2019-2020学年高中英语上学期第10周 The First Period Speaking教学设计.doc

2019-2020学年高中英语上学期第10周 The First Period Speaking教学设计Teaching goals 教学目标1. Target language目标语言a. 重点词汇和短语(1) creature (2) monster (3) hairy (4) footprint (5) tail (6) dinosaurb. 重点句子Where and when you saw the Bigfoot? Can you describe the scene when you met the monster like The Yeti?2. Ability goals 能力目标a. To enable Ss to practice reporting mysteries of the nature.b. To get Ss to know and describe some mysterious things in nature.c. Enable the Ss to write some facts about a famous scientist.3. Learning ability goals 学能目标Learn how to talk about mysteries of the nature.Teaching important point 教学重点Teach the Ss how to describe mysteries of the nature.Teaching methods教学方法a. Pairs work and group work；b. Discussion.Teaching aids教具准备A puter, a projector.Teaching procedures & ways教学过程与方式Step 1. IntroductionPurpose:To arouse Ss interest in learning about mysteries of the nature.1.Pair work(1) Ask Ss to look at the four pictures on page 51 and give some descriptions in their own words.For your reference: A large foot which looks like a giants. It is similar to our human beings but much bigger than it. Strangely it has only four toes. A huge monster like a gorilla, but looks taller and stronger than a gorilla. You may find the same creature in the film King Kong. A kind of animal like a huge dragon in ancient Chinese legend. It lives in the water. A terrible creature with long grey hair and face. It has long claws instead of hands.(2) Let Ss read the four paragraphs and match them with the pictures.Suggested Answers: b a d c2.Individual workAsk Ss to do Activity 2 on page 51 individually.Suggested Answers:(1) creature (2) monster (3) hairy (4) footprint (5) tail(6) dinosaur (7) spirit (8) claw (9) attackStep 2. SpeakingPurpose:To enable Ss to practice reporting mysteries of the nature.1.Pair workAsk Ss to suppose they are interviewed by a journalist to describe something about the monsters they saw. Ask them to do the role-play in pairs. One acts the interviewer and the other acts the interviewee.Ask them to describe the four creatures in Activity 1 ofIntroductionone by one according the information showed in theintroduction. Show Ss two examples to guide them.Example (1):Student A: Where and when you saw the Bigfoot?Student B: I was cutting the firewood in the mountainous forests that evening. About 6 oclock, when I wanted to go home, it appeared in the woods 20 yards from me.Student A: What is it like?Student B: It looks like a very large monkeytall and hairy with big arms and legs.Student A: Did you feel frightened then?Student B: Yes, very. I thought it would attack me. I was frightened to death.Example (2)Student A: Can you describe the scene when you met the monster like The Yeti?Student B: yeah. Its about two meters tall and has powerful arms and legs. Its head is very big and its eyes opened wide. It approached me slowly as if it wanted to attack me. I was very frightened but I didnt dare to cry for helpStudent A: Its really exciting and risky. But what happened last?Student B: .2.Individual workAsk Ss to say the imaginary creatures and scene in details according the dialogue they made. Then report in individuals.Step 3. Homework1. Ask Ss to revise the passages in the Introduction.2. Ask Ss to practise making dialogue to say the monsters.3. Ask Ss to previewReading andVocabularyin the module.Teaching goals 教学目标1. Target language目标语言a. 重点词汇和短语volcanic, sightings, monster, unconfirmed, seal, distant, support, unlikely, similar, attack, claim, cover an area of, supply, support, diving into，distant，scepticalunlikely，support， livingb. 重点句子1. The town covers (an area of) 5 square miles.2. The low-temperature lake is unlikely to be able to support such large living creatures.3. He claims to have seen a round black creature moving quickly through the water.2. Ability goals 能力目标1. To let Ss master how to get useful information from a passage.2. To let Ss master some words and phrases.3. Learning ability goals 学能目标Help Ss learn how to talk about the Monster of Lake Tianchi.Teaching important points 教学重点a. To get Ss to talk something about a monster.Teaching difficult points 教学难点a. To help Ss write a story about another monster.Teaching methods 教学方法a. Skimming and scanning；b. Asking-and-answering activity in understanding the text;c. Discussion.Teaching aids 教具准备A recorder, a puter, a projector.Teaching procedures & ways 教学过程与方式Step 1:To check whether Ss master what theyve learnt in the last period or not.Ask Ss to answer the following questions.(1) What will the Yeti do when it gets angry?(2) What does the Bigfoot look like?(3) Where does the Grey man live?(4) Whats the Loch Ness Monster like?Step 2. Leading-inPurpose:To let Ss have a discussion about the Monster of Lake Tianchi.1.Group workShow four pictures and ask Ss to say something about theLakeTianchiand the monster.2. Group workLet Ss reported their discussions to the class and collect them. Then give a simple introduction to lead in the reading.Step 3.ReadingPurpose:To improve Ss reading skills.1. SkimmingAsk Ss to read the beginning of the passage and finish Activity 1 on page 52.Suggested Answers:A newspaper.2. Scanning(1) Ask Ss to read the first paragraph quickly and answer the two questions. According to the text, what did the monster look like? How many people saw it?(2) Ask Ss to read the second paragraph and answer the questions: Who else saw the animal? What were they doing? What did it look like?(3) Ask Ss to read the third and fourth paragraph and answer the questions. What did Li Xiaohe see? Why could they see the animal clearly? How long was the history of reports of monsters inLakeTianchi? What do many people think? What do the scientists think?