JaneEyre《簡愛》節(jié)選JaneEyreChapter5教學設(shè)計-2023-2024學年高中英語人教版外國名著閱讀

JaneEyreChapter5Mr.Brocklehurst'svisitanditsresult課堂教學設(shè)計LearningobjectivesInthisperiodyouaresupposedto1.Readtounderstandandgraspthekeyplots.2.Discussandperformtotrulyfeeltheemotionandcharacter.3.Continuetowritethestorybasedonthepreviousplotsandlanguagefeatures.TeachingkeypointsanddifficultpointsReadingEnglishclassicshelpsstudentsbroadentheirinternationalperspective,understandandjudgedifferentcultures,formcorrectvaluesandmoralemotions,andbeecivilizedandsociallyresponsibleindividualsintheprocessofparing,appreciating,criticizing,andreflectingondifferentcultures.I.LeadinginIsheagoodman?Heisaclergyman(神職人員).Heisnowmanagingacharity(慈善)schoolbuiltbyhismother.HeadmittedapoororphangirlintotheschoolHowtojudgeaperson?（設(shè)計意圖：作為導入環(huán)節(jié)，勾起學生對人物評價的標準的思考，潛意識帶領(lǐng)學生貫穿整個閱讀環(huán)節(jié)，對Mr.Brocklehurst的人物評價有內(nèi)在的思考。）II.PrereadingActivity1ReviewthepreviouschaptersRetellthepreviousstorywiththehelpofyourplotlineandshareyourunderstandingofJaneEyre.（設(shè)計意圖：讓學生以勾畫情節(jié)圖景脈絡(luò)的方式，促進學生對前情進行回顧理解，并對主人公Jane的人物性格特點有大體的理解，同時也是對課前案的檢查呈現(xiàn)。）Activity2PredictionChapter5Mr.Brocklehurst'svisitanditsresultLookatthetitleandpredictwhatisthischapterabout?___________________________________________________________________________（設(shè)計意圖：學生通過看章節(jié)標題來預測本章節(jié)主要內(nèi)容，形成心理預設(shè)，為后面閱讀降低難度，更容易把握章節(jié)大意。）III.WhilereadingActivity1Abiteoftheplotdeeds(觀其行)GothroughthischapterquicklyandgetthemainplotWhatdidMr.Brocklehurstdointhischapter?（設(shè)計意圖：本環(huán)節(jié)鍛煉學生的速度技巧，通過對文本閱讀，針對性的理清故事主要情節(jié)，同時也是進行人物評價的第一環(huán)節(jié)觀其行。）Activity2Atasteandunderstandingofthescene(觀其果)Answerthefollowingquestionsinyourownwords.1.WhatwasthelifelikeforJaneatLowood?Why?2.WhatwereJane'sfeelingstowardMr.Brocklehurst'svisit?Andwhy?3.WhywerethehairandclothesofMr.Brocklehurst'swifeanddaughtersmentioned?（設(shè)計意圖：除了情節(jié)線索之外，本章節(jié)對于主人公Jane作為事件“旁觀者”有感受的描述，此處環(huán)節(jié)主要針對Jane處境、感受入手，通過背景深思、次要情節(jié)側(cè)面展示Mr.Brocklehurst對學生對周圍人的影響，進而反映出人物的特點觀其果。）Activity3AppreciationofthelanguageAnalyzeandappreciatethelanguagefeaturesofthesentences.E.g.Arethereanyrhetoricskills?Takenotesifnecessary①There,nexttoMissTemple,stoodthesameblackcolumnwhichhadfrownedonmeinthebreakfastroomatGateshead.(Para.2)觀其形②'Whowhatisthatgirlwithredhair,withcurls,madam,withcurlseverywhere?'(Para.9)(觀其言)③'Tellthehousekeepershemustcounttheneedles,andonlygiveoutoneatatimetothegirlstheylosethemsoeasily！...'(Para.4)④'MissTemple,thatgirl'shairmustbecutoff.Ihavesaidagainandagainthathairmustbearrangedmodestlyandplainly....'