配套新教材高中英語必修第二冊譯林牛津版UNIT4Reading1教學(xué)詳案

Book2Unit4ExploringliteratureReading1Thewonderofliterature教學(xué)目標(biāo)Bytheendofthissection,studentswillbeableto:1.findthethreequalitiesofgoodliteraturebyskimmingthetext;2.identifythefunctionoftherhetoricaldeviceofanalogy;3.appreciatebeautifulsentencesfromliteraryworks;4.giveanexampletosupportanidea;5.judgeaclassicworkofliteratureaccordingtothethreequalitiesofgoodliterature.教學(xué)重難點(diǎn)1.Tounderstandthethreequalitiesofgoodliterature;2.Tojudgetheirfavouritebookaccordingtothethreequalities;3.Toidentifytherhetoricaldeviceofanalogy.教學(xué)過程步驟教學(xué)活動設(shè)計(jì)意圖互動時(shí)間&模式Pre-readingStep1TheteacherpresentsareadinglistofGradeTenstudentsinAmerica.Theteacherasksstudentstwoquestions.Howmanyofthesebookshaveyoueverread?Whatbenefitsdoyougetfromreadingthem?通過讓學(xué)生分享閱讀體驗(yàn)，引出本課主題，為本節(jié)課的教學(xué)做鋪墊。2’ClassWorkIndividualWorkStep2Theteacherintroducesthetexttothestudents.ThetextwaswrittenbyafamouswriterWilliamJ.Long,whosetitleisThewonderofliterature.Theteacherasksstudentswhatthewonderofliteratureis.通過閱讀標(biāo)題并自由討論，激活學(xué)生關(guān)于文學(xué)作品的原有知識。1’IndividualWorkWhilereadingStep3Studentsskimthearticleandtrytoidentifythestructureofthetext.利用信息結(jié)構(gòu)圖，引導(dǎo)學(xué)生通過合作，完成對信息的獲取與梳理、概括與整合，搭建新的知識結(jié)構(gòu)。5’GroupWorkStep41.TheteacherhasstudentsreadParagraph1carefullyandtellthefunctionoftheshellwiththehelpofthefollowingmindmap.2.TheteacherasksstudentstoanalyzethefunctionofParagraph1andthestoryinit.WhatisthefunctionofParagraph1?Howisthestoryofthemanandthechildrelatedtothetopicofliterature?3.TheteacherasksstudentstoreadParagraph2carefullyandfindthesentencethatlinksthisparagraphwiththepreviousone.Somesuchexperienceasthisliesinstoreforuswhenwebeginthestudyofliterature.Studentsdiscusswhat“suchexperience”and“this”refertorespectively.Theteacherintroducestherhetoricaldevice“analogy”tothestudents.Theteacherpresentsthefollowingthinkingmapsothatstudentscanhaveabetterunderstandingofanalogy.4.TheteacherasksstudentstoreadParagraph3carefullyanddiscussthemeaningofthefirstqualityofliterature.Whattruthandbeautyarerevealed?Whocanrevealthem?Theteacherpointsouttheuseofanalogyinthiscaseandusesthefollowingthinkingmapsothatstudentscanhaveabetterunderstandingofthefirstquality.5.Theteacherasksstudentstoappreciatealinefromapoem“Yesterday’sflowersamI”?Theteacherpresentsanotherline“Autumnisasecondspringwheneveryleafisaflower”byAlbertCamus.Studentshaveadiscussionaboutwhattruthandbeautyarerevealedinthem.6.StudentsreadParagraph4indetailandinterpretthesecondsentencebyfillingintheblanks.Literatureawakensourinner_______.Asaresult,sometimeswemayevencryorlaughwiththecharactersinthebook.Meanwhile,literatureinspiresour_______,allowingustothinkmorethanthe_______inthebook.7.StudentssharetheirknowledgeaboutDoctorFaustusandHelenwiththeirgroupmembers.Theteacherprovideshelpifnecessary.Studentsdescribetheirimaginationthatthefollowingsentencecanarouse.Wasthisthefacethatlaunchedathousandships?8.TheteacherasksstudentstoreadParagraph5andtrytotranslatethefollowingsentence.Toachievethis,itshouldcontaintwoelements:universalinterestandpersonalstyle.9.Theteacherasksstudentstopickoutonesentencetosupportthat“personalstyle”mattersinassuringthepermanenceofliteraryworks.Behindeverybookisaman,behindthemanistherace,andbehindtheracearethenaturalandsocialenvironments.Theteacherasksstudentstointerpretthissentencebygivinganexample.TheteacherprovidestheChineseclassicliteratureADreamofRedMansionsforreference.Whoisthemanbehindthebook?Whatistheracebehindtheman?Whatarethenaturalandsocialenvironments?利用圖示整合已知信息，并讓學(xué)生描述圖示內(nèi)容，實(shí)現(xiàn)知識的內(nèi)化。通過帶領(lǐng)學(xué)生閱讀和分析第一段，設(shè)置閱讀的懸念。通過探究第一段與第二段的聯(lián)系，訓(xùn)練學(xué)生分析和推斷信息的能力。引導(dǎo)學(xué)生理解類比這一修辭手法，從而體會文學(xué)的價(jià)值。通過圖示讓學(xué)生重新構(gòu)建知識，并用自己的語言表達(dá)，實(shí)現(xiàn)語言的內(nèi)化。賞析文學(xué)金句，汲取文化精華，提高審美能力。通過釋義理解文學(xué)的第二個(gè)特點(diǎn)。鑒于該任務(wù)難度較高，教師用半開放式題型搭建腳手架。通過挖掘文章引用的典故，提升學(xué)生的文化意識。鼓勵(lì)學(xué)生展開想象，切身體會文學(xué)作品的第二個(gè)特點(diǎn)。教師預(yù)測universalinterest是學(xué)生理解的難點(diǎn)，通過問題鏈幫助其完成翻譯任務(wù)。教師貫通全文，指出作者關(guān)于文學(xué)作品體現(xiàn)個(gè)人風(fēng)格這一觀點(diǎn)上使用了前后呼應(yīng)的寫作方式，引導(dǎo)學(xué)生嘗試運(yùn)用例證法解釋這一觀點(diǎn)，提供經(jīng)典名著《紅樓夢》為參考。2’IndividualWork3’PairWork5’ClassWorkGroupWork3’IndividualWorkPairWork3’ClassWorkIndividualWork3’ClassWork4’GroupWork3’IndividualWork4’GroupWorkStep5Theteacherasksthesamequestionthatwasaskedatthebeginningoftheclass“Whatisthewonderofliterature?”Studentspresenttheirnewopinions.通過回顧，幫助學(xué)生內(nèi)化所學(xué)知識，并且對這一問題有新的認(rèn)識，提升思辨能力。2’IndividualWorkPost-readingStep6StudentsaredividedintogroupsoffourandtrytoappreciatetheChineseliteraryclassicADreamofRedMansionsbythethreequalities.Groupleaderswillorganizethediscussion.Theteacheroffershelpifnecessary.通過合作和探究的學(xué)習(xí)方式，綜合運(yùn)用語言技能，解決陌生情境的問題，提升學(xué)