Module 3 Adventure in Literature and the Cinema教案.doc

Module 3 Adventure in Literature and the CinemaI. 模块教学目标 技能目标 Skill Goals Talk about literature, films and their types Practice reporting statements and suggestions Review verb forms (the -ing form, -ed form and the infinitive) Learn about link verb + as if / like / adjective Write a summary about a story or a film Do a survey of teenage reading habitsII. 目标语言功 能 句 式Reporting statements and suggestions:Billy said he was bored.Billy said he didnt want to see the film. Vanessa said Billy and she hadnt been to the cinema for ages. Billy suggested going to see The Emperor and the Assassin.词 汇1. 四会词汇biography, fantasy, detective, solve, murderer, account, companion, pour, shelter, lie, panic, curious, tie, fright, crawl, terrified, outline, disturb, comedy, romantic, fiction, review, resemble, create, exception, warn, shallow, determined, force, pilot, vivid, establish, reputation 2. 认读词汇raft, paddle, rope, beard, trunk, adolescent, penny 3. 词组have connection with, run away, play a trick on sb., make up, be / feel in the mood (for sth. / to do sth.), set (a play, novel, etc.) in, make ones fortune, set off语 法Verb followed by the -ing form:I could see a man lying on the floor.The frightened man started crying.Verb followed by the -ed form:Jim looked terrified.Verb followed by to + infinitive:He agreed to go.Link verb + as if / like / adjective:It looks as if itll go under soon.It looked like a house at first.Jim looked terrified.重 点 句 子1. We stayed inside the shelter we had built and let the raft sail down the river. 2. It looked like a house at first. 3. It looks as if itll go under soon. 4. I dont want to board a sinking ship. 5. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. 6. I could see a man lying on the floor, tied up with rope. 7. When he heard that, the frightened man on the floor started crying. 8. I persuaded him to help me, and we found the mens boat tied to the other side of the steamboat. 9. He sounds as if hes going to die of fright! 10. He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home in Hannibal, Missouri, for New Orleans. 11. He arrived in New Orleans without a penny in his pocket only to find that there were no boats for South America. . 教材分析与教材重组 1. 教材分析 本模块以文学作品及电影为话题，通过学生对所接触过的中外文学作品及电影的讨论，使其更加了解中外文学作品和电影以及它们的种类。通过对马克吐温的冒险小说哈克贝利费恩历险记片段的学习，使学生了解如何描写冒险小说，并能运用所学的有关文学及电影的写作知识写一篇自己所读过的小说或看过的电影的简介。 1.1 INTRODUCTION为全模块的热身部分，首先列出了三本不同类型的文学作品，让学生说出自己所喜欢的一本并说明理由。接着列出了有关各种文学作品种类的词汇，同时设计了三个练习活动，学生可以初步熟悉这些词的意义，并且学会判断不同类型的文学作品,为以后的各项学习活动做好准备。 1.2 READING AND VOCABULARY的课文部分摘选了哈克贝利费恩历险记的一个片段，叙述Huck 和Jim在密西西比河的冒险途中所发生的一个故事。围绕着课文，编者设计了四个与课文内容和词汇有关的练习。通过这些练习，学生可以熟悉课文内容，学会使用描写人物细节动作的一些词汇。 1.3 GRAMMAR部分首先围绕“动词的-ing形式,-ed形式和to do形式 ”,通过五个练习，使学生掌握它们的用法。接着通过四个语法练习让学生掌握系动词后面跟as if, like或形容词表示感官上的猜测。 1.4 VOCABULARY AND LISTENING部分让学生通过听一段对话，了解其中对几部电影的简单描述并完成相关练习。 1.5 SPEAKING部分通过两个活动，练习口头描述自己所喜爱的电影并说出喜爱的原因。 1.6 FUNCTION部分列出了陈述观点及表达建议的语句，要求学生完成将直接引语变为间接引语的练习。 1.7 WRITING部分让学生读两个小说缩写, 然后做几个选择题来总结缩写的写作要点，并让学生通过讨论练习对一部电影进行缩写。 1.8 EVERYDAY ENGLISH部分要求学生通过选择正确含义的题型来理解所列出的几个日常用语的含义。 1.9 CULTURAL CORNER介绍了马克吐温的生活和作品，帮助学生进一步了解这位世界著名的小说家及其作品。 1.10 TASK部分要求学生设计一个调查问卷来调查青少年的阅读习惯，然后根据结果写出调查报告。 1.11 MODULE FILE 部分简要总结了本模块所学的重点词汇、语法、重点句型及日常用语。 2. 教材重组 2.1 可将INTRODUCTION, READING AND VOCABULARY及WORKBOOK中的Vocabulary整合为一节精读课。 2.2 将GRAMMAR 与WORKBOOK中的Grammar放在一起上一节语法课。 2.3 将VOCABULARY AND LISTENING, SPEAKING, FUNCTION, EVERYDAY ENGLISH及 WORKBOOK 中的 Listening and speaking整合在一起，上一节听说课。 2.4 将 CULTURAL CORNER 与WORKBOOK中 的Reading整合在一起，上一节泛读课。 2.5 将 WRITING, TASK及WORKBOOK中的Speaking and writing 放在一起，上一节写作课。 3. 课型设计与课时分配 1st Period Reading 2nd Period Grammar 3rd Period Listening and Speaking 4th Period Extensive Reading 5th Period WritingIV. 分课时教案The First Period ReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇及短语adventure, biography, crime, fantasy, thriller, detective, identify, adolescent, beard, crawl, curious, determined, follow, historical, lie (v.), paddle, panic(v.), pilot, pour, reputation, science fiction, shallow, shelter (n.), vivid, solve, murderer, account, companion, raft, tie, rope, terrified, point at, at first, tie up, as if, take away, paddle away, have connection with, run awayb. 