北师大版英语选修6

第十六单元第一课教学设计
Lesson 1 Stories from History
教材分析
本课是第16单元第一课。

教材讲述了意大利的庞培城，一个变成了“时间胶囊”城市，公元79年被火山爆发所吞没和1600多年后科学家们再发现它的历史故事。

本课以这个历史故事为话题，展开对故事体裁（Genre）写作结构的了解。

本单元在Warm-up部分已为第一课做了很好的故事话题、结构和词汇方面的铺垫，因此本课可以从Warm-up导入开始，了解故事的种类。

进一步培养学生在进行阅读过程中，了解文章故事的结构和写作特点以便更好地为故事体裁写作输出做准备。

最终达到读得懂、说得出、写得好的目标。

本课篇章不长，也不算难。

词汇短语最好通过学生的课上活动，以及对过去完成时的练习和掌握，不断使词汇及短语复现，从而达到掌握和理解课文的目的。

另外，过去完成时的学习可以通过发现实验的方法加深学生的理解和应用。

即：在语言应用中发现并掌握语法知识。

本课计划两课时完成。

第一课时的重点是通过故事结构（标题，故事事件发生的场景（时间、定点、人物），主体和结论）话题相关信息的了解，运用自己的语言通过讲故事复述课文学习本课及相关的词汇；第二课时的重点是词汇的巩固和语法的发现、归纳、总结和练习，让学生明白过去完成时和过去时的区别以及Have/Get something done词的用法，并能在语境中恰当的应用语言。

教学容
1.话题: Stories from History
2.阅读: Pompeii: The city that became a time capsule
3.词汇: 重点词汇：volcanic eruption, buried, event, disappear, disaster, preserve,
destroy,
discover, scientist
相关词汇：capsule, tremble, particularly, loss, awesome, rewind, burst, authentic, architecture
短语和搭配：block out, in a way, on one’s side, split up, pay rise 4．语法：The Past Perfect; Have/Get something done
第一课时
First Period
教学目标
本课结束时，学生能够：
1．通过Warm-up的听力，学生能够听懂并知道故事的不同种类。

2．谈论和讲述故事。

第二课时
Second Period 教学目标
本课结束时，学生能够：
1．在语境中应用和掌握Lesson 1 所学新词汇及短语。

2．掌握 Past Perfect 和 Past Tense 的区别和用法。

3．了解Have/Get something done 的用法。

First Period
(Reading)
I. Word Bank for Story:
2. Find the exact English words in Lesson One and try to explain it in English:
3.Find information related to the following time and people.
4. Using proper words and phrases fill in the blanks.
Pliny was a Roman writer who had _____1____ and wrote about a ____2_____ eruption which ____3____ on August 24th, 79AD and it was of Mt. Vesuvius. The tragedy had left a deep _____4_____ on Pliny who had lost his uncle in the accident. The people, towns and villages had been ___5___ under the ashes of Mt Vesuvius.
By 1748, scientists had started to ____6____the ancient city Pompeii. It is like a “time capsule” _____7_____ a frozen moment in history. Not
only the buildings and authentic objects of Pompeii attract people, but also the forms of the people caught in the ___8____ that have made the city a ____9_____ to human history. The bodies of people who had died in Pompeii showed their exact ___10____of getting together for_____11____ in their last hours of life.
Today, since excavations started, people and scientists visit Pompeii every year to learn more about the_____12______. In this way, the city, which the world had once forgotten ___13____ nearly 2,000 years after its ___14___.
第二课时学案
Second Period
(Language Focus and Grammar)
I. Read the text. Either give the Chinese equivalent or explain the following in
II. Translation:
1) Nobody believed him because he _______________________(以前常撒谎).
2) They weren’t surprised at all. They_______________________(早就听到这消息了).
3) When we arrived at the theatre, the play___________________(已经开演半
小时了)。

4) Did the police believe what the witness ___________________(讲的那些话吗)?
第十六单元教学设计
Lesson 2 Name Stories
教材分析
本课是第16单元的第2课。

