英语选修6北师大版unit17lesson3教案.docx
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英语选修6北师大版unit17lesson3教案
Lesson3MyFavoriteComedy
教材分析
本课是普通高中课程标准实验教科书《英语》模块(6)第二单元第三课。
该单元主题为Laughter,本课是第三课,其前安排有一课阅读(1.What’sSoFunny?
)和一课听力(2.LaughteristheBestMedicine.)。
在学习本课之前,学生已在前两课的学习中初步了解了英语幽默和轶事的基本特点,并在语言学习的过程中着重区分了过去完成时和过去完成进行时的不同用法。
本课的学习重点是:
1、正确使用本课出现的介词短语,将副词进行分类并正确使用;2、通过阅读提取信息,描述Mr.Bean的就餐过程及喜剧演员RowanAtkinson的成长历程;3、在阅读的过程中根据提问,结合上下文进行逻辑推理,推导文章的深层隐义。
本课教学分两课时进行,第一课时的教学重点是:
阅读课文
(1),复述Mr.Bean的就餐过程,利用上下文和阅读问题归纳Mr.Bean的性格特征;第二课时的教学重点是:
阅读课文
(2),复述RowanAtkinson的成长历程,利用相关信息推导归纳Mr.Bean与RowanAtkinson之间的性格差异。
教学内容
Lesson3MyFavoriteComedy(含课本24-25页、70-73页内容)
重点词汇:
comedy,comedian,imitate,pullfaces,puton(假装),turnsb.off,regardlessof,purely,rarely,partly,astonish,seal,compensate,convince,obtain,raw,disgusting,desperate,presence.
相关词汇:
saucer,boardingschool,universal,steaktartare,playaround.
第一课时(FirstPeriod)
教学目标
通过本课时的学习,学生能够:
1.归纳图片人物共性,创建自己的comedy主题词汇库;
2.按照事件发生的先后顺序复述Mr.Bean的就餐过程;
3.利用上下文和阅读问题归纳Mr.Bean的性格特征。
Objectives:
Afterthisperiod,studentswillbeableto:
1.createtheirownwordbankwithhintsfromthepicturesdisplayed;
2.narratehowMr.Beanbehavesinthefancyrestaurant;
3.summarizeMr.Bean’scharacteristicsbymakinginferences.
教学过程
教学活动
Activities设计意图
Intentions互动模式&时间
IP&time
Pre-reading
Step1
1.Sslookatthephotosdisplayed,thinkaboutthecommonfeatureofthepeopleinthephotosandthendiscussitinpairs(Slide1&Slide2).TleadsSstoreadthenewwords.
2.SsworkinpairstodiscussthequestionslistedinTask1onPage24(Slide3).Tinvites2or3Sstotalkabouttheirfavoritecomedy.引导学生观察图片、归纳图片中人物的共性,引入本课话题;学生提前从音形义三个层面整体识认单词并借助归纳图片人物共性以建立词与词之间的联系使其成为一个相互关联的整体;
通过问答初步运用本课主题词进行交际,为课文阅读做铺垫;学生讲述各自最喜欢的喜剧利于自然引入本课课题;CW
3’
PW
3’
Step2TintroducesthetopicandleadsSstoreadtheobjectives(Slide4).明确具体目标,为学习、反思、评价做铺垫。
CW
0.5’
While-reading
Step31.SsreadParagraph1,comparetheoriginaltextwiththetextgivenontheirlearningsheet,thenunderliethedifferentpats,anddiscusswhetherthetwotextsexpresssimilarmeanings.TdirectsSsattentiontothekeywordsandphrasesinthispart.(Exercise2,LearningSheet)(Slides5&6).
2.TleadsSstothinkaboutawkwardsituationstheyknowortheyhavebeeninandthenskimtherestoftexttoseewhatawkwardsituationMr.Beanisin.Ssarerequiredtocompletethetable(Slide7)aftertheirskimming.
3.SsreadParagraphs2-4forthesecondtimeandtrytogiveaheadingforeachparagraph(Exercise2,LearningSheet)(Slide8).
4.SsreadParagraphs2and3forthethirdtime,trytofindouthowMr.Beanbehavesintherestaurant,writedowntheverbsandreasonoutwhyhebehavesthatway(Slide9).鉴于课文可分总述和例证及总结三部分,故将第一段单列出来加以阅读;此外,该段生词多,句型复杂,单独处理利于学生更好地理解课文,了解Mr.Bean的角色特点;
学生基于自身经历谈论尴尬境遇,有利于理解课文;在阅读的基础上完成表格利于学生提取关键信息,把握事件的构成要素,通过想像建构故事发生的场景;
为各段落配标题有利于帮助学生归纳段意,分享各自不同的见解;
细节阅读和摘录动词可以帮助学生理解课文,为后续输出做铺垫;解释Mr.Bean的行为原因可帮助学生进行意义推导;IW
CW
6’
CW
IW
6’
IW
CW
4’
IW
5’
Step41.Sswatchthefilmandanswerthefollowingquestions:
●HowdoesMr.Beansealhisenvelop?
