[高三英语]高三英语全套教案 Unit 10 人教版.doc
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1、高考资源网(),您身边的高考专家Unit 10 American literature 单元教学目标技能目标Skill GoalsTalk about American literaturePractise predicting and describing what a story might be aboutReview all the verb tensesWrite a book reviewII 目标语言功 能 句 式Predict and describe what a novel with a certain theme might be about. What would be
2、 an interesting story? What would be an exciting plot?What characters would likely appear in it?What would the characters be like?Where and when would the story take place?Would you like to read a short story or a novel?Do you want to read for pleasure or for school?词 汇1. 四会词汇garbage, maid, prince,
3、outcome, penny, grocery, bakery, weep, furnish, shabby, mailbox, bell, rag, rare, garment, worn, carpet, barbershop, haircut, anecdote, booklet, mutton, stove, baggage, pale, prayer, approve, anyhow, shave, comb, tortoise, flash, simplify2. 认读词汇 Dudley Randall, Della, Dillingham, backyard, cascade,
4、Sofronie, curl, Coney Island, William Sydney Porter, Broadway, tortoiseshell, jewel, reaction3. 词组attend to, take pride in, do up, let down, fix sth on / upon sb, at length4重点词汇weep, furnish, shabby, anecdote, baggage, pale, approve, anyhow, shave, flash, simplify语法Review all the verb tenses.重 点 句 子
5、1. Expenses had been greater than she had calculated. P84 2. She hesitated for a minute and stood still while a tear or two fell on the worn red carpet. P853. There was no other like it in any of the stores, and she had turned all of them inside out. P854. It was worthy of the Watch. P855. Itll grow
6、 againyou wont mind, will you? P886. Im me without my hair, arent I? P88III 教材分析与教材重组 1. 教材分析本单元以American literature为话题,通过诗歌欣赏,判断文学作品主题和阅读文学名著等学习方式,使学生对美国文学的特点以及发展历史和现状有一定的认识和了解,并能用已有的关于美国的历史、政治、文化等方面的知识判断和描述一部文学作品的主题、内容梗概和写作方法;能够运用所学的语言知识和技能听懂以对话形式对文学俱乐部举行的某些活动的评论,如成功和失败之处、优点和缺点所在等;并能用英语谈论美国文学作品,包括
7、判断主题、分析写作特点、讨论作品主人公的个性、总结中心思想等,并对作品加以评论。1.1 WARMING UP 用一首小诗激发学生对美国文学进一步了解的兴趣,并使学生对美国黑人的诗歌有一个初步认识。它既呈现了本单元的中心话题American literature,又以回答问题的形式帮助学生以这首小诗为线索去探究美国文学的特点,为以后关于“American literature”的进一步听、说、读、写的学习打下基础。1.2 LISTENING 包括两个部分。第一部分中要求学生在“听”之前谈论一下自己在英语角或英语俱乐部所参加过的活动以及他们的感受和经历;或者听说过的、更有趣的英语活动和学习途径,为
8、下一步的“听”作充分的准备。第二部分是一篇对话,Ben, Ann and Lily正在为俱乐部组织一次英语活动。该部分设置的问题是:分析本次活动成功的原因和一次英语角活动不成功的原因,有一定难度。通过这项任务的完成,培养学生抓住听力材料中的要点信息、同时加以分析和总结的能力。1.3 SPEAKING 是一项对话练习,内容是根据所给出的四幅图片,运用已有的关于美国的历史知识去判断每幅图片有可能表达的一部文学作品的主题是什么。这项设计的特点是:让学生使用有关谈论文学作品的特点、人物以及故事发生的时间、地点等方面的语言交流自己对某些文学作品看法和观点;丰富学生谈论文学作品的语言,包括词汇和句型等;激
9、发学生对美国文学的兴趣,并加深对美国文学的了解,为今后喜爱阅读更多的美国文学作品的原著打下初步的基础。1.4 PRE-READING是READING的热身活动。设计了两个任务供学生实践和完成。第一项任务是:通过略读的方法快速获取信息并推断故事情节的进一步发展。第二项任务是:用浏览的方式在课文中快速找出特定的信息用以回答问题。1.5 READING 是一部短篇小说,节选自美国著名短篇小说家欧亨利的著名短篇小说麦琪的礼物。文章讲述了一对穷困的年轻夫妇为互赠圣诞礼物而忍痛卖掉引以自豪的长发和怀表,却换来了不再起作用的发梳和表链的故事,反映了美国下层人民生活的艰难和辛酸,赞美了主人公善良的心地和相濡以
10、沫的爱情。文章情节生动,构思巧妙,文笔简短而精练,结局出人意料。1.6 POST-READING 部分设计了三类任务,其中第一类是针对文章的理解,评价学生对文章理解的程度 (Exx.14) ;第二类是要求学生以根据课文做出的正误判断题为线索写一篇描述德拉的短文 (Ex.5) ;第三类任务要求学生根据已知的故事情节推断小说后半部分的故事情节将会怎样发展 (Ex.6) 。后两项任务具有很大的灵活性和挑战性。1.7 LANGUAGE STUDY 分为词汇和语法两项。词汇部分帮助学生学习用适合的形式和意义使用词汇和短语,旨在培养学生运用英语词汇和短语的能力。语法项目是复习动词的各种时态。1.8 INT
11、EGRATING SKILLS 包括读和写两部分。该部分是READING的续篇。在这部分中,小说的故事情节有了戏剧性的发展和出乎意料、却又在情理之中的结局。该部分的教学重点是分析文章的写作特点和表现手法并启发学生细心体会作者是如何以文学作品为载体去表达一个深刻的思想内涵的。写作部分的任务有两项:一是根据所给出的四幅图片描写本篇小说的故事情节;二是写一篇这部小说的摘要并对此加以评论以提高学生的写作能力。2. 教材重组2.1 从话题内容上分析,WARMING UP 和SPEAKING 以及Workbook中的TALKING比较一致; 将这三部分整合在一起,设计成一节任务型“口语课” 从教材份量来说
