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。

高二英语外研版必修5Module3教案一、教学目标1.知识目标：掌握本模块的词汇、短语和句型。

理解课文内容，掌握文章结构。

学会描述人物特征、性格和喜好。

2.能力目标：培养学生的阅读理解能力。

培养学生的口语表达能力和写作能力。

提高学生的跨文化交际意识。

3.情感目标：激发学生对英语学习的兴趣。

培养学生尊重他人、关爱他人的品质。

二、教学重难点1.教学重点：词汇、短语和句型的掌握。

课文内容的理解。

人物描述的方法。

2.教学难点：长难句的理解。

人物性格的把握。

跨文化交际意识的培养。

三、教学过程1.导入利用图片、视频或故事导入本模块的主题。

提问：你们对这个人有什么印象？他的性格特点是什么？2.词汇教学利用图片、实物或情境教授新词汇。

设计一些练习，让学生在语境中运用新词汇。

3.阅读教学让学生快速阅读课文，了解文章大意。

分析课文结构，找出文章的主题句。

对课文中的长难句进行讲解，帮助学生理解。

设计问题，让学生回答，检查他们对课文的理解。

4.口语教学设计一些角色扮演、讨论或采访活动，让学生在语境中运用所学知识。

教师示范，引导学生模仿。

5.写作教学提供一些写作素材，让学生进行写作练习。

分析优秀范文，让学生了解写作技巧。

批改学生作文，给出修改意见。

6.语法教学分析课文中的语法现象，让学生了解语法规则。

设计一些练习，让学生在语境中运用语法知识。

7.跨文化交际教学分析课文中的跨文化交际现象，让学生了解不同文化背景下的交际方式。

设计一些实践活动，让学生在模拟情境中运用跨文化交际知识。

8.课堂小结对学生的表现给予肯定和鼓励。

四、作业布置1.复习本节课的词汇、短语和句型。

2.完成课文后的练习。

3.准备下一次课的口语活动。

五、教学反思本节课通过多种教学活动，让学生在语境中学习英语，提高了他们的阅读理解能力、口语表达能力和写作能力。

但在教学过程中，仍有一些不足之处，如：1.部分学生对长难句的理解仍有困难，需要加强语法教学。

2.部分学生的口语表达能力较弱，需要加强口语练习。

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。

Module Three Adventure in Literature and the CinemaPeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Help the students learn about adventure in literature and the cinema;2.Help the students understand the passage better;3.Help the students learn and master some words and difficult language points;4.Train the students` reading skill.Teaching difficult points:1.Encourage the students to talk about their reading habits;2.Help the students improve their reading ability and understand the passage better;3.Help the students master the important language points in this passage;4.Help the students learn to read with strategy.Teaching procedures:Step 1 Lead-inWrite the word "adventure" on the blackboard and ask the students:What`s the meaning of the word?What does the word make you think of?Yes,you may think of an interesting book,an exciting film or an unusual experience.This module,we will talk about the topic:Adventure in Literature and the Cinema.▲adventure[əd'ventʃə] n.冒险活动，冒险经历，奇遇；冒险, 刺激vt. & vi.冒险e.g:All the children listened to his adventures with eager attention.孩子们注意力十分集中地听他讲他的冒险经历。

Module 3 Adventure in Literature andthe Cinema本模块以文学作品及电影为话题，通过学生对所接触过的中外文学作品及电影的讨论，使其更加了解中外文学作品和电影以及它们的种类。

通过对马克·吐温的冒险小说《哈克贝利·费恩历险记》片段的学习，使学生了解如何描写冒险小说，并能运用所学的有关文学及电影的写作知识写一篇自己所读过的小说或看过的电影的简介。

