高中英语 Module 3 Unit 1 Period3教案 译林牛津版必修3.doc

模块3 unit. 1 period three 教案teaching goals:u make ss know the sequence of a story.u train ss ability of telling a story effectively by using pictures with speech bubbles.u improve ss ability of writing a story by using adjectives and adverbs and how to prepare a surprise ending.teaching important and difficult points:u make sure ss know the importance of adjectives and adverbs in the story.u enable ss to write a story correctly.teaching proceduresstep 1 revision1. check homework.2. do some exercises to revise the noun clauses.step 2 skills building 1: plotting a storyplot: the sequence of events in a story is called the plot. a plot tells what happens to the characters in a story. 1. exposition: it comes at the beginning of the story and introduces the setting and the main characters (who? where? when? why/)plot 2. complication: it comes in the middle of the story and tells about the problems experienced by the characters. 3. resolution: it comes at the end of the story and tells how the problem is solved or how the story ends1. ask students to read part a on page 13. they need to know what they have been asked to do and what information they should get when listening to the tape. have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. the class can listen to the recording again if necessary.2. ask students to listen to the conversation and answer the questions in part b. after they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.3. tell students that they will write the beginning of the story using their answers in part b.possible example:it happened in this summer. one morning at about 10, sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. they got there by school bus. when they arrived at the museum, sandy and her partner li feifei were so busy looking around that they got lost. so they ran about, trying to find their classmates .luckily they saw their classmates and caught up with them. skills building 2: identifying different elements of a comic stripspeech bubblesthought bubblessound bubblescaptionstep3: preparing a story with a surprise ending1. ask students to read the guidelines on page 15 and make sure that they know what they need to do. ask them to first work individually and then to check their answers with their partners. if they have different answers, have them discuss which answer is better.2. in pairs, ask students to work out a surprise ending from the five pictures given in part a. they should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. encourage students to use their imagination and create any ending which is surprising. choose some students pictures and show them to the whole class. ask students to decide which is the best picture with a surprise endingpractice: add a surprise ending to the story. that cold january night, i was growing sick of my life in san francisco. there i was walking home at one in the morning after a tiring practice at the theater. with opening night only a week away, i was still learning my lines. i was having trouble dealing with my part-time job at the bank and my acting at night at the same time. as i walked, i thought seriously about giving up both acting and san francisco. i had expected too much of my life. as i walked down the empty streets under tall buildings, i felt very small and cold. i began running both to keep warm and to keep away from any possible robbers. very few people were still out except a few sad-looking homeless people under blankets. about a block from my apartment , i heard a sound behind me. i turned quickly, half expecting to see someone with a knife or a gun. the street was empty. all i saw was a shining streetlight. still, the noise had made me nervous, so i started to run faster. not until i reached my apartment building and unlocked the door did i realize what the noise had been. it had been my wallet falling to the sidewalk. suddenly i wasnt cold or tired any more. i ran out of the door and back to where id heard he noise. although i searched the sidewalk anxiously for 15 minutes, my wallet was nowhere to be found. .skills building 3: using adjectives and adverbs in stories.adjectives: 1. to describe a person or thing. 2. to express physical and other qualities, our feelings and views 3. to express origin, necessity, frequency and degree of certaintyadverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb.2. to express place, time, frequency, degree, manner and viewpoints.3. to make comments, concentrate on a certain word or phrase and link clauses or sentences. step 4: improving your story1. have students read the guidelines in part a on page 17. ask them to go over the adjectives and adverbs given in the box. guide them to point out which words are adjectives and which are adverbs. ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in step 2.2. ask students to think about what good storytellers will do to make others interested and willing to listen to them. ask students to read the guidelines in part b. have them work in pairs to practice telling the story they have just finished. then ask some students to present their stories in class. the whole class should decide who is the best storyteller possible example:all of a sudden, a bell ringing, sandy woke up and found herself sitting on a chair. she could see people were leaving. to her great surprise, she saw a big , red apple in her left hand and some beautiful flowers in her right hand. she knew it was time for the museum to close and she had to leave. but her classmates and her teachers were nowhere in sight. ask students to read the story of part a in writing on page 97 of the workbook, and then finish part b. they can do part b as homework.step5 homework1. ask ss to create a story in groups and encourage them to act out2. find out the difficult points in project.project: producing a tv showteaching goals:u do some reading.u improve ss ability of writing.u get ss to cooperate with others.teaching important and difficult points:u know the general idea of the passage.u make sure ss know how to write an interesting story.the first period:teaching proceduresstep 1 reading1. ask students to read the article shark attacks and find out as much information as they can about sharks.2. have students read the article again and ask them to find out what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. read the article and fill in the form below: _1_2_4_tips for _8_ the great white sharkthe main one is _5_do not swim in the darkdo not swim if you are cut or if you have _9_ _3_the _6_ is called a “bump and bite”do not wear bright clothing or jewellery.the tiger sharkthe third is called _7_ _10_suggested answers: shark attacks, dangerous sharks, the bull shark, three types attacks, hit and run, second, a “sneak”, safety, a fresh wound, do not panicstep 2 language points1. most people know that the most dangerous shark is the great white shark, mainly because they have seen the movie jaws.most 前面加the表示最高级,不加the表示大多数 mostly 一般地/通常 adv eg: the sauce is mostly ream. were mostly out on sundays. mainly总体/大致 adv eg: the people in the hotel were mainly tourists. the population almost doubles in summer mainly because of the jazz festival. 2. the chances of being attacked by a shark are very small compared to other dangers chance c.n possibility chance of doing sth eg :is there any chance of getting tickets for tonight? she has a slim chance that he will change his mind. by chance 偶然地 eg: i met my classmate in primary school the other day on the street by chance. opportunity eg: it was the chance he had been waiting for. i wont give him a second chance.3. the low number of attacks that happen every year proves that sharks do not feed on humans if they have the choice. prove (1) 证明 prove sth to sb eg: give me a chance and i will prove it to you. (2) link verb 证明是 eg: the experiment proved a failure. (3) prove oneself to sb 显示 eg: he constantly feels he has to prove himself to others.4. when attacking in this way, the shark waits for you to swim by and attacks you suddenly. 此句为省略句. when the shark is attacking in the this way, the shark waits for you to swim by and attacks you suddenly. 在状语从句当从句主语与主句主语一致,且从句的谓语动词有be动词, 从句的主语与be动词都能省略5. recently, shark attacks have been increasing as water sports are becoming more popular. as 表一种伴随的原因 意思上相当于because eg: my english improves a lot as i use it every day.1. hit the shark on the nosehit sb on(硬的)/in(软的) + the + 身体的部位step three: homework exercise in the newspaper on page 4the second period:producing a tv show period two:teaching aims: to do the project of producing a tv show about how an animal uses its senses.teaching procedures: step 1: check homework step 2: planningteacher: every student has to tell their classmates what animal they would like to introduce if they could. the things you consider before you start your tv show: 1 what kind of animal do you want to introduce in your tv show? 2 why do you want to introduce such an animal? 3 what is your tv show going to say on the animal? 4 what is the purpose of your tv show?step 3: preparetasksperson in chargecollect informationstudent a and bedit a tv showstudent cpresent the showstudent dstep 4: produce group members who are editing the tv show will have to draft the articlebased on all the ideas from our previous research and discussion. when the draft is done, each member should read it carefully a