英语：Unit7《Enjoying the classics》教案（上海新世纪版S2B）.doc

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1、Unit7 Enjoying the Classics (1)一单元分析（Unit Analysis）（一）单元地位（Unit Position）1本课是改编自英国19世纪伟大的现实主义作家查理斯.狄更斯（Charles Dickens）的著作Oliver Twist。主要描写了主人公孤 儿Oliver在贫民院里忍饥挨饿，没人爱的悲惨生活.教师可围绕“Oliver 想多要一点”这一主题，设计各种丰富多彩的活动，比如：分角色朗读课文、把课文改编成剧本进行表演、电影配音、课堂讨论。等。让学生参加各种活动口语讨论，分组汇报，分享感受。2围绕本课“Oliver 想多要一点”这一主题 学生进行各种练习活

2、动，并在此基础上谈谈“我最喜欢的一本文学名著”。3本课学习倒装句语法现象并复习前一单元中倒装句的用法。（二）单元目标（Unit Target）1能将课文改编成剧本，分角色表演。2能根据课文内容，与同桌进行看图说话，复述课文。（使用“Speaking Practice” 中的Pair Work）。3熟练掌握倒装句的用法。4能描述读过的一本英文古典作品的故事梗概或介绍部分故事情节。在小组内或课堂上用口语或课件做交流或展示。（A级）（三）单元重点（Unit Points）关键词：语言知识类：board of management, earn ones living, fall to, in sile

3、nce, next to, suffer terrible hunger, aim a blow at, at the head of, in hand 交际功能类：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.l Its the bes

4、tseller 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 教学设计 (Teaching Designs)教学内容教学实施建议教学资源参考1. readingStep 1 Free Talk作为“

5、欣赏古典文学作品”这一主题的导入，教师可利用课前Highlights 部分（P111）的图片，教师可在课前提出一些准备问题，如：你最喜欢的英文小说，简谈其作者 。让学生以小组形式查找资料，并在班上进行成果展示。学生可以使用课本上的图片，也可自由发挥。引出本单元主题（古典名著），使学生熟悉此话题。教师可在学生自由发挥个人观点的基础上，有意识地插入介绍本课作者查理斯.狄更斯（Charles Dickens）及著作Oliver Twist，从而自然地引出课文主题（Oliver Wants More）。（教师要注意所提两组问题的层次性） Step 2. Skimming and Scanning在自然

6、引出课文主题后，教师可利用课本上的问题指导学生进行快速阅读，理解课文主要大意和结构。三. Divide the text into several parts分段并概括大意在理解了全文大意后，教师可以指导学生把文章分段并概括大意。让学生进行“阅读理解分段的活动 ，使他们对课文有更深刻理解。链接1Free Talk 操作建议链接2Skimming and Scanning操作建议链接3Divide the text into several parts操作建议。Step 1. Free Talk可采用课文中的Highlight 部分Step 2. Skimming and Scanning可使用

7、P112页上的问题。2. Listening可采用课本第119页的听力.该听力部分是关于另一位作家海明威的简介，听2-3遍就能听懂大意，抓住主要细节。学生能看着书听懂中Listening and talking的对话。（B级）.同时建议可自选有关Oliver Twist的听力材料。课文第159页的listening practice3Speaking以欣赏古典名著为主题设计口语活动：活动1：分角色朗读课文。活动2：Picture Talk把Speaking Practice 中的图片按照课文内容重新排序，再看图说话，对课文进行复述。活动3：假如你是Oliver(教师列出一些重要词组，帮助学生用

8、第三人称复述课文)链接4操作建议活动4：课本剧表演让学生以小组的形式，将课文改编成剧本，分角色表演，并在班级内交流。活动5：My Thoughts看到Oliver在孤儿院里所过得悲惨生活，再反观我们现在幸福的生活，谈谈你的想法或感想。活动6：Further Practice （Optional）这个活动也可留在下一单元结束后再进行。让学生以小组为单位，选择一本古典名著（可是简写本）阅读，以小组为单位制作课件介绍所读的名著，并在班级交流。课文Speaking Practice P120 页的练习：课文 P 122 Further Practice页的练习：4Writing指导学生以“文学名著”为

9、题写一篇文章。比如：我最喜欢的一本古典名著 关于Oliver 的一个故事5Structure倒装句是本课的语法教学内容。教师可通过句型操练，使学生理解和运用这一语法点。把枯燥的语法讲解与学生的实际运用相结合。链接5操作建议课文第117页Structure的倒装句用法Additional Reading本部分的Additional Reading是与课文相匹教师可利用三个问题，对补充读物的结构进行分析，同时有利于对文章的理解。l Whats a classic?l Why should we read a classic?l How to read a classic?通过对补充读物的学习，引发

10、学生对名著这一话题进行讨论，并为课后阅读其它名著打下基础。本文的重要词汇和词组：assign, keep away from, on ones own, enable,enlighten, insight, account for, gifted, penetrate, plunge链接6操作建议课后阅读提供学生Oliver Wants More这篇课文的下几个章节，作为课后阅读。建议学生课后以小组为单位选择一本喜欢的古典名著进行阅读。 链接1 一. Free talk:在上本课前，教师可布置预习作业，预习P112页Highlights A1部分的练习。上课时，参照课本上的六幅图画，教师可请学

