外研社必修五module3参考教案

Module 3 Adventure in Literature and the CinemaI. 教学内容分析本模块的主题是文学和电影作品中冒险故事，通过马克·吐温的冒险小说《哈克贝利·芬历险记》片断的学习使学生了解如何描写冒险小说，另外通过本模块学习还要了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介。

最后，通过本模块的学习还要帮助学生了解文学，培养对文学的兴趣，扩大文学视野本模块从不同的文学作品类型开始，导入本模块的话题——文学和电影作品中冒险故事。

Introduction 部分通过于三本书的封面介绍了三种不同的文学作品类型并列出了有关文学作品的一些单词，让学生说出自己喜欢的类型并且利用新单词给出理由，能激发学生的好奇心。

并同通过阅读《哈克贝利·芬历险记》书评的开头效果导入整个模块的话题——文学和电影作品中冒险故事。

Reading and Vocabulary是通过马克·吐温的冒险小说《哈克贝利·芬历险记》片断的学习使学生了解如何描写冒险小说。

并通过设计的练习让学生熟悉课文内容和学会使用一些相关词汇。

Grammar部分主要复习的语法项目是动词的-ed和-ing形式，动词不定式和一些连系动词的用法。

Learning to learn是教学生如何巧计感观动词的用法，对于提高学习策略水平有很大的帮助。

Vocabulary and Listening部分第一部分设计一个学习有关电影类型的词汇的活动，第二和三部分则通过听一段关于讨论决定看电影上映的哪部电影的对话，让学生听出电影的内容猜测电影名称。

Speaking部分让以电影为话题谈论所喜欢的电影并解释理由，能根据同学提供的内容猜测电影名称。

Function要求学生掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语。

Writing首先让学生读两篇小说或电影的简介，接下来要求学生运用所学过的知识仿写一篇电影或小说的简介。

Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：feel in the mood for something, hang on a minute, get a move on和grab a bite to eat.Cultural Corner 通过阅读The Life of Mark Twain的文章，帮助学生了解伟大作家马克·吐温的作品及其经历。

