全套教案牛津英语模块八第一单元Module8Unit1教案.docx
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全套教案牛津英语模块八第一单元Module8Unit1教案
Unit1Thewrittenword
(一)教材分析:
本单元以Thewrittenword为话题,旨在通过单元学习,使学生能了解如何欣赏文学作品。
通过介绍CharlesDickens的著名小说TheGreatExpectations和RobertBurns的著名诗歌ARed,RedRose让学生亲身感受文学作品的魅力,激发阅读愿望,增加其古典文学以及文学评论的了解。
通过阅读让学生讨论关于古典文学的知识,并背诵经典诗歌。
通过就所给文学评论发表观点,让学生根据要求写出自己的文学评论文章。
1.1Welcometotheunit是本单元的一个热身活动,通过四幅图片和三个开放性问题让学生结对谈论不同娱乐方式。
引发学生通过同伴合作讨论各种阅读方式和不同书籍之间的区别,从而也引出了本单元关于Thewrittenword的话题。
1.2Reading包括A、B、C、D、E和F五项活动。
A设置了几个阅读理解的问题,要求学生在快速阅读后回答。
B呈现的是一篇关于古典文学作品欣赏的文章。
C设置了两种题型,要求再读课文后对八个问题作出选择并列出各部分的要点,检验学生对细节以及小说要素的理解。
D设置了填空和配对题,帮助学生通过上下文语境猜测词义。
E要求学生通过上下文选择合适的单词填空,是对学生综合理解能力的培养。
F是一个会话练习,要求学生就某一问题提出看法并展开讨论,然后仿照范例进行会话练习。
1.3Wordpower的主题是关于不同类型的文学,旨在语境中扩充词汇。
它包括四部分的内容:
第一部分要求学生阅读一学生关于文学分类的书;第二部分是各种文学作家的图解;第三部分是有关不同文学类型的短文填空;最后一部分要求填写一有关写作方面词汇的字谜。
1.4Grammarandusage总结了否定句的分类、用法、构成和意义,并通过相关练习题帮助学生巩固对这种语法的掌握。
1.5Task的主要任务是写出一文学评论文章,其中包含了3种技巧并分别设计了三个步骤帮助学生掌握这些技巧:
第一了解听关键词找信息的方法;第二询问并发表观点;第三如何写文学评论文章。
学生在掌握这些技巧的基础上就能轻松完成写出自己的文学评论的任务。
1.6Project部分提供了一篇RobertBurn’s的著名诗歌ARed,RedRose,要求学生在理解大意的基础上,收集一些背景信息,并通过小组合作讨论后,根据提示步骤及指导选择一诗歌来背诵,并向全班展示。
该步骤是一种开放性的探究学习活动,除语言能力外,也是对学生综合素质的一种锻炼。
1.7listening的前两部分是关于文学问题的谈论,要求复述概括听力材料的主要内容。
(二)教学目标
1.语言知识
词汇
Classic,antique,literary,received,wisdom,dust,adaptation,work,chapter,harm,simple,uncertainty,tension,twist,plot,generous,fortune,abrupt,constant,reminder,shabby,shortcoming,shallow,prejudice,companion,rigid,civil,theme,wealth,fancy,settle,educated,acquaintance,novelist,abnormal,workhouse,master,abuse,criminal,millionaire,court,vice,pity,reform,crime,pressure,violence,resist,misfortune,home-made,kick,pale,spin,sneaker,swiftly,stout,envelope,muddy,talent,sorrow,sigh,anger,dot,gently,lovely,ugly,greedy,gravity,sugary,mistaken,shade,cheek,entertaining,poetic,rating,supreme,typical,reputation,debt,holy,fair,transform,overnight,urban,constitution,shorten,mourn,widow,statue,monument,publicly,exhibit,tend,dreamlike,rose
词组
beprejudicedagainst,bebenton,maketheacquaintanceof,brandnew,atthesightof,frombeginningtoend,
语法
Negativestatement
功能
1.Describingformsofliterature
2.Describingliterarypeople
话题
Thewrittenword,classicliterature,CharlesDickens,RobertBurns
2.语言技能
听
听懂关于RobertBurn’s的著名诗歌ARed,RedRose内容的报道。
说
用表示观点、原因的句型来进行对一些文学作品评论进行功能表达;对“是否喜欢阅读小说《远大前程》”这一辩题训练学生综合说的能力。
读
略读、细读、语义场在段落篇章阅读中运用以及对文章风格特点把握的训练。
写
询问并发表观点;讨论如何写文学评论文章。
3.学习策略
学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力(辩论、写作)的能力
认知
猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能
调控
小组活动中通过对同伴的意见归纳,用自己的方式表达出来,从前面的阅读和同伴处得到反馈,对自己在作文中的错误进行修改;同伴合作,探究发现规律并灵活运用
交际
积极地参与双人或小组的讨论,创设情景进行交际,有效完成任务
4.教学的重点和难点
(1)重点
1)讨论各种书籍,文学分类,文学评论
2)学会表达观点和理由
3)归纳复习语法项目---否定句分类、用法、构成和意义
4)让学生学会就如何写文学评论文章
