tceic.com
学霸学习网 这下你爽了
赞助商链接
当前位置:首页 >> 英语 >>

外研版必修5第3模块教学设计


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 biography Examples The Singular Mark Twain Lu Xun Albert Einstein The Lord of the Rings by J.R.R. Tolkein Harry Potter by J.K. Rowling The Adventures of Huckleberry Fin Wolves of the Calla Journey to the West Magical Mirror Frankenstein by Mary Shelley Paper Plane Sherlock Holmes by Sir Arthur Conan Doyle 1421 The Year China Discovered America The Romance of the Three Kingdoms

fantasy

adventure

thriller crime history

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 不定式 动名词 现在分词 过去分词 语 法 功 能 主语 √ √ 宾语 √ √ 宾语补足语 √ √ √ √ 表语 √ √ √ √ √ √ √ √ 定语 √ 状语 √

◆ 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 ought to have. 常见的有:I’d like / love / be happy to. ◆ 动名词复习中应注意的几个问题 (1)动名词作宾语。 ①下列动词后只能接动名词:suggest, finish, avoid, stop, can’t help, mind, enjoy, require, practice, miss, escape, pardon, advise, consider, imagine, keep, appreciate, permit。 ②下列动词短语接动名词:leave off, put off, give up, look forward to, feel like, have trouble / difficulty(in) doing sth. devote to, get used to, pay attention to, be fond of, be worth。 ③介词后要接动名词。what about、how about、without、be fond of、be good at 等介词 后接动名词。注意 on / upon doing sth. = as soon as 引导的从中。作此意讲时 on / upon 后也 可以接名词。如 on his arrival?。 ④动名词作宾语和动词不定式作宾语的区别: begin, start, continue, like, love, dislike, hate, prefer, can’t stand 如 It began to rain. It began raining. It was beginning to snow. I love lying (to lie)on my back. I like listening to music, but today I don't like to. I don' t prefer to swim in the river now. 1. 意思无差别,但谓语动词用进行时,后面只跟不定式。 (2)表示一种倾向多接动名词作宾语,如果表示某一特定的或具体的行动,多接不定式。 remember, forget, regret, try。 如 I remember to meet her at the station. I remember seeing her once somewhere. I forgot giving it to you yesterday. I forgot to tell you about it. Now here it is. I regret not having working hard. I regret to hear of your sister’s death. Try knocking at the back door. We must try to get everything ready. That will mean flooding some land. I had meant to go on Monday. ★remember to do sth.记住要做的事 remember doing sth.回顾过去发生的事 ★ forget to do sth.忘记要做的事 forget doing sth.忘记做过的事 ★regret to do sth.对将要做的事抱歉 regret doing sth.对发生过的事后悔

★ try to do sth.设法??,试图 try doing sth.试试看,试一试 ★mean to do sth.打算做??,想要 mean doing sth.意味着,就是 want, require, need 如 These desks need repairing. These desks need to be repaired. The patient required examined The patient required to be examined. ★need doing 需要被做 need to be done 需要被做 ★ want doing want to be done(与上同) ★require doing require to be done(与上同) ◆ 分词复习应注意的几个问题 (1)现在分词在句中作时间、原因、伴随、条件、结果等状语。 ①时间状语(分词作状语前面可加 when, while 等) Hearing the good news, he jumped with great joy. Not having finished her work in time, the boss fired her. ②原因状语 Seeing nobody at home, he decided to leave them a note ③伴随状语 The girls came in, following their parents. ④结果状语 The poor old man died, leaving nothing to his children. 注意:现在分词作状语的几个特性。①时间性。与谓语动词同时发生,用一般时,如 发生在谓语动作之前时则用完成式 having done。②语态性。与句子的主语之间的关系,是 主谓关系或动宾关系。遵循的规则“主动进行,被动完成” 。③人称一致性。分词的逻辑主 语就是句子的主语。 (2)分词作表语。 S. + be + 动词-ed 表示被动,主语是人;S. + be + 动词-ing 表示主动,主语是物。分词作宾补不定式作宾补的区别: ◆ 复习过去分词应注意的几个问题: 过去分词作状语,相当于一个状语从句,有来说明原因、时间、条件等。 (1)过去分词作原因状语 Tired by the trip, he soon feel asleep. = Because he was tired by the trip, he soon fell asleep. Lost in thought, he almost ran into a car. =As he was lost in thought, he almost ran into a car. (2)作时间状语 Seen from the hill, the city looks like a garden. =When the city is seen from the hill, it looks like a garden. (3)作条件状语 Given more time, I would have worked out the problem. =If I have been given more time, I would have worked out the problem. (4)伴随状语 The teacher came in, followed by some students. =The teacher came in and was followed by some students.

