快速获取段落主旨，了解语篇的宏观结构，验证之前的 设计意图：第二段的阅读中帮助学生理清挑战与机会的关系，批判性看待“挑战”。第三 段的阅读中鼓励学生质疑他人的观点，表达自己想法。第四、五段引领学生思考为什么作者 用两段来描述同一个内容，让学生反思“挖掘自我潜能”更需要“内部因素”。此部分的教 学主要围绕学习理解和应用实践展开，培养学生的批判性思维，逻辑思维。
Step4: 6 Understanding the language style of the speech 1. T asks Ss to find out one favorite sentence and read it out loudly. 2.T asks Ss think other techniques which can keep audience interested in a speech. What rhetorical devices does he use (quotations, metaphor, repetition, parallelism) Simile明喻 Metaphor 隐喻，暗喻 Metonymy 借喻，转喻 Synecdoche 提喻 Synaesthesia 通感，联觉，移觉 Personification 拟人 Hyperbole 夸张 Parallelism 排比， 平行 Euphemism 委婉，婉辞法 Allegory 讽喻，比方 Irony 反语 Pun 双关 Parody 仿拟 Rhetorical question 修辞疑问 Antithesis 对照，对比，对偶 Paradox 隽语 Oxymoron 反意法，逆喻 Climax 渐进法，层进法 Anticlimax 渐降法 设计意图：阅读首尾两段，教师介绍其中的文体特征和修辞手法；指导学生在文本中寻找 更多的修辞手法以及自己喜爱的句子，从而欣赏语言之美，培养良好的鉴赏能力。最后让学 生试着提出更多的修辞手法，发散其思维。
Step 5 :In-depth analysis of the speech 1. T asks Ss to explore the reason why the principal chooses this topic and the reason why senior high students should realize their potential. 2. T asks Ss to rewrite Para. 2 based on their discussion to polish the speech. 设计意图：引发学生思考校长为什么选 potential 作为题目，挖掘 potential 在校园和社会生 活中的重要性；原文第二段引出 potential 话题，没有就其重要性展开，改写第二段可以帮助 学生进行批判性思维和逻辑性思维；最后讨论高中生应有的素养来深化主题，属于迁移创新 类活动。

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