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(guó)文學(xué)史上最著名的小說(shuō)家之一而聞名。(known) 2)?他以他的長(zhǎng)篇小說(shuō)聞名。(known) 3)?他于1812年出生于英國(guó)。(born) 4)?在他小時(shí)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(gè)孩子搬到倫敦的貧民窟(slum?of?London)?。 6)?他總是觀察他周?chē)娜恕?surround) 7)?當(dāng)他開(kāi)始寫(xiě)倫敦窮人們的故事時(shí)，他對(duì)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?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(shuō)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(xiàng)活動(dòng)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(dòng)。從主人公在孤兒院的生活開(kāi)始，到被趕出孤兒院，整個(gè)故事結(jié)構(gòu)完整，情節(jié)引人入勝。考慮到我們班學(xué)生男生居多，對(duì)于文學(xué)名著涉獵較少，而本身對(duì)于外語(yǔ)的興趣也不濃，所以我決定要設(shè)計(jì)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(lái)的學(xué)習(xí)中。 教學(xué)目標(biāo)： 知識(shí)：復(fù)習(xí)Unit?6知識(shí)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(duì)文學(xué)名著的興趣 教學(xué)設(shè)計(jì)： 1.?導(dǎo)入 關(guān)于導(dǎo)入的設(shè)計(jì)，我考慮到現(xiàn)在學(xué)生對(duì)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(shū)名配對(duì)起來(lái)。相對(duì)來(lái)說(shuō)，這個(gè)活動(dòng)難度較小，學(xué)生會(huì)有一些成就感。在引出了狄更斯的圖片后，學(xué)生可能面對(duì)的就是一張圖片，可能沒(méi)有任何想法。因此，結(jié)合我們物理班學(xué)生的情況，因?yàn)槲锢戆鄬W(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(shí)上的鞏固。我自己編寫(xiě)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(lái)自前一課Unit?6的知識(shí)點(diǎn)，要求學(xué)生在鞏固原本知識(shí)的基礎(chǔ)上，了解新課的作者背景。 2.?課文 在開(kāi)始課文之前，為了使學(xué)生對(duì)于課文的文化背景有所了解，我將狄更斯的寫(xiě)作風(fēng)格告訴學(xué)生，要求他們將作者與我們國(guó)家作者魯迅作比較，以此來(lái)推測(cè)判斷《霧will?present?some?pictures?to?the?students?and表達(dá)出來(lái)，學(xué)生普遍表現(xiàn)出來(lái)的問(wèn)題就是學(xué)生在表達(dá)發(fā)干還存在部分不足，有時(shí)候無(wú)法將他們的想法忠實(shí)的表達(dá)出來(lái)，這也在作文中體現(xiàn)出來(lái)了。因此，我認(rèn)為在今后的課堂教學(xué)中，應(yīng)設(shè)法把“聽(tīng)”、“讀”這兩個(gè)語(yǔ)言的輸入、“說(shuō)”這一語(yǔ)言的整合和“寫(xiě)”這一語(yǔ)言的輸出結(jié)合起來(lái)，有時(shí)候忽略了“說(shuō)”，既會(huì)影響學(xué)生的興趣，也導(dǎo)致了語(yǔ)言學(xué)習(xí)環(huán)節(jié)的脫落。這個(gè)問(wèn)題在學(xué)生默寫(xiě)單詞上有所體現(xiàn)，聽(tīng)中文默英文可以，但是如果聽(tīng)英文，默寫(xiě)的話，錯(cuò)誤率明顯就上升了。學(xué)生反映就是聽(tīng)不懂，不知道在說(shuō)什么。因此，為了高考著想，應(yīng)該鼓勵(lì)學(xué)生走出重“語(yǔ)法”的誤區(qū)，將“聽(tīng)說(shuō)讀寫(xiě)”結(jié)合起來(lái)。當(dāng)然，我也因此要更多花時(shí)間進(jìn)行課堂內(nèi)容及課后練習(xí)的選擇和整合，針對(duì)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(lái)源于：YG