北师大版高中英语模块六教案.docx
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北师大版高中英语模块六教案
高中英语模块6
教学设计
吴向花
庐江县第三中学
第十六单元教学设计
Unit16 Stories
Warm-up&Lesson1
Learningaims
1.Learnmoreaboutthestory.
2.Improvethereadingskills.
Leading-in
1.Doyoulikereadingstories?
2.Canyounamesomekindsofstories?
Discussion .
1. Doyoulikereadingstories?
2. Howmanykindsofstoriescanyouname?
Stories:
fairytales;historicalstories;lovestories;fatasies;detectivestories;sciencefiction;biographies;adventurestories;myth
Pre-reading:
Usethefollowingwordstoguess:
Whathappenedtothecity– Pompeii?
volcaniceruption disaster
disappearburiedpreserved destroy discover scientist
Fast Reading
1.FindouttheinformationaboutPompeii.
Wheredidtheeruptionhappen?
Whendidtheeruptionhappen?
Whowroteabouttheeruption?
Whendidthearchaeologistsbegintodiscovertheburiedcity?
Howlongisitfromtheeruptiontonow?
2.Matchtheinformationtogetherwiththeparagraphs.
Para.1 A.Whattheeruptionbroughtto.
Para.2 B.Peopleimaginewhatthepeoplewere doingwhentheyfacedthedisaster.
Para.3 C.WhatPompeiilookedlikebeforethevolcaniceruption.
Para.4 D.TheCityofPompeiihadbeenlivingonnearly2,000years.
Para.5 E.ScientistsdiscoveredthecityofPompeii.
Para.6 F.Thebackgroundknowledgeofthevolcaniceruption.
CarefulReading
Fillintheblanksaccordingtothestory.
• Beforethevolcaniceruption
Pompeii islikea“___________”with_______,_______,__________and_________.Youcanadmiretheancient___________,statues,__________walls and_________objectscharacteristicofthetime.
Duringthevolcaniceruption
OnAugust24th,79AD,theearthbeganto_______andavolcano_________.Plinydescribedacloud_______________themountain,______________thesunand__________everythinginitspath,includingwholevillagesand_______.
Afterthevolcaniceruption
Thepeople,townsandvillages_____________undertheashes.Morethan1,600yearslater,somescientistsfoundthe______townsthat_____________undertheashes.By1748,theyhadstartedto_______theancientcityofPompeii.Todaythousandsoftouristsandhundredsofscientists______thecityeveryyeartolearnmoreabouttheancientworld.
Post-reading
1.Imaginewhattheyweredoingwhentheyfacedthedisaster?
2.Choosethebestansweraccordingtothetext.
（1）WhyisPompeiilikea“timecapsule”？
A.Becausethecityisamonumenttohumanhistory.
B.Becausethecitycankeepthemomentfrozen.
C.Becausethevolcaniceruptionpreserved
buildings,objectsandevenimpressionofpeoplefromthetime.
D.Becausetheboomingcitywasdestroyedbythevolcaniceruption.
（2）WhichstatementisRIGHTaccordingtothepassage?
A.Beforetheeruptionoccurred,PompeiihadbeenanordinaryRomancity.
B.1,600yearslater,somescientistsfoundthelostRomantown.
C.Plinywitnessedthevolcaniceruptionasachild.
D.Theeruptionburiedeverythinginitspath，includingwholevillagesandtowns.
（3）Itis______thathavemadethecityPompeiiamonumenttohumanhistory.
A．thevolcaniceruption B．ancientarchitecturestatues
C．decoratedwallsandauthenticobjects
D.theformsofthepeoplewhowerecaughtinthedisaster
Discussion
Tellthestoryofthecity—Pompeiitoyourclass.
Beforetheeruption----------Duringtheeruption-------Aftertheeruption
Homework
1.Writeastoryaboutthecity—Pompeii.
2.Pickoutthekeywordsandphrasesinthetext.
