外研社必修五module3 參考教案.doc

Module 3 Adventure in Literature and the CinemaI. 教學(xué)內(nèi)容分析本模塊的主題是文學(xué)和電影作品中冒險(xiǎn)故事，通過馬克吐溫的冒險(xiǎn)小說哈克貝利芬歷險(xiǎn)記片斷的學(xué)習(xí)使學(xué)生了解如何描寫冒險(xiǎn)小說，另外通過本模塊學(xué)習(xí)還要了解不同的文學(xué)作品和電影作品類型，并能運(yùn)用所學(xué)過的知識(shí)仿寫一篇電影或小說的簡介。最后，通過本模塊的學(xué)習(xí)還要幫助學(xué)生了解文學(xué)，培養(yǎng)對文學(xué)的興趣，擴(kuò)大文學(xué)視野本模塊從不同的文學(xué)作品類型開始，導(dǎo)入本模塊的話題文學(xué)和電影作品中冒險(xiǎn)故事。Introduction 部分通過于三本書的封面介紹了三種不同的文學(xué)作品類型并列出了有關(guān)文學(xué)作品的一些單詞，讓學(xué)生說出自己喜歡的類型并且利用新單詞給出理由，能激發(fā)學(xué)生的好奇心。并同通過閱讀哈克貝利芬歷險(xiǎn)記書評的開頭效果導(dǎo)入整個(gè)模塊的話題文學(xué)和電影作品中冒險(xiǎn)故事。Reading and Vocabulary是通過馬克吐溫的冒險(xiǎn)小說哈克貝利芬歷險(xiǎn)記片斷的學(xué)習(xí)使學(xué)生了解如何描寫冒險(xiǎn)小說。并通過設(shè)計(jì)的練習(xí)讓學(xué)生熟悉課文內(nèi)容和學(xué)會(huì)使用一些相關(guān)詞匯。Grammar部分主要復(fù)習(xí)的語法項(xiàng)目是動(dòng)詞的-ed和-ing形式，動(dòng)詞不定式和一些連系動(dòng)詞的用法。Learning to learn 是教學(xué)生如何巧計(jì)感觀動(dòng)詞的用法，對于提高學(xué)習(xí)策略水平有很大的幫助。Vocabulary and Listening部分第一部分設(shè)計(jì)一個(gè)學(xué)習(xí)有關(guān)電影類型的詞匯的活動(dòng)，第二和三部分則通過聽一段關(guān)于討論決定看電影上映的哪部電影的對話，讓學(xué)生聽出電影的內(nèi)容猜測電影名稱。Speaking部分讓以電影為話題談?wù)撍矚g的電影并解釋理由，能根據(jù)同學(xué)提供的內(nèi)容猜測電影名稱。Function要求學(xué)生掌握怎樣將表示“陳述”和“建議”的直接引語變?yōu)殚g接引語。Writing首先讓學(xué)生讀兩篇小說或電影的簡介，接下來要求學(xué)生運(yùn)用所學(xué)過的知識(shí)仿寫一篇電影或小說的簡介。Everyday English通過學(xué)習(xí)復(fù)習(xí)Vocabulary and Listening中的句子學(xué)會(huì)一些非常有用的日常生活用語：feel in the mood for something, hang on a minute, get a move on和grab a bite to eat.Cultural Corner 通過閱讀The Life of Mark Twain的文章，幫助學(xué)生了解偉大作家馬克吐溫的作品及其經(jīng)歷。Task要求學(xué)生通過調(diào)查問卷的形式了解同學(xué)們的閱讀習(xí)慣，然后匯報(bào)調(diào)查結(jié)果。Module File 歸納了本單元的重點(diǎn)詞匯，語法知識(shí)，功能用語和日常用語，有利于學(xué)生的復(fù)習(xí)總結(jié)，自我檢驗(yàn)和自學(xué)的能力。II教學(xué)重點(diǎn)和難點(diǎn)1. 教學(xué)重點(diǎn)(1) 本模塊的生詞和短語(2) 語法項(xiàng)目：動(dòng)詞的-ed和-ing形式，動(dòng)詞不定式和一些連系動(dòng)詞的用法(3) 掌握怎樣將表示“陳述”和“建議”的直接引語變?yōu)殚g接引語(4) 了解不同的文學(xué)作品和電影作品類型，并能運(yùn)用所學(xué)過的知識(shí)仿寫一篇電影或小說的簡介2. 教學(xué)難點(diǎn)(1) 語法項(xiàng)目：動(dòng)詞的-ed和-ing形式，動(dòng)詞不定式和一些連系動(dòng)詞的用法(2) 幫助學(xué)生了解文學(xué)，培養(yǎng)對文學(xué)的興趣，擴(kuò)大文學(xué)視野III教學(xué)計(jì)劃經(jīng)過對教材內(nèi)容的分析和重組，本模塊可以分六課時(shí)教授：第一課時(shí)：Introduction, Task第二課時(shí)：Reading and Vocabulary (1) 第三課時(shí)：Reading and Vocabulary (2), Reading (Workbook) 第四課時(shí)：Learning to learn, Grammar, Function 第五課時(shí)：Vocabulary and Listening, Everyday English, Speaking, Writing第六課時(shí)：Cultural Corner, Workbook, Module FileIV教學(xué)步驟：Period 1 Introduction, TaskTeaching Goals: 1. To arouse Ss interest in learning about adventure in literature and the cinema2. To develop Ss speaking ability3. Enable Ss to learn more new words about the types of book4. Enable Ss to do a survey of teenage reading habits and then give a presentationTeaching Procedures:Step 1 Leading-inPurpose: 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:西游記Journey to the West; Pilgrimage to the West紅樓夢The Dreams of the Red Mansion/ Chamber; A Dream in Red Mansions; The Story of the Stone三國演義The Romance of the Three Kingdoms水滸傳Heroes of the Marshes; Heroes of Water MarginsStep 2 SpeakingPurpose: To develop Ss speaking abilityWork in pairs. Say which book you would like to read and tell the reason. TExamples:Id