[文学]Unit18教案.doc

Unit 18 BeautyI.单元教学目标技能目标 Skill Goals Read poems, an article and a film review.Use reading strategies for answering true/false questions. Talk about people, literature, music and films.Listen to music and dialogues. Using listening strategies for matching people and opinions. Write a film review.Revise and learn more about passive structures.II.目标语言 功能句式Giving opinions: Agreeing and DisagreeingI (dont) thinkPersonally, Im And, to be honest, Thats not the point.So do I.I have to admit Wouldnt you agree ?词汇1. 四会词汇breathless, superior, sideways, vertical, adore, consistent, woolen, slim, overweight, commitment, accompany, range, conscience, subjective, command, tasteless, accessible, delicate, deliver, refresh, tendency, vain, abrupt, disturbing, manner, bend, endless, freezing, unlike, convey, affection, treat, strike, recommend 2. 认读词汇masterpiece, scenic, flock, beholder, inner, sentimental, homesickness, drown, recommendation, childish, cute, DJ, sleigh, thistle, chimney, jerk, hoof, tranquil, hoarfrost, stuff, lyrics, mustard3. 词组die out, hang on a second, bits and pieces4重点词汇adore, consistent, woolen, commitment, accompany, range, command, accessible, deliver, refresh, disturbing, manner, bend, freezing, unlike, convey, affection, treat, strike, recommend 重 点 句 子1. Traditions and fashions, like society itself, change and adapt with time, so it is reasonable that our ideas of beauty change as well. P34.2.In other cultures, looking thin for a husband-to-be is not what a woman desires at all rather, looking a little overweight is considered more attractive. P34 3.It takes more than a casual glance to appreciate and it is much more important than physical beauty. P344. We are influenced by our culture, our biology and our time in history to notice physical beauty quickly and easily, but it is inner beauty that requires us to truly see. P345. As I pulled in my head, And was turning around, down came Stout Santa in a single bound. P386. After looking around and scratching his nose, he gave a nod and up the chimney he rose. P38 III. 教材分析与教材重组1. 教材分析本单元以Beauty为话题，旨在通过单元教学，使学生了解什么是美，并能正确认识不同时代的美的特点、形成和发展；能灵活运用基础句型描述人、诗歌、文学和音乐的美；学会如何在对话中表达观点，如何策划学校的艺术周活动；能根据要求写出一则影评，评述自己最喜欢的电影。1.1 Warm-up分成听和说两部分，提供了三幅关于中外不同时代的人物和景观图片，让学生运用已有的知识和经验，与同伴合作谈论美，发表自己的观点，描述人和事物的美。1.2 1 What Is Beauty 包含三个部分。（）、（）为读前活动，以一幅图片和关于美的谚语引发学生思考什么是美。（）要求学生结合课文把所给意义与文中词语相搭配，旨在培养学生通过上下文猜测词义的能力。（）要求学生通读全文，了解大意，回答一些细节问题。（5）要求学生参照范例就审美标准的时代变化发表自己的观点。Grammar部分是复习情态动词would和used to：（6）要求学生从课文中找出更多含would和used to的例句并讨论其功能意义。（7）要求学生就所给句子区分would和used to的功能用法。（8）是综合填空题，复习此部分相关语法。（9）、（10）、（11）是对该部分语法的运用。Language in use（12）运用used to和didnt use to谈论自己的童年。1.3 2 Whats Your Favorite Music？包含四个部分。Listening（1）给学生提供了描述音乐的关键词，让学生按照范例，结对讨论关于自己喜欢或不喜欢的某种音乐及其原因。（2）要求学生听录音，把所描述的内容和图片相搭配并谈论自己最喜欢的音乐类型及其原因。（3）根据提供的听力策略和步骤，要求学生能判断说话人的观点，并表明自己的观点。（4）要求学生就所提供的关于表达观点的功能句式列表，谈论不同用途的词语。（5）要求学生听对话，核实答案。（6）要求学生把功能句式和其意义相搭配。Pronunciation（7）要求学生听不同的单词和词语，分析他们表达的意义并在听后重复一些重要短语。Speaking（8）要求学生与同伴合作，交流对音乐的观点并表达同意与否。（9）要求学生小组合作，听不同的音乐片段，并在听后轮流表达观点。Vocabulary（10）掌握一些与turn有关的动词短语。(11)通过填空复习前面学过的与音乐有关的重点词汇。1.4 3 Poetry包含两个部分。（1）是Reading的热身活动。要求学生谈论中国的一些著名诗人和自己最喜欢的诗人。（2）让学生看文中图片并选择一些关键词来描述它们。（3）让学生阅读诗歌，并列出相关的词语。Reading strategies部分讲述了阅读诗歌的方法。（4）要求学生阅读诗歌，完成阅读理解问题。（5）要求学生结合课文，区别所给词语表达的不同情感。（6）要求学生结合课文，分类列举出两篇诗歌的相似和不同之处。(7) 要求学生根据解释，找出文中的相关描述。Writing（8）要求学生能就所提供的事物展开诗意的比喻和描述。 1.5 Communication Workshop 包含两个部分。 (1) (2)是writing的热身活动。要求学生阅读一则影评，划分段落大意，再找出不同意义作用的关联词语。（3）要求学生参照范例，运用表达选择的词语造句。然后提供了写影评的具体步骤，要求学生回答问题，列举要点，分清段落，互相检查并评出最佳电影。（1）是listening的热身活动，要求学生看图片讨论，再听对话回答问题。（2）让学生听后找出对话的主题，并回答问题，旨在培养学生的听力。（3）让学生再听回答细节问题。Speaking部分（1）先让学生听一对话片段，就人们打断别人说话的方式进行分类。（2）要求学生搭配非正式用语及其意义。然后让学生根据步骤为学校计划举办一艺术周。其中第三步提供了听力策略，内容是关于如何参加小组讨论，第四步要求学生小组讨论，决定艺术周的内容并选择一名人来揭幕，最后全班交流。1.6 Language Awareness 3包含三个部分。Reading（1）让学生阅读一侦探故事，推断下文。Vocabulary（2）要求学生结合课文找出相关词语的意义。（3）是搭配词义。Grammar (4)要求学生回答有关冠词的问题。（5）要求学生结合课文，判断名词的用法正误。1.7 Cultural Corner（1）要求学生阅读一关于诗歌中浪漫主义的文章回答问题，辨别正误，了解诗歌的分类和历史。（2）要求学生结合课文比较中外两诗人在写作风格上的相似之处，旨在培养学生阅读理解的能力。1.8 Bulletin Board 让学生首先阅读一些英文诗歌再仿照写出自己的诗歌。要求学生先查找资料列举事实，再分工合作，在公共栏上展示。2. 教材重组2.1 从话题内容上分析，从训练目的上分析以及从教材份量来说，可将Warm-up 和Communication workshop中的Speaking: Planning an event整合在一起，设计成一节任务型“口语课”。2.2 可将3 Poetry中的Reading设计成一节“阅读课（一）(精读课)”。2.3 将2 Whats your favorite music？中的Listening, Pronunciation, Speaking和Vocabulary整合在一起，设计成一节“听说课”。