外研版必修5 Module3教案.doc

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1、Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date外研版必修5 Module3教案外研版必修5 Module3教案Module Three Adventure in Literature and the CinemaPeriod OneTeaching content: Introduction; Reading and Vocabulary Teaching important points:1.Help the

2、students learn about adventure in literature and the cinema;2.Help the students understand the passage better;3.Help the students learn and master some words and difficult language points;4.Train the students reading skill.Teaching difficult points:1.Encourage the students to talk about their readin

3、g habits;2.Help the students improve their reading ability and understand the passage better;3.Help the students master the important language points in this passage;4.Help the students learn to read with strategy.Teaching procedures:Step 1 Lead-in Write the word adventure on the blackboard and ask

4、the students:Whats the meaning of the word?What does the word make you think of?Yes,you may think of an interesting book,an exciting film or an unusual experience.This module,we will talk about the topic:Adventure in Literature and the Cinema.adventuredvent n.冒险活动，冒险经历，奇遇；冒险, 刺激 vt. & vi.冒险e.g:All t

5、he children listened to his adventures with eager attention. 孩子们注意力十分集中地听他讲他的冒险经历。 The trip to Afghanistan was an adventure for Helen.到阿富汗旅行对海伦来说是一次冒险的经历。 No man would adventure it.没有人敢冒险做这种事。 Those explorers gallantly adventured on unknown seas.(gallantly glntladv. 勇敢地;大胆地) 那些探险家们大胆地在陌生的海域探险。Step 2

6、 Introduction1.Activity 1 on P21Look at the pictures to get some information about the three books.Explain the main ideas of the three books to the students briefly.If possible,ask the students to talk about the three books after the example and then share their opinion in class.2.Activity 2 on P21R

7、ead through the given information to understand and try to match.Call back the answers and explain if necessary.Decide what type of books they are in Activity 1.*3.Activity 3 on P21This part can be omitted for our students.4.Activity 4 on P21Read the passage to understand and and try to decide what

8、type of book it describes.Call back the answers and explain if necessary.Step 3 Pre-readingNext,we will read an adventurous story by Mark Twain.Before reading,lets review some words related to the passage.1.Activity 5 on P23Read through the given information to understand and try to complete the sen

9、tences.Call back the answers and explain if necessary.Go through the completed sentences individually and quietly to understand better.2.Activity 1 on P22Look at the picture and think about what Huck and Jim will do.Ask some students to share their ideas.【From the picture we can see two boys sitting

10、 on a raft.They see something in the middle of the river.It looks like a boat.Maybe they will sail towards it to see what is happening to it.】Step 4 While-reading1.Fast readingRead through the text quickly to get the main idea and then number the events in the order they happenActivity 2 on P22.At t

11、he same time,they can check their ideas in Activity 1.Call back the answers and explain if necessary.2.Careful readingRead the text again carefully to get more details and answer the questions in Activity 6 on P23.Call back the answers and explain if necessary.3.Language points【Ref:Notes to the text

12、】Go through the text together with the students to explain some language points.Step 5 Post-reading1.Read through the text one more time quietly and individually to understand it better.At the same time,find words in the passage to match the definitions in Activity 4 on P23.Call back the answers and

13、 explain if necessary.2.Activity 3 on P22Predict what will happen next.In Activity 5 on P25,you can check your idea.Time permitting,listen to the tape and follow it.Step 6 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendi

14、x: Notes to the text1.as if似乎，好象一、as if 从句的作用 1)在look, seem 等系动词后引导表语从句。 如：It looks as if it will go under soon.看起来船快要沉了。 He sounds as if he is going to die of fright.听起来他好像就要吓死了。 It seems as if our team is going to win看来我们队要胜了。 She looks as if she were ten years younger她看起来好像年轻了十岁。 2)引导方式状语从句。 如：Sh

15、e loves the boy as if he were her own child她爱这男孩，就好像他是她自己的孩子一样。 The child talked to us as if he were a grow-up那孩子跟我们谈起话来，像个成年人似的。 二、as if 还可用于省略句中。如果as if 引导的从句是“主语+系动词”结构，可省略主语和系动词，这样as if 后就只剩下名词、不定式、形容词（短语）、介词短语或分词。 如：He acts as if （he were） a fool他做事像个傻子。 Tom raised his hands as if （he was going

16、） to say something汤姆举起手好像要说什么。 She left the room hurriedly as if （she were）angry她匆忙离开房间好像生气的样子。 三、as if 从句的语气及时态 1)as if 从句用陈述语气的情况。 当说话者认为句子所述的是真实的或极有可能发生或存在的事实时。 如：It sounds as if it is raining听起来像是在下雨。 He talks as if he is drunk从他谈话的样子来看他是醉了。 2)as if 从句用虚拟语气的情况。当说话人认为句子所述的是不真实的或极少有可能发生或存在的情况时。从句虚

