2023學(xué)年完整版高中英語(yǔ)Module3AdventureinLiteratu

必修五Module3第五課時(shí)成都市石室天府中學(xué)李厚明一、教學(xué)內(nèi)容分析教學(xué)內(nèi)容《英語(yǔ)》（外研版）必修5Module3CulturalCornerTheLifeofMarkTwain教學(xué)對(duì)象高二學(xué)生教學(xué)項(xiàng)目教材內(nèi)容Culturalcornerandwriting詞語(yǔ)n.exception,adolescent,penny,pilot,reputationadj.Shallow,determined,vividv.resemble,create,warn,setoff,force,establish其他被動(dòng)語(yǔ)態(tài)的復(fù)習(xí)教學(xué)目標(biāo)語(yǔ)言知識(shí)會(huì)使用動(dòng)詞resemble，create,warn,setoff,force,establish；名詞exception的用法；理解文中長(zhǎng)難句的結(jié)構(gòu)：Heleftschoolearly,andasanadolescent,determinedtomakehisfortuneinSouthAmerica,setofffromhishomeinHannibal,Missouri,forNewOrleans.Forcedtochangehisplans,heworkedforseveralyearsasapilotonasteamboat,takingpassengersupanddowntheMississippi,thegreatriverwhichflowsfromthenorthoftheUSneartheCanadianBorder,downtotheGulfofMexico.語(yǔ)言技能A.能運(yùn)用scanning閱讀技巧快速抓住文章大意B.能用恰當(dāng)?shù)恼Z(yǔ)言分析文章內(nèi)容，表達(dá)自己的理解C.能夠運(yùn)用文中展示的寫作技巧語(yǔ)言運(yùn)用能用所給的關(guān)鍵詞簡(jiǎn)要的描述文章的大意，做到語(yǔ)言準(zhǔn)確、流暢。文化意識(shí)在使用英語(yǔ)的過(guò)程中，能了解生活實(shí)際對(duì)作家文學(xué)創(chuàng)造的影響，了解美國(guó)重要的河流密西西比河河在MarkTwain生活時(shí)代的重要作用。情感態(tài)度能在閱讀的過(guò)程中體驗(yàn)閱讀中通過(guò)思考、通過(guò)學(xué)習(xí)帶來(lái)的興趣和快樂。學(xué)習(xí)策略體驗(yàn)閱讀中的深度思考和質(zhì)疑并與同學(xué)分享。教學(xué)重點(diǎn)1.了解MarkTwain的作品與作者本人生活經(jīng)歷之間存在的內(nèi)在聯(lián)系；2.能夠用恰當(dāng)?shù)恼Z(yǔ)言簡(jiǎn)要概述作者成為偉大美國(guó)作家的原因3.通過(guò)生成板書，使用粉筆標(biāo)記等教學(xué)行為突出重點(diǎn)詞匯，給出更多詞匯活用的例子教學(xué)難點(diǎn)1．引導(dǎo)學(xué)生分析文章內(nèi)容的內(nèi)部結(jié)構(gòu)：段落-段落-終結(jié)；主題句-支持句子及事例2．指導(dǎo)學(xué)生利用關(guān)鍵詞匯，進(jìn)行有效輸出3.長(zhǎng)難句的理解，教會(huì)學(xué)生抓句子結(jié)構(gòu)，能夠分析句子成分教學(xué)方法任務(wù)教學(xué)法教學(xué)媒體錄播教室二、課堂教學(xué)過(guò)程預(yù)設(shè)時(shí)間教學(xué)步驟教師活動(dòng)學(xué)生活動(dòng)教學(xué)目的第3-4分鐘任務(wù)呈現(xiàn)1.GreetingtheSs.2.WehavereadpartofthenoveltheAdventureofHuckberryFinn,nowwewillreadapassageaboutthewriterofthenovelAskingthestudentstogothroughthepassageintheculturalcorner瀏覽文化角文章全文，抓取文本主要信息通過(guò)提問，使學(xué)生明確閱讀文章的目的，提高學(xué)習(xí)自覺性，激發(fā)學(xué)生的學(xué)習(xí)興趣，讓學(xué)生在任務(wù)的驅(qū)動(dòng)下更有目的地學(xué)習(xí)。第8-10分鐘通過(guò)提問、思考、討論，AskSstoansweraseriesofquestionstofurtherunderstandthelifeofthewriterhasmuchconnectionwiththelivesofthecharacterstheycreate.WhatistherealnameofMarkTwain？