高二外研版選修6module 2 fantasy literature教案

《高二外研版選修6module 2 fantasy literature教案》由會(huì)員分享，可在線閱讀，更多相關(guān)《高二外研版選修6module 2 fantasy literature教案（39頁珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

1、Module 2 Fantasy LiteraturePhilip Pullman. 模塊教學(xué)目標(biāo)技能目標(biāo)Skill GoalsLearn about fantasy novelsLearn to retell a storyListen for narrative organizationLearn to write short descriptions of booksWrite a fantasy storyLearn the adverbial clauses with -ing. 目標(biāo)語言功 能 句 式Telling a story 1. As you know, the story

2、 is . 2. You should read it. 3. The story takes place in .4. The heroine is . and the hero is .5. It is a . novel with .詞 匯1 四會(huì)詞匯adult, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hero, heroine, hesitate, hunt, nearby, philosophical, possess, rule (v.), vanish, w

3、icked, witch 2 認(rèn)讀詞匯novel, direction, paw, pat, invisible, tail, blink, edge, square, shape, patch, doubt, alien, bend, scent, shine, dream, awake, revenge, marry, punish, elf, magical, power, dwarf3 詞組bend down, go to war, hold out ones hand, look around for, look through, play a part, put a spell o

4、n (sb.), put . down, turn away, shine down over, take place, take revenge, keep ones eyes on, come up to, pass by語 法Adverbial clauses with -ingPutting down his shopping bag, Will held out his hand.On returning to the palace, the king marries the woman.重點(diǎn)句子1. Will was so tired that he could not think

5、 clearly, but as he stood trying to decide what to do, he saw a cat. P122. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished. P123. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide. P134. W

6、hat he saw frightened him, but he didnt hesitate. P135. Bending to look through, he saw the road in his own town, his own world. P136. Sauron, realising that the Ring has been found, sends his creatures to get it back. P19. 教材分析與教材重組1. 教材分析本模塊以Fantasy Literature為話題，旨在通過模塊教學(xué)，使學(xué)生了解Fantasy literature這一

7、文學(xué)形式的特點(diǎn)和代表作，并學(xué)會(huì)如何介紹一本書以及如何寫fantasy stories。1.1 INTRODUCTION中的三項(xiàng)內(nèi)容都圍繞Philip Pullman的小說His Dark Materials展開。第一項(xiàng)內(nèi)容簡(jiǎn)介Philip Pullman的His Dark Materials，借此引出話題a fantasy story；第二項(xiàng)內(nèi)容學(xué)習(xí)短文中的生詞和短語；第三項(xiàng)內(nèi)容對(duì)Philip Pullman的His Dark Materials以及其它fantasy stories進(jìn)行深入討論。1.2READING AND VOCABULARY 是一篇題為The Cat That Vanis

8、hed的fantasy story。故事選自Philip Pullman的His Dark Materials。通過閱讀此短文，學(xué)生可以進(jìn)一步理解fantasy story的含義。這一部分還設(shè)置了五個(gè)活動(dòng)，其中第一個(gè)活動(dòng)和第四個(gè)活動(dòng)考查學(xué)生對(duì)短文的理解程度；第二、三和第五個(gè)活動(dòng)考查學(xué)生對(duì)文中詞句的掌握和理解。1.3GRAMMAR 分兩部分。分別涉及-ing形式做狀語的語法學(xué)習(xí)及各種練習(xí)。既結(jié)合課文內(nèi)容，又考慮語法結(jié)構(gòu)；既有單一的句子填空，又有復(fù)雜的篇章結(jié)構(gòu)填空。1.4SPEAKING 分兩部分：第一部分是READING部分的延伸。這一部分要求學(xué)生分組講述The Cat That Vanishe

