北师大版英语选修6.doc

第十六单元第一课教学设计Lesson 1 Stories from History教材分析本课是第16单元第一课。教材讲述了意大利的庞培城，一个变成了“时间胶囊”城市，公元79年被火山爆发所吞没和1600多年后科学家们再发现它的历史故事。本课以这个历史故事为话题，展开对故事体裁（Genre）写作结构的了解。本单元在Warm-up部分已为第一课做了很好的故事话题、结构和词汇方面的铺垫，因此本课可以从Warm-up导入开始，了解故事的种类。进一步培养学生在进行阅读过程中，了解文章故事的结构和写作特点以便更好地为故事体裁写作输出做准备。最终达到读得懂、说得出、写得好的目标。本课篇章不长，也不算难。词汇短语最好通过学生的课上活动，以及对过去完成时的练习和掌握，不断使词汇及短语复现，从而达到掌握和理解课文的目的。另外，过去完成时的学习可以通过发现实验的方法加深学生的理解和应用。即：在语言应用中发现并掌握语法知识。本课计划两课时完成。第一课时的重点是通过故事结构（标题，故事事件发生的场景（时间、定点、人物），主体和结论）话题相关信息的了解，运用自己的语言通过讲故事复述课文学习本课及相关的词汇；第二课时的重点是词汇的巩固和语法的发现、归纳、总结和练习，让学生明白过去完成时和过去时的区别以及Have/Get something done词的用法，并能在语境中恰当的应用语言。教学内容1. 话题: Stories from History2. 阅读: Pompeii: The city that became a time capsule3. 词汇: 重点词汇：volcanic eruption, buried, event, disappear, disaster, preserve, destroy, discover, scientist相关词汇：capsule, tremble, particularly, loss, awesome, rewind, burst, authentic, architecture短语和搭配：block out, in a way, on ones side, split up, pay rise4语法：The Past Perfect; Have/Get something done第一课时First Period 教学目标本课结束时，学生能够： 1通过Warm-up的听力，学生能够听懂并知道故事的不同种类。2谈论和讲述故事。教学过程 教学活动Activities 设计意图Intentions互动模式&时间IP & timeLead-inStep 1Through two question answering, Ss list different types of stories. Appreciate some stories from picture flash show.PPT 3-101 学生了解和辨认不同故事种类，尽快进入主题。2 激活Warm-up中所接触的词汇，激发学生的兴趣和背景知识。CW2Step 2 Ss listen to the beginning of five stories. Write down what kind of story it is.PPT 11-13学生根据听力片断，判断出不同种类的故事。调动其对历史故事的了解，从而进入课文主题。CW3Pre-readingStep 3 Ss answer two questions on P6, and then use pictures and the following words given as hint to describe what happened to the city of Pompeii.PPT 14-16学案I1学生运用问题、语境和图片，围绕话题了解Pompeii的背景信息，预教词汇和短语。2通过Pompeii的地理位置图片，进一步了解Mount Vesuvius火山爆发的原因。CW6While-readingStep 4First reading: Ss read the text for main idea. (Skimming)After finding the main idea of the story, Ss try to answer questions from the text P6.PPT 17-201通过Skimming的阅读策略，训练学生抓住文章主旨。2回答问题是对文章故事有一个整体认识和了解。CW5Step 5Second reading: Ss read the text forthe second time, knowing somedetailed information about time,people and events. Fill in the tables with the information from the text.PPT 21-25学案II1旨在通过学生对文章的再读，对文章的细节加以掌握。2完成两表格中的时间和事件；人物和事件的情况。CW & IW8Step 6Ss try to review some of the words and expressions and fill in the cloze.PPT26-27 进一步熟悉课文，根据课文辅助词汇及短语了解课文整体，为下一步复述和讲故事做铺垫。IW5Post-readingStep 7Ss work in pairs and check each others retelling either using the first person or the third person form. After that, T ask individuals to and do a presentation before class. PPT 12学案III熟悉课文，提取文章信息，达到读得懂、说得出的目的。PW & IW6Step 8Ss work in groups of four and do a role-play: InterviewOne of the group members acted as a tour guide and the other three tourists. The tour guide may be asked several questions about Pompeii and Mount Vesuvius Volcanic Eruption. PPT 13-151通过学生的Output 活动，进一步内化所学内容。2学生会更加熟悉新学词汇，达到学中用的“产出”目的。GW10Homework P53，7第二课时Second Period 教学目标本课结束时，学生能够： 1 在语境中应用和掌握Lesson 1 所学新词汇及短语。2 掌握 Past Perfect 和 Past Tense 的区别和用法。3 了解Have/Get something done 的用法。 教学过程 教学活动Activities 设计意图Intentions互动模式&时间IP & timeLanguage Focus and GrammarStep 1Do revision about words and useful phrases from Warm-up & Lesson 1. PPT 3通过对Warm-up & Lesson 1的词汇短语的英汉及汉英的翻译造句的复习反馈，学生会对课文进一步夯实。CW4Step 2Learn usages of some important words and phrases.学生通过对词汇短语的掌握和学习，从而会造句乃至于连句成文。IW6Step 3Using “Experience Approach and PPP Approach” to deal with the Past Perfect. T Present 4 sentences to Ss to see which happened earlier.PPT 4-5学生通过教师的介绍会判断出所给句子动作发生的先后顺序，从而知道过去完成时和过去时的构成和区别。CW10Step 4Apply the pictures given on Page 7 to experience and practice the Past Perfect.学生可以进一步强化过去完成时、过去时以及过去进行时的用法的掌握。CW4Step 5T asks Ss to practice some sentence making, translation or blanks filling, using past perfect tense.PPT 6-7通过学生们对实际操练，去检查其掌握情况，从而对症下药，有的放矢。