Oliver's-Early-Life教學設(shè)計公開課

OliverTwistbyCharlesDickensChapter1Oliver’sEarlyLifeTeachingPlanDesignBackgroundofMaterialSelectionOliverTwist-thisnovelabides

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difficulty.Seniorthreestudentsareveryinterestedinit.Ineachchapter,studentsarerequiredtocapturetheplotofthepassagebyraisingquestionsthemselves.Ineachchapter,studentsaretrainedinwriting(summarywritingorreadingandsubsequentwriting).Studentscannotonlyexercisedtheirthinking,butalsoimprovetheirwritingskills.選材背景OliveTwist這部作品難易適中，高中學生對它很感興趣。每一章都讓學生自我設(shè)問去捕捉文章的情節(jié)，每一章都讓學生進行寫作訓練（概要寫作或讀后續(xù)寫），學生不僅思維可以得到鍛煉，寫作水平也會有明顯的提高。DesignConceptTheessenceofsummarywritingistoextracttextinformationthroughreading,uselanguageflexiblytointegrateinformationlogically,andbeloyaltotheintegrationoftheauthor'swritingintention.Therefore,Istrivetocreateaclasswiththinkingfluidity,whereIguidestudentstoreadeffectively,helpthemtoestablishproblemawareness,andcultivatelogicalthinking,soastoachievetheinternalizationandexpressionoftextinformation.設(shè)計理念概要寫作的本質(zhì)是通過閱讀提取文本信息，靈活地運用語言，對信息進行有邏輯關(guān)聯(lián)的整合，并忠于作者寫作意圖。因此要努力營造一個具有思維流動性的課堂，引導學生進行有效閱讀，幫助他們樹立問題意識，培養(yǎng)邏輯思維，從而達到對文本信息的內(nèi)化和表達。TeachingObjectives:Instructstudentstoobtaintextinformationeffectivelyandmakefullpreparationsforsummarywriting.Enablestudentstomastertheskillsofsummarywritingandpracticewriting.Learnhowtocommentonotherstudents'articles.教學目標：指導學生有效地獲取文本信息，為概要寫作做好充分的準備。讓學生掌握概要寫作的技巧并進行寫作練習。學會如何評論他人的文章。TeachingMethod:Task-basedTeachingMethod教學方法：任務(wù)型教學TeachingProcedureStep1WarmingupT:Nowbuildingabook-flavoredsocietyhasbecomethemainstream.Soreadingisplayingamoreimportantroleinourlife.Ithinkyou’vereadmanybooks.Pleaseshareyourfavouriteone.Whichisyourfavorite?S:….T:TodayIrecommendoneofmyfavoritebookstoyou.Lookatthisclassicpicture,theboyinitisthemaincharacterinthebook.Doyouknowhim?S:...T:Wheredidyoumeethim?S:...T:Oliverisnostrangertous.ImethiminthenovelcalledOliverTwist.Whoisthewriterofit?S:...T:CharlesDickens(1812-1870)isafamousEnglishnovelist.Inhisworks,hepaidattentiontothelifeof“l(fā)ittleguys”atthebottomofsocietyintheUK.Hismainworksarethefollowing:OliverTwist,ATaleofTwoCities,GreatExpectations,DavidCopperfield,HardTimes,BleakHouse,DombeyandSon.Whichonehaveyoueverread?S:…..T:ThesenovelsreflectthecomplexsocialrealityintheUKinthe19thcentury.Amongthem,OliverTwistisoneofthemostinfluentialclassicnovels.Nowlet’sgointoOliver’swholestory.First,startwithhisearlylife.

