六年级上册Unit1Growingup教案分析牛津版

新教材Unit1 Growing Up 教案教学目标1. 了解并掌握与“成长”主题相关的词汇和常用表达。

2. 能够描述个人的成长经历，并可以用英语谈论自己和他人的成长过程。

3. 学会运用各种语言技巧和策略，如对比、类比和举例等，来描述成长过程。

教学内容1. 词汇和表达：通过词汇练和角色扮演等形式，研究与成长相关的词汇和常用表达。

2. 口语表达能力：通过小组讨论和对话练，培养学生描述自己和他人成长经历的口语能力。

3. 写作能力：通过写作练，提升学生描述成长过程的写作能力。

教学步骤第一课时1. 导入：让学生与他人分享一个关于自己成长的故事，引导学生思考“成长”的含义和重要性。

(10分钟)- 学生自由分享一个自己成长过程中的有趣或难忘的事情。

- 引导学生对所分享的故事进行讨论，谈论成长的不同方面。

2. 词汇练：通过图片和词汇卡片，让学生研究与成长相关的词汇和表达。

(15分钟)- 展示图片和词汇卡片，引导学生说出与图片相关的词汇。

- 学生分组进行配对练，猜测和描述图片中的人物的成长经历。

3. 听力练：播放一段关于成长的短对话，让学生根据听到的内容回答问题。

(10分钟)- 播放短对话。

- 学生个人回答问题，并与其他学生分享答案。

第二课时1. 复词汇：通过游戏形式，让学生回顾并巩固已学的成长相关词汇。

(10分钟)- 准备一个词汇复游戏，让学生在小组内进行竞赛。

- 引导学生用所学词汇造句，并分享给其他小组。

2. 口语练：学生分组，轮流描述一个他们认识的人的成长经历，并提出问题。

(15分钟)- 学生逐个描述一个他们认识的人的成长经历，并提出相关问题。

- 其他组员回答问题，分享自己的观点和经历。

3. 写作练：学生选择一个自己或他人的成长经历，写一篇短文描述。

(25分钟)- 学生选择一个自己或他人的成长故事，并用英语写下来。

- 学生互相交换短文，进行互评和反馈。

教学评估1. 针对词汇和表达的测试：给学生分发一份小测验，检查学生对与成长相关的词汇和表达的掌握程度。

Unit 1. Growing Up(Text A Writing for Myself)Teaching ObjectiveStudents will be able to1.master the key language points and learn how to use them in context2.practice describing a person’s experience and learn about how to write a narrative3.grasp the main idea and the structure of the text.4.understand some difficult sentences and master some grammatical structure.5.understand the cultural background related to the content6.conduct a series of reading, listening and speaking.7.write a narrative “ A Memorable ---- “Teaching method1.师生互动法2. The Grammar-translation method （语法翻译法）3. The audio-lingual Method ( 听说法)Important points1. learn and master the following words and expressions: off and on, possibility,associate, turn out, anticipate, tedious, reputation, rigid, out of date, inspire,severe, tackle, face up to, scan, sequence, image, vivid, recall, put down, violate, compose, turn in, command, what is more, hold back, avoid, career,congratulation2．Master the following drills:It wasn’t until my third year in high school that---- The usage of “as” .3．Enable the students to understand the text better4．Improve the students’ reading ability5．Training the students’ listening and speaking ability6．Training the students’ writing abilityDifficult points1．How to organize the discussion and help the students finish the task of speaking 2．How to make the students understand the text better.3．How to make the students understand some difficult sentences.4．How to help the students master the usage of some words and expressions.5．Ask the students to repeat the listening materialTeaching ProcedureStep1. Before reading1) Listen to the song Beautiful Boy before class (if you have conditions) and complete the following statements according to what you have heard(在书上)补充：Questions: Do you think what the song tells us?T总结：Life becomes better as one grows up;It takes time to grow up;Life is not always what one has planned, but is full of surprises;Life is n ot easy; it’s adventurous.2) When you were children, were you were eager to grow up? (the students)3) How about now? Are you still dreaming of growing up or do you want to stay a kid once again? (the students)4) What do you think of growing up? Is it easy or full of adventures? (the students) (T: Sum up : Growing up means taking more responsibilities; conduct your responsibility; lose your family’s care; learn to be independent, learn to be yourself, learn to judge something and make your decision)5) Do you have any memorable experience in your growing up? (the students)T: You know everyone has some experiences., but in your life you will remember some special experiences which make you change your attitude to your life and yourstudy .So I would like you to discuss the topic of “ A Memorable Experience” You are given eight to ten minutes and can be divided into some groups by yourselves and discuss with each other. After the discussion, some students will come to the blackboard to show your results of your discussion .T: Sum up the students’ opinionsI think everyone of you has a great speech. I believe each of you has different experience. Some people have a great influence on your life, your study and your attitude to the world, as you say, there are