Readingandvocabulary (5).ppt

学习目标 1 理解节选文段的故事情节 人物性格 品质特点以及文本主题 2 了解并获取一定的文学背景与相关知识 课上经历扫读 和研读的过程 感受原汁原味的英语文学作品 并且赏析作品中每一部分的精华之处 3 感悟经典文学作品的内涵 将所学知识转化为内在的 具有正确价值取向的认知和品格 ReadingandVocabularyOliverAsksforMore 小店区一中李睿玲 1 Hisfatherhadbeenputinprisonbecausehecouldn tpayhisbills 2 Hehadtoworkinafactoryattheageofnine makingshoespolish 3 Hewasn tallowedtogobacktoschoolwhenhewas13 4 HewasafamousnovelistwhosenovelsincludeOliverTwist 雾都孤儿 DavidCopperfield 大卫科波菲尔 ATaleofTwoCities 双城记 GreatExpectations 远大前程 andsoon Guess HeisoneofEngland smostfamousnovelists Hedescribedlifeinthemiddleofthe19thcentury ManyofDickens novelstakeplaceinLondon OliverTwistisoneofhismostpopularnovels Oliverisapoororphanboywholiveswithchildreninalargehousecalledaworkhouse CharlesDickens Thinking AccordingtoDickens lifeexperience whatmighthewriteinhisworks Why Maybehegaveavividdescriptionofthelifeofthepoorpeopleatthattime especiallythepoorchildren Predict What sthepassagemainlyabout ReadingTip Beforereadinganovel wecanpredictthemainideafromthetitleandthepicturesinthebook A OliverTwistsaidthathewouldaskthewardenformoretoeat TheworkhousemanagersdecidedthatOlivermustbehanged B TheboysintheworkhousewerestarvingandchoseOliverTwisttoaskformorefood WhenOliverdidthis theworkhousemanagerswereveryangryandlockedOliverinaroom C WhenOliveraskedformorefood theworkhousemanagerswereveryangryandsentOliverouttowork Readthepassageandchoosethebestsummary Skimming Threemainelements 要素 ofanovel character plot 情节 background Whatinformationdoyouwanttogetwhenyoureadanovel 社会背景 狄更斯所处的19世纪 正是英国维多利亚 Victorian 的盛世时代 当时的英国 一方面是工业的蓬勃发展带来了社会全面的繁荣 另一方面 经济的快速发展 加剧了社会矛盾和劳资矛盾 贫富两极分化 贫民的生存问题日益严重 悲惨的城市流浪儿童成为严重的社会问题之一 ThePlotLine Beginning Para 1 DevelopmentandClimax Para2 3 Ending Para 4 13 C Thereasonsforaskingformorefood A ChildrenchoseOlivertoaskformorefoodandhedidso B Oliverwaslockedinaroomandmaybewouldbehanged Scanning Findoutthemaincharactersinthestory Olivertwist atallboy thewarden Mr Bumble Mr Limbkins agentlemaninawhitejacket Capitalized 大写的 lettersarehelpful Characters theboys thetallboy thewarden Oliver Theyseemedtohaveexcellent sotheytriedtoeateverybitofsoupandwhentheyfinishedthesoup theywouldsit thepotwith Theybecamequite Hewas forhisage Hewasafraidthatifhecouldn thaveanotherbowlofsoupeachday hemight thesmallboysleepingnexttohim Thetallboyhada lookinhiseye Hewas WhenOliveraskedformore hisfacebecame Hestaredin and tothepotforsupport Hisvoicewas What hesaid Hewasdesperatewith He fromthetableand towardsthemaster Pleasesir Iwantsomemore appetites wildwithhunger tall eat wild hungry fatandhealthy pale astonishment weak hungerandmisery staringat eagereyes heldon rose walked 1 appearance Analyzethecharacters Howdoesthewriterdescribethecharacters Characters theboys thetallboy thewarden Oliver Theyseemedtohaveexcellent sotheytriedtoeateverybitofsoupandwhentheyfinishedthesoup theywouldsit thepotwith Theybecamequite Hewas forhisage Hewasafraidthatifhecouldn thaveanotherbowlofsoupeachday hemight thesmallboysleepingnexttohim Thetallboyhada lookinhiseye Hewas WhenOliveraskedformore hisfacebecame Hestaredin and tothepotforsupport Hisvoicewas What hesaid Hewasdesperatewith He fromthetableand towardsthemaster Pleasesir Iwantsomemore appetites wildwithhunger tall eat wild hungry fatandhealthy pale astonishment weak hungerandmisery staringat eagereyes heldon rose walked 1 appearance 2 expressions Guidetolearning Howdoesthewriterdescribethecharacters Characters theboys thetallboy thewarden Oliver Theyseemedtohaveexcellent sotheytriedtoeateverybitofsoupandwhentheyfinishedthesoup theywouldsit thepotwith Theybecamequite Hewas forhisage Hewasafraidthatifhecouldn thaveanotherbowlofsoupeachday hemight thesmallboysleepingnexttohim Thetallboyhada lookinhiseye Hewas WhenOliveraskedformore hisfacebecame Hestaredin and tothepotforsupport Hisvoicewas What hesaid Hewasdesperatewith He fromthetableand towardsthemaster Pleasesir Iwantsomemore appetites wildwithhunger tall eat wild hungry fatandhealthy pale astonishment weak hungerandmisery staringat eagereyes heldon rose walked 1 appearance 2 expressions 3 actions Howdoesthewriterdescribethecharacters Guidetolearning Characters theboys thetallboy thewarden Oliver Theyseemedtohaveexcellent sotheytriedtoeateverybitofsoupandwhentheyfinishedthesoup theywouldsit thepotwith Theybecamequite Hewas forhisage Hewasafraidthatifhecouldn thaveanotherbowlofsoupeachday hemight thesmallboysleepingnexttohim Thetallboyhada lookinhiseye Hewas WhenOliveraskedformore hisfacebecame Hestaredin and tothepotforsupport Hisvoicewas What hesaid Hewasdesperatewith He fromthetableand towardsthemaster Pleasesir Iwantsomemore appetites wildwithhunger tall eat wild hungry fatandhealthy pale astonishment weak hungerandmisery staringat eagereyes heldon rose walked 1 appearance 2 expressions 3 actions 4 speech Howdoesthewriterdescribethecharacters Guidetolearning S A D model 1 thetrigger 导火索 oftheincident2 todeepentheimpressionofhunger3 topushtheplottodevelopfurther Whatisthefunctionofthetallboy Furtherthinking Twist haveawinding 曲折的 courseoranunexpectedchangeinastoryorsituation Roleplay Student1OliverTwistStudent2ThetallboyStudent3MrBumbleStudent4TheWardenStudent5MrLimbkinsStudent6Narrator 旁白 Student7Thegentlemaninawhitejacket Makeupaplayingroupsofsixandchooseacharactertoactthesceneout Discussion Whichisnotthewritingpurposeofthestory Toreveal 揭露 thedarksideofthesocietyB Toshowgreatsympathy 同情 tothepoorchildrenC ToawakenpeopletotheconcernforthelowerpeopleanddisclosetheunfairsocietyD TotellpeoplethemiserablesufferingsofOliver Comparedwi