高中英語(yǔ)-外國(guó)名著片段欣賞教學(xué)設(shè)計(jì)學(xué)情分析教材分析課后反思

PAGE外國(guó)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(xué)情分析學(xué)生是在校高一的學(xué)生。學(xué)習(xí)英語(yǔ)的興趣較強(qiáng)，學(xué)習(xí)能力較高，樂(lè)于參與老師安排的各項(xiàng)教學(xué)活動(dòng)。學(xué)生已經(jīng)在必修三模塊五culturalcorner的學(xué)習(xí)中，了解了歐洲工業(yè)革命，所以對(duì)OliverTwistAsksforMore發(fā)生的背景有了知識(shí)儲(chǔ)備。在必修三模塊一的語(yǔ)法學(xué)習(xí)中，他們已經(jīng)接觸到完全倒裝句。而選修七模塊三的語(yǔ)法重點(diǎn)是部分倒裝句。兩個(gè)模塊的有效銜接能讓學(xué)生系統(tǒng)地了解掌握倒裝句的用法。效果分析打消了學(xué)生對(duì)外國(guó)文學(xué)的恐懼，實(shí)現(xiàn)了對(duì)外國(guó)文學(xué)的初探，開(kāi)啟了學(xué)生外國(guó)文學(xué)名著的閱讀之旅。教師活動(dòng)學(xué)生活動(dòng)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(xué)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(xué)《霧都孤兒》。查爾斯.狄更斯是19世紀(jì)英國(guó)最偉大的批判現(xiàn)實(shí)主義小說(shuō)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(shuō)的最經(jīng)典場(chǎng)景。生詞不多，易理解，刻畫(huà)的人物形象生動(dòng)，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(duì)學(xué)生起到很好的教育作用，有助于實(shí)現(xiàn)英語(yǔ)核心素養(yǎng)立德樹(shù)人的這一育人價(jià)值。參與錄課的學(xué)生是高一的學(xué)生。剛學(xué)習(xí)完必修三模塊五的學(xué)習(xí)。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(dāng)時(shí)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(huì)矛盾也變得日益尖銳起來(lái)。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(xué)生了解了有關(guān)第一次工業(yè)革命的情況后，接著帶領(lǐng)學(xué)生賞析一部以此為背景的名著名篇，既能讓學(xué)生的學(xué)科知識(shí)連貫豐富，構(gòu)建知識(shí)框架，又能有助于提高學(xué)生文化鑒賞能力，形成文化認(rèn)同感，提高他們的學(xué)習(xí)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___________________