5)让学生掌握谈话技巧,对提供的话题进行会话
6)让学生参照要点,写出自己的文学评论文章。
(2)难点
1)让学生学会概括要点,就如何进行文学评论表达观点
2)让学生掌握对话技巧,对提供的话题进行会话
3)写关于文学评论的书面表达
(三)教学安排
对课本内容进行优化组合,可将本单元分成7个课时
Period1Welcometotheunit
Period2Reading
Period3Wordpower
Period4Grammarandusage
(2)
Period5Task
(2)
Period6Project
Period7Listening
Period1Welcometotheunit
Ⅰ.Teachingaims:
1.Enablethestudentstotalkabouttheirfavoritebooks
2.Trainthestudents’speakingabilitybyexpressingtheiropinionsonthedifferencesbetweenbooks
Ⅱ.Teachingimportantpoints:
Enablethestudentstoexpressopinionsabouthowtotellthedifferences
Ⅲ.Teachingdifficultpoints:
3.Enablethestudentstotelldifferencesbetweenvariousbooks
Ⅳ.Teachingmethods:
Cooperativelearning,task-basedlearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,atape-recorder
Ⅵ.Teachingprocedures:
StepIBrainstorming
1.Greeting
2.Letthestudentsenjoysomepicturesaboutsomebooksonliteratureandsomefamouswritersanddifferentwaysofreading..Thenactivatestudents'imaginationbyaskingthefollowingquestions:
T:
Asweknow,literatureplaysanimportantroleinourdailylives,let’senjoysomepictures.
Whatarethebooksabout?
Doyouknowthegenresofliterature?
Doyouknowthesepeople?
Aretheyveryfamous?
Whataretheyfamousfor?
Doyouknowsomewaysofreading?
AskSstodogrouppresentationaboutthequestionsabove.
StepⅡFurtherdiscussion
1.AskSstomatchthewriterswiththeirmasterpieces:
1).Doyouknowthesewritersandtheirworks?
2).Canyoureadapoemaloud?
2.GettheSslookatsomepicturesandgivetheanswers
StepⅢconclusion
Afterthediscussionisfinished,theteachersumsupthevarietyofbooksanddifferentwaysofreadingdifferentliteratures.
StepⅣgroupdiscussion
AsktheSstoworkingroupstodiscussthequestionsonpage1.
StepVHomework
1.Findmoreinformationaboutbooksandliterature.
2.Writeapassageaboutvariouswaysofreading..
Period2Reading
Ⅰ.Teachingaims:
1.Enablethestudentstolearnaboutclassicliteratureandhowtowriteapersuasiveessay.
2.Trainthestudents’readingability
(skimming,detailedreading,consolidation)
Ⅱ.Teachingimportantpoints:
Getthemainpointsabouttheessay
Ⅲ.Teachingdifficultpoints:
Enablethestudentstogetsomeinformationaboutliteratureandunderstandthestructureofpersuasiveessays.
Ⅳ.Teachingmethods:
Cooperativelearning,task-basedlearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,atape-recorder
Ⅵ.Teachingprocedures:
StepⅠLead-in
1.Greetings
2.AskSstotalkaboutthepicturesandanswer
Doyouknowaboutclassicliterature?
Doyouknowsomefamousliteraryfiguresintheworld?
Whoishe?
Whatishefamousfor?
ThenshowapictureaboutCharlesDickens
StepⅡPre-reading
1Lookatthepicturesaboutsomefamousliteraryfiguresandclassifythem.
Discussaboutthisquestion:
Whoarethey?
Whatbooksdidtheywrite?
Canyousaysth.aboutCharlesDickens?
Whatworksdidhewrite?
2..AskthestudentstolookatthepictureaboutTheGreatExpectationsandask:
Doyouknowaboutthenovelorfilm?