(Para.11)⑤'TopleaseGodthesegirlsmusthaveshort,straighthairandplain,simpleclothes...'(Para.13)⑥'Tellthehousekeepershemustcounttheneedles,andonlygiveoutoneatatimetothegirlstheylosethemsoeasily！AndMissTemple,pleasemakesurethegirls'stockingsaremendedmorecarefully...'(Para.4)⑦'Madam,listentomeforamoment...donotreplaceitwithsomethingelse,buttellthemtobebraveandsuffer...'(Para.7)⑧'RememberwhattheBiblesays,manshallnotlivebybreadalone,butbythewordofGod!...'(Para.7)Arethereanyotherlanguagefeatures?（設(shè)計意圖：學生通過對所選取文字片段進行分析，總結(jié)歸納本章節(jié)的語言特點及寫作手法，同時加入學生朗讀、模仿、表演讓學生對Mr.Brocklehurst有更深的認識，并且嘗試學習使用上述寫作手法來刻畫人物。同時，此處也涉及人物評價的另外方法觀其形、觀其言。）IV.PostreadingCriticalthinking(現(xiàn)其原形，顯其本性)DiscussingroupstoanalyzethecharactersofMr.Brocklehurst（設(shè)計意圖：學生通過對本章節(jié)對Mr.Brocklehurst的人物刻畫進行批判性思維分析總結(jié)，得到概括性的人物評價。學生因為詞匯量限制，可能無法用準確的詞匯來表達出來，但是同時也能告訴學生們在進行人物刻畫時，不必使用多么高深的詞匯來告訴別人，而可以使用多種方式展現(xiàn)出人物的各種特點Trytoshow,nottotell.）V.SummarySummarizetheplots,characters,feelingsandlanguagefeaturesofthischapter.（設(shè)計意圖:學生跟隨老師節(jié)奏，對本章節(jié)主要內(nèi)容進行梳理，分析文本結(jié)構(gòu)，同時也為后面寫作進行鋪墊。）VI.Continuationwriting(寫其形寫其行寫其言寫其果顯其性)Continuetowritethestoryforatleast100wordsbasedonouranalysesoftheplotandthewritingskillslearnedinthisperiod.Activity1Mindmapping（設(shè)計意圖:在學生自我寫作之前，對寫作進行構(gòu)思，減輕其自我寫作的難度，同時緊扣本文主題。）Activity2SelfwritingWritingtips:Trytoshow,nottotell.1.Makereasonablepredictionoftheplot.2.Adoptsomerhetoric(修辭)skillstoexpressvividly.3.Payattentiontothestatusandcharactersoftheroleswhenwritingconversations.寫作是對前面閱讀文本的故事性情節(jié)性延伸，同時也是學生深刻理解前面內(nèi)容后對主旨的一種升華，學生將所學人物刻畫手段進行進一步練習，有助于學生理解能力和寫作能力的提升。）VII.EvaluationandsharingEvaluateyourwritingsbyyourselfandthenwithyourpartneraccordingtothecriteriaintheforms.（設(shè)計意圖：學生通過自我評價與同伴互評能更好的加深對習作本身的理解，不是單純的由老師說是好或是不好，而是由學生自發(fā)自主進行思考，同時發(fā)現(xiàn)自身及同伴存在的問題和閃光點，有益于促進學生寫作能力和學習能力的進一步提高。）VIII.Afterclassassignments1.Polishyourwritingsaccordingtothecriterialistedabove.2.Readandappreciatetheoriginalversionofthisparttoimproveyourwritings.Keepreading,keepwriting,andkeepgrowing課后反思在JaneEyre這堂課的設(shè)計中，我把CRC小組活動放在課前，給學生自由的空間，學生有了一定的理解和感知，導入激活已知，提取相關(guān)背景信息。在課堂之初，我鼓勵學生進行積極展示，給學生以表現(xiàn)自我并發(fā)表自己看法的機會。在課堂主體部分設(shè)計中，我將王薔教授的文本分析五大要素進行整合簡化為WHAT、HOW、WHY三個方面，引導展示給學生如何進行文本分析，學生在研讀文本、完成課堂任務的同時，理解感悟文本分析的手法，并進一步遷移，在進行寫作構(gòu)思時也有WHAT、HOW、WHY三個抓手去操作，把學生寫作時不知寫什么、如何寫的問題解決掉的同時，讓學生向更深層次思考為什么而寫，突出語篇主題，整個教學過程能圍繞清晰的教學主線展開，將主題語境與語言學習相結(jié)合。從學生的課堂表現(xiàn)來看，盡管因語言表達能力的限制無法用英語貼切地表達自己的想法和感受，學生是有思想上的轉(zhuǎn)變的，身為老師，我引以為傲。然而，本堂課的設(shè)計還是有所不足，比如,課堂活動設(shè)計對于學生的限制過多，部分學生流于完成老師設(shè)計的各項課堂任務，對名著閱讀本身不能有更深入細致的思考，學生主體地位體現(xiàn)的不夠明確；本節(jié)課既要閱讀，又要學生在閱讀賞析的基礎(chǔ)上進行續(xù)寫，課堂容量比較大，四十分鐘的時間比較緊張。