英語(yǔ)：Unit7《Enjoying the classics》教案（上海新世紀(jì)版S2B）

1、精誠(chéng)凝聚 =_= 成就夢(mèng)想 unit7 enjoying the classics (1)一單元分析（unit analysis）（一）單元地位（unit position）1本課是改編自英國(guó)19世紀(jì)偉大的現(xiàn)實(shí)主義作家查理斯.狄更斯（charles dickens）的著作oliver twist。主要描寫(xiě)了主人公孤 兒oliver在貧民院里忍饑挨餓，沒(méi)人愛(ài)的悲慘生活.教師可圍繞“oliver 想多要一點(diǎn)”這一主題，設(shè)計(jì)各種豐富多彩的活動(dòng)，比如：分角色朗讀課文、把課文改編成劇本進(jìn)行表演、電影配音、課堂討論。等。讓學(xué)生參加各種活動(dòng)口語(yǔ)討論，分組匯報(bào)，分享感受。2圍繞本課“oliver 想多要一點(diǎn)”

2、這一主題 學(xué)生進(jìn)行各種練習(xí)活動(dòng)，并在此基礎(chǔ)上談?wù)劇拔易钕矚g的一本文學(xué)名著”。3本課學(xué)習(xí)倒裝句語(yǔ)法現(xiàn)象并復(fù)習(xí)前一單元中倒裝句的用法。（二）單元目標(biāo)（unit target）1能將課文改編成劇本，分角色表演。2能根據(jù)課文內(nèi)容，與同桌進(jìn)行看圖說(shuō)話，復(fù)述課文。（使用“speaking practice” 中的pair work）。3熟練掌握倒裝句的用法。4能描述讀過(guò)的一本英文古典作品的故事梗概或介紹部分故事情節(jié)。在小組內(nèi)或課堂上用口語(yǔ)或課件做交流或展示。（a級(jí)）（三）單元重點(diǎn)（unit points）關(guān)鍵詞：語(yǔ)言知識(shí)類：board of management, earn ones living, fa

3、ll to, in silence, next to, suffer terrible hunger, aim a blow at, at the head of, in hand 交際功能類：talking about a novel:l have you read any classic english novels in the original?l this is an abridged edition of oliver twist.l the novel has been simplified for readers with a vocabulary of around 2000

4、.l its the bestseller of the year.l the plot of the story is fascinating/ thrilling/ vivid/ touching.l i have no idea of the background of the story.l that is the climax of the story.l it gives a vivid account/ picture of the french revolution.二 教學(xué)設(shè)計(jì) (teaching designs)教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考1. readingstep

5、1 free talk作為“欣賞古典文學(xué)作品”這一主題的導(dǎo)入，教師可利用課前highlights 部分（p111）的圖片，教師可在課前提出一些準(zhǔn)備問(wèn)題，如：你最喜歡的英文小說(shuō)，簡(jiǎn)談其作者 。讓學(xué)生以小組形式查找資料，并在班上進(jìn)行成果展示。學(xué)生可以使用課本上的圖片，也可自由發(fā)揮。引出本單元主題（古典名著），使學(xué)生熟悉此話題。教師可在學(xué)生自由發(fā)揮個(gè)人觀點(diǎn)的基礎(chǔ)上，有意識(shí)地插入介紹本課作者查理斯.狄更斯（charles dickens）及著作oliver twist，從而自然地引出課文主題（oliver wants more）。（教師要注意所提兩組問(wèn)題的層次性） step 2. skimming a

6、nd scanning在自然引出課文主題后，教師可利用課本上的問(wèn)題指導(dǎo)學(xué)生進(jìn)行快速閱讀，理解課文主要大意和結(jié)構(gòu)。三. divide the text into several parts分段并概括大意在理解了全文大意后，教師可以指導(dǎo)學(xué)生把文章分段并概括大意。讓學(xué)生進(jìn)行“閱讀理解分段的活動(dòng) ，使他們對(duì)課文有更深刻理解。鏈接1free talk 操作建議鏈接2skimming and scanning操作建議鏈接3divide the text into several parts操作建議。step 1. free talk可采用課文中的highlight 部分step 2. skimming a

