必修五module3教案

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1、Module 3 Adventure in Literature and the CinemaTeaching Plan 1. 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。1.1 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

2、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。1.2 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。1.3 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。1.4 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。1.5 Vocabulary and Listening部分第一部分设计一个学习有关电影类型

3、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。1.6 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。1.7 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。1.8 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。1.9 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 s

4、omething, hang on a minute, get a move on和grab a bite to eat.1.10 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。II教材重组2.1 将Introduction and Cultural Corner整合在一起上一节“词汇与热身课“，为学习课文打下基础。2.2 把Reading and Vocabulary整合在一起上一至两节“阅读课”。2.3 将Grammar及课后练习放在一起上一节“语法课”。2.4 将Listening and Spea

5、king整合在一起上一节“听说课”。2.5 把Function，Writing and Everyday English整合在一起上一节“综合课”。3. 课型设计与课时分配（经教材分析，本模块可以用6课时完成）。分别是:Period 1 Introduction and Cultural CornerPeriod 2-3 Reading and VocabularyPeriod 4 GrammarPeriod 5 Listening and SpeakingPeriod 6 Function，Writing and Everyday English分课时教案The First Period I

6、ntroduction and Cultural CornerTeaching important points教学重点Learn the new words by heartTeaching difficult points教学难点1.Encourage the students to express themselves freely2.Find out the detailed information from the passageTeaching methods 教学方法Student-centered ， Reading ， Discussing and SpeakingTeach

7、ing procedures & ways教学过程与方式Step I Lead-inQs: 1. Who would like to tell me your favorite books? And why do you like them?2. 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

8、 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 II Warming upLook at the three books in the picture and answer the three questions on the screen.Show the ques

9、tions on the screen.1. Which book would you like to read? Why?2. What is the book about?3. What type is the book of?Show some pictures and information about the three booksAsk Ss to work in pairs and discuss them.Sample answers to Activity 3:The Adventures of Huckleberry Finn by Mark Twain adventure

10、Sherlock Holmes by Sir Arthur Conan Doyle crimeAlbert Einstein biographyFrankenstein by Mary Shelley thrillerHarry Potter by J. K. Rowling fantasyRecords of the Grand Scribe by Sima Qian history Step III Cultural corner1. Introduce some information about Mark Twain.2. Read the passage. Answer the fi

11、rst question on P.29 and decide whether the following statements are true or false.(1)The lives of writers are usually different from the lives of the characters they create.(2) “Mark Twain” means “watermark one”.(3) Like Huck, Mark Twain led a peaceful life.(4) Mississippi is the great river which

12、flows from the north of the US near the Canadian border, down to the Gulf of Mexico.(5) Mark Twain wanted to take a boat to the Amazon.Answers: F F F T TStep IV Homework1. Review the new words2. Preview Reading and Vocabulary.The Second-Third Period Reading and Vocabulary Teaching important points教学

13、重点1. To improve the Ssreading ability2. To master some important words and phrasesTeaching difficult points教学难点1. To improve the Ssreading ability2. How to appreciate the famous literatureTeaching methods 教学方法Reading and Discussing Teaching methods :Communicative ，Student-centered ， Reading ， Discus

14、sing and SpeakingX&KTeaching procedures & ways教学过程与方式Step 1 Warming up by imaging going on an adventureWhat is adventure? Do you know?Adventure is an exciting trip. Perhaps sometimes you feel bored, you could imagine going on a great adventure，such as climbing, sailing and canoeing.There are two tee

15、nage American boys ,Huck and Jim, who felt bored , ran away from home and went on a great adventure .Now lets follow him to go on the adventure.Step 2 Pre-reading1. 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 boo

16、k 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.2. Look at the picture and guess.Who are they?Where are they?What are they doing?What is the boy pointing at?What will they do?

17、Suggested answers: Huck and Jim On a boat Look at the ship A ship To go on the shipStep 3 Reading1. Number the events in the order they happenSuggested answers:a4 b2 c6 d1 e8 f5 g3 h72. Work in groups and say what you think happens next.Suggested answers:They went back and saved the three men./ They

18、 went to another place and found all the people talked about a murder.Step 4 Careful-readingRead the passage again and answer the questions in activity 6 individually. Suggested answers: 1) c 2) b 3) a 4) aStep 5 New words studying 1. Ask the Ss to use dictionaries to solve the new words and help th

19、em 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) sa

20、il 8)crawlLanguage points（第3课时）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; n

21、ext to Eg the window by the door (3) past Eg 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. Par

22、agraph 3.1. board vt.上(船)，坐(船)；美国搭(车)；乘(飞机)。Eg I dont want to board a sinking ship. 2. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. To our astonishment, there was a light in one of the cabins. 于是我们把木筏划了过去，蹑手蹑脚地，像耗子一样悄然声息地爬上了汽船。使我们大为惊讶的是，有间船舱里还亮着一盏灯。 to ones astonishm