IW & CW6Step 6Ss do exercise 8 on P7 and 5 on P53 and then produce their own sentences or short passages according to a picture.PPT 8-9学生通过练习和讨论，然后造句成文，达到在语境中应用语言和语法的目标 。PW15 Homework Write Project: Students are required to collect information about historical stories from the Internet, libraries or any source they can and shorten the story to around 120 words. Note: While making the story shorter, students are supposed to pay close attention to the use of 5Ws (who, where, when, what, why) in the story.第一课时学案First Period (Reading)I. Word Bank for Story:StoriesStory2. Find the exact English words in Lesson One and try to explain it in English:世纪，发生，火山爆发，埋葬，事件，消失，灾难，保存，毁坏，科学家，发现，建筑3. Find information related to the following time and people.TimeEvents1. At the end of the firs century AD,2. August 24th, 79 AD3. Over the centuries4. More than 1,600 years later5. By 1748,6. Now7. Today, more than 250 years afterPeopleEventsPlinyThe people in the city after the volcanic eruptionSome scientistsTourists and scientists4. Using proper words and phrases fill in the blanks.Pliny was a Roman writer who had _1_ and wrote about a _2_ eruption which _3_ on August 24th, 79AD and it was of Mt. Vesuvius. The tragedy had left a deep _4_ on Pliny who had lost his uncle in the accident. The people, towns and villages had been _5_ under the ashes of Mt Vesuvius. By 1748, scientists had started to _6_the ancient city Pompeii. It is like a “time capsule” _7_ a frozen moment in history. Not only the buildings and authentic objects of Pompeii attract people, but also the forms of the people caught in the _8_ that have made the city a _9_ to human history. The bodies of people who had died in Pompeii showed their exact _10_of getting together for_11_ in their last hours of life. Today, since excavations started, people and scientists visit Pompeii every year to learn more about the_12_. In this way, the city, which the world had once forgotten _13_ nearly 2,000 years after its _14_.第二课时学案Second Period (Language Focus and Grammar)I. Read the text. Either give the Chinese equivalent or explain the following in English.1.knock at/on16.volcanic eruption2. knock sb./sth. over17. a great loss3.at the speed of18. preserve a frozen e into view19. be caught in5. There is no doubt that20. feel sorrow and deep sympathy for6.a ticket with a phone number written on it21. a monument to human history7.at the end of the first century22. split up8. block out23. on the way to9. leave a deep impression on sb24. round-the-world trip10. an awesome historical site25. get a pay rise11. dig out26the authentic objects12. time capsule27. the decorated walls13. booming cities28. the ancient architecture14. lie on ones side29. this particularly sad event15. live on30. be entirely differentII. Translation:1) Nobody believed him because he _(以前常撒谎).2) They werent surprised at all. They_(早就听到这消息了).3) When we arrived at the theatre, the play_(已经开演半小时了)。4) Did the police believe what the witness _(讲的那些话吗)? 第十六单元 教学设计 Lesson 2 Name Stories教材分析 本课是第16单元的第2课。本课的听力材料是三位学生讲述他们名字的故事。学生将在本课学习如何简单讲述名字的故事，并实际口头练习。此后使用听力策略，听取并记录信息，复述他人名字故事。听说练习之后，结合文化广角的英文姓氏的起源，话题进一步深入，学生通过对比东西方人名，了解其所承载的不同文化。话题对于学生来说很熟悉因而没有难度。重点是学生能够准确的获取信息并流畅的复述。话题的另外一个特点则是文化意义很强，因此特别结合教材以及教参的补充内容在文化上深度挖掘。语言上难度也适中因此要求学生说与写上输出量很大。本课计划按两课时完成：第一课时重点是听力训练，让学生听懂有关解释名字意思的故事并通过关键词抓住重点。第二课时阅读英文姓氏的起源，讨论中西名字中的不同文化，并选择一个感兴趣的名字写出其中的故事。教学内容话题： 中西人名的故事词汇： 重点词汇：specific, significance, name after, vivid, abnormal, hardship,相关词汇： musical instruments blacksmiths Heather, pillar第一课时First Period教学目标在本课学习结束时，学生能够：1. 听懂名字的故事并抓住重点信息复述2. 