Reading and vocabulary第一课时教学实录

Module 5 of Book 6 Cloning Frankenstein’s Monster 教学设计

蓬莱一中

王来运

I. Teaching aims: 1. Language Aim: Help the students learn some new words and useful expressions. 2. Ability aim: Enable the students to talk about the film Frankenstein II. Important and difficult points: Learn to talk about the film Frankenstein III. Teaching method: Task-based activities IV. Teaching aids: A computer and a projector V. Teaching procedures:

Step I. Warming Up T: Please look at the pictures on the screen. Do you think them very lovely? They are all cloned animals. Whether pigs or dogs, they resemble each other. Now many kinds of animals can be cloned. But do you think it’s good to clone human beings? Ss: No/Yes T: Maybe you can get the answer from the film Frankenstein. . Let’s watch a short video of the film. T: Do you want to know something about the film? Now let’s read a passage about it. At the same time, you are expected to fill in the blanks.

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In 1816, a nineteen-year-old English woman _______ (call) Mary Shelley wrote____ novel called Frankenstein. It told the story of a scientist ____created a monster that resembled a huge human being. The novel____________ (immediate) became very popular and it is generally _____ (agree) that it is one of the best science fiction ________(story) ever written. Several films on it have been made. Boris Karloff played the monster in the 1931 film Frankenstein, as shown in the picture. For the film, he is made ______(look)very ugly, with wrinkled skin, yellow eyes and black lips. The monster is very big and very strong, and this makes him very __________ (frighten).He terrifies everyone who sees ______(he). The film is still the ____________________ (famous) of all horror films.

Check the answers 设计目的：

培养学生基本的语用能力

Step II. Reading Part I T: Do you want to know about the story of the film ?

Let’s listen to the story. I)Listening Now let ’s listen to the story Of Frankenstein and do the following exercises. 1.

Why does the monster terrify people? A.

He is large, strong and extremely ugly. B.

He murdered people. C.

He can speak. 2.

Why does Frankenstein try to destroy the monster? A.

The monster refuses to follow his instructions. B.

The monster kills his family members and friend. C.

The monster is too ugly. 设计目的：培养学生听的能力

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II)Reading Read part I and try to answer the following questions 1. When and how does Frankenstein create a creature? 2.Why does the monster terrify anyone who sees him？

3. When does the monster become lonely and unhappy? 4. Why does the monster murder Frankenstein’s family members and friend?

5. To destroy him, what does Frankenstein do? And what’s the result?

设计目的：培养学生抓取有效信息能力

III ) Retelling

Retell the story according to the key words

…Study… creates…using…

…large,…and…and terrifies…

…lonely/unhappy……friends

…even murders…because….refuses…

…destroy…chases… to…where…

Give the students 3 minutes to prepare for it and then ask three students to report their work while the other students are writing it down. 设计目的：按照事件发生的时间、地点，前因后果的顺序，围绕the monster展开故事的复述，给学生提供关键词，使任务简单化，有助于提高他们的表达能力。

Part 2 I)Reading Do you want to know some details of the film?

Read Part 2 and finish the following multiple –choice questions. 1. Why was the young scientist so disgusted when he saw the monster? A. Because he was ill. B. Because the monster smelled terrible. C. Because the monster was too ugly. D. Because he monster had wrinkled skin.

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2. What does “it” in the sentence “I had wanted it more than anything in the world.” refer to? A. Sleep.

B. To give life to a lifeless body.

C. A monster

D. His health. 3. Which of the following word is close to the word “vanished” in meaning?

A. showed

B. disappeared

C. appeared

D. came out

4. Why did Frankenstein wake up shaking with fear?

A. Because the monster was standing by his bed. B. Because he had a terrible dream.

C. Because the monster woke him up.

D. Because his wife died 5. Why did the monster come to Frankenstein’s bedroom?

A. Because the monster wanted to sleep with Frankenstein.

B. Because he wanted to get some food

C. Because it wanted to say thank you to him.

D. Because it wanted to talk to him 设计目的：培养学生抓取细节信息和根据上下文的猜词能力。

II) language points 课文原句：

1) Using bones from dead bodies, he creates a creature that resembles a human being. 2) Feeling very anxious, I prepared the equipment that would give life to the thing that lay at my feet. 3 ) At last, I threw myself on the bed in my clothes, trying to find a few moments of sleep. 4) I woke, shaking with fear. 归纳总结语法现象：-ing 形式作状语 （该动作与主句主语为主动关系）

Ex: ( 用doing作状语翻译下面的句子) 4

1.这场大雨持续下了3天，淹没了许多村庄。

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2.地震发生在凌晨三点，对该地区造成巨大损失。

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3.她做在沙发上，看电视。

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设计目的：让学生学习并巩固考纲要求的考点---非谓语做状语

III). Correction Feeling very anxiously, I prepared to give life to the body. Then I saw the anxious

yellow eyes of the creature opened . He was too ugly that I felt unable to stay in the

open

so same room as him and rush out .I walked up and down his bedroom and tried to

rushed

my

fall sleep. But I woke, shook with fear because I had∧ terrible dream. At that

asleep

shaking

a moment, I saw the monster standing by my bed and watch me. Terrified by him, I

watching ran out of and hid in the garden till morning. 设计目的：改编的短文与原文意思一致，主要围绕重点的动词,形容词,介词, 连词在文章中设置了10处错误，一是加深对全文整体理解，二是锻炼短文改错的能力，考查学生的基础知识。

Step III. Discussion T: From the film we have learned that it’s not good to clone a human being. But cloning is really an advance in science. To clone or not to clone? Let’s have a discussion about it in groups. Advantage: Disadvantage: 5

Then ask some groups to report their results 设计目的：通过小组讨论，让学生了解克隆的利与弊。

Step IV. Summary From the passage and our discussion, we know that cloning has both advantages and disadvantages. We should be careful to use it. 设计目的：总结概括克隆技术的利与弊。

Step V. Homework Write a passage about “to clone or not to clone” within 100 words.

设计目的：学以致用，锻炼学生的写作能力。

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