7、nd scanning可使用p112頁(yè)上的問(wèn)題。2. listening可采用課本第119頁(yè)的聽(tīng)力.該聽(tīng)力部分是關(guān)于另一位作家海明威的簡(jiǎn)介，聽(tīng)2-3遍就能聽(tīng)懂大意，抓住主要細(xì)節(jié)。學(xué)生能看著書(shū)聽(tīng)懂中l(wèi)istening and talking的對(duì)話。（b級(jí)）.同時(shí)建議可自選有關(guān)oliver twist的聽(tīng)力材料。課文第159頁(yè)的listening practice3speaking以欣賞古典名著為主題設(shè)計(jì)口語(yǔ)活動(dòng)：活動(dòng)1：分角色朗讀課文?；顒?dòng)2：picture talk把speaking practice 中的圖片按照課文內(nèi)容重新排序，再看圖說(shuō)話，對(duì)課文進(jìn)行復(fù)述?；顒?dòng)3：假如你是oliver(教師

8、列出一些重要詞組，幫助學(xué)生用第三人稱復(fù)述課文)鏈接4操作建議活動(dòng)4：課本劇表演讓學(xué)生以小組的形式，將課文改編成劇本，分角色表演，并在班級(jí)內(nèi)交流。活動(dòng)5：my thoughts看到oliver在孤兒院里所過(guò)得悲慘生活，再反觀我們現(xiàn)在幸福的生活，談?wù)勀愕南敕ɑ蚋邢?。活?dòng)6：further practice （optional）這個(gè)活動(dòng)也可留在下一單元結(jié)束后再進(jìn)行。讓學(xué)生以小組為單位，選擇一本古典名著（可是簡(jiǎn)寫(xiě)本）閱讀，以小組為單位制作課件介紹所讀的名著，并在班級(jí)交流。課文speaking practice p120 頁(yè)的練習(xí)：課文 p 122 further practice頁(yè)的練習(xí)：4writi

9、ng指導(dǎo)學(xué)生以“文學(xué)名著”為題寫(xiě)一篇文章。比如：我最喜歡的一本古典名著 關(guān)于oliver 的一個(gè)故事5structure倒裝句是本課的語(yǔ)法教學(xué)內(nèi)容。教師可通過(guò)句型操練，使學(xué)生理解和運(yùn)用這一語(yǔ)法點(diǎn)。把枯燥的語(yǔ)法講解與學(xué)生的實(shí)際運(yùn)用相結(jié)合。鏈接5操作建議課文第117頁(yè)structure的倒裝句用法additional reading本部分的additional reading是與課文相匹教師可利用三個(gè)問(wèn)題，對(duì)補(bǔ)充讀物的結(jié)構(gòu)進(jìn)行分析，同時(shí)有利于對(duì)文章的理解。l whats a classic?l why should we read a classic?l how to read a classic

10、?通過(guò)對(duì)補(bǔ)充讀物的學(xué)習(xí)，引發(fā)學(xué)生對(duì)名著這一話題進(jìn)行討論，并為課后閱讀其它名著打下基礎(chǔ)。本文的重要詞匯和詞組：assign, keep away from, on ones own, enable,enlighten, insight, account for, gifted, penetrate, plunge鏈接6操作建議課后閱讀提供學(xué)生oliver wants more這篇課文的下幾個(gè)章節(jié)，作為課后閱讀。建議學(xué)生課后以小組為單位選擇一本喜歡的古典名著進(jìn)行閱讀。 鏈接1 一. free talk:在上本課前，教師可布置預(yù)習(xí)作業(yè)，預(yù)習(xí)p112頁(yè)highlights a1部分的練習(xí)。上課時(shí)，參照