2.4 可将1 What is beauty？中的Grammar，Language in Use和Language Awareness 3上一节“语法课”。2.5 可将1 What is beauty?中的Reading和Culture corner整合起来上一节“阅读课（二）（泛读课）”。2.6 将Communication Workshop中的Listening, Writing和Bulletin Board整合成一节“写作课”。3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1st period Speaking2nd period Reading3rd period Listening and Speaking 4th period Grammar5th period Extensive Reading6th period Writing. 分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语breathless, superior, sideways, vertical, adore, catalogue, hang on a second, bits and pieces sick and tired bored to death loads and loads song and dance hang on a second really silly right up your street bits and pieces b. 交际用语Talk about beautiful people, places and objects; give opinions and ask others what they thinkI think.I dont think.Do you like?Dont you like?I have to admit that.But wouldnt you agree that.? 2. Ability goals能力目标Enable the students to describe beauty, talk about beautiful people, places and objects with the target language.Enable students to interrupt politely during conversation. 3. Learning ability goals 学能目标Help the students learn how to give descriptions, express their likes and dislikes, give opinions and take turns in group discussion.Teaching important points教学重点Let Ss learn to use the structures to express and support their opinions freely.Teaching difficult points 教学难点How to describe the beauty of different things and take part in group discussion Teaching methods教学方法Looking at the pictures (individuals).Pairwork to discuss and work in groups of four (cooperative learning).Teaching aids教具准备A computer and a projector.Teaching procedures & ways教学过程与方法Step I IntroductionIntroduce some key words describing beauty.T: Who do you think is the most beautiful girl in our class? How would you like to describe her?Ss: ()Write the words or expression students use to describe beauty on the boards. T: Look at these words and expressions. We use them to describe beauty. Can you think of more words or expressions that can be used to describe beauty? Now look at the key words in Ex 1. Check their meanings in your dictionary and put them into five groups in the table. Then check their work. S1: When we describe men, we may use some adjectives as follows: attractive, awesome, brilliant, elegant, good-looking, handsome.S2: When we describe women, we may use some useful word like: beautiful, attractive, awesome, brilliant, elegant, good-looking, pretty.S3: When we describe places, we may use adjectives like: astonishing, beautiful, attractive, a real masterpiece, scenic.S4: When we describe objects, we may use some words as follows: astonishing, beautiful, attractive, brilliant, lovely, a real masterpiece, perfect, pretty, scenic, superb, superior, a thing of great beauty.S5: When we describe movement, we may use some adjectives as follows: astonishing, leave me breathless, powerful, unbelievable.DiscussionT: Which of these words can you not use with all the categories above? beautiful, lovely, nice, prettyS: In my opinion, the word “pretty” can not be used with all the categories above. It means pleasing and attractive without being beautiful or magnificent. The word is used to describe women or objects, for example, a pretty girl, a pretty garden, a pretty piece of music. Then talk about the photos. T: Look at the three photos on the page. Are they beautiful? Try to describe them in your own words.S1: Yeah, I think they are beautiful pictures which describe a man, a woman and a place. And I really appreciate the woman dancer wearing that beautiful peacock dress, who looks like famous Chinese dancer Yang liping.S2: I think the three pictures describe a beautiful scenic spot, an English man and a woman dancer. What impresses me most is that man in Picture B, who is dressed as an English poet in history. He looks so sentimental, thoughtful and clearheaded.T: Now you will hear three dialogs about beauty. Listen and match them with the photos. While listening, make notes about the photos talked about and give the reasons why you think that way.Ask the Ss to put down key words while listening.Play the tape and check the answers. Then let students finish Exercise 3 individually. Suggested answers:area of countryside scenicpainting