teachers, parents, friends, your respected persons. In the next class, you will learn a text about Russel Baker. He wanted to tell us an unforgettable teacher’s story. It is the teacher that changes Baker’s attitude to writing. And he becomes a writer .6. Cultural notes1) The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:kindergarten: under 5 years oldelementary / primary school (grades 1~6): 6~11 years oldjunior high / middle school (grades 7~8): 12~13 years oldsenior / high school (grades 9~12): 14~17 years oldcollege, institute, academy (学院), university2)The Right Way of Eating SpaghettiSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).1. Hold the fork in your hand as if to poke the spaghetti.2. Scoop up a small amount of spaghetti on your fork and raise it about 30cm above your plate.3. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.4. Put the prongs of the fork at an edge of the plate that is free of food.5. Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.6. Twirl the fork to gather the spaghetti around the prongs.7. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.8. Gently gather up any stray spaghetti ends that don’t make it all the way into your mouth.Step 2. While-reading Tasks1.Scan the passage from the beginning to the end and circle all the times words,phrases and clauses and tell me what sequence did the author follow tocompose the text?since my childhood in Belleville (Para. 1)until my third year in high school (Para. 1)until then (Para. 1)when our class was assigned to Mr. Fleagle for third-year English (Para. 2)late in the year (Para. 3)until the night before the essay was due (Para. 3)when I finished (Para. 6)next morning (Para. 6)two days passed (Para. 6)when I saw him lift my paper from his desk ... (Para. 6) when Mr. Fleagle finished (Para. 9) 2.Text Questions1) What was Mr. Baker’s original attitudes towards English courses and essaywriting?original attitude : bored ( para. 1,2 )2)Which experience made Mr. Baker change his attitude?a new experience : eating spaghetti ( para. 3, 4, 5 )3).How did this experience change Mr. Baker’s attitude?changed attitude : discover a calling and write for his own joy ( para. 6, 7, 8, 9 ) 3.Text OrganizationPart 1: main ideaBaker was bored by everything associated with English courses, including writing. Part 2: main ideaBaker found himself attracted by one particular topic and wrote about it for his own joy. Part 3: main ideaThe experience of writing the essay help him discover his talent for writing and realize what he wished to do in life4. Understanding of each paragraphParagraphs Headings1 Baker’s feelings about English courses2 Baker’s impression of his new English teac her3 A topic that attracts Baker’s attention4 Vivid memories the title brought back5 Baker’s sudden desire to write about the topic6 Anticipating punishment7 Mr. Fleagle’s announcement8 Classmates’ response to the essay9 What Baker discovered5. Para to Para questionsPara.1When did the author’s dream of becoming a writer seem possible?Why had he felt bored by everything associated with English courses?Para.2What did the students think of Mr. Fleagle?According to Mr. Baker, which word could vividly describe Mr. Fleagle?Para.3Which topic attracted Mr. Baker’s attention at last?Para4: Vivid memories the title brought backWhat kind of dish was spaghetti in those days?Why were all the people in Uncle Allen’s house laughing and arguing?Para.5What did Mr. Baker write for?Para6:Did Mr. Baker prepared another essay to Mr. Fleagle’s requirements? Why?Para.7What would Mr. Fleagle do?Para 8:What was the students’response to Mr. Baker’s writing?Para.9In which way did this experience change Mr. Baker?Can you explain “ the very essence of the essay ”?6. Language points1) off and on (or on and off): from time to time, now and again, irregularlye.g. It has been raining on and off for a week. That’s why the clothes feel damp.As her patient slept soundly during the night, Nurse Betty was able to doze offand on in a bedside chair.2) take hold: become establishede.g. The idea of one child only has taken hold in many Chinese families.S: 老习惯是很难摆脱的。