●WhyisMr.Beanastonishedwhenhelooksatthemenu?
●Whatdoesheorder?
Why?
●Howdoeshelikethefood?
Whatishebusydoing?
(Slide10)
2.Ssworkinpairs,describethepicturesdisplayedonthescreen,usingtheirownwordsorsentencescitedfromthetext(Slide11).
在摘录动词短语之后观看视频利于学生理解词汇意义;答问可以促进学生思考并根据情景结合文本进行逻辑推导;同时,观看视频可以给学生提供直观的信号输入,为下一环节的活动做铺垫;
利用图片加深三个副词的理解;为下节课和后续输出做铺垫;
CW
IW
6’
PW
1’
Step51.Ssreadthewholetextandcompletethetableontheirlearningsheet.帮助学生归纳作者对Mr.Bean的印象。
IW
3’
Post-reading
Step61.UsingtheTable,Ssworkinpairs:
bothactasMr.Bean—onenarrateswhathedoesonhisbirthdaywhiletheotherdoestheactionsandthenexchangeroles.
Option:
Tinvitesonepairtothefronttoactout.
2.SsanswerthetwoquestionsandsummarizethecharacteristicsofMr.Bean(Task4,LearningSheet)(Slide12).
●DoesMr.Beanhavemanyfriends?
Howdoyouknow?
WhydoesMr.Beanpretendtolikethefoodwhenthewaiterstalktohim?
使用表格信息复述Mr.Bean的生日经历,帮助学生在内化课文的基础上创造自己的口头文本。
利用问题激发学生进行逻辑推理;并在此基础上归纳Mr.Bean的性格特点。
PW
IW
5’
IW
CW
2’
Step7Ssreflectwhethertheyhaveachievedtheobjectives(Slide13).培养反思能力,帮助学生养成反思习惯。
CW
0.5’
Home-
1.work复习课文,完成学案上的练习;
2.课本70页练习1:
Word-building。
脚注:
关于该教学设计的两个说明
1、由于课本第24页第2项练习中的介词短语的词义猜测并不难,而且,即便学生不能准确理解那些短语的含义,也不会造成阅读过程中的意义理解障碍。
再者,练习所提出的9个问题,对于一个不熟悉喜剧演员的读者来说,几乎无法回答,因此,本设计将该练习直接删去,不予处理。
2、本设计将视频剪辑放在中间,让学生在阅读文本之后再予观赏,原因有二:
1)高中学生,当以文本阅读为重点,直观的视频信息输入,仅为帮助理解文本服务;2)插在中间的视频观赏可以帮助学生内化文本信息,同时为后续的语言输出做铺垫。
脚注:
板书设计:
脚注:
教师话语举例
Step1:
1.Goodmorning,class.Ihavebroughtwithmesomephotos.Doyouwanttohavealook?
Letmeshowyou.Whoarethey?
……
Yes,we’vegotfivemenhere.Haveyounoticedthattheyhavesomethingincommon?
Ifso,whatdoyouthinktheyhaveincommon?
That’sright.Theyallmakepeopleburstoutlaughing……Whowouldyouliketosaymoreaboutthem?
Yes,theyallplayincomedies.Thus,theyarecomedians…….
Nowpleasefollowmetoreadthewordsandphrases.Comedy,comedian…
2.Asweknow,thesemalecomediansplayincomedies.Iwouldliketoknowifyouliketowatchcomediesandwhatisyourfavoritecomedy.Pleaselookatthescreenanddiscussthequestionswithyourpartner……
Whichpaircansharewithustheresultofyourdiscussion?
Step2:
Inthisperiod,wearegoingtofocusonaveryinterestingcomedy.ThemaincharacterisMr.Bean.Wouldyoupleaseturntopage24andtellmethetitleofthislesson?
Wearesupposedtoachievethreeobjectivesinthisperiod.Whatarethey?
Let’sreadtogether:
afterthisperiod…
Step3:
1.Ok,it’stimetobeginourreading.WouldyoupleasereadParagraphOneandcompleteTask2onyourlearningsheet?
Haveyoufinished?
Ok,let’schecktheanswer.Haveyoufindthedifferentparts?
Whatarethey?
Whocansharewithusyourideas?
DoyoureallythinkthatMr.Beanisacomedian?
Why?
Whocansaysomethingwith‘regardlessof’?
......
