高二外研版選修6module 2 fantasy literature教案

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1、Module 2 Fantasy Literature—Philip Pullman Ⅰ. 模塊教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲Learn about fantasy novels ▲Learn to retell a story ▲Listen for narrative organization ▲Learn to write short descriptions of books ▲Write a fantasy story ▲Learn the adverbial clauses with -ing Ⅱ. 目標(biāo)語言 功 能 句 式 Telling a

2、story 1. As you know, the story 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． 四會詞匯 adult, approach, behave, bush, comfortable, cottage, definitely, exactly, exist, guide, hero, heroine, hesi

3、tate, hunt, nearby, philosophical, possess, rule (v.), vanish, wicked, 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, dwarf 3． 詞組 bend down, go to war, hol

4、d out one’s hand, look around for, look through, play a part, put a spell on (sb.), put ... down, turn away, shine down over, take place, take revenge, keep one’s eyes on, come up to, pass by 語 法 Adverbial clauses with -ing Putting down his shopping bag, Will held out his hand. On returning to

5、the palace, the king marries the woman. 重點句子 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. P12 2. When it had gone past he crossed the road, keeping his eyes on the place where the cat had vanished. P12 3. Feeling that he was dre

6、aming but awake at the same time, he stood up and looked around for the cat, his guide. P13 4. What he saw frightened him, but he didn’t hesitate. P13 5. Bending to look through, he saw the road in his own town, his own world. P13 6. Sauron, realising that the Ring has been found, sends his cre

7、atures to get it back. P19 Ⅲ. 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這一文學(xué)形式的特點和代表作，并學(xué)會如何介紹一本書以及如何寫fantasy stories。 1.1 INTRODUCTION中的三項內(nèi)容都圍繞Philip Pullman的小說His Dark Materials展開。第一項內(nèi)容簡介Philip Pullman的His Dark Materials，借此引出話題a fantasy story；第二項內(nèi)容學(xué)習(xí)短文中的生詞和短語；

8、第三項內(nèi)容對Philip Pullman的His Dark Materials以及其它fantasy stories進行深入討論。 1.2 READING AND VOCABULARY 是一篇題為The Cat That Vanished的fantasy story。故事選自Philip Pullman的His Dark Materials。通過閱讀此短文，學(xué)生可以進一步理解fantasy story的含義。這一部分還設(shè)置了五個活動，其中第一個活動和第四個活動考查學(xué)生對短文的理解程度；第二、三和第五個活動考查學(xué)生對文中詞句的掌握和理解。 1.3 GRAMMAR 分兩部分。分別涉及-ing形

9、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。 1.4 SPEAKING 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 Vanished這個小故事并以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。 1.5 LISTENING 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)合的方式進一步學(xué)習(xí)fantasy story的相關(guān)知識。 1.6 FUNCTION這一部分重點學(xué)習(xí)如何

10、講故事。 1.7 EVERYDAY ENGLISH介紹了七個日常用語。 1.8 WRITING分兩個部分：第一部分要求根據(jù)所供故事開頭部分，續(xù)寫一個fantasy story，而且要求寫作時運用-ing形式；第二部分的Writing出現(xiàn)在Task中，要求學(xué)生介紹一本書。 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WORKBO

11、OK中的Listening and speaking和Speaking and writing中的Speaking部分整合為一節(jié)“口語課”。 “語法課”。 2.4將課本LISTENING AND VOCABULARY部分設(shè)計為一節(jié)“聽力課”。 2.5將課本CULTURAL CORNER和WORK-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)計與課時分配 1st Period Reading 2nd P

12、eriod Speaking 3rd Period Grammar 4th Period Listening 5th Period Extensive Reading 6th Period Writing Ⅳ. 分課時教案 The First Period Reading Teaching goals教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點詞匯和短語 hero, heroine, creature, witch, take place, approach, behave, bush, comfortable

