北师大版高中英语选修6Unit16教案Warmup

Unit16 Lesson 2参考教案Name StoriesTeaching objective:Learn to talk about the origin and hidden story behind one’s name.Learn to make suggestions, assumptions and guesses.Stage 1 warm upTeacher at this time can raise some questions about name, such as the following:What sort of names do you think is popular in China in 1960s, in 1970s, in 1980s?Among some of the Chinese celebrities, whose names do you like? Why?Are you satisfied with your name?If you had a choice to make a name for your children, what name would you like to make? Why? Part /Period AStage 2 pre-listeninga.Blank-filling practice for the following words: pillar of society, capable, metal, ancestor andmigrate and so on.b.Look at the pictures and fill in the blanks with proper words, which are from the listening. Stage 3 while –listeninga.Listen for the first time for the answer of exercise 4b.Listen for the second time for blank-fillingStage 4 post-listeningGuess the meaning of some phrasal verbs in exercise 5 and finish exercise 5.Home work after the first period: exercise 3 and 4 on page 54Part /Period BStage 1a.listen to the monologue in exercise 6 for the expressions of guessing, assumptions and beliefs.b.Do some oral work in exercise 7Stage 3a.Listen to the name story for the answer of linking words in exercise 8.b.Listen for the second time for contractions:exercise 1 and 2 on page 54 can be treated as supplementary exercise.Stage 4 speakingHere are some questions for parents’ names. And speak them out accor ding to your understanding. Here are some questions for parents’ names. And speak them out according to your understanding.•Think about stories attached to your parent’s names. Use the question cues to write notes.•What characters are used to write about their names?•What do these characters mean?•Were they named after anybody in particular? If so, who and why?•Example•A: I think, our parents’ names are different from ours.•B: What do you mean?•A: My father’s first name is Zhongqiu, that’s interesting to m e.•B: Yeah, I know what it means. He must be born on that day.•A: That’s right. And what’s more, it’s given to celebrate an important event- the founding of our country.。