Whatishisnationality?WhydoAmericansthinkheisgreatestwriterintheUSA?Whathelpshimtobecomeasuccessfulwriter?AskstudentstolookatthemapsoftheMississippiRiverandhelpthemrealisethattherivergoesthroughthecentralpartoftheUSA,whichwasofevengreaterimportanceduringthetimewhenMarkTwainwaslivingMeanwhile,writethekeywordsontheblackboardandgivemoreexamplesoftheuseofthewordstohelpthestudents4.Theactivityisaimedathelpingthestudentstohaveavisioninmindthelocationoftheriverandbirthplaceofthewriter,whichmayhelpthestudentstobetterunderstandthepassageandthelifeandhisachievements.Activity1:presentstudentswithfactualquestionstograspthemainideaofthepassage;presentthestudentsfollow-upquestionstohelpthemanalysethedeeperrelationshipbetweenthefactsandresultsActivity2:lookatthemapsoftheMississippiRiverandlocatethehomestateofMarkTwain,seehowtherivergoesthroughthecentralpartoftheUSAandrealisehowimportantitmeanttothecountryduringthelivingtimeofthewriter通過(guò)事實(shí)性問題提問幫助學(xué)生抓住文章的主要信息；通過(guò)進(jìn)一步提問幫助學(xué)生理清現(xiàn)象后面更為本質(zhì)的因素，培養(yǎng)學(xué)生質(zhì)疑、思考的良好思維方式和習(xí)慣。第3-5分鐘朗讀Paragarph1開展閱讀深度學(xué)習(xí)活動(dòng)、進(jìn)行詞匯學(xué)習(xí)AskSstoreadthefirstparagraph.Learnthenewwordsandunderstandthelogicalconsequenceofthecontents.Analysethecontentsandhelpthestudentstoaskhigherlevelquestionstohelpdeveloplogicalthinking.Whatistherelationbetweenthewriterandthecharacterstheycreate?Whatdoesmarktwainmean？Whythedepthofthewatershouldreach3.6metersforaboat?Sswillreadthisparagraphandpayattentiontothetoneandrhythmtocorrectlyexpressthemeaningofthewriter.resemble通過(guò)朗讀，讓學(xué)生體會(huì)并正確表達(dá)作者意圖，同時(shí)，通過(guò)事實(shí)性和理解性提問，幫助使學(xué)生有層次的獲取閱讀信息，并在閱讀練習(xí)中練習(xí)重點(diǎn)詞匯的運(yùn)用第8-10分鐘朗讀paragraph2&3開展閱讀深度學(xué)習(xí)活動(dòng)、進(jìn)行詞匯學(xué)習(xí)AskSstoreadthefirstparagraph.Learnthenewwordsandunderstandthelogicalconsequenceofthecontents.Analysethecontentsandhelpthestudentstoaskhigherlevelquestionstohelpdeveloplogicalthinking.WhatkindoflifedidMarkTwainlive?Whydidheleftschoolearly?Whatmightbethereasons?WhatdidhehavetodowhenhefoundtherewasnoboattoAmazon?Sswillreadthisparagraphandpayattentiontothetoneandrhythmtocorrectlyexpressthemeaningofthewriter.adventurousDropoutofschoolOnlytofindtherewasnoboattoAmazonEstablishagoodrelationshipwith通過(guò)朗讀，讓學(xué)生體會(huì)并正確表達(dá)作者意圖，同時(shí)，通過(guò)事實(shí)性和理解性提問，幫助使學(xué)生有層次的獲取閱讀信息，并在閱讀練習(xí)中練習(xí)重點(diǎn)詞匯的運(yùn)用第8-10分鐘總結(jié)Sswillbegivensiswordstowriteabriefsummaryofthepassage.Theymayaddsomenecessaryinformationtomakethepassagefluent,logicalandcoherent.Adventurous,resemble,establishone’sreputation,noexception,determined用所給的六個(gè)單詞簡(jiǎn)要概括文章大意，適當(dāng)增加內(nèi)容