Reading and vocabularyppt课件课堂实录

Book 6 Module 2 Fantasy Literature Period 2

Reading and Vocabulary The Cat That Vanished The Thought and Concept of Design (设计思路及理念）

1. The aim of curriculum standards of English is to form Ss’

comprehensive ability to use language, which is based on the Ss’

language skills, language knowledge, emotion and attitude, learning strategies and cultural consciousness. Reading is the best way to carry these tasks. In the teaching process, teachers’ strengthening the consciousness of reading, cultivating reading skills are particularly important. So the focus of this lesson is how to effectively use the teaching material to

improve the Ss’

reading comprehension in the activities of pre-reading, while-reading and post-reading.

2. According to the constructivism learning theory, people produce knowledge and form meaning based upon their experiences. So, instead of having the students relying on the information given by the teacher and accepting it as truth, the teacher exposes the students to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences. Thus, enough classroom activities are designed in this period for the students to build their knowledge individually and in groups in their learning experiences.

I. Analysis of the text(教材内容分析):

The topic of this module is Fantasy Literature, which includes four articles about fantasy world. As the main text of module 2 Book6, Reading and Vocabulary The Cat That Vanished should be treated as intensive reading. And this period should focus on the student’s ability of reading comprehension. Guidance should be offered to help the students improve their ability of skimming and scanning. The students should get some simple information of the text after skimming, then be able to divide the whole passage into several parts after scanning, and find some detailed facts of the text after careful reading. Post-reading activities should focus on the students’ understanding of the main idea and the ability to retell the fantasy story.

II. Analysis of the students(学情分析): This class is one of the ordinary classes of this grade, so most students’ English is not very good. But as Senior two students, they have had some basic English knowledge and the ability of

1

expression. During the teaching, efforts should be made

to arouse students’

enthusiasm and make them take an active part in activities of discussion and teamwork. And in the process of reading, the teacher should focus on training students to use English to associate, imagine and try to think in English . III. Three-D Aims(三维目标设计): 1. Knowledge and Skills

1)To help the students learn the following words, expressions and sentences in this period. Words: hesitate, scent, doubt, rub, knuckle, bite, pad, stupefied, exhaustion, longing, scald, patrol,

paw, pat, invisible, arch, stiffly, alertly, patch, alarm, sniff, whisker, twitch, wariness, blink, alien, entice, stoop, swim, thump, scramble Expressions: be stupefied with, come up to, put down, hold out, turn away, sweep over, keep one’s

eyes on, fix on, cast about, be invisible to, be laden with,

Sentences: Then she leapt backwards, back arched and fur on end, tail held out stiffly.

It looks as if someone had cut a patch out of the air…

He found himself standing under a row of trees.

Just beside him was that bare patch in the air. 2)To help the students master ways of retelling the story and enjoy the fantasy literature. 2. Process and Methods

1)To guide the students to read with different skills (skimming, scanning and careful reading) for different purposes. 2) To encourage the students to cooperate with others by working in pairs or in groups

3)To make sure that the students pay attention to important points by repeating 3. Emotional Attitude and value 1) To master the reading skills of literary works and the ability of narrating stories 2) To improve the ability to appreciate fantasy literature Ⅳ. Teaching Goals

1) To get some information of the passage

2) To develop Ss’ reading ability

3) To train Ss’ ability to retell the story

4) To develop Ss’ ability to appreciate the fantasy literature

2

Ⅴ. Important teaching points 教学重点

1) To help the students learn to read a passage in a proper way and improve their ability of reading 2) To help Ss learn how to make their own sentences to retell the story Ⅵ. Difficult teaching points教学难点

To master the meaning of this first part from The Subtle Knife written by Philip Pullman To help Ss learn to retell fantasy literature Ⅶ.Teaching Procedure教学过程

Step I Lead-in 1) Show some pictures and a short video about Harry Potter to the students, and ask them “What’s the Fantasy Literature?”

2)

Introduce the writer Philip Pullman and his Dark Materials Trilogy Step II

Pre-reading 1)To show some useful phrases and explain the meaning of them to help students understand the text easily 2)Make a prediction (show some pictures connected with the passage, let Ss discuss them and then predict what happened to the boy and the cat) Step III While-Reading

Task 1. Scanning (Listen

and

check if the predictions are right or not) 1)Ask the Ss to listen the text and put the sentences in the correct order.

●Will decides not to return to his world.

●The cat vanishes.

●The cat comes up to will.

●Will climbs through a hole.

●The cat behaves in a strange way.

2) How many paragraphs in the text? Task 2. Skimming Ask the Ss to comprehend the passage quickly and accurately and meanwhile help them to form a good habit of reading. Teacher gives them a couple of minutes to look through the whole passage.

Read the text and fill in the blanks. Parts

Paragraphs 3

Main ideas

1 2 3 4

Para.1 Para.2 ---

----

Para.13 --- Para.15

Will saw a cat

What the cat did and how

Task 3. Careful Reading

T or F 1)

The cat that vanished was call Moxie. 2)

It was Will who had cut the patch out of the air. 3)

The patch, which was completely invisible from most angles, was almost square and less than a metre wide. 4)

Will walked into the new world with his shopping bag. 5)

The new world was so frightening that Will went back to his own world. Task 4. Comprehension 1)

Will can’t think clearly because______. A.

He was very frightened in the dark at night. B.

He was excited when he saw a cat. C.

He was worn out. 2)

Why did the cat behave strangely? A.

Because the cat put out a paw to pat something invisible in the air in front of her. B.

Because the cat came up to Will when he held out his hand. C.

Because the cat approached the patch of grass and then left back. 3)

Which of the following is TRUE about the patch according to the text? A.

Will had cut the patch out of air. B.

The patch was almost square on shape and less than a meter across. C.

From the most positions, the patch was completely visible. 4)

According to the text, we can know that Moxie was_______. A. the cat that vanished

B. a friend of Will C. a tabby Will once fed

D. a homeless cat

5) The phrase “ be laden with” in the text means “_______”

4

A. be burden with

B. be full of

C. be covered with

D. be responsible for Step IV Post-reading

1. Summary (pair work)

Ask Ss to read the passage again and discuss it then fill in the blanks showed the passage on the screen

2.

Retell the story

(discussion and teamwork) Show some pictures to help students retell the story(4 students a group to make a discussion) Then ask a few Ss to retell the story Step V

Watch a short Video

Show a video about A Golden Compass

from Northern Lights to inspire students’ interesting to know about the fantasy literature.

Step VI Homework 1. Retell the story and write it down.. 2.Underline these words you think used very well and important sentences which you can’t understand well.

5