高中英語外研版高中選修7Module3Literature教案Module3Ol

Module3OliverAsksforMore教案一、析教學(xué)背景(一)教材內(nèi)容本堂課的內(nèi)容為選修七第三模塊的reading。課文題目是OliverAsksforMore,該課文節(jié)選自狄更斯的小說OliverTwist。該文主要描述了英國維多利亞時期濟貧所里孩子們糟糕的生活狀況。由于極度饑餓，Oliver不幸地被選中去多要一份食物。當官員們知道后，都大為驚詫并對他施以懲罰，最終將奧利弗鎖在房間里。學(xué)生情況我所教授的班級是高三11班。學(xué)生們在兩年多的高中學(xué)習后，已經(jīng)積累了基本的語言知識，掌握了常用的閱讀技巧，并具備了一定的閱讀經(jīng)驗。他們知道從哪些方面去分析小說，但缺乏深入探究的意識。因此，本堂課我將帶領(lǐng)學(xué)生學(xué)習小說的幾大要素，并透過人物描寫深入分析文章的主題。為了能更好地分析文章，學(xué)生已提前了解了作者狄更斯的相關(guān)信息。教學(xué)目標分析1.知識目標了解小說的幾大要素了解人物刻畫的幾大方面能力目標能分析文章的幾大要素能從外貌、表情、動作及語言四個方面分析人物及總結(jié)文章主題能夠基于上課所學(xué)加以個人情感表演故事情感目標培養(yǎng)學(xué)生對文學(xué)的熱愛珍惜糧食及當今的美好生活并培養(yǎng)深厚的社會責任感教學(xué)重難點1.教學(xué)重點深入理解文章了解并掌握小說的幾大要素了解并掌握人物描寫的幾大方面教學(xué)難點掌握如何分析小說理解文章的主題培養(yǎng)學(xué)生主動閱讀并賞析小說鼓勵學(xué)生勇敢表達自己的觀點教學(xué)方法情景教學(xué)法自主探究與團體合作二、教學(xué)流程ILead-in1.WhydidOliveraskformore?2.Howdidheaskformore?3.Whatwastheresultafterheaskedformore?【設(shè)計意圖：通過學(xué)生自身經(jīng)歷引入到課堂教學(xué)以及通過標題預(yù)測接下來會學(xué)到的內(nèi)容。這更容易激發(fā)學(xué)生的興趣，發(fā)散學(xué)生的思維?！縄IFastReadingReadthepassageanddividethepassageinto3parts.1.WhydidOliveraskformore?Part1(Para.1)2.Howdidheaskformore?Part2(Para.2-3)3.Whatwastheresultafterheaskedformore?Part3(Para.4-12)【設(shè)計意圖：通過分段，學(xué)生能夠掌握小說的基本框架。學(xué)生通過三個問題推出小說情節(jié)的幾大要素，從而引出接下來要講的場景及人物?！縄IICarefulReadingSettingTime:aftersupperthateveningPlace:alargestonehallCharacterFillintheblanksaboutthefollowingcharacters.TheboysTheywouldsitstaringatthepotwitheagereyes.Theybecamequitewildwithhunger.Theboyswhisperedtoeachother,andthosenexttoOlivernudgedhim.OliverHewasdesperatewithhungerandmisery.Herosefromthetableandwalkedtowardsthemaster.“Pleasesir,Iwantsomemore.WardenHewasfatandhealthy.WhenOliveraskedformore,hisfacebecamepaleandheldontothepotforsupport.Hisvoicewasweak“What?”hesaid.①WasOliverwillingtoaskformoreafterbeingchosen?Andfindoutthesupportinginformation.No.Nudgemeanspushsbgently.②IfyouhadbeenOliver,wouldyouhaveaskedformore?Whyorwhynot?Fillintheblanksaboutthefollowingcharacters.Mr.BumbleMr.Bumblerushedintotheroomingreatexcitement.Mr.Limbkins“Formore!”saidMr.Limbkins.“DoIunderstandthatheaskedformore,afterhehadeatenhisbowlofsoup.”“NeverhaveIheardanythinglikeit?”saidMr.Limbkins.Agentlemaninawhitejacket“Theywillhangthatboy.”saidagentleman.WhydideveryonefeelastonishedwhentheyheardOliverTwistaskedformore?AA.Becausetheyhadneverheardaboutanythinglikethat.B.Becausetheyhadthoughttheboyswerefedwell.C.Becausetheyhadpaidtheboysmuchenough.D.Becausetheboyshadexcellentappetites.