Module 7 Great books
Unit 1 We’re still influenced by Confucius’s ideas.
课 题
Module 7 Great books
课时
第一课时Unit 1 We’re still influenced by Confucius’s ideas.
课型
Listening and speaking
教学目标
知识目标
1. 学习并掌握下列词汇:
discuss, thinker, wise, review, influence, sense, suppose, well-known, make sense, by the way
2. 掌握以下句型:
①I’d describe Confucius more as a teacher and thinker than a writer.
②We’re still influenced by Confucius’s ideas.
③I suppose he isn’t as well-known as Confucius or Shakespeare.
能力目标
1. 能够听懂谈论人物或文学作品的对话。
2. 能够谈论自己喜欢的文学作品, 与同学交流对中外文学作品的看法。
情感目标
通过学习, 加深对中国传统文化的了解, 加强对西方著名作家及其文学作品的了解。
教学重点
1. 能够听懂谈论人物或文学作品的对话。
2. 一般现在时的被动语态。
教学难点
能够通过对话学习, 对孔子、莎士比亚、马克吐温这三位伟大的人物有基本的认识, 在交流中鼓励不同层次的学生敢于发表自己的观点。
课前预习
Preview the new words and search for information about Confucius, Shakespeare and Mark Twain.
教学方法
Situational approach; Listening and speaking approach; Interactive approach;
Communicative approach; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
Recently I’ve read a great book called Romeo and Juliet. I’m deeply moved by it. Have you ever read any great books?
Talk with the teacher and partners.
用学生们熟悉的话题导入新课, 能够激发学生学习的兴趣, 活跃课堂气氛。
Step 2
Pre-listening
(Activity1)
1. Show the new words and organize the students to read together.
2. Ask the students to look at the pictures and say who the people are and why they are famous.
1. Read together.
2. Look at the pictures and say who the people are and why they are famous in the pictures.
扫清生词障碍; 做Activity 1进行巩固。
Step 3
While-listening
(Activities
2, 3, &4 )
1. Play the tape, ask students to listen and complete the sentences, then check. (Activity 2)
2. Guide the students to listen to the conversation in Activity 3 and match the people with the descriptions.
3. Listen to the conversation in Activity 3 and answer the questions:
①What does Mr Jackson think of Confucius?
②Who wrote the book The Adventures of Tom Sawyer?
4. Organize the students to read the conversation with the video.
1. Listen to the tape and complete the sentences.
2. Listen and match.
3. Students listen and answer.
4. Read the conversation with the video.
利用听读练习的方式加强学生对课文的理解, 培养学生细节听力的技巧, 能够听取信息, 训练和培养学生细节听力技巧。
Step 4
Post-listening
(Activities
6&7)
1. Ask the students to complete the passage with the words in the box. (Activity 4)
2. Organize students to come to the blackboard and show out some difficult language points that they found. Help the students to solve the difficult points.
1. Students read the conversation again and complete the passage.
2. Students come to the blackboard to show out some language points, the other students listen to them carefully and note.
通过活动5的习题巩固本课所学内容, 加深印象; 通过让学生展示他们所找的语言点, 培养学生的胆量和自主学习的能力。教师点拨、补充, 让学生进一步理解知识点。
Step 5
Summarize
1. Ask the students to retell the dialogue.
2. Get the students to sum up the language points.
1. Retell the dialogue.
2. Sum up and note.
培养学生自主学习, 自主归纳的良好学习习惯。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 单项选择
1. Experts to make suggestions to help him develop. ?
A. will invite
B. are invited
C. have invited
2. Han Han’s books are popular. They by many teenagers. ?
A. are reading
B. are read
C. were read
3. —At present, one of the best ways to study is working in groups.
—More chances to students to learn from each other. ?
A. offer
B. are offered
C. have offered
4. —Don’t you see the sign “No Parking!” on the right?
—Sorry, I didn’t. But now I know parking here. ?
A. wasn’t allowed
B. isn’t allowed
C. won’t allow
D. doesn’t allow
Ⅱ. 完成句子
1. 我试图让每首歌都体现出它自己的意义。
I try to make each song
for itself. ?
2. 顺便问一下, 你认为这个队的水平如何?
, what do you think about this Team??
3. 今天很多人仍然看孔子的作品。
Confucius’ works by many people today. ?
4. 学校鼓励学生大声地讲英语。
All the students speak English loudly. ?
5. 我们受到孔子思想的影响。
We by Confucius’s thoughts. ?
