Module3課題Introduction,1講課班級(jí)課時(shí)ReadingWords:reputation,sciencefiction,shallow,shelter(n.),vivid,solve,murderer,account,companion,raft,tie,rope,terrified,pointat,atfirst,tieup,asif,takeaway,paddleaway考點(diǎn)、知識(shí)點(diǎn)Phrases:Icouldseeamanlying...,tiedupwith...Thefrightenedmanstartedcrying.3.Butoftentheyjustpassby,takingthehumantrafficsignalforgranted.P131.Enablethestudentstotalkaboutliteratureanditstypes.學(xué)習(xí)目標(biāo)2.Helpthestudentslearnhowtotalkaboutliteratureanditstypes.Enablethestudentstoexpressthemselvesfreelyabouttheirfavorite重、難點(diǎn)literature.學(xué)習(xí)內(nèi)容學(xué)生活動(dòng)StepILead-inGroupworkT:AsIknow,mostofyouhaveagoodhabitofreadingbooksinyourspareIndividualworktime.Whowouldliketotellmeyourfavoritebooks?AndwhydoyoulikeReadandanswerthem?S:MyfavoritebookisTheDreamofTheRedMansion.Itintroducesusnotonlyalovestorybutalsopeople’slifeofQingDynasty.WecanknowmoreaboutQingDynastybyreadingit.ThebookisalsooneofthemostfamousChinesenovels.StepIIWarmingupShowthequestionsonthescreen.Whichbookwouldyouliketoread?Why?Whatisthebookabout?Whattypeisthebookof?Whowouldliketopresentyouranswers?Volunteer?StepIIIReadingTask1FastreadingLetthestudentsgetthegeneralideaofthepassage.Twominuteslater.T:OK.Timeisup.Whowouldliketotellmethemainideaofit?Volunteer?Task2CarefulreadingThisstepisdesignedtohelpthestudentstounderstandthepassagefurther.Letthestudentsreadthepassagecarefullyandthenanswersomequestions.T:Now,pleasereadthepassageagainandthistimecarefully.Thenanswerthequestionsonthescreen.Showthequestionsonthescreen.Whatwastheweatherlikeaftermidnight?Whodoyouthinkisbraver?Canyouguesswhythetwomenwantedtokilltheotherman?WhatwasHuck’sfeelingaftertheystoletheirboat?Afterafewminutes,checktheanswers.Task3LanguagepointsT:Let’slookatthescreen.I’llexplaintoyou.Showsomedifficultlanguagepointsonthescreen.1.Weweresailingstraighttowardsit.

somedifficult

language

points“towards”means“inthedirectionof(sb./sth.)e.g.Thechildcamerunningtowardshismother.

”.2.“Itlooksasifit

’llgoundersoon,

”