Whatisthebookabout?
.
3.Prediction
Lookatthetitleandpredictwhatwillbetalkedaboutinthetext
(Who,what,how,theopinion,theconclusion…)
StepⅢReading
1.Skimming
ReadthetextfastandanswerthethreequestionsinPartA.
2.Detailedreading
ReadagainandanswerthequestionsinPartC1.
StepⅣScanning
AsktheSstoworkingroupstofinishPartC2.
StepⅤReadingstrategy
1.Explainthestructureofapersuasiveessay.
2.findoutinthetexttheplaceswherethisstrategyisused.
StepⅥPractice
ReadthetextandfinishPartDandE
StepVIIPost-Reading
1)retelltheplotofthenovelTheGreatExpectations
2)Discusstherelationshipbetweenmoneyandhappiness
3)FinishpartF
StepVIIIlanguagepoints
1.explanationandpractice
1)Baseon
2)Makeinto
3)harm
4)atatime/atonetime/attimes
5)seldom
6)addto
7)hardly
8)companion
9)bebenton
2.practice
fillintheblanks
matchthewordsandmeanings
StepIVHomework
1.Readthetextagaintogetabetterunderstanding.
2.RecitethenewwordsandphrasesofReading
3..PreviewtheWordPower.
Period3WordPower
Ⅰ.Teachingaims:
EnableSstousethenewwordsabouttheliterature
EnableSstolearnusefulstrategytoexpandtheirvocabulary
Ⅱ.Teachingimportantpoints:
EnableSstolearnandmasterwordsaboutliterature
EnableSstoknowtheclassificationofliterature
Ⅲ.Teachingdifficultpoints:
EnableSstogivecorrespondentdefinitionofeachnewword
EnableSstoclassifyliterature
Ⅳ.Teachingmethods:
Cooperativelearning,task-basedlearning
Ⅴ.Teachingaids:
Acomputer,ablackboard,atape-recorder
Ⅵ.Teachingprocedures:
StepⅠGreetings
StepⅡBrainstorming
1.Areyouinterestedinbooks?
Whatkindofbooksareyoufondof?
2.Howmanycategoriesofliteraturecanyouname?
Whatdoeseachoftheminclude?
StepⅢPractice
PartA
1.Readthearticleandfindoutallthetypesofliteraturesmentioned.
2.ReadpartAagainandfillintheChartbelow.
Discussion
1.Whoarethey?
2.Matchthenamesandworks
PartB
1.Lookatthefollowingpicturesanddescribetheirworksandcontributions
2.Usemoreinformationtointroduceeachliteraryfigures.
PartC
1.PracticereadingthewordsinboldfrompartsAandB.
2.ReadthepassageofPartCcarefully
3.Fillintheblanks
StepIV.Vocabularyextension
Workingroups
1.matchthewordsandtheirmeanings
pletethecrosswordpuzzle
StepV.Homework
1.Trytofindmorenamesofliterature.
2.Doexercisesaboutliteratureinyourworkbook.
3.Talkaboutdifferentliteraryfigures.
Period4Grammarandusage
Ⅰ.Teachingaims:
EnabletheSstograspthenegativestatements
Ⅱ.Teachingimportantpoints:
Howtousecorrectlythenegativestatements
Ⅲ.Teachingdifficultpoints:
Thefunctionandformationofthenegativestatements
Ⅳ.Teachingmethods:
Inductiveanddeductivemethods,task-basedlearningandcooperativelearning
Ⅴ.Teachingaids:
Acomputer,ablackboard
Ⅵ.Teachingprocedures:
StepIRevisionandleadin
1.Askthestudentstorecallwhatthey’velearnedaboutthenegativestatements
2.Askthempracticefinishingsomesentencesusingthenegativestatements.
3.Conclusionofwhathasbeenlearntaboutthenegativestatements
4.lookatthepicturesandmakeacomparisontointroducethenegativestatements
StepIIworkonthenegativestatements
1.AsktheSstolookatthetwoexamplesandask
1)Whatarenegativestatementsusedhere?
2)Whatarethemostcommonlyusednegativestatements?
2.tellthedifferencesbetweenthedifferentkindsofnegativestatementsbygivingexamplesandmakingconclusions
2.Askthemtosummarizewhathasbeenlearntandpracticeusingthenegativestatements
3..someimportantpointsofthenegativestatementsandmoreexamples
4.practice(partAandB)
StepIIILanguagepoints
1