Module3OliverAsksforMore教案一、析教學背景(一)教材內(nèi)容本堂課的內(nèi)容為選修七第三模塊的reading。課文題目是OliverAsksforMore,該課文節(jié)選自狄更斯的小說OliverTwist。該文主要描述了英國維多利亞時期濟貧所里孩子們糟糕的生活狀況。由于極度饑餓，Oliver不幸地被選中去多要一份食物。當官員們知道后，都大為驚詫并對他施以懲罰，最終將奧利弗鎖在房間里。學生情況我所教授的班級是高三11班。學生們在兩年多的高中學習后，已經(jīng)積累了基本的語言知識，掌握了常用的閱讀技巧，并具備了一定的閱讀經(jīng)驗。他們知道從哪些方面去分析小說，但缺乏深入探究的意識。因此，本堂課我將帶領學生學習小說的幾大要素，并透過人物描寫深入分析文章的主題。為了能更好地分析文章，學生已提前了解了作者狄更斯的相關信息。教學目標分析1.知識目標了解小說的幾大要素了解人物刻畫的幾大方面能力目標能分析文章的幾大要素能從外貌、表情、動作及語言四個方面分析人物及總結文章主題能夠基于上課所學加以個人情感表演故事情感目標培養(yǎng)學生對文學的熱愛珍惜糧食及當今的美好生活并培養(yǎng)深厚的社會責任感教學重難點1.教學重點深入理解文章了解并掌握小說的幾大要素了解并掌握人物描寫的幾大方面教學難點掌握如何分析小說理解文章的主題培養(yǎng)學生主動閱讀并賞析小說鼓勵學生勇敢表達自己的觀點教學方法情景教學法自主探究與團體合作二、教學流程ILead-in1.WhydidOliveraskformore?2.Howdidheaskformore?3.Whatwastheresultafterheaskedformore?【設計意圖：通過學生自身經(jīng)歷引入到課堂教學以及通過標題預測接下來會學到的內(nèi)容。這更容易激發(fā)學生的興趣，發(fā)散學生的思維?！縄IFastReadingReadthepassageanddividethepassageinto3parts.1.WhydidOliveraskformore?Part1(Para.1)2.Howdidheaskformore?Part2(Para.2-3)3.Whatwastheresultafterheaskedformore?Part3(Para.4-12)【設計意圖：通過分段，學生能夠掌握小說的基本框架。學生通過三個問題推出小說情節(jié)的幾大要素，從而引出接下來要講的場景及人物。】IIICarefulReadingSettingTime:aftersupperthateveningPlace:alargestonehallCharacterFillintheblanksaboutthefollowingcharacters.TheboysTheywouldsitstaringatthepotwitheagereyes.Theybecamequitewildwithhunger.Theboyswhisperedtoeachother,andthosenexttoOlivernudgedhim.OliverHewasdesperatewithhungerandmisery.Herosefromthetableandwalkedtowardsthemaster.“Pleasesir,Iwantsomemore.WardenHewasfatandhealthy.WhenOliveraskedformore,hisfacebecamepaleandheldontothepotforsupport.Hisvoicewasweak“What?”hesaid.①WasOliverwillingtoaskformoreafterbeingchosen?Andfindoutthesupportinginformation.No.Nudgemeanspushsbgently.②IfyouhadbeenOliver,wouldyouhaveaskedformore?Whyorwhynot?Fillintheblanksaboutthefollowingcharacters.Mr.BumbleMr.Bumblerushedintotheroomingreatexcitement.Mr.Limbkins“Formore!”saidMr.Limbkins.“DoIunderstandthatheaskedformore,afterhehadeatenhisbowlofsoup.”“NeverhaveIheardanythinglikeit?”saidMr.Limbkins.Agentlemaninawhitejacket“Theywillhangthatboy.”saidagentleman.WhydideveryonefeelastonishedwhentheyheardOliverTwistaskedformore?AA.Becausetheyhadneverheardaboutanythinglikethat.B.Becausetheyhadthoughttheboyswerefedwell.C.Becausetheyhadpaidtheboysmuchenough.D.Becausetheboyshadexcellentappetites.【設計意圖：通過填表格以及相關任務，學生能更深入地了解各個人物?！縃owdoestheauthorshapethecharacters?Fromwhataspect?expressionexpressionTheboysTheywouldsitstaringatthepotwitheagereyes.Theybecamequitewildwithhunger.Theboyswhisperedtoeachother,andthosenexttoOlivernudgedhim.OliveractionHewasdesperatewithhungerandmisery.Herosefromthetableandwalkedtowardsthemaster.“Pleasesir,Iwantsomemore.actionappearanceappearanceWardenHewasfatandhealthy.WhenOliveraskedformore,hisfacebecamepaleandheldontothepotforsupport.Hisvoicewasweak“What?”hesaid.Mr.BumbleMr.Bumblerushedintotheroomingreatexcitement.Mr.Limbkinsspeech“Formore!”saidMr.Limbkins.“DoIunderstandthatheaskedformore,afterhehadeatenhisbowlofsoup.”speech“NeverhaveIheardanythinglikeit?”saidMr.Limbkins.Agentlemaninawhitejacket“Theywillhangthatboy.”saidagentleman.appearance/expression/action/speech【設計意圖：學生能夠了解小說人物刻畫的幾個層面，分析其他文學作品的人物。】IVActoutPreparetoactoutthesceneyouhavejustread;Usethewordsinthestoryandanyextrasentencesyouwanttoadd.Student1OliverTwistStudent2Mr.BumbleStudent3TheWardStudent4Mr.LimbkinsStudent5ThegentlemaninwhiteStudent6anarrator(旁白)【設計意圖:通過角色扮演，學生能夠帶著濃濃的興趣回顧所學內(nèi)容并帶著強烈的情感將之表演出來。同時培養(yǎng)學生的語言組織表達及團隊協(xié)作能力。通過活動，本課主題得以升華，學生能夠學會珍惜美好生活，節(jié)約糧食，并提升自身的社會責任感。】1)Bythisstory,whatdoestheauthorwanttoconvey?toexposethedarksideofthesocietyandexpresssympathytothepoorpeople2)Whathaveyoulearntfromthisstory?savethefood/valueourhappylife/helpthepeopleinneed/begratefultothepeoplearoundus3)Literature,incontrastwithscience,isreallyuseless.Butthebiggestuseofliteratureisthatitisnouse.---MoYanWhat’stheuselessuseofOliverAsksforMore?①letthelatergenerationknowthepastbadconditionsandcherishhislifenow.②callpeople'sattentiontochangeit.“OliverTwist”wassaidtoberesponsibletoacertaindegreefortheimprovementofconditionsintheEnglishworkhousesoftheauthor’sday.VHomeworkPreparetoshareoneofyourfavoritebooksaccordingtothefollowingcategories.thewriterthesettingcharacteranalysisplotbeautifulsentencesgreatsignificance【設計意圖：鞏固上課所學知識，并將所學知識付諸于實踐?！堪鍟O計beginning (hungry)plotdeveloping&climax (chosen&went)ending (locked)Mainelementssetting:time&placeofastorycharacter:appearance,expression,actio