本课的听力材料是三位学生讲述他们名字的故事。

学生将在本课学习如何简单讲述名字的故事，并实际口头练习。

此后使用听力策略，听取并记录信息，复述他人名字故事。

听说练习之后，结合文化广角的英文姓氏的起源，话题进一步深入，学生通过对比东西方人名，了解其所承载的不同文化。

话题对于学生来说很熟悉因而没有难度。

重点是学生能够准确的获取信息并流畅的复述。

话题的另外一个特点则是文化意义很强，因此特别结合教材以及教参的补充容在文化上深度挖掘。

语言上难度也适中因此要求学生说与写上输出量很大。

本课计划按两课时完成：第一课时重点是听力训练，让学生听懂有关解释名字意思的故事并通过关键词抓住重点。

第二课时阅读英文姓氏的起源，讨论中西名字中的不同文化，并选择一个感兴趣的名字写出其中的故事。

教学容
话题：中西人名的故事
词汇：重点词汇：specific, significance, name after, vivid, abnormal, hardship,
相关词汇： musical instruments blacksmiths Heather, pillar
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1.听懂名字的故事并抓住重点信息复述
2.讲述自己名字的故事
第二课时
Second Period 教学目标:
在本课学习结束时，学生能够：
1．提取英文姓氏的起源信息；
2．对比中西名字文化差异；
3．写名字的故事。

第一课时学案：
Listen to tape and take down notes:
Wang Jiannan:
Heather Smith:
Issac Evans:
第二课时学案：
1. Write about the right names
Father’s given name Jack Son’s surname_________
Father’s given name William Son’s surname_________
A man who lived by the wood might be called Jack ________.
A person who lived on the top of a nearby hill might be called John __________.
2.Read and answer the questions:
Do you know where western first names come from? Do you know which names are popular today?
Jacob, Mary, Rebecca and Sarah
Martin Luther King, Jr.
Alexandre Dumas - Alexandre Dumas Fils
Western Names
Apart from their surname or last name or family name in Britain or the US, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more.
Parents usually decide on given names for their children before they are born. In some families the oldest boy is given the same name as his father. In the US the word junior or senior, or a number, is added after the name and surname to make it clear which person is being referred to. Many popular names come from the Bible, e.g. Jacob, Joshua and Matthew, Mary, Rebecca and Sarah, though this does not imply that the people who choose them are religious. Other people give their children the name of somebody they admire, such as a famous sports personality, or a film or pop star. In Britain the names William and Harry have become common again since the sons of Prince Charles were given these names.
Name Story
Mini-writing:
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ___________
____________________________________________________________________ ____________________________________________________________________ _____________________
____________________________________________________________________ ___________
Lesson 3 Life Stories
教材分析
本课是第十六单元第三课。

课文讲述的是海伦.凯勒在家庭教师的帮助下学习语言的故
事。

由于本课是叙述性文体，所以学生在理解篇章方面要遵循时间发展的顺序，着重理解海伦学习单词的过程——她是如何突破身体的障碍的，如何学习各种单词的，以及她的切身感受。

在理解的过程过上下文猜测生词词义。

另外，学生还需要掌握一个重要的阅读策略——预测。

在读前通过看标题、图片、文章的开头来预测文章的容，了解文章大意。

本课计划按两课时进行，第一课时的重点是阅读理解，并能在学完后对故事进行复述；第二课时的重点是处理文中的语言点，强化重点词汇及短语的学习，设置练习恰当地使用新学词汇。

讲解同义词、反义词的构词法。

Language Power中有关同义词反义词的练习有些可以在教学中选用，有些则可以留作家庭作业。

教学容
话题： Life Stories
阅读技能：预测
词汇：重点词汇：severe, restriction, complex, vivid, straightforward, stubborn, precious, former, apparent, superb, breakthrough
相关词汇：outstanding, valuable, precious, obvious, limit, be eager to
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1. 使用阅读策略读懂文章并复述故事；
2. 在语境中理解本课重点词汇的词义；
3. 表达观点：我们能从残迹人身上学到什么。

教学过程
教学活动Activities
设计意图
Intentions
互动
模式&
时间
IP &
time
Lead-in
Step
1
•T asks the students to look at the picture
and asks whether and what they know about
Helen Keller.
•If Ss’ response is limited, T can provide the background of Helen Keller
and list her famous saying.
[PPT 2–3] ◆自然导出本课话题。

