北师大版高中英语模块六教案

1、高中英语模块6教学设计吴向花庐江县第三中学第十六单元 教学设计Unit 16  StoriesWarm-up & Lesson 1 Learning aims1. Learn more about the story.2. Improve the reading skills.Leading-in1. Do you like reading stories?2. Can you name some kinds of stories?Discussion .1.     Do you like re

2、ading stories?2.     How many kinds of stories can you name?Stories:  fairy tales ; historical stories; love stories ; fatasies; detective stories; science fiction ; biographies ; adventure stories ; mythPre-reading:Use the following words to guess:What happened to

3、 the city Pompeii?volcanic eruption           disasterdisappear buried preserved                          

4、0;     destroy  discover           scientistFast  Reading1. Find out the information about Pompeii.Where did the eruption happen?   When did the eruption happen?Who wrote about the erup

5、tion?When did the archaeologists begin to discover the buried city?How long is it from the eruption to now?2. Match the information together with the paragraphs.Para.1      A. What the eruption brought to.Para.2      B. People imagine what

6、the people were  doing when they faced the disaster.Para.3     C. What Pompeii looked like before the volcanic eruption.Para.4     D. The City of Pompeii had been living on nearly 2,000 years.Para.5      E. Scientis

7、ts discovered the city of Pompeii.Para.6      F. The background knowledge of the volcanic eruption.Careful ReadingFill in the blanks according to the story.         Before the volcanic eruptionPompeii is like a “_” with

8、_, _ ,_ and _.You can admire the ancient _ , statues, _ walls  and _ objects characteristic of the time.During the volcanic eruptionOn August 24th, 79 AD, the earth began to _and a volcano _.Pliny described a cloud _ the mountain, _ the sun and _ everything in its path, including whole vil

9、lages and _.After the volcanic eruption   The people ,towns and villages _under the ashes. More than 1,600 years later, some scientists found the _towns that_under the ashes. By 1748, they had started to _the ancient city of Pompeii. Today thousands of tourists and hundreds of scienti

10、sts _ the city every year to learn more about the ancient world.Post-reading1. Imagine what they were doing when they faced the disaster? 2.Choose the best answer according to the text.(1)Why is Pompeii like a “time capsule”？A. Because the city is a monument to human history.B. Because the city can

11、keep the moment frozen.C. Because the volcanic eruption preserved buildings, objects and even impression of people from the time.D.Because the booming city was destroyed by the volcanic eruption. (2) Which statement is RIGHT according to the passage?A. Before the eruption occurred, Pompeii

12、 had been an ordinary Roman city.B. 1,600 years later, some scientists found the lost Roman town.C. Pliny witnessed the volcanic eruption as a child.D. The eruption buried everything in its path，including whole villages and towns.(3) It is _ that have made the city Pompeii a monument to human histor

13、y.   Athe volcanic eruption     Bancient architecture statues   Cdecorated walls and authentic objects   D. the forms of the people who were caught in the disasterDiscussionTell the story of the city Pompeii to your class.Before t

14、he eruption-During the eruption-After the eruptionHomework1. Write a story about the cityPompeii.2. Pick out the key words and phrases in the text.  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

15、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, n

16、ame 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 1Warming up 1. T explains the meaning o

17、f 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

18、 5-9 To get familiar with the topic and new words.Individual workT-Ss check5Step 3Listen to learn 1.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

19、and predicting Individual work,8 Step 4Listen 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 workIndividual work,12Step 5After listeningSs do Exercise 5: Phrasal verbs.PPT 14-18To pr

20、actice the phrasal verbs.Individual work,Class work 10HomeworkPage54  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 1Warming up 1.      talk

21、about the name:Michael JacksonPPT 2 Make them aware of the knowledge of English name.group  work1Step 2first-reading1.      answer the questionsPPT 3 Get the main ideaIndividual workT-Ss check 8Step 3Second reading 1.find out the right name

22、sPPT 4-7Check the detailsClass work,6 Step 4Additional reading1.      read the article and explain the English namesPPT 8To get the knowledge about western first namesPair workIndividual work,5Step 5Discussion  1.      talk a

23、bout several specific Chinese names2.      compare western and Chinese names and find out the cultural elementsPPT 9Be aware of Chinese and western culture5Pair work, Class workStep 6Mini writingWrite a name story Making notes and then write clearly15Individua

24、l 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 names Fathers given name Jack        Sons surname_Fathers given name William

25、60;    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, Mar

26、y, Rebecca and SarahMartin 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

27、 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

28、 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 th

29、eir 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:_ _教学设计Unit 16  Lesson 3  