讲述自己名字的故事教学过程步 骤教学活动Activities设计意图Intentions互动模式Step 1 Warming up1. T explains the meaning of two Chinese names.2. T asks the students to describe their own names.PPT 2-4 Arouse the Ss interest to the topic and show them how to describe ones name.1.Individual work2. Pair work5Step 2Before listening1.Ss guess the meaning of the new words in context.2.Ss match them with the meanings. PPT 5-9 To get familiar with the topic and new words.Individual workT-Ss check5Step 3Listen to learn1.Ss look at the pictures and make some predictions2 Ss read through the descriptions.3.Ss listen and do the matching.PPT 10-11To use listening strategies such as writing down important words and predictingIndividual work,8Step 4 Listen for the second time1.Ss take down important notes.2.Ss retell the three name stories.PPT 12-13To understand the stories better and use the vocabulary.Pair work Individual work,12Step 5After listening Ss do Exercise 5: Phrasal verbs.PPT 14-18To practice the phrasal verbs. Individual work,Class work10HomeworkPage54 Exercises 3,4 第二课时Second Period教学目标:在本课学习结束时，学生能够：1 提取英文姓氏的起源信息；2 对比中西名字文化差异；3 写名字的故事。教学过程步 骤教学活动Activities设计意图Intentions互动模式Step 1 Warming up1. talk about the name: Michael Jackson PPT 2 Make them aware of the knowledge of English name.group work1Step 2first-reading 1. answer the questions PPT 3 Get the main ideaIndividual workT-Ss check 8Step 3Second reading1.find out the right namesPPT 4-7Check the detailsClass work,6Step 4 Additional reading1. read the article and explain the English names PPT 8To get the knowledge about western first namesPair work Individual work,5Step 5Discussion talk about several specific Chinese namescompare western and Chinese names and find out the cultural elements PPT 9Be aware of Chinese and western culture 5Pair work,Class workStep 6Mini writingWrite a name storyMaking notes and then write clearly15 Individual workHomeworkPolish your writing第一课时学案：Listen to tape and take down notes:Wang Jiannan: Heather Smith:Issac Evans:第二课时学案：1. Write about the right namesFathers given name Jack Sons surname_Fathers given name William Sons surname_A man who lived by the wood might be called Jack _.A person who lived on the top of a nearby hill might be called John _.2.Read and answer the questions:Do you know where western first names come from? Do you know which names are popular today? Jacob, Mary, Rebecca and Sarah Martin Luther King, Jr.Alexandre Dumas - Alexandre Dumas Fils Western NamesApart from their surname or last name or family name in Britain or the US, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more. Parents usually decide on given names for their children before they are born. In some families the oldest boy is given the same name as his father. In the US the word junior or senior, or a number, is added after the name and surname to make it clear which person is being referred to. Many popular names come from the Bible, e.g. Jacob, Joshua and Matthew, Mary, Rebecca and Sarah, though this does not imply that the people who choose them are religious. Other people give their children the name of somebody they admire, such as a famous sports personality, or a film or pop star. In Britain the names William and Harry have become common again since the sons of Prince Charles were given these names.Name StoryMini-writing: _ _ _ _ _ Lesson 3 Life Stories 教材分析本课是第十六单元第三课。课文讲述的是海伦.凯勒在家庭教师的帮助下学习语言的故事。由于本课是叙述性文体，所以学生在理解篇章方面要遵循时间发展的顺序，着重理解海伦学习单词的过程她是如何突破身体的障碍的，如何学习各种单词的，以及她的切身感受。在理解的过程中通过上下文猜测生词词义。另外，学生还需要掌握一个重要的阅读策略预测。在读前通过看标题、图片、文章的开头来预测文章的内容，了解文章大意。本课计划按两课时进行，第一课时的重点是阅读理解，并能在学完后对故事进行复述；第二课时的重点是处理文中的语言点，强化重点词汇及短语的学习，设置练习恰当地使用新学词汇。讲解同义词、反义词的构词法。Language Power中有关同义词反义词的练习有些可以在教学中选用，有些则可以留作家庭作业。教学内容话题： Life Stories阅读技能：预测词汇：重点词汇：severe, restriction, complex, vivid, straightforward, stubborn, precious, former, apparent, superb, breakthrough相关词汇：outstanding, valuable, precious, obvious, limit, be eager to第一课时First Period教学目标在本课学习结束时，学生能够：1. 使用阅读策略读懂文章并复述故事；2. 在语境中理解本课重点词汇的词义；3. 表达观点：我们能从残迹人身上学到什么。