Growing up讲授新课 Ⅱ. Presentation 1.T: This is month. T his is cute …. This class, we'll learn something about growing up.(Show the pictures of the new words on the screen. Learn the meanings of the new words: month ，cute ，pretty ，handsome ，turtle ，catch ，fly ，grow up ，junior high school ，born)2.Work on Listen and say. Play the recording for the Ss to listen and repeat the new words. Ss read the new words and try to remember them.3.讲练结合。

Do you know Sally ？Complete the notes about the photos. 2·1·c·4. Ss read and try to remember the phrases. Ⅲ.Grammer.一般过去时：（1）定义：过去时间里发生的动作或者存在的状态（2）结构：主语+was/were+其他 含be 动词的一般过去时肯定式：主语+was/were+其他（am ，is 的过去式是was ；are 的过去式是were.） 例如：教师先领读，然后男生读，女生读，链式读，给出汉语说英语，给出英语说汉语，最后跟读正音。

紧凑的教学环节使学生能够全身心的投入学习中。

1.学生紧跟老师的讲解，熟悉并牢记一般过去时的表达结构式。

2.自己尝试用一般过去时来造句。

1.经过反复练习和学习，让学生以最快的速度轻松、愉快的掌握新单词。

Unit 1 Growing upRead a story第2课时一、教学目标1. 能够听说认读单词：turtle, catch, fly, born。

2. 能够理解并运用句型：Little Justin was born in the river. / She’s green and she has no tail. / Your mum has a big mouth. She can catch flies.3. 通过阅读故事Little Justin引导学生通过阅读活动抓住关键信息、了解故事大意。

二、教学重难点教学重点：1. 掌握词汇：turtle, catch, fly, born2. 掌握句型：Little Justin was born in the river. / She’s green and she has no tail. / Your mum hasa big mouth. She can catch flies.教学难点：引导学生通过阅读活动抓住关键信息、了解故事大意，并能续写故事。

三、教学准备教学课件；角色扮演的头饰等。

四、教学过程I. Warm-up1. Look and say呈现动画片《丛林之王》中泰山不同时期的照片，学生观察并谈论：A: In Photo 1, Tarzan was ... old. He was...B: In Photo 2, he was ... old. He was ... His hair ... His eyes ...C: In Photo 3, he was ... old. He was ... His hair ...设计意图：吸引学生的学习兴趣，复习巩固上节课的知识，为学习新课做铺垫。

2. Watch and thinkT: Let’s watch a video. During watching, you should think a question: What can the caterpillar change into?S: …设计意图：吸引学生的学习兴趣，为学习新课做铺垫。

Unit 1 Growing upLook and learn; Listen and say第1课时一、教学目标1. 学习新词汇：month, cute, handsome, pretty, grow up。

2. 掌握句型：Hi s/Her … was/were …。

3. 能够初步运用核心句型Hi s/Her … was/were …谈论自己或家人不同成长阶段的外貌特征。

二、教学重难点重点：1. 掌握词汇：month, cute, handsome, pretty, grow up。

2. 掌握句型：Hi s/Her … was/were …。

难点: 能够初步运用核心句型谈论自己或家人不同成长阶段的外貌特征。

三、教学准备教学课件；学生准备自己不同年龄段的照片。

四、教学过程I. Warm-up1. Look and say课件出示三组人物对比图片，教师引导学生描述图片中人物外貌。

设计意图：复习描述人物外貌的句型，突出人物外貌的差异，为引出本课话题做铺垫。

2. Look and think课件出示Tim小时候与现在的照片，教师提问：What did/does Tim look like? What are the differences?设计意图：为学习新知识创设情境，通过呈现图片和提出问题引起学生的思考，激发学生的学习兴趣。

II. Presentation1. Look and learn（1）T: There are twelve months in a year. In this photo, Tim was three months old.呈现Tim小时候图片，介绍此时他的年龄，教师引导学生体会month的含义和用法，同时呈现介绍年龄的目标句型。

（2）呈现Tim小时候和现在的对比照片，引导学生体会cute和handsome的含义和用法，同时呈现描述人物外貌的目标句型。

（3）T: Now he is tall. He goes to junior high school.呈现Tim现在的照片，引导学生体会junior high school的含义和用法，同时呈现本课重点句型。

