2019-2020年外研版高中英語選修7《Module 3 Literature》（Period 1）word教案.doc

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2019-2020年外研版高中英語選修7《Module 3 Literature》（Period 1）word教案 教學設計說明 話題介紹 本模塊主要介紹英國古典文學中狄更斯作品及其生平，了解上述內(nèi)容并掌握有關的詞匯，培養(yǎng)有關的語言技巧。 Period 1 Reading INTRODUCTION Vocabulary and reading 和READING AND VOCABULARY合并為第一課時“閱讀課”。課文Oliver Asks for More 讓學習了解狄更斯作品。在學生課前自學、預習的基礎上，以背景介紹導入新課，然后采取“自上而下”的閱讀教學模式，引導學生關注文章的篇章結(jié)構、段落大意，得出“樹型圖”，進行“信息轉(zhuǎn)換”，理解全文、復述意義。 教師還可以參考“教學資源”中 關于 Charles Dickens 相關信息的材料，幫助學生更多了解英國作品。 Period 2 Function 第二課時FUNCTION Emphatic sentences是“功能課”，學習倒裝句的用法”。教學重點是倒裝的用法。 Period 3 Grammar 課本32頁GRAMMAR 1 Inversion used for emphasis為第三課時“語法課”，集中學習和演練Inversion used for emphasis。 Period 4 Writing Write a description of characters Period 5 Reading and Vocabulary(2) 課本37頁的Reading and Vocabulary(2) “為泛讀課 ”，學習Philip Pirrip。引導學生閱讀課課文，然后模仿其語篇結(jié)構、盡量運用課文中學到的詞語、結(jié)構和話題模式，用記敘文體介紹自己熟悉和喜愛的人物。 Period 6 Listening and Everyday English 能識別所學詞語及結(jié)構并聽懂意義，能聽懂并理解包含感情和情感的日常用語；能理解《霧都孤兒》的內(nèi)容。 Period 7 Reading Practice 課本39頁的Reading practice 讓學生進行閱讀，然后完成書上練習題。 Period 8 Cultural Corner 該部分簡單介紹了Charles Dickens 的生平，是本模塊的一個重要內(nèi)容。教師可以按教學時間來決定教學方法，如果時間緊，可以用泛讀、速讀、略讀的方法處理。了解英國古典文學和同期的古典文學，了解它們對世界文化的貢獻 Period 9 Task TASK “任務課”，學生課前利用圖書館、網(wǎng)絡等手段收集某一地區(qū)的facts，課上教師出示若干file范例，指導學生完成 ▇ Goals ●To learn to read passages with Inversion used for emphasis about literature ●To learn to read with strategies ■ Procedures Step 1: Warming up by learning about Charles Dickens Charles Dickens’s father was a clerk at the Naval Pay Office and because of this, the family had to move from place to place: Plymouth, London, and so on. It was a large family and despite hard work, his father couldn’t earn enough money. In 1823 he was arrested for debt and Charles had to start working in a factory, labelling bottles for six shillings a week. After leaving school, Charles started to work in a solicitor’s office. He learned shorthand and started as a reporter working for the Morning Chronicle in courts of law and the House of Commons. In 1836 his first success was published, The Pickwick Papers. This was followed by more novels: Oliver Twist (1837), Nicholas Nickleby (1838-39) and Barnaby Rudge (1841). He travelled to America later that year and aroused the hostility of the American press by supporting the abolition movement. In 1858 he divorced from his wife Catherine, who had borne him ten children. During the 1840s his social criticism became more radical and his comedy more savage: Novels like David Copperfield (1849-50), A Tale of Two Cities (1959), Great Expectations (1860-61) only increased his fame and respect. His last novel, The Mystery of Edwin Drood was never completed and was later published posthumously. Step 2: Before you read Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling Step 3: While you read Cut/ the sentences into thought groups, blacken the predicates, underline the useful expressions and darken the connectives. Step 4: After you read Copy all the useful expressions into your Expression Book. If possible, make your own sentences with these expressions. Useful expressions from Oliver Asks for More need washing, try to, in this way, become wild with hunger, be tall for his age, be used to doing, pick out, it was…who…, stare at, for support, not until, no sooner…than…, seize somebody’s arms, rush into the room, be sure of Sentences made with expressions from Module 3 1. That young thief needs a good beating! 2. Most young smokers who try to quit usually do so on their own instead of using recommended methods. 3. In this way, I can finish the job ahead of time. 4. His face became red with cold 5. The merchant’s son is mature for his age. 6. I have always lived in the country but now I’m beginning to get used to living in the city. 7. Can you pick out your sister in this crowd? 8. It was they that (who) cleaned the classroom yesterday. 9. It is so peaceful to stare at the clouds without a care in the world on bright warm sunny day. 10. The old man held a stick for support. 11. Not until the child fell asleep did the mother leave the room. 12. No sooner said than done! 13. Heseizedthegunfromtheenemysoldier. 14. When the bell rang, students rushed into the classroom like bees. 15. It is our responsibility as citizens to be sure of the truthfulness of information before we act on it or pass it on. Step 5: Drawing a diagram of the text to show its organization Oliver Asks for More The beginning of the film: The boys became quite wild with hunger Children chose Oliver to ask for more soup and he did so Oliver was locked in a room and maybe would be hanged Step 6: Closing up by retelling the text To end this period we are going to retell the text with the help of the diagram above, using as many inversion sentences as possible.