30、;Life Stories教材分析本课是16单元的第3课，以“生活故事”为主题，主课文讲述的是美国著名盲人女作家Helen Keller童年学习语言的真实故事。本课的难点在于文章较长、生词较多且抽象、情节脉络较复杂。本课设计时分为三课时。第一课时侧重课文内容理解以及对情感的体验，通过各个步骤力求让学生清晰的整理出文章结构，提取文章信息并进行一定的输出活动。第二课时主要是对于课文内容的复习及重点词汇的运用，此外,从课文中提升思想也是本课时的重点。第三课时主要是词汇的扩展及在新语境中的使用。 教学内容话题：著名美国女作家Helen Keller童年学习语言的故事（阅读）词汇：重点词汇：s

31、evere, restriction, unbearable, stubborn, troublesome, straightforward, precise, precious, eager, gradual, complex, warmth, apparent, uncertain, breakthrough      相关词汇：sweetness, now that, expand策略：通过图片、标题、开头等预测文章内容，忽略生词的略读等语法（体验）：情态动词过去时的功能和形式 第一课时First Period

32、0;教学目标：在本课学习结束时，学生能够：1.  理清课文故事的大体情节；2.  说出Helen Keller学习语言的过程；3.  理解并描述课文中人物的情感、态度。教学过程 教学活动Activities设计意图Intentions互动模式&时间IP & timeLead inStep 1T shows some photos of Helen Keller and discusses briefly with the Ss what they already know about her.调动学生已有知识

33、，带出blind, deaf, severe restrictions等单词。 CW4Step 2T shows a video clip of Helen Keller and asks Ss to think of words that can be used to describe her behavior. Meanwhile T elicits the wordsunbearable, stubborn, troublesomeand lets Ss read them aloud after T.对人物有一个直观的认识，并在语境中提前学习部分生词，降低

34、阅读难度。渗透词汇学习策略：通过构词法学习、记忆词汇CW4Pre-readingStep 3Ss look at the title, the picture and the first three lines to predict what the story is about.预测是本课需要训练的一个策略，此步骤可以帮助学生学会预测。CW3Step 4Ss skim the text (the first sentence in each paragraph) to check their predictions.Skimming也是重要的阅读策略，通过指导学生阅读第一句帮助他们提高抓大意

35、的能力。IW, CW4While-readingStep 5Ss read the first two paragraphs of the text and answer two comprehension questions.T asks Ss to think about reasons for Helens unbearable behaviour.课文前两段生词密集，且均为背景文字，先让学生阅读这一部分，可为后面的情节做铺垫,同时复现生词。补充的一小段阅读是为了帮助学生更好地理解主人公。IW, CW5Step 6Ss scan the rest of the text to find

36、out the words Helen learned.T asks Ss to tell the differences between doll & water and love & think.此处适合训练另一个阅读技能scanning。 学生通过找词，对课文的安排能够比较明晰。对两对词的比较可以引出另一生词-complex。IW, CW3Step 7Ss read the text to look for how Anne Sullivan taught Helen the words and work in pairs to fill in the blan

37、ks in the graph.提取文章中关于Sullivan教学方法和过程的信息。在此过程中，教师可帮助学生理解对其阅读造成困难的生词和短语。IW, PW10Step 8Ss read paragraph 3&4 and find out the significance when she learned the two words.此处教师开始引导学生去细读Helen学习简单词汇的过程，体验情感。PW4Post-readingStep 9Jigsaw watching: Ss watch two video clips. Half of them watch the first o

38、ne and the other half watch the second one. They then describe what they saw to each other.通过看录象让学生去体会Helen学习过程的艰辛，通过只能听不能看去体验她的难处。同时，信息差也能激发学生说的欲望，对阅读中学到的词汇可以进行运用。PW8Step 10Ss try to summarize information in paragraph 1-4.如还有剩余时间，教师可以请学生总结一下1-4段内容。 HomeworkP56 Ex. 1&2  U16-L3-1&#

39、160; Helen Keller   (Reading) Word bank: adjectivesAdj. that are used to describe HelenAdj. that are used to describe AnneOther new words        I. Fast reading: Read the text quickly and decide what the text is about. How she lea

40、rned words Her college education Her family background Her teacher Her achievements II. Read the first two paragraphs and answer the following questions:Ø        How was Helen Keller different from other children? Ø    &

41、#160;   What do you know about Anne Sullivan? III. Supplementary reading: Helens desire to communicate IV. Scan the text (Para. 3-12) and find out the words Helen learned and which paragraphs they were described:WordsParagraphs   V. Read the text and work

42、 in pairs to find out how Anne Sullivan taught the words to Helen. Fill in the blanks with words or phrases.VI. Read Para. 3&4 again and fill in the chart in pairs.WordsSignificance of the processDollHelen thought this _.She did not know that _.It was _ imitation.WaterThe world of words was

43、 _ to her.M6      U16-L3-2  Helen Keller   (Reading and Vocabulary)Word bank: adjectivesAdj. that can express positive feelingAdj. that can express negative feeling      I. Use the following words to describe what h

44、appened in the video clips.play with      spell     like a game  monkey-like imitation “doll”: flow over                    s

45、pell                     hope                    joyopen up      

46、                have a burst of understanding“water”:  II. Read Para. 7-9 and answer the following questions:Ø      What did Helen think love was at first?Ø  &#