独立完成检测练习, 并进行自评与互评。
通过习题的练习, 及时巩固已学的知识, 从而达到激励全体学生努力学习的目的。
Step 7
Homework
1. Make a survey, ask your classmates about their favourite books.
2. Preview Unit 2.
板书设计
Unit 1 We’re still influenced by Confucius’s ideas
1. I accept. . .
2. I agree/don’t agree with. . .
3. I suppose. . .
4. I think. . .
教学反思
本节课的教学设计, 以丰富多彩的“形”式来点缀、深化英语知识的“神”采, 把学生带到一个原汁原味的英语境界中, 不断激发其学习兴趣, 让课堂充满活力、充满情趣, 让学生们学起来有滋有味, 轻松自如。
资料链接
孔子
孔子(公元前551年9月28日～公元前478年4月11日), 名丘, 字仲尼, 华夏族, 春秋时期鲁国陬邑(今山东曲阜市南辛镇)人, 先祖为宋国(今河南商丘市夏邑县)贵族。他是中国古代的大思想家和大教育家、政治理论家、儒家学派的创始人, 被后世统治者尊为孔圣人、至圣、 “至圣先师, 万世师表”, 是“世界十大文化名人”之首。
孔子对后世影响深远, 虽说他“述而不作”, 但他在世时已被誉为“天纵之圣”“天之木铎”“千古圣人”, 是当时社会上最博学者之一。他曾修《诗》、《书》、《礼》、《乐》, 序《周易》(称《易经》十翼, 或称易传), 著《春秋》。《论语》是儒家学派的经典著作之一, 由孔子的弟子及其再传弟子编撰而成。它以语录体和对话文体为主, 记录了孔子及其弟子的言行, 集中体现了孔子的政治主张、伦理思想、道德观念及教育原则等。《论语》与《大学》、《中庸》、《孟子》并称“四书”。通行本《论语》共二十篇。《论语》的语言简洁精练, 含义深刻, 其中有许多言论至今仍被世人视为至理。
子曰: “温故而知新, 可以为师矣。”
The Master said, “If a man keeps cherishing his old knowledge, so as continually to be acquiring new, he may be a teacher of others. ”
子曰: “学而不思则罔, 思而不学则殆。”
The Master said, “Learning without thought is labor lost; thought without learning is perilous. ”
子曰: “好学近乎知, 力行近乎仁, 知耻近乎勇。”
The Master said, “To be fond of learning is akin to knowledge, to practice with vigor is akin to benevolence, to possess the feeling of shame is akin to courage. ”
子曰: “父母在, 不远游; 游必有方。”
The Master said, “While his parents are alive, the son may not go abroad to a distance. If he does go abroad, he must have a fixed place to which he goes. ”
季文子三思而后行。子闻之, 曰: “再, 斯可矣。”
Chi Wan thought thrice, and then acted. When the Master was informed of it, he said, “Twice may do. ”
子曰: “知之者不如好之者, 好之者不如乐之者。”
The Master said, “They who know the truth are not equal to those who love it, and they who love it are not equal to those who delight in it. ”
(《Confucian Analects》)
Unit 2 It is still read and loved.
课 题
Module 7 Great books
课时
第二课时 Unit 2 It is still read and loved.
课型
Reading and writing
教学目标
知识目标
1. 学习并掌握下列词汇:
adventure, escape, cave, dead, neighbour, funeral, surprised, alive, southern, state, action, everyday, dialogue, get into trouble, run away, for a time, pay for
2. 掌握以下句型:
①If you tell him the truth now, he will be angry with you.
②You should also pay the bill to repair the computer.
能力目标
1. 能够读懂介绍和评价文学作品的文章。
2. 能够写一篇短文介绍和评价自己喜欢的文学作品。
情感目标
通过了解名著及著名作家, 激发学生阅读名著及了解著名作家的兴趣。
教学重点
能够读懂对介绍和评价文学作品的文章。
教学难点
能谈论自己喜爱的名著及喜欢的理由。
课前预习
Preview new words and search for information about great books.
教学方法
Cooperative learning method; Task-based approach; Bottom-up approach;
Content-based instruction teaching; Function method
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
Show students a picture about Mark Twain. Lead the students to describe him.
Watch the picture and have a free talk.
训练学生描述人物的能力; 同时, 导入新课。
Step 2
Pre-reading
(New words)
Present new words and teach them.
Read the new words together.
