牛津模块八全教案共5课时Word文档格式.docx

牛津模块八全教案共5课时Word文档格式.docx

《牛津模块八全教案共5课时Word文档格式.docx》由会员分享，可在线阅读，更多相关《牛津模块八全教案共5课时Word文档格式.docx（53页珍藏版）》请在冰豆网上搜索。

---holdingbookfairs

Picture2&

3

Asstudents,wecangetclosetoallkindsofbooks.Amongthefollowingbookswhichisyourfavourite?

Ordoyouhaveanotherpreference?

Asthedevelopmentoftechnology,besidesthetraditionalbooks,thatis,booksinprint,dowehaveanyotherkindsofbook?

Thee-booksbringusalotofconvenience,nowI’llletevery2studentsasagroup,andtheadvantagesofe-book?

1.Picyoucangettheinformationyouneedimmediatelybydownloading

2.E-Booksarecheaperthanpaperbooks.

3.E-bookstakeuplessspace.

4.E-booksareportableandsoyoucancarryitwhereveryougo.

Also,Ihaveaafter-classthinking,thatis----thedisadvantagesofe-books.

Step3:

Homework

1.Introduceabooktoyourfriend.Trytopresentitfullytohim/her.

2.PreviewReading.

Period2—3Reading

Step1:

Lead-in

1）Movie-appreciation:

Doyouknowsomethingaboutthefilm?

ThestoryisbasedonDickens’sfamousnovel“OliverTwist”.It’sanexampleofclassics.Classicsaretheantiquesoftheliteraryworld.

Inthisunit,we’llhavethechancetogetmoreinformationaboutclassicliterature.

2）Backgroundinformation:

CharlesDickenswasbornon7February1812inPortsmouth,England.HehadahappychildhoodafterhisfamilymovedtoChatham.Attheageof12,Dickenshadtoleaveschoolbecausehisfatherwasimprisonedfordebt.ThepovertyandadversityDickensexperiencedasachildgreatlyinfluencedhislaterviewsonsocialreform.Beforehisdeathon9June1870,hewroteabout15majornovelsandmanyshortstories,mostofwhicharefamousfortheirsurprisingendings.

Step2:

pre-readingactivities

PayattentiontotheReadingstrategyofthearticle,focusingonthewaytheauthortriestoconvincethereadertoadoptacertainpointofview.Pointouttheseplacesintheessay:

1.Toreconsiderourideasaboutclassicliterature.

2.Topayattentiontotheinformationthatmakesusinterestedbutnotenoughtogiveawaythestory.

Fastreading

1）Withthereadingstrategyabove,let’sdoourReading.ReaditquicklyandtrytograspthemainideaofthetextandfinishPartAonPage2

GothroughthepassageasquicklyaspossibleandtrytofindanswerstothethreequestionsinpartAonPage2.

Suggestedanswers

A1Classicsaretheantiquesoftheliteraryworldincludingnovels,playsandpoemsthatwerewrittenalongtimeagoandwerewellwrittenandreceived.

2England’sgreatestwriter.

3Sevenyearsold.

Step4:

Detailedreading

1）SecondreadingtocompletePartsC1,C2andD

Suggestedanswers

C11Becausetheythinktheyareold-fashionedandboring,andhavenothingtodowithlifetoday.

2Shedoesn’tthinkthattheyareold-fashionedorboring.

3Joeisakindandsimpleman.

4Onhisgravestoneitreads,‘Byhisdeath,oneofEngland’sgreatestwritersislosttotheworld.’

5Astranger.

6BecausehethinksJoeisnotcleverenoughandfarfrombeingawelleducatedgentleman.

7Helearnsthatwealthdoesnotbuyhappinessandthatfriendsaremoreimportantthanafancyeducation.

8AnexampleofcharacterdevelopmentisthechangeinPipfrombeingconcernedonlywithmoneytoseeingthatmoneyisnotthemostimportantthinginlife.

Step5Languagepoints

1）Usefulexpressions

havesomethingtodowith,haveaplace,intheworld,bebasedon,bemadeinto,atatime,onstage,besetin,haveakindwordtosb.,asymbolof,setsb.free,beforelong,bekindto,intheearly1800s,bebenton

2）Sentencestuctures:

1.Theyarenovels,playsandpoemsthatwerewrittenalongtimeagoandweresowellwrittenandwellreceivedthatpeoplestillreadthemtoday.

2.ButJoeisakindandsimpleman,whowouldratherdiethanseeanyharmcometoPip.

3.ExcitedbyhismovetoLondon,Pipcanhardlywaittobeginhisnewlife.

Step6Homework

1.ReadthereviewofthefamousnovelLesMiserablesinpartBonpage105oftheWorkbook.

2.AccordingtowhatwelearnthisclassandHomework1,writeareviewaboutoneofyourfavouritemovies.

3.Previewwordpower

Period4—5Grammar

Teachingaims:

Teachthestudentsknowleageaboutnegativestate

Lead-in:

OnepictureofBeijingUniversity:

BeijingUniversityisnotoneofthebestuniversitiesinChina.-----Negativestatements

self-thinking

Themostcommonlyusednegativewordsare:

no,not,neverandneither

Step3&

4:

Concludetheform（s）ofnegativestatement

Fillin4tablesabouttheexamples,types,structures,conclusionsofnegativestatements.

Part1.

Examples

Structures

Types

conclusions

1.Idonot

thinkso.

2.Ihaveneverseenthefilm.