47、160;   Why was the word “love” so difficult for Helen to understand?Ø      How did Helen feel when she couldnt understand “love”?III. Read Para. 10-12 and answer the following questions:Ø      How did she learn the

48、word “think”?Ø      How did Anne explain “love”?IV. Read Para.7-12 and fill in the chart in pairs. WordsSignificance of the processthinkIt was the first time Helen had understood _ - a word for something she couldnt _.loveHelen finally understood _ of the word

49、 “love”.  V. Find out adjectives or phrases that are used to describe the following:Helens learning process and results (Para. 5-adj.) Helens feeling when she didnt understand the meaning of “love” (Para. 9-adj.)Helen understood the meaning of “think” suddenly (Para. 10-phrases)The mo

50、ment when Helen finally understood the truth of “love” (Para. 12-adj.)VI. Decide which of them are used to describe the process of learning the words “think” and “love” and write down the numbers into the correct box. Use them to describe how Helen learned “think” and “love”.1) had a breakthrou

51、gh                           2) drew me closer3) pointed to my heart                &

52、#160;         4) in a flash5) put her arm gently round               6) pointed up to7) vivid moment             &#

53、160;                      8) uncertain about9) touched head                      

54、;          10) felt the sweetness11) confused and disappointed “think”“love”           第二课时Second Period教学目标在本课学习结束时，学生能够：1.   运用所学单词和短语描述Helen的学习过程；2.   讨论Hele

55、n和/或Anne成功的原因；教学过程 教学活动Activities设计意图Intentions互动模式&时间IP & timeReview Step 1Ss watch the two video clips about how Helen learned “doll” and “water. T stops at some places and asks Ss to describe the process.复习上节课内容。 同时也让学生有机会再看这两段视频，满足他们的心理需要。IW, CW8ReadingStep 2Ss read Paragr

56、aph 7-12 to answer comprehension questions about the learning of the two complex words.学生了解Helen学习第二组词汇的过程。IW, PW6Step 3Ss read this part again and find out the significance of the learning process of these two words.学生理解和体会学会这两个词对Helen的意义。IW5Step 4Ss find out adjectives or phrases that are used to

57、describe things in paragraph 5-12.用不同方式继续复习课文内容，重点为对形容词和短语的理解。IW, PW6 Step 5Ss work in pairs to talk about the learning process of the words “think” and “love” using the phrases provided.学生通过描述这一组词的学习过程，进一步内化生词和短语。PW8DiscussionStep 6T leads Ss to summarize the process of learning the four words

58、.通过教师引导，让学生理解Helen从简单词到复杂词，从无意识模仿到顿悟的过程。CW4Step 7T introduces the amazing results of Helens learning and asks Ss to discuss what made her a good learner.教师介绍Helen最后的成就，提升本课的思想教育内容。教师引导学生去向Helen学习坚持不懈、永不放弃的优秀品质。CW, GW8*Step 8Ss discuss in groups about the success of Anne as a teacher.如还有剩余时间，教师可以引导学生

59、体会Anne 作为老师的不容易及其高贵品格。在讨论老师的品格时，通过引导学生对would的了解感受老师的耐心。把语法讲解放在对意义的理解中去。 HomeworkP56 Ex. 4 & P62 Ex.1Write about Annes experience of teaching Helen.Unit 16  StoriesCommunication Workshop & Language AwarenessLearning aims1. Learn to polish by comparing the writings. 2. Lear

60、n to write a story.3. Learn to use linking words.4. Learn tactics used in advertisements.5. Learn to use structurehave/get something done.Step 1. RevisionHelen Kellers life storyThe end of the storyHelen Keller learned French, German and Latin and graduated from college. As an adult, Helen wrote and

61、 lectured for the deaf and blind. Her book The Story of My life was published while she was at college.  She became a great writer in America.Leading-inUse the following given words to make up a short story.Bus wait -walk hot-teacherremind competitionprepare last - tearA Day When

62、 Everything Went WrongWhat will you write about when you see the title ?What factors should be included in a story ?Story: when, where, who ,what , why , how , how to end; how to feelFill in the form according to Draft A.Think about how the writer:attracts the attention of the reader.  sho

63、ws the order of events.  shares feelings with the reader. uses vivid language to make the writing more interesting.How the writer attracts the attention of the reader：May 24 was a bad day.The day everything went wrong was May 24. May 24, 2005 will live in my mind forever.How the writer sho

64、ws the order of events：A:1.Because the school bus did not 2.At school, Mr Fan  3.When I got into bed that night, I B:1.First, I had to wait 30 minutes for the school bus  2. The next problem happened when I arrived at school.  3. The last p

65、roblem of this terrible day happened when I got intoHow the writer shares feelings with the reader：This was a big mistake!and you can imagine how I felt by the timeWhat a clumsy end to an awful day!How the writer uses vivid language to make the writing more interesting：It was hot and tiresome.    The day was ho