霧都孤兒節(jié)選與經(jīng)典人物解讀教學(xué)教案英文系列

霧都孤兒節(jié)選與經(jīng)典人物解讀教學(xué)教案英文系列一、教案取材出處Theexcerptfrom“OliverTwist”CharlesDickens,aclassicnovelsetinthe19thcenturyLondon,providesthefoundationforthisteachingplan.ThisparticularexcerptdelvesintothenarrativeofOliverTwist’searlylife,hisencounterswithFagin,andhissubsequentjourneytotheMaylor’shome.二、教案教學(xué)目標(biāo)Theprimaryobjectiveofthisteachingplanistoenhancestudents’understandingofthecharactersin“OliverTwist”andtheirdevelopmentthroughoutthenovel.Additionally,thestudentswillbeabletoanalyzethesocialcontextof19thcenturyLondonanditsimpactonthecharacters’lives.Lastly,thestudentswillimprovetheircriticalthinkingandanalyticalskillsthroughdiscussionsandwritingactivities.三、教學(xué)重點(diǎn)難點(diǎn)TeachingFocus:Toidentifyanddiscussthekeycharactersintheexcerpt,includingOliverTwist,Fagin,andtheMaylorfamily.Tounderstandthesocialcontextof19thcenturyLondonanditsrelevancetothecharacters’lives.Toanalyzethethemesoffriendship,loyalty,andthestruggleforsurvival.TeachingDifficulties:Studentsmayfinditchallengingtoprehendtheplexsocialstructureandthecharacters’motivations.Interpretingthesymbolismandthemesintheexcerptcanbedifficultforstudentswhoarenotfamiliarwiththe19thcenturyEnglishliterature.Encouragingactiveparticipationandcriticalthinkingindiscussionscanbechallenging,especiallyinalargeclassroomsetting.CharacterDescriptionOliverTwistAyoungorphanboywhoisdeterminedtoimprovehislifeandseekjustice.FaginAcunningandmanipulativeleaderofagangofchildthieves.TheMaylorFamilyAwealthyandbenevolentfamilywhoofferOliverachanceatabetterlife.RoseMaylorThekindheartedandpassionatedaughteroftheMaylorfamily.Mr.

BrownlowAwellrespectedlawyerwhohelpsOliverfindhistrueidentity.Byfocusingonthesekeycharacters,studentswillbeabletounderstandthedynamicsoftherelationshipsandtheunderlyingthemesoftheexcerpt.四、教案教學(xué)方法Toeffectivelyteach“OliverTwist”excerptandcharacteranalysis,thefollowingmethodswillbeemployed:LiteraryAnalysisDiscussion:Thisinvolvesguideddiscussions,encouragingstudentstoexplorethemes,characterdevelopment,andtheauthor’sintentions.Itfosterscriticalthinkingandanalyticalskills.InteractiveRolePlay:Studentswillparticipateinroleplayingexercisestoembodydifferentcharacters,theregainingadeeperunderstandingoftheirmotivationsandbehaviors.CreativeWriting:Studentswillbetaskedwithwritingshortstoriesordiaryentriesfromtheperspectiveofoneofthecharacters,whichwillenhanceempathyandcreativeexpression.VisualAids:Theuseofimages,maps,andhistoricalcontextmaterialswillhelpstudentsvisualizethesettingandera,makingthelearningexperiencemoreimmersive.SmallGroupWork:Bydividingstudentsintogroups,theycancollaborativelyanalyzethetextandpreparepresentations,whichwillencourageteamworkandactiveengagement.五、教案教學(xué)過(guò)程IntroductionStartwithabriefintroductiontoCharlesDickensandthecontextof“OliverTwist”.Presentasummaryoftheselectedexcerptandintroducethemaincharacters.CharacterAnalysis:OliverTwistDiscussOliver’sbackgroundandhowitinfluenceshischaracter.UsetheliteraryanalysisdiscussionmethodtoexploreOliver’sdevelopmentfromanorphanedboytoasurvivor.Askquestionslike:“WhatqualitiesdoesOliverpossessthathelphimsurviveinaharshworld?”AssignstudentstowriteaparagraphaboutOliver’scharacter,focusingonresilienceanddetermination.RolePlay:FaginStudentswillformgroupstoroleplayFagin,exploringhiscunningandmanipulativenature.Aftertheroleplay,havestudentsreflectontheirexperiencesanddiscussFagin’scharacter.Usethe“ReflectiveThinking”strategytoask:“HowdoyouthinkFagin’sbackgroundcontributestohisactions?”InteractiveAnalysis:SocialContextPresentvisualaidsof19thcenturyLondon,includingmapsandimagesofthepovertyandcrimeprevalentatthetime.Leadaclassdiscussionabouthowthesocialcontextinfluencesthecharacters’lives.Usea“ThinkPairShare”activitywherestudentsdiscussinpairsandthensharetheirthoughtswiththeclass.CreativeWriting:DiaryEntryInstructstudentstowriteadiaryentryfromtheperspectiveofoneoftheothercharacters(Rose,Mr.