12、也比较适当。2.2 无论从话题内容上分析,还是从训练目的上分析,LISTENING与Workbook中的LISTENING都相一致;因此,可将两个LISTENING整合在一起,设计成一节 “听力课”。2.3 将PRE-READING, READING和POST-READING三个活动整合在一起设计成一节“阅读课(一)”。2.4 根据本单元的特点(INTEGRATING SKILLS 中的READING是READING的续篇),将 INTEGRATING SKILLS 中的READING和WRITING整合成“阅读课(二)”紧接第三课时。2.5 将 LANGUAGE STUDY 与Workboo
13、k中的PRACTISING部分整合在一起,组成一节“语法课”。2.6 将 Workbook 中INTEGRATING SKILLS 的READING(泛读)“以及WRITING整合成一节“泛读与写作课”。3. 课型设计与课时分配(经教材分析,根据学情,本单元可以用6课时教完。)1st PeriodSpeaking2nd Period Listening3rd Period Reading4th Period Extensive reading5th Period Language study6th Period Extensive Reading & Writing. 分课时教案The Fir
14、st Period SpeakingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语 theme, American literature, native Americans, slavery, the Civil War, as a guide for, outcomeb. 交际用语 What would be an interesting story?What would be an exciting plot?What characters would appear in it?What would the characters be
15、 like?Where would the story take place?When would the story take place?Would you like to read a short story or a novel?Do you want to read for pleasure or for school?2. Ability goals能力目标Enable the students to talk about the themes of American literature, tell what type of stories they like to read a
16、nd discuss why some books written by American writers are popular but some are not so popular.3. Learning ability goals 学能目标Help the students learn how to predict the themes of novels according to given information.Teaching important points教学重点Let the Ss learn to describe and predict different theme
17、s of American literature and what type of stories they would like to read.Teaching difficult points 教学难点How to express their ideas about different themes of American literature in the proper way such as an exciting plot, characters, when and where the story taking place and so on. Teaching methods教学
18、方法1. Talking method;2. Pair work or group work to have a discussion. Teaching aids教具准备A computer and a projector. Teaching procedures & ways教学过程与方式Step I Revision T: Good morning/afternoon, boys and girls! Ss: Good morning/afternoon, Sir/ Madam! T: Do you like reading?Ss: Yes. We all like reading!T:
19、 I dont think so. Whenever I see you, you are talking about sports, music, food, clothes, pictures, stars and so on, but seldom are you talking about reading.Sa: You are partly right, Sir/Madam. We seldom talk about reading just because we have different interests in different kinds of literature wo
20、rks and different themes.Sb: Also because we have to read so much for school everyday and have so little time to read what we like for pleasure.T: Oh, Im sorry for what I said just mow. That is to say, you did your homework very well yesterday?Ss: Certainly!T: And you have got as much knowledge abou
21、t American literature as you can?Ss: Yes!T: Great! Lets have a competition between boys and girls. Those who like to join in the competition stand in lines, boys stand on the left, girls right. Our competition will go on like this: Each of the group numbers will write out one work with its writers n
22、ame on the blackboard, do that in turn in each of your groups as quickly as you can. You can write different works by the same writer, but cant write the same work. OK? Another thing: If you both get the same number of the works, the group with more different writers will be the winner. Well finish
23、it within three minutes. Are you ready? One, two, three, go!A few minutes later, check the work together and congratulate on the winning group. Then hand out the prizes prepared for the winners to encourage them.Possible result (B): black writerBoy GroupThe Adventure of Tom SawyerMark TwainThe Beast
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