◆激活背景知识，熟悉话
题。

CW
2’
Pre-reading
Step 2 •T asks Ss ab out Helen’s problems. T may
use the following questions:
What were her problems?
• T uses pictures, examples to ask Ss to
guess the meaning of the new words.
[PPT 5]
1.运用语境和图片，围绕
话题预教词汇。

2.渗透围绕话题组织词汇
的词汇学习策略。

CW
3’
Step 3 • T presents reading strategies.
•T asks Ss to predict what will be talked
about in the article based on the title and
the picture.
[PPT 6]
根据标题和图片预测阅读
容，帮助学生理解课文，
培养学生利用背景知识进
行阅读的策略。

CW
2’
Step 4 • Ss predict what will be talked about in
the text.
[PPT 7－8]
预测文章容，激发阅读兴
趣。

IW
PW
2’
While-reading
Step 5 •Ss read the text quickly and check their
predictions.
[PPT 9]
有目的地快速阅读课文，
检测预测。

IW
CW
3’
Step 6 •Ss Read and find out the examples of words
Helen learned.
[PPT 10]
1. 整体理解课文，为下面
按部分提取信息做准
备。

2. 通过上下文猜测词义。

GW
4’
Step 7 • Ss read the text to fill in the table or
complete the passage.
[PPT 11-15]
1．提取细节信息。

2．复现词汇，增加学生接
触和使用词汇的机会。

PW
10’
Step 8 •Ss talk about Helen’s learning process.化信息。

PW
5’
Post-reading
Step 9 • Ss answer the questions.
• Retell the story.
[PPT 16-17]
问答和表述课文中的信
息。

GW
7’
Step 10 •Ss work in groups of 4 and do a role-play:
Xiao Ming, 15 years old, recently had
an accident and lost his left arm. He was
in low spirit. Talk with him and try to
encourage him to cheer up using Helen as an
example.
• Encourage Ss to use the information on
the handouts.
• Provide the language that Ss may use
while presenting.
I’m optimistic about…
As far as I know…
It seems to me that…
From my point of view, ...
• T chooses some groups to present their
interview in front of the class.
[PPT 18]
1. 以小组活动的方式，
2. 练习使用新学表达方
式。

GW
7’
Homework
1. Underline some useful expressions in the text.
2. Read the article “Three Days to see” and write about your feelings using at least 200 words.
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1. 掌握课文中的语言点；
2. 掌握近义词反义词。

教学过程
教学活动Activities
设计意图
Intentions
互动模式&
时间
IP & time
Revision
Step 1 T asks Ss if they still remember what they
have learnt in the last period, summarizes
Ss’ recalling and then briefly introduces
the main objectives for this period.
[PPT 2]
鼓励学生回顾第一课
时所学相关容，加强
两个课时之间的联
系。

GW
5’
Step 2 T presents some quotes Helen Keller wrote.
[PPT 3-8]
进一步了解海伦.凯
勒，体会语言的魅力。

GW
5’
Language Study
Step 3 T shows different sentences with new words in. Ss match the words with their definitions. [PPT 9－13] 在语境中练习使用词汇。

WC 5’
Step 4 Ss fill in the blanks with the new words. [PPT 14-15] [学案 I] 在语境中练习新学词汇，加深理解，增强
记忆。

IW PW 7’ Step 5 Ss finish the synonyms and opposites exercises. [学案II] 强化猜测词义的策
略。