Unit16StoriesLesson 1 Stories from HistoryTeaching aims:① To help the students to know some kinds of stories ② To identify some kinds of stories③ To help students to understand the passage Teaching important and difficult points: ① To help students to understand the text Teaching procedures: Ⅰ. Warming upTask1: T takes out a story book and ask students two questions: 1. Do you like reading stories?2. Can you name some kinds of stories? Task2: Then have a brainstormstoriesFairy talesDetective storiesLove stories FantasiesHistorical storiesBiograp-hiesScience fictionAdventure stories MythTask3: Let’s enjoy some stories and ident ify the kinds of stories in the pictures. Harry Potter FantasyRomance of Three Kingdoms Historical story Ⅱ. Pre-reading Task1: ImagineListen to the sound, use your imagination and guess what is happening. V olcanic eruption PompeiiTask2: Have you heard about Pompeii? What do you know about it? Use the following words to make a guess about Pompeii: volcanic eruption, buried, event, disappear, disaster, preserved, destroy, discover, scientistⅢ. ReadingTask1: Listen and read to get the main idea of the passage:It is about a city named Pompeii , which was buried by a volcanic eruption and discovered again by some scientists 1,600 years later.Task2: Second reading:Task3: Sum up: fill in the blanksPliny was a Roman writer who had _________ and wrote about a _________ eruption which ________ on August 24th,79AD and it was of Mt. Vesuvius. The tragedy had left a deep __________ on Pliny whose uncle died in the event. The whole towns and villages were _________ by the ashes of Mt Vesuvius. By 1748, scientists started to ________the ancient city Pompeii. It is like a “time capsule” __________a frozen moment in history. Not only the buildings and objects of Pompeii attract the people, but also the forms of the people caught in the _______ that made the city a __________ to human history. The bodies of people died in Pompeii showed their exact _______of getting together for_________. Today, since excavations started, people and scientists visit Pompeii every year to learn more about the ______________. In this way, the city __________ nearly 2,000 years after its ________.Ⅳ. Post-readingDiscussion:What natural disasters do you know?If you meet one of them, what will you do?Ⅴ. Assignments:1.Read the text again and find out some useful words and expressions.2. Finish the exercise3&4 in Page6-7Lesson 2 Name StoriesTeaching Aim:①.Learn to talk about the origin and hidden story behind one’s name.②. Learn to make suggestions, assumptions and guesses.③ Help to improve students’ listening skillsTeaching difficult and important points①.talk about the origin and hidden story behind one’s name②.improve students’ listening skillsTeaching procedures:Ⅰ. Warming upLook at the pictures of Jackie Chan and Sun Yet-sun then ask students:Who is he?What about his Chinese name?What about his original Chinese name?Task1:①.Compared their Chinese names, do you know the history of their name. Why did they change their name?②. Do their name have any specific meanings？His original name was Chen Gangsh（陈港生）,which tells his birthplace. In his acting career, he first had a stage name（艺名）Chen Yuanlong（陈元龙）. Later, a film director gave him another stage name Chenglong（成龙）, which has two aspects of meanings: the first one is to express the director’s wish that Cheng could become famous, just like a dragon- the symbol of China; the second it is hoped that Cheng would follow the example of another well-known Chinese martial star（功夫明星）, Li Xiaolong（李小龙）.Ⅱ. Speaking. Work in pairs.1. What’s your name?2. What does it mean?3. And why did your parents give you the name?Ⅲ. Listening.Task1: Listen to the three students talking about their names. Which of them matches the following descriptions?1. This student has parents who wanted their child to be a “pillar of societ y”.( )2.This student has a grandfather who migrated from northern Wales to Manchester.( )3. This student probably has an ancestor who made things from metal. ( )4. This student has parents who were inspired by a great violinist Itzhak Perlman. ( )5. This student is named a purple flower.( )6. This student has parents who wanted their daughter to be as strong and capable as any boy.( )Taks2: Function fileListen to the extracts from the monologues and complete the Function File.Expressing guesses, assumptions, beliefsⅣ. ReadingTask1: Let’s read a name storyComplete the passage with these phrasal verbs, exercise 5Task2: Culture LinkingWestern namesApart from their surname or last name or family name in Britain or the US, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more.Parents usually decide on given names for their children before they are born. In some families the oldest boy is given the same name as his father. In the US the word junior or senior, or a number, is added after the name and surname to make it clear which person is being referred to.Many popular names come from the Bible, e.g. Jacob, Joshua and Matthew, Mary, Rebecca and Sarah, though this does not imply that the people who choose them are religious. Other people give their children the name of somebody they admire, such as a famous sports personality, or a film or pop star. In Britain the names William and Harry have become common again since the sons of Prince Charles were given these names.Ⅴ. AssignmentsLesson 3 Life StoriesTeaching Aim:① Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.②. Learn to retell a story according to time order③. Accumulate some synonyms and antonymsTeaching important and difficult points①.Learn some useful reading strategy②.Retell a story according to time orderTeaching procedures:Ⅰ. Warming upTask1: Look at the picture and talk something about Helen KellerTask2:Talk about some famous people and their eventsⅡ. Pre-readingIntroduction about Helen KellerHelen Keller (June 27, 1880 - June 1, 1968), was an author, lecturer, and humanitarian whose unusual life and dedicated 献身的work had an international influence on the lives of the disabled (残疾人). She became blind and deaf at the age of 19 months through a damaging brain fever and could communicate only through hysterical 歇斯底里laughter or violent tantrums 发怒. But, with the help of her teacher Anne Mansfield Sullivan, Keller learned to read barilla盲文and to write by using a special typewriter. Bibliography自传: Keller, Helen, The Story of My Life and Teacher (1955); Waite, H. E., Valiant Companions: Helen Keller and Anne Sullivan Macy (1959);Ⅲ. ReadingTask1: Reading strategy (1)Before reading, look at the title, pictures and the first couples of lines of the text.Look for clues to help you predict what kind of text it is and what it is about.Reading strategy(2)Read the text to get the general idea. Ignore words you don’t know.Read the text again. Try to work out the meaning of important new words. Use a dictionary if you can’t.Read any comprehensive questions and try to think of possible answers. Then find answers to questions in the text.Task2: read the text and answer the following questions:1. How was Helen Keller different from other children?2. Why was her teacher so important to her?3. How did she learn new words?4. Why did she feel happy when she understood the meaning of the word “water”?5. Why was the word “love” so difficult for Helen to understand?6. Why did she think that love might be the sun?7. How did she learn the word “think”?8. What do the words “love” and “think” have in common?Task3: retell the story according to the cluesCan you figure out the whole process of Helen’s learning ?Some of the clues are given here:①. getting to know Sullivan …getting②. to know some words which can be touched…③.the mystery of language was revealed to her …④.getting to understand some abstract words.Ⅳ. Post-readingDiscussion:What kind of teacher do you think Anne Sullivan is?Try to use as many adjective words as you can:Ⅴ. Language points:1.feel +名词，感到某事情感或触摸到某物。

