Chapter 6 comic strip Reading一、 章节分析（Reading section ）（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：Comic strip, personality, action, come across, 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1 词汇学习1) 核心词汇 varietyplotsceneaffairinventionpersonalitytextheadquarterscenerycome acrosscomic stripaction2) 拓展词汇 appealdiffercharacterprinted wordsvary3) 词组和短语 think ofthe first thing to dowith an exciting finishbe full ofkeep interestedsomething newneed strong personalitycome acrossbe made into4) 句型学习1. The characters need strong personalities which will come across in the pictures.2. You can tell what the characters above are like just from looking at them.教学设计（Teaching Designs）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:l 通过图片将学生带入漫画世界l 了解漫画背景知识l 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链接1，2中学英语合作网（www.51share.com）牛津英语教学参考Page 96While-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. (见课本P96练习A)l 通过picture (课本P96)和 The test-tube affair（P97）观察外貌，分析性格，并了解故事的大概。(见课本P96练习B)l 归纳漫画绘制方法，结合课文加以补充。l 观察漫画中的细节，进行“注意事项”的梳理（见课文P99练习D）l 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3链接1说明：根据课文要求进行漫画知识的介绍。 In society, we communicate information/ideas through various mediums (words, symbols, illustrations, etc). When analyzing comic strips, it is noticeable that each has a different style, point of view, setting, plot, and summary, communicated not only through words, but through illustrations. By creating comic strips, students communicate ideas that cannot be expressed through words alone.A comic strip is a drawing or sequence of drawings that tells a story. Written and drawn by a comics artist, such strips are published on a recurring basis (usually daily or weekly) in newspapers and on the Internet. In the UK and the rest of Europe they are also serialized in comic magazines, with a strips story sometimes continuing over three pages or more. Comic strips have also appeared in US magazines such as Boys Life. Storytelling using pictures has existed at least since the ancient Egyptians, and examples exist in 19th century Germany and England. The American comic strip developed this format into the 20th century. It introduced such devices as the word balloon for speech, the hat flying off to indicate surprise, and specific typographical symbols to represent cursing. The first comic books were anthologies of newspaper comic strips.As the name implies, comic strips can be humorous (for example, gag-a-day strips such as Blondie, Bringing Up Father and Pearls Before Swine). Starting in the early 1930s, comic strips began to include adventure stories. Buck Rogers, Tarzan and The Adventures of Tintin were some of the first. Soap-opera continuity strips such as Judge Parker and Mary Worth gained popularity in the 1940s. All are called, generically, comic strips, though cartoonist Will Eisner has suggested that sequential art would be a better name for them. 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？Teacher will ask students the following questions: “ what a setting is in a story? Tell me the summary of a story. What conclusion can we draw? Guide student responses as necessary. In Espresso Concentrate, for example, the setting is in front of the computer; the summary is he has overworked for a long time so that he is very tired and only coffee can make him go on; the conclusion is humans shouldnt spend too much time on computers and depend to much on caffeine. 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。Teaching proceduresStep One: try to make a comic strip according to the story of Terry Test-tube. (group work)1. Plan the plot. Students in each group discuss what might happen after Terry was rescued?2. Design the number of frames and what will be drawn in each frame. 3. Draw the comic strip according to the plot.4. Add statements, qotations or sounds as required.Step Two: Have students create their own 6-8 frame comic strip in response to one of the following:a. Pretend you are an ant. Describe and draw what you would see. b. Draw a scene describing the happiest day of your life. c. Draw a scene describing the silliest thing youll never forget. d. Draw a scene of your life at age 30. e. Draw a scene from your favorite daydream. Display an overhead for students that explains the comic strip requirements, as follows: f. Name and date on the back. g. Frames must be sequential and summarize an idea or scene. h. Four different types of shapes per comic strip frame. i. Two different types of lines per comic stri