Jimsaid,afteracoupleofminutes.“asif”(=asthough):withtheappearanceof;apparentlysleep.“acoupleof”:asmallnumberofpeople/thingse.g.Shejogsacoupleofmileseverymorning.Idon’twanttoboardasinkingship.“board”:getonorinto(aship,atrain,anaircraft,abus,etc.)e.g.FlightBA193forParisisnowboarding.Sowepaddledoverandclimbedontothesteamboat,keepingasquietasmice.“keepingasquietasmice”:keepingveryquietIcouldseeamanlyingonthefloor,tiedupwithrope.Payattentiontothestructure:see+n.+-ing/-edhear,find,feel,watch,observe,keepetc.havethesameuse.e.g.WhenIenteredtheroom,IfoundhimwatchingTV.Listencarefullytothepassage,payattentiontotheintonationandpronunciation.Afterlistening,fillintheblankshere.Whenheheardthesewords,Jim_____and_____totheraft.ButalthoughIwas_____,Ialsofeltvery_____,soIputmy_____roundthe_____.Itwasquitedark,butIcouldseeaman_____onthefloor,tiedupwith_____.Therewere_____menstandingoverhim.Onewasshort,witha_____.Theotherwas_____andhadsomethinginhishandthatlookedlikea_____.Suggestedanswers:panicked,ran,frightened,curious,head,door,lying,rope,two,beard,tall,gun,shoot,threatened,gunStepIVHomeworkReadthetextrepeatedlyuntilyoucanretellit.DotheexercisesinVocabularyofWORKBOOK.教課反省Grammarand課題課時(shí)2講課班級(jí)FunctionWords:comedy,romantic,fiction,review,getaway,playatrick考點(diǎn)、知識(shí)點(diǎn)Phrasesandsentences:Idon’twanttoboardasinkingship.Icouldseeamanlyingonthefloor.a.Enablethestudentstosummarizetheusageofverbforms.學(xué)習(xí)目標(biāo)b.Enablethestudentstouselinkverb+asif/like/adjective.重、難點(diǎn)Helpthestudentstosummarizetheusageofverbforms.學(xué)習(xí)內(nèi)容學(xué)生活動(dòng)StepIRevisionTeachgrammarinT:Yesterdaywe’velearntapassage“TheSteamboat”.Whowouldlikerealtoretellitbriefly?situations;S:LetmetryLearngrammarT:Welldone!throughThenchecktheanswerstoExercises4-6onpage80withthewholeclass.practice.StepIIGrammarTask1Thisstepisintendedtohelpthestudentstosummarizetheverbformsbythemselves.Presentsomesentencesandencouragethestudentstoobservetheverbformofeachsentence.T:Nowlet’scometoGrammar.I’dlikeyoutoreadthesentencesonthescreenandfindouttheverbformofeachsentence.Showsomesentencesonthescreen.1.MyparentsplantotravelbeforetheSpringFestival.2.Isawthemarguinginthemiddleofthestreet.3.Theresultisalittledisappointing.4.Shemadeherchildrenwashtheirhandsbeforeeating.Afewminuteslater.T:Insentences,verbsmaybeusedasthe“-ing/-ed”formsor“todo”forms.Canyoufindoutwhatverbformisusedineverysentence?S:Number1“totravel”;Number2“arguing”;Number3“disappointing”;Number4“wash”;Number5“go”;Number6“opened”;Number7“understood”;Number8“developing”.Welldone!Next,pleasereadthefivesentencesinActivity1onpage24andanswerthequestionsbelow.Afterthestudentsfinish,asksomeofthemtoanswerthequestions.Thenchecktheanswers.Task2Thisstepistohelpthestudentstoreviewlinkverb+asif/like/adjective.T:NowpleasereadthethreesentencesinActivity6Checktheanswers.NowI’dlikeyoutodoActivity7byyourselves.Afterawhile.Timeisup.Let’sanswerthequestionsonebyone.S:Number1:Thetallmansoundedfrightening,forhehadthreatenedthemanonthefloor.Number2:Althoughhewasfrightened,healsofeltverycurious.Number3:Jimlookedterrified.S:Number4:Hefeltregretful,forhedidn’twantallthreementodie.Number5:Theferryboatcaptainsoundedsurprised.Welldone.StepIIIHomeworkLetthestudentscompletetheexercisesinGrammarofWORKBOOKanddothefollowingexercises.教課反省Listeningand課題

課時(shí)

