外研版選修七第三模塊的閱讀課說課稿

TextbookversionStudent’sBook7ByForeignlanguageteachingandresearchpressTopicModule3LiteratureInterpreterNo.9MiddleSchoolofLaiYangShandongProvincePangMeiling課堂評價學情分析教學模式教學設計板書設計教材分析資源開發(fā)教材分析編者意圖教學目標教材立體整合教學重點教學難點編者意圖本課的內(nèi)容是本模塊的主要閱讀材料，具有重要的地位。本模塊主題英國古典主義文學.本課內(nèi)容為狄更斯小說片段。

接觸英語語言精華，使學生學習地道英語語言，提高英語能力。地位主題目標知識目標過程目標情感目標TeachingAims

(StandardCurriculum)知識目標1.Studentscanmastertheusageofsomeimportantwordsandexpressions.

2.

Sscanunderstandthepassageandcantalkabouttheirideasandexpressfeelingswiththenewwords.

1.Sscanimprovetheirreadingability,especiallytheirskimmingandscanningability.2.Sscandeveloptheirabilitiesofstudyingbythemselvesandcooperating.過程目標

Ssincreasetheirinterestinliteratureandsetupself-confidenceinEnglishlearning.情感目標

教材立體整合ListeningReading&vocabularyGrammar1Grammar2&FunctionSpeakingTeachingfocusTeachingdifficulty

1.復習并深入學習強調句和倒裝句。2.完成閱讀任務，并提高閱讀技巧。1.賞識英國古典主義文學。2.學習英語中夸張修辭法的運用。Teachingfocus

anddifficultyAnalysisoftheSsKnowledgebasisLifeexperiencegrammarM3B5M2B6favoritestyleCharlesDickens學情分析AnalysisoftheSs

TheSsinGrade2,seniorhighschool

Knowledgebasis:1.theyhavealreadylearnedpassagesaboutliteratureinM3B5andM2B6.2.Theyhavelearnedthegrammarofinversionandemphaticsentences.

Lifeexperience:1.Literatureistheirfavoritestyleofreading,andtheyhavemoreinterestinit.2.CharlesDickensisfamiliarwithstudents.Lead-in4m7stepsTeachingmodel

45mins

Homework1m

Careful-reading15mDiscussion&presentation18mFast-reading3mLearningaims1mCheckhomework3m教學模式（英語閱讀新授課）基本環(huán)節(jié)教學設計細讀新課導入目標呈現(xiàn)作業(yè)教學設計速讀合作展示作業(yè)檢查Pre-classCheckhomework.(3min)1.Translatethefollowingsentences.2.Completethesentenceswiththestructuresusedintranslation.Translation1)Theroominwhichtheboyswerefedwasalargestonehall,withalargepotatoneend.2）Thebowlsneverneededwashing,astheboyscleanedthemwiththeirspoons,tryingtoeateverybitofsoup.3）Whentheyhadcleanedtheirbowlsinthisway,theywouldsitstaringatthepotwitheagereyes,asiftheywantedtoeatit.4）Notuntilatleastthirtysecondshadpassed,wasthemanabletospeak.5)Nosoonerhadtheboyspokenthesewordsthanthewardenhithimontheheadwiththesoupspoon.6)NeverhaveIheardanythinglikeit!”Topayattentiontothesentencepattern.孩子們進食的場所是一間寬敞的大石廳,一口鍋放在大廳一側.