重点句式 Let the raft sail down.It looked like.It looks as if.I could see a man lying ., tied up with.The frightened man started crying.We heard the two men shouting.I persuaded him to ., and we found the mens boat tied to.2. Ability goals能力目标Enable the students to talk about literature and its types.3. Learning ability goals 学能目标Help the students learn how to talk about literature and its types.Teaching important & difficult points教学重难点Enable the students to express themselves freely about their favorite literature.Teaching methods 教学方法Fast reading; careful reading; discussion.Teaching aids 教具准备A multiple-media computer and a recorder.Teaching procedures ways 教学过程与方式Step I Lead-inT: As I know, most of you have a good habit of reading books in your spare time. Who would like to tell me your favorite books? And why do you like them?S: My favorite book is The Dream of The Red Mansion. It introduces us not only a love story but also peoples life of Qing Dynasty. We can know more about Qing Dynasty by reading it. The book is also one of the most famous Chinese novels.S: I like reading Harry Potter and the Half-Blood Prince very much, which is written by J. K. Rowling. It is a book full of magic. At the same time, the book tells us justice can defeat vicious force no matter what happens. And Harry Potter is one of the most popular books all over the world. S: I like reading the play Pilgrim, one of Chinese famous plays. It tells us a classical Chinese story. It is a book full of imagination.S: I like reading some books introducing great men, because I can learn a lot from them.Step II Warming upT: Very good! Then I have a question: How many different types of books do you know?Ss: Autobiography, crime.T: Please open your books and turn to page 21. Look at the words in the box which all describe the types of books. Please match them with their meanings.A few minutes later, check the answers.T: You are so clever. Now look at the three books in the picture and answer the three questions on the screen.Show the questions on the screen.1. Which book would you like to read? Why?2. What is the book about?3. What type is the book of?A few minutes later.T: Who would like to present your answers? Volunteer? S: The book I like best is the third. It tells about life and works of Mark Twain. Mark Twain is one of Americas greatest writers. He did various kinds of jobs, traveled many places, read a lot of books, had rich experiences and had very creative ability. During his whole life, he wrote many world-famous books. So I admire him very much and want to know all about him. I think this book is a biography. S: I would like to read the second book. It tells us it is Chinese that discovered America first. I like reading this book because I like history and this book is a true account of Chinese past. S: I like the first best. It is written by the famous writer Stephen King. Wolves of the Calla is the last one of the five novels written by Stephen King The Dark Tower series. It is about a mysterious exploration story. I think it is an adventure and a very exciting book. Then let the students do Activities 3 4 and check the answers with the whole class. Sample answers to Activity 3:The Adventures of Huckleberry Finn by Mark Twain adventureSherlock Holmes by Sir Arthur Conan Doyle crimeAlbert Einstein biographyFrankenstein by Mary Shelley thrillerHarry Potter by J. K. Rowling fantasyRecords of the Grand Scribe by Sima Qian history Step III Reading Task 1 Fast readingLet the students get the general idea of the passage.T: Now, lets go on to the reading on page 22. You can see a picture. First please guess what Huck and Jim will do.S: They will hide themselves in someplace near the strange thing and observe what it is.S: I think they will go ahead bravely and see what on earth the strange thing is. .T: You are all imaginative. Now please read the paragraphs quickly and complete Activity 2 about the order of events that happen.A few minutes later, check the answers with the whole class.T: Good. Please read the passage again to get the main idea of it. I will give you two minutes.Two minutes later.T: OK. Time is up. Who would like to tell me the main idea of it? Volunteer?S: Let me have a