(4) Ask Ss to read the last paragraph and give the following information aboutLakeTianchi:Height:Area:Depth:4. Post-readingAsk Ss to do Activity 4 on page 53. Then check their answers.Step 5. WritingPurpose:To enable Ss to learn how to write a passage to say about another monster.1.Group workAsk Ss to read the passage on page 52 and answer the questions in Activity 1 on page 57.2.Group workAsk Ss to write a passage using the words and sentences in Activity1.Step 6. Homework1. Ask Ss to finishReadingexercises in the Workbook on pages 99101.2. Ask Ss to prepare for the Listening class.The Third Period Language points &grammar studyTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语attack, cover, (un)likely,b. 重点句子1) It often gets angry and will attack anyone who goes close to it. (Page 51)2)He claims to have seen a round black creature moving quickly through the water. （Page 52）3) It is 2,189 metres high and covers an area of about ten square kilometers.（Page 52）c.Grammar about the usage of “may and might”2. Ability goals 能力目标To enable Ss to master the usage of “may”, “might”, and “likely”.3. Learning ability goals 学能目标To enable Ss to know about the way to express possibility and improbability.Teaching important points教学重点a. To help Ss learn how to use modal verbs “may” and “might” to express conjecture.b. To enable Ss to know about the way to express possibility and improbabilityTeaching difficult points教学难点a. How to teach the Ss to master the usage of “may” and “might”.b. How to teach the Ss to master the usage of “likelTeaching methods教学方法a. Teach the usage of key words in real situations;Teaching aids教具准备A projector, a blackboard.Teaching procedures & ways教学过程与方式Step I RevisionCheck the answers to theVocabularyexercises in the Workbook.First ask several students to retell the text.Step 2Language PointsPurpose:To let Ss understand the passage well.1. Group workAsk Ss to discuss the important and difficult language points in groups.(1) It often gets angry and will attack anyone who goes close to it. (Page 51)attackvt.&vi袭击 A girl was attacked and robbed by two strong men. The enemy attacked during the night.【拓展】 attackvt.抨击attack sb. / sth. for sth. 为某事抨击某人He was attacked for his corruption. attackn.launch / make an attack (on sb. / sth.) 攻击某人或者某物They launched an attack on racism.(2) He claims to have seen a round black creature moving quickly through the water.claimvt宣称，声称（后可跟that从句或动词不定式） I dont claim to be an expert. He claimed he should be given a fairer opportunity.【拓展】 claim的意思还有：vt.要求，认领Has anyone claimed this watch?vt.索赔，索取Did you claim the insurance after your car accident?vt.注意，思考The matter claims our attention.(3) It is 2,189 metres high and covers an area of about ten square kilometers.cover an area of意为“占有空间”,也可以只用cover表示此意。The town covers (an area of) 5 square miles.【拓展】 cover 的其他意思还有：vt覆盖The mountain is covered with snow all the year round.vt.包含，涉及The lecture covers many aspects of business.vt.走完（一段路程）I can cover the distance on foot in two hours.vt.报道The reporters are covering the fire for a newspaper.(4) They say that the low-temperature lake is unlikely to be able to support such large living creatures. （Page 52）他们说，温度低的湖中不可能存活如此大的生物。 be (un)likely to do （不）可能做Youre likely to catch a cold if you go out now.【拓展】Its likely that 有可能Its likely that he will be late. = He is likely to be late.Step4. Homework1. Ask Ss to reviewGrammar.2. Ask Ss to finishGrammarexercises in the Workbook pages 9798.The Fourth Period Cultural CornerTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语universal, destruction generous, symbol, repulation, character, fortuneb. 重点句子Thats quite something.The dragon was closely connected to the royal family.Welsh flag is positive symbol, including strength and a sense of national identity.2. Ability goals 能力目标Enable Ss to understand and get the information about the passage.Enable Ss to know dragon culture.3. Learning ability goals 学能目标Help Ss learn how to understand the key words to get the needed information.Teaching important points 教学重点Understand the passage and be able to answer the questions about the article,Master the key sentences in the passage.Teaching difficult points教学难点Get the useful information needed by reading.Teaching methods教学方法Step 1. RevisionCheck the workbookgrammarexercises on pages 9798.Step 2. Cultural CornerPurpose:To arouse Ss interest in learning the differences of the dragon in different countries.1.Group workShow two pictures of Chinese dragon and western dragon. Ask Ss to discuss the differences and tell something about them.2.Individual workAsk Ss to read the passage and fill in the blanks by using the key words from the passage.People talk about(1)almost everywhere in the world but have _ (2) _ opinions. In _ (3) _ culture, dragons are generous and _ (4) _.The dragon was closely _ (5) _ to the royal family. According to popular belief, _ (6) _you were born in the year of the dragon, you are _ (7) _, brave and a natural leader.But in the west, most people think _ (8) _of the dragon. It is said that in an old English story a man kills a _(9)_ dragon and the man is called by people a_(10)_.The reason _ (11) _ westerners dislike dragons is that the idea of the dragon came from the_ (12) _, an animal which people _ (13) _and were afraid of. But the idea of the dragon in China came from alligator, an animal which is a good _(14)_for agriculture, so the Chinese people think dragons can bring good _(15)_ to them.Step 3. Module FilePurpose:To enable Ss to make a conclusion of this module and deepen what they have learned in the module.Ask Ss to look atModule Fileon P60 and try to recall what they have learnt in the module. Then tick the things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they dont know.Help Ss to share their ideas and deal with the difficult or confusing points.Step4.Homework1. Ask Ss to review Module 6.2. Ask Ss to finish the rest of the exercises in the Workbook.