外研版高中英语选修七教案：Module 3 教案 The First Period Speaking and reading.doc

module 3 literaturei模块教学目标技能目标 skill goals talk about the novels of charles dickens learn inversion used for emphasis and ways of emphasizing describe about the people and characters in the novels of charles dickens learn to summarise a story in your own words write a character sketch and rewrite a story role-play a scene from oliver twist ii.目标语言功能句式ways of emphasising it was the young woman who replied.oliver was frightened of the dog, but it was the man who terrified him. it was oliver twist who was chosen. everyday englishto throw your arms round someonethank goodness!whats going on? to break someones heartto do (him) goodyou rascal!词汇1. 四会词汇accomplish, ambassador, anchor, appetite, bunch, carrier, cast, career, chapter, choke, collar, compass, companion, corporation, drag, desperate, dustbin, employ, educate, fountain, finance, inn, illegal, lantern, maid, nudge, mourn, misery, navy, novelist, nutrition, novel, orphan, paperwork, pile, pipe, pot, pub, pump, pedestrian, rag, reward, scream, seagull, smog, sparrow, starve, starvation, swallow, taxpayer, trial, warden, welfare, workhouse, whisper 2. 认读词汇amused, attain, commentary, distribute, decorate, fianc, illegally, meanwhile, pedestrians, terrified, unfairly, standard, surprisingly3. 词组as a result, a huge amount of，bring something to the attention of somebody, let go,hang someone, in astonishment, in a voice, no sooner than , take place, pick out, hardly when 4. 重点词汇和短语accomplish, ambassador, anchor, appetite, bunch, carrier, cast, chapter, choke, collar, compass, companion, corporation, decorate, drag, desperate, dustbin，employ, fountain，nudge, mourn, meanwhile, misery, navy, novelist, nutrition, novel, orphan, rag, reward, scream, seagull, smog, starve, starvation, swallow, taxpayer, trial, warden, welfare, workhouse, whisper, become fond of, in astonishment, in a voice, no sooner than , take place, hardly when语法inversion used for emphasisemphatic sentences 重点句子1. the room in which the boys were fed was a large stone hall, with a large pot at one end. p302. the bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup. p30 3. 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. p304. frightened by his own courage, he said, “please sir, i want some more.” p305. he stared in complete astonishment at the child and held on to the pot for support. p306. not until at least thirty seconds had passed, was the man able to speak. p307. no sooner had the boy spoken these words, than the warden hit him on the head with the soupspoon. p318. speaking to the leader of the meeting, he said, “mr. limbkins, i am sorry, sir.” p319. never have i heard anything like it. p31iii. 教材分析与教材重组1. 教材分析本模块以查尔斯狄更斯及其作品雾都孤儿、远大前程等为话题, 从听、说、读、写等方面谈论了小说的人物及情节, 使同学们更加了解查尔斯狄更斯文学作品的时代背景和深刻的社会意义，有利于提高学生的文学修养。同时，通过对雾都孤儿和远大前程中的精彩选段或描述的学习，使同学们了解如何对人物和事物进行描写，并运用所学的相关词语写一篇描述自己家乡的作文。1.1 introduction vocabulary and speaking以查尔斯狄更斯的著名小说雾都孤儿中的一幅画和对作者及本作品的简介切入话题。同学们通过讨论从而激活有关雾都孤儿这部作品的背景知识，为后面的各项活动奠定了基础。1.2 reading and vocabulary（1）以雾都孤儿的精彩片段为素材，设置了四个与课文相关的练习，帮助学生们了解文章的主旨大意并掌握相关词汇。1要求学生浏览课文后从四个选项中选出最恰当的概述，培养学生的总结能力和对文章中心思想的把握能力；2 是词汇短语的练习，为进一步理解课文扫清词汇障碍；3 要求学生用词汇的正确形式填空，巩固学生对词汇的理解和运用；4 要求学生再次阅读文章后把句子补充完整，培养学生scanning的阅读技巧。1.3 grammer（1）（inversion used for emphasis）通过一系列相关的语法练习，旨在帮助学生学习、理解倒装句的作用并掌握它的正确使用。1.4 speaking（1）要求学生根据问题和提示，通过小组讨论，更深入的理解文章作者的写作意图。最后让同学们分角色表演课文中雾都孤儿的这一幕，在理解课文的前提下练习学生的语言表达能力。1.5 vocabulary and listening内容为雾都孤儿的精彩片段，旨在使学生们从听的角度理解这部小说。该部分有四项任务：1 提供了听力材料中的相关词汇和句子，为下一步的听力练习提供了相关信息并扫清了障碍；2 设置了三个问题，让学生对材料内容进行预测；3 是听力训练，学生听录音并判断他们的预测是否正确，并回答一些相关问题； 4 要求学生听第二遍，然后判断一些话是谁说的，从而练习他们的理解能力。这四项任务环环相扣，遵循学生听力能力培养的规律，可真正提高学生的听力水平。1.6 grammer（2）and function通过一系列相关的语法练习，旨在帮助学生学习强调句的作用并掌握它的正确使用。1.7 speaking（2）以听力材料的内容为话题，让学生先谈一下自己的感受，然后对后面的故事情节给以预测。1.8 everyday english通过正确选择六个日常用语意思的练习形式，使同学们能正确掌握并熟练运用这些日常用语。 1.9 reading and vocabulary（2）以描述远大前程的一段文章为素材，设置了三个相关活动，使学生们了解文章的主旨大意并掌握相关词汇。1 要求学生阅读文章并根据其中的相关内容描述一幅画，并说出图中两人之间的关系。2 要求学生根据文章内容回答四个问题，检验他们对一些文章细节的理解。1.10 writng 首先要求学生对远大前程中的几个人物进行简要的描写，然后分小组讨论后对文章的最后两段进行改写，使故事的结局不同于原著。