Reading and vocabulary教学内容

Book VI Module 5 Cloning Reading and Vocabulary Frankenstein’s Monster

石嘴山市光明中学 王晓云

一、教材课型：阅读课

二、教学时间：一课时

三、教学目标

1.通过阅读《弗兰肯斯坦》的故事梗概和小说节选，了解一些西方文学作品，学习相关词汇；

2.完成概括段落大意、回答问题、总结篇章内容等活动提高学生的获取准确信息的能力和逻辑分析能力；

3.能够用简要的语言复述故事梗概，能参与支持或反对克隆的辩论并发表自己的观点；

4.了解高科技的发展给人类带来的正面或负面的影响，增强科学伦理意识。努力学习科学文化知识，为人类和平、幸福和发展做贡献。

四、教学内容分析：

高中英语外研版教材第六册第五模块以克隆、《弗兰肯斯坦》、科学伦理为话题，

Reading and Vocabulary 学习一些相关的词汇，通过学习《弗兰肯斯坦》故事梗概和小说节选掌握这些相关词汇；并通过完成相关的阅读练习来培养学生的阅读能力，用简要的语言复述故事梗概，能参与支持或反对克隆的辩论并发表自己的观点。

五、学情分析：

克隆这个话题虽然看似离学生很远，但事实上我们也了解过克隆动物，复制产品的报道；现代信息技术的发展也使得学生很容易获取这方面的信息，只不过不知道英语的表达而已。这样的信息差也有助于激发学生学习的兴趣和参与。另外，现在高科技的发展给人类除了带来的享受与便利以外也带来了巨大的负面的影响。这篇阅读可以引发学生的思考，增强科学伦理意识的教育效果。

在Introduction 中，学生已就《弗兰肯斯坦》从怪物的外貌、小说电影的创作等方面学习和了解了相关词汇和信息，新旧知识有着必然的联系和承接。

六、教学重点和难点

１. 教学重点：

(1) 学习有关弗兰肯斯坦的生词和短语。

(2) 完成概括段落大意、回答问题、总结篇章内容等活动提高学生的获取准确信息的能力和逻辑分析能力。

２. 教学难点：

能够用简要的语言复述故事梗概，能参与支持或反对克隆的辩论并发表自己的观点。

七、教学方法

快速阅读、查读、讨论

八、教具准备

计算机、多媒体课件、黑板

九、教学过程

I. Lead-in 1.Show the poster of the film. Ask: . When was the film made? Say what you know about the story. 2. Show another picture of the monster. Ask the Ss to describe the monster, using the words in the box. huge, human being, lip, monster, terrifying ,ugly,

II. Fast-reading: 1. Find the words in the passage which means: a terrifying dream your blood moves through these in your body the most northern part of the world the thing that everything is made of very different from 2. Answer the questions about the words in the box. beauty bone chase creation creator disgust emotion fear fiancé lifeless murder (v. n. )

1)

Which of these words are connected with feelings? 2) Which words are connected with making something?

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3) Which word means to quickly follow someone in order to catch him/her? 4) Which word refers to a woman who is going to marry soon? 5) Which word means to kill someone? 6) Which word is the noun of the word beautiful? 7) Which word describes a part of the human body? 3. Read part 1 and answer the questions: 1) Who creates a monster? 2) What does the monster look like? 3) Why does he murder 3 people? 4) What happens to the monster at the end of the story? 4. Read part 2 and match the main ideas with each paragraph.

Para 1 The monster became a creature from my worst nightmares. Para 2 The monster didn’t give what I had expected •

in return but gave much trouble. Para 3 The description of the monster and how I felt •

when I saw it for the first time Para 4 When the monster came into being III.

Careful-reading: Read the passage carefully and find the answers to the questions:

1. In what ways is the monster like a human being? 2. How did Frankenstein create the monster ? 3.Why did Frankenstein decide to destroy the monster? 4. What do we learn about the monster’s appearance ?

5.Why was the young scientist so disgusted when he first saws the monster? 6.What had Frankenstein wanted more than anything in the world? 7.Why did Frankenstein wake shaking with fear? 8.Why did the monster come to Frankenstein’s bedroom?

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9.What did Frankenstein do after running out of the room for the second time? 10.Why did Frankenstein regret creating the monster? Summarize the text and fill in the blanks: Frankenstein dreams to give life to a ______ body. Finally, using bones from dead bodies, he creates a Monster that ________ a human being. But when he finishes, the beauty of the dream ________, and horror and ______ fill his heart. The creature is extremely ugly, _________anyone who sees it. His black hair and his white teeth _______horribly with his yellow eyes, his ________ yellow skin. However, he is intelligent and has human ________. When Frankenstein ______ to create a wife for him, he ________ the scientist’s brother, his best friend and his wife. Thus, the scientist ______ the monster to destroy him. In the end, both of them die in the snow. IV. Discussion: Work in groups to discuss the questions. 1. Why do you think Frankenstein refused to create a wife for the monster? 2.

Why do you think the scientist dreamt about his fiancée?

3.

What do you think the monster might have wanted to say when he was standing by Frankenstein’s bed?

4. Do you think Frankenstein was right to be frightened by the monster when he stood by the scientist’s bed?

5. What do you think the scientist should have done? 6. How do you feel about the monster? Explain why. 7. What is the lesson of the story, in your opinion? Have a debate: Are you for or against cloning ? Why ?

Collect the Ss’ ideas.

Homework: . Read the passage again and try to retell the text using your own words.

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•

Underline and understand the important words and phrases and make sentences . •

Find out and read the sentences using subjunctive.

Writing on the Bb: Frankenstein’s monster The story The writer’s feeling the creator the creation the appearance the description the plot the feeling the ending the nightmares

Reflection: 1、信息与学科整合，激发学生学习的兴趣和主体意识 英语新课程标准倡导教师鼓励和启发学生要突破课本的限制，用各种教学资源拓展了解信息和观念的渠道。这一课的话题“克隆”与学生的联系较少，但从社会的角度来看是一个不容忽视的问题。但学生通过网络媒体影视接触了这类信息，对此有个自己的科学的认识是非常必要的。但是，仅通过单调、枯燥的说教或灌输效果是微乎其微的。合理运用多媒体辅助教学，扩充了学生的信息面，激发了学生主动获取信息的兴趣和能力。 2、学科知识教育与情感价值观教育结合，实现新课程三维目标的统一

从教学内容看，教师通过设计一系列问题和活动，引导学生在课堂上获取信息、相互交换信息，紧紧围绕主题，了解学生对克隆的认识，并逐步渗透正确的科学意识。从教学过程看，教师一直注重学生的积极情感的培养，鼓励他们充分表达自己的看法，并给予肯定的评价，让学生体会教师的关注，并在这种健康活跃的氛围中学习和提高认识。 3、采用讨论、合作等学习方式，培养学生合作意识 《新课程标准》强调转变学生的学习方式，倡导以“主动参与，乐于探究，交流与合作”为主要特征的学习方式。合作学习中的信息互动是师生、生生间的多边互动,这种互动式教学促使学生自己与他人学习，促进学生的认知与情感的全面发展。另外，本教学重视阅读过程与评价，通过“任务型”

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教学模式，培养学生的竞争意识、合作精神，弥补一个教师难以满足有差异的众多学生的不同需求，从而真正实现每个学生都得到发展的目标。

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