Task要求学生通过调查问卷的形式了解同学们的阅读习惯，然后汇报调查结果。

Module File 归纳了本单元的重点词汇，语法知识，功能用语和日常用语，有利于学生的复习总结，自我检验和自学的能力。

II．教学重点和难点1. 教学重点(1) 本模块的生词和短语(2) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法(3) 掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语(4) 了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介2. 教学难点(1) 语法项目：动词的-ed和-ing形式，动词不定式和一些连系动词的用法(2) 帮助学生了解文学，培养对文学的兴趣，扩大文学视野III．教学计划经过对教材内容的分析和重组，本模块可以分六课时教授：第一课时：Introduction, Task第二课时：Reading and Vocabulary (1)第三课时：Reading and Vocabulary (2), Reading (Workbook)第四课时：Learning to learn, Grammar, Function第五课时：Vocabulary and Listening, Everyday English, Speaking, Writing第六课时：Cultural Corner, Workbook, Module FileIV．教学步骤：Period 1 Introduction, TaskTeaching Goals:1. To arouse Ss’ interest in learning about adventur e in literature and the cinema2. To develop Ss’ speaking ability3. Enable Ss to learn more new words about the types of book4. Enable Ss to do a survey of teenage reading habits and then givea presentationTeaching Procedures:Step 1 Leading-inPurpose: To activate Ss’ and arouse them to talk about literature they know.Ask Ss to discuss the following question in group of four or five: What do you know about the literature in China?The most famous works are:《西游记》Journey to the West; Pilgrimage to the West《红楼梦》The Dreams of the Red Mansion/ Chamber; A Dream in Red Mansions; The Story of the Stone《三国演义》The Romance of the Three Kingdoms《水浒传》Heroes of the Marshes; Heroes of Water MarginsStep 2 SpeakingPurpose: To develop Ss’ speaking abilityWork in pairs. Say which book you would like to read and tell the reason.T Examples:I’d like to read Wolves of the Calla. It looks exciting.I’d like to read 1421 The Year China Discovered America, because I like history very much and I am proud of my country.I’d like to read The Singular Mark Twain, because I think he’s very awesome and extraordinary.Step 3 New words studyingPurpose: Enable Ss to learn more new words about the types of book.Individual work: Ask Ss to use dictionary and wordlist to match the types with their meanings. After that, get the Ss to read the words after you.Suggested answers1 biography2 fantasy3 adventure4 thriller5 crime6 historyStep 4 Group work (Vocabulary)Purpose: Enable Ss to find more examples of each type.Ask the students work in groups, decide what types of books are in Activity 1, and try to find more examples of each type.Divide the whole class into seven groups, and each group deals with one type.Type Examplesbiography The Singular Mark TwainStep 5 Group work (Task)Purpose: Enable the Ss to do a survey of teenage reading habits and then give a presentation.Ask the students to work in groups and discuss the following questions.1 How often do you read for pleasure? (____hour/week)2 What sort of books do you like reading? (biography/ fantasy/ adventure/ thriller/ crime/ history)3 Are you reading a book at the moment? What’s the title?4 Of all the books you’ve read, which one do you like best? Why?After the discussion and complete the survey for your group.After finish the survey, ask the students to give a presentation of the groups’ findings to the rest of the class.Step 6 Homework1. Get on the line and find out more information about a book called The Adventures of Huckleberry Fin.2. Preview Reading and Vocabulary.Period 2 Reading and Vocabulary (1)Teaching Goals:1. To learn something about The Adventures of Huckleberry Fin.2. To develop some basic reading skills—Skimming, and Scanning.3. To deal with the new words in the text.Teaching Procedures:Step 1 Leading-inPurpose: To arouse Ss’ interest in learning about The Adventures of Huckleberry FinAs the Ss have got on the line and prepared something for The Adventures of Huckleberry Fin.That’s our homework. Ask them to share the information they have found and choose a student to tell the story of The Adventures of Huckleberry Fin.Step 2 Pre-readingPurpose:To review the words we have learnt and get more information about The Adventures of Huckleberry Fin.Ask the students to turn to P21 (Introduction), and read the passage in Activity 4. Use the words in activity 2 to say what type of book it describes.Suggested answers:It gives us a brief introduction of The Adventures of Huckleberry Fin and leads us to an exciting story. The type of the book is adventure.Step 3 ScanningPurpose: To get the general idea of the text.1. Ask the Ss to turn to P22, and look at the picture. Think about what Huck and Jim will do.(Maybe they will just pass by./ They will go into the steamboat and see what happened. )2. Ask the students to scan the text and check whether it is the same as their ideas.3. Pair work: Number the events in the order they happen.Suggested answers:a4 b2 c6 d1 e8 f5 g3 h74. Work in groups and say what you think happens next.Suggested answers:They went back and saved the three men./ They went to another place and found all the people talked about a murder.Step 4 SkimmingPurpose: To get Ss to have some details in the text.1. Read the passage again and answer the questions in activity 6 individually.Suggested answers:1) c 2) b 3) a 4) a2. Read the text quickly for the second time and try to get some details from the text. While reading, underline the new words in the passage. Step 5 New words studyingPurpose: To deal with the new words in the text.1. Ask the Ss to use dictionaries to solve the new words and help them to deal with some difficult points. At last, ask the students to read after you.2. Deal with activity 4&5.Suggested answers (activity 4):1) pour down 2) a shelter 3) a raft4) panic 5) curious 6) threatenSuggested answers (activity 5):1) jump 2) running 3) flown 4) walk5) climbed 6) paddled 7) sail 8)crawlStep 6 HomeworkTry to find the difficult sentences for you in the passage.Period 3 Reading and Vocabulary (2), Reading (Workbook) Teaching Goals:1. To deal with the language points in the text.2. To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist.Teaching Procedures:Step 1 Leading-inPurpose: To review what we learnt yesterday.Ask the Ss to retell the story that we learnt yesterday and have a dictation of the new words.Step 2 Group workPurpose: To train Ss’ listenin g ability and to deal with the language points in the text.Listen to the tape and deal with the language points in groups.Listen to the tape and follow it in a low voice. Then the students are divided into seven groups. Each group is supposed to read through eachparagraph, and then discuss them.Paragraph 1.1. the rain pour down = rain cats and dogs 大雨倾盆pour 泼;倾倒.Eg He poured the water over the lawn. 他给草坪泼了些水.2. By the light of the lighting, we saw something in the middle of the river.通过闪电的光,我们看到河中间有个东西.by的用法:(1) through; with the help of 如例句(2) close to; next toEg the window by the door(3) pastEg We drove by the house.Paragraph 2.as if/ as though 好像;仿佛(1)用在look, feel, smell, taste或sound之后,后面从句用陈述语气Eg It looks as if it will go under soon.(2)用于引导结果状语从句时,从句用虚拟语气Eg The house was in such a mess. It looked as though a bomb had dropped on it.Paragraph 3.1. board vt.上(船)，坐(船)；〔美国〕搭(车)；乘(飞机)。