9、d這個(gè)小故事并以try to guess what happens next的任務(wù)形式要求學(xué)生接續(xù)故事。第二部分是LISTENING 部分的延伸。1.5LISTENING AND VOCABULARY以詞匯學(xué)習(xí)和聽力（練習(xí)聽取篇章結(jié)構(gòu)）訓(xùn)練相結(jié)合的方式進(jìn)一步學(xué)習(xí)fantasy story的相關(guān)知識(shí)。1.6FUNCTION這一部分重點(diǎn)學(xué)習(xí)如何講故事。 1.7EVERYDAY ENGLISH介紹了七個(gè)日常用語。1.8WRITING分兩個(gè)部分：第一部分要求根據(jù)所供故事開頭部分，續(xù)寫一個(gè)fantasy story，而且要求寫作時(shí)運(yùn)用-ing形式；第二部分的Writing出現(xiàn)在Task中，要求學(xué)生介紹一

10、本書。1.9 CULTURAL CORNER介紹了電影故事The Lord of the Rings的主要內(nèi)容。2. 教材重組2.1將課本INTRODUCTION和READING AND VOCABULARY部分整合為一節(jié)“閱讀課”。 2.2將課本SPEAKING，EVERYDAY ENGLISH以及WORKBOOK中的Listening and speaking和Speaking and writing中的Speaking部分整合為一節(jié)“口語課”?！罢Z法課”。2.4將課本LISTENING AND VOCABULARY部分設(shè)計(jì)為一節(jié)“聽力課”。2.5將課本CULTURAL CORNER和WO

11、RK-BOOK中的Reading部分整合為一節(jié)“泛讀課”。2.6將課本FUNCTION，WRITING，TASK以及WORKBOOK中Speaking and writing中的寫作部分整合為一節(jié)“寫作課”。3. 課型設(shè)計(jì)與課時(shí)分配 1st Period Reading 2nd Period Speaking 3rd Period Grammar 4th Period Listening 5th Period Extensive Reading 6th Period Writing . 分課時(shí)教案The First Period ReadingTeaching goals教學(xué)目標(biāo)1. Targ

12、et language目標(biāo)語言a. 重點(diǎn)詞匯和短語hero, heroine, creature, witch, take place, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hesitate, nearby, vanish b. 重點(diǎn)句子Will was so tired that.When it had gone past. Feeling that he was dreaming but.2. Ability goals能力目標(biāo)Enable the students

13、 to understand text organization.3. Learning ability goals 學(xué)能目標(biāo)Enable the students to learn how to write a fantasy story; learn to retell a story.Teaching important & difficult points 教學(xué)重難點(diǎn) Learn how to understand narrative organization of the passage.Teaching methods 教學(xué)方法Skimming and task-based met

14、hod. Teaching aids 教具準(zhǔn)備A recorder and a projector.Teaching procedures & ways教學(xué)過程與方式Step I Lead-in Show the following picture. T: Do you know the characters in the picture?S: Yes. The one in the middle is Harry Potter. T: Have you read a Harry Potter novel or seen one of the films? S: Yes, of course.

15、T: It is a fantasy story. Did you enjoy it? Why?Sa: I enjoy reading Harry Potter novels very much. They are all exciting and mysterious. Once you start to read, you cant help finish reading as soon as possible.Sb: I like reading fantasy stories, and Harry Potter novels are the best among them. T: Ve

16、ry good. Can you tell me what a fantasy story is?Sb: Im not sure what a fantasy story is. But I know its about events in ones imagination, and the writer makes it believable.T: Correct. Who knows something else that also belongs to fantasy stories?Sc: The Lord of the Rings.Sd: The Journey to the Wes

17、t.Se: Alices Adventures in Wonderland.Sf: Gullivers Travels.T: Today well learn a new fantasy story “The Cat That Vanished” and something more about fantasy stories. Now lets begin with the book where “The Cat That Vanished” is taken from. The name of the book is “His Dark Materials”. And its author

18、 is Philip Pullman. Now read the passage and underline the words and phrases that show it is a fantasy story. Sample answers: fantasy novels, different worlds, other worlds, extraordinary adventures, witches, talking bears, strange creaturesT: Now we will try defining what a fantasy story is. Who wo

19、uld like to try?S: According to what I have read in Harry Potter novels, I think, fantasy stories include make-believe or magical characters and events, and they could not really happen. Then ask the students to do Activity 2 on page 11. Check the answers with the students. Step Reading Task 1: Warm