Module 1 Unit 1 Growing up教案一、Teaching aims1.知识与技能a.帮助学生读懂故事《小蝌蚪找妈妈》，引导学生了解青蛙成长的不同阶段。

b.能综合运用所学语言描述某人在过去某个成长阶段的外貌特征。

2.过程与方法借助多媒体创设语言学习的情境，通过开展多种课堂活动，激发学生学习的兴趣，使学生在乐学的状态下进行语言学习。

3.情感态度价值观a.培养学生良好的阅读习惯和浓厚的阅读兴趣。

b.培养学生热爱大自然的情感。

二、Important points and measure掌握词汇catch His was/were,和his, is/are,的区别运用。

通过“Look and say”的活动出示小蝌蚪Justin 成长阶段的图片，让学生用he was, his, was/were, ,now he is, his, is/are,的描述，帮助学生巩固核心句型。

三、Difficult points and measure能综合运用所学语言知识简单描述人在不同成长阶段的情况。

通过图片呈现，引导学生用所学过的知识来进行描述，通过小组交流，鼓励学生进行交际，达到知识的输出。

四、Teaching methods看图叙事法、课堂交际法、角色表演法五、Teaching aids多媒体、图片、录音机六、学习者分析六年级学生有较好的英语基础，再加之本课的学习内容是经典故事小蝌蚪找妈妈，学生兴趣浓厚。

但是英语阅读能力还有待于加强。

七、Teaching proceduresStep1: Warm-upTeacher show some photos, then ask students to describe these photos. Step 2：Lead-inTeacher present some pictures and review the growth of butterfly .Then present the chant and ask students to follow. Once I was a caterpillar, Sitting on a leaf. But now I am a butterfly, Flyinghigh in the bright blue sky.Today, let’s learn about the growth of little justin.（出示课题Little Justin)Step 3: Presentation1.T:(show picture 1 )what season was it? Ss: It was spring. T: who wasborn in the river?Ss: Little Justin was born in the river. (让学生在语境中理解be born 的含义）T：what colour was he? Ss: He was black. T: Was little Justin happy? Why? Ss: No, he couldn’t find his mother. 2. Listen to the tape. Listen to the tape and follow. Everyone read it together. 3. T:(show picture 2.3)what did Little Justin look like? Was fish his mother? What can his mother do？（教师要求学生四人一组仔细看图回答问题，有需要的及时给予指导） 4.Listen to the tape Listen to the tape and follow Boys and girls read it after teacher.Step 4: Practise and activity1. Listen to the tape again and followplete the reportLittle Justin It was ( ), little Justin was ( ) and ( ). Soon he had a ( ) head and a ( ) tail. Summer came. Little Justin was ( ).He had ( ) legs and ( ) tail.2.Role-play : teacher acts Narrator ,boys act Little Justin , girls act Fish andTurtle .Step 5: Consolidation1. Teacher show some pictures and then students practise modelled sentences :he was ... , he had ... Now he is ... , he has ... He can ...2. Let’s chant: Once I was an egg ,Live in the river. But now I am a frog, Catching flies for the Man.Step 6: HomeworkAsk students use modelled sentences: he/she was ... He/she had ... Now he/she is ... he/she has ...he/she can ...to describe own classmate.板书设计：Little JustinHe was.. . He had... Now he is... He has...He can...。

Modue 1 Getting to now each other
Unit 1 Growing u onth，cute，e，catch，掌握描述年龄，外貌的句型。

2 能力目标：能运用所学句型描述不同年龄阶段的一些特征。

3 情感目标：让学生通过对课文内容的学习掌握，增强学习的信心，调动学生的学习兴趣。

二、教学重难点
1 重点
能运用所学句型描述不同年龄阶段的一些特征。

2 难点
句型运用中，注意描述的准确性。

三、教学用具
照片、多媒体教学设备、单词卡片。

四、教学设计
Steing
1 师生互相问好，教师询问大家是否记得小时候的自己是什么样的。

2 拿出照片，展示小朋友成长不同阶段的样子。

Stemar
教师根据本课时所学内容进行回忆总结，并请同学们谈谈本节课印象最深刻的环节。

Steewor
1 学生抄写本课所学单词，一个五遍。

2用所学句型与父母或朋友进行交谈。

1。

学科：英语年级：六任课教师：单阳模块：M1 Getting to know each other课题M1U1 Growing up (plan1)教材分析【listen and say】以照片的形式呈现了Sally从婴儿、幼儿。