ReadingtextJaneEyreAdaptedbyClareWestforBookwormChapter5Mr.Brocklehurst'svisitanditsresults①ItwasdifficultformetogetusedtotheschoolrulesatLowood,andtothehardphysicalconditions.InJanuary,FebruaryandMarchtherewasdeepsnow,butwestillhadtospendanhouroutsideeveryday.Wehadnobootsorgloves,andmyhandsandfeetachedbadly.Weweregrowingchildren,andneededmorefoodthanwasprovided.Sometimesthebiggirlsbullieduslittleonesandmadeushandoverourteatimebreadoreveningbiscuit.②Oneafternoon,whenIhadbeenatLowoodforthreeweeks,avisitorarrived.Alltheteachersandpupilsstoodrespectfullyasheenteredtheschoolroom.Ilookedup.There,nexttoMissTemple,stoodthesameblackcolumnwhichhadfrownedonmeinthebreakfastroomatGateshead.Ihadbeenafraidhewoulde.IrememberedonlytoowellMrs.Reed'sdescriptionofmycharacter,andthepromisehehagivenhertowarnteachersatLowoodaboutmywickedness.Nowtheywouldconsidermeabadchildforever.③AtfirstMr.BrocklehurstspokeinamurmurtoMissTemple.IcouldjusthearbecauseIwasinthefrontoftheclass.④'Tellthehousekeepershemustcounttheneedles,andonlygiveoutoneatatimetothegirlstheylosethemsoeasily！AndMissTemple,pleasemakesurethegirls'stockingsaremendedmorecarefully.Someofthemhavealotofholes.'⑤'Ishallfollowyourinstructions,sir,'saidMissTemple.⑥'Andanotherthingwhichsurprisesme,Ifindthatalunchofbreadandcheesehasbeenservedtothegirlsrecently.Whyisthis?Thereisnothingaboutitintherules!Whoisresponsible?''Imyself,sir,'answeredMissTemple.'Thebreakfastwassobadlycookedthatthegirlscouldn'tpossiblyeatit,sotheywerehungry.'⑦'Madam,listentomeforamoment.YouknowthatIamtryingtobringupthesegirlstobestrong,patientandunselfish.Ifsomelittleluxuryisnotavailable,donotreplaceitwithsomethingelse,buttellthemtobebraveandsuffer,likeChristhimself.RememberwhattheBiblesays,manshallnotlivebybreadalone,butbythewordofGod！Madam,whenyouputbreadintothesechildren'smouths,youfeedtheirbodiesbutyoustarvetheirsouls!'⑧MissTempledidnotreply.Shelookedstraightinfrontofher,andherfacewasascoldandhardasmarble.Mr.Brocklehurst,ontheotherhand,nowlookedroundatthegirls,andalmostjumpedinsurprise.⑨'Whowhatisthatgirlwithredhair,withcurls,madam,withcurlseverywhere?'⑩'ThatisJuliaSevern,'saidMissTemplequietly.'Herhaircurlsnaturally,yousee.'?'Naturally!Yes,butitisGodweobey,notnature!MissTemple,thatgirl'shairmustbecutoff.Ihavesaidagainandagainthathairmustbearrangedmodestlyandplainly.Iseeothergirlsherewithtoomuchhair.Yes,Ishallsendsomeonetomorrowtocutallthegirls'hair.'?'Mr.Brocklehurst...'beganMissTemple.?'No,MissTemple,Iinsist.TopleaseGodthesegirlsmusthaveshort,straighthairandplain,simpleclothes...'?Hewasinterruptedbythearriva