外研社必修五module3参考材料教案.doc

-* Module 3 Adventure in Literature and the Cinema I. 教学内容分析 本模块的主题是文学和电影作品中冒险故事，通过马克吐温的冒险小说《哈克贝利芬历险记》片断的学习使学生了解如何描写冒险小说，另外通过本模块学习还要了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介。最后，通过本模块的学习还要帮助学生了解文学，培养对文学的兴趣，扩大文学视野 本模块从不同的文学作品类型开始，导入本模块的话题——文学和电影作品中冒险故事。 Introduction 部分通过于三本书的封面介绍了三种不同的文学作品类型并列出了有关文学作品的一些单词，让学生说出自己喜欢的类型并且利用新单词给出理由，能激发学生的好奇心。并同通过阅读《哈克贝利芬历险记》书评的开头效果导入整个模块的话题——文学和电影作品中冒险故事。 Reading and Vocabulary是通过马克吐温的冒险小说《哈克贝利芬历险记》片断的学习使学生了解如何描写冒险小说。并通过设计的练习让学生熟悉课文内容和学会使用一些相关词汇。 Grammar部分主要复习的语法项目是动词的-ed和-ing形式，动词不定式和一些连系动词的用法。 Learning to learn 是教学生如何巧计感观动词的用法，对于提高学习策略水平有很大的帮助。 Vocabulary and Listening部分第一部分设计一个学习有关电影类型的词汇的活动，第二和三部分则通过听一段关于讨论决定看电影上映的哪部电影的对话，让学生听出电影的内容猜测电影名称。 Speaking部分让以电影为话题谈论所喜欢的电影并解释理由，能根据同学提供的内容猜测电影名称。 Function要求学生掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语。 Writing首先让学生读两篇小说或电影的简介，接下来要求学生运用所学过的知识仿写一篇电影或小说的简介。 Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：feel in the mood for something, hang on a minute, get a move on和grab a bite to eat. Cultural Corner 通过阅读The Life of Mark Twain的文章，帮助学生了解伟大作家马克吐温的作品及其经历。 Task要求学生通过调查问卷的形式了解同学们的阅读习惯，然后汇报调查结果。 Module File 归纳了本单元的重点词汇，语法知识，功能用语和日常用语，有利于学生的复习总结，自我检验和自学的能力。 II．教学重点和难点 1. 教学重点 (1) 本模块的生词和短语 (2) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法 (3) 掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语 (4) 了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介 2. 教学难点 (1) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法 (2) 帮助学生了解文学，培养对文学的兴趣，扩大文学视野 III．教学计划 经过对教材内容的分析和重组，本模块可以分六课时教授： 第一课时：Introduction, Task 第二课时：Reading and Vocabulary (1) 第三课时：Reading and Vocabulary (2), Reading (Workbook) 第四课时：Learning to learn, Grammar, Function 第五课时：Vocabulary and Listening, Everyday English, Speaking, Writing 第六课时：Cultural Corner, Workbook, Module File IV．教学步骤： Period 1 Introduction, Task Teaching Goals: 1. To arouse Ss’ interest in learning about adventure in literature and the cinema 2. To develop Ss’ speaking ability 3. Enable Ss to learn more new words about the types of book 4. Enable Ss to do a survey of teenage reading habits and then give a presentation Teaching Procedures: Step 1 Leading-in Purpose: To activate Ss’ and arouse them to talk about literature they know. Ask Ss to discuss the following question in group of four or five: What do you know about the literature in China? The most famous works are: 《西游记》Journey to the West; Pilgrimage to the West 《红楼梦》The Dreams of the Red Mansion/ Chamber; A Dream in Red Mansions; The Story of the Stone 《三国演义》The Romance of the Three Kingdoms 《水浒传》Heroes of the Marshes; Heroes of Water Margins Step 2 Speaking Purpose: To develop Ss’ speaking ability Work in pairs. Say which book you would like to read and tell the reason. T Examples: I’d like to read Wolves of the Calla. It looks exciting. I’d like to read 1421 The Year China Discovered America, because I like history very much and I am proud of my country. I’d like to read The Singular Mark Twain, because I think he’s very awesome and extraordinary. Step 3 New words studying Purpose: Enable Ss to learn more new words about the types of book. Individual work: Ask Ss to use dictionary and wordlist to match the types with their meanings. After that, get the Ss to read the words after you. Suggested answers 1 biography 2 fantasy 3 adventure 4 thriller 5 crime 6 history Step 4 Group work (Vocabulary) Purpose: Enable Ss to find more examples of each type. Ask the students work in groups, decide what types of books are in Activity 1, and try to find more