分词短语作状语时,通常与主句中的主语在逻辑上一致,但有时它也可以有自己独立 的逻辑上的主语,这种结构称为独立主格结构。如: Her grandfather being ill, she had to stay at home looking after him. 2. Examples (1) __________such heavy pollution already, it may now be too late to clean up the river.(NMET 2001) A. Having suffered B. Suffering C. To suffer D. Suffered 解析:答案为 A。本题考查分词短语作状语的用法。分词作状语,其逻辑主语必须是句 子的主语,而本句的主语看似是 it,其实它为形式主语,真正的主语为不定式,而不定式省 略了逻辑主语 for people,所以应用现在分词,又因 already,应用完成时。 (2) One learns a language by making mistakes and _______ them.(2001 年春季高考) A. correct B. correcting C. corrects D. to correct 解析: 答案为 B。 本题考查动名词作介词宾语的用法。 介词 by 意为 “通过??, 凭??” , 后面常接动名词,形成“by+ v. ing ”结构,表示通过做某事而得到某种结果。本题中只有 correcting 符合。 (3) The picture _________ on the wall is painted by my nephew.(2000 年春季高考) A. having hung B. hanging C. hangs D. being hung 解析:答案为 B。本题考查现在分词作定语的用法。根据句意“墙上挂的那幅画是我侄 子画的” ,可知空白处所填的动词形式在句中作定语,表说话时仍在进行的动作或所处的解 题关键在于分析 picture 与 hang 之间的逻辑关系。 3. Practice Review of verb forms Purpose: To get Ss to have knowledge of the grammar through exercises. (1) Ask Ss to read the sentences and answer the questions in Activity 1. Suggested answers: a. Two, they are agree and want b. let + object + infinitive without to. c. In the third sentence. d. At the end of the sentence. (2) Complete the sentences with the correct form (-ing or -ed) of the verbs in Activity 2. Suggested answers: 1. worrying 2. excited 3. satisfied 4. frightened 5. frightening 6. interested 7. exciting 8. interesting 4. Conclusion The differences between the form -ing and -ed of the verbs used as adjectives. items Difference 1 Difference 2 Difference 3 表示主动的语态, 如:一个令人害怕的 男孩 a frightening boy 表示被动的语态, 如:一个被吓住的男 孩 a frightened boy 用于表示事物的特性, 用 于 表 示 事 物 正 在 翻译为“令人?的” , 进行的状态,如: 如:a satisfying job 一 boiling water 沸水 份令人满意的工作 用于表示人的感觉 , 翻 用 于 表 示 事 物 已 完 译为“感到?的” ,如: 成的状态,如: a satisfied smile 一个感 boiled water 凉开水 到满意的微笑

-ing form

-ed form

Activity 3 Complete the sentences with the correct form (-ing or to + infinitive) of the

verbs. Suggested answers: 1. to get away 2. taking 3. making 4. to help 5. to enjoy 6. playing 7. to read 8. to use Activity 4 Correct the mistakes in the passage. There are three verbs which should not be followed by to. Suggested answers: They are hear, make and let. 5. Conclusion The verbs followed by the infinitive: decide, used, go, teach, help, want, persuade, advise, agree, promise, would like, have no time? The verbs followed by the –ing form: suggest, enjoy, mind, give up, feel like, look forward to? The verbs followed by either the infinitive or the –ing form: start, begin, like, love, hate? stop, mean, forget, remember, regret, go on? Activity 5 Complete the next part of the passage with the correct form of the verbs. Sometimes more than one form is possible. Suggested answers: 1. to go 2. to find 3. to rain 4. moving 5. stolen 6. doing 7. to move/ move 8. approaching 9. surprised 10. sinking 11. to lose 12.raining 6. Conclusion Give brief instructions of the points: non-finite verbs and link verbs. (On P111-113 of Grammar in our textbook). 7. Practice about link verbs Match the sentences with structures. Suggested answers (Activity 6): 1. b 2. c 3. a Suggested answers (Activity 7): 1. He sounded angry. 2. He felt very curious. 3. Jim looked terrified. 4. He felt bad. 5. He sounded surprised. Suggested answers (Activity 8): 1.c 2.f 3.e 4.a 5.d 6.b Suggested answers (Activity 9): The students’ own answers. Step 3 Function Purpose: To enable Ss to report statements and suggestions. 1. Practice Ask the students to finish the exercises on P27.