Communication WorkshopTeaching Aim:Learn to attracts the attention of the reader, shows the order of events, shares feelings with the reader, use vivid language to make the writing more interesting when writing a composition.Teaching procedures:Ⅰ. Warm upUse the following given words to make up a short story:bus, wait, walk, hot, teacher, remind, competition, prepare, last, tearⅡ. ReadingTask1: Read the three drafts of a student’s composition on the topic A Day When Everything Went Wrong.Decide which one is the most interesting.Think about how the writer:●attracts the attention of the reader.●shows the order of events.●shares feelings with the reader.●uses vivid language to make the writing more interesting.How the writer attracts the attention of the readerMay 24th was a bad day.The day everything went wrong was may 24th.May 24th, 2005 will live in my mind forever.How the writer shows the order of eventsBecause the school bus did not …First, I had to wait 30 minutes for the school bus…The day started to go wrong the instant I left home.How the writer shares feelings with the readerThis was a big mistake!…and you can imagine how I feltby the time.What a clumsy end to an awful day!How the writer used vivid language to make the writing more interestingIt was hot and tiresome.The day was hot and tiring.The sun was already boiling hot…Task2: layoutintroductionbeginning of the narrativedevelopment of the narrativeconclusionⅢ. Post-readingMake draft A and B more interesting by replacing some phrases withmore colorful language. Ⅳ. Homework.。

Unit 16 Stories Warm-upTeaching Objectives1. Enlarge background knowledge of stories.2. Master words to identify different kinds of stories.3. Practise talking about a story from various aspects.4. Practise listening for specific information.5. Develop abilities to tell and retell a story.Teaching ProcedurePart 1 Lead-in1.Class begins with a story ----- The Lion And the Mouse2.Raise questions: Do you like reading stories?How many kinds of stories can you name?3.Teach keys words and background knowledge.Part 2 Speaking1.Look at the four pictures and use the key words to identify the kinds of stories.2. Group work: Talk about the name, type, contents and characters of the stories.3. Finish Ex 1 together.4. Pair work:Talk about a story from 6 aspects, includingits type, example, contents, favorite characters, benefits and reasons why you like it.Part 3 Listening1.Listen to the beginnings of five stories. Identify what kind of stories they are.2.Listen again to get specific information.3.Listen for the third time to read along and master new words.Part 4 Supplemental ActivitiesFour people in a group to discuss and finish a survey about reading stories and books Part 5 Homework1. Use key words to tell your partner one of your favorite stories.2. Retell the story your partner tells you with indirect speech (间接引语).。

北师大版英语选修6 -CAL-FENGHAI.-(YICAI)-Company One1第十六单元第一课教学设计Lesson 1 Stories from History教材分析本课是第16单元第一课。

教材讲述了意大利的庞培城，一个变成了“时间胶囊”城市，公元79年被火山爆发所吞没和1600多年后科学家们再发现它的历史故事。

本课以这个历史故事为话题，展开对故事体裁（Genre）写作结构的了解。

本单元在Warm-up部分已为第一课做了很好的故事话题、结构和词汇方面的铺垫，因此本课可以从Warm-up导入开始，了解故事的种类。

进一步培养学生在进行阅读过程中，了解文章故事的结构和写作特点以便更好地为故事体裁写作输出做准备。

最终达到读得懂、说得出、写得好的目标。

本课篇章不长，也不算难。

词汇短语最好通过学生的课上活动，以及对过去完成时的练习和掌握，不断使词汇及短语复现，从而达到掌握和理解课文的目的。

另外，过去完成时的学习可以通过发现实验的方法加深学生的理解和应用。

即：在语言应用中发现并掌握语法知识。

本课计划两课时完成。

第一课时的重点是通过故事结构（标题，故事事件发生的场景（时间、定点、人物），主体和结论）话题相关信息的了解，运用自己的语言通过讲故事复述课文学习本课及相关的词汇；第二课时的重点是词汇的巩固和语法的发现、归纳、总结和练习，让学生明白过去完成时和过去时的区别以及Have/Get something done词的用法，并能在语境中恰当的应用语言。

教学内容1.话题: Stories from History2.阅读: Pompeii: The city that became a time capsule3.词汇: 重点词汇：volcanic eruption, buried, event, disappear, disaster, preserve,destroy,discover, scientist相关词汇：capsule, tremble, particularly, loss, awesome, rewind, burst, authentic,architecture短语和搭配：block out, in a way, on one’s side, split up, pay rise4．语法：The Past Perfect; Have/Get something done第一课时First Period教学目标本课结束时，学生能够：1．通过Warm-up的听力，学生能够听懂并知道故事的不同种类。