like to read Wolves of the Calla. It looks exciting.Id like to read 1421 The Year China Discovered America, because I like history very much and I am proud of my country.Id like to read The Singular Mark Twain, because I think hes 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 answers1 biography 2 fantasy 3 adventure 4 thriller 5 crime 6 historyStep 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.TypeExamplesbiographyThe Singular Mark TwainLu XunAlbert EinsteinfantasyThe Lord of the Rings by J.R.R. TolkeinHarry Potter by J.K. RowlingadventureThe Adventures of Huckleberry FinWolves of the CallaJourney to the WestthrillerMagical MirrorFrankenstein by Mary ShelleycrimePaper PlaneSherlock Holmes by Sir Arthur Conan Doylehistory1421 The Year China Discovered AmericaThe Romance of the Three KingdomsStep 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? Whats the title?4 Of all the books youve read, which one do you like best? Why?After the discussion and complete the survey for your group.NameNumber of books per yearFavorite typeFavorite bookAfter finish the survey, ask the students to give a presentation of the groups findings to the rest of the class.Step 6 Homework1. 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 skillsSkimming, and Scanning. 3. To deal with the new words in the text.Teaching Procedures:Step 1 Leading-inPurpose: To arouse Ss interest in learning about The Adventures of Huckleberry FinAs the Ss have got on the line and prepared something for The Adventures of Huckleberry Fin. Thats 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-readingPurpose: 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 h74. 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 SkimmingPurpose: 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) a2. 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 raft4) panic 5) curious 6) threatenSuggested answers (activity 5):1) jump 2) running 3) flown 4) walk5) climbed 6) paddled 7) sail 8)crawlStep 6 HomeworkTry 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 OBrian on P81 of workbook get some information about the novelist.Teaching Procedures:Step 1 Leading-inPurpose: 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 workPurpose: 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 大雨傾盆pour 潑;傾倒. Eg He poured the water over the lawn. 他給草坪潑了些水.2. By the light of the lighting, we saw something in the middle of the river.通過閃電的光,我們看到河中間有個(gè)東西.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,后面從句用陳述語氣 Eg It looks as if it will go under soon. (2) 用于引導(dǎo)結(jié)果狀語從句時(shí),從句用虛擬語氣 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)；美國搭(車)；乘(飛機(jī))。Eg I dont 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. 于是我們把木筏劃了過去，躡手躡腳地，像耗子一樣悄然聲息地爬上了汽船。使我們大為驚訝的是，有間船艙里還亮著一盞燈。 to ones astonishment/ joy / surprise / disappointment 使某人大吃一驚高興驚訝失望的是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，但我能看見一個(gè)人被繩子捆著躺在地板上。巧計(jì)lie 的用法：規(guī)則的“撒謊”；不規(guī)則的“躺”；“躺”過就“下蛋”，“下蛋”也不規(guī)則。lie-lied-lied-lying撒謊（規(guī)則動(dòng)詞）lie-lay-lain-lying躺，臥；位于（不規(guī)則動(dòng)詞，過去時(shí)形式就是下蛋的原形）lay-laid-laid-laying下蛋; 放置（不規(guī)則動(dòng)詞）Paragraph 5. “Ive had enough of you. Im going to shoot you now,”“我受夠你了。