examples of each type. Divide the whole class into seven groups, and each group deals with one type. Type Examples biography The Singular Mark Twain Lu Xun Albert Einstein fantasy The Lord of the Rings by J.R.R. Tolkein Harry Potter by J.K. Rowling adventure The Adventures of Huckleberry Fin Wolves of the Calla Journey to the West thriller Magical Mirror Frankenstein by Mary Shelley crime Paper Plane Sherlock Holmes by Sir Arthur Conan Doyle history 1421 The Year China Discovered America The Romance of the Three Kingdoms Step 5 Group work (Task) Purpose: Enable the Ss to do a survey of teenage reading habits and then give a presentation. Ask the students to work in groups and discuss the following questions. 1 How often do you read for pleasure? (____hour/week) 2 What sort of books do you like reading? (biography/ fantasy/ adventure/ thriller/ crime/ history) 3 Are you reading a book at the moment? What’s the title? 4 Of all the books you’ve read, which one do you like best? Why? After the discussion and complete the survey for your group. Name Number of books per year Favorite type Favorite book After finish the survey, ask the students to give a presentation of the groups’ findings to the rest of the class. Step 6 Homework 1. Get on the line and find out more information about a book called The Adventures of Huckleberry Fin. 2. Preview Reading and Vocabulary. Period 2 Reading and Vocabulary (1) Teaching Goals: 1. To learn something about The Adventures of Huckleberry Fin. 2. To develop some basic reading skills—Skimming, and Scanning. 3. To deal with the new words in the text. Teaching Procedures: Step 1 Leading-in Purpose: To arouse Ss’ interest in learning about The Adventures of Huckleberry Fin As the Ss have got on the line and prepared something for The Adventures of Huckleberry Fin. That’s our homework. Ask them to share the information they have found and choose a student to tell the story of The Adventures of Huckleberry Fin. Step 2 Pre-reading Purpose: To review the words we have learnt and get more information about The Adventures of Huckleberry Fin. Ask the students to turn to P21 (Introduction), and read the passage in Activity 4. Use the words in activity 2 to say what type of book it describes. Suggested answers: It gives us a brief introduction of The Adventures of Huckleberry Fin and leads us to an exciting story. The type of the book is adventure. Step 3 Scanning Purpose: To get the general idea of the text. 1. Ask the Ss to turn to P22, and look at the picture. Think about what Huck and Jim will do. (Maybe they will just pass by./ They will go into the steamboat and see what happened. ) 2. Ask the students to scan the text and check whether it is the same as their ideas. 3. Pair work: Number the events in the order they happen. Suggested answers: a4 b2 c6 d1 e8 f5 g3 h7 4. Work in groups and say what you think happens next. Suggested answers: They went back and saved the three men./ They went to another place and found all the people talked about a murder. Step 4 Skimming Purpose: To get Ss to have some details in the text. 1. Read the passage again and answer the questions in activity 6 individually. Suggested answers: 1) c 2) b 3) a 4) a 2. Read the text quickly for the second time and try to get some details from the text. While reading, underline the new words in the passage. Step 5 New words studying Purpose: To deal with the new words in the text. 1. Ask the Ss to use dictionaries to solve the new words and help them to deal with some difficult