高中英語-外國名著片段欣賞教學設計學情分析教材分析課后反思

PAGE外國名著片段賞析外研社選修七模塊三OliverTwistLearningaims:WecanunderstandthefamoussceneinEnglishliterature.Wecanappreciatesomewonderfulsentencesdescribingthemaincharacters.Wecanlearnfromthemaincharacterandbeeducatedinsomeway.TeachingProcedure:StepOneWarmingupTellthestudentsthattheywillenjoyapassagefromanovelwrittenbyaveryfamouswriterinEuropeandacrosstheworld.Showthemsomeinformationandaskthemtoguesswhoheis.GiveashortintroductionofCharlesDickensandthesettingsofthestory.Dealwithsomewords.Matchthewordswiththerightdefinition:orphanworkhousedesperaterewardwhisperseizecompanionemploy1.topaysbtowork_________2.feelinghopelessaboutabadsituationandreadytodoanythingtochangeit._________3.togivesbsthbecausetheyhavedonesthgoodorhelpful._________4.tosaysthquietly,usingyourbreathinsteadofyourvoice_________5.achildwithoutparents _________6.aViotorianhomeforpoorpeople,espchildren _________7.totakesb/sthinyourhandsuddenlyandusingforce _________8.someonewhoyouspendtimewith _________StepTwoReadingandAppreciating _________Askthestudentstoreadthewholepassagewithsomegiventasks.TaskOneChoosethebestsummaryA.Theboysintheworkhousedecidedthattheyneededmorefood.OliverTwistsaidthathewouldaskthewardenformoretoeat.TheworkhousemanagersdecidedthatOlivermustbehanged.B.TheboysintheworkhousewerestarvingandchoseOliverTwistertoaskformorefood.WhenOliverdidthis,theworkhousemanagerswereveryangryandlockedOliverinaroom.C.TheboysintheworkhousechoseOliverTwisttoaskformorefood.Whenhedidthis,theworkhousemanagerswereveryangryandsentOliverouttowork.TaskTwoDiscusshowthepassagedevelops.PartI(1-2)ReasonsforOliveraskingformore(hunger)IntimeoforderPartI(1-2)ReasonsforOliveraskingformore(hunger)PartIII(12-13)PartIII(12-13)ResultsforOliveraskingformore(beinglocked)PartII(3-11)PartII(3-11)OliverAskingformoreTaskThreeFindoutthesentencesdescribingthemaincharactersandtellwhattheyarelike.OliverTwist:desperatewithhungerandmisery,Frightenedbyhisowncourage“Pleasesir,Iwantsomemore.”brave,politeThewarden:fat,healthy,verypale.staredincompleteastonishmentat,heldontothepotforsupport.atleastthirtyseconds,inawealvoice.hithimontheheadwiththesoupspoon.seizedOliver’sarmsandheldhimunkind,cruel,mercilessThegentlemaninawhitejacket:They’llhangthatboy,MercifulThenshowashortvideorelatedtothepassagetohelpthemunderstandthecharacterofthepassage.TaskFourRoleplayAskthestudentstoworkingroupsoffiveandchooseacharactertoplay.Student1OliverTwistStudent2thewardenStudent3Mr.BumbleStudent4Mr.LimbkinsStudent5thegentlemaninawhitejacketStepThreeDiscussionWasOliverTwisthangedattheendofthepassage?Whatwouldhappentohim?AskthestudentstoimaginewhatwouldhappentoOliverTwistandcontinuethestory.Givethehappyendingofstorybythewriter.AskthestudentstocomparesomesimilarimagesinChineseliteratureandfindoutwhattheyhaveincommon,whichisalsothemessageofthepassage.Inspiteofpovertyandsuffering,bekindtoothersandnevergiveuponyourself.StepFourHomework:Readaloudandrecitethefirsttwoparagraphs,tryingtoappreciatethebeautifulsentences.Addanendingtothestory,usingyourwonimagination.ChooseoneofyourfavouriteclassicsinEnglishandstartreading.學情分析學生是在校高一的學生。學習英語的興趣較強，學習能力較高，樂于參與老師安排的各項教學活動。學生已經在必修三模塊五culturalcorner的學習中，了解了歐洲工業(yè)革命，所以對OliverTwistAsksforMore發(fā)生的背景有了知識儲備。在必修三模塊一的語法學習中，他們已經接觸到完全倒裝句。而選修七模塊三的語法重點是部分倒裝句。