为阅读语篇扫除生词障碍。
Step 3
While-reading
(Activities
2 & 4)
1. Fast-reading:
(1)Ask students to scan the first paragraph and answer the questions in Activity 1.
(2)Ask students to skim the passage.
①How many paragraphs are there in the letter?
②Match the main ideas with each paragraph.
Paragraph 1
A the writer’s favourite
part
Paragraph 2
B the theme of the story
Paragraph 3
C main characters
Paragraph 4
D a brief introduction
2. Careful-reading:
(1)Ask the students to read paragraphs 1&2 and choose the best answers of the two questions.
①The Adventures of Tom Sawyer is by . ?
A. Confucius
B. Mark Twain
C. Shakespeare
②The story’s main characters are . ?
A. Tom, Huck Finn
B. Injun Joe
C. Both A and B
(2)Present some sentences to the students and ask them to write“T” or “F” also correct the wrong sentences after reading Paragraph 3.
①Tom and Huck didn’t feel sorry when they hear that everyone thinks they died.
②Everyone is not only surprised to see them but also pleased to find that they are alive.
③They went to the Island to see their funeral.
(3)Let the students read Paragraph sa4 and answer.
①When did Mark Twain write this book?
②What does this book talk about?
3. Ask the students to read the passage together with the video. Make sure they understand the passage.
1. Scan the first paragraph and answer the questions.
2. Students scan the passage and finish the tasks.
3. Read Paragraphs 1 & 2 and choose the best answers.
4. Read Paragraph 3 and check.
5. Read Paragraph 4 and answer.
6. Watch a video and read with it, then read loudly in groups.
要求学生快速阅读文章, 了解文章的大意。
通过学生快速阅读, 培养学生获取主旨的能力, 并为进一步学习做好铺垫。
让学生带着任务阅读课文, 去找答案, 有助于学生更加准确地获取信息, 提高阅读效果和技能。
通过跟读来学习正确的语音语调。
Step 4
Post-reading
(Activities
3, 5, 6 &8)
1. Let the students fill in the blanks according to the picture and the box. (Activity 4)
2. Books close. Organize the students to retell the passage.
3. Put the students into small groups and have them discuss The Adventures of Tom Sawyer and their favourite books.
1. Fill in the blanks with the words in the box.
2. Try to retell the passage.
3. Work in groups and complete the table in Activity.
通过复述检查学生对本课所学知识的掌握程度, 适量的口头练习, 让学生巩固本课时的语言重点, 此类输出练习有利于提高同学们的口语表达能力。
Step 5
Summarize
1. Get the students to sum up the language points.
2. Let the students choose the best team in this lesson.
1. Sum up the language points.
2. To choose the best groups.
让学生做自由发言, 培养学生自主学习, 自主总结的良好学习习惯。
Step 6
Consolidation
教师设置巩固检测练习:
Ⅰ. 根据句意及首字母提示完成单词
1. Look! The boy is a ! His heart is still beating. ?
2. How are you getting on with your new next-door n ??
3. Australia is one of the English-speaking countries in the
s part of the world. ?
4. Listen to the
d and choose the right answer. ?
5. Playing basketball is part of his
e life. ?
Ⅱ. 用所给词的适当形式填空
1. I’m very (please)with my father’s decision. ?
2. Who is the most famous writer in the (nineteen) century??
3. When I passed by the KFC, I saw many children
(eat) hamburgers and chips in it. ?
4. Please pay attention to your
(act) in public. ?
5. Everyone was very (surprise) at the wonderful movie. ?
独立完成检测练习, 并进行自评与互评。
有助于学生巩固已学的知识, 让学生完全掌握语言, 实践运用语言。
Step 7
Homework
Write a passage to describe your favourite great book. (Activity 7)
板书设计
Unit 2 It is still read and loved.
1. come round
2. no longer
3. be angry with sb.