PW- WC 6’ Step 6
T explains some difficult sentences. 帮助学生理解长难句。

WC
IW-PW10’
Language in use
Step 7
Ss do the exercises. [PPT 16] 强化所学容。

WC-GW-WC 4’
Homework
Ex 1 P56
第一课时学案 Pre-reading
1. A Brief Introduction
She was one of the most famous American writers in the twentieth century. When she was 19 months old, she survived a fever but she found she could no longer see or hear. And she also found it very difficult to speak. However, she grew up and become a world-famous public speaker. While she was still at college, she wrote the famous ‘The S tory of My Life’.
While-reading
1. Main idea : The text is about ________________________________.
A. how Helen Keller learned to play games.
B. how Helen Keller communicated with her teacher.
C. how Helen Keller learned the words.
2. Words:
Group 1
: _______________ Group 2: _____________ _______________ ______________
( ) 1.The word “love” was a complex word for Helen.
( ) 2.Helen didn’t find it difficult to understand the word “love”. ( ) 3.The understanding of “think” helped her understand “love”. ( ) 4.Helen got to know the meaning of “love” through touching.
5. Blank filling :
Summary
For Helen Keller, trying to learn the word “love” was an _1__________ for her. When she asked the_2_____________ of it for the first time, she didn’t know many words and she did not understand anything_3___________ she touched it. She wondered whether it meant the _4______________ of flowers or the_5____________of the sun shining. Luckily, the understanding of the word “think” gave her a _6_________________ in learning words. After she understood the_7__________ word “think”, her mind _8_____________“love”. In a __9__________ moment, Helen finally understood the beautiful truth of the word: It is something that one cannot_10___________ ,but without it, one would not be happy or want to play.
Post-reading: Retelling
(Retell the text with the help of the following questions)
1.What problems did Helen have as a child?
2.Who helped her learn language? And how? (one example )
3.What helped her learn the word “love”? (detailed information)
4.What can you learn from her?
Assignment:
1. Underline some useful expressions in the text.
2. Read the article “Three Days to see” within two weeks and write about your feelings using at least 200 words.
azhearing./three-days-to-see.htm
Always remember: Never give up!
Never be discouraged by difficulties!
You are what you want to be!
第二课时学案
用所给短语的适当形式填空
be eager to, now that, uncertain about , relate to, open up
1. I’m going to relax _________ the school year is over.
2. What time does the Xinhua Bookstore ________?
3. We are ____________ the place where he lives.
4. The cost ________ the amount of time spent on the job.
5. To tell you the truth, I _________ meet my friends tonight.
Translate sentences:
1. now that conj. 既然，由于
既然你已经来了，我们就开始工作吧。

________________________________________________________
2. be uncertain about 不确定的，不能肯定的
我拿不定注意下一步做什么.
________________________________________________________
3. a burst of understanding/anger/temper
……的突然爆发
他突然明白她所说的话的意思。

________________________________________________________
4.It was the first time Helen had understood such a complex word.这是海伦第一次明白这样一个复杂词
It is / was the + 序数词 + time + （that） ... 表示“是第……次做……”。

这是一个特殊的句型，当主句用is时，that从句应该用现在完成时；当主句用was时，that从句应该用过去完成时。

还可以用This /That代替It。

如：这是你外公第一次去美国。

_________________________________________________________
这是他第一次上学迟到。

_________________________________________________________
5.be eager to do sth. 想去做某事
他渴望得到一份工作，因为他无法想象没有工作生活会是什么样。

_________________________________________________________
Task 3.Synonyms （同义词）Exe.3 P11
Task 4. Opposites （反义词）Exe.4 P11
Homework: Ex 1 P56
Communication Workshop
教材分析
本课是第 16单元最后两个课时。

本课主要是运用本单元的话题、词汇和结构进行写作和听说的练习。

本课话题涉及学生的生活现实,学生会感觉较亲切, 另外听说部分的神话和故事更能吸引学生的注意力和激发大家的想象力。

本课中的主要结构和时态都是学过的，但是本课重点和难点是如何在语境中运用。

计划按两课时进行，第一课时重点是写作，第二课时重点是听说。

教材第97页的WRITING HELP中有较详细的写作指导。

教学容
4.写作: 生活的一件事
5.口语: 讲述一个故事
3. 听力: 听一个神话
第一课时
First Period
(Writing)
教学目标
本课结束时，学生能够：
•运用所学的词汇和结构写一个故事。