3

講課班級(jí)Speakingcartoon,comedy,sciencefiction,

historicalbored,take

adventure,horror,place,be/feel

romantic,inthemood(forsth./todosth.)考點(diǎn)、知識(shí)點(diǎn)Reportingstatementsandsuggestions:Billysaidhehad...Vanessasuggestedgoingto...a.Enablethestudentstoreportstatementsandsuggestionsfreely.學(xué)習(xí)目標(biāo)Helpthestudentslearnhowtoreportstatementsandsuggestions.Letthestudentsdescribeabook,afilmoraTVshowtheylike(don’tlike)重、難點(diǎn)andgivereasons.學(xué)習(xí)內(nèi)容學(xué)生活動(dòng)StepIRevisiona.PairsworkT:Lastclass,we’vereviewedverbforms,whichare-ing/-edformsandandgroupwork;(to)doforms.Inordertocheckwhatyouhavelearnt,I’dlikeyoutob.Discussiondosomeexercises.andcooperativeShowtheslide.learning.ThenchecktheanswerstoExercises1-3onpage79.StepIIListeningTask1CompletethesentenceswiththesewordsThisexerciseismeanttosmoothawaythedifficultiesforthelisteningthatfollowsandmakestudentsknowfilms’types.Afterthestudentsfinish,checktheanswerswiththewholeclass.Task2ListeningAskthestudentstolookatthequestionsinActivity2andthetableinActivity3firsttogetthelisteningpoints.Thenplaythetapethreetimes.Forthefirsttime,letthemlistenjustforthemainidea.Forthesecondtime,letthemcompleteActivities2＆3.Andforthelasttime,letthemchecktheanswersbythemselves.Checktheanswerswiththewholeclassatlast.StepIIISpeakingT:Inlisteningpart,we’velistenedtoaconversationbetweenBillyandVanessatalkingaboutseveralfilms.Nowit’stimeforyoutotelltheclasswhatfilmyouwouldliketosee,andwhy.S:...StepIVListeningandSpeaking(P82)T:Pleaseturntopage82.Wearegoingtolistentoanothermaterial.Beforelistening,letthestudentsgothroughExercises10,11＆12.Thenplaythetapefourtimes.Forthefirsttime,letthemlistenforthemainideaanddoExercise10.Forthesecondtime,letthemtakedownsomenotestocompleteExercise11.Forthethirdtime,letthemfillintheblanksofExercise12.Forthelasttime,letthemchecktheanswersthemselves.practicereportingstatementsandsuggestions.usethefourphrases.Thenchecktheanswers.Afterclass,listentothematerialsrepeatedlyandpayattentiontothepronunciation.教課反省CULTURALCOUNERand課題ReadinginWorkbook課時(shí)4講課班級(jí)要點(diǎn)詞匯和短語(yǔ)考點(diǎn)、知識(shí)點(diǎn)determined,reputation,resemble,exception,shallow,vivid,establish,startwith,leada...life,leaveschool,makeone’sfortune,setoff,upanddownb.要點(diǎn)句式Heleftschoolearly,andasanadolescent,tomakehisfortunein...,setofffrom...for...

determinedHearrivedin...withoutapennyinhispocketonlytofindthat...a.EnablethestudentstotalkaboutthelifeofMarkTwain.學(xué)習(xí)目標(biāo)b.HelpthestudentslearnhowtotalkaboutthelifeofMarkTwain.Stimulatethestudents’curiosityoffindingoutthebeautyofart,anddevelop重、難點(diǎn)aloveforartandartists.學(xué)習(xí)內(nèi)容

學(xué)生活動(dòng)Task1Lead-i

n

AskingT:Inthereadingpart,we’velearnedanextractofTheAdventuresofHuckleberryFinnwrittenbyMarkTwain.HowmuchdoyouknowaboutMarkTwain?