【設(shè)計意圖：通過填表格以及相關(guān)任務(wù)，學(xué)生能更深入地了解各個人物?！縃owdoestheauthorshapethecharacters?Fromwhataspect?expressionexpressionTheboysTheywouldsitstaringatthepotwitheagereyes.Theybecamequitewildwithhunger.Theboyswhisperedtoeachother,andthosenexttoOlivernudgedhim.OliveractionHewasdesperatewithhungerandmisery.Herosefromthetableandwalkedtowardsthemaster.“Pleasesir,Iwantsomemore.actionappearanceappearanceWardenHewasfatandhealthy.WhenOliveraskedformore,hisfacebecamepaleandheldontothepotforsupport.Hisvoicewasweak“What?”hesaid.Mr.BumbleMr.Bumblerushedintotheroomingreatexcitement.Mr.Limbkinsspeech“Formore!”saidMr.Limbkins.“DoIunderstandthatheaskedformore,afterhehadeatenhisbowlofsoup.”speech“NeverhaveIheardanythinglikeit?”saidMr.Limbkins.Agentlemaninawhitejacket“Theywillhangthatboy.”saidagentleman.appearance/expression/action/speech【設(shè)計意圖：學(xué)生能夠了解小說人物刻畫的幾個層面，分析其他文學(xué)作品的人物?！縄VActoutPreparetoactoutthesceneyouhavejustread;Usethewordsinthestoryandanyextrasentencesyouwanttoadd.Student1OliverTwistStudent2Mr.BumbleStudent3TheWardStudent4Mr.LimbkinsStudent5ThegentlemaninwhiteStudent6anarrator(旁白)【設(shè)計意圖:通過角色扮演，學(xué)生能夠帶著濃濃的興趣回顧所學(xué)內(nèi)容并帶著強烈的情感將之表演出來。同時培養(yǎng)學(xué)生的語言組織表達及團隊協(xié)作能力。通過活動，本課主題得以升華，學(xué)生能夠?qū)W會珍惜美好生活，節(jié)約糧食，并提升自身的社會責任感?！?)Bythisstory,whatdoestheauthorwanttoconvey?toexposethedarksideofthesocietyandexpresssympathytothepoorpeople2)Whathaveyoulearntfromthisstory?savethefood/valueourhappylife/helpthepeopleinneed/begratefultothepeoplearoundus3)Literature,incontrastwithscience,isreallyuseless.Butthebiggestuseofliteratureisthatitisnouse.---MoYanWhat’stheuselessuseofOliverAsksforMore?①letthelatergenerationknowthepastbadconditionsandcherishhislifenow.②callpeople'sattentiontochangeit.“OliverTwist”wassaidtoberesponsibletoacertaindegreefortheimprovementofconditionsintheEnglishworkhousesoftheauthor’sday.VHomeworkPreparetoshareoneofyourfavoritebooksaccordingtothefollowingcategories.thewriterthesettingcharacteranalysisplotbeautifulsentencesgreatsignificance【設(shè)計意圖：鞏固上課所學(xué)知識，并將所學(xué)知識付諸于實踐?！堪鍟O(shè)計beginning (hungry)plotdeveloping&climax (chosen&went)ending (locked)Mainelementssetting:time&placeofastorycharacter:appearance,expression,actio