11、生用三句话来回答问题：l My favorite classic book isl Its author is., who isl The book tells a story of如有学生提到他最喜欢的古典名著是Oliver Twist,在他介绍的基础上，教师可以适当加以补充关于英国19世纪伟大的现实主义作家查理斯.狄更斯（Charles Dickens）及其著作Oliver Twist的知识。如没有学生提到这个作品，教师可通过介绍自己喜欢的古典名著Oliver Twist，引出课文主题。About Oliver TwistIn 1837 the serial publication of

12、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 picture of the evil

13、s of Londons slums. They were so evil that they made criminals out of children.Highlights 图片介绍 1. Charles Dickens. His works are as follows:David Copperfield, A Christmas Carol圣诞颂歌, Great Expectations, A Tale of Two Cities, Dombey and Son,董贝父子 The Old Curiosity Shop老古玩店, Hard Times, The Pickwick Par

14、pers.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 of the Three K

15、ingdoms/ 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, 早期长篇小说The Sun Also Rises, The Snows of Kilimanjaro, For Whom the Bell Tolls, etc.5. W. Somerset Maugham. （英小说家，戏剧家）The

16、Moon and Sixpence, Christmas Holiday, etc链接2 二. Skimming and Scanning在Free Talk活动之后，教师可以指导学生进行快速阅读 并回答问题，使学生掌握课文的大意。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 leading characte

17、rs? (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. How long had O

18、liver 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 gentlemen on the b

19、oard said so.)链接3 三. Divide the text into several parts分段并概括大意在理解了全文大意后，教师可以指导学生把文章分段并概括大意,同时回答相关问题。让学生进行“阅读理解分段的活动 ，使他们对课文有更深刻理解。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 points were: a) Th

20、e 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 holidaysPara. 2 (

21、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 bowls with their

22、 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 to ask for mor

23、e 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 the boys looks?

24、(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 shocked?(The exp

25、ressions 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. ) 链接4（教师列出一些重要词组，帮助学生用第三人称复述课文)Pretend you were Oliver Twist useful words and expressions Group Athe board of m

26、anagement; 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 链接5 语法学习除了教师的精讲之外，更重要的是教师创造机会，使学生进行实际语言练习和运用。教师应创设不同的活动让学生积极参与，使语法学习不再只是被动接受，死记硬背。l 第一层次：语法精讲教师首先让学生找出课文中

27、使用倒装结构的句子，并增加一些典型的理句，然后进行语法精讲。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 第二层次：寻找倒装结构进行语法的初步应用：课本P117 structure A3的练习l 第三层次：句型操练1教师给出正常的句子，学生变化为倒装句型可使用练习册上的练习2 同桌两人或前排与后排A,B两人进行。讲一句

28、可改写成倒装结构的句子，进行改写如：A说：He little realized that he would suffer so much in the operation. B改写句子：Little did he realize that he would suffer so much in the operation.l 第四层次：根据对话补全句子进行语法的实际运用课本P117 structure 的练习链接6 教学思路：补充读物主题与本单元主题一致，但有所拓展。向学生展示“什么是古典名著及如何阅读古典名著”，是课文内容的延伸和辅助。学完本课后，教师可以指导学生进行speaking Prac

29、tice 中最后一个活动6：Further Practice （Optional）。让学生以小组为单位，选择一本古典名著（可是简写本）阅读，以小组为单位制作课件介绍所读的名著，并在班级交流。教学建议及教学步骤：Sept One让学生跟录音朗读生词，教师讲解部分生词Sept Two阅读文章，并分段由于课文难度不大，教师指导学生运用阅读技巧skimming, 对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-

30、12) How can we appreciate a classic?Sept Three “T”or “F” Question. (课本上的练习P124) 在skimming的基础上，指导学生运用scanning的阅读技巧，再次阅读文章,获得更多的信息。并完成相关练习。Sept Four “Wh” Question (再次阅读课文，回答以上三个问题) 在skimming的基础上，指导学生运用scanning的阅读技巧，再次阅读文章并回答段落大意中的三个问题。教师同时列出重要的词组，为口语训练做准备。Whats a classic?（重要词组：You can see more when yo

31、u re-read it; give you a wonderful feelinguncover part of the meaning of life stand the test of time）Why should we read the classic?（重要词组 open our mind，help us grow，help us understand our life, the word and ourselves How can we appreciate a classic?根据以下听力材料，完成表格：Basic elementsCharacterwhat they _ an

32、d the _they behave (答案：said, way)theme the writers point of view or a(n) _of his subject matter（答案：explanation）plot：what, _ , to whom, in what circumstances (答案：when)Sept Five Free Talk根据列出的重要词组，自由表达个人观点。 Topic one: Whats a classic? Please express your opinion.Topic Two: Have you ever read a classic? Why do you read a classic?Topic Three: How do you appreciate a classic?