17、拟语气动词时态的形式如下： （1）如果从句表示与现在事实相反，谓语动词用一般过去时。 如：You look as if you didn t care 你看上去好像并不在乎。 He talks as if he knew where she was他说话的样子，好像他知道她在哪里似的。 （2）从句表示与过去事实相反，谓语动词用“had+过去分词”。 如：He talks about Rome as if he had been there before他说起罗马来好像他以前去过罗马似的。 The girl listened as if she had been turned to a ston

18、e 那女孩倾听着，一动也不动，好像已经变成了石头似的。 （3）从句表示与将来事实相反，谓语动词用“would/could/might+动词原形”。 如：He opened his mouth as if he would say something 他张开嘴好像要说什么。 It looks as if it might snow看来好像要下雪了。 2.have enough of (对某人或某事)感到厌烦，受够了e.g:I have enough of him.他那一套我受够了。 I have had enough of sweet food.我吃够了甜食。 3.shootu:t vt. &

19、vi. 射中, 射死(强调结果)；shoot at朝射击(强调动作，不含结果)e.g:He shot a bird and killed it. (用枪,箭等射中,强调结果) The hunter shot at the fox but missed it. (瞄准,不一定射中,强调动作)4.Useful expressionshave connection with与有联系/关联ran away逃跑ahead of在的前面by the light of借助的光half in and half out of the water一半沉在水里,一半露在水面上as quiet as mice/a m

20、ouse悄无声息地to ones astonishment/surprise/joy/disappointment使人大吃一惊/惊讶/高兴/失望的是(插入语)die of死于(内因：hunger, thirst, illness, sorrow, a disease, cold, poison)die from死于(外因：a wound, lack of food, an accident, over work, drinking)persuade sb. to do sth./into doing sth.说服某人做某事feel bad about sth.对感到后悔cause sb. ha

21、rm导致某人受伤害out of breath上气不接下气，喘不过气来Period TwoTeaching content: GrammarTeaching important points:1.Motivate the students to work together in class;2.Encourage the students to sum up different kinds of verb forms;3.Encourage the students to apply different kinds of verb forms to practice.Teaching diffi

22、cult points:1.Help the students understand different kinds of verb forms;2.Help the students use different kinds of verb forms correctly.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period OR ask some students to read out new words in

23、 this module.Step 2 Grammar-Review of verb forms(3)【Ref:Grammar7-10 on P111-113】1.Activity 1 on P24Read through the given information to understand and try to answer the questions;Call back the answers and explain if necessary;Summarize the usages of the related verb forms.【Ref:Grammar7-9 on P111-11

24、2】2.Activity 2 on P24Read through the sentences to understand and try to complete them;Call back the answers and explain if necessary;Read through the completed sentences quietly and individually to understand them better.3.Activity 3 on P24Read through the sentences to understand and try to complet

25、e them;Call back the answers and explain if necessary;Read through the completed sentences quietly and individually to understand them better.4.Activity 4 on P24Correct the mistakes in the passage;Check with the passage;Read out the passage aloud individually.5.Activity 5 on P25Read through the next

26、 part of the passage to understand and try to complete;Call back the answers and explain if necessary;Go through the completed passage quietly and individually to understand it better.6.Activity 6 on P25Read through the given information to understand and try to match;Call back the answers and expla

27、in if necessary;Summarize the usage of link-verbs.【Ref:Grammar10 on P113】7.Activity 7 on P25Read the whole story again to find sentences to answer the questions after the examples;Call back the answers and explain if necessary.【Pay attention to Learning to learn.】8.Activity 8 on P26Read through the

28、given information to understand and try to match;Call back the answers and explain if necessary;read the completed sentences quietly and individually to understand better.*9.Activity 9 on P26This part can be omitted for our students.If possible,ask the students to make sentences and then ask some of

29、 them to share their opinions in class.Step 3 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activity1 on P79 in workbook.Appendix: Notes to the textUseful expressionsplay a trick on sb.捉弄某人，跟某人恶作剧make up编造(故事、谎言等)up and down上上下下，来来回回at the side of the riv

30、er在河边in the end最后，最终draw up将(某物)拉上前 e.g:Draw up a chair, and join the conversation.拉把椅子过来, 加入我们的谈话。alongside lsaidadv.靠着边, 沿着边prep.(表示位置)在旁边; 沿着的边; 与并排靠拢着e.g:The boat came alongside.船靠岸了。 The two ships lay alongside of each other.这两艘船并排靠着。 There was a butchers shop alongside the theatre.剧院旁边有一家肉店。Pe