Suggested answers: 1. Billy said it was raining. 2. Vanessa suggested going to see a film. 3. Vanessa said that Billy and she had not been to the cinema for ages. 4. Vanessa said there were some good films on that evening. 5. Vanessa said Master and Commander sounded interesting. 6. Billy said that he had read the book. 7. Billy said that he didn’t want to see the film. 8. Billy suggested going to see The Emperor and the Assassin. 2. Conclusion Group work Ask the Ss to read the exercises again and try to make a conclusion of the use of the indirect speech. Step 4 Homework 1. Grammar on Workbook P79. 2. Review the new words and phrases that we have learnt.

Period 5 Vocabulary and Listening, Everyday English, Speaking, Writing
Teaching Goals: 1. To develop Ss’ listening ability. 2. To review some useful everyday English. 3. To develop Ss’ speaking ability. 4. To develop Ss’ writing ability. Teaching Procedures: Step 1 Leading-in Purpose: To arouse Ss’ interest in listening. Use the function to arouse the Ss’ interesting listening. As we know, in function Vanessa and Billy were talking about the films. Do you want to know more about the films? Step 2 Listening Purpose: To develop Ss’ listening ability and study some useful everyday English. 1. Pre-listening Ask the Ss to finish the activity 1 and get some types of film. Suggested answers: 1. comedy 2. cartoon 3. horror 4. science fiction 5. romantic 2. While-listening Listen to the conversation and answer the question in activity 2. Suggested answers: 1. The Last Samurai. 2. The Emperor and the Assassin. 3. Master and Commander. 4. Monsoon Wedding. 5. The Emperor and the Assassin. 6. The Last Samurai.

7. Monsoon Wedding. 8. The Emperor and the Assassin. Ask the Ss to answer any questions they can in Activity 3. Listen to the tape again, and check the answers. Suggested answers :

Title
Master and Commander The Last Samurai Monsoon Wedding The Emperor and the Assassin

Origin
British American Indian Chinese

Type of film
Historical Adventure Historical Adventure Romantic Comedy Historical Adventure

Starts
8 o’clock 9:15 8:10 7:30

3. Post-listening Ask the students to finish the Everyday English individually and then check the answers and give some explanation. Suggested answers: (1)a (2) a (3) a (4) b 4.Explanation (1)be/ feel in the mood for something 有心情做某事 in a good(bad) mood 情绪好(不好) in one of one’s moods 闹情绪 (2) hang on ①紧紧握住 ②坚持下去 ③赖看不走 ④打电话用语 (不挂断) ⑤倚靠 ⑥ 渴望 (3)move on ①更换成(新的事物)②离开 ③使某人走开 Step 3 Speaking (Pair work) Purpose: Enable the students to talk about the films. Ask the Ss work in pairs, and tell each other what film they would like to see, and why. Then ask the Ss to read the description of Master and Commander and choose another film to describe. Step 4 Writing Purpose: To develop Ss’ writing ability and enable the students to know how to write a summary about a film or story. 1. Ask the Ss to read the summaries individually and finish activity 1. Suggested answer: (1) c (2)a (3)a (4) c 2. Ask the Ss to work in pairs, choose a well-known Chinese story or film and write a summary about it. Sample: Ke Ke Xi Li—the film, the life and the warfare Ke Ke Xi Li, a film directed by Lu Chuan, is well-known among the audiences as its wonderful and profound plot—a story about life and belief. What’s more, it has recorded many prices. Everyone who has seen the film said that their hearts were shaken. It based on a true story,