4. The reason is that he thinks something will go wrong if I play games on it.
5. If you offer to give up your pocket money, your father will realize that you are very sorry.
教学反思
本节课的教学设计, 教与学有机结合在一起。在教学过程中, 既有教师灵活的教, 也应有学生积极主动地参与, 才是真正意义上的教学。课堂中避免了以往教师满堂灌, 学生被动学习这一模式。把学生变被动为主动。学习过程同时也是发现归纳的过程。
资料链接
马克·吐温及其《汤姆·索亚历险记》
马克·吐温
马克·吐温, 美国幽默大师、小说家、著名演说家, 真实姓名是萨缪尔·兰亨·克莱门。马克·吐温是他的笔名, 原是密西西比河水手使用的表示在航道上所测水的深度的术语。
马克·吐温一生写了大量作品, 体裁涉及小说、剧本、散文、诗歌等各方面。从内容上说, 他的作品除了批判不合理现象或人性的丑恶之外, 还表达了这位当过排字工人和水手的作家强烈的正义感和对普通人民的关心; 从风格上说, 专家们和一般读者都认为, 幽默和讽刺是他的写作特点。
马克·吐温是美国批判现实主义文学的奠基人, 世界著名的短篇小说大师。他经历了美国从初期资本主义到帝国主义的发展过程, 其思想和创作也表现为从轻快搞笑到辛辣讽刺再到悲观厌世的发展阶段, 前期以辛辣的讽刺见长, 但到了后期语言更为犀利激烈。他被誉为文学史上的林肯。他于1910年4月21日去世, 享年七十五岁。
《汤姆·索亚历险记》简介
19世纪中叶, 在美利坚合众国的密苏里州圣彼得斯堡(St. Petersburg, 为故事中虚构的城市)住着一位叫汤姆·索亚的少年。父母很早就过世的汤姆和席德被波莉姨妈收养, 每天都和朋友到山林里乱跑, 对于调皮捣蛋的汤姆, 波莉姨妈拿他很没辙。
聪明顽皮的汤姆受不了波莉姨妈和学校老师的管束, 常常逃学。一天深夜, 他与好朋友哈克贝利·费恩到墓地试试胆量, 无意中目睹了一起凶杀案的发生。还有一次, 汤姆、哈克带着乔·哈波一起逃到一座荒岛上做起了“海盗”, 弄得家人以为他们去世了, 结果他们却出现在了自己的“葬礼”上。在法庭上, 经过激烈的思想斗争, 汤姆终于挺身而出, 指证了凶手, 而这时凶手印江·乔埃已逃之夭夭。后来, 汤姆和哈克在鬼屋中挖宝藏时遇到了凶手印江·乔埃!他们听见印江·乔埃要把他的金钱放在二号十字下面。在一次野餐活动中, 他与他的同桌贝琪在一个岩洞里迷了路, 三天三夜不吃不喝, 受尽了煎熬。更可怕的是, 他们还在山洞里看到了凶杀案的凶手——印江·乔埃!最终, 汤姆靠牵着绑在石头上的风筝线探路, 找到了出口, 走出了山洞。村里人发现了他们, 他们讲述了在洞中的经历。之后, 村里人用铁板堵住了山洞口。汤姆告诉村里人在山洞里见到了杀人犯印江·乔埃, 当村里人在洞中找到印江·乔埃时, 他已经饿死了。最后, 汤姆和哈克重返山洞, 找到了一笔宝藏, 成了这个村的小英雄。
Unit 3 Language in use
课 题
Module 7 Great books
课时
第三课时Unit 3 Language in use
课型
Revision and application
教学目标
知识目标
1. 能正确运用本模块的词汇。
2. 熟练运用一般现在时的被动语态。
能力目标
1. 能够听懂谈论人物或文学作品的对话。
2. 能够谈论自己喜欢的文学作品, 与同学交流对中外文学作品的看法。
3. 能够读懂介绍和评价文学作品的文章。
4. 能够写一篇短文介绍和评价自己喜欢的文学作品。
情感目标
树立好读书、多读书、读好书的意识, 通过读书不断丰富自己的学识。
教学重点
1. 熟练运用一般现在时的被动语态。
2. 能够读懂介绍和评价文学作品的文章。
3. 能够写一篇短文介绍和评价自己喜欢的文学作品。
教学难点
能够写一篇短文介绍和评价自己喜欢的文学作品。
课前预习
Preview the new vocabulary.
教学方法
Formal and interactive approach; grammar practice and application;
PWP method; Task-based approach
教学过程
教学环节
教师活动
学生活动
备课札记
Step 1
Warming up
and leading in.
Show pictures of great books and play a guessing game.
Enjoy the pictures and play the game.
游戏导入, 提高学生的学习兴趣。
Step 2
Language
Practice
1. Ask students to observe the examples carefully and read aloud.
2. Explain the use of the passive voice in the simple present tense.
1. Read aloud.
2. Take notes.
引导学生作简单的口语操练, 使其达到一定的熟练程度。
Step 3
Explanation.