我現(xiàn)在就要斃了你，”shoot-shot-shot shoot at（指用槍、炮、弩、箭等）瞄準(zhǔn)，射向；不知道是否射中的結(jié)果shoot （僅指用槍、箭等）射中，槍擊，射死；強(qiáng)調(diào)結(jié)果Eg The hunter shot at the fox but missed it. Paragraph 6He sounds as if he is going to die of fright. 聽起來他好像快被嚇?biāo)懒?。die of 與die from 的區(qū)別是：die of 因（內(nèi)因）而死。 Eg die of age ；die of hunger die from (a wound) 因（外因）傷致死。Paragraph 7persuade somebody to do something 說服某人做某事feel bad about something 對于某事感到后悔Step 3 Individual workPurpose: To read a passage named An Introduction of Patrick OBrian 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. bSuggested answers (Activity 9):1. The number of his historical adventure novels that have been sold around the world.2. The year Patrick OBrian was born.3. The year Patrick OBrians 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 Homework1. 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-inPurpose: 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. PresentationPurpose: To get the Ss to know the teaching content of GrammarShow the following contents on blackboard or PowerPoint.非謂語動(dòng)詞考查要點(diǎn)簡述(1) 非謂語動(dòng)詞的句法功能名稱語 法 功 能主語賓語賓語補(bǔ)足語表語定語狀語不定式動(dòng)名詞現(xiàn)在分詞過去分詞 動(dòng)詞不定式復(fù)心中應(yīng)注意的幾個(gè)問題 不定式作表語與“be + to do sth”的異同。不定式作表語說明主語的內(nèi)容或性質(zhì)。如： His job is to guard. 而be + to do sth表示按計(jì)劃要做某事 帶不定式作賓語的詞語。(a) 下列詞語常不定式作賓語：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。(b)下列動(dòng)詞后可接疑問詞+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賓補(bǔ)。動(dòng)詞see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have等的賓補(bǔ)用動(dòng)詞原形，變被動(dòng)時(shí)要加to,此時(shí)的不定式就是主語補(bǔ)足語。常用帶不定式作賓補(bǔ)的幾種情況：主語 + ask / require / tell / order / force / get / want / like + sb.to do sth.主語 + think / judge / suppose / believe / consider /imagine/ consider / feel + sb. + to be/ to have done主語 + call on / upon / depend on / wait for / ask for + sb.+ to do sth.（4）不定式作定語的特殊用法。下列詞語后常接不定式作定語：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the second、the last、the only等。不定式作定語和所修飾的名詞在邏輯上有主謂關(guān)系。There is no one to look after her.不定式與被修飾的名詞在邏輯上有動(dòng)賓關(guān)系。She is now looking for a room to live in.（5）不定式作狀語的用法。不定式作狀語，修飾動(dòng)詞，在句中表示行為目的、結(jié)果、原因。only to do表示出人意料的結(jié)果。Eg We hurried to the classroom only to find none there .in order(not)to, so as(not)to用來引導(dǎo)目的狀語, enough, too, so as to do, such + 名詞 as to do作結(jié)果狀語，Eg The girl was so kind as to help the old man off the bus. Im not such a fool as to believe that.（6）不定式的完成時(shí)的特殊用法。表示不定式中謂語動(dòng)詞發(fā)生的動(dòng)作先于主句的謂語動(dòng)詞發(fā)出的動(dòng)作。Eg The novel was said to have been published.seem、appear、be said、be supposed、be believed、be thought、be known、be reported等動(dòng)詞常用于上面句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成時(shí)，但要注意與一般時(shí)的區(qū)別。Im sorry to keep you waiting for a minute.對不起，請稍等。（說話時(shí)還未等）Im sorry to have kept you waiting.對不起，讓你久等了。（說話時(shí)已等了很久）不定式的完成時(shí)還可表示“過去本想做某事但未做”的虛擬語氣。（a）should like to / would like to / would love to + 不定式的完成時(shí)。（b）was / were to +不定式的完成時(shí)，表示該做某事或想做但未實(shí)現(xiàn)。（c）expect / hope / mean / promise / suppose / think / want/ wish + 不定式完成時(shí)，表示過去未曾實(shí)現(xiàn)的愿望。