which took place in the Ke Ke Xi Li, a place in the Qinghai—Tibetan Plateau. The story is about the battle between poachers. As the wool of the Tibetan antelopes is more expensive than before and the demand of the market is increasing, more and more poachers want to hunt it to get the huge profits. So the action group started to work. It’s a great pity that two captains have sacrificed. Though they were always in danger, they never gave up the belief—to protect the Tibetan antelopes. The characters are all newcomers, but they’re serious to the film. With the efforts of all characters and two-half years’ time, the masterpiece finished finally. “Ke Ke Xi Li is a heaven or a hell? It’s difficult to tell about the story, just who have really pass by it can understand deeply. The reason why I directed Ke Ke Xi Li is that this subject is full of strength, and I think people can realize something through it.” said Lu Chuan. This short and plain film concerns the human living condition and the environment. Ke Ke Xi Li, a mysterious and attractive place, it would be clam and harmony without people’s greed. Ke Ke Xi Li is a heaven or a hell? It depends on the people. Ke Ke Xi Li purifies our soul, it’s not only a film, but also is the life and the warfare. (Written by Xie Jinjin and Zhang Jing in Nanxiong Middle School; Directed by Amy Dong) Step 5 Homework 1. Use Everyday English to make a conversation with your partner.. 2. Finish the rest exercise about module 3 in workbook.

Period 6

Cultural Corner, Workbook, Module File

Teaching Goals: 1. Enable Ss to get some information about the life of Mark Twain. 2. To deal with the exercise in workbook. 3. Enable Ss to make a conclusion of this module. Teaching Procedures: Step 1 Leading-in Purpose: To activate Ss’ and arouse them to talk about Mark Twain. Ask the students to discuss the following question in group of four or five: Do you know the writer of The Adventures of Huckleberry Fin? How much do you know about the writer? (He is a very well-known writer and is an American. He wrote a lot of famous works, which are popular with people all over the world. The masterpiece of his is The Adventures of Huckleberry Fin. The other famous work is The Adventures of Tom Sawyer.) Step 2 Cultural Corner Purpose: With reading the passage, enable the Ss to get some information about the life of Mark Twain. 1. Ask the Ss to read through the passage and answer the following questions. (1) In what ways was Mark Twain’s life an adventure? (2) What are the best Chinese adventure stories? Suggested answers:

(1) He left school early, and as an adolescent, determined to make his fortune in South America, set off from his home Hannibal Missouri, for New Orleans. And he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi. (2) For example, Journey to the West. 2. Ask the Ss to find the non-finite verbs in Cultural Corner and review the grammar in this module. Step 3 Workbook Purpose: To deal with the exercise in workbook. First, check the Ss whether they have finished the homework. And then give some instructions of the confusing exercises. Step 4 Module File Purpose: Enable the Ss to make a conclusion of this module and to deepen what we have learned in the module. Ask the Ss to look at Module File of Module 3 and try to recall what we have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know. Help the students to share their ideas and deal with the difficult or confusing points. Step 5 Assessment 1. Individual work for self-assessment In this module, you have learnt about adventure in literature and the cinema. How do you evaluate yourself in studying this module? Items Listening Speaking Reading Writing Grammar Reflection I learnt __________________________________________. I would like to know about __________________________. I’m still not sure about ______________________________. I’m confused about ___________ ___________________. 2. Group work: Group Assessment 姓 名 小组发言次数 全班发言次数 提出问题次数 解答问题次数 查找资料次数 与人合作次数 总 评 价 Step 6 Homework 1. Find more exercises about the non-finite verbs.
Not very well

OK

Very well

Problems and things to improve

2. Get a general impression of Module 4. Suggested websites. http://www.amazon.com http://www.chinadaily.com.cn http://www.enhero.cn/kh71/index.php http://www.ew.com.cn/ http://publishblog.blogchina.com/blog/tb.b?diaryID=1502654

