Unit 2 Exploring English Viewing and Writing 课件 -2025-2026学年外研版高中英语必修第一册

Book 1 Unit 2 Exploring English （Viewing and Writing） 1 Lead-in ... Mark (Canadian): “ ... I found that hitting the books is common for students in China.” YC student: What do you mean? ... 2 Could you briefly describe what they are doing? 3 chew the fat burn the midnight oil in a fog 4 chew the fat burn the midnight oil in a fog (exhausted) (happy) (confused) 5 Learning Objectives 1. view images and identify English idioms hidden in them; 2. describe the images’ message(s) and write short stories based on understanding of them; 3. develop an open-minded attitude in cross-cultural communication. Pre-writing Think and Share How does the girl feel? Why is she confused? What would happen next? How does the girl feel now? Could you act and write how she feels? Act and Share She has her hands on her cheeks and her eyes are wide open, showcasing her fear of a toad. Discuss and Share How does the girl feel finally? What contributes to the girl’s attitude change? the family’s explanation; the girl’s taste Story Map beginning climax (n. 故事高潮) - problem ending/_________ rising action a dilemma (n. 困境): I was of “toad”. an invitation a concern: “I” was ________ about the name. a(n) : I knew that it was actually a dish’s name. falling action a good meal confused afraid explanation solution How can we put it in a short story? While-writing Part 1 (picture a-b) Part 2 (picture c-d) Peer-evaluation Criteria Description ( ) Content The story demonstrates a deep understanding of cultural differences and the potential for misunderstandings. Language The story effectively and vividly (形象地) describes emotions or movements. Structure The story is clear, well-organized, and easy to follow. Transitions between ideas are smooth. Sample Part 1: Last summer, I stayed with a British family. One night, the family wanted to share their food with me with the son saying, “We’ll eat toad-in-the-hole. It’s tasty!” I was puzzled, because the dish’s name sounded very strange. Part 2: The son saw my face and kindly explained, “It’s a British meal with sausages in a pancake which look like toads in holes.” I was relieved. We all laughed, and enjoyed the tasty dish together. Enhancement She was puzzled, because the dish’s name sounded very strange. (in a fog) She was in a fog when it came to understanding the dish’s name, as it sounded very strange. Brows (n. 眉头) frowned, the girl blinks in confusion as if she were in a fog. Her hands fly to her cheeks, and her eyes widen dramatically at the sound of the unfamiliar name. Practice They all laughed, and enjoyed the food together. (chew the fat) Chewing the fat and enjoying the tasty dish, we laughed and spent a beautiful night together. Drown in the hearty laughter and cheerful chatter, they chewed the fat over a feast, their spirits lifted by the sheer delight of tasty food and the warm vide. Summary Brows (n. 眉头) frowned, the girl blinks in confusion as if she were in a fog. Her hands fly to her cheeks, and her eyes widen dramatically at the sound of the unfamiliar name. Drown in the hearty laughter and cheerful chatter, they chewed the fat over a feast, their spirits lifted by the sheer delight of tasty food and the warm vide. Emotion + Action What makes a good writing? What can we learn from the girl’s experience? Post-writing Last summer, I stayed with a British family. One night, the family wanted to share their food with me with the son saying, “We’ll eat toad-in-the-hole. It’s tasty!” I lost the thread when it came to understanding the dish’s name, as it sounded very strange! The son saw my face and kindly explained, “It’s a British meal with sausages in a pancake which look like toads in holes.” I was relieved. Shooting the breeze and enjoying the tasty dish, we spent a beautiful night together. This experience taught me a valuable lesson: cultural differences may lead to misunderstandings, but communication is the key. beginning concern climax solution lesson Sample ... Mark (Canadian): “ ... I found that hitting the books is common for senior high school in China.” YC student: Oh, I know what you mean, Chinese students are indeed diligent! ... Self-evaluation Self-evaluation: Three key points I have learned today. 1. I am able to view images and identify English idioms hidden in them; 5 4 3 2 1 2. I am able to describe the images’ message(s) and write short stories based on understanding of them; 5 4 3 2 1 3. I am able to develop an open-minded attitude in cross-cultural communication. 5 4 3 2 1 ONE thing I find most difficult: ONE thing I want to know more about: Assignment Required: Finish the writing of the short story. Optional: Search for traditional or customary practices in your culture that might be difficult for foreigners to understand and offer some solutions. Present them to the class. Thank you! 你好 $