教学过程教学活动Activities设计意图Intentions互动模式&时间IP & timeLead-in Step 1 T asks the students to look at the picture and asks whether and what they know about Helen Keller. If Ss response is limited, T can provide the background of Helen Keller and list her famous saying. PPT 23 自然导出本课话题。 激活背景知识，熟悉话题。CW2Pre-readingStep 2 T asks Ss about Helens problems. T may use the following questions: What were her problems? T uses pictures, examples to ask Ss to guess the meaning of the new words.PPT 51.运用语境和图片，围绕话题预教词汇。2.渗透围绕话题组织词汇的词汇学习策略。CW3Step 3 T presents reading strategies. T asks Ss to predict what will be talked about in the article based on the title and the picture.PPT 6根据标题和图片预测阅读内容，帮助学生理解课文，培养学生利用背景知识进行阅读的策略。CW2Step 4 Ss predict what will be talked about in the text. PPT 78预测文章内容，激发阅读兴趣。IWPW2While-readingStep 5 Ss read the text quickly and check their predictions.PPT 9有目的地快速阅读课文，检测预测。IWCW3Step 6 Ss Read and find out the examples of words Helen learned.PPT 101. 整体理解课文，为下面按部分提取信息做准备。2. 通过上下文猜测词义。GW4Step 7 Ss read the text to ll in the table or complete the passage. PPT 11-151提取细节信息。2复现词汇，增加学生接触和使用词汇的机会。PW10Step 8 Ss talk about Helens learning process.内化信息。PW5Post-readingStep 9 Ss answer the questions. Retell the story.PPT 16-17问答和表述课文中的信息。GW7Step 10 Ss work in groups of 4 and do a role-play: Xiao Ming, 15 years old, recently had an accident and lost his left arm. He was in low spirit. Talk with him and try to encourage him to cheer up using Helen as an example. Encourage Ss to use the information on the handouts. Provide the language that Ss may use while presenting. Im optimistic about As far as I know It seems to me that From my point of view, . T chooses some groups to present their interview in front of the class.PPT 181. 以小组活动的方式， 2. 练习使用新学表达方式。GW7Homework1. Underline some useful expressions in the text.2. Read the article “Three Days to see” and write about your feelings using at least 200 words.第二课时Second Period教学目标在本课学习结束时，学生能够：1. 掌握课文中的语言点； 2. 掌握近义词反义词。教学过程教学活动Activities设计意图Intentions互动模式&时间IP & timeRevisionStep 1T asks Ss if they still remember what they have learnt in the last period, summarizes Ss recalling and then briefly introduces the main objectives for this period.PPT 2 鼓励学生回顾第一课时所学相关内容，加强两个课时之间的联系。GW5Step 2T presents some quotes Helen Keller wrote.PPT 3-8 进一步了解海伦.凯勒，体会语言的魅力。GW5Language StudyStep 3T shows different sentences with new words in.Ss match the words with their definitions.PPT 913在语境中练习使用词汇。WC5Step 4Ss fill in the blanks with the new words. PPT 14-15 学案 I在语境中练习新学词汇，加深理解，增强记忆。IWPW7Step 5Ss finish the synonyms and opposites exercises.学案II 强化猜测词义的策略。PW-WC6Step 6T explains some difficult sentences.帮助学生理解长难句。WCIW-PW10Language in useStep 7Ss do the exercises.PPT 16强化所学内容。WC-GW-WC4HomeworkEx 1 P56第一课时学案Pre-reading1. A Brief IntroductionShe was one of the most famous American writers in the twentieth century. When she was 19 months old, she survived a fever but she found she could no longer see or hear. And she also found it very difficult to speak. However, she grew up and become a world-famous public speaker. While she was still at college, she wrote the famous The Story of My Life.While-reading1. Main idea : The text is about _.A. how Helen Keller learned to play games.B. how Helen Keller communicated with her teacher.C. how Helen Keller learned the words.2. Words: Group 1: _ Group 2: _ _ _(sth. you can touch) (hard to show)3. Table (Object Words) (Phrases only)Word:_doll_WhereAt homeHow she learnedHow she feltWhat happened in the endcould spell the word in _ _Word:_water_WhereHow she learned How she feltWhat happened in the endhad _ understanding;the world of words was _ to her.4. “T” or “F” (Complex words)( ) 1.The word “love” was a complex word for Helen. ( ) 2.Helen didnt find it difficult to understand the word “love”.( ) 3.The understanding of “think” helped he