小学生到中学生等不同成长阶段的外貌特征，核心句型是Her hair was short and her eyes were big.版栏目通过对Sally不同成长阶段的介绍引出一般过去式，要求学生用was/were来表达过去的时态。

【Listen and say】呈现三个孩子的照片，朱涛体现三个核心词汇，集中教授单词的同时，通过复线学生学过的其他麦帅哦湖人物特征的单词。

【Read a stroy】呈现经典故事，小蝌蚪找妈妈，进一步呈现核心句型和词汇在真实语境中的应用。

通过阅读让学生进一步了解核心句型。

【Think and say】呈现不同成长阶段的四个人的图片，要求学生看图介绍，要求学生能根据图片用一般过去时介绍一个人的年龄身份和职业教学目标基础性目标：1.学习新单词，cute,handsome,pretty,primary,junior,month 学习课本2页的短文，描述人的成长过程，学习当中的描述人的形容词和动词的过去式。

试着用句子描写家人。

发展性目标：1.学生能够自己拼读单词。

2.在教师的指导下，学生能够根据提示自己学习本课的内容，找出描写人物的词语和动词的过去式。

3.拓展六下内容，可以描述自己的身高和体重I weigh…kilograms. I am…centimeters tall.教学重点正确掌握动词过去式的应用was/were。

was+单数，were+复数教学难点正确应用词语来描述不同阶段人的外貌特征。

教学流程【图片导入】---【趣味游戏新词检测】---【听跟读小短文】---【根据短文完成表格】---【完成课本内容】---【be动词学习】---【be动词知识的练习】---【补充词汇学生自己动手写句子/当堂检测】---【拓展，描述自己身高和体重】-----【练习】教学步骤环节师生分层教学活动分层评价标准依流程图1.图片导入growing up目的：学生在看图片的同时，激发学生的兴趣。