Whatdoes‘purely’mean?
That’sright:
‘purely’sometimesmeans‘simply’.Forexample,Iwatchcomediespurelyforfun.……
2.Whatareawkwardsituations?
Haveyoueverbeentrappedinanawkwardsituation?
Ifso,wouldyoupleasetalkaboutitwithyourpartner?
......Ok,inthistext,Mr.Beanisgoingtocomeacrosssomethingawkward.Let’sseewhatisgoingtohappentohim.Pleasereadtherestofthetextandcompletethetableonthescreen.
3.MayIaskyoutoreadParagraph2toParagraph4againandgiveaheadingforeachparagraph?
……
Step4:
1.DoyouwanttowatchthemovietoseehowMr.Beanordershisfoodandbusieshimselfputtingthesteaktartareaway?
Ok,let’swatchit.Butbeforewedoso,Iwouldliketoinviteyoutoreadthequestionsandaskyoutofindtheanswerduringyourwatching……
2.Interesting,isn’tit?
Itseemsthatwearealltotallyabsorbedinit.ButIwonderifyourememberthesepictures.Whocandescribethefollowingpictures?
Youcanuseyourownwordsoryoumaysimplycitethesentencesfromyourtextbook……
Step5:
Now,it’stimeforustoreadthewholetext.Andafteryourreading,youarerequiredtofinishthetableonyourlearningsheet…...
Step6:
1.Wehavereadthetext.Andwehavealsowatchedthefilm.Ithinkitisprobablytimeforustodosomethingdifferent.Imean,itmaybetherighttimeforustoactoutMr.Bean.Boysandgirls,Iwantyoutoworkinpairs,onenarrateswhatMr.Beandoesandtheotherdoestheaction……
2.Howdoyoulikeyourperformance?
Interestingorboring?
Yes,Mr.Beanissuchafunnycomedycharacterthatpeopleallovertheworldenjoywatchinghim.ButdoyouthinkthatMr.Beanhasmanyfriends?
.....
Step7:
TimeisrunningoutandIamafraidthatwehavetoreflectonourlearninginthisperiod.Let’sgobacktotheobjectivestoseewhetherwehaveachievedthemornotandhowwellwehaveachievedthem……
第二课时(SecondPeriod)
教学目标
通过本课时的学习,学生能够:
1.将本课出现的一些副词加以分类并正确使用这些副词;
2.简要叙述RowanAtkinson的人生历程其职业变换原因;
3.说出RowanAtkinson与其塑造的角色Mr.Bean之间的性格差异。
Objectives:
Afterthisperiod,studentswillbeableto:
1.classifycertainadverbsusedinthislessonandusethemappropriately;
2.narratebrieflyRowanAtkinson’slifeexperienceandexplainwhyhechangeshiscareer;
3.tellthedifferencebetweenRowanAtkinson’spersonalityandMr.Bean’s.
教学过程
教学活动
Activities设计意图
Intentions互动模式&时间
IP&time
Pre-reading
Step1
1.SsfindinText1thefollowingadverbs(constantly,purely,delightedly,swiftly,truly),underliethem,readthesentences,andusethesentencesashintstosummarizeMr.Bean’scharacteristics(Slides1&2).
2.TintroducesthetopicforthisperiodandasksSsiftheythinkRowanAtkinsonandMr.Beanaresimilarinpersonality(Slide3).通过找副词、读句子、推导Mr.
Bean的角色特点复习前课内容
自然引入新课,同时,找词练
习为课本的练习六做铺垫;
利用问题促使学生积极思考,从而激发学生阅读兴趣;CW
IW
5’
CW
IW
2’
While-reading
Step21.SsreadParagraph1andanswerthefollowingquestions(Slides4&5):
●CanyoufindthewordsusedtodescribeMr.Bean?
●AreRowanAtkinsonandMr.Beansimilarinpersonality?
Afterthat,Ssmakesentenceswiththenewphrases(Exercise5,LearningSheet).
2.Ssskimtherestofthetextanddiscussthequestioningroups.
Inwhatwaysaretheydifferent?
(Exercise6,LearningSheet)摘录形容词可以帮助学生进一步理解前一课课文并对比自己前一课的总结重建词汇库;同时,问题2的回答可以帮助学生理解两个重要短语,并在此基础上使用短语;
利用提问驱动学生归纳Atkinson的人物特点并与Mr.Bean对比,利于激发阅读兴趣;IW
CW
4’
CW
GW
5’
Step31.SsreadParagraph2andanswerthefollowingquestions(Slide7):
●HowmanypeoplearethereinRowan’sfamily?
●WasRowanagoodstudent?
●Didhisparentsencouragehimtobecomeanactor?
2.SsreadParagraphs3and4anda