兩個模塊的有效銜接能讓學生系統(tǒng)地了解掌握倒裝句的用法。效果分析打消了學生對外國文學的恐懼，實現(xiàn)了對外國文學的初探，開啟了學生外國文學名著的閱讀之旅。教師活動學生活動效果WarmingupGivesomeinformationofCharlesDickensandaskthemtoguesswhoheis.GivetheiranswersInterestthemWordsGivethedefinitionofeachwordaskthestudentstomatch.matchEnlargethevocabularyandremoveonelanguagebarriers.ReadingAskthemtogivethegeneralideaandstructure.Makeachoiceandfindoutthekeywords.HaveageneralideaAppreciationandrole-playAskthestudentstofindthesentencesthatdescribethecharacters’expressions,words,andactions.WorkinpairsorgroupsandfindHaveagoodunderstandingofthemaincharacterDiscussionAskthestuentstoimaginewhatwouldhappentotheheroofthestoryandwhattheywilllearnfromhim.SharetheiropinionsBeeducatedinaway教材分析本模塊是高二下學期選修七模塊三Literature.課文OliverTwistAsksforMore節(jié)選自查爾斯.狄更斯的第二部小學《霧都孤兒》。查爾斯.狄更斯是19世紀英國最偉大的批判現(xiàn)實主義小說家，而《霧都孤兒》是狄更斯最有影響力的代表作品之一，課文描述的是該部小說的最經典場景。生詞不多，易理解，刻畫的人物形象生動，便于表演，富有趣味性。主人公奧利弗雖是孤兒，生活貧困，但出污泥而不染，他彬彬有禮，善良又非常勇敢。奧利弗身上這種寶貴的品格，可以對學生起到很好的教育作用，有助于實現(xiàn)英語核心素養(yǎng)立德樹人的這一育人價值。參與錄課的學生是高一的學生。剛學習完必修三模塊五的學習。模塊五的culturalcorner介紹的是TheIndustrialRevolution歐洲工業(yè)革命。第一次工業(yè)革命給使倫敦成為了當時世界上最大的也是最富有的城市。但是，隨著工業(yè)革命的發(fā)展，社會矛盾也變得日益尖銳起來。環(huán)境惡化，貧富不均，底層的人們尤其是兒童都生活在水深火熱中。所以，在讓學生了解了有關第一次工業(yè)革命的情況后，接著帶領學生賞析一部以此為背景的名著名篇，既能讓學生的學科知識連貫豐富，構建知識框架，又能有助于提高學生文化鑒賞能力，形成文化認同感，提高他們的學習興趣。Completethesentenceswiththecorrectformofthewordsinthebox.astonishmentcompanioncouragedesperateeageremployrewardseizesupportwhisper1.Hetriedtofindwork,butnoonewantedto______him.2.Theboy______thebowlofsoupandstartedtoeatit.3.WhenMrBumblereturnedtotheroom,theboysstarted__________toeachother.4.Oliverandhis___________hadverylittletoeat.5.Whenhetoldthemwhathadhappened,theirfacesshowed____________.“Idon’tbelieveit!”onemansaid.6.Thechildwasweakfromhungerandalmostfell.“Helphim,heneeds_______!”saidanolderboy.7.Theboys__________wantedtoleavetheworkhouse.8.Itwasverybraveofhim.Hehasalotof_______.9.Theypromiseda_______toanyonewhocouldhelpthem.10.Thechildren________explainedwhathadhappened.Choosethebestansweraccordingthepassage.1.Thebowlstheboysusedneverneededcleaningbecause_________.A.thebowlsweren’tverydirtyB.thebowlswereemptyC.theboyscleanedthembythemselvesD.theboyscleanedthemwiththeir spoons2.WhichofthefollowingsentencescanNOTdescribetheboys’hunger?A.Boysusuallyhaveexcellentappetites.B.Theystaredatthepotwitheagereyes.C.Atallboywasafraidthathemighteatthesmallyoungboynexttohim.D.OliverTwistandhiscompanionsfinallybecamequitemildwithhunger.3.WhenOliverwenttoaskformorefood,hisfeelingwas________.A.hopefulB.happyC.desperateD.excited4.WhenOliveraskedformorefood,thewarden’sfacebecameverypalebecausehewas__________.A.frightenedbyOliver’swordsB.astonishedatOliver’swordsC.veryangryaboutOliver’swordsD.illbadlyIII.Completethesentencesaccordingtothepassage.1.Onspecialholidaystheboyswereallowedtoeat____________________________________.2.Theboysstaredatthepotbecause________________________________________________.3.Theboysdecidedthatoneofthemshouldaskformorefoodbecause_____________________________________________________.4.Thewarden’sfacebecameverypalebecause_________________________________.5.WhenOliverrepeatedhiswords,thewarden_______________________________.6.MrBumbletoldthemanagersoftheworkhousethat________________________.7.InordertopunishOliver,themanagers___________________