1、Text book version Students Book 7By Foreign language teaching and research pressTopicModule 3 LiteratureInterpreterNo.9 Middle School of LaiYang Shandong ProvincePang Meiling课堂评价学情分析教学模式教学设计板书设计教材分析资源开发教材分析编者意图教学目标教材立体整合教学重点教学难点编者意图本课的内容是本模块的主要阅读材料，具有重要的地位 。本模块主题英国古典主义文学.本课内容为狄更斯小说片段。 接触英语语言精华，使学生学习
2、地道英语语言，提高英语能力。地位主题目标知识目标知识目标过程目标过程目标 情感目标情感目标Teaching Aims( Standard Curriculum )知识目标知识目标1. Students can master the usage of some important words and expressions. . 2. Ss can understand the passage and can talk about their ideas and express feelings with the new words. 1.Ss can improve their reading
3、 ability, especially their skimming and scanning ability.2. Ss can develop their abilities of studying by themselves and cooperating .过程目标过程目标 Ss increase their interest in literature and set up self-confidence in English learning. 情感目标情感目标教材立体整合ListeningReading & vocabularyGrammar 1Grammar 2& Funct
4、ionSpeakingTeaching focusTeaching difficulty 1.复习并深复习并深入学习强调入学习强调句和倒装句。句和倒装句。2. 完成完成阅读任阅读任务，并提高阅务，并提高阅读技巧。读技巧。1. 赏识赏识英国英国古典主义文古典主义文学。学。2. 学习英语中学习英语中夸张修辞法的夸张修辞法的运用。运用。Analysis of the SsKnowledge basisLife experiencegrammarM3B5M2B6favorite styleCharles Dickens学情分析学情分析Analysis of the Ss The Ss in Grade
5、 2, senior high school Knowledge basis:1. they have already learned passages about literature in M3B5 and M2B6.2. They have learned the grammar of inversion and emphatic sentences. Life experience:1.Literature is their favorite style of reading, and they have more interest in it.2. Charles Dickens i
6、s familiar with students.Lead-in 4 m7 steps Teaching model 45mins Homework 1m Careful-reading 15mDiscussion & presentation 18mFast-reading 3mLearning aims 1mCheck homework 3m教 学 模 式 （英语阅读新授课）教学设计教学设计细读细读新课导入新课导入目标呈现目标呈现作业作业教学设计速读速读合作展示合作展示作业检查作业检查Pre-class Check homework.(3min) 1. Translate the foll
7、owing sentences. 2. Complete the sentences with the structures used in translation.Translation1) The room in which the boys were fed was a large stone hall, with a large pot at one end.2）The bowls never needed washing, as the boys cleaned them with their spoons, trying to eat every bit of soup.3）Whe
8、n they had cleaned their bowls in this way, they would sit staring at the pot with eager eyes, as if they wanted to eat it.4）Not until at least thirty seconds had passed, was the man able to speak.5) No sooner had the boy spoken these words than the warden hit him on the head with the soup spoon.6)
9、Never have I heard anything like it!”To pay attention to the sentence pattern.孩子们进食的场所是一间宽敞的大石厅孩子们进食的场所是一间宽敞的大石厅, 一口锅放在大厅一侧一口锅放在大厅一侧. 粥碗从来用不着洗，孩子们非用汤勺把碗刮得重又明光铮亮了才住手，试图吃粥碗从来用不着洗，孩子们非用汤勺把碗刮得重又明光铮亮了才住手，试图吃掉每一点粥。掉每一点粥。他们这样把碗刮干净后，就坐在那儿，眼巴巴的瞅着汤锅，似乎要把它也吞进肚子。他们这样把碗刮干净后，就坐在那儿，眼巴巴的瞅着汤锅，似乎要把它也吞进肚子。 至少过了三十秒至少过了
10、三十秒,他才说得出话来他才说得出话来.孩子的话刚出口，大师傅就操起勺子狠狠地敲他的脑袋。孩子的话刚出口，大师傅就操起勺子狠狠地敲他的脑袋。我还从来没有听过这样的事呢！我还从来没有听过这样的事呢！仿写句子 1. The teacher came in, _. (手里拿着一本书) 2. The mother has difficulty supporting the family, _. (有三个孩子要养) 3. He sat in the armchair, _. (读报纸) 4. He lay on the bed, _. (看着天花板) 5. _(我永远也忘不了)those happy da
11、ys living with you. 6. _（他一进门就）it rained. (No sooner than)with a book in his handwith three children to bring upreading newspaperlooking at the ceilingNever will I forgetNo sooner had he come inLearning aims 知识目标:1.复习并深入学习倒装句和强调句. 2. 能够理解课文内容，并回答相关问题. 3. 能就本课内容发表自己的观点和看法. 过程目标:能很好地与小组成员合作解决问题. 情感目标:
12、加深对英国古典文学的了解,培养世界文化意识.to make Ss know what they will learn in class .Lead-in(4min) 1. What kind of food is being served? 2. Do you think it will be delicious? 3. Can they have enough food?to catch Ss attention about passage. Fast-reading(3min)Read the passage quickly and choose the best summary by c
