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四川省乐山第一中学校金螺Teaching Plan课题FrankensteinsMonsterBook6Module5ReadingandVocabulary课程标准进•步明确英语学习的目的,发展自主学习和合作学习的能力,形成有效的英语学习策略,培养学生的综合语言运用能力教材分析ThereadFirnagnpkaesnssategienissMfroomnstMero.dule5inStudentsBook
6.ItisanextractofMaryShellysfamousscience学生分析fiction-Thispassageisnotdifficultforsenior2studentstounderstandinlanguage.Studentsarefromcommonclassinsenior2ofakeysecondaryschoolinSichuanprovince.Thereadingpassageisnotdifficultforthemtosimplyunderstand,butitwouldbeachallengeforthemtoappreciateanadventureinlanguage.知识目标getstudentstomasterthevocabularyandsomereadingskills.
2.TogelstudentstolearnaboutthebackgroundandplotsofFrankenstein.
3.Togetstudentstounderstanditsmainideaaswellasdetail.能力目标
1.TogetstudentstousethePresentSimpletotellastory.
2.TogetstudentstousetheReadingStrategywhiledealingwiththepassage.情感目标
3.TogetstudentstouseSubjunctiveMoodtospeak.Togetstudentstolearnfromthestoryandunderstandthatkindnessisrootedinourhumannature.教学重难点
1.Howtoenablethestudentstotapintothepassagestepbystepandvariationuponvariation.教学手段
2.Theguidanceofemotionaleducation.Acomputer,awhiteboard,andaGuidedLearningPlan教学方法
1.Task-basedmethodologyLanguageTeachingLearningmethod
4.CommunicativeApproach.教学过程和教师活动学生活动教学环节及意图Stepl:ThispartcreatesapositiveclassStudentssayhello”totheatmospheretohelpthestudentstoSay“hello”tothestudents teacherStep2:Lead-in takeanactivepart.ThewholepartintroduceshetopicInspiredbyheposters,the教学过程inaninterestingwaytoarousetheTalkaboutthemonstersin studentstalkaboutthemonstersstudentsinterestandtogetstudentsmovies,thenintroduce“kingofthe withtheteacher.readyforthefollowinglearningmonsters”Frankenstein.procedures.Step3:Pre-reading Prediction
1.Afterwatchingtheille,Ilrequiresstudentstoobserveadsequenceofthemovie,the describethepicture,whichcultivates
1.Enjoytheclipofthemovie.studentsmemorizethenew the“view”abilitythatisadvocatedby
2.Predictthemaincharacterswordsrelatedtothemovie.theaccordingtothecoverofthebook.makeapredictionaboutthenewEnglishCurriculumReadingStrategymaincharacters.StandardforSecondarySchools.Whenreading,payattentiontothetitleandthepictures.Step4:Part
11.CompletetheplottogettheThispartaimstoprovidestudents
1.Completetheplot mainideaofthestory.tFhreanbkreienfsitneitnrosdMucotniostnero,fthe
2.RetelltheStoryofFrankenstein.
2.Retellthestoryaccortdhinegtowhichwillgivetphreeskeenytwsoimrdpsleb.y.usingsomebackgroundinformationforstudentstoarousetheircuriositytheanswersabWourtitthinegstSotrrya.tegyWhenwritingastory,usethepresentsimple.Step5:Part
21.Fast-reading:readaloneandmatchhemainideawitheachparagraph.ThepartcannotonlyimproveMatchthemainideawitheach
2.Dotheexercisesontheguidedp
2.araCgraarpehf.ul-readinglearningplan.studentsabilitytoidentifyinformationrelatedtothenovelwhile
1.to andchecktheanswers.,readingbutalsocultivatestudentsAskSs describethecriticalthinking-tofindouthowtheFacingsomedifficultapp2earanceofthemonster.detailsrelatedtoeachelementcanquestions,lhestudentsareAskSstoAnswertheshowthefeaturesofansciencefiction.inspiredtofindthesupportingquestions:Stepbystepandvariationuponsentencesfirstandanalyzethem.
①.Howdidthescientistfeelvariation,thestudentstapintotheThentheycanfindtherightbeforethemonsterwascreatedFrankensteinsheartguidedbytheanswer.教学过程Hewasandtoquestions.seethecreature.Moreover,thispartis
②.Howdidthescientistfeelstudent-centered,givingstudentsafterthemonsterwascreatedenoughfreedomtoexploreandI.Hewasvery.appreciatethepassagethemselves.I.HewasbytheThisiswhattheEnglishCurriculummonsterwhenthecreatureturnedStaRnedaadridnsgreSctormatmegeynd1s.tolookathim.HLHewasvery.Whenreading,payattentiontoHeregrettedthemonster.thefirstandlastsentencesofeach©Analysethepsychologyofparagraph,whichmaybethetopicFrankensteinsentences.ReadingStrategy2Whendoingsomereadingexercises,underlinethekeywordsofStep6:Post-reading thequestions.
1.Studentswatchthecliptothe clipabout the monstersknowthemonstersinnermostThereadingpassagetellsthefeelings.thoughtsandfeelings.storyfromtheperspectiveoftheabouttheoriginalbooktheoriginalbook,studentsFrankenstein,heclipandtheoriginalknowhowtheuglyandkindbooktellthestoryinadifferentangle.
①What wouldyou doif youmonsterischangedintoanevilthediscussionisnotonlyachancewerehescientistone.fbrtheteacheriocheckhowmuchtheFrankenstein
3.StudentsworkingroupsofsixstudentsunderstandinthisclassbutIwereIwould...tSousbhjaurnectthiveierMopoinoido.nsbyusingalsoapracticalwaytocultivateIfIwere...wouldnot...studentshigherabilitytothinkfurther
②.Praise thestudents fortheirbasingonthecomprehensionofthekindness tothemonsterand shareplotandthecharacterspersonalitytheteachers ownopinion withandemotions.Theyareallowedtothem.makeafertileimagination,sotheremightbesomesurprisingperformancesfromstudents.EmotionalEducation:Kindnessisrootedinourhumannature.Ifeveryonesharesalittlebitoflove,theworldwillbecomeabetterone.Step7:HomeworkThispartistohelpstudentsputThestudentareencagedtowritetheirideasintowrittenEnglish,Writeashortpassageaboutwhatweashortpassageaboutwhattheyconsolidatingwhattheyhavelearnthavediscussed..havediscussed.Step7:Self-assessment andthoughofinclass.ItistheprocessofjudgingtheirFinishSelf-assessmentontheownprogressandachievementsinGuidedLearningPlanwithgroupclass,sobasedontheirmembers.self-assessment,theteachercanaddsomecomments.。