【公開課課件】（師大版）選修六 Unit 16 Stories Communication Workshop(共44張PPT)

選修六Unit16Stories(10)

高二年級(jí)英語(yǔ)CommunicationWorkshop

Writing:EventsinMyLife(2)ObjectiveAttheendofthislesson,studentswillbeableto

writeavividstory

byaddingrelevant

details.假設(shè)你是高二學(xué)生李華，請(qǐng)根據(jù)下面四幅圖的先后順序，介紹在“傳統(tǒng)文化進(jìn)校園”活動(dòng)中，向面人藝術(shù)家學(xué)習(xí)捏面人的過(guò)程，并以“ADaywithaCraftsman”為題，給?？坝⒄Z(yǔ)角”寫一篇英文稿件。注意：詞數(shù)不少于60。提示詞：一個(gè)面團(tuán)apieceofdough

面人

doughfigurine we/thecraftsman（集體）

過(guò)去時(shí)

學(xué)習(xí)捏面人（一天）

傳承中國(guó)傳統(tǒng)文化

假設(shè)你是高二學(xué)生李華，請(qǐng)根據(jù)下面四幅圖的先后順序，介紹在“傳統(tǒng)文化進(jìn)校園”活動(dòng)中，向面人藝術(shù)家學(xué)習(xí)捏面人的過(guò)程，并以“ADaywithaCraftsman”為題，給?？坝⒄Z(yǔ)角”寫一篇英文稿件。審導(dǎo)語(yǔ)

1.人稱：2.時(shí)態(tài)：3.活動(dòng)內(nèi)容：4.主題：1.we/thecraftsman2.did/haddone/woulddo/was/weredoing3.learnedhowtomakedoughfigurines4.toinheritandpromotetraditionalChineseculture

假設(shè)你是高二學(xué)生李華，請(qǐng)根據(jù)下面四幅圖的先后順序，介紹在“傳統(tǒng)文化進(jìn)校園”活動(dòng)中，向面人藝術(shù)家學(xué)習(xí)捏面人的過(guò)程，并以“ADaywithaCraftsman”為題，給校刊“英語(yǔ)角”寫一篇英文稿件。

審導(dǎo)語(yǔ)1.welcomed

thecraftsman2.taught

ushowtomakedoughfigurines3.had

atry4.took

picturesKeyevents審圖StructureIntroductionBodyConclusionattractthereaders’attentionbrieflypresentthethemePicture1Picture

2&3Picture4wrapupthestorydeeplyexplorethethemeIntroduction

LastTuesday,ourclassinvitedacraftsmantoteachushowtomakedoughfigurines.IntroductionBeginwithanintriguingintroduction1.LastTuesday,myclassmatesandIspentafantasticdaywithacraftsmanintheactivityof“TraditionalCultureComingintoSchools”.2.LastTuesday,ourclassorganizedafabulousactivityfocusingon…soastohelpushaveabetterunderstandingof…themeBodywelcomedthecraftsmanPicture2&3BodytaughtushowtomakedoughfigurineshadatrytookpicturesPicture1Picture41.First,…2.Then,…3.Afterthat,…4.Finally,…

1.Beforetheactivitystarted,…2.Notlongafterthat,…

3.Throughoutthewholeevent,…4.Sooncamehisdeparturetime.VarietiesoflinkingwordsIntroductionBodyConclusionattractthereaders’attentionbrieflypresentthethemePicture1Picture2&3Picture4wrapupthestorydeeplyexplorethethemeDetailsActions Feelings Theme

AvividstoryWhenthecraftsmancameintotheclassroom,wewarmlywelcomedhim.Wecouldn’twaittoexpress/extend/showoursincere/warm/heartywelcometohim.DescribePicture1Describethecharacters’bodylanguagetoshowfeelings1.rosetoourfeet2.applaudedloudly/

burstintoapplause3.grinnedfromeartoear4.watchedhimwithrespectFirst,hetaught

usthebasicskillstomakedoughfigurines.Afterabriefintroduction,hegaveusademonstrationofhowtomakedoughfigurines.DescribePicture21.Hestartedwithapieceofdough,cutitintoseveralparts,pincheditandtwisteditskillfully.2.…

pinching,rubbingandtwisting

withbarehandsandcutting,carvingandnicking

withabambooknife.Useactionchainstopicturespecificactions我們紛紛圍在老人身旁，認(rèn)真聽，努力記住每一個(gè)細(xì)節(jié)。最終，當(dāng)惟妙惟肖的面人展現(xiàn)出它的全貌時(shí)，我們震驚不已。Westoodaroundthecraftsman,watchedattentively