points. At last, ask the students to read after you. 2. Deal with activity 4&5. Suggested answers (activity 4): 1) pour down 2) a shelter 3) a raft 4) panic 5) curious 6) threaten Suggested answers (activity 5): 1) jump 2) running 3) flown 4) walk 5) climbed 6) paddled 7) sail 8)crawl Step 6 Homework Try to find the difficult sentences for you in the passage. Period 3 Reading and Vocabulary (2), Reading (Workbook) Teaching Goals: 1. To deal with the language points in the text. 2. To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist. Teaching Procedures: Step 1 Leading-in Purpose: To review what we learnt yesterday. Ask the Ss to retell the story that we learnt yesterday and have a dictation of the new words. Step 2 Group work Purpose: To train Ss’ listening ability and to deal with the language points in the text. Listen to the tape and deal with the language points in groups. Listen to the tape and follow it in a low voice. Then the students are divided into seven groups. Each group is supposed to read through each paragraph, and then discuss them. Paragraph 1. 1. the rain pour down = rain cats and dogs 大雨倾盆 pour 泼;倾倒. Eg He poured the water over the lawn. 他给草坪泼了些水. 2. By the light of the lighting, we saw something in the middle of the river.通过闪电的光,我们看到河中间有个东西. by的用法: (1) through; with the help of 如例句 (2) close to; next to Eg the window by the door (3) past Eg We drove by the house. Paragraph 2. as if/ as though 好像;仿佛 (1) 用在look, feel, smell, taste或sound之后,后面从句用陈述语气 Eg It looks as if it will go under soon. (2) 用于引导结果状语从句时,从句用虚拟语气 Eg The house was in such a mess. It looked as though a bomb had dropped on it. Paragraph 3. 1. board vt.上(船)，坐(船)；〔美国〕搭(车)；乘(飞机)。 Eg I don’t want to board a sinking ship. 2. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. To our astonishment, there was a light in one of the cabins. 于是我们把木筏划了过去，蹑手蹑脚地，像耗子一样悄然声息地爬上了汽船。使我们大为惊讶的是，有间船舱里还亮着一盏灯。 to one’s astonishment/ joy / surprise / disappointment …使某人大吃一惊／高兴／惊讶／失望的是…… Paragraph 4. It was quite dark, but I could see a man lying on the floor, tied up with rope.四周都很黑，但我能看见一个人被绳子捆着躺在地板上。 巧计lie 的用法：规则的“撒谎”；不规则的“躺”；“躺”过就“下蛋”，“下蛋”也不规则。 lie---lied---lied---lying撒谎（规则动词） lie---lay---lain---lying躺，卧；位于（不规则动词，过去时形式就是下蛋的原形） lay---laid---laid---laying下蛋; 放置（不规则动词） Paragraph 5. “I’ve had enough of you. I’m going to shoot you now,”…“我受够你了。我现在就要毙了你，”…… shoot---shot---shot shoot at（指用枪、炮、弩、箭等）瞄准，射向；不知道是否射中的结果 shoot （仅指用枪、箭等）射中，枪击，射死；强调结果 Eg The hunter shot at the fox but missed it. Paragraph 6 He sounds as if he is going to die of fright. 听起来他好像快被吓死了。 die of 与die from 的区别是： die of 因（内因）……而死。 Eg die of age ；die of hunger die from (a wound) 因（外因）伤致死。 Paragraph 7 persuade somebody to do something 说服某人做某事 feel bad about something 对于某事感到后悔 Step 3 Individual work Purpose: To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist. If you want to know other novelists, please turn to P81 and read the passage and answer the questions individually. Suggested answers (Activity 7): 1. His real name is Richard Patrick Russ. 2. Historical adventure. 3. After writing for over forty years. 4. To make his own life seem more romantic. 5. The descriptions of fighting between ships at sea, the jokes, and the historical facts. 6. His daughter died when she was three. Suggested answers (Activity 8): 1. a 2. c 3.b 4. b 5. a 6. b Suggested answers (Activity 9): 1. The number of his historical adventure novels that have been sold around the world. 2. The year Patrick O’Brian was born. 3. The year Patrick O’Brian’s wife had a daughter. 