1、Book 2 Unit 4 Exploring literatureReading 1 The wonder of literature教学目标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 sentences from literar
2、y 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1. To understand the three qualities of good literature;2. To judge their favourite book according to the three qualities;3. To identify the rhetorical device
3、 of analogy.教学过程步 骤教学活动设计意图互动时间&模式Pre-readingStep 1The 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 reading 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 WorkIndividua
4、l WorkStep 2The 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.通过阅读标题并自由讨论，激活学生关于文学作品的原有知识。1Individual WorkWhile readingStep 3Students skim the a
5、rticle 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。5Group WorkStep 41. The teacher has students read Paragraph 1 carefully and tell the function of the shell with the help of the following mind map.2. The teacher asks students to analyze the function of
6、 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 Paragraph 2 carefully and find the sentence that links this paragraph with the previous one. Some such experience a
7、s this lies in store for us when we begin the study of literature.Students discuss what “such experience” and “this” 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 under
8、standing of 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 stud
9、ents can have 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 a
10、nd beauty are revealed in them.6. Students read Paragraph 4 in detail and interpret the second sentence by filling in the blanks. Literature awakens our inner _. As a result, sometimes we may even cry or laugh with the characters in the book. Meanwhile, literature inspires our _, allowing us to thin
11、k 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. Students describe their imagination that the following sentence can arouse.Was this the face that launched a thousand ships?8. The teacher
12、asks students to read Paragraph 5 and try to translate the following sentence.To achieve this, it should contain two elements: universal interest and personal style.9. The teacher asks students to pick out one sentence to support that “personal style” matters in assuring the permanence of literary w
13、orks. Behind every book is a man, behind the man is the race, and behind the race are the natural and social environments. The teacher asks students to interpret this sentence by giving an example. The teacher provides the Chinese classic literature A Dream of Red Mansions for reference. Who is the
14、man behind the book? What is the race behind the man? What are the natural and social environments?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。通过释义理解文学的第二个特点。鉴于该任务难度较高，教师用半开放式题型搭建脚手架。
15、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。2Individual Work3Pair Work5Class WorkGroup Work3Individual WorkPair Work3Class Work Individual Work3Class Work4Group Work3Individual Wo
16、rk4Group WorkStep 5The teacher asks the same question 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。2Individual WorkPost-readingStep 6Students are divided into groups of four and try to appreci
17、ate the Chinese literary classic A Dream 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。3Group WorkHomework1. 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