第三单元测试
一 . 选择填空 1. We agreed _____here but so far she hasn’t turned up yet. A.having B.meeting C.to meet D.to have met 2. ---The light in the office is on.. ---Oh, I forget_____. A. turning it ;off B.turn it off C.to turn it off D.having turned it off 3. I _____to believe that God could make me enter a university. A. reject B. require C.resist D.refuse 4. The little time we have together we try _____ wisely. A.spending it B. to spend it C.to spend D.spending that 5. I’ll try to get her _____ the doctor. A. see B. seeing C.to see D.for seeing 6. They knew her very well. They had seen her____up from childhood. A . grow B. grew C. was growing D.to grow 7. As you’ve never been there before, I’ll have someone _____ you the way. A.to show B.show C.showing D.shokwed 8. We enjoy ____very much because it is good to our health. A. swim B.to swim C.swimming D.to be swimming 9.The ___ matter did not make him _____ . A. confused ,confusing B. confusing , confusing C . confused , confused D. confusing ,confused 10.____ to give up smoking , he threw away his _____ cigarettes . A. Determined , remained B. Determining , remaining C. Determining, remained D. Determined, remaining 二.完形填空 1. Fill in the blank with a proper word in the box. Adventures experiences from hope mainly period plan themselves thought whom Most of the (1) ____ recorded in this book really occurred; one or two were 2) ______ of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn 3) _____ life; Tom Sawyer also, but not from an individual---he is a combination of the characteristics of three boys 4)_____I know, and therefore belongs to the composite order of architecture. The odd superstitions touched upon were all prevalent among children and slaves in the West at the 5)_____of this story---that is to say, thirty or forty years ago.

Although my book is intended 6)_____for the entertainment of boys and girls, I 7)_____it will not be shunned by men and women on that account, for part of my8)_____has been to try to pleasantly remind adults of what they once were 9)______,and of how they felt and 10)______and talked, and what queer enterprises they sometimes engaged in. 2.Complete the following sentences with the words, using proper forms when necessary. There are more words that can be used. adolescent ,beard, biography ,cartoon, crawl, curious ,fantasy ,lie, paddle, panic ,pour, reputation, shallow, shelter ,vivid 11. The man with a(n)_____was walking about, as if looking for something. 12. As a(n)_____,he had little schooling, but he traveled a lot, doing many different jobs. 13. I want to do research on Mark Twain. Is there a(n)_____about him? 14. Young people are interested in_____films. 15. The wounded soldier _____into the cave to hide himself from the enemy. 16. He was ______to know what was going on in the neighborhood. 17. If a story is full of imaginary things, we call it a(n)_____. 18. He was badly injured ,_____on the ground, unable to stand up. 19. She______ at the sight of a snake in the cage. 20. It was pouring. The hunter got inside a hollow tree for______. 三.完成句子. 1. 随着经济生活的提高, 人们过上了快乐的生活. With the improvement of economic, people _______ _______ ________ __________. 2. 那本小说是以 18 世纪的巴黎为背景. The novel ______ ______ _______ 18th century Paris. 3. 天气看起来会好转. The weather ______ _____ ______ it will get improved.. 4. 当老师问及她为何又迟到,她编了个借口. When the teacher asked why she was late again, she ______ ________ an excuse. 5. 船长警告我们前面会有危险 . The captain _____ _____ that there would danger in the future. 四.单词拼写(每小题 1 分,共 10 分) 1. This is a true A________ of the past. 2. Jim’s C_________ ,Jack , is from the country. 3. At the midnight there was a rain P__________ down. 4. I found a C______ of socks in the room, but they do not make a pair. 5. Most of children are C______ about new things. 6. When he heard the words, he felt __________(恐慌). 7. The little boy is always ________ (打扰)me. 8. Jim is in a bad ________(心情). Keep him off, please. 9. She _________(像) her sister in appearance but not in character. 10. The writer lived up to his ________(名誉).

一 1-5 CCDCC 6-10 ABCDD 二 1-5 Adventures ;experiences;from ;whom ;period ;
6-10mainly;plan; hope; ;themselves ;thought

三 11-15 beard, adolescent , biography ,cartoon, crawl, 16-20 curious ,fantasy ,lying, panicked ,pour, shelter 四 6. lead/live a happy life 7. is set in 8. looks like better 9. made up 10. warned us


推荐相关:

外研版必修5第四模块教学设计_图文.doc

外研版必修5第模块教学设计_高二英语_英语_高中教育_教育专区。外研版必修5第模块教学设计(Module4 Carnival) 三Module4 Carnival I. 教学内容分析 本模块的...


必修5模块3高中英语教学教学设计.doc

必修5模块3高中英语教学教学设计_英语_高中教育_教育专区。必修 5 模块 3 高中英语教学教学设计 课程分析 本课是外研版必修 5 第三模块中的第一课时。这一模块...