1.11 reading practice 的文章介绍了查尔斯狄更斯时代的伦敦，让学生对作者写作的背景有一个深入的了解。1.12 culture corner 是一篇对查尔斯狄更斯生平的简介，有助于学生知识面的拓宽和相关词汇的扩充，使学生对其作品的理解更深入。1.13 task 让学生分组活动，表演查尔斯狄更斯的作品中的一幕，加深对其作品的理解。1.14 module file 部分简要总结了本模块所学的重点词汇、短语、语法、重要句型及日常用语。2. 教材重组2.1将introduction 和cultural corner两部分整合成一节“口语阅读课”，旨在帮助学生对查尔斯狄更斯本人及其作品的写作背景有一个大概的了解，为后面的各项活动作好铺。2.2 将reading and vocabulary（1）和speaking（1）整合为一节“阅读课”。2.3将grammar（1）、grammar（2）and function和workbook中的相关练习结合起来，上一节“语法课”，学习倒装和强调句的功能和用法，并链接高考题对此语法项目的考察。2.4 将vocabulary and listening、speaking（2）、everyday english和workbook中listening and speaking整合为一节“听力课”。2.5 将reading and vocabulary (2)、reading practice和workbook 中的reading整合为一节“泛读课”。2.6 把writing、task 与workbook中的speaking and writing整合为一节“写作课”。3. 课程设计与课时分配（经教材分析，本模块可分为六课时完成） 1st period speaking and reading 2nd period reading3rd period grammar 4th period listening5th period extensive reading6th period writingiv分课时教案the first period speaking and readingteaching goals教学目标1. target language目标语言a. 重点词汇和短语novelist, orphan, novel, novelist, starve, take place, workhouseb. 重点句子 he described life in the middle of the 19th century, a period that is now called victorian, as it is when queen victoria ruled britain. it brought child poverty to the attention of the public, and for this reason alone it is a very important novel.dickens often wrote about the problems of poor people, and as a result of his work, the lives of the poor were improved. 2. ability goals能力目标enable the students to have some background information about charles dickens and his novels. 3. learning ability goals学能目标 help the students learn how to get some background information about the reading passage before read it. teaching important points教学重点learn the writing background of the novel “olive twist” and make some predictions about the story.teaching difficult points教学难点how to enable the students to describe a picture properly.teaching methods教学方法description, matching and pair work.teaching aids教具准备a computer and a projector.teaching procedures and ways教学过程与方式 step i lead-int: good morning / afternoon, class!s: good morning / afternoon, mr / ms t: look at the picture, do you know who he is？show the following picture or other pictures of charles dickens to the students. s: he is charles dickens who is one of the englands most famous novelists.t: have you ever read his novels?s: yes, i have read some of his novels such as “the pickwick papers”, “dombey and son” and “david copperfield”.s: i have read “hard times”, “a tale of two cities”, “great expectations” and “the mystery of edwin drood”.s: i have read “oliver twist” and “the old curiosity shop”.t: i am glad that you have read some of charles dickens novels. our topic of today is related to one of charles dickens novels, “oliver twist”. can you guess when and where the story happened? look at the picture and have a guess.show the following picture. s: the story happened in london in early 19th century. from the picture, i can see that it was just the london city of the early 19th century.t: got it. can you tell me your reasons?s: from the style of the building and the carriages in the street, i can judge that it was the london of the early 19th century.t: can you tell me something more about charles dickens and his novels? volunteer?encourage the students to tell what have known about charles dickens and his novels. s: charles dickens is considered to be one of the greatest english novelists of the victorian period. his works are characterized by attacks on social evils, injustice, and hypocrisy. t: well done! anything else?s: charles dickens was born in 1812 at portmouth, hampshire, during the new industrial age, which gave birth to theories of karl marx. s: the subject of “oliver twist” is social oppression.s: dickens applied his unique power of observation to the city in which he spent most of his life.s: in considering dickens, as we almost always must consider him, as a man of rich originality.s: charles dickens believed that all the evils of the capitalist world would be remedied if only me behaved to each other with