高二英語說課稿：Oliver Wants More Unit 7 Oliver Wants More Teacher: Zhu Xiaoli Class: Class Three Date: May 7th Teaching Period: 1 period I. Teaching Objectives: 1. Knowledge Aims: 1) To review the key points of unit 6 and practice these phrases. 2) To get the students acquainted with some well-known classics in English literature. 3) To learn something about the novel “Oliver Twist” as well as its writer and his background. 4) To study the inverted order of the sentence beginning with never, seldom, etc. 2. Ability Aims: 1) To train the skill in translating. 2) To learn to guess the unfamiliar words according to the context. 3) To learn to express the opinons. 4) To learn how to enjoy a classic. 3. Emotion Aims: 1) To arouse the students’ sympathy of Oliver Twist and learn to cherish their life. 2) To cultivate the students’ interest in classics. II. Key Points: 1. recognition of the famous writers and the match of them and their works 2. the cultural background of the story and comparison of Lu Xun’s works 3. the understanding the whole text III. Language Focus be known as/to/for be born be familiar with earn one’s living serve sth out suffer terrible hunger in silence be tall for his age take one’s place whisper to each other aim a blow at hang/hanged/hung lock sth up offer a reward of Never ever did the bowls need washing. …, as if they could have eaten that, too. IV. Teaching Materials: Textbook, Multimedia V. Teaching Procedures: Step I. Warm up 1. To watch the covers of some classic and ask the students to match the names of books and their authors and then give the Chinese version. 2. To some translation related to the life of Charles Dickens. Translations: 1) 他作為英國文學(xué)史上最著名的小說家之一而聞名。(known) 2) 他以他的長篇小說聞名。(known) 3) 他于1812年出生于英國。(born) 4) 在他小時候，他的父親被送進(jìn)了監(jiān)獄。(be sent to prison) 5) 他的母親不得不帶著8個孩子搬到倫敦的貧民窟(slum of London) 。 6) 他總是觀察他周圍的人。(surround) 7) 當(dāng)他開始寫倫敦窮人們的故事時，他對他們很熟悉了。(familiar) 8) His works are characterized by attacks on social evil(罪惡), injustice(不公平) and false life(表里不一的生活). In this part, I will present some pictures to the students and they will be encouraged to talk something about some classics and be informed of some famous writers. And then I will introduce them Charles Dickens. To be familiar with the writer, they will be asked to do some translation work about him. Meanwhile, they will have the ability to train their skill in translating and further their understanding of the phrases learnt before. After they finish the task, they will be able to have knowledge of the Charles’ background and writing style. Step II. Text Task 1: a brief introduction of “Oliver Twist” 1. To compare the writing style of Charles Dickens to Luxun 2. To guess the background, the author’s intention and the life of the orphans. Key Questions: 1) What did the author want to tell us? 2) What social problems existed at that time according to the title? What was the orphans’ life? In this part, my students will have to compare Cha rles and Luxun according to their writing material and style. After they name some works of Luxun, they will be asked to predict what Charles intended to express in the text. Then, it will be easy for them to understand the orphans’ life in the warehouse. Task 2: a play performed by all the class 1. To perform the play by means of the text 2. To paraphrase the key phrases and sentences. 