外研社版高一必修三第五模块教学设计.doc

外研社版高一必修三第五模块教学设计 - 曲阜师范大学教学法课程学生教学设计 穆文


高中外研版必修五Module 5 A Life in Sport 教学设计.doc

必修五 Module 5 A Life in Sport 教学设计 XX 学校 XX I. 教材分析 本课是高中英语外研版教材必修五第五模块 “The Great Sports Personality”中的阅读课 ...


外研社必修五第三模块学案.doc

外研社必修五第三模块学案_高二英语_英语_高中教育_教育专区。外研社必修五第三模块学案 1. Doing a survey of teenage reading habits. 必背例句:A survey ...


外研版必修5Module1教学设计 -1_图文.doc

外研版必修五第模块British and American English(Reading)教学设计 延川中学教学设计 NO: 1 年级: 高二(1 3 )班 学科: English 第 1 周课...


外研版高中英语必修五 Module3 Introduction和Cultural....doc

外研版高中英语必修五 Module3 Introduction和Cultural Corner教案_英语_高中教育_...本节课是这个模块的第一课时,把 Introduction 和 Cultural Corner 部分结合 到...


高中英语必修五模块三精品课件(外研版)_图文.ppt

高中英语必修五模块三精品课件(外研版)_教学案例/设计_教学研究_教育专区。高中英语必修五模块三精品课件(外研版),外研版高中英语选修八教案第三模块,高中英语外研...


高二英语外研版必修5第3模块预习.doc

高二英语外研版必修5第3模块预习 - Module 3 Checking sat


外研版必修五第三模块公开课课件.doc

外研版必修五第三模块公开课课件 - Module 3 Adventure in


外研版必修五Module3《AdventureinLiteratureandtheCin....doc

外研版必修五Module3《AdventureinLiteratureandtheCinema》word教案_其它课程_初中...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...


外研版必修二第三模块music上课教案.doc

外研版必修第三模块music上课教案 - 哈尔滨德强高中学科素养探究课教案 S


英语必修5外研版Module 6精品教案(3).doc

英语必修5外研版Module 6精品教案(3)_高二英语_英语_高中教育_教育专区。英语...让学生掌握本单元语法知识。→ 让学生完成“当堂双基达标”(见学案第 87 页)...


第三届全国中小学互联网搜索教案评选 外研版高二必修5....doc

第三届全国中小学互联网搜索教案评选 外研版高二必修5模块五 阅读第1课时_高二英语_英语_高中教育_教育专区。外研版高二必修5第五模块 “The Great Sports Personal...


【新版】外研版高中英语必修五 Module3 Introduction和....doc

【新版】外研版高中英语必修五 Module3 Introduction和Cultural Corner教案【名校...本节课是这个模块的第一课时,把 Introduction 和 Cultural Corner 部分结合 到...


外研版高中英语必修三模块3高中英语教学设计.doc

高中英语教学设计外研版 必修三 Module 3 The Violence of Nature 吕琳琳 金州高中 一、教学设计理念: (一)“二二”课堂教学就是通过导学案给学生创设问题情景...


外研社必修五module4 carnival全单元教案_图文.doc

外研社英语必修五第单元carnival教案 Module 4 ...Holi 3. Carnival 4. Thanksgiving Day 5. ...Module4 Carnival外研版... 6页 免费 外研版必修...


新标准外研版三年级英语上册第五模块教案.doc

新标准外研版三年级英语上册第五模块教案 - Module 5 Numbers 1


外研版必修2_Module3_Music教学设计.doc

外研版必修2_Module3_Music教学设计 - Book Two Module 3 Music Reading 课堂教学设计 阜新市育才中学 张洪亮 Book Two Module...


外研版必修5第3模块Adventure and Literature说课(2)说....doc

外研版必修5第3模块Adventure and Literature说课(2)说课稿(英语版) - 本文档是作者在黑龙江省说课比赛中荣获一等奖的说课稿,设计科学,排版精致。 内容是针对外研...

网站首页 | 网站地图
All rights reserved Powered by 学霸学习网 www.tceic.com
copyright ©right 2010-2021。
文档资料库内容来自网络,如有侵犯请联系客服。zhit325@126.com