20、ing up Ask the students to discuss the questions on page 11.Sample discussion dialogues:1. Sa: Have you ever read a fantasy story? Sb: No, never. Sa: Why not? Sb: Because I dont think it interesting. Everything in it is unbelievable. 2. Sa: Have you ever read His Dark Materials? Sb: No. Sa: Would yo

21、u like to read it? Sb: Yes. I have never read any fantasy novels. Maybe after reading it, I will feel interested in it. How about you? Sa: No. I wouldnt. Because the story is too long.3. Sa: Have you ever read a Harry Potter novel or seen one of the films? Sb: Yes, Ive read the English version and s

22、een all the films. Sa: Did you enjoy them? Sb: Yes. Its a great novel Ive ever read. I really felt the films are more interesting. How about you? Sa: No. I dont like such stories. I like to read some-thing true to life. Task 2: Pre-readingT: Who has ever read Lewis Carrolls Alices Adventures in Wond

23、erland? And who knows the character in it, which could slowly turn its body invisible, until all that remained was its enormous grin? S: The Cheshire Cat.T: Now we have another cat in the passage. It also vanished. You may wonder where it would go, what it would do and what would happen to the other

24、 characters in the story. Now you will read the passage as quickly as possible and try to get all the answers to these questions.Task 3: SkimmingT: Now please skim the passage fast to obtain a general understanding of the whole passage. And number the sentences in the correct order.Then check the an

25、swers. T: Who can tell us the main idea of this passage or tell the story briefly?S: Let me try. The passage is about Will and a cat. The cat is a strange creature, who acts as Wills guide. She goes to another world through the patch in the air. And Will follows her without hesitation. Task 4: Compr

26、ehension1. Tell the students to read the passage carefully, and then finish Activity 4 on page 13. Then check the answers. 2. Ask the students to look through the passage once again and finish the chart below.WillCatTrying to decide what to doCame up to Will, then turned away and went across the roa

27、d towards the bushes just past the trees, and there she stopped.Still watchingBehave strangely: _Watch more carefullyAfter another few seconds, the cat stepped forward, and vanished.Then he stood still, keeping his eyes on the place where the cat vanished.Sample answers:WillCatTrying to decide what

28、to docame out of a gardenHeld out his handCame up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped.Still watchingBehave strangely: put out a paw to pat something in the air in front of her; then leapt back, with her tail help upWatch mo

29、re carefullyApproached the place again; patted the air once again; again she leapt backWill blinked.After another few seconds, the cat stepped forward, and vanished.Then he stood still, keeping his eyes on the place where the cat vanished.3. Ask the students to try to draw a picture according to the

30、 story.Sample answers:Will the patch in the airlook around, turn away, stand up, look around for the catsee the cat, watch, stand still, climb through the holeCat guideappear, behavestrangely, vanishdisappearTask 5: DiscussionT: Now lets try to understand why Will decides not return to his world. Le

31、ts have a discussion: Whats the meaning of “Although he knew nothing at all about this world, it had to be better than the life he had just left.”? A sample discussion dialogue:Sa: From the beginning of the passage, we know that Will had to work so hard that he was too tired to think clearly. Theref

32、ore, he would like to live a better life.Sb: Because the cat behaved strangely, and it acted as his guide, he was determined to find out more about this new world.Sc: Perhaps Will was not really thinking clearly, so he came to the new world without knowing what will happen here.Task 6: Practice T: N

33、ow we will do Activities on pages 12-13. Then check the answers. Task 7: Post-reading Ask the students to discuss the following questions.1. What are the characteristics of a fantasy story?2. How can you tell the difference between real and make-believe?3. Why is it important to know the difference

34、between realism and fantasy? Sample answers: Sa: There are usually plots that are inexplicable, highly imaginative, or magical; and its full of make-believe characters. Sb: Sometimes there are special characters, e.g., animals that talk, humans who fly in modern fantasy. These are not found in reali

35、sm.Sc: Knowing the difference between reality and fantasy can help us to better understand and enjoy what we hear, see, and read.Step Homework1. Retell the story in your own words.2. Imagine what will happen after Will comes to the new world.The Second Period SpeakingTeaching goals 教學(xué)目標(biāo)1. Target lan