4. The year he moved to the south of France. 5. When the New York Times called him “the best novelist you have never heard of”. 6. The year Patrick died. Step6 Homework 1. Use the new words and expressions to make some sentences. 2. Preview Grammar, Learning to learn and Function. Period 4 Learning to learn, Grammar, Function Teaching Goals: 1. To enable the Ss to master how to remember copula verbs, such as be, seem, appear, look, feel and so on. 2. To get the Ss to have knowledge of this grammar point: non-finite verbs and link verbs. 3. To enable the Ss to report statements and suggestions. Teaching Procedures: Step 1 Leading-in Purpose: To enable the Ss to master how to remember link verbs, such as be, seem, appear, look, feel and so on. Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method. Step 2 Grammar 1. Presentation Purpose: To get the Ss to know the teaching content of Grammar Show the following contents on blackboard or PowerPoint. 非谓语动词考查要点简述 (1) 非谓语动词的句法功能 名称 语 法 功 能 主语 宾语 宾语补足语 表语 定语 状语 不定式 √ √ √ √ √ √ 动名词 √ √ √ √ 现在分词 √ √ √ √ 过去分词 √ √ √ √ ◆ 动词不定式复心中应注意的几个问题 ① 不定式作表语与“be + to do sth”的异同。不定式作表语说明主语的内容或性质。如： His job is to guard. 而be + to do sth表示按计划要做某事 ② 带不定式作宾语的词语。 (a) 下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。 (b)下列动词后可接疑问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。 （3）如何理解和使用不定式作宾补。 ①动词see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。 ②常用带不定式作宾补的几种情况： 主语 + ask / require / tell / order / force / get / want / like + sb.to do sth. ③主语 + think / judge / suppose / believe / consider /imagine/ consider / feel + sb. + to be/ to have done ④主语 + call on / upon / depend on / wait for / ask for + sb.+ to do sth. （4）不定式作定语的特殊用法。 ①下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the second、the last、the only等。 ②不定式作定语和所修饰的名词在逻辑上有主谓关系。 There is no one to look after her. ③不定式与被修饰的名词在逻辑上有动宾关系。 She is now looking for a room to live in. （5）不定式作状语的用法。 不定式作状语，修饰动词，在句中表示行为目的、结果、原因。only to do表示出人意料的结果。 Eg We hurried to the classroom only to find none there . in order(not)to, so as(not)to用来引导目的状语, enough, too, so… as to do, such + 名词… as to do作结果状语， Eg The girl was so kind as to help the old man off the bus. I’m not such a fool as to believe that. （6）不定式的完成时的特殊用法。 ①表示不定式中谓语动词发生的动作先于主句的谓语动词发出的动作。 Eg The novel was said to have been published. seem、appear、be said、be supposed、be believed、be thought、be known、be reported等动词常用于上面句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成时，但要注意与一般时的区别。 I’m sorry to keep you waiting for a minute.对不起，请稍等。（说话时还未等） I’m sorry to have kept you waiting.对不起，让你久等了。（说话时已等了很久） ②不定式的完成时还可表示“过去本想做某事但未做”的虚拟语气。 （a）should like to / would like to / would love to + 不定式的完成时。 （b）was / were to +不定式的完成时，表示该做某事或想做但未实现。 （c）expect / hope / mean / promise / suppose / think / want/ wish + 不定式完成时，表示过去未曾实现的愿望。 （7）不定式的省略。 ①同一结构并列由and或or连接。 Eg (a) I want to finish my homework and go home. (b) I’m really puzzled what to think or say. 特例：To be or not to be, this is a question. He is better to laugh than to cry.(表示对比) ②不定式作表语，其前面的主语从句中含有do时，后面的to省略。 What he did was lose the game. ③句中含有动词do时，but、except、besides、such as等后面to可省略。即“前有do,后省to”。 Don’t do anything silly, such as marry him. ④主句含有不定式，后面有rather than, rather than后省to。 ⑤Why not、had better、would rather、can’t but等词后省to。如： He could not but walk home. （8）不定式的替代。 多用在同一句或联系紧密的对话中，为了避免重复，作宾语或主补，宾补的不定式再次出现时，to后的内容常承前省略（只保留to即可）。但如果承前省略的不定式有助动用的have或be任何形式，后应该保留原形be或have。如： Susan is not what she used to be. —You came late last night. You ought to have finished your homework. —I know I o