3.Idonotlikeeitherofthefilms.

4.Theproblemsremainedunsettled.

1）.助动词+not

2）.全否定词+肯定谓语部分

3）.not+any/anyone/anybody/anything/

anywhere/either

4）. 

带否定词缀的词

全体否定

全体否定是百分之百地否认一个事物的存在、成立或真实性。

表示全体否定的否定词有:

no,not,nothing,

nobody,none,

nowhere,never,neither,nor,not...nearly,not...half,以及not...possible等.

Part2

1.Itisnotuncommontofindherreadingthenewspaper.

2.Unlessyoureadthenovelyourself,youwillneverknowwhathappensattheend.

１）把否定词not放在带有否定前缀的单词前面：

这类双重否定形式，是一种委婉说法，削弱了句子意义，语气通常比单纯的肯定句弱。

2）用否定跟含否定意义的连接unless,until,but等词连用，构成双重否定，用来表示强烈的肯定

双重否定

双重否定是指两个否定成分限定同一个词或词素；

或是一个否定词否定另一个否定词，取得肯定意义的表达形式。

否定之否定成为肯定，这是合乎逻辑的。

Part3

1.Notmanypeopleheardthespeech

=Veryfewpeopleheardthespeech.

2.Notallhesaidwastothepoint.

3.Ican’tseeeverybody.

4.Idon’twhollyagreewithyou.

1.not+many/much/verymuch/some/aphraseoftime,distanceoranounphraseincludingquantities.

2.not+all/both/each/everybody/everything

3.以一般否定句的形式出现，即把否定主语的not与谓语动词放在一起。

部分否定

含有总括含义的词,用于否定句时,只否定一部分，而不是完全否定.如all,everybodyeverything,always,both,wholly等词与not连用时,在汉语中译为

“不全是”

“不总是”等.

Part4

1.Iwonderwhether/ifIshouldn’tbringanumbrella.

=Iwonderwhether/ifIshouldbringanumbrella.

2.Iwouldn’tbesurprisediftheydidn’tmovesoon.

=.Iwouldn’tbesurprisediftheymovedsoon

主句+whether/if引导的否定陈述

if从句中的附加否定

将否定词和whether

/if连用,来表达对于某种情况的疑虑,常用于口语中.

Iwonderwhether/if…

一般用于表达个人的决定

Iwouldn’tbesurprisedif…

一般不用于表达个人的决定

Part5

1.Pipcanhardlywaittobeginhisnewlife.

2.Theclassisarefarfromdisappearing.

3.Pip’ssisterseldomhasakindwordtosay

4..Unlessyoureadthenovelyourself,youwillneverknowwhathappensattheend.

5.Thefortunesetshimfreefromfinancialworries.

6.Joewouldratherdiethanseeanyharmcome

topip.

隐性否定是一种有意无形的含蓄否定,常用含否定词的单词,词组,句型等来表示否定意义.这种否定意义用法隐藏在句子的深层含义中.

隐性否定

含有否定意义的词汇与结构

1.动词及短语动词：

fail（+todo.）,miss,ignore

prevent/keep/protect..．from等2.名词:

absence,failure,refusal等

3.形容词:

few,little,free（from）,farfrom等

4.副词:

hardly,seldom等

5.介词：

above,beneath,below,out（of）等

6.连词：

unless,before,or等

7.结构:

too…to太…（以致于）不　　

rather…than“宁愿…而不”等

Step5

DoPartAonpage9

Step6

FinishPartBonpage9

Step7.Homework:

DoPartC1andC2onpage102oftheworkbook

Period6Task

Todevelopstudents’sablityoflistening.

Toteachthemhowtowriteliteraturyreview.

Skillsbuilding1:

listeningforkeywords

ReadtheguidelinesinSkillsbuilding1onPage10.Trytogiveaspeech,followingtheguidelines.

Step1:

recognizingkeywords

1.Listentothisspeech,tryingtofillthetableinPartAonPage10.

2.Listentothetapeagain,andchecktheanswers.

3.Whatroledoyouthinkfriendshipplaysinourdailylife?

Now,let’sreadashortstory.Afterthat,youmaygetabetterunderstandingoffriendship.

4.Readthestoryagainandthencompletethetablewiththekeywordsintheshortstory.

5.ListentotheconversationinPartCandcheckyournotesinPartBagainstwhatyouhearinPartC.

Skillsbuilding2:

askingforandgivingopinions

1.Groupwork:

Discussion:

Howtoaskforandgiveopinions?

2.Pairwork:

Createasituationandmakeadialogue,you’llpracticeusingthephrasesyoulistedjustnow.

3.ReadtheguidelinesonPage12.

givingyouropiniononaliteraryreview

1.Readtheliteraryreviewof“TheAttic”onpage12.Focusontheplot,charactersandthethemeofthestory.

2.Haveadiscussionaboutthefivequestionslistedbelowthereview.Giveyourideasfreely.

3.Acting:

Workinpairs,makingadialogue.Oneactsasthereporterandtheotherasthereader.Trytouseasmanyquestionsaspossible.

Sampleanswers

Reporter:

Goodmorning,MissYang.I’vejustreadyourliteraryreviewof‘TheAttic’inamagazine.CouldIaskyouafewquestionsaboutit?

Reader:

Sure.Whatwouldyouliketoknowabout?

Doyouthinktheplotof‘TheAttic’soundsinteresting?

Yes,itisreallyentertainin