|ReadingMakingnotesdiscussionS:...Task2FastreadingFirstreadthepassagequicklyanddecidewhetherthefollowingstatementsaretrueorfalse.Showthefollowingonthescreen.1.Thelivesofwritersareusuallydifferentfromthelivesofthecharacterstheycreate.“MarkTwain”means“watermarkone”.LikeHuck,MarkTwainledapeacefullife.MississippiisthegreatriverwhichflowsfromthenorthoftheUSneartheCanadianborder,downtotheGulfofMexico.MarkTwainwantedtotakeaboattotheAmazon.Afewminuteslater,checktheanswers.Task3CarefulreadingT:ThistimeI’dlikeyoutoreadthepassagecarefully.Afterreading,pleasehaveadiscussionaboutthefirstquestionlistedonpage29withyourpartners.Afterseveralminutes.Who’dliketoanswerthequestion?Task4ReadaloudAskthestudentstoreadaloudthetextandmeanwhileaskthemtoretellit.Pleasereadthetextaloud,andthenretellitaccordingtothekeywordsgivenonthescreen.Showthefollowingonthescreen.Paragraph1.thelivesofwriters,characters,noexception,penname,realname,watermarktwo,warnshipmates,shallowriverParagraph2.leda...life,leaveschool,makehisfortune,setoff,takeaboat,getrich,withoutapenny,forcedtochange,worked,apilot,upanddown,Mississippi,northoftheUS,theGulfofMexicoParagraph3.journalist,vividandamusingdescription,establishedthereputationSeveralminuteslater,askseveralstudentstoretellthetext.StepIIReading(P81)T:Justnow,we’velearntaboutafamouswriter,MarkTwain.Next,let’slearnsomethingaboutanotherfamouswriterPatrickO’Brian.Haveyouheardabouthimorreadhisworks?...Itdoesn’you’llknowPatrickO’Brian.FirstreadthetextquicklyandanswerthequestionsinExercise7.Severalminuteslater.T:Whowouldliketoanswerthefirstquestion?S:...ThenletthestudentsreadthetextagainandcarefullyandcompleteExercises8＆9onpage82.Checktheanswers.StepIIISupplementaryreadingThisstepisdesignedtomakethestudentsknowmoreaboutthegreatwriter—MarkTwain.T:Herearesomesupplementaryreadingmaterialsonthescreen.Pleasereadthembyyourselvesandknowmoreaboutthegreatwriter—MarkTwain.ATinyBiographyofMarkTwainWhichisTwain’sbirthplace?Florida?Missouri?MarkTwainwasbornSamuelLanghorneClemensinFlorida,Missouri,on30November1835.Ashelatersaid,hewasbroughtinonHalley’sCometandwishedtogooutonitsreturn.HewasraisedinHannibal,ontheMissouribanksoftheMississippi.Hewasthesixthofsevenchildren.Atagetwelve,sometimeafterhisfather’sdeathin1847,heleftschoolandapprenticedatalocalprinter’sshop.StepIVHomework1.Goovertheculturalcorner.2.RecitethekeysentencesandretellthelifeofMarkTwain.3.Previewthenextpart—writing.教課反省課題Writing課時(shí)5講課班級(jí)要點(diǎn)詞匯和短語(yǔ)summary,set,exciting,captain,character,runaway,atthebeginningof,catchup,beginwith,takeplace要點(diǎn)句式考點(diǎn)、知識(shí)點(diǎn)TheAdventuresofHuckleberryFinnissetintheUSAinthemid-19thcentury.TheSurprisesailshalfwayacrosstheworldfollowingamuchbiggerFrenchship.Enablethestudentstowriteasummaryaboutafilm.學(xué)習(xí)目標(biāo)Enablethestudentstodoasurveyofteenagereadinghabits.Helpthestudentslearnhowtowriteasummaryaboutafilm.重、難點(diǎn)Howtowriteasummaryaboutafilm.學(xué)生學(xué)習(xí)內(nèi)容活動(dòng)StepIWritingAskthestudentstoreadthetwosummariesgivenonpage28andthencompletethesentenceswithcorrectwordsandphrases.T:Weknowtherearealotoffamousworksintheworld.Becauseeveryone

’stimeis

limited,

wecan’t

readall

books.

Butwecanget

the

general

ideas

of

manybooksbyreadingthesummaryofthem.Todaywe’llreadtwosummariesoffamousworks.Afterreadingthem,pleasefinishtheexercisesbelow.Afterawhile,checktheanswers.Letthestudentsworkingroupstochooseawell-knownChineseadventurestoryorfilmandwriteasummaryaboutit.We’veknowntwoforeignadventurestoriesbyreadingthesummariesofthem.Pleaseworkingroups.Everygroupchoosesawell-knownChineseadventurestoryorfilmanddiscussesit.Afewminuteslater,askeachgrouptowritethetitleofstoryorfilmthey’vechosen.Thentellthestudentssomeveryusefulpointsonhowtowriteasummary.T:Everygrouphaschosenastoryorafilm.Howtowriteasuccessfulsummary?Pleaselookatthescreen.Therearetipsofwritingasummarythatyou’dbetterremember.1.Writethetitleofyourstoryorfilmonthefirstsentence;2.Keepyoursummaryassh