23、ent/ joy / surprise / disappointment 使某人大吃一惊高兴惊讶失望的是Paragraph 4. It was quite dark, but I could see a man lying on the floor, tied up with rope.四周都很黑，但我能看见一个人被绳子捆着躺在地板上。巧计lie 的用法：规则的“撒谎”；不规则的“躺”；“躺”过就“下蛋”，“下蛋”也不规则。lie-lied-lied-lying撒谎（规则动词）lie-lay-lain-lying躺，卧；位于（不规则动词，过去时形式就是下蛋的原形）lay-laid-laid-l

24、aying下蛋; 放置（不规则动词）Paragraph 5. “Ive had enough of you. Im going to shoot you now,”“我受够你了。我现在就要毙了你，”shoot-shot-shot shoot at（指用枪、炮、弩、箭等）瞄准，射向；不知道是否射中的结果shoot （仅指用枪、箭等）射中，枪击，射死；强调结果Eg The hunter shot at the fox but missed it. Paragraph 6He sounds as if he is going to die of fright. 听起来他好像快被吓死了。die of

25、与die from 的区别是：die of 因（内因）而死。 Eg die of age ；die of hunger die from (a wound) 因（外因）伤致死。Paragraph 7persuade somebody to do something 说服某人做某事feel bad about something 对于某事感到后悔HomeworkDo exercise on Workbook (p67)The Fourth Period Grammar 1.Teaching Goals 教学目标a. Help the students to summarize the usage

26、 of verb forms.b. Help the students to learn how to use the correct form (-ing, -ed, or to + infinitive) of verbs. c. Enable the students to use link verb + as if / like / adjective.2. Teaching important points教学重点a. How to teach the students to use the verb forms correctly b. Enable the students to

27、 use link verb + as if / like / adjective3. Teaching difficult points教学难点To use the verb forms correctly4. Teaching methods 教学方法Explaining and practicing 5. Teaching procedures & Ways教学过程与方式Step 1 Lead-inRead the sentences and answer the questions.1. We let the raft sail down the river.2. He agreed

28、to go.3. I dont want to board a sinking ship.4. The frightened man started crying.5. We heard the two men shouting.a. How many examples can you find of verbs followed by to (do something)? b. What structure follows the verb let? c. In which sentence is the -ed form used as an adjective? d. In which

29、positions of the sentences can you find the -ing form? Suggested answers: a. two examples: to go, to board b. let + object + infinitive without to c. the third sentence d. the end of the sentenceStep 2 The the usage of verb formsShow the following contents on blackboard or PowerPoint.非谓语动词考查要点简述(1)

30、非谓语动词的句法功能名称语 法 功 能主语宾语宾语补足语表语定语状语不定式动名词现在分词过去分词 动词不定式复心中应注意的几个问题 不定式作表语与“be + to do sth”的异同。不定式作表语说明主语的内容或性质。如： His job is to guard. 而be + to do sth表示按计划要做某事 带不定式作宾语的词语。(a) 下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arran

31、ge、determine、desire等。(b)下列动词后可接疑问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。（3）如何理解和使用不定式作宾补。动词see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。常用带不定式作宾补的几种情况：主语 + ask / require / tell / order / force / get / want /

32、like + sb.to do sth.主语 + think / judge / suppose / believe / consider /imagine/ consider / feel + sb. + to be/ to have done主语 + call on / upon / depend on / wait for / ask for + sb.+ to do sth.（4）不定式作定语的特殊用法。下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the seco

33、nd、the last、the only等。不定式作定语和所修饰的名词在逻辑上有主谓关系。There is no one to look after her.不定式与被修饰的名词在逻辑上有动宾关系。She is now looking for a room to live in.（5）不定式作状语的用法。不定式作状语，修饰动词，在句中表示行为目的、结果、原因。only to do表示出人意料的结果。Eg We hurried to the classroom only to find none there .in order(not)to, so as(not)to用来引导目的状语, enou

34、gh, too, so as to do, such + 名词 as to do作结果状语，Eg The girl was so kind as to help the old man off the bus. Im not such a fool as to believe that.（6）不定式的完成时的特殊用法。表示不定式中谓语动词发生的动作先于主句的谓语动词发出的动作。Eg The novel was said to have been published.seem、appear、be said、be supposed、be believed、be thought、be known、b

35、e reported等动词常用于上面句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成时，但要注意与一般时的区别。Im sorry to keep you waiting for a minute.对不起，请稍等。（说话时还未等）Im sorry to have kept you waiting.对不起，让你久等了。（说话时已等了很久）不定式的完成时还可表示“过去本想做某事但未做”的虚拟语气。（a）should like to / would like to / would love to + 不定式的完成时。（b）was

