张彩优秀教学设计Book 7 Module3 Literature Reading

Book 7  Module3  Literature

Reading and Vocabulary   Oliver asks for more

一、教学内容分析

教学内容

外研版 选修7 模块3Literature

—— Reading  practice

教学对象

省二级高二11班（A层）文科学生

教学时间

40分钟

整体设计思路

1、教材分析  本节课是本模块第1课时，基于本模块主题：文学，文本内容Oliver asks for more 节选自狄更斯的小说《雾都孤儿》

2、设计思路 通过对文本的解读，我发现弄清楚文学作品的开端，发展，高潮，学生会比较容易把握文章的线索和脉络。因此我让学生进行两次阅读，第一次把握故事的main idea, 第二次阅读让学生通过完成表格里的填空题，把握故事开端，发展的细节以及通过问题的设置让学生理解该故事是如何达到高潮的。

再继续深挖之处是：对语言的欣赏，分析文章中所使用的两种种修辞手法（exaggeration, inversion）。

Critical thinking：让学生分析Oliver的性格，找到与现实的结合点，你是否能向Oliver一样挑战权威，对一些不公平的社会现象提出质疑。

3、学情分析  本课授课对象是省二级的高二11班（A层）文科学生，他们有一定的细节理解阅读技能和推断能力，然而对外国文学作品了解不多，背景知识不够，从哪些方面去欣赏文学作品也很迷茫，对于文中作者的批判现实主义的写作手法并不太了解。

教学目标

语言知识（学生将在本节课感知以下语言）

课标词汇：desperate, appetite, pick out, serve, hang, misery, orphan, whisper, nudge, seize, lock, reward, in astonishment, no sooner… than

语言技能训练

读前：1、图片引入词汇，Oliver的简介并提出问题设置悬念。

读中：2、理清故事发展线索，把握故事的开端，发展和高潮。

3、通过分析文本，能感受文学语言的魅力（包活如夸张，倒装的修辞用法）和理解对主人公的刻画。

读后：4、结合学生的生活，训练他们的批判性思维。

语言运用

1. Write a summary of the story

2. If you can do something ,will you be willing to help liver?

文化意识

文学作品往往是对当时社会现象的描写和和社会现实的揭露。

情感态度

学生对文学语言的欣赏，对Oliver的遭遇的同情，对正义和公平的渴望。

学习策略

认知策略

观察，推断，归纳，分析，总结

调控策略

在语言的感知，体验和练习过程中不断深化理解并内化。

与同伴的合作学习，从中发现和学习其他同学有效的学习方法

资源策略

通过图片进行词汇输入，激活学生的背景知识。

利用网络资源获取更多信息。

教学重点

1、 obtain the clues of the article

2、 understand the beginning ,the development and the climax of the story and grasp some detailed information

3、 put the five characters in the right order according to their status and try to understand the gap between the upper and the lower classes.

4、 Analyse Oliver’s personality and associate his behavior with with the unfairness of real life and express personal ideas and give suggestions  

教学难点

1、 Appreciate the following three rhetorical devices in the passage (exaggerations, emphatic sentences &inverted sentences).

2、 Associate Oliver’s behavior with with the unfairness of real life and express personal ideas and give suggestions.

教学方法

1. 教师主导教学策略：教师设置可操作的任务引导学生分析，思考。

2. 学生主体学习策略：学生通过自己独立阅读，理解文章思路，促进思维的深层次加工和提高课堂参与度；学生在讨论和总结过程中通过交流合作完成任务。

3. 分层教学策略：课文的理解由浅层到深层，再到学生审辩思维的训练。

教学手段

黑板  多媒体  学案

二、课堂教学过程

步骤1准备和热身（Warming up and preparing, 3 minutes）

1.Lead-in (pictures of Oliver )

先让学生观察书上的图片，再进行背景的简要介绍并引入词汇

brief introduction of Oliver (Oliver is an orphan and a character of our passage we are going to read)

Can you imagine me where Oliver had to live ?