•正确运用记叙的连接词。

评价手段:
•小组评价
Second Period
(Speaking) 教学目标
本课结束时，学生能够：
•看图画讲述一个故事。

•运用所学的交际策略, 处理口语中出现的错误。

教学过程
First Period (Writing)
I. Write three or four sentences on one bad event that you have experienced, including who, when, where and what.
_______________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Write two or three events on the topic III. Put why and feelings in your writings. A Day When Everything Went Wrong.
IV. Use linking words and adjectives in your writing
Linking words:
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
4._______________________________________________________________ Adjectives:
_________________________________________________________________
_______________________________________________________________
V. Writing
_______________________________
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
_______________________________________________________________________ _____________
第二课时学案
Second Period
(Speaking)
I．Please make notes for your story. You can just write some key words. For example: young man (Mark)------ went for a picnic
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _____
II． Please make notes of the mistakes you and your partner made and correct them if you can．
Mistakes：
Corrections;
Unit17 lesson1
Teaching aims:
① To help students to understand the funny stories.
② To review the Past Perfect Continuous
Teaching important and difficult points:
①To master the Past Perfect Continuous
Teaching procedures:
Ⅰ. Warm up
Ask the students to look at the pictures in the textbook and guess what happened according to the pictures.
Ⅱ. Pre-reading
Task1: Match the words with the definitions. Learn some difficult words
before reading
Ⅲ. Reading
ⅰ. First reading
Read the first and last lines of the stories, look at the pictures and match the stories and the pictures with the headlines.
ⅱ. Second reading
Read the three stories and then answer the following questions:
1. Why does the woman write a cheque for $50?
2. why does the girl decide to change her response when her father asks her the second question?
3. What does the man mean w hen he says “Do you know who I am?”
Ⅲ. Speaking
Voice your opinion: Which of the stories do you like most? Why? retell your favorite story. Do you have your funny stories? If yes, share your own funny story with the whole class.
Ⅳ. Grammar
Task1: Find out the sentences with the Past Perfect Continuous tense in the text.
Task2: What is Past Perfect Continuous?
a.long activities in the past that happened before other past events: eg: She was rescued by a man who had been working in a nearby garage.
b.the repeated actions that happened before a particular point in the
past
eg: We had only been driving for about fifteen minutes when Jill asked me to stop the car.
c . An action that was still in progress an
d had not been completed at a particular tim
e in the past.
eg: I had been waiting for the train for over an hour when they announced
that it had been cancelled.
Task3: Exercise
Finish exercise6,8 & 9
Ⅴ. Sum up
Ⅵ. Homework
Unit 17 Lesson 2 Laughter is the Best Medicine
教材分析
本课是第17单元第2课。

本课话题为幽默和笑话，主要容为理解不同文化的幽默并能够讲笑话。

本单元的第一课时已经对什么是幽默进行了一定的铺垫，在第一课what is so funny的基础上，学生对幽默有了一定的概念并熟悉了笑话，本课将重点强调如何理解笑话，了解有幽默与压力之间的关系，培养积极的生活态度，并能自己讲笑话自娱自乐缓解紧情绪。

本课强调述中衔接词的使用。

计划按两课时进行，第一课时重点是听力策略的训练，学会预测大意，并运用预测解答选择题；第二课时重点是功能句使用的训练，着重训练讲笑话中衔接词的使用。

教学容
话题 Laughter is the Best Medicine(听力)
词汇： psychology, acknowledge, get rid of, fool around, alongside, result in, profession, authority, figure, campaign, resist, tension, scold, forbid, run into, scratch, caution
功能句：述中的连接词
第一课时
First Period
教学目标
学生能够
1. 通过上下文语境理解与幽默，压力有关的词汇并能够使用这些词汇表达自己对幽默的看
法。

2．学会懂得如何欣赏幽默，体会不同文化中的幽默。

3．理解幽默和压力的关系，了解幽默和笑话的对于缓解压力的积极作用，建立积极的生活态度。

听力策略：
1. 预测文章主旨大意。

2．学会猜测，并运用猜测解答听力中的选择题。

3．听文章并抓住细节。

Second Period 教学目标
1. 学生能够根据教材容进行更自如的口头表达。

2．学生能够运用已学词汇和功能句讲笑话。

教学过程
Lesson 3 My Favorite Comedy
教材分析
本课是普通高中课程标准实验教科书《英语》模块（6）第二单元第三课。

该单元主题为Laughter，本课是第三课，其前安排有一课阅读（1. What’s So Funny?）和一课听力（2. Laughter is the Best Medicine.）。

在学习本课之前，学生已在前两课的学习中初步了解了英语幽默和轶事的基本特点，并在语言学习的过程中着重区分了过去完成时和过去完成进行时的不同用法。

本课的学习重点是：1、正确使用本课出现的介词短语，将副词进行分类并正确使用；2、通过阅读提取信息，描述Mr. Bean的就餐过程及喜剧演员Rowan Atkinson的成长历程；3、在阅读的过程中根据提问，结合上下文进行逻辑推理，推导文章的深层隐义。