Lesson 3 Life StoriesTeaching Aim:a. Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.b. Learn to retell a story according to time orderc. Accumulate some synonyms and antonymsStage 1 warm upGive students a brief introduction of Helen Keller, and give them some encouraging sentences written by Helen Keller to appreciate.Stage 2 learning new wordsa.Giving several pictures and match the pictures with English nameb.Asking students to fill in the blanks with proper words from the text. They can get the answerfrom the context.Stage 3 readinga.Ask students to guess what the article is about by looking at the pictures and the title, andreading the first few sentences of the passage.b.Introduce the reading strategy to them:Before reading, look at the title, pictures and the first couples of lines of the text.Look for clues to help you predict what kind of text it is and what it is about.c.Read the text to get the general idea. Ignore words you don’t know.d.Read the text again. Try to work out the meaning of important new words. Use a dictionary ifyou can’t.e.Read any comprehensive questions and try to think of possible answers. Then find answers toquestions in the text.f.Ask students to predict what happened later to Helen Keller.Stage 4 Understanding of the whole passageGive students some clues to work out the structure of the passage.And ask students to retell the story to their partner.Stage 5 an oral practice for students----What kind of teacher do you think Anne Sullivan is?Stage 6 ask students to finish exercise 3 and 4 by themselves.。

Unit 16 Warm up学习目标：By the end of this class, you are able1. to learn some words about different kinds of stories.2. to listen and be able to identify different kinds of stories.学习过程一．预习交流Identify the kinds of stories and translate them.adventure stories detective stories historical stories humorous stories biographies fairy tales love stories travel stories true stories horror stor ies fantasies science fiction1Conan Doyle was a famous writer of ______________ (侦探)stories.1.The film led the audience into a world of _____________ (幻想).2.The ____________ (受害者) of the traffic accident were seriously injured and wereimmediately sent to the local hospital.3.What __________ (评判标准) do you use to judge a good wine?4.Charles Dickens is my favorite British _____________ (小说家) and he was verygood at creating characters and plots.二. 合作探究What kinds of stories they are?《幽默大师》_________________《福尔摩斯》_________________《安徒生童话》_________________《赤壁之战》_________________《毛泽东传》_________________《哈克贝利·费恩历险记》___________《凡尔纳科幻故事》_________________《杀人狂》_________________《魔戒》_________________《回忆录》_________________《罗密欧和朱丽叶》_________________《中国游》_________________三. 分层提高Listen to the tape and fill in the blanks and identify what kinds of stories they are.1.It was a 1_______ _______ ________ night. We drove and drove. At midnight, just as we thought we were lost, we saw a light behind some trees. As we got nearer, we could see a house. It looked abandoned. We 2_______ _______ the heavy door. It opened slowly. A tall man 3______ _______ ______ _______stood there. “Good evening,” he said 4____ ____ ______ ______ voice “I’ve been expecting you.”2.We were traveling through deep space 5___ ____ ______ ______. Suddenly, the spaceship 6_______ ________ and immediately the system came into view--a bright star with twenty or more planets. One of these would be our new home, five light years from our own planet.3.One of my7_______ ________is of my father running along the beach with our dog, Tess. I must have been about three years old. I remember the dog _______ ___ on me and 8________ _____ _______ into the water.4.The man lay 9____ ____ _________ next to a white truck. There was 10____ _______. He was dead. I quickly looked in the pockets of his jacket—some money, a h andkerchief and a _______ _______ with a Chicago phone number written on it. Three murders in three weeks and the victims all killed 11___ ____ _____ ________.5.12______ _______ ____ ______, there lived a beautiful princess. She was an only child and her father and mother, the king and queen, loved her very much. One day, an old woman came to the castle.When she saw the princess, she smiled and laughed in a 13__________ _______ __________ way.四. 总结归纳Fill in the blanks with proper words or phrases.victim, knock over, horror, come into view, once upon a time,awkward1.He accidentally_____________an ink bottle.2. A fund was opened to help the ___________of the earthquake.3.To her____________,she saw her husband knocked down by a bus.4.As we rounded the bend, the lake___________________.5._______________, there were three monks living together in a temple high up ontop of a mountain.6.He is still_________with a knife and fork and drops food at each meal.五. 巩固反馈1 Think about your answers to these questions. (p5 Ex.4)2 What kinds of stories do you enjoy most? Tell the class.欢迎下载，资料仅供参考!!!。