One day something unlucky happened to him.

To be hanged or not to be hanged?

设计意图：通过图片引入孤儿，孤儿院，等关键词为后面的阅读做好准备。有一天，

一件不幸的事情发生了，到底他会不会被绞死呢？这里为学生留下悬念。

步骤2.Fast-reading

1)What unlucky thing happened to Oliver?

2) To be hanged or not to be hanged

3) Choose the best summary

A .The boys in the workhouse decided that they needed more food. Oliver Twist said that he would ask the warden for more to eat. The workhouse managers decided that Oliver must be hanged.

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.

C .The boys in the workhouse chose Oliver Twist to ask for more food. When he did this, the workhouse managers were very angry and sent Oliver out to work.

设计意图：学生带着悬念去读文章，初步感知课文。Summary 的选择让学生抓住故事的开端，发展，结局来把握一个故事的主旨大意。

步骤3. Detailed reading

The beginning of the incident

1.Oliver and his fellows ____________ (slowly starved)

for three months.

2. One tall boy said he might …

Conclusion: The living condition of the boys was very _____ and there they suffered from  ___________________ badly.

The development of the story

1.The boys __________ (had a meeting) and and decided that one of them should ______

(ask for more)

2. _________ was chosen.

Find more sentences to describe the hunger of the boys.

The ending of the story (Climax故事的

高潮）

1 the warden was _________ by what he

Heard. Then he hit Oliver on the head

with the soup spoon.

2. There was a lively __________ about

how to punish Oliver.

3. Oliver was immediately _________ in

a room.

4. The next morning ________ was put up

to find a person who would employ

Oliver. And someone predicted that Oliver would _____________.

Questions

1).What was the reaction of the warden?（抓住动词进行刻画）

When Oliver asked for more, he was so ________that he had to________ the pot for support and spoke in a (n)_________ . However, he hit Oliver_________ with the soup spoon,seized his arms, held him and shouted for Mr Bumble.

2). What was the reaction of the managers who were having a meeting?

设计意图：这一遍阅读让学生更加清楚故事的脉络，它是如何起因，如何发展，如何到高潮的。

步骤4 探究与欣赏（Analyzing and appreciating）

1. It was Oliver who was chosen.

In your opinion,why is the emphatic sentence(强调句）used here?

2.What was the reaction of Mr Limbkins?  Never have I heard anything like it .

设计意图：理解文学作品常用修辞（figure of speech : exaggeration, inversion）

步骤5. Group work （Discussion）

Put the following characters into the right order according to their status.

Mr Limbkins, Managers of the workhouse, Mr Bumble, Warden, Oliver

The upper class

                       

                     

the gap  

the lower class

设计意图：在学生熟悉了课文故事情节以后，进入深度的理解，去理解狄更斯笔下19世纪的伦敦，旨在向世界揭示旧社会社会底层人士的悲惨生活，也是为受压迫的人民群众对不公正的社会发出的呐喊。

步骤6.Critical thinking

1.Can you use some words (adj./n./phrases) to describe the personality of Oliver?

( innocent but brave)

2. If you were Oliver, what would you do?

3. When you happen to encounter something unfair, will you question the one with

higher status?

设计意图：让学生学会分析主人公的性格特征培养学生的思维能力，并

找到与现实的结合点，你是否能向Oliver一样挑战权威，对一些不公平的社会现象提出质疑，让学生从中获得积极的人生态度，做出自己的价值判断。

步骤7. Homework for consolidation

1. Writing: Write a summary of the story( 120words)

2. Find out what happened to Oliver next on the Intera785b or in the book by Dickens.

板书设计

Book 7 Module3Literature

Oliver asks for more

desperate, appetite, pick out, serve, hang,

misery, orpan, whisper, nudge, seize, lock,

reward, in astonishment, no sooner… than

Oliver asks for more