andtriedtomemorizeeverydetail.Wewere

allshockedwhenthedoughfigurinefinallyshoweditsfullaspect.UseactionchainstopicturespecificactionsAdddetailsrelevanttothemeWhilemakingthedoughfigurine,thecraftsmanalsogaveusadetailedintroductiontodoughart,fromwhichweweresurprisedandproudtoknowthatithasahistoryofatleast1300years.Adddetailsrelevanttotheme看著一個(gè)面團(tuán)漸漸地變成一個(gè)栩栩如生的人物，我們?cè)趫?chǎng)的所有人都對(duì)我們的傳統(tǒng)文化欽佩不已。Watchingapieceofdoughgraduallychangingintoalivelycharacter,eachofusshowedouradmirationtosuchasplendidtraditionalChineseculture.SummaryAdddetailsshowfeelingspicturespecificactionsrelevanttothemeThenwetriedbyourselves.Finally,wetookpictureswiththecraftsmanandourworks..Thenwetriedbyourselves.1.Withhispatientguidanceandinstruction,

eachofuscreateduniqueworks.2.Withtheproceduresanddetailsinourmind,weworkedsmoothly.DescribePicture31.Totallyattractedbythesmallfigurinemadebythecraftsman,wecouldn’twaittotrybyourselves.2.Socuriouswerewethatwecouldn’twaittohaveatry.3.Swellingwithenthusiasmandcuriosity,wedidcarefully.4.Sochallengingbutinterestingwasthisprocessthatnoneofuswantedtostop.Adddetailstoshowfeelings1.Ienjoyedthewholeprocessofmakingmyowndoughfigurineandhadacloserinteractionwithourfantasticfolkculture.2.Werealizedthatthetraditionalcultureneverfailedtofascinatehumanbeings.AdddetailsrelevanttothemeFinally,wetookpictureswiththecraftsmanandourworks.Beforeleaving,weexpressedourgratitudetothecraftsman,whoexpectedustoinherittraditionalculture.Tocommemoratethisfantasticexperience,wetookapicturetogether,holdingourartworkswithpride.DescribePicture41.Adddetailstoshowfeelings.2.Adddetailstopicturespecificactions.3.Adddetailsrelevanttotheme.DetailsKeyeventsLinkingwordsConclusionWhatameaningfulactivity!Wehopewecanhavemoreactivitiesofthiskind!1.Throughthisspecialexperience,IindeedgotachancetoappreciatethemagicalbeautyoftraditionalChineseculture.Ireallyhopethisfolkartcanmakeittotheworld’sstageandflourishoneday!2.Haditnotbeenforthisactivity,wecouldn’thavegotaninsightintoit.IthasleftmeadelightfulandlastingmemoryandIwillcherishitinmyheartforever.Drawasuitableconclusiontheme假設(shè)你是高二學(xué)生李華，請(qǐng)根據(jù)下面四幅圖的先后順序，介紹在“傳統(tǒng)文化進(jìn)校園”活動(dòng)中，向面人藝術(shù)家學(xué)習(xí)捏面人的過(guò)程，并以“ADaywithaCraftsman”為題，給校刊“英語(yǔ)角”寫一篇英文稿件。注意：詞數(shù)不少于60。提示詞：一個(gè)面團(tuán)apieceofdough

面人

doughfigurineLastTuesday,ourclassinvitedanoldcraftsmantoteachushowtomakedoughfigurines.Whenthecraftsmancameintotheclassroom,wegavehimawarmwelcomeandtwoboyshelpedhimwiththetoolbox.First,heshowedusthebasicstepsandskillsofmakingdoughfigurines.Westoodaroundhimandwatchedattentively.ThenweADaywithaCraftsmanstartedtohaveatryourselves.Theoldmanwalkedaroundandhelpeduspatiently.Finally,weputthefigurineswemadeonthetableandtookpictureswiththeoldcraftsman.Lookingatthefigurines,wewereveryexcited.Wehopewecanhavemoreactivitiesofthiskind!IntroductionBodyConclusionattractthereaders’attentionbrieflypresentthethemecoverthekeyeventsaddrelevantdetails(actions;feelings&theme)organizethestorywithlinkingwordswrapupthestorydeeplyexplorethethemeCommentADaywithaCraftsmanLastTuesday,ourclassspentabrilliantdaywithacraftsmanintheactivityof“TraditionalCultureComingintoSchools”,whichprovideduswithanamazingandunforgettableexperience.IntroductionWhilewewerewaitingwithexcitement,anamiablemansteppedintoourbeautifullydecoratedclassroom,withtwoboyscarryingatoolboxfollowinghim.Allofusclappedtoexpressourmostsincerewelcome.First,hegaveusabriefintroductiontodoughart,fromwhichweweresurprisedandproudtoknowthatithasahistoryofatleast1300years.Picture1Thenhestartedtoshowusthemakingprocedures.Hestartedwithacommonpieceofdough.Withaseriesofpinching,rubbingandtwistingwithbarehandsandcutting,carvingandnickingwithabambooknife,ananimatedcharactercameintoview.Watchinghowapieceofdoughwasmadeintolivelycharacters,werealizedthatthetraditionalcultureneverfailedtofascinatehumanbeings.Picture2Totallyattractedbythesmallfigurinemadebythecraftsman,wecouldn’twaittotrybyourselves.Sochallengingbutinterestingwasthisprocessthatnoneofuswantedtostop.Withhispatientguidanceandinstruction,eachofuscreateduniqueworks.Ialsosuccessfu