(DesigningIntention:Simpleanddirectinteractionmakesiteasyforstudentstointegrateintotheclassassoonaspossible.)（設(shè)計意圖：簡單直接的互動容易讓學生盡快融入課堂。）Step2ReadingTask1BrainstormT:Speakingofaperson’searlylife,whatdoweusuallytalkabout?S:(DesigningIntention:Thetitleofthearticlerevealsthethemeandpresentsthemaincontentofit.Guidingstudentstousebrainstormingtolistthecontentrelatedtothetitlecannotonlyarousestudents'desiretoread,butalsopurposefullyreadthetext.)（設(shè)計意圖：文章標題揭示了該文的主題，呈現(xiàn)了文本的主要內(nèi)容，引導學生運用頭腦風暴的形式列出與標題相關(guān)的內(nèi)容，不僅能引發(fā)學生閱讀的欲望，還能有目的的進行文本的閱讀。）Task2AbiteofthechapterT:HerecomesOliver’searlylife.NowreadChapter1,andfinishOliver’spersonalfile.APersonalFileNameOliverTwistBirthplaceTimeofBirthFamilyBackgroundAppearanceLivingConditionsHealthChecktheanswersandatthesametimefurtherquestionstudentsaccordingtotheiranswers.T:Inaword,Oliverleda________________lifeinhisearlyyears.(DesigningIntention:Startingwiththeshallowestinformationisinaccordancewiththelawofstudents’cognition.Atthesametime,questioningstudentscanbettertesttheirunderstandingofthetext.)（設(shè)計意圖：初讀文章從最淺層的信息入手，符合學生的認知規(guī)律。同時，對學生進行追問更好地檢測了他們對文本的理解。）Task3AtasteofthechapterT:Oliverledahardlifeinhisearlyyearsandhemusthavemanyunfortunateexperiences.Whatdidheexperience?ReadthischapteragainandlistOliver’sexperiencesasmanyaspossible.(eg:Hewasbornatnightintheworkhouse.)……T:Workingroupstoshareyourfindings.……T:It’stimetosharetogether.……(DesignIntention:Readingarticlescarefullycandeepentheunderstandingofthetext,andusingopen-endedquestionstoenablestudentstoobtaininformationscatteredeverywhereinthetextcancultivatestudents'abilityofinductionandsummary.Besides,accumulatematerialforwriting.)（設(shè)計意圖：細讀文章加深對文本的理解，運用開放式的問題讓學生全面獲取散落在文本各處的信息能夠培養(yǎng)學生的歸納總結(jié)能力。同時為概要寫作積累素材。）Task4RecallingT:UsethemindmaptorecallrelatedinformationaboutOliverandthinkhowtoorganizethemintoanessayproperly.Lookthroughit.(DesignIntention:Usethemindmapfortheoverallrecalltobepreparedforthewriting.)（設(shè)計意圖：利用思維導圖進行整體回憶，為寫作做好充分的準備。）Step3WritingT:WriteasummaryofthischapterbasedonthemindmapofOliver’searlylife.Whenyouwritethesummary,followtherequirements.■Keepitshort(80wordsorso).■Includeonlytheoriginalmainideas.Nocomments.■Writeinyourownwords.Don’tdirectlycopythesentencesfromthetext.■Followtheorderoftime.■Payattentiontotheconnectionofsentences.(DesignIntention:Effectiveoutputisnaturallyachievedthrougheffectiveinput.)（設(shè)計意圖：通過有效的閱讀自然而然達到有效的輸出。）Oliver’sEarlyLife____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Step4PresentingPresentonestudent’swork.T:Who’dliketogiveyoursummarytoshare?S:…T:Workingroupsandmakeacommentonitaccordingtotherequirementsonyourpaper.Correctmistakesandpointoutgoodexpressions.……Askstudentstovoicetheircommentsaccordingtotherequirements.T:It’stimetovoiceyourcomments.Whatdoyouthinkofthesummary?Pointoutmistakesandgoodexpressions.Learntousedifferentwaystoexpressthesameidea.Reviseeachother’ssummary.T:Chooseonepartnerinyourgrouptoreviseyoursummary.Don’tforgettounderlinesomegoodexpressions.Andthenrecommendagoodonetopresent.(DesignIntention:Showastudent'sworkandletthestudentscommentonitingroupssothattheycanlearnhowtomodifyothers’articlesandbettergrasphowtowriteasummary.)（設(shè)計意圖：展示一個學生的作品，讓學生們以小組為單位進行評論，學會如何去修改他人的文章，使他們能更好地去把握如何進行概要寫作。）Step5SharingT:Oliverhadahardchildhood.Whataboutyours?S:T:Whobroughtyouhappiness?S:Thankthosewhobroughtyouhappinessandcherishyourpresentlife.Evenifyouhadsomeunhappinessinyourchildhood,forgetitandlearntobestrongandkind.Remember:Thefutureisbrightandpromising.(DesignIntention:Remindstudentsoftheirchildhoodtoeducatethemtobegrateful,cherish,bekindandstrong.)（設(shè)計意圖：提醒學生想起自己的童年，教育他們學會感恩，珍惜，善良和堅強。）Step6Homework:Polishyoursummaryandfinishtheassignmentonyourpaper.ReadingandWritingAssignmentsinEnglishSimpleReadingsforSeniorThreePartAPolishyoursummary.PartBAccumulatingMywordbankBeautifulSentencesPartCExpressingMyfeeling______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________