粥碗從來用不著洗，孩子們非用湯勺把碗刮得重又明光錚亮了才住手，試圖吃掉每一點粥。他們這樣把碗刮干凈后，就坐在那兒，眼巴巴的瞅著湯鍋，似乎要把它也吞進肚子。

至少過了三十秒,他才說得出話來.孩子的話剛出口，大師傅就操起勺子狠狠地敲他的腦袋。我還從來沒有聽過這樣的事呢！仿寫句子1.Theteachercamein,______________________.(手里拿著一本書)2.Themotherhasdifficultysupportingthefamily,____________________________.(有三個孩子要養(yǎng))3.Hesatinthearmchair,_________________________.(讀報紙)4.Helayonthebed,_________________________.(看著天花板)5.__________________(我永遠也忘不了)thosehappydayslivingwithyou.6.__________________（他一進門就）itrained.(Nosooner…than)withabookinhishandwiththreechildrentobringupreadingnewspaperlookingattheceilingNeverwillIforgetNosoonerhadhecomeinLearningaims知識目標:1.復習并深入學習倒裝句和強調句.2.能夠理解課文內(nèi)容，并回答相關問題.3.能就本課內(nèi)容發(fā)表自己的觀點和看法.過程目標:能很好地與小組成員合作解決問題.情感目標:加深對英國古典文學的了解,培養(yǎng)世界文化意識.tomakeSsknowwhattheywilllearninclass.Lead-in(4min)1.Whatkindoffoodisbeingserved?2.Doyouthinkitwillbedelicious?3.Cantheyhaveenoughfood?tocatchSs’attentionaboutpassage.

Fast-reading(3min)Readthepassagequicklyandchoosethebestsummarybycompletingthefish-bone.(Individualwork)whowherewhenwhyhowresultwhatTohelpgetthebestsummary.

A.Theboysintheworkhousedecidedthattheyneededmorefood.OliverTwistsaidthathewouldaskthewardenformoretoeat.TheworkhousemanagersdecidedthatOlivermustbehanged.B.TheboysintheworkhousewerestarvingandchoseOliverTwisttoaskformorefood.WhenOliverdidthis,theworkhousemanagerswereveryangryandlockedOliverinaroom.C.TheboysintheworkhousechoseOliverTwisttoaskformorefood.Whenhedidthis,theworkhousemanagerswereveryangryandsentOliverouttowork.ChoosethebestsummaryCareful-reading

Skimming-8min(pairwork)Part1(paragraph1---2)Mainidea_________________________________.Part2(paragraph3---12)Mainidea________________________________.

Part3(paragraph13---14)Mainidea________________________________.

Thereasonforaskingformoresoup

Thecourseofaskingformoresoup

TheresultofaskingformoresouptogetSsknowmainideasofeachpart.Readthepassageandanswerthefollowingquestions.1.Whydidtheboyssitstaringatthepotwhentheyhadfinishedeatingtheirsoup?()A.Becausetheywantedtocleanthebowls.B.Becausetheywaitedthereformorefood.C.Becausetheyweresohungrythattheywantedtoeatmore.D.Becausetheywantedtopracticecooking.CScanning(7min)IndividualworktomakeSsknowsomedetailedinformationofthepassage.2.HowdidOliverfeelwhenheaskedformorefood?()A.ExcitedB.Desperate.C.HopefulD.Brave3.HowdidthemanageroftheworkhousethinkofOliver’saskingformorefood?()A.ThoughtfulB.InterestingC.UnthinkableD.AmusingBC4.Whatcanweinferfromthetext?()A.Thetallboy’sfatherhadkeptasmallcookshop.B.Oliverwaschosentoaskformorefood.C.WhenOliveraskedformore,hewasimmediatelylockedinaroom.D.Thepoorsufferedalotandhadnorightintheoldsociety.D合作展示：Discussion

&presentation（18min)1)WillOlivergetridofthemiserablelife?Andhow?2)Therearemanypeoplewhoareinhungerwhileotherswastealotoffood,what’syouropinionofthisphenomenon?Andwhatcanyoudotoreducewastingfood?3)Canyoufindthesentencesthatusedforinversionandtellthestructuresofit?TolearncooperationandpracticeoralEnglish Homework(1min)1.找出文章中使用夸張手法的句子,體會這樣寫的奧妙，嘗試寫出3個使用夸張手法的句子。2.根據(jù)對第二問題的討論展示，寫一篇文章號召大家勤儉節(jié)約、杜絕鋪張浪費，珍惜美好生活。作業(yè)的布置是分層次的，英語水平好的同學完成兩個作業(yè)，水平差一點的同學只需要完成第一個作業(yè)。Tomakemorestudentsenjoythehappinessoffinishinghomework.板書設計1.with的復合結構:with+n.+adj./adv./doing/todo/done/介詞結構2.否定詞置于句首引起句子部分倒裝:hardly,never,seldom,little,nor,neither,not,notuntil,notonly…butalso,n