2019-2020年高二英語 Unit 14 Freedom fighters教案1 舊人教版.doc

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2019-2020年高二英語 Unit 14 Freedom fighters教案1 舊人教版 Teaching Goals 1. Talk about science fiction. 2. Learn to express beliefs and doubts. 3. Learn about Word Formation (2). 4. Practise creative writing. Teaching Time: Five periods The First Period Teaching Aims: 1. Learn about some scientific facts by doing a small science quiz. 2. Train the students listening ability. 3. Develop the students speaking ability by talking about science fiction using the useful expressions for beliefs and doubts. Teaching Important Points: 1. Train the students listening ability. 2. Master the useful expressions for beliefs and doubts. Teaching Difficult Points: 1. How to improve the students listening ability. 2. How to finish the task of speaking. Teaching Methods; 1. Free talk to arouse the students interest in science fiction. 2. Listening-and-answering activity to help the students go through the listening material. 3. Discussion to make the students finish the task of speaking. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures: Step I Greetings Greet the whole class as usual. Step II Free-talk and Lead-in Give the Ss ten minutes to talk about the topic on science fantasy. Then teacher say the following: Today, we are going to talk about science fiction. Step III Warming up First, lets look at some new words. (The multimedia shows the new words in this period.) New words; fantasy / 5fAntEsi / n. Jules Verne / dVu:lz `v\:n / league /Ii:g/ n. distance / 5distEns / n. balloon / bE5lu:n / n, bulb / bQlb / n. fiction / 5fikFEn / n. (Teacher teaches the words and explains them, and then says the following, ) Now, look at the covers of the two books written by Jules Verne. (The multimedia shows the two books.) Have you read them? (Some say " Yes", while some say "No". Teacher asks two students who say "Yes" to stand up and say something they know about the books. ) Have a quiz (Teacher uses the multimedia to show the following. ) 1. What is the highest mountain on earth and how high it is? (2 points): 2. What is the deepest point in the ocean; and where is it? (2 points): 3. Which is the longest river on earth: and how long is it? (2 points); 4. What is the distance from the earth to; the moon? What is it to Mars? What; is it to the nearest star? (6 points): 5. How far is it to the centre of the: earth? (2 points): 6. How high are the temperatures near: the centre of the earth? (2 points): 7. What is the longest distance around; the world? (2 points): 8. How fast does a balloon travel? How: about an aeroplane? How about a space shuttle? (6 points) Suggested answers; 1. Mount Qomolangma; 8848. 13 m 2. Mariana Trench; in the west of the Pacific Ocean. 3. the Nile River; 6 600 kilometers 4. 380, 000 kilometers; more than 56, 000, 000 kilometers 5. 150, 000, 000 kilometers 6. 7 500 K 7. 40, 000 kilometers 8. about 30 — 40 kilometers per hour; about 500 kilometers per hour; about 7.4—11.2 kilometers per second Step IV Listening T: So much for Warming up. Now, lets do some listening. Look at the listening part on Page 9. Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that? Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example. Go on with the listening practice. Listen to the tape again and then finish Exercise 2. Before listening to the tape, the Ss need to go through the questions and know what to do. (Teacher begins to play the tape for the second time. During this lime, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class. ) Step V Speaking Page 10. Lets look at the Speaking part. There are four dialogues about such topics, which are inplete. Work in pairs to create dialogues. When youre making the dialogue, you can use the expressions on the blackboard, (Teacher writes the following on the blackboard.) I believe…… I suppose…… I doubt…… Im sure that…… I’m (not) certain…… I cant imagine…… It could be…… Its likely…… It would like…… Sample dialogues; Space Travel A: I dont believe people can travel in space. B: Why not? More than 100 years ago nobody thought it was possible for people to travel in the sky by plane from one place to another. A: In my opinion, space travel is more than a master of time to us, and also a matter of technology. B: I agree with you. But well be able to develop. I believe with the development of science and technology, space travel is not a dream, and the day is on the way. Life in 3098 A: I doubt whether there is any life on earth in the future. B: e on. What do you mean? A; I mean that as the result of human beings role in nature and society, people at present are facing some terrible disasters, like wars, the environmental pollution, the excessively developed resources. B: Yes. These disasters will lead to human beings disappearing in 3098. What should we do? A: I think we should take some measures to save ourselves from disasters, such as planting more trees, saving our resources, maintaining peace all over the world…… B: What you said is quite right. Young Forever A: Do you think there will be a time when we can cure all diseases? B: I suppose that is only a happy wish for us. Because when old diseases are gone, new diseases will occur. Everything in the world is changing all the time. A; Doctors may find a way to keep us young forever. Medicine is also developing. B: Yes. Lets expect that day to e together. Creatures from Outer Space A: Do you believe there are some creatures from outer space? B: I dont only believe in it, but also think we can see them some day. A: Do you really think so? Can you imagine what star they live in? What do they look like? Can they speak any language that we can