36、/ were to +不定式的完成时，表示该做某事或想做但未实现。（c）expect / hope / mean / promise / suppose / think / want/ wish + 不定式完成时，表示过去未曾实现的愿望。（7）不定式的省略。 同一结构并列由and或or连接。Eg (a) I want to finish my homework and go home.(b) Im really puzzled what to think or say.特例：To be or not to be, this is a question.He is better to laugh

37、 than to cry.(表示对比)不定式作表语，其前面的主语从句中含有do时，后面的to省略。What he did was lose the game.句中含有动词do时，but、except、besides、such as等后面to可省略。即“前有do,后省to”。Dont do anything silly, such as marry him.主句含有不定式，后面有rather than, rather than后省to。Why not、had better、would rather、cant but等词后省to。如： He could not but walk home.（8）不

38、定式的替代。多用在同一句或联系紧密的对话中，为了避免重复，作宾语或主补，宾补的不定式再次出现时，to后的内容常承前省略（只保留to即可）。但如果承前省略的不定式有助动用的have或be任何形式，后应该保留原形be或have。如：Susan is not what she used to be.You came late last night. You ought to have finished your homework.I know I ought to have. 常见的有：Id like / love / be happy to. 动名词复习中应注意的几个问题（1）动名词作宾语。下列动

39、词后只能接动名词：suggest, finish, avoid, stop, cant help, mind, enjoy, require, practice, miss, escape, pardon, advise, consider, imagine, keep, appreciate, permit。下列动词短语接动名词：leave off, put off, give up, look forward to, feel like, have trouble / difficulty(in) doing sth. devote to, get used to, pay attenti

40、on to, be fond of, be worth。介词后要接动名词。what about、how about、without、be fond of、be good at等介词后接动名词。注意on / upon doing sth. = as soon as 引导的从中。作此意讲时on / upon后也可以接名词。如on his arrival。动名词作宾语和动词不定式作宾语的区别：begin, start, continue, like, love, dislike, hate, prefer, cant stand如It began to rain. It began raining.

41、It was beginning to snow.I love lying (to lie)on my back.I like listening to music, but today I dont like to.I don t prefer to swim in the river now. 1. 意思无差别，但谓语动词用进行时，后面只跟不定式。 （2）表示一种倾向多接动名词作宾语，如果表示某一特定的或具体的行动，多接不定式。 remember, forget, regret, try。如I remember to meet her at the station. I remember

42、seeing her once somewhere.I forgot giving it to you yesterday. I forgot to tell you about it. Now here it is.I regret not having working hard. I regret to hear of your sisters death. Try knocking at the back door. We must try to get everything ready.That will mean flooding some land. I had meant to

43、go on Monday. remember to do sth.记住要做的事 remember doing sth.回顾过去发生的事 forget to do sth.忘记要做的事 forget doing sth.忘记做过的事regret to do sth.对将要做的事抱歉 regret doing sth.对发生过的事后悔 try to do sth.设法，试图 try doing sth.试试看，试一试mean to do sth.打算做，想要 mean doing sth.意味着，就是 want, require, need 如These desks need repairing.

44、These desks need to be repaired.The patient required examinedThe patient required to be examined. need doing需要被做 need to be done需要被做 want doing want to be done（与上同）require doing require to be done（与上同） 分词复习应注意的几个问题（1）现在分词在句中作时间、原因、伴随、条件、结果等状语。时间状语（分词作状语前面可加when, while等）Hearing the good news, he jump

45、ed with great joy.Not having finished her work in time, the boss fired her.原因状语Seeing nobody at home, he decided to leave them a note伴随状语The girls came in, following their parents.结果状语The poor old man died, leaving nothing to his children.注意：现在分词作状语的几个特性。时间性。与谓语动词同时发生，用一般时，如发生在谓语动作之前时则用完成式having don

46、e。语态性。与句子的主语之间的关系，是主谓关系或动宾关系。遵循的规则“主动进行，被动完成”。人称一致性。分词的逻辑主语就是句子的主语。（2）分词作表语。S. + be + 动词-ed表示被动，主语是人；S. + be + 动词-ing表示主动，主语是物。分词作宾补不定式作宾补的区别： 复习过去分词应注意的几个问题:过去分词作状语，相当于一个状语从句，有来说明原因、时间、条件等。（1）过去分词作原因状语Tired by the trip, he soon feel asleep.= Because he was tired by the trip, he soon fell asleep.Los

47、t in thought, he almost ran into a car.=As he was lost in thought, he almost ran into a car.（2）作时间状语Seen from the hill, the city looks like a garden.=When the city is seen from the hill, it looks like a garden.（3）作条件状语Given more time, I would have worked out the problem.=If I have been given more ti