Brownlow,etc.).Emphasizetheimportanceofshowingemotionsandthoughts,notjusttellingthestory.Havestudentssharetheirentriesanddiscusstheperspectivesgainedfromthisexercise.GroupWork:CharacterPresentationsDividestudentsintosmallgroupsandassigneachgroupacharactertoresearchandpresent.Encouragetheuseofevidencefromthetextandothermaterialstosupporttheirfindings.Usea“Jigsaw”methodwhereeachgroupbeesanexpertontheircharacterandteachestherestoftheclass.ConclusionSummarizethekeypointsdiscussedthroughoutthelesson.Allowtimeforanystudentquestionsandprovideanswers.Endwithanopenendedquestionthatencouragesfurtherreflection,suchas:“Howdoes‘OliverTwist’stillresonatewithustoday?”六、教案教材分析Thetextexcerptfrom“OliverTwist”isrichindescriptivelanguageandcharacterdevelopment,makingitidealforanalysis.Itallowsforanexplorationofplexthemessuchaspoverty,childlabor,andmorality.Thecharactersarewelldeveloped,eachwithauniquebackgroundandmotivations.Thehistoricalcontextof19thcenturyLondonprovidesarealisticbackdroptothenarrative,enablingstudentstounderstandthesocialchallengesfacedthecharacters.Thiscontextiscrucialforathoroughanalysisandiseffectivelyconveyedthroughvisualaidsanddiscussion.Theteachingmethodschosenforthis教案aimtocatertodiverselearningstylesandpromoteactivelearning.Byincorporatingdiscussions,roleplays,creativewriting,andgroupwork,studentsareencouragedtoengagewiththetextcriticallyandcreatively.Theuseofavarietyofactivitiesensuresthatthestudentsarenotonlyconsuminginformationbutalsoproducingandreflectingonit.七、教案作業(yè)設(shè)計(jì)Thefollowinghomeworkassignmentsaredesignedtoreinforcethelearningobjectivesandprovidestudentswithanopportunitytoapplytheknowledgeandskillsgainedfromthelessonon“OliverTwist”:CharacterSketch:Studentsaretowriteadetailedcharactersketchofoneofthemaincharactersfromtheexcerpt,focusingontheirappearance,personality,andmotivations.Encouragethemtoincludeevidencefromthetexttosupporttheirdescriptions.Providearubrictoguidetheiranalysisandensureclarityintheirsubmissions.JournalEntry:InstructstudentstowriteajournalentryfromtheperspectiveofOliverTwistaftertheeventsintheexcerpt.AskthemtoreflectonOliver’sfeelingsandthoughts,andhowtheseemotionsmighthavechangedbasedontheeventstheyexperienced.DebateProposal:AssignstudentstoformgroupsofthreeorfourandprepareadebateproposalonwhetherOliverTwist’sfatewouldhavebeendifferentifhehadnotbeenexposedtotheharshrealitiesofthestreets.Eachgroupshouldprovidesupportingargumentsandcounterarguments,aswellasalistofevidencetheywoulduse.ArtProject:Studentsaretocreateavisualrepresentationof19thcenturyLondonthathighlightsthelivingconditionsofthepoor,focusingonthesettingoftheexcerpt.Thiscanbedonethroughdrawing,painting,oranyothervisualmediumthatsuitsthestudent’spreference.DiscussionQuestions:Providealistofdiscussionquestionsrelatedtothethemesandsocialissuespresentedintheexcerpt.Studentsshouldansweratleastthreeofthequestionsinwriting,ensuringthattheirresponsesarethoughtfulandwellsupportedexamplesfromthetext.HomeworkAssignmentObjectiveCharacterSketchEnhanceunderstandingofcharacterdevelopmentanduseofdescriptivelanguage.JournalEntryEncourageempathyandperspectivetakingfromacharacter’spointofview.DebateProposalDevelopcriticalthinkingskillsandtheabilitytoconstructargumentswithevidence.ArtProjectPromotecreativityandvisualrepresentationofhistoricalcontext.DiscussionQuestionsEncouragedeepthinkingandanalysisofthematicelementsandsocialissues.八、教案結(jié)語(yǔ)Toconcludethelessonon“OliverTwist,”engagewiththestudentsinareflectivediscussionabouttheimpactofthestoryontheirunderstand