13、, cottage, definitely, exactly, exist, guide, hesitate, nearby, vanish b. 重點句子 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 to understand text organization. 3. Learning ability goals 學(xué)能目標(biāo) Enable the students

14、 to learn how to write a fantasy story; learn to retell a story. Teaching important & difficult points 教學(xué)重難點 Learn how to understand narrative organization of the passage. Teaching methods 教學(xué)方法 Skimming and task-based method. Teaching aids 教具準(zhǔn)備 A recorder and a projector. Teaching procedure

15、s & 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. T: It is a fantasy story. Did you enjoy it? Why? S

16、a: I enjoy reading Harry Potter novels very much. They are all exciting and mysterious. Once you start to read, you can’t help finish reading as soon as possible. Sb: I like reading fantasy stories, and Harry Potter novels are the best among them. T: Very good. Can you tell me what a fantasy stor

17、y is? Sb: I’m not sure what a fantasy story is. But I know it’s about events in one’s 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 West. Se: Alice’s Adventures in Won

18、derland. Sf: Gulliver’s Travels. ... T: Today we’ll learn a new fantasy story “The Cat That Vanished” and something more about fantasy stories. Now let’s begin with the book where “The Cat That Vanished” is taken from. The name of the book is “His Dark Materials”. And its author is Philip Pullman

19、. 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 creatures T: Now we will try defining what a fantasy story is. Who would like to

20、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 Ⅱ Reading Task 1: Warmin

21、g 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 don’t think it interesting. Everything in it is unbelievable. 2. Sa: Have you ever read His Dark Materials?

22、Sb: No. Sa: Would you 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 wouldn’t. Because the story is too long. 3. Sa: Have you ever read a Harry Potter novel or seen one of the films? Sb

23、: Yes, I’ve read the English version and seen all the films. Sa: Did you enjoy them? Sb: Yes. It’s a great novel I’ve ever read. I really felt the films are more interesting. How about you? Sa: No. I don’t like such stories. I like to read some-thing true to life. Task 2: Pre-read

24、ing T: Who has ever read Lewis Carroll’s Alice’s Adventures in Wonderland? 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 wonde

25、r where it would go, what it would do and what would happen to the other 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: Skimming T: Now please skim the passage fast to obtain a general understanding of the wh

26、ole passage. And number the sentences in the correct order. Then check the answers. 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 Will’s guide. She goes to another world t

27、hrough the patch in the air. And Will follows her without hesitation. Task 4: Comprehension 1. 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.

28、 Will Cat Trying to decide what to do Came up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped. Still watching Behave strangely: _____ Watch more carefully After another few seconds, the cat stepped forward, and vanished

29、. Then he stood still, keeping his eyes on the place where the cat vanished. Sample answers: Will Cat Trying to decide what to do came out of a garden Held out his hand Came up to Will, then turned away and went across the road towards the bushes just past the trees, and there she stopped.

30、 Still watching Behave strangely: put out a paw to pat something in the air in front of her; then leapt back, with her tail help up Watch more carefully Approached the place again; patted the air once again; again she leapt back Will blinked. After another few seconds, the cat stepped forward,

31、 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 story. Sample answers: Will the patch in the air look around, turn away, stand up, look around for the cat see the cat, wat

32、ch, stand still, climb through the hole Cat — guide appear, behave strangely, vanish disappear Task 5: Discussion T: Now let’s try to understand why Will decides not return to his world. Let’s have a discussion: What’s the meaning of “Although he knew nothing at all about this world, it

33、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. Therefore, he would like to live a better life. Sb: Because the cat behaved strangely, and it acte

34、d 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: Now we will do Activities on pages 12-13. Then check the answers. Task 7: Post-rea

35、ding 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 between realism and fantasy? Sample answers: Sa: There are usually p

36、lots that are inexplicable, highly imaginative, or magical; and it’s 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 realism. Sc: Knowing the difference between reality and fantasy can h