Lesson2 NameStories
教材分析
本课是第16单元的第2课。
本课的听力材料是三位学生讲述他们名字的故事。
学生将在本课学习如何简单讲述名字的故事，并实际口头练习。
此后使用听力策略，听取并记录信息，复述他人名字故事。
听说练习之后，结合文化广角的英文姓氏的起源，话题进一步深入，学生通过对比东西方人名，了解其所承载的不同文化。
话题对于学生来说很熟悉因而没有难度。
重点是学生能够准确的获取信息并流畅的复述。
话题的另外一个特点则是文化意义很强，因此特别结合教材以及教参的补充内容在文化上深度挖掘。
语言上难度也适中因此要求学生说与写上输出量很大。
本课计划按两课时完成：
第一课时重点是听力训练，让学生听懂有关解释名字意思的故事并通过关键词抓住重点。
第二课时阅读英文姓氏的起源，讨论中西名字中的不同文化，并选择一个感兴趣的名字写出其中的故事。
教学内容
话题：
中西人名的故事
词汇：
重点词汇：
specific,significance,nameafter,vivid,abnormal,hardship,
相关词汇：
musicalinstrumentsblacksmithsHeather,pillar
第一课时
FirstPeriod
教学目标
在本课学习结束时，学生能够：
1. 听懂名字的故事并抓住重点信息复述2. 讲述自己名字的故事
教学过程
步 骤
教学活动
Activities
设计意图
Intentions
互动模式
Step1
Warmingup
1.TexplainsthemeaningoftwoChinesenames.
2.Tasksthestudentstodescribetheirownnames.
PPT2-4
ArousetheSs’interesttothetopicandshowthemhowtodescribeone’sname.
1.Individualwork
2.Pairwork
5’
Step2
Beforelistening
1.Ssguessthemeaningofthenewwordsincontext.
2.Ssmatchthemwiththemeanings.
PPT5-9
Togetfamiliarwiththetopicandnewwords.
Individualwork
T-Sscheck
5’
Step3
Listentolearn
1.Sslookatthepicturesandmakesomepredictions
2Ssreadthroughthedescriptions.
3.Sslistenanddothematching.
PPT10-11
Touselisteningstrategiessuchaswritingdownimportantwordsandpredicting
Individualwork,
8’
Step4
Listenforthesecondtime
1.Sstakedownimportantnotes.
2.Ssretellthethreenamestories.
PPT12-13
Tounderstandthestoriesbetterandusethevocabulary.
Pairwork
Individualwork,
12’
Step5
Afterlistening
SsdoExercise5:
Phrasalverbs.
PPT14-18
Topracticethephrasalverbs.
Individualwork,
Classwork
10’
Homework
Page54 Exercises3,4
第二课时
SecondPeriod
教学目标:
在本课学习结束时，学生能够：
1．提取英文姓氏的起源信息；
2．对比中西名字文化差异；
3．写名字的故事。
教学过程
步 骤
教学活动
Activities
设计意图
Intentions
互动模式
Step1
Warmingup
1. talkaboutthename:
MichaelJackson
PPT2
MakethemawareoftheknowledgeofEnglishname
.group work
1’
Step2
first-reading
1. answerthequestions
PPT3
Getthemainidea
Individualwork
T-Sscheck 8’
Step3
Secondreading
1.findouttherightnames
PPT4-7
Checkthedetails
Classwork,
6’
Step4
Additionalreading
1. readthearticleandexplaintheEnglishnames
PPT8
Togettheknowledgeaboutwesternfirstnames
Pairwork
Individualwork,
5’
Step5
Discussion
1. talkaboutseveralspecificChinesenames
2. comparewesternandChinesenamesandfindouttheculturalelements
PPT9
BeawareofChineseandwesternculture
5’
Pairwork,
Classwork
Step6
Miniwriting
Writeanamestory
Makingnotesandthenwriteclearly
15
Individualwork
Homework
Polishyourwriting
第一课时学案：
Listentotapeandtakedownnotes:
WangJiannan:
HeatherSmith:
IssacEvans:
第二课时学案：
1.Writeabouttherightnames
Father’sgivennameJack Son’ssurname_________
Father’sgivennameWilliam Son’ssurname_________
AmanwholivedbythewoodmightbecalledJack________.