masterpiecerainbow beautifuldancer elegant building superbfilm star attractivePairwork - talk about beautiful people, places and objects.T: Now work in pairs and use to the key words you just learned to talk about beautiful people, places and objects. Remember: we use different words to describe different things that are beautiful. Suggested answers:1. Talk about beautiful peopleA: The famous actor in the film yesterday is really handsome.B: Yeah, I have seen the film twice. I think he is the most attractive man Ive ever seen.2. Talk about beautiful placesA: The views in the Mount Tai are really scenic.B: Ive never been there, but I have heard the sunrise there is really beautiful.3. Talk about beautiful objectsA: Have you seen the beautiful lake nearby? B: Yeah, I think it is really a thing of great beauty, especially in the early morning.Step II Speaking: Planning an eventAsk the Ss to look at the pictures on page 42 and talk about the events.T: As we can see from the pictures, there are many things that can be done during theweekdays, can you name the events mentioned in the pictures?S1: Yeah, Monday, a photo competition; Tuesday, drawing pictures, Wednesday, pop concert; Thursday, classic concert; Friday, visiting art gallery.T: What do these events have in common?Ss: They all belong to a type of art.T: Right! Actually they are having an Art Week. Do you want to plan your own Art Week?Ss: Sure.T: To do that, you need group discussion and cooperation. Before we learn how to plan an event, lets learn some basic communication skill.Before you startAsk a student a question. Interrupt him when he answers the question. In this way, introduce the words “interrupt” and “interruption”.T: During conversation, we sometime interrupt others. Interruption can be polite, rude and even a failed interruption. Now listen to extracts from the conversation in the listening workshop. Classify the way in which the people interrupt each other.a) a polite interruptionb) a rude/ abrupt interruptionc) a failed interruptionAsk the Ss to listen carefully and pay attention to the use of the tone, the response of the speakers and the result of the conversation.After listening, ask the Ss to decide the way in which the people interrupt each other.Check their answers. Then learn some colloquial expressions. T: So we have learnt about the polite way to interrupt people and next lets learn some colloquial expressions and try to figure out their meanings, please look at the chatroom.Ask the Ss first to read the colloquial expressions (1-8) and guess the meanings, then try to match the expressions with the meanings (a-h) below.Ask them to have a discussion in pairs then check in class. Encourage them to make use of these expressions in daily life. Plan an eventT: Suppose our school is planning an “Arts week” and you are responsible for the planning. What should you do? Have a discussion with your partner first.After discussionT: Well, who would like to share your opinion with us?S1: Id like to put up a poster for the school arts week and I would plan a pop concert, at which we can see some pop stars.S2: Id like to help hold a school meeting for the arts week in order to arise the interest of all the students and make them take an active part in it.T: Good idea! In order to make a good plan for an “arts week”, we may have some stages to follow. First, look at stage 1 on page 42.Stage 1Individually, decide what sort of things you would like to have. Choose from this list or think of others.a play a poetry reading a classical concerta photo competition old “silent” filmsAsk the Ss to make a decision by themselves according to their tastes. They may think of other things.T: Since you have got the idea of what you are going to have, lets go on with the next step.Stage 2Work in pairs. Discuss your ideas. Try to use expressions from Function File in lesson 2 and the Chatroom.T: First, Id like you to look at the Function File in lesson 2 on page 37 and the expressions in the Chatroom on this page. Pay attention to the expressions and sentence structures while giving opinions: agreeing and disagreeing.Ask the Ss to work in pairs, go through the Function file and Chatroom first, and then discuss their ideas referring to the example given below.Possible dialogues:1. A: Dont