新世纪英语高二下册

新世纪英语高二下册

Unit 7 Oliver Wants More说课稿

Unit 7 Oliver Wants More

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) 他作为英国文学史上最著名的小说家之一而闻名。(known)

2) 他以他的长篇小说闻名。(known)

3) 他于1812年出生于英国。(born)

4) 在他小时候，他的父亲被送进了监狱。(be sent to prison)

5) 他的母亲不得不带着8个孩子搬到伦敦的贫民窟(slum of London) 。

6) 他总是观察他周围的人。(surround)

7) 当他开始写伦敦穷人们的故事时，他对他们很熟悉了。(familiar)

8) His works are characterized by attacks on social evil(罪恶), injustice(不公平) and false life(表里不一的生活).

In this part, I will present some pictures to the students and they will be encouraged to talk something about some classics and be informed of some famous writers. And then I will introduce them Charles Dickens. To be familiar with the writer, they will be asked to do some translation work about him. Meanwhile, they will have the ability to train their skill in translating and further their understanding of the phrases learnt before. After they finish the task, they will be able to have knowledge of the Charles’background and writing style. Step II. Text

Task 1: a brief introduction of “Oliver Twist”

1. To compare the writing style of Charles Dickens to Luxun

2. To guess the background, the author’s intention and the life of the orphans.

Key Questions:

1) What did the author want to tell us?

2) What social problems existed at that time according to the title?

What was the orphans’life？

In this part, my students will have to compare Charles and Luxun according to their writing material and style. After they name some works of Luxun, they will be asked to predict what Charles intended to express in the text. Then, it will be easy for them to understand the orphans’life in the warehouse.

Task 2: a play performed by all the class

1. To perform the play by means of the text

2. To paraphrase the key phrases and sentences.

3. To understand the text by the play.

4. To enjoy the related clips of the movie “Oliver Twist”and find out the 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.

说课

教材分析

本堂课是新世纪高二第二学期第四单元Unit 7课文的导入课，本单元的各项活动和任务都要求围绕名著的阅读和欣赏，而课文节选自名著《雾度孤儿》，课文特色在于文章虽短，情节十分生动。从主人公在孤儿院的生活开始，到被赶出孤儿院，整个故事结构完整，情节引人入胜。考虑到我们班学生男生居多，对于文学名著涉猎较少，而本身对于外语的兴趣也不浓，所以我决定要设计一节能够引起他们兴趣的导入课，使得他们能够投入到接下来的学习中。

教学目标：

知识：复习Unit 6知识点、给学生介绍一些名著情况、结合作者学习理解课文、探究文中出现的倒装句；能力：训练学生翻译、阅读及表达能力、培养学生欣赏名著的能力

情感：呼吁学生珍惜现在的生活，引起学生对文学名著的兴趣

教学设计：

1．导入

关于导入的设计，我考虑到现在学生对于名著所知甚少，所以给学生展示了部分名著的封面，要求学生将作者和书名配对起来。相对来说，这个活动难度较小，学生会有一些成就感。在引出了狄更斯的图片后，学生可能面对的就是一张图片，可能没有任何想法。因此，结合我们物理班学生的情况，因为物理班学生背诵的主观意愿不强烈，所以只能反复的给他们进行知识上的巩固。我自己编写了有关狄更斯生平的中译英句子，而句子的关键词都是来自前一课Unit 6的知识点，要求学生在巩固原本知识的基础上，了解新课的作者背景。

2．课文

在开始课文之前，为了使学生对于课文的文化背景有所了解，我将狄更斯的写作风格告诉学生，要求他们将作者与我们国家作者鲁迅作比较，以此来推测判断《雾度孤儿》的社会背景及主旨大意。

之后，我开展了三个活动，一是学生在相关故事背景输入后口头描述故事的背景。这是对于学生将所接受到信息经过整合输出技能的要求。二是将班级设想为故事中的孤儿院，把学生分为故事中的各个角色，通过小品剧的形式全班演出文中的片断，让学生身临其境，自发地对课文及相关句型进行理解，同时，学生会比较容易设身处地去感觉某些语言的习惯用法，而不是总是单纯的去记中文，用心感觉，刻画出某些字、词的形象。三是观看影片，形象地理解课文，纠正错误观念，并通过那张“告示”，结合作者的写作风格对孤儿的将来进行预测，与此同时，通过与故事主人公的比较，教育学生要懂得珍惜生活。在这几个活动完成之后，相信学生无论在于知识还是技能都有所提升，最重要的是能够引起学生对于课文的兴趣，方便之后课文内相关词、句的教学工作。

教学反思

本堂课基本进行顺利，本课的基本达到预期知识目标，学生对于一些文学常识、背景有所了解，也完成了对于先前课文的复习和新课文的导入。而学生也掌握了该有的表达及阅读能力。

本堂课的课前导入练习是针对我班情况和现学内容进行设计的。利用前一课学过的单词词组进行翻译，而翻译的内容则是新课的作者生平背景，既可以复习之前的内容，同时又起到导入新课课文的功能，这很大程度上降低了课文导入的知识难度，学生不需要用他们现有的贫乏的知识来进行无意义的猜测，他们所要做的是利用接受到的信息进行思考。因此，学生的课堂反映较佳。而且，似乎此种练习方式更能为他们所接受。

本堂课的课堂活动的设计是根据我班学生的性格所设计的，学生比较好动，喜欢表达自己的想法，因此，我结合课文这个故事的内容和作者的背景设计了翻译练习，在给学生输入了足够的信息之后要求学生在

我的提示下进行独立思考，结合他们自己的想法、知识来理解课文。同时，因为本课课文是节选自《雾度孤儿》的一幕场景，我要求学生边看边演。本堂课的活动开展得基本顺利，学生在自己演出课文的时候，表现很踊跃，也愿意对于课文进行深层次的探究，理解一些隐含的意义，从而避免了学生厌烦文学名著这类课文的普遍现象。

然后，这堂课也体现了某些地方的不足。由于本课要求是将所输入的知识表达出来，学生普遍表现出来的问题就是学生在表达发干还存在部分不足，有时候无法将他们的想法忠实的表达出来，这也在作文中体现出来了。因此，我认为在今后的课堂教学中，应设法把“听”、“读”这两个语言的输入、“说”这一语言的整合和“写”这一语言的输出结合起来，有时候忽略了“说”，既会影响学生的兴趣，也导致了语言学习环节的脱落。这个问题在学生默写单词上有所体现，听中文默英文可以，但是如果听英文，默写的话，错误率明显就上升了。学生反映就是听不懂，不知道在说什么。因此，为了高考着想，应该鼓励学生走出重“语法”的误区，将“听说读写”结合起来。当然，我也因此要更多花时间进行课堂内容及课后练习的选择和整合，针对我们物理班学生，要更好地把握作业的质量和效率。