36、guage目標(biāo)語言a. 重點(diǎn)詞匯和短語 fantasy story, adult, bear, creature, extraordinary, hero, heroine, philosophical, witch, play a part, take placeb. 重點(diǎn)句式 (P18)Look at the time!Its your turn. See what I mean?Give me a moment. 2. Ability goals能力目標(biāo)Enable the students to retell a fantasy story. 3. Learning ability g

37、oals 學(xué)能目標(biāo)Help the students learn how to retell a fantasy story.Teaching important & difficult points教學(xué)重難點(diǎn)Retell a fantasy story using the present simple tense.Teaching methods教學(xué)方法Discussion.Teaching aids教具準(zhǔn)備A computer and a projector. Teaching procedures & ways教學(xué)過程與方法Step I Revision T: Good morning

38、/ afternoon, boys and girls! Ss: Good morning / afternoon, Sir / Madam! T: Lets check the homework first. You have learned The Cat That Vanished, and you were asked to retell the passage. Now work in groups of four and take turns to retell the story. Youd better not read the passage while retelling

39、the story. If necessary, you can turn to your partners for help. One student one or two sentences at one time. All right, now lets begin. A sample version:Sa: One night, Will was on his way back home. He was very tired.Sb: Because it was too late, he could hardly see any buses, cars and travelers. E

40、verything was very quiet.Sc: Perhaps he was too tired to think clearly. He stood there not knowing what to do.Sd: Just then he saw a cat. She seemed to know Will.Sa: The cat came up to Will when Will held out his hand.Sb: But the cat, then, turned away and went across the road.Sc: And when she was g

41、oing towards the bushes just past the trees, she stopped as if she were waiting for Will.Sd: Will stood there, watching the cat. And the cat began to behave strangely.Sa: The cat raised her paw to touch something in the air in front of her. But Will could see nothing in front of the cat.Sb: The cat

42、leapt back, with her tail held up.Sc: The cat moved to the place again and patted the air in front of her again.Sd: Then she leapt back again, but less far and she was not afraid any more.Sa: After a few seconds the cat vanished.Sb: Will could hardly believe his eyes.Sc: Will kept his eyes on the pl

43、ace where the cat vanished, though it was not very easy.Sd: He crossed the road after a truck passed by.Sa: He came to the place where the cat vanished and looked more closely.Sb: Of course, he saw the patch in the air.Sc: The patch looked as if it had been cut in the air. And it was almost square i

44、n shape.Sd: And the patch was less a meter across.Sa: On the other side of the patch was also a patch of grass, just like this side.Sb: Will bent down and looked through. He was frightened by what he saw.Sc: However, Will climbed through the patch and went into the new world.Sd: He was in the centre

45、 of the road in a different world.Sa: He knew nothing about the new world. But he came here.Sb: Then he had to look for his guide, the cat.T: Will came to a new world but knew nothing about it. He had to look for his guide, the cat. But where was the cat? What would happen next? Now go on with the s

46、tory. Sa: Will found the cat in the bushes. The cat spoke, and Will was surprised. She told him, “I was ordered to guide you to this magical world. You will become a great hero here.” Then she showed Will a handbook, telling him to follow the instructions in the book. After that, the cat vanished ag

47、ain. But this time Will failed to find her again. He had no choice but to read the book.Sb: Will suddenly changed into a cat, too. How terrible! He had paws instead of hands, and also a long tail behind him. On the other side of the road stood his guide, the cat that vanished. He began to regret wha

48、t he had done. But the patch was nowhere to be found again. He said to himself, “OK, Ill have to follow my guide to see what will happen to me.”Step Speaking Task 1: Rearrange the story Ask the students to do Activity 1 in LISTENING AND VOCABULARY on page 15. Then ask the students to listen and chec

49、k the answers. Then ask the students toread the story. A sample version: A king goes out hunting and comes to a cottage. A beautiful woman comes out and the king falls in love with her. The king takes the woman to his palace and marries her, not knowing that she is a wicked witch. The witch put a sp

50、ell on the king and becomes the ruler of the land. Argon, the kings brother, who rules a nearby kingdom, goes to war with the witch. Before he leaves for the war, Argon asks his handsome son, Ferdinand, to revenge if he gets killed. The witch wins the war and kills Argon and his army. A frog jumps o