you think we should have a classical concert?B: Personally, Im not that keen on classical music. They are too formal and sometimes its just a fuss.2. A: We can have a photo competition. I think its really great, dont you?B: Me, too. I like taking wonderful pictures, you know, Ive just bought a new camera!T: Then we need group discussion. During group discussion, dont forget to take turns. But how to do that? Please look at Speaking Strategies in stage 3 carefully and answer my questions after reading it.Stage 3 Read the strategies.After readingT: Now, answer my questions, please.Q1: What are the dos and donts in having a group discussion?Q2: What can we say to show interest in what the others are saying?Q3: How should we interrupt others in the discussion?T: Well, next lets have a group discussion, using the speaking strategies. Look at stage 4, please.Stage 4Work in groups of three or four. Decide the events for your Arts Week and finally choose a celebrity to open it.After group discussion, deal with Talkback and ask the Ss to share their group work with the rest of the class.Sample discussion: A: Dont you think we should have a poetry reading for the school arts week?B: Mm. Personally, Im not good at reading poetry and sometimes its a bit sentimental. Its really silly!A: Thats true. But I have to admit that poetry reading is good for us to learn about different cultures and arise the students interest in learning Chinese.A: Right! So lets try to find some good poems on the internet and practise reading them carefully.B. Mm. I think its really great! By the way, who do you think we should choose to open it?A: Well, I think our monitor is good at reading poems, we may go and ask him.B: Mm. But wouldnt you agree that our head teacher is better? A: Exactly! She was the chairman of the school literature center and she is really a good poet! Lets ask her to open the event!T: Well done! You all have good imagination and you have known much about the expression and sentences for giving opinions, different stages of planning an event and how to take turns in group discussion. I am very proud of you and I hope you will do more research about the planning events and the art in conversation after class so as to take an active part in social activities in the future!Step III Homework1. Finish exercises on page 82-83.2. Preview 3 Poetry and answer two questions: (1) What is talked about in the text? (2) Who are the writers of the poems? The Second Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语endless, freezing, bend, vague, bound, tone, unlike, convey, affection b. 重点句子Head bent, in homesickness, I am drowned.As I pulled in my head, and was turning around, down came Stout Santa in a single bound. After looking around and scratching his nose, he gave a nod and up the chimney he rose. He jumped into his sleigh and gave a loud whistle, and away he flew like the seeds of a thistle.2. Ability goals能力目标Enable the students to read poetry. Make them take notice of the strategies used for reading and comprehending poetry.3. Learning ability goals 学能目标Teach Ss learn how to analyze with the target language in this unit the content of poetry by reading carefully.Teaching important points 教学重点 Help Ss to deal with the eight exercises of Comprehension in Reading.Teaching difficult points 教学难点Analyze the writing techniques of the text.Teaching methods 教学方法Skimming method, task-based method, role-play method. Teaching aids 教具准备A recorder, a projector and some slides Teaching procedures & ways 教学过程与方式Step I Revision 1. GreetingsAsk students to tell what they know about poetry.T: Do you know what poetry is?S1: Yes. Poetry is an imaginative awareness of experience expressed through meaning, sound, and rhythmic language choices so as to evoke an emotional response. Poetry has been known to employ meter and rhyme, but this is by no means necessary. Poetry is an ancient form that has gone through numerous and drastic reinvention over time. The very nature of poetry as an authentic and individual mode of expression makes it nearly impossible to define.S2: As far as I know, Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquility: the emotion is contemplated till, by a species of reaction, the tranquility gradually disappears, and an emotion, kindr