1.掌握并记忆本课的重点词汇和短语。

2.培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨，运用想象，联想，学会用英语思考的能力。

3.让学生非谓语动词做宾语，宾语补足语，定语和状语的用法。

4.学会用英语来介绍自己看过的电影或小说。

【过程与方法目标】1.通过让学生观看图片，视频等来加深学生对英美文学的印象，并通过提问的形式引导学生了解文学的不同体裁。

2.通过朗读指导，自主探究，小组活动等方面来引导学生掌握这个单元的单词，文章和知识点。

【情感态度价值观目标】1.了解不同的文学体裁。

2.能够用英语介绍自己看过的小说电影，并简单表明自己的喜好和看法。

【教学重点】1.学习和掌握本课生词。

2.让学生掌握非谓语动词做宾语，宾语补足语，定语和状语的用法。

【教学难点】1.多层次的训练阅读能力，提高阅读水平2.怎样让学生灵活使用词汇、短语和句型来做题。

PPT、录音机等Step 1 Introduction1. Lead-inT: As I know, most of you have a good habit of reading books in your spare time. Who would like to tell me your favorite books? And why do you like them?S: My favorite book is The Dream of The Red Mansion. It introduces us not only a love story but also people’s life of Qing Dynasty. We can know more about Qing Dynasty by reading it. The book is also one of the most famous Chinese novels.S: I like reading Harry Potter and the Half-Blood Prince very much, which is written by J. K. Rowling. It is a book full of magic. At the same time, the book tells us justice can defeat vicious force no matter what happens. And Harry Potter is one of the most popular books all over the world.2. Warming upT: Very good! Then I have a question: How many different types of books do you know?Ss: Autobiography, crime...T: Please open your books and turn to page 21. Look at the words in the box which all describe the types of books. Please match them with their meanings.A few minutes later, check the answers.3. Pair-work: which book would you like to read and why? (Activity 1, P21)1). The teacher shows three short passages about the three books in activity 1Wolves of the Calla: The remote town, Calla, is best known for twins. Unfortunately, every ten years, some bad guys dressing up as wolves come to take away a child from each pair of the。