11、課本上的六幅圖畫(huà)，教師可請(qǐng)學(xué)生用三句話來(lái)回答問(wèn)題：l my favorite classic book isl its author is., who isl the book tells a story of如有學(xué)生提到他最喜歡的古典名著是oliver twist,在他介紹的基礎(chǔ)上，教師可以適當(dāng)加以補(bǔ)充關(guān)于英國(guó)19世紀(jì)偉大的現(xiàn)實(shí)主義作家查理斯.狄更斯（charles dickens）及其著作oliver twist的知識(shí)。如沒(méi)有學(xué)生提到這個(gè)作品，教師可通過(guò)介紹自己喜歡的古典名著oliver twist，引出課文主題。about oliver twistin 1837 the serial p

12、ublication of oliver twist, dickenss first regular novel, began. oliver twist is the story of an orphan who falls into the hands of a group of thieves in london. the gang is run by fagin who tries to make oliver a pickpocket. oliver runs away but is kidnapped by the gang. the story is partly a pictu

13、re of the evils of londons slums. they were so evil that they made criminals out of children.highlights 圖片介紹 1. charles dickens. his works are as follows:david copperfield, a christmas carol圣誕頌歌, great expectations, a tale of two cities, dombey and son,董貝父子 the old curiosity shop老古玩店, hard times, th

14、e pickwick parpers.2. mark twain. his works are as follows:the adventures of tom sawyer, the adventures of huckleberry finn, the prince and the pauper, life on the mississippi, the 1,000,000 pound bank-note, etc.3. cao xueqin.a dream of red mansions.another 3 classics: the water margin/ the romance

15、of the three kingdoms/ the journey to the west4. charlotte brontejane eyre, the brontes christmas, the professor, etc.4. ernest hemingway.the old man and the sea, 迷惘一代的主要代表作： a farewell to arms, 早期長(zhǎng)篇小說(shuō)the sun also rises, the snows of kilimanjaro, for whom the bell tolls, etc.5. w. somerset maugham.

16、（英小說(shuō)家，戲劇家）the moon and sixpence, christmas holiday, etc鏈接2 二. skimming and scanning在free talk活動(dòng)之后，教師可以指導(dǎo)學(xué)生進(jìn)行快速閱讀 并回答問(wèn)題，使學(xué)生掌握課文的大意。skimming1. where did the story take place? (the story took place on an ordinary day in the workhouse2. where oliver twist worked along with other boys.)3. who were the le

17、ading characters? (oliver twist, some boys, and the masters)4. what did oliver say to the master? (he said, “please, sir, i want some more.”)5. what happened to oliver at the end of the episode? (he was locked up and the board of management was planning to dismiss him from the workhouse.)scanning1.

18、how long had oliver twist suffered terrible hunger? (for three months. )2. where was mr. limpkins sitting? and what was he doing? (he was sitting at the head of the table in the meeting room. he was chairing the meeting.)3. did mr. bumble say “that boy will be hanged”? (no, he didnt. one of the gent

19、lemen on the board said so.)鏈接3 三. divide the text into several parts分段并概括大意在理解了全文大意后，教師可以指導(dǎo)學(xué)生把文章分段并概括大意,同時(shí)回答相關(guān)問(wèn)題。讓學(xué)生進(jìn)行“閱讀理解分段的活動(dòng) ，使他們對(duì)課文有更深刻理解。para. 1. life in the workhouse was very severe indeed.questions in the margin: 1 what made up the rule up the rule of the board of management?(the main poin

20、ts were: a) the boys should work to earn their living; b) the food should consist of three meals of thin soup a day, an onion twice a week and half a cake on sunday.)menu for oliver and his companions:thin soup three mealsan onion twice a weekhalf a cake each weeka small piece of bread on public hol

21、idayspara. 2 (the detailed description of boys eagerness to eat/ for food vividly illustrates severe life in the workhouse.)questions in the margin:1what did the huge pot contain ? (it contained the soup, which was to be served to the boys)2what was the operation? (the operation was to polish the bo