31、riod ThreeTeaching content: Vocabulary and Listening; Speaking & FunctionTeaching important points:1.Motivate the students to work together in class;2.Train the students listening and speaking skills;3.Learn how to use indirect speech.Teaching difficult points:1.Lead the students to talk in class ac

32、tively;2.Improve the students listening and speaking abilities;3.Help the students master the usage of indirect speech.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period.Step 2 Vocabulary and Listening1.Activity 1 on P26Read through

33、the given information to understand and try to answer the questions;Call back the answers and explain if necessary.2.Activity 2 on P26Read through the questions to understand;Listen to the tape for the first time to get the main idea and try to answer the questions;Explain the main idea of the liste

34、ning material briefly and call back the answers;Listen again to check the answers.3.Activity 3 on P27Listen for the third time to get more details and try to complete the table;Call back the answers and explain if necessary;Listen again to check the answers.Step 3 Speaking*1.Activity 1 on P27This pa

35、rt can be omitted for our students.2.Activity 2 on P27Read to understand.Step 4 FunctionRewrite the sentences in indirect speech after the example;Call back the answers and explain if necessary;Summarize the rules of changing direct speech into indirect speech if necessary.【参见教师用书】Step 5 Summary and

36、 Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activities2,3 on P79 in workbook.Appendix: Notes to the textUseful expressionsbe/feel in the mood (for sth./to do sth.)有意/心情做某事e.g:I am in the mood for dancing , lets go to a disco.我想跳跳舞。来，我们跳曲迪斯科吧。 I sometimes like list

37、ening to blues music, but I have to be in the mood for it. 我有时也喜欢听慢四步爵士舞音乐，但必须是在我有情绪听的时候。Period FourTeaching content: Writing & Everyday EnglishTeaching important points:1.Train the students writing skills;2.Help the students master some everyday English.Teaching difficult points:1.Motivate the stud

38、ents to be active in class;2.Help the students master some writing skills;3.Help the students use the everyday English correctly.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period.Step 2 Writing1.Activity 1 on P28Read through the sum

39、maries to understand and try to complete the sentences;Call back the answers and explain if necessary;Introduce the way to write a summary of a film or a book:beginning with the name of the book or film,present tense,information about when and where,a description of the plot.*2.Activities2,3 on P28T

40、he two parts can be omitted for our students.3.An extra writing taskChoose a proper writing task from other reference material.Step 3 Everyday EnglishRead through the given information to understand and try to choose the correct meanings;Call back the answers and explain if necessary.Step 4 Summary

41、and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Activity 4 on P80 in workbook.Appendix: Notes to the textUseful expressionsbe set in故事发生在，(戏剧、小说、电影等)以为背景hang on 紧紧抓住(to sth.)；坚持下去；等候e.g:He hung on until the rope broke.他紧握着绳子, 直到绳子断了。 The girl hung on to her mothers

42、 hand as they crossed the street.过马路时, 小女孩紧抓住她妈妈的手。 Although we are beaten, we must hang on.尽管我们失败了, 我们还得坚持下去。 Please hang on while I go for some water.请稍等一下, 我去弄点水来。 Hang on! Ill call him.别挂断!我去叫他。get a move on赶快e.g:Wed better get a move on before it rains.我们最好在下雨之前赶快做。 Tell Harry to get a move on.

43、叫哈里快些。grab a bite to eat = have a quick meal随便找点吃的Period FiveTeaching content: Cultural Corner; Task & Module FileTeaching important points:1.Make the students get the main idea of the passage;2.Get the students to know about the life of Mark Twain;3.Review the important points in this module.Teachi

44、ng difficult points:1.How to improve their reading skills;2.How to foster the sense of cultural awareness.3.Help the students master what they have learned in this period.Teaching procedures:Step 1 Greetings and Revision1.Greet the students as usual.2.Check up the homework in last period.Step 2 Cult

45、ural Corner1.Lead-inMaybe,all of us have learned something about a famous American writer:Mark Twain and his works.OK,now who can name some of his works in Chinese?(哈克贝里芬历险记，汤姆索亚历险记，竞选州长，百万英镑，王子与贫儿等) This module,we will learn something more about Mark Twain.2.ReadingRead through the passage carefull

46、y to get the main idea and answer the first question above the passage.Suggested answer:He liked to travel,and later worked on the River Mississippi.3.Language points【Ref:Notes to the text】Go through the text again with the students together to explain some language points.4.ConsolidationAsk the stu

47、dents to read through the passage one more time quietly and individually to understand it better.Time permitting,listen to the tape and follow it.Step 3 Task【*This part can be omitted for our students.】Step 4 Module FileThis section lists the main areas of language dealt with in this module. The teacher may give the students about 5 minutes to go throug