try. The whole passage tells us one of the stories that happened while Huck and Jim were sailing down the Mississippi River on a raft. It describes what Huck and Jim saw and what they did. Task 2 Careful readingThis step is designed to help the students to understand the passage further. Let the students read the passage carefully and then answer some questions. T: Now, please read the passage again and this time carefully. Then answer the questions on the screen.Show the questions on the screen.1. What was the weather like after midnight?2. Who do you think is braver?3. Can you guess why the two men wanted to kill the other man?4. What was Hucks feeling after they stole their boat?After a few minutes, check the answers.Sample answers:1. There was a big storm after midnight and the rain poured down. 2. I think Huck is braver than Jim. 3. Maybe the man knew some important things, but the two men didnt want others to know. 4. He began to feel bad about what they had done. He didnt want all three men to die.Then let the students do Activities 4-6 on page 23 and check the answers later.Task 3 Language pointsT: Lets look at the screen. Ill explain some difficult language points to you. Show some difficult language points on the screen.1. We were sailing straight towards it.“towards” means “in the direction of (sb. / sth.) ”. e.g. The child came running towards his mother.2. “It looks as if itll go under soon,” Jim said, after a couple of minutes. “as if”(= as though): with the appearance of; apparently e.g. He rubbed his eyes and yawned as if waking up after a long sleep. “a couple of”: a small number of people / things e.g. She jogs a couple of miles every morning.3. I dont want to board a sinking ship. “board”: get on or into (a ship, a train, an aircraft, a bus, etc.) e.g. Flight BA193 for Paris is now boarding.4. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. “keeping as quiet as mice”: keeping very quiet5. I could see a man lying on the floor, tied up with rope. Pay attention to the structure: see + n. + -ing / -ed hear, find, feel, watch, observe, keep etc. have the same use. e.g. When I entered the room, I found him watching TV. I felt the bus shaking terrible. I would keep you informed of whats going on here.Task 4 Listening and PracticeThis step is meant to help the students summarize the reading.T: Listen carefully to the passage, pay attention to the intonation and pronunciation. After listening, fill in the blanks here.When he heard these words, Jim _and _ to the raft. But although I was _, I also felt very _, so I put my _ round the _. It was quite dark, but I could see a man _ on the floor, tied up with _. There were _ men standing over him. One was short, with a _. The other was _ and had something in his hand that looked like a _.“Ive had enough of you. Im going to _ you now.” This man said. He was obviously the one who had _ the man on the floor. And it was a _ he had in his hand.Suggested answers:panicked, ran, frightened, curious, head, door, lying, rope, two, beard, tall, gun, shoot, threatened, gunStep IV Homework1. Read the text repeatedly until you can retell it.2. Do the exercises in Vocabulary of WORKBOOK.The Second Period GrammarTeaching goals 教学目标1. Target language 目标语言a. 重点词汇及短语sail, sinking, frightened, position, excite, satisfy, persuade, particularly, cabin, outline, alongside, approach, disturb, comedy, romantic, fiction, review, get away, play a trick on, look up, make up, draw up, start off, die ofb. 重点句式He agreed to. I dont want to board a sinking ship.I could see a man lying on the floor. We heard the two men shouting. The frightened man started crying.Jim looked terrified.It looked like.It looks as if. 2. Ability goals能力目标a. Enable the students to summarize the usage of verb forms.b. Enable the students to use link verb + as if / like / adjective.3. Learning ability goals 学能目标a. Help the students to summarize the usage of verb forms.b. Help the students to learn how to use the correct form (-ing, -ed, or to + infinitive) of verbs. Teaching important points教学重点a. Enable the students to summarize the usage of verb forms.b. Enable the students to use link verb + as if / like / adjective.Teaching difficult points 教学难点How