高中英语《Module3Literature》优质课教案、教学设计

1、【教学设计】Module 3 Literature、教学目标、方法和手段概述课题Oliver Asks for More课型Reading & Vocabulary目 标 要 求语后能力To learn:1. New words:eager, appetite, desperate, whisper, feed, support, hang2. Phrases:in a - voice; no soonerthan; in astonishment; putskpor;pickout; be wild with hunger学习能力To train:1. Reading skills,

2、 such as skimming, scanning & careful reading2. Working cooperatively with others思维品质To arouse students:1. to cherish the life that they have.2. to cooperate with others.教学重难点1. To learn some words and expressions in Oliver Asks for More .2. To understand the passage fully and improve Ssskills.

3、reading3. To understand some key sentences of the passage.教学方法Task-based learning, individual and cooperative learning, discussion教学手段多媒体教学、教学流程设计Step 1 RevisionLet the students write some words in English.1.v.喂养6.v.逃跑景（面）兵役2.v./n.低语，耳语3.v.抓住4.v.绞夕匕，悬挂7.v.吞（咽）下8 v.获彳导，达到fn.风景11.adj.冷酷的一 n.残酷一fn.服务，兵

4、役13 adj.热切/渴望的5. n./v.酬谢，奖赏9v.哀悼4卓念10.n场12.v端上（饭菜等），服务,一 n.渴望14.adj.绝望的fn.绝望15V.打算，计划一 n.意图，目的16V.分发，分配一 n分发17.n.挨饿一 v.饿死18.v./n.关心，担心一 adj.担心的，关注的19.v.积累一 n.积累20.v.完成（任务等），成功一 n.完成，成就U/C（设计思路：复习检测上节课学习情况，识别新学词汇，为阅读扫清词汇障碍。）Step 2 Lead-in1. Something about Charles Dickens and his works.2. Watch a sho

5、rt video about Oliver Twist, especially the part "Oliver Asks for more" and answer the following questions.Q1: Which novel is the video about?Q2: What is he doing? Where is it taking place?(设计思路：由几幅图片入手，帮助同学们进一步认识本单元话题-,为进一步展开本课阅读内容做好铺垫。通过这个环节，可以激发学生的兴趣。与此同时，同学们课下所搜索的信息得以展现，充分调动了其积极性，也极大地增

6、强了同学们学英语读原著的信心。)Step3 While-reading? Skimming:1. Finish Activityl on P30: Choose the best summary. (Suggested answers:B)2. Divide the text into three parts and Match the main idea with each part.Part 1 ( para.1 ) A. Why Oliver was chosen to ask for more food and what Oliver said to the warden that e

7、vening.Part 2 ( para.2-3) B. Why the warden hit Oliver on the head and how Oliver was punished bythe managers of the workhouse.Part 3 ( para.4-13) C.The living condition of the boys was very poor and they suffered a lotfrom hunger.(Suggested answers:1-C; 2-A; 3-B)(设计意图：通过快速阅读、匹配大意，让学生在短时间内把握文章的脉络，对全

8、文分段，培养学生阅读归纳分析的能力；同时为后面的阅读任务做准备。)? Scanning:Task 1 T or F Questions1. The boys in the workhouse were given one bowl of soup and another 60 grams of bread eachday.()2. The tall boy was not used to being hungry all the time.( )3. No one believed that the tall boy could eat that small boy.()4. If the b

9、oys hadn' t beenungry, they wouldn ' t have chosen Oliver to ask for more food)(Suggested answers: F T F T)Task 2 Choose the best answers.1. The boys never needed to clean their bowls because.A. the bowls weren't very dirty B. the bowls were emptyC. the boys cleaned them by themselvesD.

10、the boys cleaned them with their spoons.2. When Oliver went to ask for more food, he was .A. hopeful B. happy C. desperate D. excited3. When Oliver asked for more food, the warden's face became very pale because.A.he was frightened by Oliver's wordsB. he was astonished at Oliver's wordsC

11、.he was very angry about Oliver's wordsD. he was ill badly(Suggested answers:DCB)(设计意图：本着任务型教学原则，采用不同的任务类型让学生分别带着问题有的放矢的到 相对应的段落中找答案。即培养了学生快速准确寻找信息的能力，又锻炼了他们的口语表达能力，又体现了 先学后教”的教学理念，提高了课堂效率。 )? Careful reading:Task 1 Fill in the chart.The incident (事件)Oliver asks for.The reason of the incidentThe

12、 boys were given so little food and slowly starved for months that they became quitewith hunger.The process of the incidentOne tall boy said that he might 3. the small young boy sleepingnext to him one night if he didn' t have another bowl ofdaoupEveryone believed him. The boys had a meeting and

13、 decided one of them should.They wrote their names on pieces of paper and picked one out. was chose. The evening arrived. After the boys swallowed their soup, Oliver,with hunger and misery, came up to thewarden and asked for more.The warden stared at him in, then hit him on the head withthe soup spo

14、on, seized his arms and held him, shouting for.)eachThe result of the incidentOliver was locked in a room and the next morning, a(n) wasput up,a(n)to anybody who would employ OliverTwist.(Suggested answers: more, three, wild, eat, ask for more food, Oliver, desperate, astonishment, Mr Bumble, notice

15、, reward.)(设计意图：按照故事发生的顺序设置这个练习，可以培养学生从整体上把握文章脉络，学会运用重点词汇，为下一步的复述课文作准备。教师只需处理学生出错较多的几个 题目，可采取让学生小组讨论的方式解决问题，教师只需要点拨即可。)Task 2 Translation:1. The room in which the boys were fed was a large stone hall, with a large pot at one end.2. No sooner had the boy spoken these words than the warden hit him on

16、the head with the soup spoon.(设计意图：处理长难句"，排除疑难并锻炼学生的翻译能力。)Step4 Post-reading (Consolidation巩固练习)Task 1 Retell the story according to the phrases. Wild with hunger f ask for more food f Oliver was chosen f in complete astonishment f lock.in a roomTask 2 Fill into the blanks.Each boy (allow) one

17、bowl of soup and the bowls never needed (wash). Boys usually have excellent . They became quite wild hunger, so they decided to pick one out and ask for more food. It was Oliver Twist was chosen. No sooner he spoken these words the warden hit him on head with the spoon. Then the managers of the work

18、house had a meeting. Oliver was immediately locked in a room. The next morning a notice was put on the door,(offer) a reward to anybody who would employ Oliver Twist.(Suggested answers:was allowed washing/to be washed appetites with who / that had than the up offering)(设计意图：经过了复述课文，学生课堂语言内容自然生成；为迎合高考题型，把课文改成以名词、动词、形容词、介词、连词等为突破点的语法填空，让学生核对 一观察一思考一一感悟，提高学生的语法意识和语言素养。）Task3 Discussion1. What' the writing purpose of the story?Key words: reveal （揭露）;show great