高中英语-Oliver Asks for More教学设计学情分析教材分析课后反思

I.TeachingAims1.Languageknowledgeaimsa.keywordsandphrasesappetite,companion,starve,warden,assistant,throat,whisper,astonishment,nudge,misery,pickout,hangsomeone,holdonto,inaweakvoice,knockatb.keysentencesThebowlsneverneededwashing,astheboyscleanedthemwiththeirspoons,tryingtoeateverybitofsoup.Notuntilatleastthirtysecondshadpassed,wasthemanabletospeak.Nosoonerhadtheboyspokenthesewords,thanthewardenhithimontheheadwiththesoupspoon.2.AbilityaimsEnablethestudentstoreadandunderstandthepassagefromOliveTwistandlearnsomenewwordsinit.3.EmotionalattitudeaimsCultivatestudents’awarenesstoshowsympathytothepoorpeopleandcherishtheirpresentlife.TeachingimportantanddifficultpointsHowtoappreciateanovel.TeachingmethodsTask-basedteachingmethod.TeachingaidsAcomputerandablackboard.II.TeachingproceduresandwaysStepI:Lead-inListentothesong“Dotheyknowit’sChristmas?”Guidethestudentstothinkabout:1.What’sthesongabout?2.Askstudentstopickoutthewordsinthesongrelatedtosomethingbad.(afraid,hard,tears,fear,nothing,doom),andthenusethesewordstodescribeOliverTwisttoarousetheirinterest.Step2:Fastreading1.WhatdidOliveraskfor?Andwhy?2.ChoosethemainideaofthetextStep3:Carefulreading1.Guidethestudentstomakeclearthetextfromthefollowingaspects:when,where,why,who,how,whatandtheresult.2.Askstudentstofindoutsomedetailedinformationbyfinishingsomemultiplechoicetask.Step4:SummaryofthetextSummarizethepassagewiththehelpofablank-fillingtask.Step5:Appreciatethepassage.1.Findoutsentencesshowingtheboy’shungerinparagraph1.Whichonedoyoulikebest?Why?2.Findoutsentencesshowingthewarden’sastonishmentinparagraph4.Whichonedoyoulikebest?Why?3.Canyoufindouttheothertwoinvertedsentences(倒装句)?Whatinformationdotheywanttoemphasize?4.Thinkofsomesentencestodescribeahard-workingstudent.Makesuretheword“hard-working”shouldnotbeincluded.Step6:Role-playActoutwhatyoureadinthetextandwhatyousawinthefilmclip,andyoucanchooseonefromthetwoscenes:Scene1:HowwasOliverchosentoaskformore.Scene2:WhathappenedafterOliveraskedformore?Step7:Emotionaleducation1.What’sthewritingpurposeofthenovel?2.ComparedwithOliver’slife,whatdoyouthinkofyours?Whatshouldyoudonow?Step8:AboutCharlesDickensIntroductionaboutCharlesDickensandhisworks.学情分析：我所任教的两个班级为高二的理科班，他们的英语基础相对薄弱，词汇量不充足，但经过之前大半个学期的引导，大部分已经掌握了正确的学习方法，上课时能够听懂一般课堂用语；在阅读方面也积累了一定的阅读方法与技巧，但实际运用还有一定程度的欠缺。另外，同学们运用语言进行实际交际的能力还远远不够，难以做到学以致用。因此，在阅读课上，我会尽量设计有趣及实用的活动，引导他们敢于表达，积极巩固所学知识。效果分析本节课以一首英文歌曲导入，引导学生从中找出一些消极词汇，从而自然过渡到文章的主人公Oliver,这一点很好地激发了学生们的学习兴趣。在整个讲课过程中，能够做到遵循学生们的认知规律，由简到繁，并且给予合理的时间分配。由于学生在课前已经充分预习了课文，因此对于课文的理解部分进行得较为顺利。但之后的对于文中一些美句的赏析部分，学生显得有些被动，但及时给予了他们讨论理解的时间，最后也较好地达到了教学效果。角色扮演部分不仅使得学生们主动积极的理解课文，吸收知识，更激发了他们的热情和表现欲，将整堂课推向了高潮。而之后及时跟进的情感教育部分也达到了理想的效果。最后补充了作者狄更斯的主要信息。整体看来，学生在课堂上的参与度较高，基本实现了教学目标。教材分析：本节课是外研版高中英语（选修7）第三模块的Reading部分，属阅读课型，是本模块第二课时。该节内容在本模块中起承上启下的作用，是本模块的重点。该部分阅读材料是根据狄更斯所著长篇小说《雾都孤儿》中的一个片段改写而成的一篇短文。这篇文章以济贫院中孩子们的饥饿为着眼点展开，用不同的方式深刻描述了孩子们的饥饿，同时用细致的笔法揭露了各个阶层人们的态度，表达了作者对于孩子们的同情，抨击了残酷的资本主义社会。I.Retellthestoryusingcorrectwordsandforms.Theboyswereallowedonebowlofsoupandnomore,_____onspecialholidays.Thebowlsneverneededwashing,astheboys_____(clean)themwiththeirspoons,trying______(eat)everybitofsoup.Whentheyhadcleanedtheirbowlsinthisway,theywouldstareatthepot______(eager),asiftheywantedtoeatit.OliverTwistandhis________(companion)lowlystarvedforthreemonthsuntilfinally,theydecidedtochooseonetoaskformore.ItwasOliver_____waschosen.Afterhedidso,thewardenstaredincomplete__________(astonish)athim.OnemaneventhoughtOliverwould_________(hang).Oliverwasimmediatelylockedinaroom.Thenextmorninganoticewasput___onthedooroftheworkhouse,offering__rewardtoanybodywhowouldemployOliverTwist.II.ComplementaryReading:CharlesDickens(1812-1870),thegreat19thcenturyEnglishnovelist,wasbornnearPortsmouth.Hisfatherranheavilyintodebtandwhenhewas12,hehadtogotoworkinafactoryformakingbootpolish.Theonly