（7）不定式的省略。 同一結(jié)構(gòu)并列由and或or連接。Eg (a) I want to finish my homework and go home.(b) Im 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.(表示對比)不定式作表語，其前面的主語從句中含有do時(shí)，后面的to省略。What he did was lose the game.句中含有動(dòng)詞do時(shí)，but、except、besides、such as等后面to可省略。即“前有do,后省to”。Dont do anything silly, such as marry him.主句含有不定式，后面有rather than, rather than后省to。Why not、had better、would rather、cant but等詞后省to。如： He could not but walk home.（8）不定式的替代。多用在同一句或聯(lián)系緊密的對話中，為了避免重復(fù)，作賓語或主補(bǔ)，賓補(bǔ)的不定式再次出現(xiàn)時(shí)，to后的內(nèi)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動(dòng)用的have或be任何形式，后應(yīng)該保留原形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. 常見的有：Id like / love / be happy to. 動(dòng)名詞復(fù)習(xí)中應(yīng)注意的幾個(gè)問題（1）動(dòng)名詞作賓語。下列動(dòng)詞后只能接動(dòng)名詞：suggest, finish, avoid, stop, cant help, mind, enjoy, require, practice, miss, escape, pardon, advise, consider, imagine, keep, appreciate, permit。下列動(dòng)詞短語接動(dòng)名詞：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。介詞后要接動(dòng)名詞。what about、how about、without、be fond of、be good at等介詞后接動(dòng)名詞。注意on / upon doing sth. = as soon as 引導(dǎo)的從中。作此意講時(shí)on / upon后也可以接名詞。如on his arrival。動(dòng)名詞作賓語和動(dòng)詞不定式作賓語的區(qū)別：begin, start, continue, like, love, dislike, hate, prefer, cant 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 dont like to.I dont prefer to swim in the river now. 1. 意思無差別，但謂語動(dòng)詞用進(jìn)行時(shí)，后面只跟不定式。 （2）表示一種傾向多接動(dòng)名詞作賓語，如果表示某一特定的或具體的行動(dòng)，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 sisters 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.記住要做的事 remember doing sth.回顧過去發(fā)生的事 forget to do sth.忘記要做的事 forget doing sth.忘記做過的事regret to do sth.對將要做的事抱歉 regret doing sth.對發(fā)生過的事后悔 try to do sth.設(shè)法，試圖 try doing sth.試試看，試一試mean to do sth.打算做，想要 mean doing sth.意味著，就是 want, require, need 如These desks need repairing.These desks need to be repaired.The patient required examinedThe 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（與上同）require doing require to be done（與上同） 分詞復(fù)習(xí)應(yīng)注意的幾個(gè)問題（1）現(xiàn)在分詞在句中作時(shí)間、原因、伴隨、條件、結(jié)果等狀語。時(shí)間狀語（分詞作狀語前面可加when, while等）Hearing the good news, he jumped with great joy.Not having finished her work in time, the boss fired her.原因狀語Seeing nobody at home, he decided to leave them a note伴隨狀語The girls came in, following their parents.結(jié)果狀語The poor old man died, leaving nothing to his children.注意：現(xiàn)在分詞作狀語的幾個(gè)特性。時(shí)間性。與謂語動(dòng)詞同時(shí)發(fā)生，用一般時(shí)，如發(fā)生在謂語動(dòng)作之前時(shí)則用完成式having done。語態(tài)性。與句子的主語之間的關(guān)系，是主謂關(guān)系或動(dòng)賓關(guān)系。遵循的規(guī)則“主動(dòng)進(jìn)行，被動(dòng)完成”。人稱一致性。分詞的邏輯主語就是句子的主語。（2）分詞作表語。S. + be + 動(dòng)詞-ed表示被動(dòng)，主語是人；S. + be + 動(dòng)詞-ing表示主動(dòng)，主語是物。分詞作賓補(bǔ)不定式作賓補(bǔ)的區(qū)別： 復(fù)習(xí)過去分詞應(yīng)注意的幾個(gè)問題:過去分詞作狀語，相當(dāng)于一個(gè)狀語從句，有來說明原因、時(shí)間、條件等。（1）過去分詞作原因狀語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）作時(shí)間狀語Seen from the hill, the city looks like a garden.=When the city is seen from the hill, it looks like a garden.（3）作條件狀語Given more time, I would have worked out the problem.=If I have been given