ApersonwholivedonthetopofanearbyhillmightbecalledJohn__________.
2.Readandanswerthequestions:
Doyouknowwherewesternfirstnamescomefrom?
Doyouknowwhichnamesarepopulartoday?
Jacob,Mary,RebeccaandSarah
MartinLutherKing,Jr.
AlexandreDumas-AlexandreDumasFils
WesternNames
ApartfromtheirsurnameorlastnameorfamilynameinBritainortheUS,mostBritishandAmericanchildrenaregiventwopersonalnamesbytheirparents,afirstnameandamiddlename.ThesenamesaresometimescalledChristiannamesorgivennames.Somepeoplehaveonlyonegivenname,afewhavethreeormore.
Parentsusuallydecideongivennamesfortheirchildrenbeforetheyareborn.Insomefamiliestheoldestboyisgiventhesamenameashisfather.IntheUSthewordjuniororsenior,oranumber,isaddedafterthenameandsurnametomakeitclearwhichpersonisbeingreferredto.
ManypopularnamescomefromtheBible,e.g.Jacob,JoshuaandMatthew,Mary,RebeccaandSarah,thoughthisdoesnotimplythatthepeoplewhochoosethemarereligious.Otherpeoplegivetheirchildrenthenameofsomebodytheyadmire,suchasafamoussportspersonality,orafilmorpopstar.InBritainthenamesWilliamandHarryhavebecomecommonagainsincethesonsofPrinceCharlesweregiventhesenames.
NameStory
Mini-writing:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
教学设计
Unit16 Lesson3 LifeStories
教材分析
本课是16单元的第3课，以“生活故事”为主题，主课文讲述的是美国著名盲人女作家HelenKeller童年学习语言的真实故事。
本课的难点在于文章较长、生词较多且抽象、情节脉络较复杂。
本课设计时分为三课时。
第一课时侧重课文内容理解以及对情感的体验，通过各个步骤力求让学生清晰的整理出文章结构，提取文章信息并进行一定的输出活动。
第二课时主要是对于课文内容的复习及重点词汇的运用，此外,从课文中提升思想也是本课时的重点。
第三课时主要是词汇的扩展及在新语境中的使用。
教学内容
话题：
著名美国女作家HelenKeller童年学习语言的故事（阅读）
词汇：
重点词汇：
severe,restriction,unbearable,stubborn,troublesome,straightforward,precise,precious,eager,gradual,complex,warmth,apparent,uncertain,breakthrough
相关词汇：
sweetness,nowthat,expand
策略：
通过图片、标题、开头等预测文章内容，忽略生词的略读等
语法（体验）：
情态动词过去时的功能和形式
第一课时
FirstPeriod
教学目标：
在本课学习结束时，学生能够：
1. 理清课文故事的大体情节；
2. 说出HelenKeller学习语言的过程；
3. 理解并描述课文中人物的情感、态度。
教学过程
教学活动
Activities
设计意图
Intentions
互动模式&时间
IP&time
Leadin
Step1
TshowssomephotosofHelenKelleranddiscussesbrieflywiththeSswhattheyalreadyknowabouther.
调动学生已有知识，带出blind,deaf,severerestrictions等单词。
CW
4’
Step2
TshowsavideoclipofHelenKellerandasksSstothinkofwordsthatcanbeusedtodescribeherbehavior.MeanwhileTelicitsthewordsunbearable, stubborn, troublesomeandletsSsreadthemaloudafterT.
对人物有一个直观的认识，并在语境中提前学习部分生词，降低阅读难度。
渗透词汇学习策略：
通过构词法学习、记忆词汇
CW
4’
Pre-reading
Step3
Sslookatthetitle,thep
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