The Second Period GrammarTeaching goals教课目的1. Target language目口号言a.要点词汇及短语sail, sinking, frightened, position, excite, satisfy, persuade, particularly, cabin, outline, alongside, approach, disturb, comedy, romantic, fiction, review, get away, play a trick on, look up, make up, draw up, start off, die ofb.要点句式He agreed to...I don’twant to board a sinking ship.I could see a man lying on the floor.We heard the two men shouting.The frightened man started crying.Jim looked terrified.It looked like...It looks as if...2. Ability goals能力目标a. Enable the students to summarize the usage of verb forms.b. Enable the students to use link verb + as if / like / adjective.3. Learning ability goals学能目标a. Help the students to summarize the usage of verb forms.b. Help the students to learn how to use the correct form (-ing, -ed, or to + infinitive) of verbs.Teaching important points教课要点a. Enable the students to summarize the usage of verb forms.b. Enable the students to use link verb + as if / like / adjective.Teaching difficult points教课难点How to teach the students to use the verb forms correctly.Teaching methods教课方法Question and answer activity; pair work or group work; comparison method.Teaching aids教具准备A computer, a projector and some slides.Teaching procedures＆ ways 教课过程与方式Step I RevisionT:Yesterday we’ve learnt a passage “The Steamboat” . Who would like toretell it briefly?S:Let me try. One day, the weather was bad and the rain poured down after midnight. Huck and Jim stayed inside the shelter they had built. Then they found a steamboat in the middle of the river when they sailed down the river. The steamboat hit a rock and was half in and half out of the water. In order to find something useful on the boat, Huck and Jim climbed onto the sinking steamboat. To their astonishment, they heard someone shout,“Oh please boys, don’tkill me! I won ’ttell anybody! ” A man’sangry voice answered, “ You’re lying. You said that the last time. We’re going to kill you.”When they heard these words, Jim ran back to the raft because of fright. But Huck went on observing what happened there. There were three men in a cabin. The tall man was pointing a gun at the man on the floor. The short man suggested leaving the man on the floor. Then Huck had a plan. He crawled along the deck, found Jim and told him what he had heard. They decided to steal the men ’sboat. Huck persuaded Jim to help him although Jim was terrified. At last, Huck and Jim took away the men’s boat. That’sall.T: Well done!Then check the answers to Exercises 4-6 on page 80 with the whole class.A sample to Exercise 6:A:Have you read the book Gone with the Wind?B:Sorry. I haven’tread it yet. Is it a book worth reading?A:Of course. It is one of the popular books all over the world. I like Scarlett, one of the heroes of it. She had something strong and special on her, such as great determination, strong willpower, etc. Once she decided to do something, she never gave it up and stuck to it until she reached her goals. And through it, you canlearn something about the Civil War of America.B: Sounds wonderful. I will read it.Step II GrammarTask1 This step is intended to help the students to summarize the verb forms bythemselves. Present some sentences and encourage the students to observetheverb form of each sentence.T:Now let’scome to Grammar. I’d like you to read the sentences on the screen andfind out the verb form of each sentence.Show some sentences on the screen.1. My parents plan to travel before the Spring Festival.2.I saw them arguing in the middle of the street.3.The result is a little disappointing.4.She made her children wash their hands before eating.5.“ Please let me go to school,” the boy begged.6.When he arrived home, he found his door opened.7.As a teacher, he knows how to make him understood.8.China is one of the developing countries.T:In sentences, verbs may be used as the“ -ing / -ed” forms or “to do ” forms. Canyou find out what verb form is used in every sentence?S: Number 1“ to travel” ; Number 2“ arguing” ; Number 3“ disappointing” ; Numb “ wash”Number; 5“ go”Number; 6“ opened”Number; 7“ understood Number”; 8“ developing”.T:Well done! Next, please read the five sentences in Activity 1 on page 24 andanswer the questions below.After the students finish, ask some of them to answer the questions. Then checkthe answers.Sample answers:1.There are two. They are the 2nd and the 3rd sentences.2.The verb let is followed by sb. / sth. do...3.In the 4th sentence: frightened.4.The -ing form can be put in the following positions: attributive, objective and objective complement.Then let the students do Activities 2-5 and check the answers with the whole class. Task 2This step is to help the students to review link verb + as if / like / adjective. T:Now please read the three sentences in Activity 6 and match them with a-c. Check the answers.T:Now I’d like you to do Activity 7 byyourselves. After a while.T:Time is up. Let’s answer the questions one by one.S:Number 1: The tall man sounded frightening, for he had threatened the man on the floor.S:Number 2: Although he was frightened, he also felt very curious.S:Number 3: Jim looked terrified.S:Number 4: He felt regretful, for he didn’twant all three men to die.S:Number 5: The ferryboat captain sounded surprised.T:Well done.Let the students do Activities 8 ＆ 9 on page 26 and then check the answers. Sample answers to Activity 9:1.You look as if you were ill! / You look like having caught a cold!2.I feel as if I can finish this job before Saturday.3.The teacher sounds a good and careful teacher.4.Yesterday I felt as if I were floating in the air.5.The flowers you picked for me smell good.6.This food tastes delicious.Step III HomeworkLet the students complete the exercises in Grammar of WORKBOOKand do the following exercises.稳固练习：1. The speaker raised his voice but still couldn’tmake himself ______.A. hearB. to hearC. hearingD. heard2. A cook will be immediately fired if he is found ______ in the kitchen.A. smokeB. smokingC. to smokeD. smoked3. Seeing the sun ______ above the surface of the sea, we let out a shout of joy.A. to riseB. to raiseC. risingD. raising4. The missing boys were last seen ______ near the river.A. playingB. to be playingC. playD. to play5. —Let me tell you something about the journalists.—Don’tyou remember ______ me the story yesterday?A. toldB. tellingC. to tellD. to have told6. The library needs ______, but it will have to wait until Sunday.A. to prepareB. preparingC. preparedD. was preparing7. —I usually go to there by train.—Why not ______by boat for a change.A. to try goingB. trying to doC. to try and goD. try goingKey:DBCABBD选择朋友要经过周祥观察，要经过命运的考验，无论是对其意志力仍是理解力都应预先查验，看其能否值得信任。

Module3 Reading and Vocabulary精品教案Teaching objectives:To enable the students to catch the main idea of the reading passage Teaching methods: Reading with practiceStep 1: IntroductionActivity 1: ① Work in pairs and discuss the pictures② Ask students to answer them individually.Activity 2: Match the types of book with their meanings.Activity 3: Work in pairs, and find more examples of each type.Activity 4: Read the passage and say what type of book it describes. Step 2: Pre-readingLook at the picture. Think about what Huck and Jim will do.Step 3: While-readingThis passage can be divided into 4 parts.Paragraph 1.1. What was the weather like that night？2. What did they see as they were sailing down the river?3. What did they do then?Paragraph 2-5.1. What did Huck want to do?2. What did they hear after they got on the steamboat?Paragraph 6-8.1. What did the men on the steamboat do with another man?2. How did they decide to kill him?Paragraph 9-11.1. What did Huck decided to do after he heard they would leave the man onthe steamboat to die?2. What was the idea Huck told to Jim?3. Why did Huck feel bad about what he had done?Step 4: Post-readingFinish the Activity2-6 on Page 22-23. Step 5: HomeworkPreview the language points.。