13、ompleting the fish-bone.( Individual work)whowherewhenwhyhowresultwhatTo help get the best summary. A .The boys in the workhouse decided that they needed more food. Oliver Twist said that he would ask the warden for more to eat. The workhouse managers decided that Oliver must be hanged.B .The boys i
14、n the workhouse were starving and chose Oliver Twist to ask for more food .When Oliver did this, the workhouse managers were very angry and locked Oliver in a room. C .The boys in the workhouse chose Oliver Twist to ask for more food. When he did this, the workhouse managers were very angry and sent
15、 Oliver out to work.Choose the best summary Careful-reading Skimming-8min( pair work)Part 1 ( paragraph 1 - 2 ) Main idea_ _.Part 2 (paragraph 3- 12 ) Main idea _. Part 3 (paragraph 13- 14) Main idea _ _. The reason for asking for more soup The course of asking for more soup The result of asking for
16、 more soupto get Ss know main ideas of each part .Read the passage and answer the following questions. 1.Why did the boys sit staring at the pot when they had finished eating their soup?( ) A. Because they wanted to clean the bowls. B. Because they waited there for more food. C. Because they were so
17、 hungry that they wanted to eat more. D. Because they wanted to practice cooking. CScanning(7 min) Individual workto make Ss know some detailed information of the passage . 2.How did Oliver feel when he asked for more food?( ) A. Excited B. Desperate. C. Hopeful D. Brave 3.How did the manager of the
18、 workhouse think of Olivers asking for more food?( ) A. Thoughtful B. Interesting C. Unthinkable D. AmusingBC 4.What can we infer from the text?( ) A. The tall boys father had kept a small cook shop. B. Oliver was chosen to ask for more food. C. When Oliver asked for more, he was immediately locked
19、in a room. D. The poor suffered a lot and had no right in the old society.D合作展示：Discussion & presentation（18min) 1) Will Oliver get rid of the miserable life? And how? 2)There are many people who are in hunger while others waste a lot of food, whats your opinion of this phenomenon? And what can you
20、do to reduce wasting food? 3) Can you find the sentences that used for inversion and tell the structures of it?To learn cooperation and practice oral EnglishHomework(1min) 1. 找出文章中使用夸张手法的句子,体会这样写的奥妙，尝试写出3个使用夸张手法的句子。 2.根据对第二问题的讨论展示，写一篇文章号召大家勤俭节约、杜绝铺张浪费，珍惜美好生活 。作业的布置是分层次的，英语水平好的同学完成两个作业，水平差一点的同学只需要完成第
21、一个作业。To make more students enjoy the happiness of finishing homework.板书设计 1.with的复合结构:with +n. +adj./ adv./ doing/ to do/ done/ 介词结构 2.否定词置于句首引起句子部分倒装:hardly, never, seldom, little, nor, neither, not, not until, not only but also, no sooner than 3. 强调句的结构:It is/ was +被强调部分+ that+ 其他成分.本课内容本课内容掌握程度掌握
22、程度小组合作小组合作学习策略学习策略课课堂堂评评价价评价评价多样多样性性阅读发言次数表达语法合作程度合作成果认知调控资源1. Did you finish the reading tasks?2. Can you tell the rules of the grammar learned in the class?3. Can you express your feeling with the phrases and sentence patterns?1. Do you express your ideas this class? And the times?2. Do you cooper
23、ate with your partners well?3. Does your group rank top?1. How do you learn the new words and grammar?2. How can you improve your method of learning?3. Is your knowledge of grammar of help to this class?说说能用本模能用本模块的单词块的单词表达自己表达自己的情感的情感读读阅读阅读快乐阅读快乐阅读中与中与本模块内容本模块内容有关的文章有关的文章写写1.写文章呼写文章呼吁节约，吁节约，珍惜美好珍惜美好生活生活2.出一出一期墙报，期墙报，介绍狄更介绍狄更斯斯演演1.模仿模仿百家讲百家讲坛坛，分析狄更，分析狄更斯笔下人物性格斯笔下人物性格.2.根据所学内容根据所学内容 排演一个短剧。排演一个短剧。听听资源开发资源开发完成本模块的听力部分山东省莱阳市第九中学逄美玲
