Unit10ConnectionsReadingClub教学设计-高中英语北师大版选择性

Unit10ReadingClub:TheMerchantofVenice教学设计TheMerchantofVenice教学设计文本分析Thetextisanepisodefromthedrama,theMerchantofVenice.ItisselectedfromAct4:courtroomtrial,andthepreviousplotissummarizedandputatthefronttohelpstudentsunderstandthecontents.ThemeandPlotIntermsoftheme,thistextshowsconflictsandchoicesinfriendship,love,justice,mercyandrevenge,exploringtheplexityofhumannatureandthedilemmaofmorality.TheplotcentersaroundAntonio,amerchantofVenice,whoborrowsmoneyfromShylocktohelphisfriendBassanio.Theyagreethatifhefailstorepayintime,apoundofhisfleshwillbeforfeited.Later,Antonio'smerchantshipsarewreckedandhecan'trepay.Shylockinsistsongettinghispoundoffleshforrevenge,whilethecleverPortiaskillfullyresolvesthecrisis.CharacterAnalysisAntonio:AVenetianmerchant,generousandkind,valuesfriendshiphighlyandiswillingtotakerisksforhisfriends.Forexample,heiswillingtomortgageapoundofhisfleshforBassanio'sloan.Shylock:AJewishmoneylender,greedyandruthless.HeharborshatredbecauseofAntonio'sinsultsandbusinesspetitionandtakestheopportunityforrevenge.Bassanio:Ayoungnobleman.HeborrowsmoneyfromAntoniotopursuePortia.Heisloyaltofriendshipandpersistentinlove.Portia:Arichheiress.Sheisclever,witty,kindandbrave.Shedisguisesherselfasalawyerandappearsincourt.SheskillfullyusesthelegalprovisionstodefeatShylock'splotandsavesAntonio.LanguageFeaturesThistextadoptstheformofdramalanguage,mostlydialogues.Thelanguageisconcise,vivid,expressiveandinfectious,whichcanwellshowthecharacters'personalitiesandemotions.Forexample,Shylock's"I'llhavemypoundofflesh"showshisstubbornnessandcoldbloodedness.CulturalValueFromaculturalperspective,thisplayreflectsthesociallandscape,mercialculture,aswellasthecontradictionsandfusionsbetweenreligionsandethnicgroupsinVeniceatthattime.IthelpsstudentsunderstandWesternculturaltraditionsandvalues.Thethemesofjustice,mercyandfriendshipitembodieshaveuniversalvaluesandhaveapositivesignificanceforcultivatingstudents'moralconceptsandhumanisticqualities.学情分析AlthoughstudentshavelearnedEnglishforabouttenyearsandtheyalreadyhaveacertainlanguagefoundationandreadingability,theymayfindthistextsomewhatdifficulttounderstandbecauseofthelackofplot,languageprehensionabilityandbackgroundknowledge.IntermsofknowledgebaseBeforestudying"TheMerchantofVenice",studentsalreadyhaveacertainfoundationinEnglish,includingbasicvocabularyandgrammarknowledge.However,theymayhavedifficultyinunderstandingsomeexpressionsandplexsentencepatternsinthetext,suchas"producingthemfromunderhisseat"and"thegentlemanwhorecentlystolehisdaughter",andthusneedteachers'guidance.IntermsoflearningabilityHighschoolstudentshaveacertaindegreeofindependentlearningandanalyticalabilities.Nevertheless,duetotheparticularityofthedramatext,studentsmayfacechallengesingraspingcharacterrelationships,understandingplexplotsandexploringdeepseatedthemes.Theyneedtoimprovetheirprehensionabilitiesthroughgroupdiscussions,roleplayingandotheractivities.IntermsofinterestMoststudentsareinterestedintextswithastrongstoryline.Therichplotsandvividcharactersin"TheMerchantofVenice"canattractthem.However,forsomestudentswithaweakfoundationorlowinterestinWesternliterature,teachersmayneedtoadoptdiversifiedteachingmethods,suchasmultimediapresentationsandshowingrelevantfilmclipstoincreasetheirmotivation.IntermsofculturalbackgroundStudentshaveacertainunderstandingofWesternculture,buttheymayknowverylittleaboutthedeepseatedculturalbackgroundsuchasthesociallandscape,mercialculture,religiousandethnicconflictsinVeniceatthattimereflectedinthestory,whichwillaffecttheirunderstandingofthetexttheme.Teachersneedtoappropriatelysupplementrelevantknowledge.