understand? B: There are so many stars, Im sure there must be a star where they can live. I guess they may be taller and stronger than human beings. They may speak different languages, but they can municate with us freely, A: Your imagination is very good. But I think it would take us a long time. B: Maybe, Step VI Practice and Consolidation Ask the students to talk more about what they believe may e true in the future For example, they can imagine Chinese astronauts land on the moon successfully in xx, and he or she is one of them. Standing on the moon, what will he or she say to the people on the earth? Step VII Summary and Homework T: In this class, weve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, weve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what youve said in class, make a dialogue using the useful expressions on the blackboard. At last, dont forget to prepare for the next period. Step VIII The Design of the Writing on the Blackboard Unit 12 Fact and fantasy The First Period Useful Expressions: I believe…… I doubt…… It could be……but…… I suppose…… I’m (not) certain…… Its likely…… Im sure that…… I cant imagine…… It would take…… The Second Period Teaching Aims: 1. Learn and master the useful words and phrases. 2. Train the students reading ability. 3. Let the students learn about the French writer Jules Verne and his two famous science fictions. Teaching Important Points; 1. Improve the students reading ability. 2. Master the useful phrases. Teaching Difficult Points; 1. How to make the students understand the passage better. 2. How to help the students finish all the exercises in Post-reading, Teaching Methods: 1. Discussion before reading to make students learn more about some scientific facts, 2. Fast-reading method to get the general idea of the passage. 3. Careful-reading method to get the detailed information in the text. 4. Discussion after reading to help the students finish the tasks in Post-reading. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures ? Step I Greetings and Revision Greet the whole class as usual. In the last period, we learnt some useful expressions used to express beliefs and doubts. Now, Ill check your homework to see whether you can use them freely. Whod like to act out your dialogue? (Two students stand up and act out their dialogue. ) Step II Lead-in and Pre-reading Show the following pictures on the multimedia. Here are three great inventions. Who can say when the inventions in the pictures were made? S1 : Electric railway was invented in the early years of the 20th century. S2: Thomas Edison invented the light bulb in 1879. S3: Steam-powered boat was made in 1807, Teacher shows the following on the screen. 1. When was electricity discovered? 2. How was it used in the following two hundred years? 3. In the early 19th century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today? Work in groups of four to discuss the questions. Choose one of you to act as the leader of your group. Record the results of your discussion. A few minutes later, the leader will be asked to report the result. Step III Reading Read the passage quickly to see whether youve grasped the brief meaning of it. Then, re-read the passage carefully to further understand it. Then answer the questions on the screen. (Show the following on the multimedia.) 1. To make a living, what did Jules Verne have to do? 2. What will many of the instruments in his novels remind the readers of? 3. How did Verne lay the foundation of modern science fiction? 4. In his novel "20 000 Leagues Under the Sea", what kind of person is Captain Nemo? 5. How does the story "Journey to the Centre of the Earth" begin and end up? (A few minutes later, teacher asks some of them to answer the questions one by one.) Suggested answers: 1. To make a living, Jules Verne had to write and sell stories. 2. They will remind the readers of Dr Benjamin Franklins experiment with electricity. 3. By taking the scientific developments of his day one step further. 4. He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk. 5. The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature. Step IV Language Points Show the following on the multimedia. 1. make a living ( = earn ones living) e. g. She made a living by singing in a nightclub, 2. lay the foundation of e. g. Four-year college life laid solid foundations of his career. 3. e true e. g, The boys wish to bee a PLA man has e true. 4. set out e. g. They set out to look for the lost child. 5. turn out (to be) + adj. n. e. g. The weather man said it was going to rain this afternoon but it turned out to be very lovely. To everyones surprise, the fashionable girl turned out to be a thief. 6. defend ……against/from e. g. We should defend our country against attacks. 7. be dressed in e. g. The girl was always dressed in red. Dressed in uniform, he looks handsome. Step V Post-reading Read the passage again. Then finish Exercise 2 in Post-reading on Page 13. Suggested answers- 2. During the time they do all they can to continue to live…… 3. They realize that they e to the surface of the monster 4. his long-term guests Exercise 4. In Jules Vernes times, the knowledge about the earth was very limited, and many scientific facts couldnt be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion. (After a while, teacher checks their answers. Students may have various answers. ) Go on with the exercises in Post-reading. Under water travel and space travel have many things in mon. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3. Suggested answers: Differences SUBMARINE SPACESHIP Speed slow fast Landscape under water landscape space landscape Number for people a lot of people a few people Food mon food special space food Clothes diving suits space suits Similarities Demand for skills is high. Theyre both exciting. Tourists must be trained by experts. Theyre expensive. Finish the chart in Exercise 5. (Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary. ) Suggested answers; Preparation : Tools and things to bring Risks: Dangerous and things that could happen Food，water, warm clothes, ropes, matches, a knife, a chisel .some medicines losing ones way falling into a hole being injured Step VI Summary and Homework T: In this period, weve read a passage about Jules Verne. By reading, weve learnt more about Jules Verne and his two novels. Weve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period—Language Study. Step VII The Design of the Writing on the Blackboard Unit 12 Fact and fantasy The Second Period Useful phrases: make a living lay the foundation of e true set out turn out (to be) + adj. / n. be dressed in defend……against/from The Third Period Teaching Aims: 1. Review the new words appearing in the last periods. 2. Learn to use the rules of word formation to guess the meaning of the word. Teaching Important Points: 1. Learn to choose proper words according to the contexts of the given passage. 2. Learn to guess the meaning of the words by the meaning of some stems and affixes. Teaching Difficult Points; 1. Master the meanings of the following stems and affixes： mis- = wrong extra-= outside inter = between sub-= under under-= below over- = too much dis- = not -marine= sea 2. How to guess the meanings of the words according to these stems and affixes. Teaching Methods: 1. Review method to consolidate what weve learnt. 2. Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what theyve learnt. 3. Individual, pair or group work to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures; Step I Greetings Greet the whole class as usual. Step II Revision In the last period we learnt a passage about a French famous writer Jules Verne. Now. whod like to retell the text? (One student stands up and retells the text in his own words.) Step III Word Study Page 14 and finish the exercises in Word Study. Suggested answers t 1. fantasy 2. voyage 3. collision 4. on board 5. voyage 6. collision 7. on board 8. escape 9. fantasy 10. permanent Step IV Word Formation As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary, Please look at the screen. (Teacher shows the following on the screen.) rewrite, unhappy, disappear, impossible, invisible, non-smoker, supermarket, worker, illness, movement, useful, action, cooperate, cloudy, musical Get some Ss to explain their meanings. In this class, well go on with some rules of word formation, (Teacher uses the multimedia to show the following. ) mis-= wrong extra-= outside inter- = between sub-= under under-= below over-= too much dis-= not -marine=sea Page 12. Word Study, Exercise 1. Match the words and the correct definitions. Give the Ss two minutes to do it. Suggested answers; l. E 2.F 3.B 4. C 5. D 6. A Go on with Exercise 2, Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. 1. The word in italics “misbehave” means "behave improperly or wrong1y". Its Chinese meaning is“行為不端”The whole sentence means“媽媽告訴我在祖母家不要行為不端／不懂規(guī)矩” 2. The word “subtitle" is formed by adding the suffix ",sub-" before the word "title". "Sub-" means “under"，so “Subtitle” means “小標(biāo)題，譯文對白字母"．in Chinese. The Chinese meaning of the. whole sentences is“熒屏底端的中文對白字幕幫助我們理解外國影片"， 3．誤解曲解， 不要誤解我我只不過是想幫你． 4．互換的。 在許多情況下，單詞"fiction"和"novel可互換。 5．地鐵。 人們喜歡乘坐地鐵，因?yàn)樗裙财嚳?，又比出租車便宜? 6．超時(shí)。 他看上去非常疲倦，因?yàn)檎麄€(gè)禮拜都在超時(shí)工作． 7．襯褲。 如果你穿著襯褲在公共場合走，人們 將會認(rèn)為你瘋了。 Step V Consolidation Teacher shows the following on the screen. Add a proper affix to each of the follow-jing words to form another word. 1. ____ curricular 2. ____ dependent 3. ____ patient 4. ____ stop 5. ____ judge 6. ____ tired 7. ____ heading 8. ____ clothing 9. ____ advantage Suggested answers 1. extra- 2. in- 3. im- 4. non- 5. mis- 6, over- 7. sub- 8, under- 9. dis- Step VI Summary and Homework T: In this class, weve reviewed some new words appearing in the unit by doing exercises. Weve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, dont forget to prepare for the next period. Step VII The Design of the Writing on the Blackboard Unit 12 Fact and fantasy : The Third Period Word formation: mis- = wrong extra-= outside inter- = between sub- = under under-= below over- = too much dis- = not -marine=sea misconduct, extraordinary, international, subsoil, underground, overcharge, disagree, submarine The Fourth Period Teaching Aims: 1. Review the useful expressions learnt in this unit. 2. Review some word formation. 3. Train the students writing ability by practising creative writing. Teaching Important Points: 1. Consolidate word formation learnt yesterday. 2. Help the students finish the creative writing. Teaching Difficult Points; 1. How to help the students practise creative writing. 2. How to improve the students reading ability. Teaching Methods: 1. Revision method to help the students consolidate the useful expressions. 2. Question-and-answer activity to help the students understand the reading passage better. 3. Discussion method to help the students finish the task of writing. 4. Individual, pair or group work to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard Teaching Procedures; Step I Greetings Greet the whole class as usual. Step II Revision Do an exercise to consolidate the rule of word formation. Teacher shows the following on the screen. 1. submarine = + 2. disappear= + 3. overturn= + 1 4. Internet= _ + _ 5. underwater= _ + _ 6. prisoner = _ + _ (After a while, teacher asks one student to do the exercise. Th