Module 3 Adventure in Literature and the CinemaIntroduction & Reading一、Teaching goals教学目标1. Target language目标语言重点词汇及短语adventure, biography, crime, fantasy, thriller, detective, identify, adolescent, beard, crawl, curious, determined, follow, historical, lie (v.), paddle, panic(v.), pilot, pour, reputation, science fiction, shallow, shelter (n.), vivid, solve, murderer, account, companion, raft, tie, rope, terrified, point at, at first, tie up, as if, take away, paddle away, have connection with, run away2. Ability goals能力目标Enable the students to talk about literature and its types.3. Learning ability goals学能目标Help the students learn how to talk about literature and its types. 二、Teaching important & difficult points教学重难点Enable the students to express themselves freely about their favorite literature.三、Teaching methods教学方法Fast reading; careful reading; discussion.四、Teaching aids教具准备A multiple-media computer五、Teaching procedures ＆ ways教学过程与方式Step 1 Lead-in1.Do you like reading?2. What kind of book do you like?3. Why?Step 2 Warming up1.What different types of book can you find in our daily life?2.(P21)Match the types of book with their meaning.(1)the story of somebody’s life (biography)(2)a story which has no connection with reality (fantacy)(3)a story in which there is lots of action (adventure)(4)an extremely exciting story, which is often frightening (thriller)(5)A story in which a detective tries to solve problem, such as identifyinga murderer (crime)(6)A true account of the past (history)3.Read the passage in activity 4 on P.21. Say what type of book it describes.AdventureStep3 ReadingTask 1 Fast readingLet the students get the general idea of the passage.Look at the picute on P.22 and guess what Huck and Jim will do.Read the paragraphs quickly and complete Activity 2 about the order of events that happen.Task 2 Careful readingThis step is designed to help the students to understand the passage further. Let the students read the passage carefully and then answer the following questions.1. What was the weather like after midnight?2. Who do you think is braver?3. Can you guess why the two men wanted to kill the other man?4. What was Huck’s feeling after they stole their boat?Step 4 Homework1. Read the text repeatedly.2. Do the exercises in Vocabulary of WORKBOOK.。

Module3 Grammar教案Teaching objective aims: Review of verb formsTeaching methods: Practice with a summaryTeaching procedure:Step 1 Grammar Review of verb forms(非谓语动词)I. 非谓语动词：动词不当谓语的三种形式：动词的-ing形式、过去分词、动词不定式，充当成分，如：主语、表语、宾语、定语、状语、补语等。

II. 非谓语动词的几种形式：1. 动词的-ing形式2. 动词不定式3. 过去分词III. 关于非谓语动词需要注意以下几点：1. 非谓语动词作状语，其逻辑主语是句子的主语e.g. 1) In order to be admitted into the army, he takes a lot of exercise every day.2) Forced to leave his homeland, he had to go to America.3) Finding no way home, Tom went back.2. 非谓语动词作定语a. 不定式做定语表将来具体动作，不定式与它所修饰的名词在逻辑上必须具备以下条件之一：主谓关系；动（介）宾关系；同位关系：说明所修饰词的内容。

e.g1) He is the first man to fly the Atlantic alone.2) He has got lots of questions to ask.3)She has a good chance to go to college.b.过去分词作定语表被动、完成e.g. The experiment done in July proved the theory true.c.动词-ing形式作定语表主动、进行e.g. The man standing at the door is a new comer.=The man who is standing at the door is a new comer.3.不定式和-ing形式皆可作结果状语，但不定式表意想不到的结果, -ing形式表自然而然的结果。