(Activities
1～5)
1. Ask the students to complete the sentences. ( Activity 1)
2. Ask the students to complete the passage. ( Activity 2)
3. Ask the students to complete the conversations. (Activity 3～5)
1. Finish Activity 1.
2. Discuss with classmates and finish Activity 2.
3. Work in pairs and finish Activities 3&5.
通过活动一的即时练习巩固所学的本单元重点语法。
把活动二、三、五归类为Discussion Time. 把枯燥的练习题通过讨论的方式来完成, 提高学生学习的热情, 让学生充分地运用所学的知识。
Step 4
Practice and
improving
(Act 6&7)
1. Ask the students to listen and check the books that Daming likes. (Activity 6)
2. Ask the students to work in pairs and talk about the best stories to read. (Activity 7)
1. Listen and finish Activity 5.
2. Finish Activity 7.
培养学生通过听理解大意和获取细节信息的能力;
帮助学生开阔视野, 增长知识。
Step 5
Knowledge
extension and
application
(Around the
world &
Module task)
1. Ask the students to read the passage and find out the main idea.
2. Ask the students to work in groups and prepare a talk about their favourite books.
1. Read the passage together once and find out the main idea.
2. Work in groups and prepare a talk about their favourite books.
口头叙述阅读后所获得的信息。
锻炼学生的综合语言运用能力和合作精神。
Step 6
Summarize
Help the students to summarize the passive voice in the simple present tense.
Summarize the passive voice in the simple present tense.
让学生自己总结本模块的知识点, 加深理解。
Step 7
Consolidation
教师设置巩固检测练习:
Ⅰ. 用方框中所给词的适当形式填空
allow, influence, neighbour, punish,
surprise
1. I was very to hear what you said. ?
2. He thought telephones and computers many people’s lives. ?
3. Please help me repair the computer, or my father will
me. ?
4. Lisa lives on the second floor in our building and we are . ?
5. Are the students
to eat in the classroom??
Ⅱ. 用所给动词的适当形式填空
1. Today lots of man-made satellites
(send) up into the space. ?
2. Tan Qianqiu’s
name (remember) by all Chinese people. ?
3. Vegetables, eggs and fruit (sell) in this shop. ?
独立完成检测练习, 并进行自评与互评。
通过练习来巩固本模块中学习的知识和词汇。
Step 8
Homework
1. Write about their great books.
2. Preview Module 8.
板书设计
Unit 3 Language in use
1. Their works are still read by many people today.
2. We’re still influenced by Confucius’s ideas.
3. It is still read and loved by people all over the world.
教学反思
本节课的教学设计, 不只就题讲题, 而是纵观全局, “俯视”各个知识板块 , 找出各部分的联系, 环环相扣, 形成复习链。语法复习是整个复习链的关键点。引导学生巩固语法基础知识, 探寻规律, 以求收到事半功倍之效。
资料链接
莎士比亚
威廉·莎士比亚是英国文学史上最杰出的戏剧家, 也是西方文艺史上最杰出的作家之一, 全世界最卓越的文学家之一。 他流传下来的作品包括37部戏剧、154首十四行诗、两首长叙事诗和其他诗歌。他的戏剧有各种主要语言的译本, 且表演次数远远超过其他任何戏剧家的作品。
莎士比亚在世时被尊称为诗人和剧作家, 但直到19世纪他的声望才达到今日的高度。在20世纪其盛名传至亚洲、非洲、拉丁美洲三大洲, 使更多人了解了他。浪漫主义时期赞颂莎士比亚的才华, 维多利亚时代像英雄一样地尊敬他, 被萧伯纳称为莎士比亚崇拜。20世纪, 他的作品常常被新学术运动改编并重新发现价值。他的作品直至今日依旧广受欢迎, 在全球以不同文化和政治形式演出和诠释。
莎士比亚的著作对后来的戏剧和文学有持久的影响。浪漫主义诗人试图振兴莎士比亚的诗剧, 不过收效甚微。莎士比亚还影响了托马斯·哈代、威廉·福克纳和查尔斯·狄更斯等小说家。狄更斯的作品中有25部引用了莎士比亚作品中的内容。学者们鉴定出2万首音乐和莎士比亚的作品相关。莎士比亚对很多画家也有影响, 包括浪漫主义和前拉斐尔派。精神分析学家齐格蒙德·弗洛伊德在他的人性理论中引用了莎士比亚作品的心理分析, 尤其是《哈姆雷特》。