本课教学分两课时进行，第一课时的教学重点是：阅读课文（1），复述Mr. Bean的就餐过程，利用上下文和阅读问题归纳Mr. Bean的性格特征；第二课时的教学重点是：阅读课文（2），复述Rowan Atkinson的成长历程，利用相关信息推导归纳Mr. Bean与Rowan Atkinson之间的性格差异。

教学容
Lesson 3 My Favorite Comedy（含课本24－25页、70－73页容）
重点词汇：comedy, comedian, imitate, pull faces, put on (假装), turn sb. off, regardless of, purely, rarely, partly, astonish, seal, compensate, convince, obtain, raw, disgusting, desperate, presence.
相关词汇：saucer, boarding school, universal, steak tartare, play around.
第一课时 (First Period)
教学目标
通过本课时的学习，学生能够：
1. 归纳图片人物共性，创建自己的comedy主题词汇库；
2. 按照事件发生的先后顺序复述Mr. Bean的就餐过程；
3. 利用上下文和阅读问题归纳Mr. Bean的性格特征。

Objectives:
After this period, students will be able to:
1. create their own word bank with hints from the pictures displayed;
2. narrate how Mr. Bean behaves in the fancy restaurant;
3. summarize Mr. Bean’s characteristics by making inferences.
脚注：关于该教学设计的两个说明
1、由于课本第24页第2项练习中的介词短语的词义猜测并不难，而且，即便学生不能准确理解那些短语的含义，也不会造成阅读过程中的意义理解障碍。

再者，练习所提出的9个问题，对于一个不熟悉喜剧演员的读者来说，几乎无法回答，因此，本设计将该练习直接删去，不予处理。

2、本设计将视频剪辑放在中间，让学生在阅读文本之后再予观赏，原因有二：1）高中学生，当以文本阅读为重点，直观的视频信息输入，仅为帮助理解文本服务；2）插在中间的视频观赏可以帮助学生化文本信息，同时为后续的语言输出做铺垫。

脚注：板书设计：
脚注：教师话语举例
Step 1：
1. Good morning, class. I have brought with me some photos. Do you want to have a
look? Let me show you. Who are they? ……
Yes, we’ve got five men here. Have you noticed that they have something in common? If so, what do you think they have in common?
That’s right. They all make people burst out laughing……Who would you like to say more about them? Yes, they all play in comedies. Thus, they are comedians……. Now please follow me to read the words and phrases. Comedy, comedian…
2. As we know, these male comedians play in comedies. I would like to know if you like to watch comedies and what is your favorite comedy. Please look at the screen and discuss the questions with your partner……
Which pair can share with us the result of your discussion?
Step 2：
In this period, we are going to focus on a very interesting comedy. The main character is Mr. Bean. Would you please turn to page 24 and tell me the title of this lesson? We are supposed to achieve three objectives in this period. What are they? Let’s read together: after this period…
Step 3：
1. Ok, it’s time to begin our reading. Would you please read Paragraph One and complete Task 2 on your learning sheet?
Have you finished? Ok, let’s check the answer. Have you find the different parts? What are they? Who can share with us your ideas?
Do you really think that Mr. Bean is a comedian? Why?
Who can say something with ‘regardless of’?......
What does ‘purely’ mean? That’s right: ‘purely’ sometimes means ‘simply’. For example, I watch comedies purely for fun. ……
2. What are awkward situations? Have you ever been trapped in an awkward situation? If so, would you please talk about it with your partner?......Ok, in this text, Mr. Bean is going to come across something awkward. Let’s see what is going to happen to him. Please read the rest of the text and complete the table on the screen.
3. May I ask you to read Paragraph 2 to Paragraph 4 again and give a heading for each paragraph?
……
Step 4：
1. Do you want to watch the movie to see how Mr. Bean orders his food and busies himself putting the steak tartare away? Ok, let’s watch it. But before we do so, I would like to invite you to read the questions and ask you to find the answer during your watching……
2. Interesting, isn’t it? It seems that we are all totally absorbed in it. But I wonder if you remember these pictures. Who can describe the following pictures? You can use your own words or you may simply cite the sentences from your textbook……
Step 5：
Now, it’s time for us to read the whole text. And after your reading, you are required to finish the table on your learning sheet…...
Step 6：
1. We have read the text. And we have also watched the film. I think it is probably time for us to do something different. I mean, it may be the right time for us to act out Mr. Bean. Boys and girls, I want you to work in pairs, one narrates what Mr. Bean does and the other does the action……
2. How do you like your performance? Interesting or boring? Yes, Mr. Bean is such
a funny comedy character that people all over the world enjoy watching him. But do you think that Mr. Bean has many friends?
.....
Step 7：
Time is running out and I am afraid that we have to reflect on our learning in this period. Let’s go back to the objectives to see whether we have achieved them or not and how well we have achieved them……
第二课时 (Second Period)
教学目标
通过本课时的学习，学生能够：
1. 将本课出现的一些副词加以分类并正确使用这些副词；
2. 简要叙述Rowan Atkinson的人生历程其职业变换原因；
3. 说出Rowan Atkinson与其塑造的角色Mr. Bean之间的性格差异。