Book 5 Module 3 导学案一、课文复习。

第一课时基础知识A.重点句子。

1.He sounds as if he's going to _______________ （吓死）•2. ____________________ （我受够你了）. IF going to shout you.3.Suddenly, ____________________ （借助闪电的光亮）,we saw something in the middle of the river.4.Like Huck. Mark Twain ___________________________ （也曾有过冒险的牛:涯）.5.It was quite dark, but I could see a man lying on the floor, __________________ （被绳了捆看）・6.So we _______________ （;划过去）and climber on to the steamboat, keeping as quiet as mice・7.He dropped the cup, ________________________ （结果摔碎T）.8. _______________ （使我们大为惊讶），there was a light in one of the cabins.9.Right, we'd better _________ （快点）LeTs ______________ （快点吃）.10.__________________ Twain （确立了他今天仍然享有的声誉）as one of America's greatest writers.B.Fill in each blank with a proper word in the box.Adventures experiences from hope mainly period plan themselves thought whomMost of the 1 ______ recorded in this book really occurred; one or two were 2 ______ of my own, the rest those of boys who were schoolmates of my mine. Huck Finn is drawn3 _________ l ife; Tom Sawyer also, but not from anIn dividual- he is a combinatio n of the characteristics of three boys4 ____ I knew, and therefore belongs to the composite order of architecture. The odd superstitions touched upon were all pre vale nt among children and slaves in the west at the 5 ___ of this story- that is to say, thirty or forty years ago.Although my book is intended 6 ________ for the entertainment of boys and girls, I 7 ___________ it will not be shunned by men and women on that account, for part of my 8 ________ has been to try to pleasantly reminded adults of what They once were9 _______ , and of how they felt and 10 ___________ and talked, and queer enterprises they sometimes engaged in.c.根据课文填空There was a big storm that night and the rain ____________ and Jim saw something in the river. It looked like at first, but then we it was a steamboat. It had hit a rock ・ We were towards it. Jim didift want to a ship. I suggested we might find something useful on the boat. So we andclimbed onto the boat. We heard someone shout “Oh, please, boys don't kill me”・ A man's angry voice answered, "You're ______We are going to kill you."I saw two men standing _______ a man and said, T have had enough ______ you. Km going to shoot you now/' He was ___ the one who had __________ the man on the floor. The short man said, “No, don^t do that. The steamboat will sink and he，11 _______ with it. The man on the floor started ________ . I thought I had to find a way to save him.I _______Jim to help me. And we found the man's boat. We _________ quietly and as we paddled away we heard the two men ________ • By then we were a safe__________ away. I didift want all tliree men __________ ・ I want to do________ I should do.二、词汇A.用所给单词的适当形式填空。

Unit3 Reading and vocabulary 名师教学设计1教学目标知识目标:Grasp the following words: pour, shelter, paddle, lie, panic, curious, tie, rope, beard, fright, crawl, terrified, trunk.能力目标:Students can listen to and understand the plot of the story and description of the characters ; They can tell the adventures using the words and phrases learnt in this module; They also can understand the story and infer the meanings of some words as well as understand adventure stories of the same level.情感态度价值观:Learn about the famous good writings and writers from China and other countries. 2学情分析The students have a vocabulary of about 2500 words . They can understand the story to some degree. They are very interested in adventures. But they are still lack of the ability to infer.3重点难点重点:Understand the plot of the story and the characters.难点:Make some inference according to the story.4教学过程4. 1第一学时4. 1. 1教学活动活动1【导入】The SteamboatDo some warming up exercises.Do you like reading?What kind of book do you like? Why?Can you tell the class the name of the book you like best?活动2【讲授】pre－readingLook at the covers of the books and guess what type of books they are.thriller, history, fantasy, biography, detective, crime, adventure活动3【讲授】while reading1. read while listening to the recording of the passage.2. read in detail.A: read Para 1 and answer questions.B: read Para 2-5 and answer questionsC: read Para 6-8 and answer questions.D: read Para 9-11 and answer questions3. Do True or False exercises4. Number the events in the order in which they happen5. Fill in the table6. Find words in the passage which mean:7. Do 4 reading comprehension exercises活动4【活动】post－reading1. Make a summary of the passage and fill in the blanks2. Complete the sentences with the words in the box.3. Analyse the character of the two boys :Huck and Jim.4. Discussion : what will happen next and continue the story 活动5【作业】homeworkWrite a passage to add your end to the story。