高中英語(yǔ)上教版高二上冊(cè)Module3Theworldofsciencefrankenste

Book6Module5Frankenstein’sMonsterPart1TeachingMaterialThecontentofmylessonisFLTRPBook6ModuleisaboutCloning.BystudyingofthisModule,Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreatinfluenceonoutput,suchasspeakingandwriting.Therefore,thislessonisintheimportantpositionofthisModule.IftheSscanmasteritwell,itwillbehelpfulforthemtolearntherestofthisModule.Part2TeachingAimsAccordingtothenewstandardcurriculumandthesyllabusandafterstudyingtheteachingmaterial,theteachingaimsareasfollows:objects(語(yǔ)言目標(biāo)：語(yǔ)音，詞匯，語(yǔ)法，功能，話題)(1)TheSscanmastertheimportantwordsandexpressions.(2)TheSscanusethe“Iwish”patterninthepropersituation.(3)TheSscanunderstandthecontentofthelesson,talkaboutimpossiblewishes.2.Learningability(學(xué)習(xí)能力)(1)Toknowandunderstandthenewvocabularydescribingmonster’sappearanceandFrankenstein’semotionsinthetext;(2)Togetthepassage’smainideasandsomespecificinformationbyreadingbetweenlinesandbeyondthelines3.Thinkingquality(思維品質(zhì))Bycompletingthetask,theSsincreasetheirinterestincloningandholdtheviewthatalthoughweareliveincutting-edge,scienceistwo-edgedsword.Preparethemselvesthemodule’swritingProsandConsonhumancloning.character(文化品格)EnjoythebeautifullanguagetofeeltheconnectionbetweenmanandtheworldPart3theImportantandDifficultPointsBasedontherequirementofthesyllabus.TheimportantpointistoanalyzethechangesofFrankenstein’semotions.Thedifficultpointistoreadingbetweenlinesandbeyondthelines,andmakesentenceswith“Iwish”pattern.Part4TeachingMethodsCommunicativeApproach(交際教學(xué)法)CCQ(概念檢查問題法)Task-basedLanguageTeaching(任務(wù)教學(xué)法)ICQ(Instructioncheckingquestion)MindmapCAIPart5TeachingProcedureStep1.Lead-in.Inthissection,IwillshowSsamovieclipwhichisadaptedfromtheextractinthepassage.PurposeofmydesignistocatchSs’attentiontoarousetheirinterestinthetargetedtopichavingabasicideaabouttheextract.Step2.Pre-readingTalkabouttheauthor（toreviewtheintroductionandLetthemhaveanideathatthematerialhasbeenverypopularinwesterncountries,evenhasmanyversions.it’samilestoneinthehistoryofsciencefictionStep3.While-readingAcivity1Skimming:SsshouldreadPart1andcompletethefollowingmindmap(人物關(guān)系圖ofthestory.Purpose:toknowtherelationsamongthecharactersandGetreadyforanalyzingthemaincharacters.Acivity2Scanning:ReadPart1andfillinthefollowingchart.(Individualwork個(gè)人活動(dòng)）BeginningFrankenstein1.acreatureDevelopment/ConflictFrankenstein2.tocreateawifeforthemonster.Themonster3.Frankenstein’sbrother，friendandwife.EndingFrankenstein4.andthemonster5.hisownlifeintheiceandsnow.Togetthemainplotofthestoryandcheckwhetherssknowandunderstandpartofthenewvocabulary.Acivity3.Scanning:ReadPart2andfillinthechart.(Pairwork）Part2ExtractfromFrankensteina.ItwasonacoldNovembernightthatIsawmycreationforthefirsttime,feelingvery.Mycandlewasalmost7.whenthecreature8.hardandmoveditsarmsandlegs.b.Themonsteris9.thingIhadeverseen,hisblackhairandwhiteteeth10.horriblywithhisyelloweyes,hiswrinkledyellowskinandblacklips.c.Ididn'twanttoseethemonster,soIrushedintomyroom,11.________myselfonthebedandthenhadterribledreams.d.WhenIwoke,shakingwithfear,Isawthemonsterstandingbymybed.Hismouthopenedandhe,thenseemedtosmile.IwassoterrifiedthatagainandagainIthought,"IwishIhadnotdonethisterriblething,IwishIwas!“Tocheckwhetherssknowandunderstandthenewvocabularydescribingmonster’sappearanceandFrankenstein’semotionsinthetext;b.GuidesstogetFrankenstein’semotionstoconcludethemainideaofPart2Acivity4ReadPart2againtogetmoreexpressionsrelatedtotheemotionsIt’sthebiggestdifficultyinthisperiodoftime.ToreadbetweenthelinesAcivity5Scanning:a.ReadPart2againandDrawapictureofthemonsteraccordingtothedescriptioninthepassage(Groupwork)Purposeofmydesignistoenablestudentstocomprehendappearance‘svocabularyandimagineandtoenjoytheireffortstheyhavemadeearlier.b.Readpara3and4againtofindmoreexpressionsabouthishorrortoimpressitonSs.Andbesidestherow4inthechart,isthereanymoreexpressionabouthisregret.Togetreadytoreadbeyondthelines.AndleadinthelastdifficultyIWISHByusingCCQaskingDidhecreatethiscreature?Didhedothisterriblething?IsheontheontheothersideoftheworldDoeshedisappear?Ishedead?Step4.Post-readingHaveadiscussioningroupstomakeatleast3differentwishesshowingFrankensteinwasveryregretful.(Groupwork)IfIwereFrankenstein,IwishIfIwereFrankenstein,IwishIfIwereFrankenstein,IwishTocheckwhethertheyunderstandthesubjunctivemoodandpreparefornextstep.Purposeofmydesign:IthinkIftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.MostSscantaketheirpartsintheactivities,especiallyfortheSswhohavetroubleinEnglishstudy.Thenit’stherighttimet