22、wls with their spoons till they shone again. )l a huge pot, which was used to serve out this soup at mealtimesl a small bowl which never needed washing/ when performing the operation, would sit staring at the huge pot, as if l on public holidays: only a small piece of bread.para. 3 the boys decided

23、to ask for more and oliver became the representative.questions in the margin:1 what was oliver twist supposed to ask for?(he was supposed to ask for more soup.)para. 4 till end. the whole story of asking for more.questions in the margin:1 the master was fat and healthy. how did the writer describe t

24、he boys looks?(the boys, who had suffered terrible hunger for three months, looked sunken, sad with a wild, hungry eye.)2 what does address mean in the context?(the word address means to say to somebody.)3 in the last eight paragraphs, which expressions and sentences describe the feeling of being sh

25、ocked?(the expressions and sentences are: turned very pale, stared with horror and amazement, saidin a faint voice, there was a general alarm, horror showed on every face, “that boy will be hanged” etc. ) 鏈接4（教師列出一些重要詞組，幫助學(xué)生用第三人稱復(fù)述課文)pretend you were oliver twist useful words and expressions group a

26、the board of management; earn ones living; suffer terrible hunger;group bfall to; take their places; walk up to; ask for more; stare at; aim a blow at;group crush into; at the head of; be locked up; take away 鏈接5 語(yǔ)法學(xué)習(xí)除了教師的精講之外，更重要的是教師創(chuàng)造機(jī)會(huì)，使學(xué)生進(jìn)行實(shí)際語(yǔ)言練習(xí)和運(yùn)用。教師應(yīng)創(chuàng)設(shè)不同的活動(dòng)讓學(xué)生積極參與，使語(yǔ)法學(xué)習(xí)不再只是被動(dòng)接受，死記硬背。l 第一層次：語(yǔ)法

27、精講教師首先讓學(xué)生找出課文中使用倒裝結(jié)構(gòu)的句子，并增加一些典型的理句，然后進(jìn)行語(yǔ)法精講。never ever did the bowls need washing.so desperate did they become in the end that one boy told the othersonly by practicing can you improve your spoken english.l 第二層次：尋找倒裝結(jié)構(gòu)進(jìn)行語(yǔ)法的初步應(yīng)用：課本p117 structure a3的練習(xí)l 第三層次：句型操練1教師給出正常的句子，學(xué)生變化為倒裝句型可使用練習(xí)冊(cè)上的練習(xí)2 同桌兩人或前排

28、與后排a,b兩人進(jìn)行。講一句可改寫(xiě)成倒裝結(jié)構(gòu)的句子，進(jìn)行改寫(xiě)如：a說(shuō)：he little realized that he would suffer so much in the operation. b改寫(xiě)句子：little did he realize that he would suffer so much in the operation.l 第四層次：根據(jù)對(duì)話補(bǔ)全句子進(jìn)行語(yǔ)法的實(shí)際運(yùn)用課本p117 structure 的練習(xí)鏈接6 教學(xué)思路：補(bǔ)充讀物主題與本單元主題一致，但有所拓展。向?qū)W生展示“什么是古典名著及如何閱讀古典名著”，是課文內(nèi)容的延伸和輔助。學(xué)完本課后，教師可以指導(dǎo)學(xué)生進(jìn)

29、行speaking practice 中最后一個(gè)活動(dòng)6：further practice （optional）。讓學(xué)生以小組為單位，選擇一本古典名著（可是簡(jiǎn)寫(xiě)本）閱讀，以小組為單位制作課件介紹所讀的名著，并在班級(jí)交流。教學(xué)建議及教學(xué)步驟：sept one讓學(xué)生跟錄音朗讀生詞，教師講解部分生詞sept two閱讀文章，并分段由于課文難度不大，教師指導(dǎo)學(xué)生運(yùn)用閱讀技巧skimming, 對(duì)文章分段并概括段落大意。part one (para 1-7) whats a classic?part two (para 8-10) why should we read the classic?part three (para 11-12) how can we appr