3. To understand the text by the play. 4. To enjoy the related clips of the movie “Oliver Twist” and find out the difference. In this task, I will divide the class into two parts, that is, one is the board of management and the other acts as the orphans. Thus, their interest in the text will be aroused. In the course of the text, they will be asked to act or say something according to their roles and they are required that their performance should be based on the text. Meanwhile, some of the key sentences and expressions will be discussed and paraphrased, such as the inverted sentences. After the understanding of the text, they will be invited to enjoy the clips from the original movie “Oliver Twist” to enhance their understanding. In this period, their abilities to guess the meaning and express themselves are required. Task 3: a prediction of Oliver Twist’ life 1. To predict his life under this kind of social background 2. To talk about the poor character freely The students will be asked to make a prediction based on the social background with the help of the hint of the “notice”, the writer’s writing style and the story of Oliver’s life, which may help them have an understanding of the whole novel. Also, a heated discussion about the poor boy will be expected and our students may learn to cherish their opportunities and their life. VI. Homework: 1. To finish exercise C2 on page 89 2. To search for more information of the story with the help of Internet or novel in the original. 說課 教材分析 本堂課是新世紀(jì)高二第二學(xué)期第四單元Unit 7課文的導(dǎo)入課，本單元的各項活動和任務(wù)都要求圍繞名著的閱讀和欣賞，而課文節(jié)選自名著《霧度孤兒》，課文特色在于文章雖短，情節(jié)十分生動。從主人公在孤兒院的生活開始，到被趕出孤兒院，整個故事結(jié)構(gòu)完整，情節(jié)引人入勝?？紤]到我們班學(xué)生男生居多，對于文學(xué)名著涉獵較少，而本身對于外語的興趣也不濃，所以我決定要設(shè)計一節(jié)能夠引起他們興趣的導(dǎo)入課，使得他們能夠投入到接下來的學(xué)習(xí)中。 教學(xué)目標(biāo)： 知識：復(fù)習(xí)Unit 6知識點(diǎn)、給學(xué)生介紹一些名著情況、結(jié)合作者學(xué)習(xí)理解課文、探究文中出現(xiàn)的倒裝句; 能力：訓(xùn)練學(xué)生翻譯、閱讀及表達(dá)能力、培養(yǎng)學(xué)生欣賞名著的能力 情感：呼吁學(xué)生珍惜現(xiàn)在的生活，引起學(xué)生對文學(xué)名著的興趣 教學(xué)設(shè)計： 1. 導(dǎo)入 關(guān)于導(dǎo)入的設(shè)計，我考慮到現(xiàn)在學(xué)生對于名著所知甚少，所以給學(xué)生展示了部分名著的封面，要求學(xué)生將作者和書名配對起來。相對來說，這個活動難度較小，學(xué)生會有一些成就感。在引出了狄更斯的圖片后，學(xué)生可能面對的就是一張圖片，可能沒有任何想法。因此，結(jié)合我們物理班學(xué)生的情況，因為物理班學(xué)生背誦的主觀意愿不強(qiáng)烈，所以只能反復(fù)的給他們進(jìn)行知識上的鞏固。我自己編寫了有關(guān)狄更斯生平的中譯英句子，而句子的關(guān)鍵詞都是來自前一課Unit 6的知識點(diǎn)，要求學(xué)生在鞏固原本知識的基礎(chǔ)上，了解新課的作者背景。 2. 課文 在開始課文之前，為了使學(xué)生對于課文的文化背景有所了解，我將狄更斯的寫作風(fēng)格告訴學(xué)生，要求他們將作者與我們國家作者魯迅作比較，以此來推測判斷《霧度孤兒》的社會背景及主旨大意。 之后，我開展了三個活動，一是學(xué)生在相關(guān)故事背景輸入后口頭描述故事的背景。這是對于學(xué)生將所接受到信息經(jīng)過整合輸出技能的要求。二是將班級設(shè)想為故事中的孤兒院，把學(xué)生分為故事中的各個角色，通過小品劇的形式全班演出文中的片斷，讓學(xué)生身臨其境，自發(fā)地對課文及相關(guān)句型進(jìn)行理解，同時，學(xué)生會比較容易設(shè)身處地去感覺某些語言的習(xí)慣用法，而不是總是單純的去記中文，用心感覺，刻畫出某些字、詞的形象。三是觀看影片，形象地理解課文，糾正錯誤觀念，并通過那張“告示”，結(jié)合作者的寫作風(fēng)格對孤兒的將來進(jìn)行預(yù)測，與此同時，通過與故事主人公的比較，教育學(xué)生要懂得珍惜生活。 在這幾個活動完成之后，相信學(xué)生無論在于知識還是技能都有所提升，最重要的是能夠引起學(xué)生對于課文的興趣，方便之后課文內(nèi)相關(guān)詞、句的教學(xué)工作。 教學(xué)反思 本堂課基本進(jìn)行順利，本課的基本達(dá)到預(yù)期知識目標(biāo)，學(xué)生對于一些文學(xué)常識、背景有所了解，也完成了對于先前課文的復(fù)習(xí)和新課文的導(dǎo)入。而學(xué)生也掌握了該有的表達(dá)及閱讀能力。 本堂課的課前導(dǎo)入練習(xí)是針對我班情況和現(xiàn)學(xué)內(nèi)容進(jìn)行設(shè)計的。利用前一課學(xué)過的單詞詞組進(jìn)行翻譯，而翻譯的內(nèi)容則是新課的作者生平背景，既可以復(fù)習(xí)之前的內(nèi)容，同時又起到導(dǎo)入新課課文的功能 ，這很大程度上降低了課文導(dǎo)入的知識難度，學(xué)生不需要用他們現(xiàn)有的貧乏的知識來進(jìn)行無意義的猜測，他們所要做的是利用接受到的信息進(jìn)行思考。因此，學(xué)生的課堂反映較佳。而且，似乎此種練習(xí)方式更能為他們所接受。 本堂課的課堂活動的設(shè)計是根據(jù)我班學(xué)生的性格所設(shè)計的，學(xué)生比較好動，喜歡表達(dá)自己的想法，因此，我結(jié)合課文這個故事的內(nèi)容和作者的背景設(shè)計了翻譯練習(xí)， 在給學(xué)生輸入了足夠的信息之后要求學(xué)生在我的提示下進(jìn)行獨(dú)立思考，結(jié)合他們自己的想法、知識來理解課文。同時，因為本課課文是節(jié)選自《霧度孤兒》的一幕場景，我要求學(xué)生邊看邊演。本堂課的活動開展得基本順利，學(xué)生在自己演出課文的時候，表現(xiàn)很踴躍，也愿意對于課文進(jìn)行深層次的探究，理解一些隱含的意義，從而避免了學(xué)生厭煩文學(xué)名著這類課文的普遍現(xiàn)象。 然后，這堂課也體現(xiàn)了某些地方的不足。由于本課要求是將所輸入的知識表達(dá)出來，學(xué)生普遍表現(xiàn)出來的問題就是學(xué)生在表達(dá)發(fā)干還存在部分不足，有時候無法將他們的想法忠實的表達(dá)出來，這也在作文中體現(xiàn)出來了。因此，我認(rèn)為在今后的課堂教學(xué)中，應(yīng)設(shè)法把“聽”、“讀”這兩個語言的輸入、“說”這一語言的整合和“寫”這一語言的輸出結(jié)合起來，有時候忽略了“說”，既會影響學(xué)生的興趣，也導(dǎo)致了語言學(xué)習(xí)環(huán)節(jié)的脫落。這個問題在學(xué)生默寫單詞上有所體現(xiàn)，聽中文默英文可以，但是如果聽英文，默寫的話，錯誤率明顯就上升了。學(xué)生反映就是聽不懂，不知道在說什么。因此，為了高考著想，應(yīng)該鼓勵學(xué)生走出重“語法”的誤區(qū)，將“聽說讀寫”結(jié)合起來。當(dāng)然，我也因此要更多花時間進(jìn)行課堂內(nèi)容及課后練習(xí)的選擇和整合，針對我們物理班學(xué)生，要更好地把握作業(yè)的質(zhì)量和效率。 來源于:易-公-教-育