1、 第 1 页 共 5 页 Book 2 Unit 4 Exploring literature Reading 1 The wonder of literature 教学教学目标目标 By the end of this section, students will be able to: 1. find the three qualities of good literature by skimming the text; 2. identify the function of the rhetorical device of analogy; 3. appreciate beautiful
2、 sentences from literary works; 4. give an example to support an idea; 5. judge a classic work of literature according to the three qualities of good literature. 教学重难点教学重难点 1. To understand the three qualities of good literature; 2. To judge their favourite book according to the three qualities; 3.
3、To identify the rhetorical device of analogy. 教学教学过程过程 步步 骤骤 教学教学活动活动 设计设计意图意图 互动互动时间时间&模式模式 Pre-reading Step 1 The teacher presents a reading list of Grade Ten students in America. The teacher asks students two questions. How many of these books have you ever read? What benefits do you get from rea
4、ding them? 通过让学生 分享阅读体验， 引 出本课主题， 为本 节课的教学做铺 垫。 2 Class Work Individual Work Step 2 The teacher introduces the text to the students. The text was written by a famous writer William J. Long, whose title is The wonder of literature. The teacher asks students what the wonder of literature is. 通过阅读标 题并自
5、由讨论， 激 活学生关于文学 作品的原有知识。 1 Individual Work 第 2 页 共 5 页 While reading Step 3 Students skim the article and try to identify the structure of the text. 利用信息结 构图， 引导学生通 过合作， 完成对信 息的获取与梳理、 概括与整合， 搭建 新的知识结构。 5 Group Work Step 4 1. The teacher has students read Paragraph 1 carefully and tell the function of
6、 the shell with the help of the following mind map. 2. The teacher asks students to analyze the function of Paragraph 1 and the story in it. What is the function of Paragraph 1? How is the story of the man and the child related to the topic of literature? 3. The teacher asks students to read Paragra
7、ph 2 carefully and find the sentence that links this paragraph with the previous one. Some such experience as this lies in store for us when we begin the study of literature. Students discuss what “such experience” and “this” 利用图示整 合已知信息， 并让 学生描述图示内 容， 实现知识的内 化。 通过带领学 生阅读和分析第 一段， 设置阅读的 悬念。 通过探究第 一段与
8、第二段的 联系， 训练学生分 析和推断信息的 能力。 引导学生理 解类比这一修辞 2 Individual Work 3 Pair Work 5 Class Work Group Work 第 3 页 共 5 页 refer to respectively. The teacher introduces the rhetorical device “analogy” to the students. The teacher presents the following thinking map so that students can have a better understanding o
9、f analogy. 4. The teacher asks students to read Paragraph 3 carefully and discuss the meaning of the first quality of literature. What truth and beauty are revealed? Who can reveal them? The teacher points out the use of analogy in this case and uses the following thinking map so that students can h
10、ave a better understanding of the first quality. 5. The teacher asks students to appreciate a line from a poem “Yesterdays flowers am I”? The teacher presents another line “Autumn is a second spring when every leaf is a flower” by Albert Camus. Students have a discussion about what truth and beauty
11、are revealed in them. 6. Students read Paragraph 4 in detail and interpret the 手法， 从而体会文 学的价值。 通过图示让 学生重新构建知 识， 并用自己的语 言表达， 实现语言 的内化。 赏析文学金 句，汲取文化精 华，提高审美能 力。 3 Individual Work Pair Work 3 Class Work Individual Work 第 4 页 共 5 页 second sentence by filling in the blanks. Literature awakens our inner _
12、. As a result, sometimes we may even cry or laugh with the characters in the book. Meanwhile, literature inspires our _, allowing us to think more than the _ in the book. 7. Students share their knowledge about Doctor Faustus and Helen with their group members. The teacher provides help if necessary
13、. Students describe their imagination that the following sentence can arouse. Was this the face that launched a thousand ships? 8. The teacher asks students to read Paragraph 5 and try to translate the following sentence. To achieve this, it should contain two elements: universal interest and person
14、al style. 9. The teacher asks students to pick out one sentence to support that “personal style” matters in assuring the permanence of literary works. Behind every book is a man, behind the man is the race, and behind the race are the natural and social environments. 通过释义理 解文学的第二个 特点。 鉴于该任务 难度较高， 教师
15、用 半开放式题型搭 建脚手架。 通过挖掘文 章引用的典故， 提 升学生的文化意 识。 鼓励学生展开 想象， 切身体会文 学作品的第二个 特点。 教 师 预 测 universal interest 是学生理解的难 点， 通过问题链 帮助其完成翻译 任务。 教师贯通全 文， 指出作者关于 文学作品体现个 人风格这一观点 上使用了前后呼 应的写作方式， 引 3 Class Work 4 Group Work 3 Individual Work 4 Group Work 第 5 页 共 5 页 The teacher asks students to interpret this sentence
16、by giving an example. The teacher provides the Chinese classic literature A Dream of Red Mansions for reference. Who is the man behind the book? What is the race behind the man? What are the natural and social environments? 导学生尝试运用 例证法解释这一 观点， 提供经典名 著红楼梦为参 考。 Step 5 The teacher asks the same questio
17、n that was asked at the beginning of the class “What is the wonder of literature?” Students present their new opinions. 通过回顾， 帮 助学生内化所学 知识， 并且对这一 问题有新的认识， 提升思辨能力。 2 Individual Work Post-reading Step 6 Students are divided into groups of four and try to appreciate the Chinese literary classic A Dream
18、 of Red Mansions by the three qualities. Group leaders will organize the discussion. The teacher offers help if necessary. 通过合作和 探究的学习方式， 综合运用语言技 能， 解决陌生情境 的问题， 提升学习 能力； 同时选取中 国经典名著， 引导 学生学习用英语 讲好中国故事， 传 递中国文化， 提升 文化意识。 3 Group Work Homework 1. Read the whole text again and try to summarize it. 2. Write a short paragraph, judging your favourite book by the three qualities of literature in the text. Introduce the book to the whole class. 2