Unit 1. Growing Up(Text A Writing for Myself)Teaching ObjectiveStudents will be able to1.master the key language points and learn how to use them in context2.practice describing a person’s experience and learn about how to write a narrative3.grasp the main idea and the structure of the text.4.understand some difficult sentences and master some grammatical structure.5.understand the cultural background related to the content6.conduct a series of reading, listening and speaking.7.write a narrative “ A Memorable ---- “Teaching method1.师生互动法2. The Grammar-translation method （语法翻译法）3. The audio-lingual Method ( 听说法)Important points1. learn and master the following words and expressions: off and on, possibility,associate, turn out, anticipate, tedious, reputation, rigid, out of date, inspire,severe, tackle, face up to, scan, sequence, image, vivid, recall, put down, violate, compose, turn in, command, what is more, hold back, avoid, career,congratulation2．Master the following drills:It wasn’t until my third year in high school that---- The usage of “as” .3．Enable the students to understand the text better4．Improve the students’ reading ability5．Training the students’ listening and speaking ability6．Training the students’ writing abilityDifficult points1．How to organize the discussion and help the students finish the task of speaking 2．How to make the students understand the text better.3．How to make the students understand some difficult sentences.4．How to help the students master the usage of some words and expressions.5．Ask the students to repeat the listening materialTeaching ProcedureStep1. Before reading1) Listen to the song Beautiful Boy before class (if you have conditions) and complete the following statements according to what you have heard(在书上)补充：Questions: Do you think what the song tells us?T总结：Life becomes better as one grows up;It takes time to grow up;Life is not always what one has planned, but is full of surprises;Life is n ot easy; it’s adventurous.2) When you were children, were you were eager to grow up? (the students)3) How about now? Are you still dreaming of growing up or do you want to stay a kid once again? (the students)4) What do you think of growing up? Is it easy or full of adventures? (the students) (T: Sum up : Growing up means taking more responsibilities; conduct your responsibility; lose your family’s care; learn to be independent, learn to be yourself, learn to judge something and make your decision)5) Do you have any memorable experience in your growing up? (the students)T: You know everyone has some experiences., but in your life you will remember some special experiences which make you change your attitude to your life and yourstudy .So I would like you to discuss the topic of “ A Memorable Experience” You are given eight to ten minutes and can be divided into some groups by yourselves and discuss with each other. After the discussion, some students will come to the blackboard to show your results of your discussion .T: Sum up the students’ opinionsI think everyone of you has a great speech. I believe each of you has different experience. Some people have a great influence on your life, your study and your attitude to the world, as you say, there are teachers, parents, friends, your respected persons. In the next class, you will learn a text about Russel Baker. He wanted to tell us an unforgettable teacher’s story. It is the teacher that changes Baker’s attitude to writing. And he becomes a writer .6. Cultural notes1) The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:kindergarten: under 5 years oldelementary / primary school (grades 1~6): 6~11 years oldjunior high / middle school (grades 7~8): 12~13 years oldsenior / high school (grades 9~12): 14~17 years oldcollege, institute, academy (学院), university2)The Right Way of Eating SpaghettiSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).1. Hold the fork in your hand as if to poke the spaghetti.2. Scoop up a small amount of spaghetti on your fork and raise it about 30cm above your plate.3. Make sure the spaghetti on your fork is completely disconnected from the remainder on your plate.4. Put the prongs of the fork at an edge of the plate that is free of food.5. Quickly point the prongs of the fork straight down toward the plate and place the points on the plate.6. Twirl the fork to gather the spaghetti around the prongs.7. With a quick scooping movement, gather up the roll around the prongs and place it in your mouth.8. Gently gather up any stray spaghetti ends that don’t make it all the way into your mouth.Step 2. While-reading Tasks1.Scan the passage from the beginning to the end and circle all the times words,phrases and clauses and tell me what sequence did the author follow tocompose the text?since my childhood in Belleville (Para. 1)until my third year in high school (Para. 1)until then (Para. 1)when our class was assigned to Mr. Fleagle for third-year English (Para. 2)late in the year (Para. 3)until the night before the essay was due (Para. 3)when I finished (Para. 6)next morning (Para. 6)two days passed (Para. 6)when I saw him lift my paper from his desk ... (Para. 6) when Mr. Fleagle finished (Para. 9) 2.Text Questions1) What was Mr. Baker’s original attitudes towards English courses and essaywriting?original attitude : bored ( para. 1,2 )2)Which experience made Mr. Baker change his attitude?a new experience : eating spaghetti ( para. 3, 4, 5 )3).How did this experience change Mr. Baker’s attitude?changed attitude : discover a calling and write for his own joy ( para. 6, 7, 8, 9 ) 3.Text OrganizationPart 1: main ideaBaker was bored by everything associated with English courses, including writing. Part 2: main ideaBaker found himself attracted by one particular topic and wrote about it for his own joy. Part 3: main ideaThe experience of writing the essay help him discover his talent for writing and realize what he wished to do in life4. Understanding of each paragraphParagraphs Headings1 Baker’s feelings about English courses2 Baker’s impression of his new English teacher3 A topic that attracts Baker’s attention4 Vivid memories the title brought back5 Baker’s sudden desire to write about the topic6 Anticipating punishment7 Mr. Fleagle’s announcement8 Classmates’ response to the essay9 What Baker discovered5. Para to Para questionsPara.1When did the author’s dream of becoming a writer seem possible?Why had he felt bored by everything associated with English courses?Para.2What did the students think of Mr. Fleagle?According to Mr. Baker, which word could vividly describe Mr. Fleagle?Para.3Which topic attracted Mr. Baker’s attention at last?Para4: Vivid memories the title brought backWhat kind of dish was spaghetti in those days?Why were all the people in Uncle Allen’s house laughing and arguing?Para.5What did Mr. Baker write for?Para6:Did Mr. Baker prepared another essay to Mr. Fleagle’s requirements? Why?Para.7What would Mr. Fleagle do?Para 8:What was the students’response to Mr. Baker’s writing?Para.9In which way did this experience change Mr. Baker?Can you explain “ the very essence of the essay ”?6. Language points1) off and on (or on and off): from time to time, now and again, irregularlye.g. It has been raining on and off for a week. That’s why the clothes feel damp.As her patient slept soundly during the night, Nurse Betty was able to doze offand on in a bedside chair.2) take hold: become establishede.g. The idea of one child only has taken hold in many Chinese families.S: 老习惯是很难摆脱的。