教学目标Bytheendofthislesson,studentswillbeabletoLanguageobjectives:Masterthemeaningsandusagesof“merchant,justice,court,debt,agreement,property,revenge,guarantee,inthehopeof,inreturnfor,breakthepromise/law,weighthefleshandsetouttodosth.”inthetext;ImprovetheirreadingprehensionandlanguageexpressionabilitiesCulturalobjectives:UnderstandShakespeare'sliteraryachievementsandtheculturalbackgroundoftheRenaissance;EnhancetheircrossculturalawarenessEmotionalobjectives:Haveadeeperunderstandingofvaluessuchasfriendshipandjustice;Cultivatetheirhumanisticqualitiesandmoralconcepts教学重点难点KeyPointsCharacterAnalysis:Leadstudentstothoroughlyunderstandthemaincharacters.Forexample,Antonioiskindheartedandgenerous,Shylockiscoldbloodedandgreedy,andPortiaisintelligentandbrave.Analyzingthecharacters'wordsandactionstounderstandtheirpersonalitiesisvitalforunderstandingtheentirestory.PlotArrangement:Helpstudentsclarifytheplexplotthreadsof"TheMerchantofVenice",suchasAntonio'sborrowingofmoney,hisinabilitytorepay,andthecourtconfrontation,enablingstudentstoretellthestorypletely.DifficultPointsprehensionofCulturalBackground:Studentsneedtounderstandtheculturalbackgroundbehindthestory,suchasthesocialfeatures,mercialculture,religiousandethnicconflictsinVeniceduringthatperiod.Theseculturalbackgroundsarecrucialforunderstandingthecharacters'behaviorsandthethemeofthestory,yettheymayberatherabstractforstudents.ThemeExplorationandDiscussion:Guidestudentstoexplorethedeepseatedthemesofthetext,suchastherelationshipsandmanifestationsofjustice,mercy,vengeance,friendship,andlovewithinthestory,andencouragethemtoconductindepthdiscussionsonthesethemes,cultivatingstudents'criticalthinkingskills.DramaPerformanceandEmotionalAppreciation:Organizestudentstoperformthedramaandrequirethemtoaccuratelyconveytheemotionsandpsychologicalchangesofthecharacters.Thisdemandsthatstudentsnotonlyunderstandthelinesbutalsoempathizewiththecharacters'situationsandemotions,whichrequiresarelativelyhighlevelofstudents'prehensiveabilities.教学过程Iparethislessontoaclasssailing,whichIthinkisbothinterestingandmeaningfulbecauseVeniceisacityofwateranditsmaintransportationisboats.Thespecificprocessisasfollows.Inthepreviewlist,Iaskstudentstodrawamindmaptoshowtherelationshipsbetweenthemaincharacters.Also,keywordsandexpressionsarelistedforstudentstolearnbythemselves.Besides,someexpressionsrelevanttocourt,creativebackgroundof"TheMerchantofVenice"andanintroductionofVeniceareprovidedforstudentstoenrichtheirbackgroundknowledge,withbothChineseandEnglishoffered.1.Preparesupplies(finishthepreviewlistbeforeclass)2.Assembleacrewteam(allthestudentscrewmembers;Teachercaptain)3.Determinethepurposeandrouteofsailing(learningobjectives)4.Destination01GameIsland(previewcheck&readingprehension)5.Destination02InterpretIsland(activitiesinintensivereading)6.Destination03ActIsland(roleplay)7.Returnandsummary(summaryandhomework)TeachingProceduresinclassStepIAssembleacrewteamanddeterminethepurposeandrouteofsailing(2mins)Theteacherdrawsacruiseshipontheblackboardandinvitethewholeclasstosailtogether.Askoneofthestudentstoreadthelearningobjectivesforthislesson.