Objectives:
After this period, students will be able to:
1. classify certain adverbs used in this lesson and use them appropriately;
2. narrate briefly Rowan Atkinson’s life experience and explain why he changes his career;
3. tell the difference between Rowan Atkinson’s personality and Mr. Bean’s.
脚注：教师话语举例
Step 1：
1. Last period, we went to a fancy restaurant with Mr. Bean. I wonder if you still remember how he celebrates his birthday. So, would you please find the following adverbs in Text 1, underlie them and read the sentences?
……
You’ve done a wonderful job. So, what can we know from those sentences? I mean, what kind of person is Mr. Bean according to those sentences? You may use some adjectives to describe him……
2. That’s right. Mr. Bean is funny, clumsy, dizzy, and always amusing. We know it from our reading last time. But how is the man who creates this character? I mean how is Rowan Atkinson? Is he as funny as Mr. Bean? That’s what we are going to talk about in this period, period 2. This time, we are going to focus on the comedian, Rowan Atkinson, the man who creates Mr. Bean. Do you think Rowan and Mr. Bean are the same or just different in personality? You don’t know? OK, let’s read Text 2 for answers……
Step 2：
1. So let’s read Paragraph 1 and answer the following two questions……
That’s right. Rowan Atkinson and Mr. Bean are different because it says that if
you think that Rowan Atkinson is anything like his famous creation, then you are in for a surprise. What does it mean? Can you say something with ‘anything like’or ‘be in for a surprise’?
……
2. Now we know that Rowan and Mr. Bean are different. But in what ways are they different? Please read the rest of the text and find out the answers…….
Step 3：
1. You’ve done a good job in finding out the differences between Mr. Bean and Rowan Atkinson. Now, let’s find out how Rowan grew up into a comedian. So please read Paragraph Two and focus on the following three questions……
2. As we know, Rowan Atkinson used to major in electrical engineering, how come he became a comedian? To find the answers, you may need to read Paragraph Three and Paragraph Four……
The text says that Rowan’s career change from an electrical engineer to a famous comedian was partly due to some speaking problems in his childhood. Do you know the meaning of ‘due to’? Can you use another phrase to replace it?
……
3. We have read each paragraph carefully. Now it’s time for us to read the whole text and after that, we need to complete the resume of Rowan Atkinson……
Step 4：
1. So much for the reading of the text. Now, let’s move on to our next part—learning of certain words and phrases. Would you please read the prepositional phrases listed in Task 5, on Page 25? Do you know their meanings? Can you complete the sentences with them?
......
2. In addition to those prepositional phrases, we need to pay attention to the following interesting adverbs in this lesson—constantly, deliberately, and many others. That’s Task 6 on Page 25. I have cited the sentences in which they appeared. Let’s read them and after reading, I want you to classify the adverbs and then make sentences with some of them……
Step 5：
It’s show time now. I want all of you to work in pairs to work out an interview. One acts as a reporter while the other acts as Rowan Atkinson. Reporters, I want you to mainly focus on why and how Rowan Atkinson changed from an electrical engineer to a world famous comedian. And Rowan Atkinson, I want to remind you that you are a comedian and you are Mr. Bean in a way. So please try to make the audiences attracted……。