外研版高中英语选修七教案：Module 3 教案 The Second Period Reading.doc

the second period readingteaching goals 教学目标1. target language目标语言a. 重点词汇和短语 appetite, companion, starve, warden, assistant, throat, whisper, astonishment, nudge, misery, pick out, hang someone, hold on to, in a weak voice, knock at b. 重点句子the room in which the boys were fed was a large stone hall, with a large pot at one end. p30the bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup. oliver, who was desperate with hunger and misery, rose from the table and walked towards the master with his bowl and spoon in his hand. he stared in complete astonishment at the child and held on to the pot for support. not until at least thirty seconds had passed, was the man able to speak. no sooner had the boy spoken these words, than the warden hit him on the head with the soup spoon. 2. ability goals能力目标enable the students to read and understand the passage from olive twist and learn some new words in it.3. learning ability goals学能目标help the students to better understand the passage by choosing the best summary and learn some new words by using context. teaching important and difficult points教学重难点how to summarize a story or part of a novel. teaching methods教学方法skimming, scanning and summarizing. teaching aids教具准备a computer and a projector.teaching procedures and ways 教学过程与方式step i greetings and revisiont: good morning / afternoon, everyone!s: good morning / afternoon, mr / ms !t: in the last period, i asked you to surf the internet to get more background information about the novel, “oliver twist”. now i will ask some of you to share your information.s: in oliver twist, dickens embarked upon a straightforward story line after the multi-plots of pickwick. it is the first work in which he directly attacks social institutions, in this case the workhouse system of which oliver is a victim. dickenss travels as a reporter had shown him much of this particular evil, and he was able at the same time to dwell on the criminal world of london, which he delighted to explore. t: thank you for your information. im sure you will find these information helpful in your understanding of the story. step ii skimmingt: in the last period, we talked about the picture in which olive holds a bowl and asks for more food, right? today, we will read this part of the novel and learn what happens exactly. turn to page 30 please. first, read the whole passage and choose the best summary of it. give the students several minutes to skim the text.t: ok, which one do you choose?s: i choose (b): the boys in the workhouse were starving and chose oliver twist to ask for more food. when oliver did this, the workhouse managers were very angry and locked oliver in a room. i think these sentences can accurately generalize the main idea of this passage.t: but who can tell me why (a) is wrong?s: in (a), it says “oliver twist said that he would ask for more food”. but as a matter of fact, he was not willing to do it. he was chosen to do that.t: good. who can tell me why (c) is wrong?s: in (c), it says “the workhouse managers were very angry and sent oliver out to work”. according to the text, he was locked in a room.step iii scanningin this step, the students will do some scanning. check their understanding of some detailed information. first, show the students some questions based on the passage and let them find the answers. questions:1. what was the room like where the boys were fed?2. why did the bowls never needed washing?3. why did the boys choose one boy to ask for more food?4. how did they choose the representative to ask for more food?5. why they choose oliver as the representative?6. what was the warden like?7. when oliver twist to ask for more food, what is the wardens reaction?8. what about olivers final result for asking for more food?9. what can we learn from the sentence “nobody disagreed with the gentlemans opinion?”?suggested answers:1. the room was a large stone hall, with a large pot at one end.2. because the boys cleaned them with their spoons, trying to eat every bit of soup.3. because first each boy were allowed one bowl of soup and no more; second, boys usually have excellent appetites; third, they have starved for three months. as a result, the boys became quite wild with hunger.4. they wrote their names on a piece of paper and picked one out.5. because he is a shy, weak and timid boy. they are always bullying smaller boys.6. he was a fat, healthy man who is very cruel.7. he hit oliver on the head with the spoon, then seized olivers arms and held him.8. he was locked in a room.9. in the gentlemans opinion, oliver will be hanged. as we all know a double negative means affirmation. so “nobody disagreed” means “everybody agreed”. it shows clearly that the people of upper class were cruel and evil. they had never forgiven a little poor boy who was badly in need of food.then deal with activity 4 on page 32. t: you all did a good job. now read the passage again and finish off activity 4 on page 32. after the students have finished it, check the answers. step iv passage analyzingin this step, the teacher can use some questions to guide the students to analyze the passage. t: what is the writing style of the passage?s: this passage is part of a novel. so it uses narrative language with dialogues.t: correct! what are the writing characteristics of the passage?s: in this passage, dialogues and vivid descriptions are used in this passage.t: yes. the vivid descriptions of the boys show how poor they are and the meticulous description of the warden discloses how cruel they are. can you pick out the descriptions that show the poor state of the boys and the cruelty of the warden and the manager of the workhouse? try to complete the chart.the poor boysthe warden and the managerseach boy was allowed to one bowl of soup and no more, the bowls never needed washing, trying to eat every bit if soup. sit staring at the pot with eager eyes became wild with hunger. the soup was served and disappeared down the boys throats. desperate with hunger and misery, the warden was a fat, healthy man the warden hit him on the head with the soup spoon. then he seized olivers arms and held him, the faces of everyone on the room showed complete astonishment. t: then what is the writing purpose of this passage?s: in think the author wrote this passage to reveal the dark side of the society and at the same time he showed great sympathy to the poor children.step v vocabularydeal with the vocabulary activities and help the students to learn the meanings and usages of some words. t: now lets do activity 2 on page 31. look at the words from the passage and choose the best meaning. remember that dictionary is not allowed. just guess them according to the context.a few minutes later, check the answers. then deal with activity 3 on page 32. t: you all did a good job. lets do activity 3 on page 32. complete the sentences with the correct form of the words in the box. after the students have finished the activity, check the answers. step vi post-readingget the students to discuss the questions on the screen. the purpose of this activity is to guide the students to understand the novel much better. t: look at the questions on the screen. i will give you five minutes to have a discussion.show the questions on the screen.1. what kind of society did oliver live in?2. what kind of class did the author belong to?3. can you guess what happened later？4. what can we learn from the novel?t: whod like to answer the first question? what kind of society did oliver live in?s: he lived in a capitalist society.t: correct! next one, what kind of class did the author belong to?s: the author belongs to the bourgeoisie.t: good. just because of the limit of the bourgeoisie, he can only reveal the social problem. but he cannot find the right method to solve the problem thoroughly. the last one, what can we learn from the novel?s: from this novel, i can the capitalist society was so dark which was full of inequality and oppression. so i heartily sympathized with oliver who was a typical character of the oppressed people in the capitalist society.s: i feel very lucky that i live in a socialist society that is full of love. all the people are equal who help each other. s: i have chance to study and learn a lot of things. so i will treasure what i have. i should study very hard to make our country more developed.t: you all did a good job. you have understood the text thoroughly. much to my joy, you can relate it to your own life. thats great!step vii speaking（1）deal with speaking (1) on page 33. t: since we have read the story “oliver asks for more”, how did you feel after reading this scene? choose from the words below. try to explain why you felt like this. now work in small groups and have a discussion. i will give you 3 minutes.three minutes later. t: lets check the answers. volunteer?s: i felt very angry, because the managers were very cruel and they had no sympathy.s: i felt sad about olivers fate. he had no love from family and society. he was a deserted boy. s: i felt terrified. because the boys like oliver didnt have enough food. if they asked for more, maybe they would be hanged. t: do you think the scene was amusing? if so, which