48、me, I would have worked out the problem.（4）伴随状语The teacher came in, followed by some students.=The teacher came in and was followed by some students.分词短语作状语时，通常与主句中的主语在逻辑上一致，但有时它也可以有自己独立的逻辑上的主语，这种结构称为独立主格结构。如：Her grandfather being ill, she had to stay at home looking after him.2. Examples(1) _such h

49、eavy pollution already, it may now be too late to clean up the river.(NMET 2001)A. Having suffered B. Suffering C. To suffer D. Suffered解析：答案为A。本题考查分词短语作状语的用法。分词作状语，其逻辑主语必须是句子的主语，而本句的主语看似是it,其实它为形式主语，真正的主语为不定式，而不定式省略了逻辑主语for people，所以应用现在分词，又因already，应用完成时。(2) One learns a language by making mistake

50、s and _ them.(2001年春季高考)A. correct B. correcting C. corrects D. to correct解析：答案为B。本题考查动名词作介词宾语的用法。介词by意为“通过，凭”，后面常接动名词，形成“by+ v. ing ”结构，表示通过做某事而得到某种结果。本题中只有correcting符合。(3) The picture _ on the wall is painted by my nephew.(2000年春季高考)A. having hung B. hanging C. hangs D. being hung解析：答案为B。本题考查现在分词作

51、定语的用法。根据句意“墙上挂的那幅画是我侄子画的”，可知空白处所填的动词形式在句中作定语，表说话时仍在进行的动作或所处的解题关键在于分析picture与hang之间的逻辑关系。Step 3. Practice Complete the sentences with the correct form (-ing or -ed) of the verbs in Activity 2.Suggested answers:1. worrying 2. excited 3. satisfied 4. frightened5. frightening 6. interested 7. exciting 8

52、. interestingStep 4. ConclusionThe differences between the form -ing and -ed of the verbs used as adjectives.itemsDifference 1Difference 2Difference 3-ing form用于表示事物的特性，翻译为“令人的”， 如：a satisfying job 一份令人满意的工作用于表示事物正在进行的状态，如：boiling water 沸水表示主动的语态，如：一个令人害怕的男孩a frightening boy-ed form用于表示人的感觉,翻译为“感到的”

53、，如：a satisfied smile一个感到满意的微笑用于表示事物已完成的状态，如：boiled water 凉开水表示被动的语态，如：一个被吓住的男孩a frightened boyActivity 3 Complete the sentences with the correct form (-ing or to + infinitive) of the verbs. Suggested answers:1. to get away 2. taking 3. making 4. to help5. to enjoy 6. playing 7. to read 8. to useActi

54、vity 4 Correct the mistakes in the passage. There are three verbs which should not be followed by to.Suggested answers:They are hear, make and let.Step 5. SummaryThe verbs followed by the infinitive:decide, used, go, teach, help, want, persuade, advise, agree, promise, would like, have no timeThe ve

55、rbs followed by the ing form: suggest, enjoy, mind, give up, feel like, look forward toThe verbs followed by either the infinitive or the ing form:start, begin, like, love, hatestop, mean, forget, remember, regret, go onActivity 5 Complete the next part of the passage with the correct form of the ve

56、rbs. Sometimes more than one form is possible. Suggested answers:1. to go 2. to find 3. to rain 4. moving5. stolen 6. doing 7. to move/ move 8. approaching9. surprised 10. sinking 11. to lose 12.rainingStep 6. Practice about link verbs Match the sentences with structures.Suggested answers (Activity

57、6):1. b 2. c 3. aSuggested answers (Activity 7):1. He sounded angry.2. He felt very curious.3. Jim looked terrified.4. He felt bad.5. He sounded surprised.Suggested answers (Activity 8):1.c 2.f 3.e 4.a 5.d 6.bSuggested answers (Activity 9):The students own answers.巩固练习：1. The speaker raised his voic

58、e but still couldnt make himself _. A. hear B. to hear C. hearing D. heard 2. A cook will be immediately fired if he is found _ in the kitchen. A. smoke B. smoking C. to smoke D. smoked 3. Seeing the sun _ above the surface of the sea, we let out a shout of joy. A. to rise B. to raise C. rising D. r

59、aising 4. The missing boys were last seen _ near the river. A. playing B. to be playing C. play D. to play5. Let me tell you something about the journalists.Dont you remember _ me the story yesterday?A. told B. tellingC. to tell D. to have told6. The library needs _, but it will have to wait until S

60、unday.A. to prepare B. preparingC. prepared D. was preparing7. I usually go to there by train.Why not _by boat for a change.A. to try going B. trying to doC. to try and go D. try going Key: DBCABBD HomeworkDo exercise on Workbook (p71)The Fifth Period Listening and Speaking 1.Teaching Goals 教学目标a. To develop Ss listening ability.b. Enable the students to describe a book, a film or a TV show they like (dont like) and give reasons.2. Teaching important points教学重点To develop Ss liste