(Thisstepisdesignedtoarousestudents’interestinthislesson,leadinandletstudentshaveaclearideaofthecontentofthislesson.)StepIIDestination01GameIsland(previewcheck8mins)1.Checkthebackgroundknowledge(checksupplies)Theteacherguidesstudentstoreviewandtalkaboutsomethingthatisrelatedtotheauthorandthetext.(Thisisnotonlyakindofcheckbutalsoawaytowarmup,leadingstudentstoopentheirmouthaswellasactivatetheirminds.)2.CheckthelanguagepointsTheteachershowsfourwordsandtwophrasesintheslidestocheckstudents’selfstudysituationbeforeclass.3.SolvethepossibledifficultiesAnalyzetwoexpressionsinthetexttogethertohelpstudentsunderstandthetextbetter.4.ChecktheunderstandingofthetextByguidingstudentstodiscussthreequestionsaboutthetext,helpstudentsrecalltheplotoftheepisode,aswellashaveadeeperprehensionofit.①Whatwasthemainconflictinthestory?②Shylocksaid“No,takemylife!Donotleavemewiththat!”neartheendofthecourttrial.Whydidhesaysuchwords?③WhydidShylockcallPortiagoodjudgeinthecourt?IsPortiareallyagoodjudge?5.SortouttherelationshipsbetweenthemaincharactersandbthroughthecaseLetstudentsfillinthemaincharacters’identitiesandrolesinthecourt.Askoneortwostudentstoanalyzetherelationshipsamongthecharactersandthedevelopmentofthecase,beginningwithapoundofflesh.(Thisstepisdesignedtocheckstudents’effectofpreviewingandhelpstudentscopewiththeirunderstandingbarriers,ensuringthesmoothprogressofthefollowingsteps.)8.StepIIIDestination02InterpretIsland(activitiesinintensivereading)(12mins)Program1Atfirst,studentswillbedividedintothreepartsandseveralsmallgroupstoworkingroupstoanalyzethemaincharacters’personalityandfindouttheevidenceinthetext.Thentheteacherwillasksomeofthestudentstospeakouttheirgroups’answer.Second,studentsneedtodoabriefselfintroductionsupposingtheyareoneofthecharacters.Studentswillbeencouragedtoexpressthecharacter’spersonalitiesasmuchaspossiblethroughtheirwordsandbodylanguage.Thisisalsoapreparationfortheroleplaypart.Program2Astageplaywillbewatchedtohelpstudentshaveafurtherunderstandingofthetext,aswellasareferencefortheroleplaypart.Program3Inthisprogram,thethemeoftheedywillbediscussedinclassbyrequirestudentstotalkaboutwhatWilliamShakespearewantstotellusthroughthisdramaiftheywereWilliamShakespeare.(Thisstepisdesignedtoleadstudentshaveafurtherunderstandingofthedramabyanalyzethemaincharactersandtheme,whichwillhelpimprovestudents’prehensionability.)StepIVDestination03ActIsland(roleplay)(13mins)Program4Studentswillbegiven8minutestoworkin6persongroupstopreparefortheirroleplayandthenactinclass.Atthistime,theteacherwillwalkaroundtoensureallthestudentstakepartinthegroupworkandtheprocessofgroupworkisreasonable.Afurtherthinkingbetweenthedramaandthesocietywillbediscussedinclassafterstudents’performance.(Thisstepisdesignedtopracticeandimprovestudents’prehensionandspeakingabilities.)Step