高中英語外研版高中Module 5 Cloning教學(xué)設(shè)計

1、Teaching Plan四川省樂山第一中學(xué)校 金螺課題Book6 Module5 Reading and VocabularyFrankensteins Monster課程標準進一步明確英語學(xué)習(xí)的目的，發(fā)展自主學(xué)習(xí)和合作學(xué)習(xí)的能力，形成有效的英語學(xué)習(xí)策略，培養(yǎng)學(xué)生的綜合語言運用能力。教材分析The reading passage is from Module 5 in Students Book 6. It is an extract of Mary Shellys famous science fiction - Frankenstein s Monster. This passage i

2、s not difficult for senior 2 students to understand in language.學(xué)生分析Students are from common class in senior 2 of a key secondary school in Sichuan province. The reading passage is not difficult for them to simply understand, but it would be a challenge for them to appreciate an adventure in languag

3、e.知識目標 get students to master the vocabulary and some reading skills2. To get students to learn about the background and plots of Frankenstein.3. To get students to understand its main idea as well as detail能力目標1. To get students to use the Present Simple to tell a story.2. To get students to use th

4、e Reading Strategy while dealing with the passage.3. To get students to use Subjunctive Mood to speak.情感目標To get students to learn from the story and understand that kindness is rooted in our human nature.教學(xué)重難點1. How to enable the students to tap into the passage step by step and variation upon vari

5、ation.2. The guidance of emotional education.教學(xué)手段A computer, a whiteboard, and a Guided Learning Plan教學(xué)方法1. Task-based methodology Language Teaching Learning method 4. Communicative Approach.教學(xué)過程教學(xué)過程和教師活動學(xué)生活動教學(xué)環(huán)節(jié)及意圖Step1: Say “hello” to the studentsStudents say “hello” to the teacherThis part create

6、s a positive class atmosphere to help the students to take an active part.Step2: Lead-inTalk about the monsters in movies, then introduce “king of the monsters ” Frankenstein.Inspired by the posters, the students talk about the monsters with the teacher.The whole part introduces the topic in an inte

7、resting way to arouse the students interest and to get students ready for the following learning procedures. Step3: Pre-reading (Prediction)1. Enjoy the clip of the movie.2. Predict the main characters according to the cover of the book.1. After watching the title, sequence of the movie, the student

8、s memorize the new words related to the movie. make a prediction about the main characters.It requires students to observe ad describe the picture, which cultivates the “view” ability that is advocated by the new English Curriculum Standard for Secondary Schools.Reading Strategy When reading, pay at

9、tention to the title and the pictures.Step4: Part 1 1. Complete the plot 2. Retell the Story of Frankenstein.1. Complete the plot to get the main idea of the story.2. Retell the story according to the key words by using the present simple. the answersThis part aims to provide students the brief intr

10、oduction of the Frankenstein s Monster, which will give some background information for students to arouse their curiosity about the story.Writing Strategy When writing a story, use the present simple.教學(xué)過程Step5: Part 2 Fast -reading: Match the main idea with each paragraph. 2. Careful-reading： 1). A

11、sk Ss to describe the appearance of the monster.2) Ask Ss to Answer the questions: = 1 * GB3 .How did the scientist feel before the monster was created?He was _ and _to see the creature. .How did the scientist feel after the monster was created? = 1 * ROMAN I. He was very _. = 2 * ROMAN I. He was _b

12、y the monster when the creature turned to look at him. = 3 * ROMAN III. He was very_. (He regretted_ the monster.) = 3 * GB3 Analyse the psychology of Frankenstein? read alone and match the main idea with each paragraph.2. Do the exercises on the guided learning plan. and check the answers.Facing so

13、me difficult questions ,the students are inspired to find the supporting sentences first and analyze them. Then they can find the right answer.The part can not only improve students ability to identify information related to the novel while reading but also cultivate students critical thinking to fi

14、nd out how the details related to each element can show the features of an science fiction.Step by step and variation upon variation, the students tap into the Frankensteins heart guided by the questions. Moreover, this part is student-centered, giving students enough freedom to explore and apprecia

15、te the passage themselves. This is what the English Curriculum Standards recommends.Reading Strategy 1 When reading, pay attention to the first and last sentences of each paragraph, which may be the topic sentences. Reading Strategy 2 When doing some reading exercises, underline the key words of the

16、 questions.Step6: Post-reading the clip about the monsters feelings. about the original book: = 1 * GB3 What would you do if you were the scientist Frankenstein?I were , I would If I were , I would not .Praise the students for their kindness to the monster and share the teachers own opinion with the

17、m. 1. Students watch the clip to know the monsters innermost thoughts and feelings. the original book, students know how the ugly and kind monster is changed into an evil one.3. Students work in groups of six to share their opinions by using Subjunctive Mood. The reading passage tells the story from

18、 the perspective of the Frankenstein, the clip and the original book tell the story in a different angle.the discussion is not only a chance for the teacher to check how much the students understand in this class but also a practical way to cultivate students higher ability to think further basing on the comprehension of the plot and the characters personality and emotions. They are allowed tomake a fertile imagination, so there might be some surprising performances from students.EmotionalEducation: Kind