51、ut of a pool and tells Ferdinand that he can help him kill the witch.Task 2: Continue the story First, ask the students to retell the above story. Then ask them to read the end of the story and then continue it. T: Now lets work in groups of four and continue the story. A sample version: Sa: One aft

52、ernoon, while sitting by a pool, Ferdinand sees a frog. The frog jumps out of the water and says, “Oh King, I will tell you how to kill the wicked witch.”Sb: Ferdinand is very surprised and happy as well, because he wants to revenge, but he doesnt know what to do.Sc: The frog says that he was a wiza

53、rd long ago, but the witch put a spell on him and turned him into a frog. He has lived in the pool for many years.Sd: Ferdinand is told that the witch is very powerful, but she has a weak point. She can never live in darkness. No matter where she is, she burns a lot of candles, even when she is asle

54、ep. If she is kept in dark for two minutes, she will become weak and cannot use her magic.Sa: Ferdinand thinks it over, and has an idea. He calls on his friends and begins to carry out his plan.Sb: Everyone may wonder what the plan is and what the King will do. After meeting the frog, Ferdinand just

55、 stays in his palace, talking and laughing with his friends. Strangely enough, they never light a candle, even at night. Even the witch is puzzled.Sc: One night, Ferdinand calls on his men and goes to war with the witch. Just as the frog told him, the witch has a lot of candles and sticks burning ar

56、ound her as if it were in the daytime.Sd: The witch is about to catch Ferdinand when it suddenly begins to rain. The rain is becoming heavier and heavier, with wind blowing hard. Just as you can imagine, all the candles and sticks go out. Ferdinand and his men are used to the darkness, and they can

57、see clearly in the darkness. They find the witch and kill her.Step Everyday EnglishTask 1: Ask the students to make sentences with the expressions in bold type in EVERYDAY ENGLISH. Sample answers:1. Go on, Im listening. 2. Give me a moment, and Ill finish the work as soon as possible.3. See what I m

58、ean? You should have listened to me carefully.4. Fortunately, the girl was on time for class. 5. Its your turn to clean the blackboard.6. Im stuck. I think the maths problem is too difficult for me.7. Look at the time! Whats your excuse for being late?Task 2: Ask the students to do the Activity in E

59、VERYDAY ENGLISH. Step Homework1. Review the words and expressions learned. 2. Ask the students to find more information on “fantasy stories”. The Third Period GrammarTeaching goals教學(xué)目標(biāo)1. Target language目標(biāo)語言a. 重點(diǎn)詞匯和短語at the same time, refer to, with a wicked smile on her face2. Ability goals能力目標(biāo)Enabl

60、e the students to understand and learn to use adverbial clauses with -ing.3. Learning ability goals 學(xué)能目標(biāo)Help the student learn how to use adverbial clauses with -ing.Teaching important & difficult points 教學(xué)重難點(diǎn) Learn to use adverbial clauses with -ing.Teaching methods 教學(xué)方法Question and answer; transla

61、tion.Teaching aids 教具準(zhǔn)備A projector and some slides. Teaching procedures & ways教學(xué)過程與方式Step I Revision and Lead-in Ask the students to read the story “The Cat That Vanished” again and find out the sentences with -ing. T: First read the passage “The Cat That Vanished” to find out sentences with -ing.Sa

62、mple sentences: 1. Will was so tired that he could not think clearly, but as he stood trying to decide what to do, he saw a cat. 2. Putting down his shopping bag, Will held out his hand, and the cat came up to him.3. Still watching, Will saw the cat behave strangely.4. When it had gone past he cross

63、ed the road, keeping his eyes on the place where the cat had vanished.5. Pushing his shopping bag through, he climbed through the hole in the walls of this world and into another.6. Bending to look through, he saw the road in his own town, his own world. 7. Feeling that he was dreaming but awake at the same time, he stood up and looked around for the cat, his guide. Then ask the students to read aloud the sentences. Step GrammarTask 1: Grammar focus T: From the sentences above, we can see that there is a comma in each sentence. And the two parts of each sentence refer to the