formaleducationhereceivedwasatwo-yearschoolingataschoolforpoorchildren.Infact,hehadtoteach

himselfallheknew.Heworkedforatimeasajuniorclerkinalawyer'soffice.Afterthat,heworkedasa

reporterinthelawcourts,andlaterinparliament,forLondonnewspapers.Hiscareerasawriteroffiction

beganin1833withshortstoriesandessaysinperiodicals,andin1837hiscomicnovel

ThePickwickPapers

madehimthemostpopularauthorathistimeinEngland.

Hewasanobserverofpeopleandtheirplacesbecausehewasattractedbylifeandconditionsinthemid-nineteenthcenturyLondon.Hewrote19novelsallhislifeandinmanyofthem,DickensgavearealisticpictureofallclassesofEnglandsociety,showingdeepsympathyforthepoorandunfortunate,exposingtheinjustice

andinhumanityofthebourgeoisie(资本主义).

Manyofhisnovelslike

OliveTwist,

DavidCopperfield,

NicholasNickleby,

GreatExpectations,

ATaleof

TwoCities

drewattentiontotheunsatisfactorysocialconditionsthatexistedinEnglandover100yearsago.

Dickenscriticizedcapitalistsocietyfromthepointofviewofbourgeoisiehumanism.Hewishedtosee

improvementinthelivingconditionsofthepoor,butfailedtofindanyeffectivemeanstoachievethatend.1.Dickensonlyreceivedalittleformaleducationbecause_____.A.Hewantedtoteachhimself

B.Hewantedtoworkandmadealotofmoney

C.Hewastoopoortoaffordanymoreformaleducation

D.Hewantedsomeworkingexperiencestobeanovelist2.AccordingtoDickens,thesocietyathistimeinEnglandwas_____.A.just

B.poor

C.comfortable

D.unsatisfying3.WhichofthefollowingnovelsmadeDickensthemostpopularwriterathistimeinEngland?A.

OliveTwist

B.

ThePickwickPapers

C.

ATaleofTwoCities

D.

GreatExpectations4.Accordingtothepassage,whichofthefollowingaboutDickensistrue?A.Hedidn'tgotoschoolatall.

B.Heonlywroteaboutpoorpeopleandshoweddeepsympathyforthem.

C.Hebegantowritefictionswhenhewas21yearsold.

D.Hefoundsomeeffectivewaystoimprovethelivingconditionsofthepoor.5.Itcanbeinferredfromthepassagethat_____.A.Dickenshadapainfulchildhood

B.Dickensdidthesamejobbeforehebecameaprofessionalwriter

C.Dickenswrotemanynovelsbutonlysomeofthemarepopular

D.Dickenscriticizedcapitalistsocietyandhelpedtoimprovethelivingconditionsofthepoor课后反思：本节课由一首主题为悲伤的圣诞节的英文歌曲进行导入，激发了学生的学习兴趣，并适时