to teach the students to use the verb forms correctly.Teaching methods 教学方法Question and answer activity; pair work or group work; comparison method.Teaching aids 教具准备A computer, a projector and some slides.Teaching procedures ways 教学过程与方式Step I RevisionT: Yesterday weve learnt a passage “The Steamboat”. Who would like to retell it briefly?S: Let me try. One day, the weather was bad and the rain poured down after midnight. Huck and Jim stayed inside the shelter they had built. Then they found a steamboat in the middle of the river when they sailed down the river. The steamboat hit a rock and was half in and half out of the water. In order to find something useful on the boat, Huck and Jim climbed onto the sinking steamboat. To their astonishment, they heard someone shout, “Oh please boys, dont kill me! I wont tell anybody!” A mans angry voice answered, “Youre lying. You said that the last time. Were going to kill you.” When they heard these words, Jim ran back to the raft because of fright. But Huck went on observing what happened there. There were three men in a cabin. The tall man was pointing a gun at the man on the floor. The short man suggested leaving the man on the floor. Then Huck had a plan. He crawled along the deck, found Jim and told him what he had heard. They decided to steal the mens boat. Huck persuaded Jim to help him although Jim was terrified. At last, Huck and Jim took away the mens boat. Thats all.T: Well done! Then check the answers to Exercises 4-6 on page 80 with the whole class.A sample to Exercise 6:A: Have you read the book Gone with the Wind?B: Sorry. I havent read it yet. Is it a book worth reading?A: Of course. It is one of the popular books all over the world. I like Scarlett, one of the heroes of it. She had something strong and special on her, such as great determination, strong willpower, etc. Once she decided to do something, she never gave it up and stuck to it until she reached her goals. And through it, you can learn something about the Civil War of America. B: Sounds wonderful. I will read it.Step II Grammar Task 1 This step is intended to help the students to summarize the verb forms by themselves. Present some sentences and encourage the students to observe the verb form of each sentence.T: Now lets come to Grammar. Id like you to read the sentences on the screen and find out the verb form of each sentence.Show some sentences on the screen.1. My parents plan to travel before the Spring Festival.2. I saw them arguing in the middle of the street.3. The result is a little disappointing.4. She made her children wash their hands before eating.5. “Please let me go to school,” the boy begged.6. When he arrived home, he found his door opened.7. As a teacher, he knows how to make him understood.8. China is one of the developing countries.A few minutes later.T: In sentences, verbs may be used as the “-ing / -ed” forms or “to do” forms. Can you find out what verb form is used in every sentence?S: Number 1 “to travel”; Number 2 “arguing”; Number 3 “disappointing”; Number 4 “wash”; Number 5 “go”; Number 6 “opened”; Number 7 “understood”; Number 8 “developing”.T: Well done! Next, please read the five sentences in Activity 1 on page 24 and answer the questions below. After the students finish, ask some of them to answer the questions. Then check the answers.Sample answers: 1. There are two. They are the 2nd and the 3rd sentences.2. The verb let is followed by sb. / sth. do.3. In the 4th sentence: frightened.4. The -ing form can be put in the following positions: attributive, objective and objective complement. Then let the students do Activities 2-5 and check the answers with the whole class.Task 2 This step is to help the students to review link verb + as if / like / adjective.T: Now please read the three sentences in Activity 6 and match them with a-c.Check the answers.T: Now Id like you to do Activity 7 by yourselves.After a while.T: Time is up. Lets answer the questions one by one.S: Number 1: The tall man sounded frightening, for he had threatened the man on the floor.S: Number 2: Although he was frightened, he also felt very curious.S: Number 3: Jim looked terrified.S: Number 4: He felt regretful, for he didnt want all