kindness, justice, and sympathetic understanding.s: it was just here that dickens was so true a child of them and of that happy theory so bitterly applied. he was the one oppressed people that simply asked for justice; he was the one parish boy who innocently asked for more. s: charles dickens thought that the whole social question would be settled if only every employer reformed himself according to the model set by the benevolent gentleman in his novels.t: you have done a good job. with the help of internet, you got so much information that can help you to understand charles dickens works well.step vocabularyget the students to learn some key vocabulary. t: turn to page 29, read the introduction about charles dickens and olive twist, one of his novels. then well learn some words related to our topic today.give the students about one minute to read the passage in introduction. t: now look at activity 1. dont refer to your dictionary. guess the meanings of the words according to the context. match the definitions with the correct words. you can have a discussion. i will give you two minutes. two minutes later, check the answers.s: “novelist” means a person who writes novels.s: “take place” means to happen.s: “orphan” means a child whose parents are died.s: “workhouse” means a victorian home for poor people.s: “novel” means a very long story.s: “starve” means to be extremely hungry and weak.t: well done! thank you. since you have got the meanings of the words, it will help you to express your ideas. now lets do some practice, please use these six words to make a sentence. you have to contain all these words in your sentence, clear? you can write down your sentence. s: the novelist wrote a novel about some stories of an orphan who starved to death at last, which took place in a dirty workhouse. t: good job. step iii speakingin this step, ask the students to describe the picture given in introduction with the help of some questions. t: look at the picture. it shows a scene of the novel “oliver twist”. look at the picture carefully and try to answer the six questions in activity 2. about four minutes later, check the answers.t: the first question: what does oliver look like?s: he is very dirty and bonny, so he looks like a beggar.t: yes, the second question, what do you think his background is? why is in the workhouse?s: maybe he was born in a poor family and his parents both died. so he had to go to the workhouse for shelter and food.t: good. the third one, what do you think he is saying to the man?s: he is saying: “i am so hungry, can you give me more food?”t: good! the forth one, what do you think the other boys are thinking?s: maybe they are thinking that oliver will be in trouble. s: i dont agree with you. maybe they are thinking that the man will show mercy to him. t: heated argument. we will know the result later. the fifth question, which words describe the man? friendly and kind or cruel and unkind?s: i think that the words “cruel and unkind” describe the man vividly. t: can you tell me your reason?s: because the olive looks terrified.t: the last question, what do you think happens next?s: the man will beat oliver seriously.t: good job! the answers to these questions will help you to describe the picture. now i will give you a few minutes to organize your speech, try to describe the picture as a whole using your answers to the questions.a few minutes later, ask several students to describe the picture before the class. s: in a dark, damp and dirty workhouse, oliver is holding a bowl in his hand and standing before a man. with tremble voice, he says: “i am so hungry, sir. the food is not enough for us. would you please give us more food?” the cruel and unkind mans face turns pale. he feels very astonished to hear such words. the other boys are standing in a line, eager to know what will happen. t: wonderful! your description is vivid and lively.step iv cultural corner get the students to know more about charles dickens, one of the great novelists in literature. t: turn to page 41. here is a passage fo