37、elp us to better understand and enjoy what we hear, see, and read. Step Ⅲ Homework 1. Retell the story in your own words. 2. Imagine what will happen after Will comes to the new world. The Second Period Speaking Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點詞匯和短語 fantasy story, adult,

38、bear, creature, extraordinary, hero, heroine, philosophical, witch, play a part, take place b. 重點句式 (P18) Look at the time! It’s 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 goals 學(xué)能目標(biāo) Help the stude

39、nts learn how to retell a fantasy story. Teaching important & difficult points教學(xué)重難點 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 / aft

40、ernoon, boys and girls! Ss: Good morning / afternoon, Sir / Madam! T: Let’s 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. You’d better not read the passage while retelling

41、 the story. If necessary, you can turn to your partners for help. One student one or two sentences at one time. All right, now let’s 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 trav

42、elers. Everything 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:

43、And when she was going 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 o

44、f the cat. Sb: The cat 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.

45、 Sc: Will kept his eyes on the place 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

46、cut in the air. And it was almost square in 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 an

47、d went into the new world. Sd: He was in the centre 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

48、 was the cat? What would happen next? Now go on with the story. 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 t

49、he instructions in the book. After that, the cat vanished again. 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 roa

50、d stood his guide, the cat that vanished. He began to regret what he had done. But the patch was nowhere to be found again. He said to himself, “OK, I’ll have to follow my guide to see what will happen to me.” Step Ⅱ Speaking Task 1: Rearrange the story Ask the students to do Activity 1 in LIST

51、ENING AND VOCABULARY on page 15. Then ask the students to listen and check the answers. Then ask the students to read 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 pal

52、ace and marries her, not knowing that she is a wicked witch. The witch put a spell on the king and becomes the ruler of the land. Argon, the king’s 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

53、gets killed. The witch wins the war and kills Argon and his army. A frog jumps out 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.

54、T: Now let’s work in groups of four and continue the story. A sample version: Sa: One afternoon, 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,

55、because he wants to revenge, but he doesn’t know what to do. Sc: The frog says that he was a wizard 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 c

56、an never live in darkness. No matter where she is, she burns a lot of candles, even when she is asleep. 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

57、: Everyone may wonder what the plan is and what the King will do. After meeting the frog, Ferdinand just 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 g

58、oes to war with the witch. Just as the frog told him, the witch has a lot of candles and sticks burning around 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 c

59、an imagine, all the candles and sticks go out. Ferdinand and his men are used to the darkness, and they can see clearly in the darkness. They find the witch and kill her. Step Ⅲ Everyday English Task 1: Ask the students to make sentences with the expressions in bold type in EVERYDAY ENGLISH. Sa

60、mple answers: 1. Go on, I’m listening. 2. Give me a moment, and I’ll finish the work as soon as possible. 3. See what I mean? You should have listened to me carefully. 4. Fortunately, the girl was on time for class. 5. It’s your turn to clean the blackboard. 6. I’m stuck. I think the maths

61、problem is too difficult for me. 7. Look at the time! What’s your excuse for being late? Task 2: Ask the students to do the Activity in EVERYDAY ENGLISH. Step Ⅳ Homework 1. Review the words and expressions learned. 2. Ask the students to find more information on “fantasy stories”. The Thir

62、d Period Grammar Teaching goals教學(xué)目標(biāo) 1. Target language目標(biāo)語言 a. 重點詞匯和短語 at the same time, refer to, with a wicked smile on her face 2. Ability goals能力目標(biāo) Enable 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 t

63、o use adverbial clauses with -ing. Teaching important & difficult points 教學(xué)重難點 Learn to use adverbial clauses with -ing. Teaching methods 教學(xué)方法 Question and answer; translation. 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

64、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. Sample sentences: 1. Will was so tired that he could not think clearly, but as he stood trying to decide what

65、 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 crossed the road, keeping his eyes on the place where the cat had vanished. 5. Pushing his shopping bag t

66、hrough, 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 Ⅱ Grammar Task 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